This course examines what is known about the Israelite people from the Bible and other historical sources. Emphasis is on the diaspora of the Ten Tribes after the fall of the Kingdom of Israel in 721 BCE, the material culture documenting their migrations, and the historical sources detailing their unique contribution to the development of the contemporary world. Upon completion, students should be able to demonstrate the biblical keys and identify and explain the material culture and historical resources that enable the identification of the lost ten tribes of Israel, the tracing of their migrations, and their place in biblical prophecy.


Why does the Old Testament deal almost exclusively with the Children of Israel? Just who are the Israelites, and why is it important to study and understand the history of the Israelites today? Why does the Bible refer to the Israelites as the “chosen people” and what were they chosen for? What does their God-given mission have to do with the rest of the world? How do ancient Bible prophecies about the future of the Israelites relate to our modern world and to the future of specific nations today? What does all this have to do with persistent traditions of the Lost Ten Tribes of the house of Israel? 

In this course, we will examine what is known about the history of the Israelite people from the Bible and historical sources, and we will learn how the unique contributions of the Israelites changed the world. We will study biblical keys that enable us to identify the tribes of Israel and examine Bible prophecies that foretold the future role the Israelites would play in determining the course of human history and how other nations and peoples would fit into God’s divine plan for mankind. 

A major emphasis of this course will be to examine the evidence for, and criticism of, the identity of modern Israelite nations—especially the “Lost Ten Tribes” of the House of Israel. As part of this emphasis, we will examine ancient documents and monuments and long-held legends that link the Israelites with nations of our modern world. We will visually visit unique historic sites that are connected with the movements of Israelite people, and we will review modern biochemical and genetic evidence that link modern peoples with the Lost Ten Tribes of the House of Israel. 

There are no Prerequisites or Corequisites for this course.

Winnail, Douglas S.

Professor of Theology
Part Time
B.A. (1964), Washington and Jefferson College; B.A. (1970), Ambassador University; M.P.H. (1980), Loma Linda University; M.S. (1967), Ph.D. (1968), University of Mississippi.
Subject Matter: 
Health, Theology

Dr. Douglas Winnail brings more than 25 years of experience in university teaching and over 30 years as a minister to his faculty post with Living University. He is a member and Vice Chair of the LU Board of Regents, a member and Vice Chair of the University’s Executive Committee, and a member on the Curriculum Review Committee and Learning Resources Committee. Dr. Winnail has pastored churches in the United States and abroad and served as a Regional Pastor and Regional Director for the Living Church of God. His career includes thirteen years as a faculty member at Ambassador University, three years as a professor (tenured) at Bridgewater State University and a lecturer at Northeastern University and San Bernardino Valley College. Dr. Winnail has traveled and lectured extensively in Europe, Africa, the Middle East, the Caribbean and Australasia. He has authored over 100 articles dealing with biblical topics, Bible prophecy and world events.

Course Credit: 
Three (3) semester hours
Instructional Objectives: 

Upon completion of this course, a student should be able to: 

  1. Discuss the impact of the Israelites on western civilization and the world; 
  2. Understand and explain critical events in the known history of the Israelite people; 
  3. Explain biblical prophecies that foretell the future of Israelite nations; 
  4. Identify modern Israelite nations in the light of history and Bible prophecies; 
  5. Discuss evidence for and criticism against the identity of modern Israelite nations—especially the so-called “Lost Ten Tribes;” and 
  6. State the definition of basic terms. 
Required Texts: 
  • The Bible – preferably the New King James edition 
  • Bennett, W. H. The Story of Celto-Saxon Israel. The Covenant Publishing Company (ISBN 9780818702884). 
  • Capt, E. Raymond. Missing Links Discovered in Assyrian Tablets. Artisan Publishers (ISBN 9780934666152). 
  • Ogwyn, John H. The United States and Great Britain in Prophecy. Living Church of God. 

Students may order these through the University Bookstore or from

The books used in this course are commercial publications. They represent the views and ideas of their authors, editors, and publishers. Living University does not endorse these texts nor vouch for their accuracy. We simply employ them in helping you master the content of the course.

