Curriculum Map - Social Studies - US History - 11th … 11...Identify discoveries Spanish explorers made in the New World, and assess Spain's approach to governing its colonies 8

Uni t Unit ObjectivesUni tTopics/Concepts Unit Resources

Biblical IntegrationConcepts Instructional Strategies

Quarter 1

Chapter 1:New and OldWorlds Meet

(updated 1/31/19)

Students wil l :Summarize changes in theOld World that led toexploration of the New World

1 .

Analyze what Europeansdiscovered

2.

Evaluate the changesEuropeans brought to theNew World

3 .

Examine why Europeansbecame interested in theriches of Asia

4 .

Discuss methods Europeanexplorers used to travel toAsia

5 .

Analyze the role that theProtestant Reformationplayed in motivatingEuropeans to travel to theNew World

6 .

Compare the civilizations thatEuropeans discovered in theNew World

7 .

Identify discoveries Spanishexplorers made in the NewWorld, and assess Spain'sapproach to governing itscolonies

8 .

Distinguish between Spain'sapproach to New Worldsettlements and those ofother European nations

9.

New and OldWorlds Meet:

Changes in theOld World

1 .

Changes in theNew World

2 .

Chapter 1 Review3.Chapter 1 Test4 .

Student Textbook pp.3-17

1.

Teacher's EditionTextbook pp. 2-17

2.

Teacher's Toolkit CD: Test 11 .

3 .

Web Links: Map - The Age ofDiscovery

1 .

Map - The BeringStrait

2 .

Native AmericanHomes

3.

Pueblo Indians,Tuzigoot, and MesaVerde

4.

Cahokia Mounts5 .Other Mound Builders6 .The Five CivilizedTribes

7.

Map - West Africa8 .

4 .

Activities: Activity 1: ThinkAbout It!

1 .

Activity 2: FirstEncounter

2 .

Activity 3: MapStudy: Explorationsof the New World

3 .

Activity 4: ChapterReview

4.

5 .

Other Materials: A world map andglobe

1.6 .

Art7 .PowerPoint8 .Test Key9.

How did the ProtestantReformation prompt manyEuropeans to travel to the NewWorld?What is the ProtestantReformation and what wasMartin Luther's role in it?Explain what JohnCalvin accomplished.How would a Christian dealwith the native inhabitants ofthe Americas?How would you design an essayto persuade people to crossthe ocean and establish acolony?

Use a world map or globe toillustrate the location of Asiaand the New World in relation toEurope and to illustrate theroutes of the early explorers.Brainstorm with students anddiscuss the factors that wouldhave affected the attitudes ofboth Columbus's crew and theNative Americans when theymet for the first time.Divide class into two and have adebate or a discussion on thetopic: "From a biblicalperspective, what good didColumbus's voyage to Americabring about? What evils did itbring about?"Make a list of explorers, thecountries for which they sailed,and their importantaccomplishments.Research and use the findingsto identify cause-and-effectrelationships.Have students research one ormore Native American tribesindigenous to your local areaand share their findings with theclass.Split into groups. The first groupwill look into the spread ofdisease during the age ofexploration, the second groupshould research the bubonicplague in fourteenth-centuryEurope and the current AIDSepidemic, and the third groupwill compare and contrast thethree crises in brief oralpresentations.Find ways in which thenewcomers interacted inpositive ways with NativeAmericans.Discuss the Spanish Armada: 1)What general religious erastarted in Europe a few decadesbefore 1588? 2) What effect didthe defeat of Spain have on theReformation's legacy? 3) What

Page 1 of 58

Curriculum Map - Social Studies - US History - 11th Grade (5th Edition)

were the political consequencesof the defeat, especially forAmerica? 4) In examining theactual battle, can we see theprovidence of God in the event?Discuss how writings such asthose by Marco Polo, MartinLuther, and Sir WalterRaleigh helped to shape history,especially with the advent of themovable-type printing pressaround 1450.Assign each student toimpersonate one of theexplorers or other people notedin this chapter.Review for the chapter test.Administer the chapter 1 test.

Chapter 2:ThirteenColonies

(updated 1/31/19)

Students wil l :Determine what motivatedEnglish settlements

1 .

Assess the successes andfailures of the early Englishsettlements

2 .

Characterize the New Englandcolonies

3 .

Distinguish the middlecolonies from other Englishcolonies

4 .

Characterize the southerncolonies

5 .

Evaluate the motivations thatresulted in English settlerscoming to the NorthAmerican colonies

6 .

Outline the struggles thatmembers of the Virginiacolony endured and assessthe significance of the year1619 to the colony

7.

Categorize the types ofcolonial administrations thatwere developed by the British

8 .

Contrast the Pilgrims and thePuritans

9.

Trace the founding of each ofthe New England colonies

10.

Trace the founding, growth,and demise of New Netherland

11.

Recount how each of themiddle colonies was founded

12.

Outline the development ofMaryland and the Carolinasinto colonies

13.

Assess the purposes for thefounding of Georgia

14.

Thirteen Colonies:Why the EnglishCame

1.

EnglishSettlements MadePermanent

2 .

The New EnglandColonies

3 .

The MiddleColonies

4 .

The SouthernColonies

5 .



1.


2.


3 .

Web Links: More AboutJamestown

1.

Mayflower Compact2 .Of PlymouthPlantation

3.

"A Model of ChristianCharity"

4 .

Fundamental Orders5 .Frame ofGovernment ofPennsylvania

6 .

Toleration Act7 .Map - The SouthernColonies

8 .

4 .

Activities: Activity 1: Read andHeed

1.

Activity 2: MayflowerCompact Impact

2.

Activity 3: Providence Praised

3.

Activity 4: MapStudy: Settlement ofthe Colonies

4.


5.

5 .

Other Materials: A historical map ofthe colonies or acurrent map of theeastern UnitedStates

1 .6 .

Read 1 Timothy 1;10. Whatdoes this Bible verse discuss?Read Exodus 21:16. What doesMosaic Law say about slavetrading?Use the Bible to respond to theargument that denyinghomosexuals the right to marrywould be denying themfundamental l iberties thatheterosexuals possess.Imagine that you are a founderof a new colony. Write aconstitution that will providethe rationale and form of thegovernment.

Use either a historical map ofthe colonies or a map of theeastern United States toillustrate the location and theboundaries of each of thecolonies as discussed.Construct a chart or organizeinformation about each of thecolonies: their founders, thedates of their founding, theirfirst settlements, their form ofadministration, and otherimportant information.Discuss the major reasons thatthe English traveled to the NewWorld. Discuss the slave trade andwhat the Bible says about this.Identify prominent pilgrims:William Brewster, MilesStandish, John Alden, JohnCarver, William Bradford,Priscilla Mullins Alden, etc.Complete the activityProvidence Praised to evaluateoriginal historical documents.Read some selections from JohnWinthrop.Divide the class into 2 groups.Have one group research howJohn Winthrop and otherPuritans viewed church andstate. Have the second groupsearch Roger Williams's view.Note strengths and weaknesses.Have students read from Faith ofOur Fathers: Scenes fromAmerican Church History .Create a list of important dates

Page 2 of 58


StatesAmerican Literature Student Text, 3rdedit ion

2 .

Faith of Our Fathers:Scenes fromAmerican ChurchHistory, edited byMark Sidwell

3 .

A blank outline mapof the New Englandarea for each student

4 .


Create a list of important datesin the founding anddevelopment of the middlecolonies.Write an essay on thedevelopment of self-governmentin the colonies.Name several controversialissues addressed by earlycolonists. Identify the currentattitudes toward these issuesnow and note how the UnitedStates government settled manyof these issues.Review for the Chapter 2 Test.Administer the Chapter 2 Test.

Chapter 3:Colonial Life

(updated 1/31/19)

Students wil l :Describe the early colonialpopulation

1.

Analyze the diversity thatexisted regarding colonialhousing, work, diet, andeducation

2.

Explain the types ofrecreation available to theearly colonial population

3.

Trace the migration of theScots-Irish and Germans tothe British colonies

4 .

Determine why large familiesbecame common in thecolonies

5 .

Identify common causes ofdeath in the colonies

6 .

Compare the various types ofcolonial housing

7.

Analyze the colonial diet inrelation to the New World andEurope

8.

Evaluate the role of educationin the colonies and describecolonial education

9.

Discuss colonial labor10.

Colonial Life:The Rhythms ofLife

1 .

At Home 2 .At Work3 .At Play4 .Chapter 3 Review5.Chapter 3 Test6 .


1.


2.


3 .

Web Links: Map - The GreatWagon Road

1.

Genealogy2.New England Primer3 .

4 .

Activities: Activity 1: Who andWhat

1.

Activity 2: TheMiddle Passage:Olaudah Equiano

2.

Activity 3: FalseAlarms

3.


4.

5 .

Other Materials:6 .Art7 .PowerPoint8 .Test Key9.

Choose a saying from PoorRichard's Almanac and write abrief paragraph telling why itwould or would not be soundadvice for a Christian to follow.Review the quotation from JohnAdams and the story of LouisTimothy. What commonprinciple can be drawn fromthem?Discuss the biography ofDevereux Jarratt and hisChristian walk.

Divide the class into threegroups and have each examineone section of the colonies - theSouth, the middle colonies, orNew England. Look at thefollowing areas: economy, socialclasses, race, government,religion, major cities, and anydistinctive characteristics.Relate immigration stories tofamily history. Have studentsfigure out how their familyimmigrated to America.Have a medical professionaldiscuss modern immunizationpractices.Discuss if students have been toany of the colonial sites such asJamestown, Plymouth Plantation,or Colonial Williamsburg.Create posters to "advertise" anotable colonial site such as OldSalem, Plymouth Plantation, orWilliamsburg.Investigate the style of dress,architecture, and furniture thatbecame popular in the colonies.Do some outside reading tocorrect the stereotype of thesouthern woman as a spoiled,lazy, and genteel belle whoconsidered herself abovenormal work. Read "Colonial Slavery" in JohnHope Franklin's book FromSlavery to Freedom: A History ofAfrican AmericansHave students find informationabout a colonial occupation notdescribe in this section andwrite their own descriptions of a

Page 3 of 58


day in the life of a colonist withthat occupation.Read excerpts from TheCarolina Backcountry on theEve of the Revolution: TheJournal and Other Writings ofCharles Woodmason, AnglicanItinerant.Make replicas of colonial toysand handcrafts or miniaturereproductions of a colonial homeand furniture.Review for Chapter 3 Test.Administer Chapter 3 Test.

Chapter 4:Religion in theAmericanColonies

(updated 1/31/19)

Students wil l :Contrast establisheddenominations withnon-establisheddenominations and examinethe leading establisheddenominations in theAmerican colonies

1 .

Compare the non-establisheddenominations that becameprominent in the Americancolonies

2 .

Analyze colonial worship andthe efforts of the colonists toevangelize local Indian tribes

3.

Survey the Great Awakeningand assess its effect on theAmerican colonies

4 .

Outline the religious struggleswithin the English church andthe involvement of Englishmonarchs

5.

Discuss the main factionswithin the Anglican Church

6.

Summarize the Puritan viewof the covenant and analyzethe Puritan decline

7.

Critique the Salem witch trials8 .Trace the rise of Anglicanismin America

9.

Identify the leading figures ofEnglish Separatists andexamine their main teachings

10.

Identify and contrast thenon-establisheddenominations thatdeveloped in America

11.

Analyze spiritual conditions inthe American colonies prior tothe Great Awakening

12.

Identify the leaders of theGreat Awakening

13.

Explain the results of the14.

Religion in theAmerican Colonies:

EstablishedDenominations

1.

Non-establishedDenominations

2.

Worship andIndian Missions

3.

The GreatAwakening

4.

Review Chapter 45 .Chapter 4 Test6 .


1.


2.


3 .

Web Links: "Sinners in theHands of an AngryGod"

1 .

Psalm 1002.Whitefield's Sermons3.

4 .

Activities: Activity 1: JonathanEdwards, "Sinners inthe Hands of anAngry God"

1.

Activity 2: EarlyDenominations andTheir Leaders

2.

Activity 3: ColonialSunday

3.


4.

5 .

Other Materials: DVDdocumentary TheGreat Awakening:Spiritual Revival inColonial America

1.

AmericanLiterature, ThirdEdition BJU Press

2.

Arnold Dallimore'sbook GeorgeWhitefield: God'sAnointed Servant inthe Great Revival ofthe EighteenthCentury

3.

6 .


Discuss some of the covenantsin Puritan theology.Read Isa. 29:13, Col. 1:9-10,Eph. 4:20-24, 2 Tim 3:2-5, Phil.3:10-11,Titus 1:16. How dothese verses discuss morality?Discuss the persecution of JohnClarke and Obadiah Holmes.Discuss the biography of JohnEliot.A chief shortcoming of somemissionary efforts was thebelief that Indians needed tobe "civilized" before they couldbe converted. What are yourthoughts about this? How isthis issue still a relevant onetoday?Imagine a legislator in yourstate is proposing a bill toban prayer before thelegislative session on thegrounds that such prayers arean establishment of religion.Based on what you learned inthis chapter aboutestablished non-establishedchurches, write a letter inresponse to the legislator.

Discuss the fate of the PlymouthPilgrim churches as it relates tothe fate of Plymouth Colony.Discuss the moral decline of thePuritans.Lead a discussion of theHalf-Way Covenant.Do some outside reading todiscover other examples of adecreased emphasis on spiritualmatters.Write a report on one of thedenominations discussed in thischapter.Research various aspects ofreligious practices in thecolonies.Imitate a colonial church serviceby submitting "bills of request"and then taking time to pray forthem in class.Review information about howSunday worship services wereconducted in colonial times.Discuss the importance of thegoals from Richard Baxter andfind verses to support them.Discuss the elements of theservice that colonial churcheswould have benefited fromincluding.Read selections from DavidBrainerd's diary.Discuss the method of winningmany Indians to Christ andprovide modern examples ofother missionaries who havehelped train native missionariesto reach their own people.Use the excerpt of JonathanEdward's sermon "Sinners in theHands of an Angry God" tomake several points about

Page 4 of 58


Explain the results of theGreat Awakening

14. Test Key9. make several points aboutEdwards and the GreatAwakening.Show the DVD documentary TheGreat Awakening: SpiritualRevival in Colonial America .Read Arnold Dallimore's GeorgeWhitefield: God's AnointedServant in the Great Revival ofthe Eighteenth Century andassign a written book review.Discuss the colleges that wereestablished at the time of theGreat Awakening.Have each student select amajor figure in the chapter anduse the text and another sourceto compile a list of five factsabout the figure, ordering thefacts from least important tomost important.Study and sining the hymns ofthe Great Awakening.Review for Chapter 4.Administer the Chapter 4 Test.

Chapter 5: TheRising Storm(1689-1770)

(updated 1/31/19)

Students wil l :Assess the significance of theearly conflicts that arosebetween the British and French

1.

Explain the consequences ofa British victory in the Frenchand Indian War

2 .

Evaluate the events that ledto a movement towardAmerican independence fromBritain

3 .

Summarize the French threatto the British colonies

4 .

Survey the first three warsfought in America betweenthe French and British

5 .

Outline the causes and thecourse of the French andIndian War

6 .

Analyze the strengths andweaknesses, or successesand failures, of each nationrelating to the war

7 .

Assess the results of the war8 .Describe the events that ledmany American colonists tobecome alienated from Britain

9 .

Compare and contrast Britishand American views ofParliament's actions

10.

Evaluate the colonists'protests against British

11.

The Rising Storm:Frontier Feuds1.The French andIndian War

2 .

The Growing Rift3 .Chapter 5 Review4.Chapter 5 Test5 .


1.


2.


3 .

Web Links: Map - EuropeanClaims in NorthAmerica (ca. 1700)

1 .

Who Were theAcadians?

2.

Treaty of Paris3 .Map - French andBritish Claims inNorth America (ca. 1750)

4 .

Map - North AmericaAfter the Treaty ofParis (1763)

5 .

Treason orPatriotism?

6.

British ParliamentaryActs

7 .

4 .

Activities: Activity 1: Who,Which, What

1.

Activity 2: ChiefPontiac's Speech

2.

Activity3: Eyewitnesses tothe Boston Massacre

3.

5 .

Imagine you are a pastor inNew England. Write a briefaddress instructing yourcongregation about how torespond to the conflictbetween the colonies andEngland.Imagine you are writing anewspaper editorial during thetime leading to the War forIndependence. Write an articledescribing the new type ofcitizen emerging from the NewWorld - the American. Organizeyour article around the corevalues of freedom,individualism, equality, andgrowth.

Find more information aboutseventeenth- andeighteenth-century warfare inAmerica.Discuss Locke's view of propertyrights and his application of hisview to Indian lands.Have students research theperiod and provide a summaryfor their classmates.Discuss how each weaknessmight have encouraged theBritish, the French, and theAmerican Indians to feelsuperior to the colonists.Introduce a standard method foroutlining wars - the "Four CsApproach": Contestants(participants), Cause(s), Course(battles, leaders, other majorevents), and Consequences(results).Have two or three studentsresearch the Acadians andprovide a summary for theirclassmates.Discuss the domestic situationin England during that era.Research the Battle of Quebec.Draw a map of the battlefield forthe Battle of Quebec.Record the major controversial

Page 5 of 58


protests against Britishrestrictions and theirresponse to the BostonMassacre

the Boston MassacreActivity 4: Ordering4.Activity 5: ChapterReview

5.

Other Materials: DVDdocumentary TheGreat Awakening:Spiritual Revival inColonial America

1.

AmericanLiterature, ThirdEdition BJU Press

2.

Arnold Dallimore'sbook GeorgeWhitefield: God'sAnointed Servant inthe Great Revival ofthe EighteenthCentury

3.

6 .


Record the major controversialactions taken by the Britishgovernment or its officers, thereasons for those actions, andthe responses of the colonists.Demonstrate thatunderstanding mercantilism isimportant to understanding thecoming of the War forIndependence.Write two letters: one from acolonist who is trying topersuade a friend that it is notin his economic interest toremain part of the BritishEmpire and that he should jointhe War for Independence. Theother letter should be from adifferent colonist who is arguingthat the British taxes and otherlegislation were justified andthat the colonies should remainunder British control.Debate the following topic:"Resolved: British taxation waswarranted because of themounting costs of wars that hadbeen fought and the cost ofdefending the colonies."Draw political cartoons or acomic strip about the material inthis chapter.Have two groups: one groupprepares a mock court case forthe colonists against the actionsof the British government from1760 to 1770. The other groupwill defend British actions.Review for Chapter 5 Test.Administer the Chapter 5 Test.

