HIST1103 Ancient World History II


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This course examines the history of the ancient world through study of the emphases of each book of the Greek New Testament and focusing on the history of each and relating each book to the larger picture of New Testament history. 


Christopher Cone, ThD, PhD, PhD 

Paul Weaver, ThM, PhD 

Roger Fankhauser, DMin 

Steve Spurlin, TMS, DMS, PhD 

John Oglesby, MA 


Module 1 – Introductory Matters – Steve Spurlin, TMS, DMS, PhD 

A brief look at foundational aspects of studying Ancient World History as it relates to the Greek New Testament including source material, interpretive methodology, and theological method.  

Reading: Benware, Part 1 

Cone, p. 163–169 


Module 2 – The Gospels – Christopher Cone, ThD, PhD, PhD 

Dr. Christopher Cone presents ancient world history as it is found within the first four books of the Greek New Testament covering a synthetic overview as well as its relation to other world events that do not appear within the gospels.  

Reading: One of the four gospels (Matthew, Mark, Luke, or John) 

Benware, Part 2 

Cone, p. 169-192 


Module 3 – The Acts of the Apostles – Paul Weaver, ThM, PhD 

Dr. Paul Weaver presents the historical events found within the Acts of the Apostles–the fifth book in the Greek New Testament.  

Reading: The Acts of the Apostles 

Benware, Part 3 

Cone, p. 194–202 


Module 4 – Pauline Epistles I – Paul Weaver, ThM, PhD 

Dr. Paul Weaver presents the historical events surrounding and within some of the Apostle Paul’s earlier letters found within the Greek New Testament – 1 & 2 Thessalonians and 1 & 2 Corinthians.  

Reading: 1 & 2 Thessalonians 

Benware, p.163-190 

Cone, p. 206-214 

Module 5 – Pauline Epistles II – Christopher Cone, ThD, PhD, PhD 

Dr. Christopher Cone presents the historical events surrounding and within the Apostle Paul’s first letters found within the Greek New Testament – Galatians and Romans.  

Reading: Galatians and Romans 

Benware, p. 152-162, 191-206 

Cone, p. 212-220 



Module 6 – Pauline Epistles III – John Oglesby 

John Oglesby explores the historical events surrounding and within the letter written by the Apostles Paul while he was imprisoned during his first imprisonment in Rome.  

Reading: Galatians and Philippians 

Benware, p. 207-224 

Cone, p. 221-229 


Module 7 – Pastoral Epistles – Roger Fankhauser, DMin 

Dr. Fankhauser explores what is often referred to as the pastoral epistles – 1 & 2 Timothy and Titus.  

Reading: 1 & 2 Timothy and Titus 

Benware, p. 225-239 

Cone, p. 230-234 


Module 8 – General Epistles I – Steve Spurlin, TMS, DMS, PhD 

Dr. Spurlin explores the books of James and Hebrews, providing a synthetic overview as well as a glimpse into the world events surrounding these books.  

Reading: James and Hebrews 

Benware, p. 240-249 

Cone, p. 203-205, 235-237 


Module 9 – General Epistles II – Roger Fankhauser, DMin 

Dr. Fankhauser explores the remaining general epistles, providing a synthetic overview as well as a glimpse into the world events surrounding these books.  

Reading: 1&2 Peter, Jude, 1, 2, & 3 John 

Benware, p. 250-269 

Cone, p. 238-246 


Module 10 – Revelation – John Oglesby 

John Oglesby presents a synthetic overview of the events within the book of Revelation, relating past history and future events.  

Reading: Revelation 

Benware, p. 270-281 

Cone, p. 247-253 



Required Texts:

  1. All CBU courses use the Bible as a primary textbook. Translations used for coursework include any of the following: NASB, ESV, KJV, and NKJV. Other translations/versions may be used for complementary study and research.  
  2. Benware, Paul. A Survey of the New Testament. Chicago, IL: Moody Press. ISBN: 978-0802424839. $17.00 
  3. Cone, Christopher.  2014. A Concise Bible Survey: Tracing the Promises of God.  Fort Worth, TX: Exegetica Publishing.  ISBN: 978-0976593034.  $16.00. 



        Course Learning Outcomes (CLOs)

        1. To establish an understanding of global historical events from roughly 400BC – 100AD.  
        2. To provide principles for understanding past events and applying principles found within to the present.   
        3. To provide a synthetic overview of the Greek New Testament.   
        4. To provide a model for synthetic overview. 


