Evidences Necessary to Authenticate a Divine Revelation Lesson Plan

Evidences Necessary to Authenticate a Divine Revelation – THY 1
“Evidences Necessary to Authenticate a Divine Revelation” – THY 101
Lilly Cline
EDU 496
Cassandra Smith
05/10/2015

Evidences Necessary to Authenticate a Divine Revelation- THY 2
Course Foundation
Name of Course Developer:
“T”heresa Cline
Course Name:
Evidences Necessary to Authenticate a Divine Revelation – THY 101
Course Description:
The core of this lesson is to comprehend, apply, synthesize, and create new meaning out of material
evidences, internal evidences, and collateral evidences into a stronger foundation under the student’s Christian
foundational belief system.
Course Learning Outcomes:
1. Demonstrate comprehension of course content.
2. Demonstrate knowledge and skill to research and use discovery to realize truth.
3. Exhibit his and/or her knowledge by defining material evidences, internal evidences, and
collateral evidences in his and/or her own words.
4. Apply the concept of external evidences in contrast to external evidences.
5. Define material evidences and collateral evidences in your own words.
6. Evaluate miracles (material evidence) in contrast to collateral evidence which defy known natural
law.
7. Demonstrate knowledge and skills of proper writing mechanics and APA Formatting rules.

8. Demonstrate your knowledge of the material evidence and collateral evidence in creating a focus
list of six items that the learner will use a tool in the debate. Each list will be presented to the
instructor before the debate begins to check the learner’s comprehension and validity of the focus
points.
9. Analyze the conflicts, within the assigned groups, to produce an authenticated list of five conflicts
between material evidence and collateral evidence.
10. Produce a written solution for each of the five conflicts between material evidence and collateral
evidence.
Program Description:
This is an Introductory Theology academic program. This is a theological studies introductory lesson.
The purpose is to teach you critical thinking and reasoning skills for developing a Christian mind. This class
and the following courses in this program have been developed in a logical order that will help you construct
a solid foundation for thinking through life's most important issues and to assist you in discovering basic
theological truths. Introduction to Theology will ask you to ask yourself questions. Some of the most
important questions you will be asking yourself are; why should I be concerned with theology? What is
truth? How can I find the truth? Can I be certain that the truth I believe is the right truth? What is the
Christian view of truth? How do I respond to a world around me that devalues Christian truth? Does God still
communicate through divine revelations today?

Program Learning Outcomes:
1. The Introduction to Theology program will equip leaners to understand and defend their
Christian faith in the Holy Trinity, God (the father), Jesus (the son of God), and the Holy Spirit
(the teacher).
2. You will learn theology from a Christian historical perspective.
3. You will be able to apply theology concepts and theories to discover truth.
4. You will learn theology from a Christian biblical understanding of scripture.
5. You will learn theology from a broad evangelical perspective.
6. You will learn to apply your critical thinking skills to solve real life issues that arise between
what you believe to be truth and what is truth.
7. You will have demonstrated the knowledge and skill of debating or arguing a topic cautiously,
competently, and without offense to another’s beliefs, ideas, perspectives, and/or opinions that
you may not necessarily agree with.
8. When you have completed this program you will be able to recognize major concepts and
theories of Christian theology.
9. When you have completed this program you will have demonstrated your acquired knowledge of
the major concepts and theories of Christian theology.
10. When you have completed this program you will have acquired the fundamental vocabulary and
their definitions of Christian theologians.
11. You will have demonstrated your ability to create new meaning from the knowledge and skills
you acquired through the learning activities in this program.

12. You will have demonstrated your ability to use technology to effectively and efficiently
communicate your thoughts, feelings, idea, and comprehension of the content of the program.
13. You will have demonstrated your ability to effectively and efficiently communicate core
concepts, theories, meanings, and ideas in a secular group environment.
The Checklist
Course Design:
Course Design
Using a group activity to accomplish the learner goals and objectives utilizes collaborative learning strategy
and promotes dialogical processes of each learner regardless of the group they are assigned to be in. The forum
is a controlled learning environment but, learners have control over the many choices and materials that he
and/or she presents in the discussion forums, chat room, and the written assignments. The nine events of
learning encompassed in the directions, presented materials, and video presentations accomplish; informing the
learners of the goals and objectives, presenting the learner with stimulus materials, provides adequate learner
guidance, guides learner performance, elicits learner performance, promotes feedback opportunities for the
learners and the instructor, and provides a means for the educator/instructor to observe each learners
performance for assessment purposes. The collaborative group activity itself stimulates learner recall of
previous knowledge and experiences that can be gleaned from the performance in the activity.
This lesson plan induces the learner to use the following learner styles and thinking to acquire the knowledge
and skills expected in achieving the learner goals and objectives. The learner will use verbal/linguistic, logic,
spatial reasoning, intrapersonal, and interpersonal skills in this activity. The rubric encompasses each of the
learner objectives and goals that this activity is meant to promote. This activity promotes learner-centered
activity, peer learning activity, the guide on the side instructional strategy of an instructor, and contains grading
rubrics that are reliable and aligned assessments to measure learner progress. The nature of the learner activity
promotes a motivational, meaningful, and memorable learning event that the learner will be able to recall for
future application in the career environment, academic environment, and in life applications.