Chapter 6:Independence(1770-1783)

(updated 1/31/19)

Students wil l :Evaluate colonial reactions toBritish restrictions

1.

Compare and contrast thetwo major colonial groups andtheir arguments regardingindependence

2.

Assess the significance of themajor battles of the earlycampaigns

3.

Assess the significance of thebattles of the war in the South

4 .

Outline the events thatresulted in Britain and theAmerican colonies going towar

5 .

Explain the purposes for the6.

Independence:The Eve of War1 .DeclaringIndependence

2.

Early Campaigns3.The War in theSouth

4 .



1.


2.


3 .

Web Links: The Tea Act1 .Intolerable Acts2 .Concord Hymn3.Edmund Burke'sSpeech

4.

Map - Lexington,Concord, and BunkerHill

5 .

Olive Branch Petition6 .Common Sense7.

4 .

Read Romans 13:1-7 and 1Peter 2:13-17. What does thissay about Revolutions?Read Col. 1:16. What does thissay about government?Read Acts 5:29. What does thissay about obeying yourgovernment?If you were a pastor during theera of the War forIndependence, how would youcounsel the political leaderswho attended your church? Many countries today are ruledby tyrants. If you were adiplomat, how would youadvice an opposition group to

Discuss whether the Revolutionwas a secular or a sacred event.Discuss the religious context forAmerica's leaders in the lateeighteenth century.Discuss whether a revolutionwould ever be justified from theBible.Read aloud "The Midnight Rideof Paul Revere."Locate the German state ofHesse-Cassel and neighboringGerman states on a map ofEurope in the late 1700s.Discuss Washington's attitudetoward assuming leadership ofthe Continental army.

Page 6 of 58


Explain the purposes for theTea Act and Intolerable Acts

6 .

Determine the significance ofthe First Continental Congress

7.

Evaluate from Scripture thecolonists' responses toParliament's acts

8 .

Categorize the keyindividuals and the positionsof the two major groups intowhich the colonists divided atthe beginning of the war

9 .

Evaluate the impact of Common Sense

10.

Compare the Olive BranchPetition and the Declarationof Independence with JohnLocke's argument for theright of rebellion

11.

Outline the early campaignsof the war.

12.

Identify the significance ofeach major engagement thatwas fought.

13.

Appraise the contribution ofGeneral von Steuben to theAmerican army.

14.

Outline the southerncampaign of the war

15.

Identify the significance ofeach major engagement thatwas fought

16.

Discuss the significance ofthe Treaty of Paris

17.

Common Sense7.Map - Northern andCentral Campaigns(1775-1778)

8 .

War Drill Manual9 .Map - Clark'sCampaign

10.

Map - SouthernCampaigns

11.

The Treaty of Paris12.Activities:

Activity 1: "On theRight to RebelAgainst Governors"

1.

Activity 2: A Tory'sPoint of View

2.

Activity 3: MapStudy: The War forIndependence

3.

Activity 4: Treaty ofParis, 1783

4.


5.

5 .

Other Materials: Faith of Our Fathers:Religion and theNew Nation byEdwin S. Gaustad

1.

A copy of HenryWadsworthLongfellow's poem"The Midnight Rideof Paul Revere"

2 .

Historical map ofEurope in the late1700s

3 .

Common Sense b yThomas Paine

4.

AmericanLiterature, ThirdEdition; BJU Press

5.

Baron von Steuben'sRevolutionary WarDrill Manual

6 .

From Slavery toFreedom by JohnHope Franklin

7 .

6 .


advice an opposition group toproceed against a militarydictator? Use and evaluate theideas of John Locke that arementioned in this chapter.

the Continental army.Read and discuss CommonSense.Compare John Locke's ideasabout the right of rebellion toboth the Olive Branch Petitionand the Declaration ofIndependence.From the colonists' point ofview, what were the pros andcons of declaring independenceduring the first half of 1776?Organize the class into twogroups for a debate on whetherthe War for Independence wasinevitable.Research the questions aboutwhether war was inevitable.How would you describe the lifeof a traitor?Obtain a copy of Baron vonSteuben's Revolutionary WarDrill Manual. Compare it withcurrent military practices.Write a fictionalized short storybased on America's first greatvictory at sea.Obtain a copy of John HopeFranklin's book From Slavery toFreedom and read relevantportions to your students.Discuss the War forIndependence from theperspective of slaves.Write a brief essay on the Warfor Independence as a turningpoint in the history of themodern world.Choose one of the battlefieldsand make a case for why itshould be a national park on anational historical site.Discuss how the geography ofYorktown affected the outcomethere.Review Chapter 6 Test.Administer Chapter 6 Test.

Chapter 7: TheCritical Period(1781-1789)

(updated 1/31/19)

Students wil l :Determine the weaknesses ofthe Confederation government

1 .

Evaluate the compromisesand key principles thatemerged from theConstitutional Convention

2.

The Critical Period:Government byConfederation

1.

A New Charter2 .The Struggle forRatification

3.

Chapter 7 Review4.


1.


2.


3 .

Web Links: 4 .

Discuss whether the Americanfounders focused on secularvalues or values of Puritansand other early Christians. If you were a delegate to theConstitutional Convention,would you have voted for the

Brainstorm for other examplesin which members of anorganization hold ultimatesovereignty or control over thecentral government.

1 .

Discuss what elements areneeded for a government to be

2.

Page 7 of 58


Constitutional ConventionContrast the arguments ofFederalists andAnti-Federalists

3 .

Summarize the nature andstructure of the Confederationgovernments

4 .

Outline the successes andfailures of the Confederation

5.

Explain the circumstancesthat brought the delegates ofthe Constitutional Conventiontogether

6 .

Evaluate the three majorcompromises that occurred atthe convention

7.

Contrast the Federalists'arguments favoringratification of the Constitutionwith Anti-Federalists'arguments opposingratification

8.

Evaluate the significance ofthe ratification of theConstitution

9 .


Web Links: The Articles ofConfederation

1.

Map - Western LandClaims

2.

Map - ThomasJefferson's Plan

3.

NorthwestOrdinance of 1787

4.

The Federalist andthe Anti-FederalistPapers

5 .

4 .

Activities: Activity 1: MapStudy: NorthwestTerritory

1.

Activity 2: SeparatePowers

2.

Activity 3: Federalism3.Activity 4: ChapterReview

4.

5 .

Other Materials: The Federalist No.10, 14, and 39

1.6 .


would you have voted for thecompromises regardingslavery? Consider both theresults these compromises hadin history and the possibleeffects had these compromisesfailed to pass.Write a constitution for animagined nation, consideringthe six principles of theConstitution from a biblicalperspective.

needed for a government to besuccessful.Brainstorm a list of importantaspects of an effectivegovernment.

3 .

Construct a bulletin board to seewhere the Northwest Territorywas.

4 .

Compare the way in whichGreat Britain and otherEuropean powers settled theNew World with the way thatthe United States settled its newterritories.

5 .

Give a visual illustration of theweaknesses the Articles of theConfederation. List solutionsoffered by the Constitution.

6 .

Write a brief report on one ofthe following rebellions: Bacon'sRebellion, Whiskey Rebellion,Denmark Vesey's Rebellion, orNat Turner's Rebellion.

7 .

Debate the followingproposition: "The compromisesof the Constitutional Conventionwere brilliant solutions to ournation's early problems."

8 .

Discuss the changes insenatorial and presidentialelections to allow more directparticipation by the people.

9 .

Divide the class into two groupsto discuss the compromisesmade for the Constitution. Onegroup will list the features of theConstitution that il lustratepower given to the people ofthe country as a whole. Havethe other group list featuresthat are based on the state.

10.

Read Essays 10 and 14 from The Federalist. Discuss materialin class.

11.

Which of the following men wasthe most influential in earlyAmerican history: GeorgeWashington, Thomas Jefferson,or James Madison?

12.

Discuss whether theConstitution was a religious or asecular document.

13.

Review Chapter 7.14.Administer Chapter 7 Test.15.



Page 8 of 58


Quarter 2

Chapter 8: TheFederalistYears(1789-1801)

(updated 1/31/19)

Students wil l :Appraise the formation of thenew government and passageof the Bill of Rights

1 .

Evaluate the differingviewpoints that led to thedevelopment of politicalparties

2 .

Explain how the decline of theFederalist party began

3.

List the major activitiesinvolved in the organization ofthe new government

4 .

Explain the significance of theBill of Rights

5 .

Compare and contrast twoapproaches to interpretingthe Constitution that wereevident in the discussion ofHamilton's financial proposals

6 .

Compare and contrast thetwo political parties thatevolved in the 1790s

7.

Contrast the two parties'viewpoints regarding foreignand domestic challenges

8.

Evaluate the two parties'philosophies from Scripture

9 .

Describe the circumstances,results, and significance ofthe presidential election of1796

10.

Evaluate President Adams'sactions in relation to theQuasi War and Alien andSedition Acts

11.

Identify the significance ofthe election of 1800

12.

Infer how the election of1796, the Adams presidency,and the election of 1800affected the Federalist Party

13.

The Federal istYears:

Launching theNew Government

1 .

Emerging PoliticalParties

2 .

DecliningFederalistInfluence

3.



1.


2.


3 .

Web Links: The Articles ofConfederation

1.

Proclamation ofNeutrality

2 .

Jay Treaty3 .Washington'sFarewell Address

4.

Alien and SeditionActs

5 .

Map - PresidentialElection of 1800

6.

4 .

Activities: Activity 1: Washington'sFarewell Address

1.

Activity 2: EarlyPolitical Parties

2.

Activity 3: TheSecond President ofthe United States

3.


4.

5 .

Other Materials: A copy of GeorgeWashington's firstinaugural address

1.

Copy of L'Enfant'splan for Washington,D.C.

2 .

Modern map ofWashington, D.C.

3 .

A copy of "DanielBoone SettlesKentucky" by DanielBoone

4.

A copy of "DanielBoone's Move toKentucky" byTheodore Roosevelt

5 .

6 .


Read Philippians 4:11. Howdoes this relate to MarthaWashington's quote.Imagine that the United StatesCongress was sued for openingits sessions in prayer on thegrounds that such prayersamount to the establishment ofreligion in violation of the FirstAmendment. You are a lawyertasked with defending themembers of Congress in court.Outline your arguments ontheir behalf.Construct what you believewould be an ideal politicalphilosophy, having evaluatedthe strengths and weaknessesof the Federalists andDemocratic-Republicans fromScripture.

Obtain copies of Washington'saddress for the students.Summarize Washington's viewof himself, Congress, theConstitution, and the "AlmightyBeing" and His part in America'sfounding.Discuss the lack ofAnti-Federalists in Congress,which aided the act's passage.Examine the first tenamendments and identify howcourts have expanded theapplication of some of thoserights beyond what isspecifically stated in theConstitution.Discuss why it is important tohave the Bill of Rights.Using a map of your own city,compare its original design witha present-day map of the city.Evaluate the positives andnegatives of a national bank.Discuss the looseconstructionists' and strictconstructionists' views of anational bank.Analyze a recent presidentialelection. Assess the relevanceof Anti-Federalist ideas intwenty-first-century politics.Discuss the differences betweenthe followers of Hamilton and ofJefferson.Discuss Martha Washington'squotation "I have also learnedfrom experience that thegreater part of our happiness ormisery depends upon ourdispositions, and not upon ourcircumstances" in light ofPhilippians 4:11.Discuss Washington's positionon the Treaty of Alliance.Discuss the differing views thatAmericans held regarding theFrench Revolution.Compare the government'sreaction to Shay's Rebellion andthe Whiskey Rebellion.List some goods on whichAmericans pay excise taxestoday.Read the Daniel Boone papers

Page 9 of 58


and compare the twoviewpoints. List events in GeorgeWashington's life that reveal thecharacter quality ofservant/leader.Discuss the differences betweenAmerican foreign policy in theFederalist era and today.Identify the specific concernsthat led the United States tocreate a navy during the QuasiWar.Carefully read the firstparagraph under "Quasi War"and evaluate President Adams'sactions during that period.Recall the reasons the Alien andSedition Acts were passed andassess the acts' significance.Describe the effects of Adams'saction of strengthening theFederalist control of thejudiciary with his appointments.Chapter 8 Review.Administer Chapter 8 Test.

Chapter 9: TheJeffersonianEra(1801-1825)

(updated 1/31/19)

Students wil l :Evaluate the JeffersonRepublican and Federalistpolitical philosophies

1 .

Assess the effectiveness ofJefferson's dealings withforeign powers

2 .

Discuss the significance ofthe Fallen Timbers campaign

3.

Identify the causes of the Warof 1812

4.

Evaluate American foreignpolicy during James Monroe'spresidency

5.

Outline the political views ofthe Jeffersonian Republicans

6.

Evaluate the policies of theRepublican-dominatedlegislative and executivebranches and those of theFederalist-dominated judicialbranch

7.

Appraise the impact ofSupreme Court decisionsduring this period

8.

Assess the Tripolitan War'ssignificance for the UnitedStates

9 .

Analyze the constitutionalissues involving the LouisianaPurchase

10.

The JeffersonianEra:

The Revolution of1800

1.

Jefferson andForeign Affairs

2 .

Indians and theNorthwestTerritory

3 .

War of 18124.The Era of GoodFeelings

5.



1.


2.


3 .

Web Links: Important CourtCases

1.

Map - The BarbaryStates

2 .

Louisiana Purchase3.Map - WesternExpansion andExploration

4.

Exploration of Lewisand Clark

5 .

Map - The NorthwestTerritory

6 .

"Sir, You HaveLiberty to Return toYour Own Country"

7 .

The Burning ofWashington

8.

More on theMcHenry Flag

9.

Map - War of 181210.Treaty of Ghent11.Monroe Doctrine12.

4 .

Activities: Activity 1: Judicial1.

5 .

Identify the differencesbetween Jefferson's view of areal Christian and the biblicalstandard.Talk about the life of JedediahSmith and his contribution towestern exploration as well ashis example of a godlyChristian character.Discuss Hamilton's actions onhis deathbed. Do you believethat he was truly converted?Why is it sometimes difficult toassess the spiritual condition ofhistorical figures?Discuss how the phrase "InGod We Trust" ended up onour currency.Thomas Jefferson designed thecurriculum for the University ofVirginia based onEnlightenment ideals. Write aparagraph outlining the corecourses that a Christianuniversity should have or howChristianity should influencethe teaching of those courses.Imagine that you are a settlerin the Northwest Territoryduring the Jeffersonian era.How would you respond to the

Construct a bulletin board aboutThomas Jefferson.Bring a collection of books andmagazine articles containinginformation about ThomasJefferson. Then compile a list ofquestions about Jefferson thatcan be answered clearly andquickly from information andpictures in those sources.Discuss whether the election of1800 was a true revolution.Compare Jeffersonian views ofwhat the United States shouldbe with the Federalist-era view.Differentiate between Jefferson'sview of a real Christian and thebiblical standard.List some legislation that theRepublicans repealed, allowedto lapse, and adopted. Theevaluate each item to see howit advanced a political agenda orbenefited the nation.Discuss proposed laws thatwould violate specificstatements in the Constitution,especially various articles of theBill of Rights.Evaluate how Marshall'sdecision in McCulloch v.

Page 10 of 58


PurchaseAssess the significance of theLouisiana Purchase for theUnited States

11.

Contrast the American Indianand white American views ofland ownership

12.

Assess the claim that theFallen Timbers campaign hadwide-ranging significance forthe development of theUnited States

13.

List the major figures andevents in the conflict over theNorthwest Territory

14.

Outline the events that led tothe War of 1812

15.

Trace the course of the war16.Identify important leaders ineach campaign of the war

17.

Evaluate the results of the war18.Analyze the demise of theFederalist Party

19.

Evaluate the significance ofthe Rush-Bagot andAdams-Otis Treaties

20.

Assess the impact of theMonroe Doctrine

21.

Activity 1: JudicialReview

1.

Activity 2: Lewis andClark Expedition

2.

Activity 3: MapStudy: Lewis andClark Expedition

3.

Activity 4: MapStudy: The War of1812

4.


5.

Other Materials: Pictures andinformation for aThomas Jeffersonbulletin board

1.

Books and articlesabout ThomasJefferson

2.

Faith of Our Fathers:Scenes fromAmerican ChurchHistory , edited byMark Sidwell

3 .

An account of theLewis and Clarkexpedition

4 .

Letter fromTecumseh to WilliamHenry Harrison

5.

Accounts of theburning ofWashington, D.C.

6 .

American Literature Student Text, ThirdEdition, BJU Press

7.

6 .


How would you respond to thetroubles in American andIndian relations?

decision in McCulloch v.Maryland affected the positionof the national government inrelation to state governments.Discuss how Justice Marshallused the cases Marbury v.Madison and Gibbons v. Ogdento set legal precedents andestablish the role of theSupreme Court as an equalbranch of government.Discuss how Jefferson dealt withthe Barbary pirates. Evaluatethe precedent set by Jefferson'sforceful response.Discuss modern piracy and hownations are dealing with it.Discuss whether Jefferson wasright to pursue the purchasewithout clear constitutionalauthority.Discuss why many New EnglandFederalists opposed thepurchase of the Louisiana area.Evaluate the results of theLouisiana Purchase in terms ofeconomic development, slavery,and politics.Look at the possible reasonsFrench minister Talleyrand couldhave used in advising Napoleonto sell all of the LouisianaTerritory.Read an account of Smith's lifefrom Faith of Our Fathers:Scenes from American ChurchHistory. Discuss Smith'saccomplishments and character.Choose two people to play theparts of Lewis and Clark.Prepare a list of questions to askthem in front of the class andgive them several days toprepare the answers.Read a more detailed account ofLewis and Clark. Construct amap of the explorers' route,noting the dates and locationsof their important discoveriesand adventures.Discuss Hamilton's words andactions as he was on hisdeathbed. Discuss the perspective ofNative Americans' and EuropeanAmericans' views on landownership. Review the differingcolonization practices of the

Page 11 of 58


French and the British.Evaluate the Treaty of FortGreenville and how itencouraged settlement in theOhio region and how thateventually led to statehood forOhio.Research the history andculture of the Shawnee Indians.Analyze U.S. responses to theproblems of impressment andharassment prior to the War of1812.Discuss the problems thatresulted from theNon-Intercourse Act, whichallowed Britain and France todecide who would gain the U.S.trade.Assess U.S. readiness at thetime Congress declared war onGreat Britain.Recall Britain's earlier threefoldplan during the War forIndependence and compare itwith their plan in the War of1812.Report on Dolley Madison'sinfluence on Washingtonsociety, both while she was inthe White House and afterward.Construct a bulletin boardillustrating the first fivepresidents and key facts abouteach.Discuss the significance of theRush-Bagot and Adams-OtisTreaties.Give a brief summary of theinfluence of the MonroeDoctrine on America's foreignpolicy.Review Chapter 9.Administer the Chapter 9 Test.

