American History (Teacher Guide) [Teacher ed.] 089051643X, 9780890516430

Citation preview

All a parent or teacher needs to easily grade the student assignments for American History! This convenient teacher’s guide includes perforated, three-hole punched assignments with answers, learning objectives, grading criteria, and short essay questions to help the student comprehend and apply the information presented. The following is included in this complete year of high school American history curriculum: • The teacher text has the student questions organized at the back for easy use in testing and reviews • The course has been designed with 34 chapters representing 34 weeks of study • Each chapter has 5 lessons each, taking approximately 30 minutes a day • The final lesson of the week is the exam covering the week’s chapter • A parent or teacher can grade assignments daily or weekly, and keep track of this in their files • This course is designed for the student to practice independent learning. This is a solid educational process to help a student develop a Christian world view and form his/her own understanding of history.

Integrate 3 years of High School Literature with History.

Dr. James P. Stobaugh was a Merrill Fellow at Harvard and holds degrees from Vanderbilt and Rutgers universities, and Princeton and Gordon-Conwell seminaries. An experienced teacher, he is a recognized leader in homeschooling and has published numerous books for students and teachers. He and his wife Karen homeschooled their four children starting in 1985. RELIGION/Christian Education/Children & Youth HISTORY/United States/General $19.99 U.S.



ISBN-13: 978-0-89051-643-0

EAN

First printing: March 2012 Fourth printing: May 2014

Copyright © 2014 by James Stobaugh. All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission of the publisher, except in the case of brief quotations in articles and reviews. For information write: Master Books®, P.O. Box 726, Green Forest, AR 72638 Master Books® is a division of the New Leaf Publishing Group, Inc.

ISBN-13: 978-0-89051-643-0 Cover design by Diana Bogardus. Interior design by Terry White. Unless otherwise noted, all images are from shutterstock.com, Library of Congress (LOC-image), and Wikimedia Commons. All images used under the Creative Commons Attribution-Share Alike 3.0 Unported license (CC-BY-SA-3.0) are noted; license details available at creativecommons.org/licenses/ by-sa/3.0/. Scripture quotations taken from The Holy Bible, New International Version®, Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.TM Used by permission of Zondervan, All rights reserved worldwide. Please consider requesting that a copy of this volume be purchased by your local library system. Printed in the United States of America Please visit our website for other great titles: www.masterbooks.net For information regarding author interviews, please contact the publicity department at (870) 438-5288

This book is dedicated to this new generation of young believers whose fervor and dedication to the purposes of the Lord shall yet bring a great revival. Stand tall, young people, and serve our Lord with alacrity and courage!

Since 1975, Master Books has been providing educational resources based on a biblical worldview to students of all ages. At the heart of these resources is our firm belief in a literal six-day creation, a young earth, the global Flood as revealed in Genesis 1–11, and other vital evidence to help build a critical foundation of scriptural authority for everyone. By equipping students with biblical truths and their key connection to the world of science and history, it is our hope they will be able to defend their faith in a skeptical, fallen world. If the foundations are destroyed, what can the righteous do? Psalm 11:3; NKJV As the largest publisher of creation science materials in the world, Master Books is honored to partner with our authors and educators, including: Ken Ham of Answers in Genesis Dr. John Morris and Dr. Jason Lisle of the Institute for Creation Research Dr. Donald DeYoung and Michael Oard of the Creation Research Society Dr. James Stobaugh, John Hudson Tiner, Rick and Marilyn Boyer, Dr. Tom DeRosa, Todd Friel, Israel Wayne and so many more! Whether a preschool learner or a scholar seeking an advanced degree, we offer a wonderful selection of award-winning resources for all ages and educational levels. But sanctify the Lord God in your hearts, and always be ready to give a defense to everyone who asks you a reason for the hope that is in you, with meekness and fear. 1 Peter 3:15; NKJV

Permission to Copy Permission is granted for copies of reproducible pages from this text to be made for use within your own homeschooling family activities or for small classrooms of ten or fewer students. Material may not be posted online, distributed digitally, or made available as a download. Permission for any other use of the material must be requested prior to use by email to the publisher at [email protected].