Learning Resources:
Required Materials
Resource Instructions for access
(if applicable)
Brief statement explaining
how the resource supports
the Course Learning
Outcomes
Microsoft Office 10
Suite
After installing the software application to your hard
drive click on the “Microsoft Office folder” in your
“Start” menu on your PC or laptop. You may pin the
shortcut to your task bar for quicker access. Click on
the title “Microsoft Word” to open a new document.
Required software purchase
for all learners attending ABC
University.
The final paper for the week’s
lesson will be an APA
formatted paper using the
Microsoft Word application.
WORDSearch 10
Software Application.
All students may purchase the WORDSearch Engine
version for $29.95 at
https://www.wordsearchbible.com/ws10
Or receive the full teacher’s version free when they
purchase their required Bible text, required secular
textbooks, or learner supplies through the
http://www.christianbook.com website.
Required software purchase
for all learners attending ABC
University.
All of the students required
texts can be purchased
affordably and accessed with
this software application.
The “Post to social
application” (posts selected
text content to Facebook and
Twitter) and “Discussion
groups” directly link students
to one another to discuss
lesson topics.
“Discussion Groups” can be
accessed without leaving the
application and maintaining
the visual aid of their content
to help learners keep focus in
learner discussion activities.

The “Web Browser” link
within WORDSearch 10
application allows learners to
perform research activities
without leaving the
application or the content they
are working with within the
application. These discussion
opportunities are for learners
to discuss topics without the
instructor and to gain peer to
peer learning opportunities
outside the classroom 24/7.
Hacker, D. &
Sommers, N. (2011).
Rules for Writers. (7th
ed.). New York, New
York: Bedford/St.
Martin's.
All student may purchase the required text reference
at http://www.dianahacker.com or other online text
outlet like http://www.amazon.com
Required textbook reference
for all teachers, teacher
assistants, and students
attending ABC University.
This is an authoritative and
universal reference tool.
ABC University requires that
all written work is to be APA
formatted.
Google Gmail
Account
All students may receive a free Google Gmail account
by going to
https://www.gmail.com/intl/en/mail/help/features.html
Click on the “Create Account” hyperlink and follow
the prompts to create your free Google Gmail account.
All students at ABC
University are required to
obtain and maintain a free
Google Gmail account.
The free productivity software
applications are used by all
teachers and learners to
participate in some learner
activities.
Google Docs will be used in
this lesson for the
collaborative group activity.
Thomas Nelson Inc.
The Holy Bible King
James Version (KJV).
(2003).
Access the Holy Bible (KJV) in the WORDSearch 10
application under the file heading “Bibles”.
Points of reference in the Holy
Bible text assist learners in
comprehension of Scripture in
relation to External and
Internal evidences.
The relevant Holy Scriptures
are identified in the
recommended materials.
Wakefield, S. (2007). Access the textbook using your WORDSearch 10 A concise, comprehensive,

Christian Theology.
CARLTON &
POTTER,
WORDSearch Corp.
Clerk's Office of the
District Court of the
United States for the
Southern District of
New York: New
York.
Application. Go to the Resources file labeled
“Theology” and click on the textbook link titled,
“Christian Theology”.
and Systematic View of
Evidences, Doctrines, Morals,
and Institutions of
Christianity.
Recommended Materials
Resource Instructions for access Brief statement explaining
the Course Learning
Outcomes
Basic Training
Lesson 1 General
Revelation; External
Evidence of God.
Bible Academy
https://www.youtube.com/watch?v=gywuZkFMvYo This video lesson, presented by
the bible academy, assists
learners with higher order
thinking in relationship to the
content of the lesson and Holy
Scripture.
Basic Training
Lesson 2 General
Revelation; Internal
Evidence of God.
Bible Academy
https://www.youtube.com/watch?v=gY4-OiN0Rp4 This video lesson, presented by
the bible academy, assists
learners with higher order
thinking in relationship to the
content of the lesson and Holy
Scripture.
The Holy Bible
(KJV)
Psalm 19, Duet. 4:27 – 29, Proverbs 8:17, Is. 45:22,
Is. 55:6 – 7, Jer. 20:13, Matthew 7:17, Luke 14: 25
– 33, Hebrews 9:27, Romans 16 – 32, John 3:18 -
19, Acts, 4:12, and John 3:16
The combined Holy Scriptures
lead the learner to the
comprehension of External and
Internal Evidences.
Additional Student Resource for Producing
“Evidence of Participation”
As a Screenshot
Resource Instructions for access Brief statement explaining
the Course Learning
Outcomes
How to Take a
Screenshot in
http://www.wikihow.com/Take-a-Screenshot-in-
Microsoft-Windows
The learner will have a quick
access point to quickly learn

Microsoft Windows how to take a screenshot of their
desktop to provide the instructor
with evidence of participation
when requested.
Course Grading By Component
Week One
Introduction 1
Discussion Forum #1 5
Discussion Forum #2 5
Collaborative Group:
Participation and Focus List Assignment
6
Journal 4
Written Assignment-Summative
Assessment
19 + 6 = 25
(combined with
collaborative and
focus list points)
Week One Course Content
Week One Learning Outcomes:
Week One Learning Outcome Aligned with this/these Program Outcome(s)
1. Exhibit his and/or her knowledge by defining
material evidences, internal evidences, and
collateral evidences in his and/or her own words.
1. You will be able to apply theology concepts
and theories to discover truth.
2. Apply the concept of external proof to internal
evidence.
1. The Introduction to Theology program will
equip leaners to understand and defend their
Christian faith in the Holy Trinity, God (the
father), Jesus (the son of God), and the Holy
Spirit (the teacher).
3. Define material evidences and collateral evidences
in the groups own words in the summary.
1. When you have completed this program you
will have acquired the fundamental vocabulary
and their definitions of Christian theologians.