Chapter 10:The Age ofJackson(1820-1840)

(updated 1/31/19)

Students wil l :Assess the impact ofnationalism, sectionalism,and democratization on theUnited States during thisperiod

1.

Critique the administration ofAndrew Jackson

2.

Analyze the political andeconomic turmoil immediatelyfollowing Jackson'sadministration

3.

List the major national issues4.

The Age of Jackson:Crosscurrents1 .The Jackson Years2 .Party Politics3 .Chapter 10 Review4.Chapter 10 Test5 .


1.


2.

Teacher's Toolkit CD: Test 101.

3 .

Web Links: Map - The MissouriCompromise

1.


2.

John Quincy Adams'sInaugural Address

3.

4 .

Explain whether confessionsare biblical.Imagine that you are aChristian missionary living withthe Cherokees. Write a letter toPresident Jackson urging him torespect the Cherokees' legalrights. Make sure to includereasons from a Christianperspective in your letter.One of the religiouscontroversies of this period waswhether the post office should

Choose a specific presidentialnickname and find anexplanation for it.Debate the pros and cons of thethree parts of the AmericanSystem.Discuss the British response tothe Embargo Act and the War of1812.Analyze and discuss themeaning of the phrase"double-edged sword".Analyze the panic's effects on

Page 12 of 58


List the major national issuesof this period and thearguments of the opposingsides for each issue

4.

Analyze the events thatresulted in greatersectionalism during this period

5.

Identify the factors that led togreater democratization ofAmerican life

6 .

Evaluate the strengths andweaknesses of nationalism,sectionalism, anddemocratization in this period

7.

Infer the character of AndrewJackson from his biography

8.

List and evaluate thesignificant decisions ofJackson's administration

9.

Inaugural AddressMap - PresidentialElection of 1828

4.

The Hermitage5.Map - PresidentialElection of 1836

6.


7.

Activities: Activity 1: MapStudy: The MissouriCompromise

1.

Activity 2: DavyCrockett's Rules forGetting Elected

2.

Activity 3: Presidential Elections

3.


4.

5 .

Other Materials: Pictures andinformation for aThomas Jeffersonbulletin board

1.6 .


whether the post office shouldbe open on Sunday. Write aneditorial supporting one of theviews.

Analyze the panic's effects oneconomic, political, and sociallife in the North, South, andWest.Analyze the events that resultedin growing sectionalism withinthe nation.Identify the factors that led togreater democratization ofAmerican life during this period.State your opinion regarding thematters of democracy anddefend your opinion.Evaluate the strengths andweaknesses of nationalism,sectionalism, anddemocratization.Discuss the 1824 election'simpact on the U.S. politicalsystem.Do outside research in order todiscuss the questions: How isthe presidency different fromother offices? What otherpresidents found themselves insimilar circumstances?Make a cartoon or posterdepicting issues in thepresidential campaign in 1828.Propose a revision of theAmerican political system toaddress the strengths andweaknesses of either national,sectional, or democraticconcerns that had arisen.Read an account of RachelJackson's life and present asummary to the class.Discuss the events in RachelJackson's life that Jackson'sopponents used against himduring the campaign.Analyze the precedent set byJackson and the positives andnegatives of the system.Discuss northern and southernviewpoints on the tariff issue.Evaluate the idea ofnullification. What problemswould it create? What are thepotential results of it?Choose one of these fourpeople: John C. Calhoun, HenryClay, Daniel Webster, andAndrew Johnson. Explore hisviews on the issues of bankreform, slavery, theConstitution, and standing

Page 13 of 58


armies.Evaluate Jackson's actionsregarding the National Bank.Analyze the differences betweenthe original method of choosingcandidates and the new processbrought about by the election of1832. Discuss the positives andnegatives of each method.Assess the change ingovernment policy towardNative Americans. Didnortherners, southerners, andwesterners agree with the newpolicy or did sectional politicaldifferences arise?Locate accounts of the variousIndian removals and readexcerpts.Plot the course of the forcedmarch on a map. Plot thecourses of the removals of theCreeks, Seminoles, Choctaws,and Chickasaws.Analyze the Anti-JacksonCartoon, noting how Jackson'spresidency, personality, andposition on the issues aredepicted.Discuss why Jackson chose thetopic of Jackson's Farewell.Review Chapter 10.Administer Chapter 10 Test.

Chapter 11:The Growth ofAmericanSociety(1789-1861)

(updated 1/31/19)

Students wil l :Assess the impact oftechnology on the UnitedStates in the early nineteenthcentury

1 .

Evaluate earlynineteenth-century Americanculture

2 .

Describe the divisions causedby the slavery issue andpresent a biblical view ofslavery

3 .

Analyze American religion inthe early nineteenth century

4 .

Outline the development ofmanufacturing andagriculture in the UnitedStates

5 .

Examine the improvements intransportation in the UnitedStates

6 .

Evaluate the changestechnology brought toAmerican culture

7 .

The Growth ofAmerican Society:

AmericanTechnology

1.

American Culture2 .American Slavery3 .American Religion4.Chapter 11 Review5.Chapter 11 Test6 .


1.


2.


3 .

Web Links: Patents1 .Map - CottonProduction in theSouth

2 .

Map - TransportationRoutes in the FirstHalf of the 19thCentury

3 .

"The Age of theYankee Clipper"

4 .

Fine Arts in History5 .Stephen Foster andLowell Mason

6.

Deist Writings7."I Love ThyKingdom, Lord"

8 .

"Stand Up for Jesus"9 .

4 .

Recognize that God createdthe world with both moral andphysical norms and limitations.Christians should strive to belike Christ and to find and fulfillGod's purposes for them.Discuss how Christ workedduring the difficult times duringSamuel Morse's life.Read Genesis 1:27, Job42:13-15, Proverbs 31: 10-31,John 19:25-27, Ephesians5:22-24, 1 Timothy 2:9-15,Titus 2:3-5, and 1 Peter 3:1-6.Give some information aboutwhat these Bible verses aboutGod's perspective.What is God's view on thesubject of the women'smovement?Read Jer. 17:9. Attempting tolive apart from God's law is notliberating, but its effects aredevastating.

Analyze the reasons that theNew England area was bettersuited for industry than otherareas of the colonies. Discusshow its developmentcontributed to sectionalism.Analyze the spread and growthof the factory system.Research the business begun inLowell, Massachusetts, byFrancis Cabot Lowell and reportthe findings to the class.Evaluate the impact of Deere'splow and McCormick's reapingmachine on the settlement ofthe Northwest Territory and thewestern plains. Discuss theproblems that would arise withincreased productivity.Discuss the repercussions oflimiting agriculture to a singlecrop.Discuss some of the world'sproblems that are the result of

Page 14 of 58


American cultureDescribe each of the reformmovements and artisticschools in the United States

8 .

Summarize the majorcharacteristics of earlynineteenth-century Americanculture

9 .

Describe slave life in theUnited States

10.

Describe the leadingabolitionists of this period

11.

Critique the argumentregarding American slaveryfrom Scripture

12.

Outline the background andcourse of the Second GreatAwakening and the PrayerMeeting Revival

13.

Contrast the teaching of themajor unorthodox religions inAmerica with biblical doctrine

14.

Hypothesize whichcharacteristics of earlynineteenth-century Americanculture lent themselves toparticular kinds of unorthodoxreligions

15.

Assess the Prayer MeetingRevival

16.

"Stand Up for Jesus"9 .Activities:

Activity 1: ThinkAbout It!

1.

Activity 2: MapStudy: The Growth ofTransportation

2.

Activity 3: The Artsand the Reformers

3.

Activity 4: Letterfrom FrederickDouglass

4.


5.

5 .

Other Materials: Faith of Our Fathers:Scenes fromAmericanChurch History ,edited by MarkSidwell

1 .

Teacher's Toolkit CDfrom American Republic Teacher'sEdition, FourthEdition, BJU Press

2.

Books or magazinesshowing the worksof artists mentionedin the chapter

3 .

Recordings of songsby Stephen Foster orLowell Mason

4.

Free Indeed: Heroesof Black ChristianHistory by MarkSidwell

5 .

Shaker pictures,crafts, or food

6.

6 .


devastating.Read Exodus 34:7. Explain howsin's consequences affect manand his descendants.Discuss what deism is.How did Adoniram Judson facethe trials in his life and how didGod help him?How will you respond to peopleasking you about Christianeducation. What have youlearned about Horace Mannand William H. McGuffey?The Second Great Awakeningwas a time of expansion for theAmerican church. Currently thechurch is expanding in placessuch as Africa and China. Whatare the similarities to theSecond Great Awakening, andwhat are the differences?

problems that are the result ofmoral problems and how theyare affected by technology.Discuss with the students thedynamic effects of Eli Whitney'scotton gin on southern life,slavery, economics, westernsettlement, and politics.Determine the pros and cons ofthe new transportation methods.Construct a bulletin board aboutthe National Road.Explain the construction of acanal and demonstrate theoperation of a canal lock.Construct a bulletin board titled"The Age of the Yankee Clipper".Read to the class the account ofthe life and conversionexperience of Samuel Morse in Faith of Our Fathers: Scenesfrom American Church History ,edited by Mark Sidwell. Discusshow Christ worked during thedifficult times in Morse's life,and evaluate Morse's attitudewhen he was praised for hisaccomplishments.Read the summary of the life ofNoah Webster from Faith of OurFathers: Scenes from AmericanChurch History, edited by MarkSidwell. Guide students to understandthat the Bible honors women,grants them inheritance rights,protects them againstmistreatment, and views themas very capable in conductingall manner of work.Describe society's view of theideal place and the differentattempts to establish that typeof place in the 1800s. Comparethose ideals with socialist andcommunist ideals.Look at portraits of differentartists and examples of theirwork.Research and report to the classon the life and works of JamesFenimore Cooper, WashingtonIrving, and NathanielHawthorne, or Herman Melville.Use the library or the Internet tolocate examples of popularmagazines or newspapers fromthat time period. Compare their

Page 15 of 58


content with what is included insimilar magazines andnewspapers today.List various sins that havepermeated U.S. culture from itsearliest settlement to thepresent and discuss them inlight of Exodus 34:7.Have three groups of studentsresearch and report to the classon the conspiracies of GabrielProsser, Denmark Vesey, andNat Turner, each of whichaffected slavery in the South insignificant ways.Read the account of JohnJasper's life and ministry from Free Indeed: Heroes ofBlack Christian History by MarkSidwell. Discuss the questionsfor thought at the end of theaccount.Compare deistic beliefs withScripture. Discuss how deismwould have appealed to theintellectuals.Read "Asahel Nettleton and theEastern Revivals" and"Brethren, We Have Met toWorship: The Frontier CampMeetings." Summarize thereadings.Contrast Timothy Dwight andAaron Burr.Read the summary of AdoniramJudson's life and ministry inFaith of Our Fathers: Scenesfrom American Church History,edited by Mark Sidwell. List thetrials that Judson faced anddescribe how God helped himthrough them.Show pictures of Shakerfurniture or crafts.Discuss two key distinctionsbetween Mormonism andChristianity.Read "The Prayer Meetings ThatChanged the Nation" from Faithof Our Fathers: Scenes fromAmerican Church History ,edited by Mark Sidwell.Contemplate the causes of andcircumstances surrounding theSecond Great Awakening andthe Prayer Meeting Revival.Compare these circumstanceswith the religious situation in

Page 16 of 58


the country today.Chapter 11 Review.Administer the Chapter 11 Test.

Chapter 12:ManifestDestiny(1840-1848)

(updated 1/31/19)

Students wil l :Evaluate the increasingsettlement activity west ofthe Missouri River

1 .

Assess the administration ofJohn Tyler and James K. Polk

2 .

Critique the war with Mexico3.Analyze the role of Americanmissionaries in promotingAmerican settlement ofOregon

4.

Trace the history of Texasfrom Mexican possession torepublic

5 .

Evaluate from Scripture therationale and actions that ledto Texan independence

6.

Describe the three mainwestern trials

7 .

Explain the significance ofJohn Tyler's administration

8.

List the four goals Polk set forhis administration

9.

Evaluate by the standard ofScripture the methods Polkused to achieve his goals

10.

Outline the causes for theMexican War

11.

Survey the main campaignsof the Mexican War

12.

Assess the results of theMexican War

13.

Manifest Destiny:Across the WideMissouri

1 .

Tyler and Polk2 .War with Mexico3.Chapter 12 Review4.Chapter 12 Test5 .


1.


2.


3 .

Web Links: Narcissa Whitman1."Remember theAlamo"

2 .

Map - Trails to theWest

3 .

Map - Maine BorderSettlement

4 .

Webster-AshburtonTreaty

5 .


6.

Map - OregonControversy Settled -1846

7.

Additional Resources8.A "Popular" War9 .Online Documents10.Map - United StatesExpansion to 1900

11.

4 .

Activities: Activity 1: Remember theAlamo!

1.

Activity 2: Polk'sInaugural Address

2.

Activity 3: MexicanWar Report

3.

Activity 4: MapStudy: ManifestDestiny

4.


5.

5 .

Other Materials: Enlarged map of thecontiguousforty-eight states

1 .

American Literature Student Text, ThirdEdition, BJU Press

2.

History of theConquest of Mexicoby William HicklingPrescott

3 .

Recording of the"Marines' Hymn"

4 .

6 .

Art7 .PowerPoint8 .

Read Exodus 20:17. What isManifest Destiny? How doesthe Bible warn againstcovetousness?Identify some of themissionaries that worked withthe Indians.The Whitmans' missionary workincluded both sharing thegospel and trying to civilize theCayuse people. Today missionswork in Third World countriesoften includes building schools,providing medical care, anddoing other development work.Write a paragraph thatdiscusses problems andbenefits of such work.Many Americans disapprovedof the Mexican War. What areright ways for a Christian torespond when his governmentdoes wrong? What are wrongways to respond?

Understand the differencebetween allowing the Bible toshape public policy and usingreligion to accomplish one'sexisting political aims.Construct a bulletin board titled"Landmarks of the Oregon Trail".Research the followingNorthwest tribes: Nez Perce,Walla Walla, Yakima, Flathead,and Cayuse. Note their socialand political organization,lifestyle, religion, trade, warfare,and location.What might be some hindrancesin reaching Hispanics orMuslims? How can Christiansovercome those obstacles?Analyze Stephen Austin'sleadership in light of hisstatement: "the prosperity ofTexas has been the object of mylabors, the idol of my existence -it has assumed the character ofa religion, for the guidance ofmy thoughts and actions, forfifteen years."Choose one of these people: JimBowie, Davy Crockett, andSanta Anna. Research theperson's role at the Alamo.Read the following: 2 Kings11:1-16, Romans 13:1-7, 1 Peter2:13-17, Exodus 20:15. Discusshow these should affect aChristian's evaluation of Texanindependence.Divide the students into groupsof three or four. Pretend thatthey are traveling west on oneof the main trails. Eachgroup will be a family and theyneed to calculate what they willneed to take on the trip.Discuss how far a cabinetmember is obligated to go infollowing the policies of apresident.Identify who the "dark horse"was in the elections.Discuss possible reasonsPresident Tyler would considerPolk's election in 1844 as amandate for him to annex Texas.

Page 17 of 58


PowerPoint8 .Test Key9.

mandate for him to annex Texas.Discuss why it wasadvantageous ordisadvantageous to the UnitedStates to have Polk as apresident at that point in U.S.history.Compare Polk's determination tokeep his campaign promises tothe resolve of recent presidents.Construct a bulletin board titled"James K. Polk: A President witha Purpose."Discuss the morality of theMexican War. Divide the students into fivegroups and have each groupassess the war from theperspectives of an abolitionist, asoutherner, a westerner, aCanadian, or a Mexican.Compare the four U.S.campaigns of the Mexican Warin terms of leadership, militarystrength, and resistance.Analyze each campaign'srelevance to the whole war.Discuss with the students howthe Democrats worked toprevent Taylor, a presidentialprospect for the Whigs, fromgaining more political glory.Discuss the Americansubjugation of the Californiansas a springboard, and explainwhat America's policies aretoward a defeated foe.Play a recording of the "Marines'Hymn."Review for Chapter 12 Test.Administer Chapter 12 Test.

Chapter 13: AHouse Dividing(1848-1861)

(updated 1/31/19)

Students wil l :Critique the proposalsaddressing the issue ofslavery in the newly acquiredterritories

1 .

Analyze the political eventsthat set the stage for theCivil War

2 .

Evaluate the actions that leftthe nation in a state of crisisby 1860

3.

Outline the three positionsregarding slavery in theterritories

4 .

Explain the role of theCalifornia gold rush in the

5.

A House Dividing:Controversy1 .Conflict2 .Crisis3 .Chapter 13 Review4.Chapter 13 Test5 .


1.


2.


3 .

Web Links: Map - LargestSlaveholdings in theSouth

1 .


2.

Map - 1850Compromise

3.

"The Devil andDaniel Webster"

4 .

4 .

Discuss the split indenominations of churches.Discuss what happened to theplaque sent by the Pope to beplaced in the WashingtonMonument.Read Hebrews 9:22. Explainthe real meaning and answerwhether this justifies JohnBrown's acts of violence.Describe Daniel Payne's lifeand ministry.Scripture must always be thestandard of moral evaluation,but help students to see thatoften eras have their own

Determine the meaning of thisstatement "Mexico will poisonus" by Ralph Waldo Emerson.Analyze why the war's resultsencouraged strongersectionalism.Construct a bulletin board titled"Fuel to Fire the Fight" to listthe causes of the war.Explain each of the proposalsthat emerged regardinghandling the slavery issue interritories and then evaluateeach from constitutional andmoral standpoints.Determine the positives and

Page 18 of 58


California gold rush in thesectional divisions ofthe period Describe some of the conflictsthat preceded the Civil War

6 .