        Program Learning Outcomes (PLOs)

        PLOs for A. Ed: 
        1. To prepare Learners for specialized undergrad study in transformative education theory and in leadership strategies.
        2. To provide Learners key worldview foundations for critical thinking and study.  
        3. To provide Learners with practical experience germane to their transformative learning and leadership.  

        PLOs for B. Ed:
        1. To prepare Learners for roles in transformative education teaching and service.
        2. To provide Learners a foundation for effective individual and organizational leadership in diverse environments.  
        3. To ensure Learners demonstrate worldview foundation for empowering people and building communities.  
        4. To develop Learners who formulate the Biblical approach to transformative learning and leadership


        CBU Learning Outcomes (CBULOs)

        1. Critical Thinking, Problem Solving, and Research – Learners will demonstrate ability to think critically, solve problems, and conduct interdisciplinary research at a level appropriate to their program.
        2. Personal Growth – Learners will understand how learning is related to personal growth, and will be challenged to grow in their thinking, communication, conduct, and engagement with others.
        3. Skills Development – Learners will advance in skills related to their area of learning, demonstrating a level of competency appropriate to their program.
        4. Social Responsibility – Learners will appreciate the diversity in and value of others as designed by our Creator, and will grow in willingness and capability to serve others.
        5. Worldview Applications – Learners will become capable at thinking from a worldview perspective and will understand the relationship of description and prescription, so that they can ground their actions in sound principles.


        Assignments and Grading (1000 Points)

        1. Module Assessments (25 points each x 10)                            250 Points (Video) 
        2. Course Content Assessment                                                     250 Points (Essay) 
        3. Reading Content Assessment                                                   250 Points (Written Summary) 
        4. Competency Assessment – 
          Writing: Choose a book of the Greek New Testament and write a 2000 word paper providing an outline of the book, an account of important                                    historical events surrounding the book, the main theme and lessons of the book, and applications and significance to one’s worldview.  
          Creative Timeline: Create a timeline which displays all of the important events surrounding the Greek New Testament. This timeline should be                                 creative providing great textual information but also communicating a lot at a glance.  
          Recorded Presentation: Give a 45-60 minute presentation on a topic related to the events in the Greek New Testament.   

                                                                                                                  250 Points 


        Grading Scale

        91-100%          A

        81-90%            B

        71-80%            C

        61-70%            D

        0-60%              F


        Carnegie Unit Credit Hour Equivalent

        Total Hours of Module Content: 20 hours  

        Total Hours of Reading Content: 40 hours 

        Total Hours of Minor Assessments: 30 hours 

        Total Hours of Major Assessment: 30 hours 

        Total Hours of Competency Assessment: 15 hours 

        Equivalent of 3 Credit Hour (135 hours of total course time) 

        Course Duration Policy

        Learners may complete the course in as few as four weeks and in as many as sixteen weeks from the date of enrollment. 

        Writing Style Policy

        All written assessments must follow the style guide appropriate for each course subject as listed below:

        • PHIL/HUMA/HIST/LANG/BIBL – Chicago Style (The Chicago Manual of Style: The Essential Guide for Writers, Editors, and Publishers, Seventeenth Edition)
        • EDUC/SCIE/MATH/PSYC – APA Style (The Publication Manual of the American Psychological Association, Seventh Edition)
        • ENGL – MLA Style (MLA Handbook, Ninth Edition)
        Standard of Intellectual Honesty

        By enrolling in a CBU degree program, Learners commit that they will not give or receive aid in any work that is to be used by the professor as the basis of grading, and that, and will do their part to ensure that other Learners uphold CBU's Standards of Intellectual Honesty.

        The CBU faculty manifests its confidence in the honor of its Learners by refraining from proctoring examinations and from taking unusual and unreasonable precautions to prevent intellectual dishonesty.

        While the CBU faculty alone has the right and obligation to determine academic requirements, Learners and faculty collaborate to establish the conditions for learning that is worthy of the worldview that CBU represents.

        Intellectual dishonesty includes but is not limited to:

        1. Copying from another’s work or allowing another to copy from one’s own work
        2. Representing as one’s own work the work of another
        3. Other forms of plagiarism.
        4. Unpermitted collaboration or provision of aid on an academic assignment
        5. Using the same paper or other coursework too satisfy the requirements of more than one course or degree

        The standard penalty for a first offense may include a failing grade for the course in which the violation occurred. Repeated offenses may include academic suspension or dismissal.