4. Evaluate miracles (material evidence) in contrast
to collateral evidence which defy known natural
law.
2. You will learn to apply your critical thinking
skills to solve real life issues that arise between
what you believe to be truth and what is truth
using Christian theology.
5. Demonstrate his and/or her knowledge of the
material evidence and collateral evidence in
creating a focus list of six items that the learner
will use a tool in the debate. Each list will be
presented to the instructor before the debate begins
to check the learner’s comprehension and validity
of the focus points.
1. When you have completed this program you
will have demonstrated your acquired
knowledge of the major concepts and theories
of Christian theology.
6. Analyze the conflicts, within the assigned groups,
to produce an authenticated list of five conflicts
between material evidence and collateral evidence.
7. Produce a written solution for each of the five
conflicts between material evidence and collateral
evidence.
1. The Introduction to Theology program will
equip leaners to understand and defend their
Christian faith in the Holy Trinity, God (the
father), Jesus (the son of God), and the Holy
2. You will have demonstrated your ability to
create new meaning from the knowledge and
skills you acquired through the learning
activities in this program.
Week One Introduction:
Week One Introduction
There are no prerequisites for this course as it is an introductory Theology course. This is a theological

studies introductory lesson. The purpose is to teach you critical thinking and reasoning skills for developing a
Christian mind. This class and the following courses in this program of an Introduction to Theology will help
you construct a solid foundation for thinking through life's most important issues.
In this first week of THY 101, we will learn about the importance verifying a Divine Revelation through
material, internal, and collateral evidences. We will engage in a collaborative group activity. Finally, we will
conclude this lesson by applying the course concepts toward a formal evaluation in a collaborative group final
paper.
At the core of this lesson we will comprehend, apply, synthesize, and create new meaning out of material
evidences, internal evidences, and collateral evidences to build a stronger foundation under your Christian
foundational belief system.
You may already have a great deal of learned Christian beliefs and a firm comprehension of
chronological biblical history but, understanding why you believe something must be brought to the forefront.
Understanding “material evidences, internal evidences, and collateral evidences” of a Divine Revelation puts
you in the seat toward knowledge, self-challenge, self-growth, and closer to understanding self in correlation to
Divine Revelation. This course is the foundation of Theology.
General Instructions
1. Use proper Netiquette Rules at all times. The Netiquette Rules are found in ABC University’s Student
Handbook. Derogatory commentary or discriminatory commentary will not be tolerated.
2. When in doubt of APA formatting, always refer to your required text “Rules for Writers” (7th ed.). Diana
Hacker and Nancy Sommers.
3. Always refer to the Grading Rubric for further understanding of the requirements of your assignments.
4. Keep in mind, a one week course goes by very fast, stay on track with your due dates. If you experience
a problem that prevents you from meeting a due date, notify your instructor of the circumstances, to
make other arrangements to meet your requirements, as soon as you know there is going to be a delay.
Calendar of Events
Day 1: Post your Introduction and Read Chapter One of your textbook and recommended Scriptures. View
recommended materials.
Day 2: Locate your assigned group, login to your assigned chat room type “hello” and logout, and begin
formulating your Focus List assignment.
Day 3: Discussion 1 and 2 Initial Discussion Posts are due. Meet with your group to begin Collaborative Group
Activity.
Day 4: Journal assignment is due.
Day 5: Discussion 1 and 2 Responses to peers are due. A minimum of two substantive responses to two peers
are required in all discussion forums. Just agreeing or disagreeing is not a substantive response. You must
explain why you agree or disagree with your peer’s in your responses.
Day 6: Meet with your group to finalize any discussions or suggestions for your final paper.
Day 7: Final Paper Assignment due.

Week One Required Readings:
Wakefield, S. (2007). Christian Theology. CARLTON & POTTER, WORDSearch Corp. Clerk's Office of the
District Court of the United States for the Southern District of New York: New York.
Reading Assignment Brief Summary
Outcome Alignment
1. Textbook:
Chapter One, (pp. 39 – 50).
Evidences Necessary to Authenticate a
Divine Revelation.
1. You will be
able to apply
theology
concepts and
theories to
discover truth.
2. Demonstrate
comprehension
of course
content.
3. Exhibit his
and/or her
knowledge by
defining
material
evidences,
internal
evidences, and
collateral
evidences in his
and/or her own
words.
Week One Recommended Readings:
Reading Assignment Brief Summary
Outcome
Alignment
“Holy Bible Scriptures”
Psalm 19, Duet. 4:27 – 29, Proverbs
Defines External and Internal Evidences
through the Word of God.
1. You will be
able to apply