Assess the impact of theKansas-Nebraska Act

7 .

List the positions of the Whig,Know-Nothing, Republican,and Democratic parties

8 .

Evaluate the theory ofpopular sovereignty in light ofevents in Kansas in 1856 andLincoln-Douglas debates

9.

Assess the ramifications ofthe Dred Scott decision

10.

Assess the effects of JohnBrown's raid on sectional strife

11.

Analyze the 1860 presidentialelection

12.

Contrast the arguments forand against secession

13.

Argue for or against Lincoln'sdecision to retain control ofFort Sumter

14.

Daniel Webster"Additional Resources5.Map - PresidentialElection of 1852

6.

Fugitive Slave Act7 .UndergroundRailroad

8.

Kansas-Nebraska Act9 .Uncle Tom's Cabin10.How theSumner-BrooksEpisode WasPerceived

11.

Harpers Ferry Raid12.Map - PresidentialElection of 1860

13.

Ordinance ofSecession

14.

Activities: Activity 1: Viewpoints1.Activity 2: Party Lines2.Activity 3: TheLincoln-DouglasDebates

3.


4.

5 .

Other Materials: American LiteratureStudent Text, ThirdEdition, BJU Press

1.

Faith of Our Fathers:Scenes fromAmerican ChurchHistory , edited byMark Sidwell, BJUPress

2.

Free Indeed: Heroesof Black ChristianHistory by MarkSidwell, BJU Press

3.

Editorials about theraid on Harpers Ferry

4 .

Recent articles fromnewspapers,magazines, or onlinesources dealing withelections

5.

6 .


often eras have their ownmoral "blind spots."Write a speech as if you were acongressman addressing theWilmot Proviso, the CalhounResolutions, and popularsovereignty. Be sure to addressthe constitutionally andmorality of each position.Shared values bind nationstogether. But when groupswithin a nation interpret valuesdifferently, conflicts arise.Explain how the North and theSouth interpreted theAmerican values of freedom,equality, individualism, andgrowth differently.

Determine the positives andnegatives of the California goldrush. Discuss the differencesbetween the settlement ofCalifornia and that of Oregonand other western territories.Contrast the different ways thatthe East and the West Coastswere settled and the motives forsett lement.Discuss President Taylor's actionand how he meant to use it as ameans of breaking the deadlockbetween slave states and freestates.List character qualities of HenryClay, John C. Calhoun, andDaniel Webster that distinguishthem from others of their time.Appraise each proposal of theCompromise of 1850 from anorthern, southern, and westernperspective.Dramatize a discussion thatmight have taken place in the1850s between abolitionists andsupporters of slavery.Analyze how Taylor's deathaffected the acceptance ofClay's proposals. Imagine howthe events may have beendifferent if Taylor had not diedat that t ime.Discuss Stephen Douglas'sdream of a transcontinentalrailroad. Identify potentialproblems of Douglas's visionand the impact his actionswould have on futureNorth-South relations.List the political positionsadvanced by the Whigs,Know-Nothings, Republicans,and Democrats in the periodbefore the Civil War.Identify the groups thatcomposed the Republican Partyand the issues that eachrepresented. Discuss why suchdifferent groups could unite.Discuss James Buchanan'spositions on slavery and popularsovereignty. Assess whether hewas an ideal candidate.Discuss the lack of governmentreaction on a local, territorial,state, or federal level. Evaluatewhat might have resulted had

Page 19 of 58


the proper authoritiesprosecuted the perpetrators ofthe first two events.Discuss the dangers ofmisapplying Scripture and havestudents cite other examples ofthis being done. Discuss whypeople resort to such distortionsand misuses.Analyze how the MissouriCompromise, the WilmotProviso, the Kansas-NebraskaAct and the Dred Scot decisioncontributed to that polarization.Describe the ramifications ofthe Supreme Court decision ofthe Dred Scott case regardingthe expansion of slavery.Discuss Daniel Payne's life andhis ministry for Christ.Discuss Lincoln's meaning whenhe stated that "a house dividedagainst itself cannotstand." What was the goal ofgiving this speech?Research the events betweenStephen Douglas and AbrahamLincoln.Discuss the complexity ofmorally evaluating previousgenerations. Discuss the varied responses toBrown's execution. Determinewhy some individuals mournedBrown's death whereas otherssaw it as justice.Assess why theDemocratic Party splintered.How did this set in motion thedividing of the union?Contrast the leadership ofPresident Buchanan with that ofPresident Lincoln during thesecession crisis.Use the information in the text,the map of 1860 electionresults, and any other availablesources to write illustratedarticles like those that mighthave appeared in a "specialelection issue" of a newsmagazine covering the 1860presidential election.Review Chapter 13.Administer Chapter 13 Test.

Page 20 of 58


Chapter 14:The Civil War(1861-1865)

(updated 1/31/19)

Students wil l :Identify the differencebetween the North and Southat the beginning of the CivilWar

1 .

Examine the battles in theEast

2 .

Examine the battles in theWest

3 .

Evaluate significantconstitutional matters thatarose during the war

4 .

Assess the strategies that ledto the Northern victory

5 .

Describe the causes of the war6 .Contrast the natural andhuman resources available toeach side during the war

7 .

Outline the major battles inthe East from First Bull Runthrough Gettysburg

8.

Assess the significance ofthese battles

9 .

Identify the goals and majorbattles of the Mississippi Rivercampaign

10.

Evaluate the militarycommanders on both sides inthe West

11.

Outline the goals and majorbattles of theKentucky-Tennessee campaign

12.

Assess the significance of thebattle for Chattanooga

13.

Contrast life on the homefront in the South and in theNorth

14.

Compare and contrastopinions on constitutionalquestions that arose as aresult of the war

15.

Analyze the significance ofthe EmancipationProclamation for the unionwar effort and for blackAmericans

16.

Trace the course of thefighting in the 1864Wilderness and Georgiacampaigns

17.

Critique from Scripture theuse of total war against theSouth

18.

Explain the effect of theNorthern victories on theoutcome of the presidentialelection in 1864

19.

Trace the events that led to20.

The Civil War:War of Brothers1 .War in the East2 .War in the West3 .On the Home Front4 .Road toAppomattox

5 .



1.


2.


3 .

Web Links: States Seceding1.Map - NorthernStrategy

2.

Map - War in theEast 1861-1863

3.

Map - War in theWest 1861-1863

4.

Lew Wallace andBen-Hur

5 .

"Valley of theShadow"

6.

EmancipationProclamation

7.

Map - ClosingCampaigns1864-1865

8.

4 .

Activities: Activity 1: AlexanderStephens

1.

Activity 2: Who Am I?2.Activity 3: TheGettysburg Address

3.

Activity 4: SpiritualEmphasis in theSouthern Armies

4.

Activity 5: CharlesHodge

5.


6.

5 .

Other Materials: Materials for"Classroom Clash"contest

1 .

Faith of Our Fathers:Scenes fromAmerican ChurchHistory, edited byMark Sidwell

2 .

6 .


Discuss the religions of thedifferent generals in the war.Understand the scope of therevival in the Southern armies.Describe General Rosecransand his devotion during the war.Discuss Lee and Jackson'sdevotion during the war.Discuss why God would allowthe United States to gothrough such a traumatic eventas the Civil War.If you were actively involved inthe effort to end abortion inthe United States, what lessonswould you draw from Lincoln'sapproach to emancipation ofthe slaves?Imagine that you are aChristian congressionalrepresentative from the North.How should your Christian faithinfluence your response to theconduct of Sherman?

Discuss some of the differentreasons soldiers might have hadfor going to war.Tell about your patriotism foryour country and your state.Divide class into Northern andSouthern teams. Every time youfinish studying a battle or acampaign, give a brief quiz tosee which side wins.Construct separate bulletinboards about Robert E. Lee andUlysses S. Grant.Explore what was occurring inAmerica during the war. Dividethe class into several groups,each responsible forresearching and reporting onsignificant and interestingwartime events and peoplewithin the following categories:Politics, Science & Technology,the Arts, Religion, and theFrontier.Organize each battle by name,date, commanders, strategies,winning side, and consequences.Discuss the pros and cons oflimiting the press in times ofwar. What national securityproblems might arise with toomuch press freedom?Research and report on the Alabama.Research and report on aparticular improvement in one ofthe fields: offensive weapons,defensive weapons,transportation, orcommunication.Research and compile a list ofquotations on such topics asreligion, leadership, andcharacter by generals during thewar, including Lee, Jackson,Grant, and Sherman.Research battles or skirmishesthat occurred in your state orlocal area during the war.Think of other historicalinstances in which a militaryevent directly affected apolitical decision or vice versa.Discuss what might haveoccurred if the South had wonthe Battle of Gettysburg. Whatevents might have made thatresult possible?

Page 21 of 58


Trace the events that led tothe defeat of the Confederateforces

20.

Discuss what may have beenGod's providential purpose inthis war

21.

result possible?Think of the various suppliesthat were needed to outfit andmaintain an army. Discuss theimportance of such supplies.Discuss the various warobjectives of the North and theSouth. Choose an important battle inthe war to examine in detail.Assess the significance of thecity as part of the Unionstrategy to win the war.Examine what aspects of culturemany Christians simply acceptas normal that, under scripturalexamination, would be seen assinful.List some of the actions thatcreated disagreementsregarding the issue of powersduring war.Discuss whether theEmancipation Proclamation wasmorally or legally suspect,prudent, or a mix of both.Write a report on the Union orthe Confederate general of yourchoice. Include backgroundinformation on the man, his roleand significance in the war, andnotable character traits thatmade him either a strong orweak leader.Find recent articles innewspapers or magazines or onthe Internet that directly orindirectly relate to thewar. Discuss the long-termeffects of the war and America'scontinuing interest in it.Construct a bulletin board aboutMatthew Brady.Construct a series of bulletinboards titled "What's Your L.Q.?"Each board will ask informationabout Abraham Lincoln.Pick a current news event andgather related pictures fromnewspapers, magazines, andonline news sites. Analyze eachphotograph by answering somequestions about them.Discuss the question: Why didGod allow the United States togo through such a traumaticexperience? Remember toexamine both God's sovereignty

Page 22 of 58


and man's responsibility for hisaction.Review Chapter 14 Test.Administer Chapter 14 Test.



Quarter 3

Chapter 15:Reconstruction(1865-1877)

(updated 1/31/19)

Students wil l :Evaluate each plan forReconstruction

1.

Appraise Reconstruction andSouthern reaction to it

2 .

Assess the corruption thatoccurred during the Grantadministration

3.

Evaluate the long termconsequences of the CivilWar and Reconstruction

4.

Contrast the approaches ofLincoln, Johnson, andCongress to Reconstruction

5.

Assess the significance of theThirteenth Amendment

6 .

Assess the significance of theblack codes on theReconstruction period

7.

Describe the goals andeffects of major legislationpassed during CongressionalReconstruction

8.

Critique the impeachment ofPresident Johnson

9.

Contrast historical views ofcarpet-baggers and scalawags

10.

Evaluate Southern reactionsto Reconstruction

11.

Outline teh scandals thatoccurred during Grant'sadministration

12.

Define the significance of tehFifteenth Amendment

13.

Analyze the conditions thatled to the Panic of '73.

14.

Evaluate the significance ofthe election of 1876.

15.

Evaluate the long-termconsequences of the CivilWar and Reconstruction

16.

The Reconstruction:PresidentialReconstruction

1.

CongressionalReconstruction

2.

Years of Corruption3.A ReconstructedNation

4.



1.


2.


3 .

Web Links: Problem Solving1.Johnson'sImpeachment

2 .

Map - Sharecroppingin the SouthernStates - 1880

3.

Electoral Votes: AreThey Necessary?

4.


5.

4 .

Activities: Activity 1: Johnson'sProclamation ofAmnesty andReconstruction

1.

Activity 2: Freedmen's BureauAct

2.

Activity 3: ANorthern Teacher inGeorgia

3.

Activity 4: FrederickDouglass

4.

Activity 5: Ku KluxKlan

5.

Activity 6: Expose6.Activity 7: ChapterReview

7.

5 .

Other Materials: Political cartoons1.The Federalist No. 682.

6 .


Discuss the RadicalRepublicans view of equality ofslaves and whites.How would a Christian havehandled one of the scandals inGrant's administration?Read Ps. 15:4, Prov. 3:32,20:14-23. 21:21; Hab. 2:6.What happens when you honorthe Lord?Use the example of King Saulas a good example of a leaderand how did he change oncehe became king. ReadDeuteronomy 17:14-20.How would using the GoldenRule (Matt. 7:12) solve theproblems of the Redeemers?Imagine you are acongressman duringReconstruction. Construct aspeech supporting theFifteenth Amendment. UseScripture to support yourarguments.Evaluate Reconstruction-eraRadicals from a Christianperspective. How could aChristian worldview haveimproved their strengths andcurbed their excesses?

Choose a Southern, Northern,Radical Republican, or freedslave perspective and discusshow Lincoln's death affectedeach group.Debate whether the federalgovernment's treatment of thestates that seceded was tooharsh or whether the measuresimplemented duringReconstruction appropriate andfair.Evaluate the current president'srelationship with Congress.Does Congress generallysupport or oppose thepresident's actions? Discuss thepresident's character andpersonality and how these helpor hurt the administration.Assess the significance of blackcodes. Discuss the positive andnegative ways that Congressused the Freedmen's Bureau asa means for accomplishing itsReconstruction goals.Describe the major legislativeacts passed duringCongressional Reconstruction.Have a student pretend to be areturning Southern soldier anddiscuss what he would haveencountered. Have anotherstudent be a prisoner of war, anolder person, a wife, anorphaned teacher, a formerslave, or someone else who lefthome when the fighting got tooclose. How would they have felt?President Andrew Johnson andBill Clinton were the only twopresidents who wereimpeached. Was the Senatecorrect in its vote in each case?Why or why not?Research Edmund Ross's part in

Page 23 of 58


the trial and reasons for hisdecision not to remove Johnson.Discuss the possibleconsequences if Johnson hadbeen convicted.Divide the class into two groups.Assign one group to present thepositive aspects ofCarpetbaggers and Scalawags.Assign the other group topresent the negative ones.Research one or more of thescandals in Grant'sadministration. How shouldGrant have handled it? Howshould a Christian statesmenhandle the situation?Discuss what the Bible teachesabout honor and dishonor andhow this teaching applies tobusiness practices.Discuss the impact of politicalcartoons. Are they effective andwhat are their benefits anddangers?Think of recent examples ofdomestic and internationalgovernment corruption.Analyze the depression of 1873.How long did it last and howsevere was it?Discuss how careful attention tothe Golden Rule could havehelped address the problem ofthe Redeemers.Discuss why the ElectoralCollege was made a part of ourpresidential election process.Discuss the methods politiciansuse to distract voters today.Discuss how each of theseresults (freed slaves, a solidlyDemocratic South, a morepowerful federal government)brought specific changes to theUnited States in the late 1800s.Review Chapter 15.Administer the Chapter 15 Test.

Chapter 16:The Gilded Age(1877-1896)

(updated 1/31/19)

Students wil l :Identify the key leaders ofindustry and technology

1.

Survey the political reforms ofthe United States in the latenineteenth century and theirimpact

2 .

Contrast the economic goalsof urban labor and rural labor

3 .

The Gilded Age:Industry andInvention

1.

Political Reformand Reaction

2.

Labor, Rural, andEconomic Issues

3.

Change andChallenge

4.


1.


2.


3 .

Web Links: Bryan's "Cross ofGold" Speech

1.4 .

How can Christians protectthemselves from wronginfluences? How can they begood role models?Read Gen. 1:26-28, 1 Tim.6:9-10, Luke 19:16-26, and 1Cor. 9:1, 15. What do theseBible verses say about valuesand the value of people?

Discuss the conflict of values inentrepreneurs of this timeperiod. Remember that none ofthese values are ultimatevalues for Christians.Discuss the type of influencethat people like Vanderbilt andCarnegie exerted. How can theChristian protect himself from

Page 24 of 58


of urban labor and rural laborEvaluate the primary changesand challenges to the UnitedStates in the late nineteenthcentury

4 .

Outline U.S. industrial growthfollowing the Civil War

5 .

Distinguish between marketentrepreneurs and politicalentrepreneurs

6 .

Appraise the changes inAmerican lifestyle thatresulted from industrializationduring the Gilded Age

7.

Explain the need for civilservice reform

8.

Compare and contrast viewson tariffs

9 .

Identify the concerns withtrusts and monopolies

10.

Evaluate the effectiveness ofthe administrations fromGarfield through Harrison

11.

Explain the need for civilservice reform

12.

Compare and contrast viewson tariffs

13.

Identify the concerns withtrusts and monopolies

14.

Evaluate the effectiveness ofthe administration fromGarfield through Harrison

15.

Outline the labor-relatedproblems that emergedduring the Gilded Age

16.

Assess the response offarmers to changingeconomic conditions

17.

Contrast the campaigns ofWilliam McKinley andWilliam Jennings Bryan duringthe presidential election of1896

18.

Describe the reasons for thegrowth of cities in the UnitedStates during this period

19.

Compare American responsesto immigration during thisperiod to responses inprevious periods ofimmigrat ion

20.

Survey the changing attitudesin the United States duringthe 1890s

21.

Evaluate the religiousresponses to a changingAmerica during the Gilded Age

22.

ChallengeChapter 16 Review5.Chapter 16 Test6 .

Gold" SpeechMap - PresidentialElection of 1896

2.

Immigrant Ancestors3 .Literature of theGilded Age

4.

More on FannyCrosby

5.

Activities: Activity 1: AndrewCarnegie: "TheGospel ofWealth," 1889

1.

Activity 2: J. C.Penney's BusinessPrinciples

2.

Activity 3: ChineseExclusion Act (1882)

3.


4.

5 .

Other Materials: Treasury of GreatHymns and TheirStories by GuyeJohnson

1.

101 More HymnStories by KennethW. Osbeck

2.

Al Smith's Treasuryof Hymn Histories byAlfred B. Smith

3 .

Free Indeed: Heroesof Black ChristianHistory by MarkSidwell

4 .