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Lessons for a 34-week course! Overview: This American History Teacher Guide contains materials for use with American History by James Stobaugh. Materials are organized by book in the following sections: Study guide worksheets

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Exams Answer Key

Features: Each suggested weekly schedule has five easy-to-manage lessons that combine reading, worksheets, and exams. Worksheets and exams are perforated and three-hole punched – materials are easy to tear out, hand out, grade, and store. You are encouraged to adjust the schedule and materials needed to best work within your educational program. Workflow: Students will read the pages in their book and then complete each section of the Teacher Guide. Exams are given at regular intervals with space to record each grade. If used with younger students, they may be given the option of taking open-book exams. Lesson Scheduling: Space is given for assignment dates. There is flexibility in scheduling. For example, the parent may opt for a M, W, F schedule, rather than a M-F schedule. Each week listed has five days but due to vacations the school work week may not be M–F. Adapt the days to your school schedule. As the student completes each assignment, he/she should put an “X” in the box. Approximately 20 to 30 minutes per lesson, five days a week Includes answer keys for worksheets and exams Worksheets for each section Exams are included to help reinforce learning and provide assessment opportunities Designed for grades 10 to 12 in a one-year course to earn 1 history credit

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Dr. James Stobaugh was a Merrill Fellow at Harvard and holds degrees from Vanderbilt and Rutgers universities, and Princeton and Gordon-Conwell seminaries. An experienced teacher, he is a recognized leader in homeschooling and has published numerous books for students and teachers, including a high school history series (American, British, and World), as well as a companion high school literature series. He and his wife Karen have homeschooled their four children since 1985.

Contents Introduction................................................................................................................................................ 5 Suggested Daily Schedule............................................................................................................................ 7 Daily Worksheets...................................................................................................................................... 17 Chapter Exam Section............................................................................................................................. 169 Answer Keys............................................................................................................................................ 239

Introduction How this course has been developed: 1. Teacher: this allows one to study the student objectives with each chapter, providing the answers to the assignments and the weekly exam. 2. Chapters: this course has 34 chapters (representing 34 weeks of study). 3. Lessons: each chapter has 5 lessons each, taking approximately 20 to 30 minutes each. There will be a short reading followed by critical thinking questions. Some questions require a specific answer from the text where others are more open-ended, leading the student to think “outside the box.” 4. Weekly exams: the final lesson of the week is the exam covering the week’s chapter. Students are not to use their text to answer these questions unless otherwise directed. 5. Student responsibility: Responsibility to complete this course is on the student. Students are to complete the readings every day, handing their responses to a parent or teacher for evaluation. Independence is strongly encouraged in this course designed for the student to practice independent learning. 6. Grading: A parent or teacher can grade assignments daily or weekly, and keep track of this in their files. Assignments with answers are available at the end of each chapter.

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First Semester Suggested Daily Schedule Date

Day

Assignment

Due Date 

Grade

First Semester — First Quarter Day 1 Day 2 Week 1

Day 3 Day 4 Day 5 Day 6 Day 7

Week 2

Day 8 Day 9 Day 10 Day 11 Day 12

Week 3

Day 13 Day 14 Day 15 Day 16 Day 17

Week 4

Day 18 Day 19 Day 20

Chapter 1: Natives of the New World Read Lesson 1 — War of the World Views Student Book (SB) Complete Assignment Page 19 Lesson Planner (TG) Read Lesson 2 — North American Indigenous People Groups (SB) Complete Assignment Page 20 (TG) Read Lesson 3 — South-Central American Indigenous People Groups (SB) Complete Assignment Page 21 (TG) Read Lesson 4 — Columbus, Conquistdors, and Colonization (SB) Complete Assignment Page 22 (TG) Chapter 1 Exam Page 171 (TG) Chapter 2: Slavery and Religious Freedom Read Lesson 1 — French Exploration and Colonization (SB) Complete Assignment Pages 23–24 (TG) Read Lesson 2 — The Virginia Company (SB) Complete Assignment Pages 25–26 (TG) Read Lesson 3 — Chattel Slavery Comes to the New World (SB) Complete Assignment Page 27 (TG) Read Lesson 4 — Other Explorers (SB) Complete Assignment Page 28 (TG) Chapter 2 Exam Page 173 (TG) Chapter 3: Pilgrims and Puritans Read Lesson 1 — Pilgrims (SB) Complete Assignment Page 29 (TG) Read Lesson 2 — The Puritans: A Holy Experiment (SB) Complete Assignment Page 30 (TG) Read Lesson 3 — Other Colonies (SB) Complete Assignment Page 31 (TG) Read Lesson 4 — Historical Debate and World View (SB) Complete Assignment Page 32 (TG) Chapter 3 Exam Page 175 (TG) Chapter 4: Colonial Life Read Lesson 1 — Colonial Women (SB) Complete Assignment Page 33 (TG) Read Lesson 2 — The First Great Awakening (SB) Complete Assignment Page 34 (TG) Read Lesson 3 — The American University: An Essay (SB) Complete Assignment Page 35 (TG) Read Lesson 4 — Philosophers and World Views (SB) Complete Assignment Page 36 (TG) Chapter 4 Exam Page 177 (TG)