8:17, Is. 45:22, Is. 55:6 – 7, Jer. 20:13,
Matthew 7:17, Luke 14: 25 – 33,
Hebrews 9:27, Romans 16 – 32, John
3:18 -19, Acts, 4:12, and John 3:16
theology
concepts and
theories to
discover truth.
2. You will learn
theology from
a Christian
biblical
understanding
of scripture.
Week One - Evidences Necessary to Authenticate a Divine
Revelation – THY 101- Presentation:
Week 1: Introduction Assignment Instructions:
You may choose to write an APA formatted personal introduction paper, use a blog (provide the hyperlink
to your blog in the discussion forum) under the title “Introduction,” or produce a PowerPoint presentation to
introduce yourself to the instructor and your peers. If you chose a blog or PowerPoint Introduction include a
photo of yourself. Briefly tell us about yourself, family, accomplishments, and interests. Include a brief
statement on what you expect to gain or experience from this course.
Personal Introduction Assignment
Point
Allocation
Outcome Alignment
You may choose to write an APA formatted personal introduction
paper, use a blog (provide the hyperlink to your blog in the discussion
forum) under the title “Introduction,” or produce a PowerPoint
presentation to introduce yourself to the instructor and your peers. If
you chose a blog or PowerPoint Introduction include a photo of
yourself. Briefly tell us about yourself, family, accomplishments, and
interests. Include a brief statement on what you expect to gain or
experience from this course.
1
1. You will have
demonstrated
your ability to
use technology
to effectively
and efficiently
communicate
your thoughts,
feelings, idea,
and
comprehension

of the content of
the program.
2. Demonstrate
knowledge and
skills of proper
writing
mechanics and
APA
Formatting
rules.
Introduction Assignment Grading Rubric
Content Criteria
Distinguished: The learner presents an introduction in one of the outlined formats and answered all of the prompts in the
Introduction directions. There are little to no writing mechanic errors and the content is very easy to understand.
Proficient: The learner presents an introduction in one of the outlined formats and answered most of the prompts in the
Introduction directions.
Basic: The learner presents an introduction in the discussion forum without an outlined format as described in the
directions and answers the prompts in the Introduction instructions.
Below Expectation: The learner puts forth minimal effort, thoughts, nor answers all of the prompts in the Introduction
directions.
Non-Performance: The learner’s introduction is non-existent or does not meet the criterion in the Introduction directions.
Week 1: Leaner Activity – Group Activity Instructions:
Written Assignment Instructions
Outcome Alignment
Name of Assignment: Week 1 Group Activity
Based on the Introductions the instructor will place you into groups of
two or three to work on a project together to produce a group final
written paper due at the end of the week. See Course Calendar for due
dates.
Group Assignment: To find out which group you have been assigned
to; go to Instructor Guidance then go to Group Assignments. Look for
your name under group headings A, B, C, etc. To work with your peers
log into Chat Group A, B, C, etc. that you are assigned to. You may
not collaborate with other groups or its members for this activity. All
of your group’s activity and final paper must be that of your assigned
group. A failing grade will be issued if this rule is violated.
Important Instructions: Each group will choose a team leader. The
1. The Introduction to Theology
program will equip leaners to
understand and defend their
Christian faith in the Holy
Trinity, God (the father), Jesus
(the son of God), and the Holy
2. You will have demonstrated
your ability to effectively and
efficiently communicate core
concepts, theories, meanings,
and ideas in a secular group

team leader is responsible for compiling the final written paper,
distributing the final written paper to other peers in the group, making
changes to the final paper as suggested by peers, reporting group
issues to the instructor for mediation if one cannot be found between
the group’s members on its own. Each group member is to provide
evidence of participation (for example; screen shots of your discussion
posts), provide relevant dialogue and research materials as needed, and
submit your own copy of the final written paper in your student portal.
Earn Extra Credit Points: There are two ways to gain 1 extra credit
point during the course of your group activity. This means that there is
an opportunity for you to gain a total of 2 extra credit points. 1 extra
credit point is awarded to every student that successfully applies the
rules of presenting a debate topic or argument. 1 extra credit point is
awarded to the student who is appointed to be the lead organizer,
reporter (non-participation of a group member, other issue that needs
mediated by the instructor that the group cannot solve on its own), and
is responsible for compiling the final paper for group.
Assignment Instructions: Each student must substantially participate
in the group. Each student must prepare and present a Focus List of a
minimum of 6 focus points that will assist the group in successfully
discussing and writing the group’s final paper. The group must create
its own schedule to meet for discussions and work on the activity in
the assigned chat room so that all group members have the opportunity
to participate. The group’s objective is to write a final paper that
contains five original conflicts between material and collateral
evidences of a divine revelation and five solutions to the conflicts.
Support your work with examples and scholarly resources. See Week
1 Final Paper Assignment for further directions and grading rubric.
Viewing the grading rubric will help you understand and focus your
group discussion and activities around the expectations of your
participation and contents of your final paper for this class.
environment.
3. You will be able to apply
theology concepts and theories
to discover truth.
4. You will learn to apply your
critical thinking skills to solve
real life issues that arise
between what you believe to be
truth and what is truth using
Christian theology.
5. You will have demonstrated
your ability to create new
meaning from the knowledge
and skills you acquired through
the learning activities in this
program.
6. Define material evidences and
collateral evidences in your
own words.
7. Demonstrate knowledge and
skill to research and use
discovery to realize truth
Week 1 - Journal Assignment - Instructions:
Your Journal’s written paper is required to be APA formatted with a title page A reference page is
required if in-text citations are used within the content of your paper.
During this week’s discussion, you applied Wakefield’s (2007) material evidence theory to disprove an
internal material divine revelation. Identify and reflect on what material evidences could have proved
your example of an internal evidence of a divine revelation to be true. Why did you categorize your
example of the internal evidence as disproved? Is an individual’s testimony enough material evidence
to provide proof of a divine revelation from God? Why or Why not?