6 .


and the value of people?Discuss Government corruptionand how it violates Scripture.Read 1 Tim. 6:6-10 and Psalm72:1-7.Read Deut. 24:14-15, Malachi3:5, James 5:1-6, Col. 3:22, 4:1,and Eph. 6:5-9. Explain howworkers and managementshould interact.Read Tim. 6:6. Differentiate thepositive discontent thatpromotes progress andself-improvement from thenegative discontent that leadsto complaining or lust andgreed.Imagine that you are aChristian businessman in thelate nineteenth century. Writeout a series of biblicalprinciples that will guide you inyour business.The opportunity for leisure timehas only grown since thenineteenth century. Whatshould a Christian think aboutleisure time, and how shouldhe use it?

Christian protect himself fromwrong influences and emulategood examples?Have students researchbuildings, parks, and institutionsin their local area that werestarted throughphilanthropic efforts. Contrastphilanthropy andgovernment-financed programs.Discuss various techniques suchas glittering generalities,bandwagon effect, hidden fears,patriotism, card stacking,testimonials, snob appeal, andwit and humor. Bring andanalyze differentadvertisements for items.Discuss assembly lines andmass production. How can theyovercome problems such asboredom and error?Discuss the inventions in thearea of communications thatcame about during theIndustrial Revolution. Discusscurrent changes incommunication and how theyare affecting our lives.Speculate on futureadvancements.Choose a profession and write ashort essay about how theicebox, the Sears and RoebuckCatalog, the typewriter, thetelephone, the light bulb, orelectric current might haveaffected a professional's life.Discuss the positive andnegative aspects of acompromise of choosing Garfieldand Arthur as the option for theRepublican Party.Discuss any recent or currentlegislation that has beenchanged in this faction.Discuss whether charactermatters in the role of president.Discuss the dilemmasChristians often face as theyseek to choose honest, moral,and qualified leaders.Discuss how the Republicanstrategy of spending liberally toattract voters set a precedentand caused the public to expectmore and more from the federalgovernment.

Page 25 of 58


Discuss the pros and cons of thelegislation of the ShermanAnti-Trust Act. Discuss theadvantages and disadvantagesof competition.Evaluate the period from1881-1897, which spans thepresidencies of Garfield, Arthur,Cleveland, and Harrison. Notethe advancements andproblems during this time.Use the following passages todiscuss how workers andmanagement should interact:Deut. 24:14-15, Malachi 3:5,James 5:1-6, Colo. 3:22, 4:1,Eph. 6:5-9Take a position supporting labor,management, or the companyowner during a particular eventsuch as the Haymarket Riot.Relate what he might haveexperienced during the event.Choose one of the strikes thatthe textbook mentions anddiscuss specifically how thestrike affected people outsidelabor and management.Discuss the ramifications forAmerican society if silver hadbeen adopted as part of thestandard. Discuss how "fixes" toa problem may work or theymay cause long-term damage.Discuss what America wasturning from and turning toward.Why was this turn significant?Research the factors thatinfluenced the town'spopulation, work force, andresidential patterns during thelate nineteenth century.Discuss the cultural andreligious influences brought bythe "new" immigrants fromsouthern and eastern Europe.How were these immigrantsreceived in the cities and inrural communities?Discuss how Lester Frank Ward'sideas influenced social thinkingand public policy in thetwentieth century. Evaluate theimpact of Ward's ideas on thesocial gospel movement.Evaluate with students thenaturalism present in theselection from Stephen Crane.

Page 26 of 58


Compile a list of verses that shiftone's focus away frommaterialism and toward truehappiness and contentment.List ways to turn the focus of aholiday in a less materialisticdirection.Research the history of a majorsport as it was played during theGilded Age.Have students ask how aministry from their churchbegan, observe its operations,and report back to class.Research a hymn and thenshare the story with the class.Review Chapter 16.Administer Chapter 16 Test.

Chapter 17:AmericaExpands(1850-1900)

(updated 1/31/19)

Students wil l :Trace westward expansionand the motivation of thevarying groups involved

1.

Evaluate America's Indianpolicy and discuss possiblesolutions for the problemsfacing modern Indians

2.

Assess the results of theinternational expansion of theUnited States in the secondhalf of the nineteenth century

3 .

Examine the impact oftranscontinental railroads onwestward expansion

4.

Survey the vast potential andthe hazards of developingresources in the West

5 .

Analyze the ways pioneersovercame the difficulties ofsettling the Great Plains

6 .

Outline the Plains Indians'way of life

7 .

Survey the major battles andleaders of the Indian Wars

8 .

Critique the treatment ofAmerican Indians by thefederal government

9 .

Survey the main goals ofAmerican foreign policy in thenineteenth century

10.

Analyze the imperialisticmethods of acquiring territoryby the United States

11.

Assess the growth of theNorth American foreignmissions movement duringthis period

12.

Evaluate the motives for and13.

America Expands:Western Expansion1.Indian Affairs2 .InternationalExpansion

3.



1.


2.


3 .

Web Links: Map - Main Railroads1.Map - Mining theWest

2 .

Map - Cattle Trails3 .Map - New States1861-1912

4.

Family History5 .Dawes Act6 .Treaty of Washington7.Treaty of Kanagawa8.Seward's Folly9 .De Lome Letter10.Map - TheSpanish-AmericanWar: CaribbeanTheater - 1898

11.

4 .

Activities: Activity 1: FarmingFluctuations

1.

Activity 2: SittingBull Speaks

2.

Activity 3: ChiefJoseph Speaks

3.

Activity 4: McKinleyon the U.S.Acquisition of thePhilippines

4.


5.

5 .

Other Materials: On the Banks ofPlum Creek by Laura

1.6 .

Read Ps. 119:36, Prov. 27:20,Matt. 16:26, Luke 12:15, and 1Tim. 6:9-10. What does theBible say about greed?Read Proverbs 21:32.Emphasize the role of prayer inprotecting God's servants.If you were a Christiancongressman during this periodof American history, whatlegislation would you proposeto govern Indian affairs?Describe your response toimperialism as if you were amissionary in this period.

Create a bulletin board usingone of these ideas: a track forbackground and pictures ofconstruction of thetranscontinental railroad, toolsimportant in the development ofthe West, highlight the statesadded to the Union from theCivil War to 1912.Discuss Frederick JacksonTurner's "Frontier thesis." Askthe students to argue for oragainst it as an explanation ofAmerican exceptionalism.Contrast market entrepreneurs(James J. Jill, CorneliusVanderbilt, etc.) and politicalentrepreneurs. Compare thesubsidizing of railroads togovernment funding of roads.Are they alike or not?Discuss each immigrant group'sreasons for coming to Americaand the general marital statusand ages of its members. Howdid these groups learn aboutjobs on the railroad crews?Discuss what resources werewasted and what has been donein recent history to correct theproblem. Do Americans stillthink, to some degree, that U.S.resources are limitless? Discussthe extent to which the federalgovernment is involved inpreserving U.S. natural resources.Discuss how the gold rushchanged the settlement of theWest. List specific changes in

Page 27 of 58


Evaluate the motives for andresults of theSpanish-American War

13. Plum Creek by LauraIngalls WilderVideos of earlymovie and TVWesterns

2.

Guest speakers: lawenforcement officers

3 .

How I Know GodAnswers Prayer byRosalind Goforth or Jonathan Goforth b yRoasline Goforth

4 .


West. List specific changes inthe land, in normal animalpopulation, in Native Americans,and in the political direction ofthe area.Think of a few get-rich schemes,and see what the Bible saysabout greed.Compare the truth with errorand romance with realityconcerning cowboys.Discuss the four groups:railroaders, cowboys, miners,and farmers and eachcontribution to the settlement ofthe West.Discuss the different processesinvolved in getting beef from theranch to the consumer.Write a letter from the West to afriend "back East." They couldpersuade their friend to come tothe West or describe daily lifeas a cowboy or describe theadvantages and disadvantage ofpioneer life.Read aloud parts of the book Onthe Banks of Plum Creek anddescribe life in a dugout.Discuss how alcohol, drugs, andother controlled substancesoften create problems forsociety. Also discuss possiblesolutions.Discuss the types of tacticscrime fighters employed in theWest and compare them withcrime fighters today. Relatesummaries of theirresponsibilities, including boththe dangers and the rewards oftheir jobs. Have them tell aboutthe most exciting or mostdangerous thing that hashappened to them in theperformance of their jobs.Bring to class several DVDs ofvarious early movie and TVWesterns. Play excerpts fromthe opening and programmingof each to give an idea of whatmay have been watched.Compare to today's programs.List the many difficulties thatfaced settlers in the West.Analyze the various wayspioneers overcame thoseobstacles.

Page 28 of 58


Discuss various private agenciesthat fought crime in the West.Discuss why the Plains Indianscould not (or would not) adapttheir lifestyle to survive. Whatother pressures besides the lossof the buffalo influenced theIndians?Discuss how the errors of themistreatment of Indians couldhave been avoided.Discuss each viewpoint of themilitary, American government,settlers, and Indians on keepingthe lands. What could thevarying sides have done to worktogether for a peaceful solution?Discuss how Christians shouldrespond to cultural differences. Research one of the Indianleaders in the West, such asCochise, Geronimo, Black Kettle,Red Cloud, Joseph of theNez Perce, Sitting Bull, or CrazyHorse. Discuss General Custer'scharacter qualities and how theyled him toward the loss at theLittle Bighorn.Check to see if the students'churches support outreach toNative Americans. Gatherinformation about theirministries and share it with yourclass.Have students take a position ofpeople their age level fromeither a particular tribe or apioneering family from a specificcountry, state, or territory. Havestudents give theirperspective on the WoundedKnee Massacre and the DawesAct. How might they have beenaffected by that event and thatact?Discuss General Oliver O.Howard's actions between theU.S. calvary and the NezPerces. Could he have takendifferent actions?Speculate about how the UnitedStates and the whole continentmight be different if Europeanpowers had maintained a strongcolonial empire in Mexico asthey did in Africa and parts ofAsia.

Page 29 of 58


Discuss previous conflictsbetween America and previousconflicts between America andother countries or people. Discuss Pan-American unityfrom the perspectives of theUnited States and of LatinAmerica.Discuss how America sought tonegotiate a trade agreementwith Japan and how thatbrought Japan out of anisolationist stance and began itstransformation into an economicand military power.Discuss conflicts since the BoxerRebellion in which the U.S.military has been part of amultinational force. Discuss thepositives and negatives of thattype of U.S. involvement.Discuss the dilemmas betweenmissionaries going too far.Read the book How I Know GodAnswers Prayers aloud. Discussthe teachings of Proverbs 21:31.Discuss the dangers of yellowjournalism. What examples ofyellow journalism have we seenin recent times?Discuss whether the descriptionof William McKinley as a weakpresident is an accuratedescription.Divide students into groups todiscuss questions about theSpanish-American War. Evaluateboth the motives and results.

Chapter 18:TheProgressiveEra(1890-1920)

(updated 1/31/19)

Students wil l :Critique the philosophicalorigins of progressivism

1.

Analyze the policies ofRoosevelt, Taft, and Wilson

2.

Appraise the impact ofprogressivism on everydaylife in America and evaluateits influence from a biblicalworldview

3.

Define the progressivemovement

4 .

Explain three progressivegoals and assess them from abiblical worldview

5.

Outline the four progressiveamendments to theConstitution

6 .

Critique the notable7 .

The ProgressiveEra:

ProgressiveMovement

1 .

Progressive Politics2 .ProgressiveSociety

3 .

ProgressivismEvaluated

4.



1.


2.


3 .

Web Links: How the Other HalfLives

1.

More on Roosevelt2 .Additional Resources3.Map - PresidentialElection of 1912

4.

First in Flight5 .Billy Sunday6.

4 .

Activities: Activity 1: Progressive Terms

1.

Activity 2: 2 .

5 .

Discuss what is preferable,upholding the law or upholdingjustice. The legal system in theOld Testament was designed touphold justice. The civil laws inthe Old Testament tended tobe broad principles. Look up the following verses:Deut. 8:18, Ps. 72:18, Isa. 25:1,Jer. 9:23-24, Eph. 5:20, Col.3:17, 1 Tim. 1:12, James 1:17.What do these verses sayabout how you look at yourworks and accomplishments?Should Christians have beeninvolved in the various causesof the progressive movement?Explain your answer. Note alsothe potential problems in the

Discuss recent examples of themove from religious to scientificauthority in public debates.Discuss reforms during this era.Ask if some problems mighthave been solved withoutgovernment help.Ask if students have ever heardsomeone say in the course of apolitical argument, "But that'sundemocratic" or "but it wouldbe the democratic way of doingthings." Provide some specificexamples. Discuss how suchstatements presume thatgreater democracy is thestandard by which mattersshould be judged.Investigate whether you have

Page 30 of 58


Critique the notablemuckrakers and the majorpolitical leaders ofprogressivism

7.

SummarizeTheodore Roosevelt's reformlegislation

8.

Assess Roosevelt'sinternational actions

9.

Outline William H. Taft'sadministration

10.

Appraise Woodrow Wilson'sfirst term as a president

11.

Describe the positive andnegative effects of thetechnological and educationalchanges in the Progressive Era

12.

Relate the influence ofprogressive thought andtechnology to changes inAmerican society

13.

Summarize the orthodoxChristian response to"progressive religion"

14.

Evaluate the results ofProgressivism from a biblicalworldview

15.

Activity 2: Progressivism: TheMovement andPolitics

2.

Activity 3: The Jungleby Upton Sinclair

3.


4.

Other Materials: Current magazineand newspaperarticles or websitesthat demonstratemuckraking andyellow journalism

1.

Text of the MonroeDoctrine and theRoosevelt Corollary

2 .

Information onGreenfield Villageand the Henry FordMuseum

3.

6 .


the potential problems in theposition you take.Progressives expanded thepower of government to dealwith social ills. Is there abiblical position on the size andkind of government a nationought to have?

Investigate whether you have"gas-and-watersocialism," which is governmentcontrol of utilities in your city ortown. Construct a bulletin board aboutone of the progressiveamendments (16-19).Display current magazine ornewspaper articles thatdemonstrate muckraking andyellow journalism. Identify theperspectives from which thearticles are written and thepossible motives behind eacharticle.Compare what the United Stateswas like in the early 1900s towhat it was like one hundredyears later at the beginning ofthe twenty-first century.Read Upton Sinclair's The Jungleand report on it. Researchregulations that govern themeatpacking industry today.Introduce the Pure Food andDrug Act by displaying thewords caveat emptor. Contrastthat philosophy with thetendency since 1906 to give thegovernment increasedresponsibility for regulatingmerchants.Discuss the advantages anddisadvantages of a free market.Should we have more or lessgovernment involvement?Select a bulletin board ideato illustrate an aspect of theRoosevelt years.Research U.S. involvement andadministration in thePhilippines. Does it appear thatthe "Square Deal" policyextended to the Philippines?Discuss why the Panama Canalplayed such a critical role ingetting to the WesternHemisphere and world shipping.Discuss the U.S. turnover of thecanal to Panama.Discuss whether Roosevelt'sCorollary was a legitimate use ofthe Monroe Doctrine or adistortion of it. Was a nationentitled to complete sovereigntyunder the Roosevelt Corollary?Discuss whether it is right for

Page 31 of 58


one nation to intervene in theinternal affairs of another or inaffairs between two othernations.Discuss Roosevelt's interactionswith Europe, Latin America,Panama, Japan, the Philippines,and Russia, giving each one'sperspectives on their treatmentby Roosevelt and the effect ofthat treatment on their futurerelations with the United States.Divide the class into threegroups, each group will presentits view on the Payne-AldrichTariff. Group 1 will consist ofmanufacturers whose industriesare protected by the high tariff.Group 2 will consist of delegatesto an import/export conference;most favor a low tariff, but a fewRepublican traders disagree.Group 3 will include consumers,at least some of which areemployed by the manufacturersin Group 1.Suggest reasons for suchfailures of the foreign policysuggested by Taft.Discuss whether dollardiplomacy is a wise means ofgaining influence.Divide the class into the threeparties of 1912 and select threestudents to play the roles ofRoosevelt, Taft, and Wilson.Each party must (1) reconstructthe party platform, (2) makecampaign posters or buttons,(3) help the candidate write acampaign speech, and (4) assistin a campaign rally.Discuss control exercised by theFederal Reserve Board. How didthe Fed affect the U.S. economyin the early twentieth century?Discuss the positive andnegative changes to societythat resulted.Have students describe thethings that they remember fromvisiting the Henry Ford Museumand Greenfield Village. List anddescribe some of the contents ofthe museum's collections.Discuss which items andprocedures had been improvedor outmoded by the time of the

Page 32 of 58


Progressive Era and which oneswere just becoming useful orpopular.Discuss how the airplaneaffected America's position inthe world. Consider trade,military might, and other areas.Discuss how each factor(population shifts, improvedtechnology, and scientificadvancements) specificallyinfluenced the farmer. Was this"Golden Age" experiencednationwide, or was it sectional?Discuss George WashingtonCarver's life. How did he viewhis problems? Consider what theChristian's perspective on lifeand his own works andaccomplishments should be.Have students check food labelson items at home and compilelists of those that containbyproducts of the peanut. Havethem identify the most unusualproduct that contains a peanutbyproduct.Discuss the specific changesbrought about by the philosophyof the progressives. What didthe progressives emphasize andde-emphasize in education?Have students keep records ofinstances in which humanism isinjected into their lives.Suggest ways that they canmake a difference whenconfronted with secularhumanism in their spheres ofinfluence.Research and write reportsabout the Niagara, Northfield, orWinona Lake Bible Conference.Read a sermon by one of thewell-known evangelists of thattime. Be prepared to share withthe class the evangelist's name,the Scripture text, and theemphasis of the sermon.Review Chapter 18.Administer Chapter 18 Test.

Chapter 19:The Great War(1914-1920)

(updated 1/31/19)

Students wil l :Analyze the events thatcaused the United States tojoin the European war.

1 .

Evaluate the American role inWorld War I.

2 .

The Great War:Idealism1.Intervention2.Isolation3.Chapter 19 Review4.Chapter 19 Test5 .


1.


2.


3 .

Christians want a governmentthat ensures justice (Ps.72:1-2) and idealists desire toachieve justice. Idealists often fail to reckonwith human depravity (Gen.

Create a bulletin board thatcould be the basis for severaldifferent boards - highlightingwars from World War I throughthe wars in Afghanistan and Iraq.Discuss individual prosperity,

Page 33 of 58


World War I.Analyze American oppositionto the Treaty of Versailles.