Additional Readings: 
  • Parfitt, Tudor. The Lost Tribes of Israel: The History of a Myth. Phoenix (ISBN 9781842126653). 
  • Longley, C. Chosen People: The Big Idea that Shapes England and America. Hodder & Stoughton (ISBN 9780340786574).
  • Danvers, Frederick Charles. Israel Redivivus. Nabu Press (ISBN 9781173909963). 
  • Gascoigne, M. Forgotten History of the Western People: From the Earliest Origins. Anno Mundi Books (ISBN 9780954392208). 
  • Turner, Sharon. The History of the Anglo-Saxons. Nabu Press (ISBN 9781143716676). 
  • Sykes, B. Saxons, Vikings and Celts: Genetic Roots of Britain and Ireland. W. W. Norton & Company (ISBN 9780393330755).
  • Entine, Jon. Abraham's Children: Race, Identity, and the DNA of the Chosen People. Grand Central Publishing (ISBN 9780446580632).  

This course includes lectures by faculty and guests. Links to lectures will be placed on lesson webpages.

Course Calendar: 
Lesson 1 Significance of the Israelites & the “Lost Ten Tribes” 
  Topic 1 – A Biblical Perspective on History 
Topic 2 – Israelites & Jews 
Topic 3 – How the Israelites Changed the World 
Lesson 2 Israelites in History – Key Events & Critical Issues 
  Topic 1 – Origin & Mission of Israelites, Covenant & Birthright Blessings 
Topic 2 – The Exodus, Kingdom Divides, The Captivities, Lost Ten Tribes 
Topic 3 – Jesus & Apostles, Jewish Diaspora, Jews & Israelis vs. Israelites 
Lesson 3 History of an Idea – The Lost Ten Tribes
  Topic 1 – Origin of the Idea, Proponents, Impact of the Idea 
Topic 2 – Critics and Criticism of the Idea 
Topic 3 – Consequences of the Controversy 
Lesson 4 Identifying the Israelites 
  Topic 1 – Keys in the Covenant Promises to Israel 
Topic 2 – Identifying the Tribes of Israel 
Lesson 5 Historical & Archeological Evidence 
  Topic 1 – Megaliths, Migrations & Voyages 
Topic 2 – Historical Markers along the Way 
Topic 3 – Links to the Western Isles & Beyond, Israelites & Apostles 
Topic 4 – Links to the East – Parthia, Bactria, China 
Lesson 6 Anthropological Evidence 
  Topic 1 – Place names 
Topic 2 – Plaids, Mummies of Tarim
Topic 3 – Bagpipes & Harps 
Lesson 7 Anthropological Evidence – Legends 
  Topic 1 – Troy, Brutus, Milesians 
Topic 2 – Jeremiah & Daughters of a King 
Topic 3 – Stone of Scone 
Topic 4 – Jesus & Joseph of Arimathea 
Lesson 8 Genetic Evidence 
  Topic 1 – Saxons, Vikings & Celts – Genes & Migrations Routes 
Topic 2 – Lactose Tolerance 
Topic 3 – Blood Type 
Topic 4 – The Cohen Gene & Other Evidence 
Lesson 9 The Prophetic Significance of Israel  
  Topic 1 – The Covenant & The Chosen People 
Topic 2 – Roles & Responsibilities of Modern Israelites 
Topic 3 – Prophetic Implications for Modern Israelites
Course Requirements: 

Due dates and extensions 
Submit assignments on or before the due date. Students must complete the course by the last official day of instruction as set forth in the academic  calendar.

Icebreaker assignment
To officially begin this course you must complete an icebreaker assignment by which you introduce yourself to your classmates through posting a short autobiography on the course Discussion Forum. A student can earn 30 points by posting the Icebreaker assignment on time.

- Icebreaker assignment must be submitted not later than the eighth day of class.

- Post your biography as a reply to the "Icebreaker" topic on the “Welcome and Overview” lesson Discussion Forum.

- Please read and comment on at least two other bios by the due date in order to get credit.

- Full credit for this assignment will only be given if all three of the above requirements are met.


Do NOT create a NEW discussion. Simply tell the class about yourself and your goals. This is not the place for a profession of faith, or the details of your conversion experience, or problems you have had with previous fellowships, as that information is more of a private nature. Here you inform your classmates what you would like them to know about you. As we have people from all over the world enrolled in this course, each autobiography will help us know, understand and appreciate each other.

Reading assignments 
Reading assignments are integrated into the lesson pages at the course website.

This course includes lectures by faculty and guests. Links to lectures will be placed on lesson Web pages.

Discussion forums
Each student will have the opportunity to post online comments to a discussion forum question for each of the nine (9) lessons in this course. This will enable students to interact with each other and with the instructor. Besides making your own original comment post, you are also required to “Reply” to at least two other students’ comments in order to receive full points.