Journal Written Assignment Instructions
(Formative Assessment)
Point
Allocation
Outcome Alignment
Name of Assignment: Journal
Assignment Instructions: Your Journal’s written paper is required to
be APA formatted with a title page A reference page is required if in-
text citations are used within the content of your paper.
During this week’s discussion, you applied Wakefield’s (2007)
material evidence theory to disprove an internal material divine
revelation. Identify and reflect on what material evidences could have
proved your example of an internal evidence of a divine revelation to
be true. Why did you categorize your example of the internal evidence
as disproved? Is an individual’s testimony enough material evidence
to provide proof of a divine revelation from God? Why or Why not?
5
1. Demonstrate
knowledge and
ability to
research and use
discovery to
realize truth.
2. You will have
demonstrated
your ability to
effectively and
efficiently
communicate
core concepts,
theories,
meanings, and
ideas in a
secular group
environment.
3. You will learn
to apply your
critical thinking
skills to solve
real life issues
that arise
between what
you believe to
be truth and
what is truth
using Christian
theology.
4. The
Introduction to
Theology
program will
equip leaners to
understand and
defend their
Christian faith
in the Holy

Trinity, God
(the father),
Jesus (the son
of God), and the
Holy Spirit (the
teacher).
5. Evaluate
miracles
(material
evidence) in
contrast to
collateral
evidence which
defy known
natural law.
6. Demonstrate
knowledge and
skills of proper
writing
mechanics and
APA
Formatting
rules.
Journal Assignment Grading Rubric
Content Criteria Weight
Distinguished: Demonstrates content that is comprehensive, is in alignment with the
concept, theory, and/or model of discussion and is clear. The development is in a logical
order.
Proficient: Demonstrates content that is clear and adept. Provides most of the elements of
the written assignments goals and objectives. The content is mostly in a logical order and is
easy to understand.
Basic: Demonstrates a basic knowledge of the content. Provides some elements of the
written assignments goals and objectives.
Below Expectations: Demonstrates minor knowledge of the content. Provides minimal
elements of the written assignments goals and objectives.
Non-Performance: The written work is either not turned-in for assessment or the work fails
in addressing the purpose and content of the assignment..
3
Writing Syntax and Mechanics Criteria
Distinguished: Displays meticulous comprehension, organization, and usage of spelling,
grammar, and punctuation. Written work contains 0 errors. Clearly written, easy to follow, and
comprehend.
Proficient: Mostly displays comprehension, organization, and usage of spelling, grammar,
and punctuation. Written work contains few errors.
Basic: The written assignment contains several errors in spelling, grammar, and/or
punctuation but, the written work is still fairly easy to comprehend and follow.
1

Below Expectations: Syntax and mechanics fail to display a comprehension of spelling,
grammar, and punctuation. The written assignment contains many errors create difficulty in
reading and/or following the author's intent.
Non-Performance: The written work is either not turned-in for assessment or lacks the
elements described in the assignment.
APA Format Style Criteria
Distinguished: The summary contains correct APA formatting with little to no errors.
Proficient: The summary contains a few minor errors in the APA formatting.
Basic: The summary contains limited APA formatting and contains several errors of
inappropriate application of APA formatting rules.
Below Expectation: The summary contains little attempt to use APA formatting. The
summary’s APA formatting is less than expected for a college level paper.
Non-Performance: The summary is non-existence or APA formatting is non-existent or
contains many mistakes.
1
Week 1 Discussion 1 Assignment – Instructions:
In your own words define material evidences and collateral evidences. “Mr. Hume denies the credibility
of miracles on the ground of human testimony,” (Wakefield, p. 43). Answer the question; is all human
testimony discreditable? Why or Why not? Describe an example of how internal evidences and material
evidences produced a contradiction disproving a divine revelation. Support your conclusion.
A minimum of two substantive responses to two peers are required in all discussion forums. Just
agreeing or disagreeing is not a substantive response. You must explain why you agree or disagree with your
peer’s in your responses.
Suggestion for submission: Write your responses in Microsoft Word then copy and paste your work into the
discussion forum.
Guided Response:
Please take a few moments to examine each one of your peer’s initial discussion posts before you respond to the
minimum required number of peers. Using material, internal, or collateral evidences suggest a valid way that
you might prove the divine revelation could be true in the example given by your peers.
Discussion 1 Written Assignment Instructions
Point
Allocation
Outcome
Alignment
Name of Assignment: Week 1 Discussion 1
Assignment Instructions: In your own words define material
evidences and collateral evidences. “Mr. Hume denies the credibility
of miracles on the ground of human testimony” (Wakefield, p. 43).
Answer the question; is all human testimony discreditable? Why or
Why not? Describe an example of how internal evidences and material
evidences produced a contradiction disproving a divine revelation.
Support your conclusion.
1. Define material
evidences and
collateral
evidences in the
groups own
words in the
summary.
2. Evaluate
miracles