3 .

Outline the events that led toAmerican involvement inWorld War I.

4 .

Contrast President Wilson'sidealism with his internationalintervention.

5 .

Analyze the difficulties theUnited States faced inremaining a neutral power.

6 .

Analyze the events that ledmany Americans to supportthe Allies.

7 .

Identify the events thatcaused the United States todeclare war on the CentralPowers.

8 .

Analyze the impact of the waron American society.

9 .

Assess the impact ofAmerican intervention on thewar's outcome.

10.

Summarize the differingpositions of the leaders atVersailles.

11.

Analyze the reasons theUnited States failed to ratifythe Treaty of Versailles.

12.

Chapter 19 Test5 . Test 191.Web Links:

Map - Mexico andCaribbean DuringWilson's Presidency

1.

Map - Rival Alliances1914

2.

A U-Boat Skipper'sAccount

3 .

Map - World War I inEurope

4.

York's Diary5 .Map - AmericanTroops in France -World War I

6 .

Treaty of Versailles7 .Map - TerritorialChanges in EuropeAfter World War I

8 .

4 .

Activities: Activity 1: Wilson'sCall for U.S.Neutrality

1.

Activity 2: MapStudy: EuropeDuring the Great War

2.

Activity 3: PosterPropaganda

3.


4.

5 .

Other Materials: All Quiet on theWestern Front byErich MariaRemarque

1.

Recording of thesong "Over There"

2 .

6 .


with human depravity (Gen.8:21, Rom. 3:9-20).Should Christians try totransform their world? If yes,how do they avoid theproblems of Wilsonianidealism? If not, what roleshould Christians play inbroader society?Evaluate the Treaty ofVersailles from a Christianperspective.

Discuss individual prosperity,types of entertainment, and thesuccess of governmentdiplomacy.Discuss the impact of ArchdukeFranz Ferdinand's assassinationfrom the perspectives of theBlack Hand, Sarajevo, Germany,Austria, France, Britain, Russia,and the United States. Alsodiscuss events that occurred afew weeks after the shooting.Discuss Wilson's moral vision forAmerica. How was it shapedboth by the influence of hisfather and by progressivism?Discuss the foreign policyaddress that Wilson delivered inMobile, Alabama in 1913. Discuss whether foreign nationsshould be concerned about U.S.presidential changes.Discuss the possible responsesof the South Americanleadership to that statement.How might European nationsrespond to that statement inlight of the Monroe Doctrine?How did the incident atTampico, Mexico hurtU.S.-Mexican relations? ShouldCongress have granted Wilson'srequest to use force againstHuerta?Discuss the possible reasons forthe differences in how peopleviewed Pancho Villa.Discuss the lack of U.S. militarysuccess in Mexico.Describe American policyregarding the followingcountries: Mexico, Haiti, and theDominican Republic. Tell whythey resented U.S. intervention,even when it had some benefitsfor their nation.Have students assume the roleof one of the nations involved inWorld War I. Have them writeone or two paragraphs to justifytheir involvement in the war.Identify who the leaders of thecountries involved in World WarI. What types of governmentsdid they lead? Choose one andreport to the class on itsleadership and government atthe time of the war.

Page 34 of 58


Discuss whether World War Iwas inevitable. Discuss how the diversebackgrounds of Americans andclose trade ties with Europemade neutrality difficult. Divide the class into groups.Assign half the students toanalyze the first topic below andthe other half to analyze thesecond topic. (1) Why was itdifficult for the United States toremain neutral? (2) What eventsled to the United States joiningthe Allies?Discuss how Wilson'sprogressive ideas influenced theidea that "peace withoutvictory" was the only solutionthey should need to create theformation of a League ofNations.Compare U.S. mobilization inWorld War I with that ofprevious wars.Play a copy of the song "OverThere."Discuss possible reasons foreach point and possibleEuropean responses.Read excerpts from Erich MariaRemarque's book All Quiet onthe Western Front.Discuss how the Frenchresponded when the firstcontingent of U.S. troops arrivedin Paris.Discuss the dangers of civilreligion. Is the God mentionedthe God of the Bible or is it amore generic use of the term?Were the changes of addingwomen to fill vacant positions inthe workplace beneficial to thehome or did they placeincreased pressures on it?Discuss why you think thatGermans chose Wilson's plan asa basis of beginning the peaceprocess. How were defeatedcountries treated in Europe?Wilson was described as havinga "messiah complex" when hepersonally led the peacedelegation to meet at Versaillesnear Paris. Why did critics makethis charge? What mistakes didWilson make regarding his

Page 35 of 58


peace mission?Discuss each country's aims forsett lement.What position did Wilson wishthe United States to have in theLeague of Nations?Debate one of the followingstatements: (1) Governmenthas the right to limit civilliberties during time of war, (2)A lasting peace should be basedon Wilson's Fourteen Points, (3)The United States should jointhe League of Nations.Discuss both the value and theproblems of idealism.Discuss the numerous reasonsthe Treaty of Versailles was notratified by the U.S. Senate.Review for the Chapter 19 Test.Administer the Chapter 19 Test.

Chapter 20:The Twenties(1920-1929)

(updated 1/31/19)

Students wil l :Evaluate the economic andpolitical conditions in thenation after World War Iended.

1 .

Describe the competing ideasthat produced the culturewars in the United Statesfollowing WWI.

2 .

Analyze the conditions thatled to the Great Depression.

3 .

Contrast the U.S. economybefore and following WWI.

4 .

Outline the foreign policy ofthe United States followingWWI.

5 .

Evaluate the effectiveness ofthe U.S. presidents during the1920s in addressing domesticand foreign policy challenges.

6 .

Summarize the major culturalchanges and ideas ofprominent theorists duringthis time period.

7 .

Identify the types of peopleAmericans tended to idolizein the 1920s.

8 .

Critique the response of someAmericans to immigrant andminority populations.

9 .

Argue the Fundamentalistposition in theFundamentalist-Modernistcontroversy.

10.

Analyze the impact of twoprominent inventions on the

11.

The Twenties:Normalcy andShortsightedness

1.

Culture Wars2 .From Roar to Ruin3 .Chapter 20 Review4.Chapter 20 Test5 .


1.


2.


3 .

Web Links: Campaign Trail1 .Map - Postwar DebtCycle

2 .

Sounds of History3 .

4 .

Activities: Activity 1: "SilentCal" Coolidge

1.

Activity 2: Who'sWho?

2.

Activity 3: Descentof Man

3.

Activity 4: Positive orNegative Influence?

4.


5.

5 .

Other Materials: Recordings from the1920s

1.

Recordings of radioprogramming fromthe 1920s

2.

Paintings by NormanRockwell

3 .

6 .


Read Prov. 17:17, 18:24, 27:6,8, 17, and John 15:13-15.Discuss the relationshipbetween David and Jonathanas an example of truefriendship.Read Prov. 25:11. Findquotations from Coolidge. Whatinsight into his character dothe quotations give? Whatdoes this Bible verse say aboutyour words?Read Isa. 9:7, Rev. 21:24-25.Was Madison correct thathuman sinfulness provides anadditional reason forgovernment?Imagine that you are aFundamentalist pastor in the1920s. Write a brief paragrapharguing for the removal ofmodernists from yourdenomination. Use Galatians1:8-9, 2 Corinthians 6:14-7:1,Romans 16:17-18, 2 John1:7-11.Immigration was a concern forAmericans in the early part ofthe twentieth century, and it isagain a concern for Americansin the early part of thetwenty-first century. Howshould Christians viewimmigration, especially theimmigration of those with otherreligions?

Discuss the problems that thestereotypical adolescentconfronts and relate thoseproblems to the problems of the1920s.Discuss the challenges thatveterans from each of thefollowing groups (farmers,industrial workers, disabledveterans, black Americans, andGerman Americans) faced whenthe nation transitioned topeaceful conditions.Discuss how the words andimages used by the mediasometimes create andencourage fear.What realities encouraged achange of America's focus fromforeign affairs to domesticaffairs?What was the flaw in theKellogg-Briand Pact?Describe specific measures offorce that the United Statesused to maintain peace in LatinAmerica.Have a student read a biographyof Harding and report to theclass.List character qualities that theU.S. president and others inpositions of leadership shouldpossess.Share verses defining truefriendship, the type of friends

Page 36 of 58


prominent inventions on theUnited States during thisperiod.Evaluate the roles ofadvertising and speculatingon the American economyduring this period.

12.

Identify causes leading to theGreat Depression.

13.

religions? friendship, the type of friendsone should choose, and the typeof friend one should strive to be.Explain how effective the DawesPlan was in its efforts to stopthe economic crisis.Discuss how political scandalsdemonstrate human depravity.Discuss examples from recenthistory that prove this point.Play recordings from the1920s of radio programs, songs,or recordings of historic eventsand compare American culturein that decade to the present.Find quotations from Coolidgeand discuss the ideas that heconveyed. Read a biography aboutCoolidge and report to class.Read a biography of Hoover andreport to the class.Discuss whether the attemptsby some to use Einstein's theoryof relativity to support moral orartistic relativism reflected anaccurate understanding of thattheory.Discuss the decline of moralvalues during the 1920s andnote the reasons for and theconsequences of the decline.List some of the positive effectsof newspapers, radio, and othermedia.Research major sportspersonalities of the 1920s. Adopt one of the followingviewpoints: a recently settled"new immigrant," an immigrantwho has lived in the UnitedStates for ten years, or a citizenwhose American ancestors canbe traced for a century or more.Discuss the effects of reducedimmigration on industrial areasin the North.Read excerpts from the trial ofSacco and Vanzetti. Discuss theevidence presented.Discuss the extent to which the"new" Klan differed from theearlier Klan. To what degreewere the immigration lawsrelated to the Klan's revival?Debate the extent to whichgovernment canlegislate morality.

Page 37 of 58


Discuss the types of battles thatthe northern and southernFundamentalists were fighting.How did each group approachits particular battle?Divide students into groups andask each group to produce abiblical defense of the fivefundamentals that werechallenged during theFundamentalist-Modernistcontroversy.Research the epitaphs of otherfamous individuals or perhapsfamily members and share themwith the class.Discuss the changes inAmerican society that resultedfrom increased leisure time.Bring examples of NormanRockwell's paintings. Discuss hisidealism with the class.Discuss specific areas in whichthe radio encouraged change.Compare the conditions of thestock market in the late1920s with the conditionspresent today.Research what historians havewritten regarding the topic.Then present some of theexplanations that have beengiven.Review for the Chapter 20 Test.Administer the Chapter 20 Test.

Chapter 21:The Thirties(1930-1939)

(updated 1/31/19)

Students wil l :Distinguish the administrationof Herbert Hoover from thoseof his immediatepredecessors.

1 .

Evaluate FDR's administration.2 .Describe how Americansresponded to problems duringthe Depression.

3 .

Assess Hoover's solutions tothe Depression.

4 .

Outline the impact of theDepression on the nation.

5 .

Outline FDR's initial actionsresponding to the Depressionas president.

6 .

Compare and contrast thediffering responses to FDR'sactions.

7 .

Evaluate how FDR's actionsaffected the economy.

8 .

Outline the impact of the9.

The Thirties:Hoover Gets theBlame

1.

FDR and the NewDeal

2 .

Life in the Thirties3 .Review Chapter 214.Chapter 21 Test5 .


1.


2.


3 .

Web Links: Chart -Unemployment1920-1942

1.


2.

"Fireside Chats"3 .Social Security Act4 .Court Packing5.Map - PresidentialElection of 1936

6.

Depression-EraFolksongs

7.

The War of theWorlds

8 .

4 .

Activities: 5 .

Read Ruth 1:1-5, Job 1:13-19,Discuss poverty as a result of adisaster.Read Amos 5:11. How ispoverty due to oppression byothers?Read Prov. 14:23, 21:17,24:30-31. How is poverty dueto laziness or foolishness?The Bible contains passagessuch as Deuteronomy 15:7-11that command generosity tothe poor. How should thisaffect Christian support forgovernment programs to assistthe poor? Refer toDeuteronomy 14:28-29 in youranswer.In what ways can an individualChristian help the poor today?

Discuss the three types ofpoverty and how we are calledto help those in poverty.Interview people who livedthrough the Depression or whohave stories from familymembers who lived through it.Students can also find personalstories from the era via theInternet or through the locallibrary.Discuss Hoover's voluntarycooperation plan with regard tobusiness leaders, thePresident's EmergencyCommittee for Employment, thePresident Organization forUnemployment Relief, and theNational Credit Corporation.Discuss why Hoover wantedrelief efforts to be controlledmostly by state and local

Page 38 of 58


Outline the impact of theDepression on varioussegments of American society.

9 .

Describe how Americansdistracted themselves fromthe problems of theDepression.

10.

Activities: Activity 1: FranklinRoosevelt's FirstInaugural Address

1.

Activity 2: How theAAA "Helped"Farmers

2.

Activity 3: A PositiveView of the New Deal

3.

Activity4: Long-TermConsequences of theNew Deal

4.


5.

5 .

Other Materials: World History,Fourth Edition; BJUPress

1.

Audio of a firesideha t

2 .

The Federalist Nos.78 and 79

3.

Recordings of folksongs from theDepression era

4 .

A book of DorotheaLange's photographs

5.

6 .


mostly by state and localagencies.Imagine yourself during thetime period of theSmoot-Hawley Tariff without theknowledge of the future.Discuss why the Soviet Unionand Italy seemed to be ineconomic recovery.Discuss the viewpoints of theprotesting veterans, Hoover andCongress, the Washington policeforce, and U.S. troops.Discuss the campaigns thatRoosevelt and Hooverconducted. What "baggage" didHoover have to carry while hecampaigned?Discuss FDR from the viewpointon the poor, the wealthy, NewYorkers, Hoover, and thoseoutside the United States.Have students imaginethemselves in that time periodin various situations. Discusshow Roosevelt used the chats tocalm Americans while gettingpublic support for his agenda.Investigate Will Rogers's life andshare with the class abiographical sketch and some ofhis sayings. Explain howhumorous quips such as thoseof Rogers often contain morethan a grain of truth.Research the CCC, PWA, andWPA to find specific projectsthat each agency undertook.Locate some of the buildingprojects that still exist.Discuss the long-term results ofthe Agriculture Adjustment Act.How did it increase dependenceon the government?Discuss the answers toquestions about the programsFDR established. Did theypursue their original purposes orexpand into bigger programs?Does the continuation of thoseprograms help or hindersociety? Would the UnitedStates be better served ifprivately owned organizationsprovide some of those services?Discuss Long's plan toredistribute wealth. Why did his"Share Our Wealth" movement

Page 39 of 58


become popular among thepoor?Read pertinent quotations fromThe Federalist essays No. 78and 79.Discuss the validity of thestatement: "There is amysterious cycle in humanevents."Discuss a recent poll in theLiterary Digest's poll and how itinfluenced students' thinking.Why did FDR defeat Alf Landonin the 1936 election by alandslide.Gather recent newspaperarticles, magazine articles, andonline articles about currentlabor disputes or ongoingstrikes. List the labor unionsinvolved and give a briefsummary of each dispute.Discuss how fathers, mothers,and children individually copedwith the Depression era.Compare their experiences.Have students bring photos byDorothea Lange. Discuss thegoals Lange might have had fortaking the pictures. Also discusselements in her photographs.Discuss why the Dust Bowl dayswere a turning point for theGreat Plains. What was theimpact of the "Dust Bowl" onother states, especiallyCalifornia?Discuss how the Depressionaffected black Americans.Discuss how Eleanor Roosevelt'sinvitation to Marian Anderson, ablack American, to sing on thesteps of the Lincoln Memorialrevealed others' racialdiscrimination.Have students select a categorybelow and imagine they were amember of that group. Eachstudent should write afirst-person account of what lifewas like during the 1930s.Discuss with your studentscomic strips that have enduredfrom the 193-s to the present.What has made them soendearing to the public?Have each student choose atopic from a list and research it

Page 40 of 58


briefly and report his findings tothe class.Review Chapter 21.Administer Chapter 21 Test.



Quarter 4

Chapter 22:The World atWar(1939-1945)

(updated 1/31/19)

Students wil l :Outline the rise of dictatorsand their conquest forterritories.

1 .

Survey the transition ofAmerica from neutral countryto active participant in thewar.

2 .

Assess the role Americanforces played in the Europeanand Pacific theaters of WorldWar II.

3 .

Trace the rise of Mussolini,Hitler, Japanese militaryleaders, and Stalin to power.

4 .

Outline the prelude to andearly events of World War II.

5 .

Outline the early successes ofthe Axis powers.

6 .

Outline American policies thatwere enacted to maintainneutral i ty

7 .

Describe the ways the UnitedStates supported the Alliesbefore it entered the war.

8 .

Contrast American views ofthe war before and after theattack on Pearl Harbor.

9 .

Evaluate the treatment ofvarious ethnic groups duringWWII.

10.

Summarize war efforts on thehome front.

11.

Assess the various strategiesthat were designed to liberateEurope.

12.

Evaluate the role that D-dayplayed in defeating Axispowers in Europe.

13.

Critique the Allied responseto German offensive effortsat the Battle of the Bulge.

14.

Explain the strategy of islandhopping.

15.

Outline the agreementsreached at Yalta and Potsdam.

16.

Evaluate the use of atomic17.

The World at War:A Time of Tyrants1 .Isolation andInfamy

2.

The Fight forFortress Europe

3.

Pushing Back theAxis

4 .



1.


2.


3 .

Web Links: Chart -Unemployment1920-1942

1.

Nonaggression Pact2 .Map - Europe - 19423.Additional Resources- Atlantic Charter

4 .

December 7, 19415.Minority Servicemen6.Map - World War II(1942-1944)

7 .

Map - World War II inthe Pacific

8 .

Survivor Stories9 .Yalta and Potsdam10.

4 .

Activities: Activity 1: A Time ofTyrants

1.

Activity 2: FDR'sRequest forDeclaration of WarAgainst Japan

2.

Activity 3: MapStudy: The EuropeanTheater

3.

Activity 4: MapStudy: The PacificTheater

4.


5.

5 .

Other Materials: The words for thesongs "RememberPearl Harbor" and"Praise the Lord andPass the Ammunition"

1 .

Map of Europe2.Recordings of Hitler,Churchill, andRoosevelt

3 .

6 .

