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.
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.
Upon completion of this course, a student should be able to:
- Discuss the impact of the Israelites on western civilization and the world;
- Understand and explain critical events in the known history of the Israelite people;
- Explain biblical prophecies that foretell the future of Israelite nations;
- Identify modern Israelite nations in the light of history and Bible prophecies;
- Discuss evidence for and criticism against the identity of modern Israelite nations—especially the so-called “Lost Ten Tribes;” and
- State the definition of basic terms.
- 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 Amazon.com.
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.
- 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.
|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
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.
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 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.
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.
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.
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