A minimum of two substantive responses to two peers are
required in all discussion forums. Just agreeing or disagreeing is not a
substantive response. You must explain why you agree or disagree
with your peer’s in your responses.
Suggestion for submission: Write your responses in Microsoft Word
then copy and paste your work into the discussion forum.
Guided Response: Examine each one of your peer’s initial discussion
posts before you respond to the minimum required number of peers.
Using material, internal, or collateral evidences suggest a valid way
that you might prove the divine revelation could be true in the
example given by your peers.
5
(material
evidence) in
contrast to
collateral
evidence which
defy known
natural law.
3. Demonstrate
comprehension
of course
content.
4. Demonstrate
knowledge and
skill to research
and use
discovery to
realize truth.
5. Demonstrate
knowledge and
skills of proper
writing
mechanics and
APA
Formatting
rules.
Week 1 Discussion 1 Assignment Grading Rubric
Distinguished: The response contains comprehensive and detailed definitions of both
material and collateral evidences, gives an accurate, detailed, and research supported
example.
Proficient: The response contains the correct definitions of both material evidences and
collateral evidences, gives an accurate example with some support.
Basic: The response contains the correct definitions of both material evidences and
collateral evidences but, the definitions are mostly word for word out of the text.
Below Expectation: The response briefly defines the correct definitions of material
evidences and collateral evidences.
Non-Performance: The response is non-existent or the definitions or example are incorrect.
3
comprehend.
1

1
Week 1 Discussion 2 Assignment – Instructions:
“The Force of its Evidence.—the force of the evidence arising from the prediction of such events as human
sagacity could not anticipate is at once apparent. Such predictions, whether in the form of declarations,
descriptions, or representations of things future, are evidently supernatural, and must be divinely inspired”
(Wakefield, p. 46). In 150 – 200 words answer the following prompts using APA formatting and support your
conclusion. In the event that a divine revelation cannot be proven to be a true revelation from God at the time
that it occurred through material evidences or internal evidences should it be discounted as untrue? Why or
Why not?
Discussion 2 Written Assignment Instructions
Point
Allocation
Outcome Alignment
Name of Assignment: Week 1 Discussion 2
Assignment Instructions: “The Force of its Evidence.—the force of
the evidence arising from the prediction of such events as human
sagacity could not anticipate is at once apparent. Such predictions,
whether in the form of declarations, descriptions, or representations of
things future, are evidently supernatural, and must be divinely
inspired” (Wakefield, p. 46). In 150 – 200 words answer the
following prompts using APA formatting and support your
conclusion. In the event that a divine revelation cannot be proven to be
a true revelation from God at the time that it occurred through material
evidences or internal evidences should it be discounted as untrue?
Why or Why not?
Suggestion for submission: Write your responses in Microsoft Word
then copy and paste your work into the discussion forum.
5
1. Demonstrate
comprehension
of course
content.
2. Demonstrate
knowledge and
skill to research
and use
discovery to
realize truth.
3. Demonstrate
knowledge and
skills of proper
writing
mechanics and

Guided Response: Examine each one of your peer’s initial discussion
posts before you respond to the minimum required number of peers.
Using proper Netiquette Rules, ask for clarifying statements, suggest
another perspective with support, and explain why you agree or
disagree with your peer’s argument.
APA
Formatting
rules.
4. You will have
demonstrated
the knowledge
and skill of
debating or
arguing a topic
cautiously,
competently,
and without
offense to
another’s
beliefs, ideas,
perspectives,
and/or opinions
that you may
not necessarily
agree with.
Discussion 2 Assignment Grading Rubric
Distinguished: The response contains comprehensive and detailed definitions of both
material and collateral evidences, gives an accurate, detailed, and research supported
example.
Proficient: The response contains the correct definitions of both material evidences and
collateral evidences, gives an accurate example with some support.
Basic: The response contains the correct definitions of both material evidences and
collateral evidences but, the definitions are mostly word for word out of the text.
Below Expectation: The response briefly defines the correct definitions of material
evidences and collateral evidences.
Non-Performance: The response is non-existent or the definitions or example are incorrect.
3
comprehend.
1

1
(Group) Final Paper Assignment – Instructions:
Each student must substantially participate in the group. Each student must prepare and present a Focus
List of a minimum of 6 focus points that will assist the group in successfully discussing and writing the group’s
final paper. The group must create its own schedule to meet for discussions and work on the activity in the
assigned chat room. All group members must be given ample notice and opportunity to participate in group
activity. The group’s objective is to write a final paper that contains five original conflicts between material and
collateral evidences of a divine revelation and five solutions to the conflicts. Support your work with examples
and scholarly resources.
Debating is an important function of the group activity. Each student must use proper Netiquette Rules,
be cautious, and demonstrate your knowledge and skills of entering a debate or argument with professionalism.
Present your arguments without offensive language or thoughts that may invoke bad feelings of another
individual.
There are two ways to gain 1 extra credit point during the course of your group activity. This means that
there is an opportunity for you to gain a total of 2 extra credit points. 1 extra credit point is awarded to every
student that successfully applies the rules of presenting a debate topic or argument. 1 extra credit point is
awarded to the student who is appointed to be the lead organizer, reporter (non-participation of a group
member, other issue that needs mediated by the instructor that the group cannot solve on its own), and is
responsible for compiling the final paper for group.
See Week 1 Final Paper Assignment for further directions and grading rubric. Viewing the grading
rubric will help you understand and focus your group discussion and activities around the expectations of your
participation and contents of your final paper for this class.
Refer to your “Rules for Writers” (7th ed.) reference text book for writing a Thesis statement and proper
usage of APA formatting rules.
Refer to Chapter 1 in your textbook. Write a 6 – 8 page paper with a thesis statement, five conflicts
between material and collateral evidences, create one solution for each of the five conflicts, support your
conclusions with scholarly research evidence, use APA formatting guidelines, and include a title and reference
page. A minimum of 3 scholarly resources not including your textbook are required.