How should a Christian in acountry governed by a tyrantobey Christ's command to "loveyour enemies" and "do good tothem which hate you" (Luke6:27)? Could a Christian obeythat command and participatein armed resistance?Imagine you are a Germanpastor in Nazi Germany.Develop the outline of asermon that critiques the racialpolicies that led to theHolocaust. Use Acts 17:26,Zechariah 2:8-9, Romans10:12, and Revelation 5:9-10.

Show the video of Why We Fightby Frank Capra. There are othervideos as well: The FightingLady, Combat America,Memphis Belle, Victory at Sea,To Hell and Back, Tora! Tora!Tora! or World War II in HD.Discuss the dictatorial systemsunder Hitler, Mussolini, andStalin, noting similarities anddifferences.Read a biography of a wartimeleader such as Mussolini, Hitler,Hirohito, Tojo, Stalin, Churchill,or Roosevelt. Check online for recordings ofspeeches by wartime leadersand play samples in class.Discuss Hitler's movements intothe Rhineland and Austria fromthe viewpoints of Germany,France, Great Britain, and theUnited States.Consider the decision that theChamberlain of Great Britainand Daladier of France agreedto "give" to Hitler from theperspective Chamberlain andDaladier.Discuss how the internalcombustion engine allowed theGermans to advance rapidlyacross Europe.Discuss the details regardingthe evacuation of Dunkirk andthen broaden the discussion todifferent avenues God uses todo His work.Have students research thelifestyle changes thatoccurred in London during WW2and present their findings to theclass.Watch the PBS series 1940'sHouse. Speculate on Churchill's goalsfor his speech on June 18th,

Page 41 of 58


bombs to end the war in thePacific.

A copy of FDR's FourFreedoms speech

4.

Norman Rockwellpaintings of the FourFreedoms

5.

Copy of the AtlanticCharter

6 .

Materials illustratingthe Pearl Harborattack

7 .

World map(historical map ofWorld War II)

8 .

Special speaker:someone who livedduring World War II

9 .


1940.Discuss American isolation andwhether it encouraged Hitler'smove to take over sections ofEurope.Discuss the impact of U.S.Neutrality Acts of 1937 & 1939,and the U.S. "cash and carry"policy.Compare FDR's Four FreedomsSpeech to Normal Rockwell'spainting.Examine the events surroundingthe day Pearl Harbor wasbombed. Why were the aircraftcarriers not sunk? Research and report otherquotations for which MacArthuris noted and the context inwhich he said them.Get copies of the lyrics of"Remember Pearl Harbor" and"Praise the Lord and Pass theAmmunition". Discuss how theywere effective tools toencourage the war effort.Research the experiences of theinternees during and after WorldWar II.Obtain ingredients for making awartime cake.Discuss the changes thatoccurred during the war,including the topics of rationing,"Rosie the Riveter," "Axistaxes," Victory Gardens,recycling, blue star banners,and gold star mothers.Discuss the role andaccomplishments of womenduring the war.Mark Allied and Axis militarymovements as you study eachoperation of the war on a map.If you live near Savannah,Georgia, plan a field trip to theMighty Eighth Air Force Museum.If possible, have a World War IIveteran come to class to sharehis or her war experiences.Discuss how conquering Hitlerrequired an Allied invasion ofEurope. What strategies did theAllies consider for achieving thisgoal?Discuss the invasion thatoccurred on Sicily and later theItalian mainland. What was the

Page 42 of 58


impact of these attacks?Prepare a written report on alesser-known battle or a personfrom World War II.Obtain and show the movie Truce in the Forest.Discuss how the Battle of LeyteGulf was a turning point in thewar with Japan. Discuss with the students thedifference between soldiers'sacrifices and the actions ofkamikaze pilots.Discuss reasons forthe differences betweenChurchill and FDR and Stalin.Present the accounts ofHolocaust survivors and discuss.Research the postwar history ofindividual European nations.Think of possible alternatives toRoosevelt's concessions at Yaltaand to Truman's decision to usethe atomic bomb.Discuss what might haveoccurred if the atomic bombhad not been dropped and theSoviet Union had entered thewar in the Pacific.Review Chapter 22.Administer Chapter 22 Test.

Chapter 23:The PostwarEra(1945-1963)

(updated 1/31/19)

Students wil l :Contrast the varyingresponses to the threat ofcommunism by the UnitedStates

1 .

Appraise the political climatein the United States afterWorld War II

2 .

Evaluate life in postwarAmerica

3.

Describe the trials for warcriminals after World War II

4 .

List the multinationalorganizations created afterWorld War II and explain thefunction of each

5.

Analyze U.S. foreign policyduring the early part of theCold War, particularly U.S.attempts to l imit the thespread of communism

6.

Assess the Truman,Eisenhower, and Kennedyadministrations

7.

List the major changes inAmerican society in the

8.

The Postwar Era:Cold War Begins1 .Domestic Reform2.Life in PostwarAmerica

3.



1.


2.


3 .

Web Links: The UN1.Cold War Worldwide2.Map - Iron Curtain inEurope

3.

Map - Occupation ofGermany After WorldWar II

4 .

Chart - The MarshallPlan

5.

Berlin Airlift6 .Map - Cold War -1982

7.

Map - Korean War8 .MacArthur's "NoSubstitute forVictory" Speech

9.

Bay of Pigs10.Berlin Wall11.Taft-Hartley and12.

4 .

Read Romans 13:8. What doesit say about paying our debts?Read Acts 4:19-20, 5:29 andRomans 13:1-7. What is thebiblical worldview of civildisobedience?Read Rom. 14:1-5, 15:5-7.What does this say about unityin the church?Read 2 Cor. 6:14-7:1. Whatdoes this say aboutdenying the faith?During the postwar era, someChristians were reluctant tosupport the civil rightsmovement, in part, because itwas supported by theologicaland political liberals. Evaluatethis stance from Scripture (seeGen. 1:26-27, Prov. 31:4-5, 8-9,Phil 2:3-4).How should a Christian viewthe rise of consumerism (seeGen. 1:28, Prov 15:16-17,16:19, 31:18, Rom. 13:8, 1 Tim.6:6-10)?

Review U.S. history and notethe vice presidents who weresuddenly and unexpectedlypromoted upon the death of thepresident.Read portions from the UNCharter. Examine the peace itseeks to obtain and themethods it advocates toaccomplish the goal.Discuss Soviet methods forbringing countries underdomination. How did the UnitedStates counteract the influenceof the USSR?Discuss the philosophy behindthe formation of NATO, theWarsaw Pact, and similaralliances. How do those blocscompare with the alliances thatpreceded World War I?Research personal accountsfrom West Germans as well asAmerican and British pilots.Discuss the perspective of each.Discuss what a "Candy Bomber"

Page 43 of 58


American society in thepostwar periodCompare the typicalAmerican family before andafter World War II

9 .

Analyze the impact of the civilrights movement on postwarAmerica

10.

Evaluate social and religiouschanges in postwar Americafrom a biblical worldview

11.

Taft-Hartley andNational SecurityActs

12.


13.

The Rosenbergs14.Senator McCarthy15.Nixon's "CheckersSpeech"

16.

The Impact ofTelevision

17.

KennedyInauguration

18.


19.

Brown v. Board ofEducation

20.

"I Have a Dream"21.Activities:

Activity 1: MapStudy: The KoreanWar

1.

Activity 2: How toFight a War

2.

Activity 3: Eisenhower'sFarewell Address tothe Nation

3.

Activity 4:Integration atCentral High Schoolin Little Rock,Arkansas

4.


5.

5 .

Other Materials: A copy of the UNCharter

1 .

World map2.Video excerpts fromthe Nixon-Kennedydebates

3.

6 .


6:6-10)? Discuss what a "Candy Bomber"was and how they got theirname.Discuss what impact did theevents in 1949 have onTruman? How did he respond?Discuss reasons that Trumanwould have favored thelimited-war approach. Examinehis perspective as a presidentwith military and diplomaticobjectives.Discuss what might haveoccurred if the United Stateshad expanded the war intoChina or used atomic weapons.Discuss how Eisenhower reactedto the problems in Vietnam.Discuss why the United Statesassumed the Cubans would jointhe revolution against Castro.Speculate on what might haveoccurred if President Kennedyhad delayed the invasion andallowed the Cuban people moretime to experience Castro'sCommunist leadership.Discuss the Cuban Missile Crisis.Consider the viewpoints ofKennedy, Khrushchev, Castro,and Americans in thesoutheastern United States.Can the differing natures ofcommunism and capitalismcoexist peacefully? WereEisenhower, Kennedy, andKhrushchev idealistic or realistic?Have students researchaccounts of successful andunsuccessful escape attemptsand relate their findings.Discuss how the Fair Deal'sgoals and achievements buildon Roosevelt's New Deal.Compare that Progressive Partywith the Progressive Party underwhich Theodore Roosevelt ranin 1912.Discuss what the Dixiecratshope to achieve by splinteringoff of the Democratic Party andnominating Strom Thurmond astheir presidential candidate.Discuss the Chicago DailyTribune's premature headline inthe broader context of themedia's political influence. Lookfor more recent instances in

Page 44 of 58


which the media has "jumpedthe gun" in election predictions.What possible results could thistype of speculation have,especially on voters in stateswhere the polls have not closed?Discuss the events thatencouraged the idea thatSoviets were advancing becausethey were stealing secrets fromthe United States.Interview people who livedthrough the Cold War. How waseveryday life different underCold War circumstances,particularly during the periods ofhighest tension?Discuss the effects that Sovietatomic power had on thepostwar world, U.S.-Sovietrelations, and the fear ofcommunism in the United States.Discuss McCarthy's methods.How did the media view him?Did he deserve that portrayal?Describe and discuss theprograms in the "DynamicConservatism."Research one of the followingpeople: William F. Buckley Jr.,Robert Taft, and BarryGoldwater. What were theirpositions on major issues of theday?Discuss the various types ofconservatives mentioned in thischapter.Obtain a video excerpt from theNixon-Kennedy debate. Discusshow each candidate waspresented. Discuss the roletelevision and other visualmedia tools have played inrecent political campaigns.Discuss the mythical court ofCamelot and how it wasportrayed in the musical Camelot.Identify the programs thatKennedy promoted in hisadministration.Compare the average Americanfamily's quality of life before thewar with that in the postwaryears. What has been the effectof affluence on American society?Discuss the apparent lack ofconcern over debt during the

Page 45 of 58


postwar years.Discuss how the typical postwarfamily compares to the typicalfamily before World War II. Whatwas the effect of the "babyboom," television's models ofthe perfect family, Dr. BenjaminSpock's baby book, the increasein divorce, and women in thework force?Locate newspaper andmagazine articles written duringthe late 1950s and 1960s thataddress the issue of civil rights.How did people in differentsections of the country view themovement?Review Chapter 23.Administer Chapter 23 Test.

Chapter 24:The ShatteredSociety(1963-1973)

(updated 1/31/19)

Students wil l :Evaluate Lyndon Johnson'sdomestic and foreign policies

1 .

Describe the growingradicalism of the 1960s

2.

Analyze the events of 19683.Assess the successes andfailures of Richard Nixon'sfirst term as president

4 .

Analyze how civil rightslegislation in the Johnson eraaddressed injustices withinsociety

5 .

Describe the Great Societyprograms and theirimplementation

6.

Evaluate Americaninvolvement in Vietnam

7.

Explain the key points of NewLeft ideology

8.

Evaluate the countercultureand its effects on societyfrom a biblical worldview

9.

Outline the significant eventsthat occurred in 1968

10.

Analyze the political eventsthat led to a Republicanelection

11.

Summarize Nixon's domesticand diplomatic endeavors

12.

Outline Nixon's efforts to endthe Vietnam War

13.

Contrast the two politicalcampaigns leading up to the1972 presidential election

14.

The ShatteredSociety:

Johnson and theGreat Society

1 .

Upheaval2 .19683.Nixon and theSilent Majority

4 .

Review Chapter 245.Chapter 24 Test6 .


1.


2.


3 .

Web Links: Evaluating the GreatSociety

1 .

Civil RightsLegislation

2.

1964 Election3.Gulf of TonkinAddress

4.

Map - The VietnamWar - 1961-1973

5.

Challenger Disaster6 .Map - PresidentialElection of 1968

7.

Busing8.Nixon's China andUSSR Policies

9 .

My Lai10.War Powers Act11.

4 .

Activities: Activity 1: TheJohnson Years -Salving Society's Ills

1.

Activity 2: MapStudy: War inVietnam

2.

Activity 3: "What theSixties Wrought"

3.

Activity 4: NixonComments on HisHistorical Trip toChina

4.

Activity 5: Chapter5.

5 .

Read Matt. 16:18, 19:4-5, Rom.13:1-4. How do these Bibleverses support the use offamily, government, andchurch working together toensure social stability andjustice.Identify the difference betweenbiblical love and the idea oflove in the 1960s. Look at thefollowing verses: Deut. 6:5,John 14:21-23, 15:9-13, 1 John4:20-21, 5:3, and 2 John 1:6.Leviticus 19:9-10 instructs theIsraelites to leave behindproduce so that the poor couldcome and glean it. This lawdoes not directly apply in theNew Testament era, and theUnited States is no longerprimarily a nation based onagriculture. But the principle ofhelping the poor remains (Luke14:13-14). What are ways thatChristians can help the poortoday? What are some dangersto avoid?Select a current or proposedlaw and evaluate it in terms ofhow its goals, methods, andlikely outcome align withscriptural principles. In areas inwhich it falls short, offeralternatives.

Interview an individual whoremembers when PresidentKennedy was shot. Name some of the factors thatcontributed to thedevelopments in the 1960s and1970s. What were the effects ofpostwar materialism, movementto the suburbs, and increasedmobility?Research LBJ and report on hislife to the class.Discuss the outcomes of theGreat Society programs. Whydid they fail to cure America'sills?Discuss specific pieces of civilrights legislation that LBJproposed. What part did thelegislation play in reducingracial injustices?Discuss some of the rightsAfrican Americans were deniedduring this period. Researchadditional rights that AfricanAmericans had difficultyobtaining.Discuss what you think BarryGoldwater meant in hisstatement at the Republicanpresidential acceptance speech.Why would some people feeluncomfortable with his words -especially in the atomic age?Conduct research and constructa chart of the major programsthat were started as part of theGreat Society.

Page 46 of 58



5.

Other Materials: Guest Speaker:Christian Vietnamveteran

1.6 .


Great Society.Consider the composition of thecurrent U.S. Supreme Court oryour state's supreme court.Which justices are known asjudicial activists? What socialissues do they actively support?Compare the views of WoodrowWilson and LBJ on entering awar.Discuss the Gulf of TonkinResolution. How did it expandpresidential war powers?Discuss each war consideringthe following subjects: politics,economics, and militarypreparedness.Invite a Christian VietnamVeteran to speak to thestudents about his experiencesin war.Discuss why LBJ tried toregulate the information giventot he public. Suggest truthfulalternatives to the way thegovernment informed Americancitizens.Make a class presentation aboutan astronaut, a cosmonaut, or aparticular space mission.Research the contributions ofRalph Abernathy, Roy Wilkins,Andrew Young, Jesse Jackson,Huey P. Newton, EldridgeCleaver, Malcolm X, StokelyCarmichael, Adam ClaytonPowell Jr., and others.Discuss the comments fromGeorge Marsden and what theyreflect about how the goal ofequality and unity wassometimes subverted and howthe outcome continued, or evenincreased, racial division.Discuss today's entertainmentindustry and how it affects andis affected by our culture.Compare it to the 1960s.Locate articles from the VietnamEra. Discuss the Communists'use of personalities such as JaneFonda to lower the soldiers'morale and reduce domesticsupport for the war effort.Guide the students in a biblicalevaluation of the New Left.Divide the students into groupsand examine one of the

Page 47 of 58


following creeds of thecounterculture: "Do your ownthing," "All you need is love," or"Don't trust anyone over thirty."Distinguish between the1960s idea of love and genuinebiblical love, which requiressacrifice and discipline. Suggestsome verses that describebiblical love.Discuss the similarities anddifferences of the young peopleof those two decades.Have students interview theirrelatives or other older adults tofind what they remember about1968. How old werethe interviewees at the time?Do they remember hearing thenews of the deaths of MartinLuther King Jr. and RobertKennedy?Discuss the contention of manymajor-party supporters who saythat a vote for a third-partycandidate is wasted. Do youagree or disagree?Discuss the motivation that ledto students being bused. Do youthink it encouraged greaterunderstanding between blackand white Americans?Debate the wisdom of Nixon'spolicy to ease tensions betweenthe United States andCommunist China and betweenthe United States and theSoviet Union.Discuss how Nixon's visit mighthave helped "awaken" thedragon. Examine U.S. and worldrelations with China today.Research the tragedy of My Lai.How many soldiers wereinvolved? How many were laterplaced on trial for theiparticipation?Discuss the Pentagon Papers asa springboard for thesequestions: Does the public'sright to know take precedenceover national security? Whattruly constitutes nationalsecurity? Was that a real issuein this matter?Determine what was the effectof South Vietnam's collapse onU.S. foreign policy? How was the

Page 48 of 58


president's power to useAmerican troops abroad limitedby Congress?Discuss the building of theVietnam Memorial wall inWashington D.C. How has thememorial helped heal wounds ofthe war?Review Chapter 24.Administer Chapter 24 Test.

Chapter 25: ANation withChallenges(1973-1980)

(updated 1/31/19)

Students wil l :Analyze Nixon's second termand Ford's administration

1.

Evaluate the economic issuesand special interest groupsthat emerged in the 1970s

2.

Evaluate the foreign anddomestic policies of theCarter administration

3.

Analyze the resurgence ofpolitical conservatism in thelate 1970s

4.

Trace the events that led toRichard Nixon's decline inpopularity during his secondte rm

5.

Analyze the challenges facedby Gerald Ford

6.

Analyze the economicdifficulties of the 1970s

7.

List the concerns ofenvironmental, AmericanIndian, women, andhomosexual groups

8.

Evaluate the concerns of eachof these four groups from abiblical worldview

9.

Summarize the 1976 election10.Evaluate Carter's foreignpolicy

11.

Analyze Carter's domesticpolicy

12.

Outline the resurgence ofpolitical conservation in theUnited States

13.

Analyze the rise of theReligious Right

14.

Contrast the political partiesand their messages leadingup to the election of 1980

15.