Writing assignments 
Each lesson will include a writing assignment that involves writing out certain verses, defining key terms, identifying key personalities and locations, and explaining important scriptural passages from both reading and lecture material. To turn in writing assignments, click on the Assignments tab and then click on the assignment you want to submit. On the Assignment Submission page, use the “Attach a File” feature located below the textbox to upload your WORD document. DO NOT PLACE YOUR ASSIGNMENT IN THE TEXTBOX, as this box is meant for student/instructor communication purposes only.

Research Paper
This is a three to five page research paper on a subject of your choice relating to material from the class.  Be sure to cite at least six references from various sources.  It should be in the MLA style and your sources should be properly credited both within the paper and in your Works Cited.  Guidelines for these are linked here and also available on the “Info” tab.  This paper is due by the end of the semester and is worth 100 points.

Quizzes and examinations 
Each lesson will have an associated online Quiz covering viewing, reading and writing assignments. Quizzes range from 10 to 20 questions; they are closed book and there is no time limit. A quiz should help you master the material in the assignment. It also provides you with practice in taking tests. The three exams will draw material from the quizzes, therefore it is important for you to understand and commit the quiz material to memory. Exams are timed and closed book, to be taken online. Only Exam 3 is to be proctored. A proctored exam is one that is overseen by an impartial individual (called a proctor) who monitors or supervises a student while he or she is taking an exam. The proctor ensures the security and integrity of the exam process.

Your course grade will be determined based on the number of points you have earned over the semester as follows:

Icebreaker (30 points)

Writing Assignments (nine, each worth 30 points, total of 270 points)

Discussion Forums (nine, each worth 10 points, total of 90 points)

Research Paper (100 points)

Quizzes (nine, each worth 20 points, total of 180 points) [online, closed book]

Exams (three, each worth 100 points, total of 300 points) [online, proctored, closed book; Exam 3 is proctored]

Course Evaluation (30 points)

Total = 1000 points

Grades are assigned in the traditional American style of an A, B, C, D, or F. In distance learning we believe that mastery of the subject matter is achieved when a student can demonstrate that they have achieved 80% of the objectives for a course. That means that we want you to earn at least 800 points in this course. If you do not do so then you have not developed the mastery we would like you to have. We want this course to be competency-based and so it is possible for the entire class to receive an A or a B. There is no artificial curving of scores in the assignment of grades. If you receive a D or below, then you might want to retake the course. Mastery of the material is what your goal should be.

Grades are assigned by points as follows:

A = 900-1000 points

B = 800-899 points

C = 700-799 points

D = 600-699 points

F = Below 600 points

Students With Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities have a learning environment that provides for reasonable accommodation of their disabilities. Students having a disability requiring an accommodation should inform the instructor by email (on the “Course Info” page click on the instructor’s name and then select “Send Email”).

Technology Access
This course requires web access and the student has to have an established e-mail account. The Adobe Acrobat Reader is necessary to view documents that are PDF files. One can download the reader free at

Course Evaluation
Student input is welcome for improving this course. Making suggestions by e-mail is helpful. Our goal in this course is to facilitate the successful achievement of all instructional objectives by all students. At the end of the course students have the opportunity of assessing the course. We want to make e-learning courses as effective as we can. We may also ask some other questions concerning a student’s experience in distance learning to help us improve our program. We appreciate students letting us know how we can improve our products and services for them and other distance learners.

Withdrawing From or Dropping This Course
It is the responsibility of a student to drop a course if he or she cannot meet the requirements of the course. Any student who stops attending a course without officially withdrawing from it risks receiving a punitive grade for that course. Withdrawal requests may be conveyed in any manner to the course professor, Registrar, or Vice President of Academic Affairs. This action is sufficient for ensuring any refund owed you. Please note the following: If a student drops a course on or before the “Last day to withdraw from a course without a grade penalty” as published in the University Academic Calendar, even if his or her work is not of a passing grade, then a “W” is recorded. If a course is dropped after that date, but before the last 21 calendar days of the semester, then the instructor determines the grade. The faculty member will at this time record a grade of “W” if passing (not computed in GPA) or “WF” if failing (computed in GPA). Students who drop a course, yet remain in one or more other courses during the last 18 calendar days of the semester, will receive a grade of “WF.” Students who completely withdraw from the University at any time during the semester may be given a grade of “W” on all courses. If students do not initiate the withdrawal process, the instructor is required to initiate the administrative process and to record a grade of “W” or “WF” for the course depending on the date the faculty member drops the student from the course. Students who register for a course as an audit, but then withdraw will be assigned a grade of “W” for the course.