Participation Grading Rubric
Participation is graded separately from any other assessment because it does not
necessarily measure knowledge of the learner (Smith, 2015). Group Collaboration
Participation of the learner is on-going throughout the week’s lesson until the submission of
the Final Paper assessment.
Weekly Outcome
Alignment
1. You will have
demonstrated the
knowledge and
skill of debating or
arguing a topic
cautiously,
competently, and
without offense to
another’s beliefs,
ideas,
perspectives,
and/or opinions
that you may not
necessarily agree
with.
Participation Grading Instructions:
Each student must substantially participate in the group. Each student must prepare and present a Focus
List of a minimum of 6 focus points that will assist the group in successfully discussing and writing the group’s
final paper. The group must create its own schedule to meet for discussions and work on the activity in the
assigned chat room. All group members must be given ample notice and opportunity to participate in group
activity. The group’s objective is to write a final paper that contains five original conflicts between material and
collateral evidences of a divine revelation and five solutions to the conflicts. Support your work with examples
and scholarly resources.
Participation Weight
Distinguished: The learner is actively participating in the
group discussion, following proper netiquette rules, and
offering comprehensive thought provoking ideas and
materials to support the advancement of the debate. The
learner has provided meticulous evidence of participation.
Proficient: The learner is actively participating in the group
discussion, following proper netiquette rules, and offers
many thoughts and support materials but, could be giving
more detailed information toward advancing the debate. The
learner has provided evidence of participation.
Basic: The learner participates, follows proper netiquette
rules, but does not offer thoughts or support materials to
advance the debate. The learner has provided some
evidence of participation.
Below Expectation: The learner puts forth minimal effort,
thoughts, or support material to advance the debate. The
learner has provided little evidence of participation.
Non-Performance: The learner does not participate, does
not follow netiquette rules, and/or does not offer thought or
3

Summative Assessment Instructions
Point
Allocation
Outcome Alignment
Name of Assignment: Group Final Paper
Assignment Instructions: Refer to Chapter 1 in your
textbook. Write a 6 – 8 page paper with a thesis statement,
five conflicts between material and collateral evidences,
create one solution for each of the five conflicts, support
your conclusions with scholarly research evidence, use
APA formatting guidelines, and include a title and
reference page. A minimum of 3 scholarly resources not
including your textbook are required. Refer to your “Rules
for Writers” (7th ed.) reference text book for writing a
Thesis statement and proper usage of APA formatting
rules.
25
1. Demonstrate
comprehension of course
content.
2. Demonstrate knowledge
and skill to research and
use discovery to realize
truth.
3. Exhibit his and/or her
knowledge by defining
material evidences, internal
evidences, and collateral
evidences in his and/or her
own words.
4. Apply the concept of
external evidences in
contrast to external
evidences.
5. Define material evidences
and collateral evidences in
your own words.
6. Evaluate miracles (material
evidence) in contrast to
collateral evidence which
defy known natural law.
7. Demonstrate your
knowledge of the material
evidence and collateral
evidence in creating a
focus list of six items that
the learner will use a tool
in the debate. Each list will
be presented to the
instructor before the debate
begins to check the
learner’s comprehension
and validity of the focus
points.
8. Analyze the conflicts,
support materials to advance the debate. The learner has
not provided evidence of participation.

within the assigned groups,
to produce an authenticated
list of five conflicts
between material evidence
and collateral evidence.
9. Produce a written solution
for each of the five
conflicts between material
evidence and collateral
evidence.
10. You will have
demonstrated your ability
to effectively and
efficiently communicate
core concepts, theories,
meanings, and ideas in a
secular group environment.
11. Demonstrate knowledge
and skills of proper writing
mechanics and APA
Formatting rules.
Group Final Paper Assignment Grading Rubric
(Summative Assessment)
Conflict Content Criteria Weight
Distinguished: The group produces an insightful and comprehensive list of five
conflicts presented in the summary between material evidences and collateral
evidences.
Proficient: The group produces four of the conflicts presented in the summary
between material evidences and collateral evidences.
Basic: The group produces three of the conflicts presented in the summary
between material and collateral evidences.
Below Expectation: The group produces two of the conflicts presented in the
summary between material evidences and collateral evidences. The summary of
conflicts is far less than expected.
Non-Performance: The summary is non-existent or the group produces only
one of the conflicts presented in the summary between material evidences and
collateral evidences. The summary of conflicts is far less than expected.
5.5
Solution Content Criteria
Distinguished: The group produces a brand new solution that is
comprehensive, detailed, and exhibits a complete and comprehensive solution to
resolve each of the five conflicts in the assignment criterion.
Proficient: The group produces a brand new solution that is comprehensive well
thought out, organized, and exhibits a comprehensive solution to resolve four
conflicts out of five the assignment criterion.
Basic: The group produces a solution that is well thought out, organized, and
exhibits a solution to resolve three conflicts out of the five assignment criterion.
Below Expectation: The group produces a solution that is well thought out,
4.5