A Nation withChallenges:

The EmbattledPresidency

1.

DomesticDifficulties

2 .

The Carter Years3 .The RisingConservative Tide

4.



1.


2.


3 .

Web Links: Federal ElectionCampaign Act

1 .

Chart - GasolinePrices

2.

Chart - Cost ChangesDue to Inflation1900-1980

3.

Roe v. Wade4.Camp David Accords5.Chart -Unemployment andInflation Rates

6.


7.

4 .

Activities: Activity 1: SomePersonalObservations onWatergate

1.

Activity 2: President Ford's Callto "WIN" [WhipInflation Now]

2.

Activity 3: ThreeMen and thePresidency

3.


4.

5 .


What should a Christian'sperspective be toward theenvironment?What does Psalm 72:1-4 sayabout justice?Read Gen. 1:26-28. What doesit say about the image ofhumans and the rights givenby God?Read Exod. 31:1-7, 1 Sam.16:18, and Prov. 22:29. Whatdo these verses say about theskills given by God? How doesthis affect equality?Read Eccles. 2:4-11. What doesthis say about a void that onlyGod can fill?If you had influence among theearly leaders of the ReligiousRight, would you haveattempted to reshape theirapproach in any way? If not,why not? If so, why and how?If you were a Christianjournalist during the time ofWatergate, to what lessonswould you focus the Americanpublic's attention? Compose abrief essay for your answer.

Create a wall chart timeline ofevents related to Watergate.Research different aspects ofthe scandal.Discuss Nixon's decision toresign. Was it a wise move?Could Nixon have survivedimpeachment or cleared himself?Debate Ford's action ofpardoning Richard Nixon. Whatreasons did he have forpardoning him and how are hisactions judged in history?Discuss the factors thathampered Ford's effectivenessas president. Analyze thefollowing factors: Nixon'spardon, not having beenelected, perceived clumsiness, ahostile Congress, final defeat inSoutheast Asia, sluggisheconomy. How did each factorhinder him?Discuss how the embargoaffected American industries aswell as everyday life.Think of other instances whengeography and naturalresources have affected history.Discuss the benefits anddrawbacks of environmentallegislation in the 1970s. Howdid it help the environment?Discuss the factors thatcontributed to stagflation andthe ways Ford and Carter triedto handle the situation. Couldstagflation have been avoided?Could it have been handledbetter?Discuss the statement "It isimpossible to legislateequality." If the inequalities areunjust, government should takesteps to ensure justice. Discuss how a Christian shouldrespond to the misdiagnoses of

Page 49 of 58


respond to the misdiagnoses ofproblem and solution. Discuss how a biblical approachto problems would differ fromthe typical feminist approaches.Explain how one person canmake a difference. Use PhyllisSchlafly as an example.Write a letter to a public officialabout a moral issue in the news.Discuss the differences betweenrace and sexual activity andwhy there is a differencebetween the civil rightsmovement and rights forhomosexuals.Discuss how the characteristicsof an "outsider" and "commonman" were character traits ofJimmy Carter that helped himwin the presidency but hurt hisability to work successfully withCongress and the Washingtonbureaucracy and to handle theworkload of the presidency.Examine Carter's foreign policyattempts to protect people fromoppression.Discuss the possibility ofpromoting human rights inforeign policy while avoiding theunintended consequences ofCarter's policy.Research the Panama CanalTreaty and then lead a classdebate regarding its ratification.Present arguments foraccepting and rejecting thetreaty and answer questionsfrom either the class oropposing side.Research the presidents fromTruman to the currentpresident. Research theassigned president'sinvolvement in the Middle Eastand that president's relationshipwith Israel.Discuss how the Camp DavidAccords were a turning pointtoward peace in the Middle East.Compare the situation ofeconomic sanctions to pressureIran into releasing the hostageswith the sanctions the UnitedStates enforce against Iraq aftertheir invasion of Kuwait inAugust 1990.

Page 50 of 58


Discuss the options that wererealistically available to theUnited States in the Iranianhostage situation.Collect personal accounts of theIranian hostage crisis frombooks, newspaper, andmagazine archives in the libraryand the Internet.Discuss the two motivatingfactors behind the timing of therelease of the U.S. hostages inIran: (1) Iran's radical Muslimswanted to shame andembarrass Carter to his lastminute in office; (2) Becausethese Muslims were not so sureabout Reagan, who had alreadyimplied tough action againstIran, they released the hostagesas the moment of the transfer ofpower so Reagan would beunlikely to retaliate.Discuss the Religious Right'sefforts to curb those tendencies.Discuss elements of society thatencouraged immorality.Discuss the impact of the NewRight and particularly theReligious Right on Americanpolitics. How important is it thatChristians be involved in thepolitical process?Discuss why many people wereunhappy with the course thatAmerica was taking in the late1970s. List some of PresidentCarter's controversial decisionsand policies.Have students research thefounding of their own Christianschool. Research the 1980 election.Assess how Senator EdwardKennedy hurt Carter's campaignfor the Democratic nomination.Compare each contender'spersonality and communicationabilities.Look at the presidents since1900 and answer the followingquestions: How many ran for asecond term and won? Whowere the challengers they facedin reelection? How close werethe results? Which presidentslost a reelection bid? Whatissues or circumstances

Page 51 of 58


contributed to the losses?Review Chapter 25.Administer Chapter 25 Test.

Chapter 26:Resurgence ofConservatism(1981-1992)

(updated 1/31/19)

Students wil l :Evaluate the Reaganadministration and RonaldReagan's legacy

1.

Evaluate the George H.W.Bush administration

2.

Assess the term "ReaganRevolution"

3 .

Analyze Reagan's economicproposals and evaluate theireffect on the nation

4.

Distinguish Reagan's foreignpolicy from those of hispredecessors

5 .

Evaluate the effects ofReagan's foreign policy onthe Cold War

6 .

Explain the Iran-Contra affair7 .List foreign and domesticpolicy challenges by GeorgeH. W. Bush

8.

Describe Bush's response tothe challenges he faced

9.

Analyze why George H.W.Bush became a one-termpresident

10.

Resurgence ofConservatism:

The ReaganRevolution

1.

Reagan's ForeignPolicy

2 .

The Presidency ofGeorge H. W. Bush

3.

Review Chapter 264.Chapter 26 Test5 .


1.


2.


3 .

Web Links: News Report on theAttempt on Reagan'sLife

1 .

Inaugural Speech2.Reagan Quotes3.Map - CentralAmerica and theCaribbean

4.

"Evil Empire"5 .START and INF6.Presidential SpeechAbout Iran-Contra

7 .

The BolandAmendment

8 .


9.

CommunistDominoes

10.

Bush's War Message11.Gulf War Veteran12.Map - Gulf War:Operation DesertStorm

13.

Map -Presidential Electionof 1992

14.

4 .

Activities: Activity 1: MapStudy: The ReaganDoctrine in CentralAmerica and theCaribbean

1.

Activity 2: MapStudy: OperationDesert Storm

2.

Activity 3: Presidential Addresson the Gulf War

3.


4.

5 .

Other Materials: Guest Speaker: GulfWar veteran

1.6 .


Do Exodus 23:10-12 andLeviticus 19:9-10 teach usprinciples about howgovernment should create lawsthat regulate how citizens acttoward each other? The influence of the ReligiousRight increased during theReagan Revolution. What arethe benefits and the dangers oforganized Christianinvolvement in politics?Some people, including someChristians, argued that themilitary buildup of the 1980swas immoral, especiallybecause it included nucleararmaments. Were RonaldReagan's policies wrong? Whyor why not?

Discuss motives and mentalstates of the assailants, theeffect of the acts on theAmerican public, and thesecurity precautions that havebecome necessary.Consider ways in whichReagan's administration was a"revolution."Identify characteristics thatReagan demonstrated both athome and abroad. AnalyzeReagan's leadership as viewedby the American public,Congress, and the world.Research other recentpresidents' methods ofattacking inflation. How dothese methods compare withReagan's and which ones weresuccessful?Use the library and Internetresources to research the sizeand composition of the U.S.military during Reagan'sadministration. What militaryequipment did it have and whatareas were enlarged the most?Evaluate Reagan's economicpolicies and their effect on thecountry. Note the successes andfailures of the economicprograms.Collect Reagan quotations,noting the situation in which hemade each statement.Create a chart comparing thesituation in each country:Central America, Grenada, andAfghanistan. Compare themeasures Reagan used in eachcase. Compare the results ofAmerican intervention in eachcountry. Speculate on whatwould have occurred if Reagan'sapproach had been different ineach of these areas.Consider why the Middle Easthas been such an unstable areaand a seedbed for war.Compare Reagan's policies onterrorism with those of otherpresidents.Discuss how Reagan carefully

Page 52 of 58


Discuss how Reagan carefullyused terms during the Cold War.Consider how the term evilempire evokes a differentresponse than Soviet Union.Find speeches by Reagan, studyhis terminology, and speculateon the purpose for using certainterms over others.List factors that might havecontributed to Mondale's defeatand Reagan's landslidereelection. Evaluate each factorand discuss which ones weremost important and whichmight have had little or noimpact.Compare America's rise as acapitalistic nation with theSoviet and Communist Chineseattempts toward capitalism.Determine the barriers theSoviets and the Chinese facedwhen pursuing economic changes.Discuss Reagan's strategy andits effectiveness. Consider whatmight have occurred if theUnited States had insteaddrastically reduced its militaryforces and military expenditures.Compare earlier campaigns ofthe 1900s and analyze thestrategies of the winners.Compare earlier campaigns withrecent campaigns. Arestrategies similar or havepresent-day campaignmanagers changed theirmethodology?Create a two-column chartlisting domestic and foreignissues that are of major concernto the current president.Determine which area is ofgreater concern to thepresidency.Discuss how the wall's openingand later dismantling affectedPoland, Hungary,Czechoslovakia, Romania, andthe Soviet Union. Consider howthe Berlin Wall is a symbol ofthe Soviet Union and its fall.Assess the conditions in theformer East Germany afteryears of Communist control.What role did the former WestGermany play in attempting to

Page 53 of 58


raise former East Germany to astandard of living similar to itsown?Debate the issue of Karl Marx'sviews on economic forces.Research the advantage in theareas of air power, sea power,land vehicles, bombs andmissiles, communicationsequipment, defensive tools andweapons, and ground soldierequipment.Discuss the issue of whether theallies should have capturedBaghdad and overthrownSaddam Hussein. Evaluate the ADA (Americanswith Disabilities Act) from abiblical perspective. Discuss theappropriateness of laws thatregulate how citizens act towardeach other.Research why Bush chose tosupport a tax increase. Discussthe problems with violating apromise.Collect memorabilia from recentelections. Display these itemsand discuss how the record ofour nation's history entails morethan just written sources.Assign groups of students toresearch one or more of thethird-party presidentialcandidates. Find biographicalinformation about thecandidate, details about thethird party and party platform,the election results, and theeffects of the person'scandidacy on the election.Review Chapter 26.Administer Test Chapter 26.

Chapter 27:Facing a NewMillennium(1993-2017)

(updated 1/31/19)

Students wil l: Evaluate the administrationsof Bill Clinton, George W.Bush, and Barack Obama

1.

Assess recent technologicalgeopolitical cultural trends

2.

Compare and contrast thevisions and effectiveness ofthe two parties in this time

3.

List Bill Clinton's domesticpolicy initiatives

4 .

Summarize and assess theeffectiveness of Bill Clinton'sforeign policy

5 .

Facing A NewMil lennium:

The ClintonAdministration

1.

The George W.BushAdministration

2.

The ObamaAdministration

3.

American Culturein a New Era

4.



1.


2.


3 .

Web Links: Map - The Balkans inthe Early 1990s

1.

Dayton Accords2.The Federalist Papers3 .Bush v. Gore4.Map - PresidentialElection of 2000

5.

4 .

Matthew 12:34-35 says "Out ofthe abundance of the heart themouth speaketh. A good manout of the good treasure of theheart bringeth forth goodthings: and an evil man out ofthe evil treasure bringeth forthevil things." Discuss this andthe leaders in the Bible whoseactions resulted from sinfulhearts.Look at these verses: Prov.4:23, Matt. 15:18-19, Mark7:20-23, Luke 6:45. What do

Assign a president to eachstudent and have each studentresearch the early years of thepresident and the road thatbrought him to the White House.Discuss why presidents maynominate members of theopposition party to a politicalposition in appointedgovernment positions. What, ifany, political considerationsmight be involved?Discuss the importance of theFirst Lady's position and how

Page 54 of 58


foreign policyEvaluate Clinton'simpeachment andsubsequent trial in the Senate

6 .

Analyze the election of 20007.Summarize and assess theeffectiveness of George W.Bush's foreign policy

8 .

Summarize and assess theeffectiveness of George W.Bush's domestic policies

9 .

Analyze the election of 200810.Summarize and assess theeffectiveness of BarackObama's domestic policies

11.

Summarize and assess theeffectiveness of BarackObama's foreign policy

12.

Analyze the elections of 2012and 2016

13.

Identify major shifts inscience and technologyduring this period

14.

Identify recent moral andcultural changes

15.

Election of 2000Interview6.Map - PresidentialElection of 2008

7.


8.

Activities: Activity 1: TheClinton Years

1.

Activity 2: G. W.Bush's FirstInaugural Address

2.

Activity 3: BarackObama's FirstInaugural Address

3.

Activity 4: DonaldTrump's InauguralAddress

4.


5.

5 .

Other Materials: Washington Post and WashingtonTimes

1.

Copies of TheFederalist No. 65and 66

2.

6 .


7:20-23, Luke 6:45. What dothese verses say about leaders?Read Matt. 5:11-12. What doesthis say about disagreeing withpolitical opponents?Read Matt. 5:13-16. What doesthis say about conforming tothe dominant cultural view?When Christians vote orotherwise participate in thepolitical process, they shouldconsider the Bible's directionregarding specific areas of life.Evaluate the following policiesfrom a biblical perspective: theWelfare Reform Act of 1996,recognition of homosexualmarriage, and governmenthealth care.Identify a social media site thatyou use or would like to use.Identify its benefits andproblems. Create a plan formaking use of the benefitswhile avoiding the problems. Ifthe problems are severeenough, propose an idea for analternative site.

First Lady's position and howvarious women have used theposition in different ways. Someparticularly interesting figuresto examine are Abigail Adams,Dolley Madison, Sarah Polk,Lucy Hayes, Eleanor Roosevelt,Jacqueline Kennedy, BarbaraBush, Hillary Clinton, LauraBush, Michelle Obama, andMelania Trump.Examine changes in familystructure, entertainment,political leadership, legislation,values, and ethics. Discuss the advancements thathave been made.Examine a single event andreport on it. Answer the basicquestions (who, what, where,when, why, and how) andspeculate on the causes andeffects of the event. Comparethe students' responses. Look atwhat was included and whatwas omitted.Collect articles on a specificevent in the news. Try to find avariety of sources. Answer thebasic journalistic questions andexamine the additions,omissions, and word choices inthe various articles.Examine current or recentpolitical campaigns on the stateor federal level. Discuss themethods politicians use toproject their message or image.Discuss the role of the UnitedStates in foreign affairs today.Examine each situation in whichU.S. forces are present orinvolved in military action.Research and report on one ofthe foreign-affair conflictsexperienced by the Clintonadministration.Read some of the foundingfathers' views on impeachment.Discuss the biblical principlesapply to Democrats andRepublicans and to politicianswe like as well as those wedislike.Compare the impeachments ofAndrew Johnson and Bill Clinton.Examine the charges both facedand the result of each trial.

Page 55 of 58


Discuss other ways thatChristians can be involved in thepolitical process.Keep a list on file of what eventsmight be seen as significant.Compare this list every year.Research and report to the classon the creation of the Office ofHomeland Security and itstransition into a cabinet-leveldepartment of the federalgovernment.Discuss the following: (1) Doenemy combatants have therights of U.S. citizens or thosegranted under the GenevaConvention since they are (a)are not U.S. citizens, (b) are notfighting for any single country,and (c) are not uniformedsoldiers of a country? (2) Whatabout U.S. citizens - eithernatural born or naturalized -who fight for terrorists? (3) Towhat extent should thegovernment be allowed to spyon its own citizens - bymonitoring phone calls, Internetuse, and financial matters - inefforts to fight terrorism?List the most important issuesin the 2004 presidentialelection. Have a class discussionabout each. Which of thoseissues do they think played thegreatest role in theelection's outcome?Discuss how Christians shouldrespond to victims of hurricanes,earthquakes, floods, and otherdisasters. Share how theirfamilies, their churches, or theirfriends have been able to assistothers.Discuss with the students thecritical ramifications of thetypes of people nominated andconfirmed to serve on the U.S.Supreme Court. Emphasize thata mere five people can affectthe freedoms and security of theentire nation.Divide the students into smallgroups and ask them to discussvarious factors that they thinkwere involved in the 2008presidential race. Which ofthose factors do you think

Page 56 of 58


played the greatest role in theelection of Barack Obama andwhy?Discuss the laws of economics.What is often the result ofmassive deficit spending andincreases in the money supply?What does that often cause?Assign one of the followingtopics to students: (1) Describeearlier attempts to locate binLaden. Explain why they failed.(2) How was bin Laden's locationfinally determined? (3) Providespecific details about themission that resulted in binLaden's death. (4) Report detailsabout what happened to binLaden's body after his death.Explain how Christians shouldapproach the matter of il legalimmigration.Assign a student or a group ofstudents to research one of thefollowing topics and thenpresent the findings in eitheroral or written form: (1) therelationship between theObama administration andRussia (include informationabout the Russian seizureof Crimea); (2) the agreementreached with Iran that wasdesigned to prevent that nationfrom producing nuclearweapons; (3) the changes in therelationship between the UnitedStates and Cuba.Discuss how religion is notmerely a matter of worship.Elicit that for a Christian theScripture provides a worldviewthat shapes every aspect of life.Discuss the electoral college. Isit useful?Discuss the advantages anddisadvantages of the technologystudents use or may use in thefuture. Discuss the advantagesthese technologies provide.Recognize that discussingdifficult issues does not meanyou affirm people in their sin. Review Chapter 27.Administer Chapter 27 Test.

Page 57 of 58


Schools mapping their specific curricular decisions through Curriculum Trak will have the ability to import these maps and make modifications to reflect their specific plans.

Page 58 of 58


https://www.curriculumtrak.com