organized, and exhibits a solution to resolve two conflicts out of the five
assignment criterion.
Non-Performance: The summary is non-existent or the group produces a
solution to resolve at least one of the conflicts out of the five assignment
criterion.
Coherence
Distinguished: Meticulous and effective organization of the content and
effectively communicates using the 3 evidence strategies in relation to
assignment criterion. Very easy to understand.
Proficient: Demonstrates a typical display of organized thought with the ability
to communicate communicates using the 3 evidence strategies in relation to
assignment criterion.
Basic: Basic organization skills with limited ability to communicate five conflicts
and solutions using the evidence strategies in relation to assignment criterion.
Below Expectations: Extremely limited organization but, does make an effort to
relate a situation that doesn’t necessarily align with emotion focused coping
strategies.
Non-Performance: The written work is either not turned-in for assessment or
the work fails in addressing the purpose and content of the assignment.
3
Focus List Criteria
Distinguished: The learner has created a comprehensive list of six or more
focus points that are crucial the learning event outcome for the group.
Proficient: The learner has created a list of five important focus items.
Basic: The learner has created a list of four important focus items that are
important to the learning event outcome for the group.
Below Expectation: The learner has created a list of four focus items that may
or may not be appropriate to the learning event outcome for the group.
Non-Performance: The focus list is non-existent or lists three or fewer focus
points.
3.5
Debate Criteria
Distinguished: Meticulous caution is in the demonstration of knowledge and
communication skills to thoughtfully enter into a debate without offensive
language or offense to a peer’s beliefs, ideas, perspectives, and/or opinions.
Demonstrates great respect for peers. Demonstrates an awareness of Netiquette
Rules when communicating.
Proficient: Caution is in the demonstration of knowledge and communication
skills to enter into a debate without offensive language or offense to a peer’s
beliefs, ideas, perspectives, and/or opinions. Demonstrates an awareness of
Netiquette Rules when communicating.
Basic: Demonstration a basic knowledge and communication skills to enter into
a debate without offensive language or offense to a peer’s beliefs, ideas,
perspectives, and/or opinions. Demonstrates a basic awareness of Netiquette
Rules when communicating.
Below Expectations: Demonstrates some appropriate knowledge and
communication skills to enter into a debate without offensive language but, their
expressions might be considered offensive to another peer’s beliefs, ideas,
perspectives, and/or opinions. Demonstrates a limited knowledge of proper
Netiquette Rules.
Non-Performance: Does not follow Netiquette Rules, and/or does not offer
thought or support materials to advance the debate. The learner has made little
to no effort to conceal beliefs, ideas, perspectives, and/or opinions that are
offensive to peers.
4.5

Distinguished: Displays meticulous comprehension, organization, and usage of
spelling, grammar, and punctuation. Written work contains 0 errors. Clearly
written, easy to follow, and comprehend.
Proficient: Mostly displays comprehension, organization, and usage of spelling,
grammar, and punctuation. Written work contains few errors.
Basic: The written assignment contains several errors in spelling, grammar,
and/or punctuation but, the written work is still fairly easy to comprehend and
follow.
Below Expectations: Syntax and mechanics fail to display a comprehension of
spelling, grammar, and punctuation. The written assignment contains many
errors create difficulty in reading and/or following the author's intent.
Non-Performance: The written work is either not turned-in for assessment or
lacks the elements described in the assignment.
1.5
Distinguished: The summary contains correct APA formatting with little to no
errors.
Basic: The summary contains limited APA formatting and contains several
errors of inappropriate application of APA formatting rules.
Below Expectation: The summary contains little attempt to use APA formatting.
The summary’s APA formatting is less than expected for a college level paper.
Non-Performance: The summary is non-existent or APA formatting is non-
existent or contains many mistakes.
2.5

References
C. Smith, personal communication, May 14, 2015.
Google. (2015). Google Gmail. Retrieved from https://www.gmail.com/intl/en/mail/help/features.html.
Hacker, D. & Sommers, N. (2011). Rules for Writers. (7th ed.). New York, New York: Bedford/St. Martin's.
Microsoft. (2011). Microsoft Office 10 Suite. Retrieved from
http://www.microsoft.com/en-us/download/office.aspx?q=office.
Bible Academy. (December, 25, 2013). Basic Training Lesson 1 General Revelation; External Evidence of
God. Retrieved from https://www.youtube.com/watch?v=gywuZkFMvYo.
Bible Academy . (December 26, 2013). Basic Training Lesson 2 General Revelation; Internal Evidence of God.
Retrieved from: https://www.youtube.com/watch?v=gY4-OiN0Rp4.
Mediawiki. How to Take a Screenshot in Microsoft Windows. Retrieved from
http://www.wikihow.com/Take-a-Screenshot-in-Microsoft-Windows.
Thomas Nelson Inc. The Holy Bible King James Version (KJV). (2003).
Wakefield, S. (2007). Christian Theology. CARLTON & POTTER, WORDSearch Corp. Clerk's Office of the
District Court of the United States for the Southern District of New York: New York.
WORDSearch Bible. (2013). WORDSearch 10. Retrieved from https://www.wordsearchbible.com/ws10.

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