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Date

Day

Day 21 Day 22 Week 5

Day 23 Day 24 Day 25 Day 26 Day 27

Week 6

Day 28 Day 29 Day 30 Day 31 Day 32

Week 7

Day 33 Day 34 Day 35 Day 36 Day 37

Week 8

Day 38 Day 39 Day 40

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Assignment

Chapter 5: Causes of the American Revolution Read Lesson 1 — Colonial Period (SB) Complete Assignment Page 37 (TG) Read Lesson 2 — The Road to Revolution (SB) Complete Assignment Page 38 (TG) Read Lesson 3 — The French and Indian War (SB) Complete Assignment Page 39 (TG) Read Lesson 4 — George Washington (SB) Complete Assignment Page 40 (TG) Chapter 5 Exam Page 179 (TG) Chapter 6: Patriots and Revolution Read Lesson 1 — The Coming Conflict (SB) Complete Assignment Pages 41–42 (TG) Read Lesson 2 — The War (SB) Complete Assignment Page 43 (TG) Read Lesson 3 — Abigail Adams (SB) Complete Assignment Page 44 (TG) Read Lesson 4 — Historical Debate: American Revolution (SB) Complete Assignment Page 45 (TG) Chapter 6 Exam Page 181 (TG) Chapter 7: U.S. Constitution Read Lesson 1 — The Constitution: Part One (SB) Complete Assignment Page 47 (TG) Read Lesson 2 — The Constitution: Part Two (SB) Complete Assignment Page 48 (TG) Read Lesson 3 — Philosophers and World Views (SB) Complete Assignment Page 49 (TG) Read Lesson 4 — Historical Debate: The Constitution (SB) Complete Assignment Page 50 (TG) Chapter 7 Exam Page 183 (TG) Chapter 8: Nationalism Read Lesson 1 — A Peaceful Revolution (SB) Complete Assignment Page 51 (TG) Read Lesson 2 — An Era of Good Feeling (SB) Complete Assignment Page 52 (TG) Read Lesson 3 — History Maker: John Quincy Adams (SB) Complete Assignment Page 53 (TG) Read Lesson 4 — Historical Debate: National Period (SB) Complete Assignment Page 54 (TG) Chapter 8 Exam Page 185 (TG)

Due Date 

Grade

Date

Day

Day 41 Day 42 Week 9

Day 43 Day 44 Day 45

Assignment

Due Date 

Grade

Chapter 9: Democracy and New Governments Read Lesson 1 — Philosophers and World Views (SB) Complete Assignment Page 55 (TG) Read Lesson 2 — The Rise of the American Political Tradition (SB) Complete Assignment Page 56 (TG) Read Lesson 3 — Jacksonian Democracy (SB) Complete Assignment Page 57 (TG) Read Lesson 4 — History Maker: Daniel Webster (SB) Complete Assignment Page 58 (TG) Chapter 9 Exam Page 187 (TG) First Semester — Second Quarter

Day 46 Day 47 Week 1 Day 48 Day 49 Day 50 Day 51 Day 52 Week 2

Day 53 Day 54 Day 55 Day 56 Day 57

Week 3

Day 58 Day 59 Day 60

Chapter 10: Age of Reform Read Lesson 1 — Prison Reform (SB) Complete Assignment Pages 59–60 (TG) Read Lesson 2 — The Rights of Women and the Mentally Challenged (SB) Complete Assignment Pages 61–62 (TG) Read Lesson 3 — History Maker: Dorothea Dix (SB) Complete Assignment Page 63 (TG) Read Lesson 4 — Philosophers and World Views (SB) Complete Assignment Page 64 (TG) Chapter 10 Exam Page 189 (TG) Chapter 11: Antebellum Slavery Read Lesson 1 — Slavery (SB) Complete Assignment Pages 65–66 (TG) Read Lesson 2 — History Maker: Harriet Tubman (SB) Complete Assignment Page 67 (TG) Read Lesson 3 — Historical Debate (SB) Complete Assignment Page 68 (TG) Read Lesson 4 — Philosophers and World Views (SB) Complete Assignment Page 69 (TG) Chapter 11 Exam Page 191 (TG) Chapter 12: Revivalism Read Lesson 1 — Come to the Water: American Revivalism (SB) Complete Assignment Page 71 (TG) Read Lesson 2 — Revivalism (SB) Complete Assignment Page 72 (TG) Read Lesson 3 — A Contemporary Account of a Revival (SB) Complete Assignment Page 73 (TG) Read Lesson 4 — History Maker: Charles Finney (SB) Complete Assignment Page 74 (TG) Chapter 12 Exam Pages 193–194 (TG)

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Date

Week 4

Day

Day 61

Chapter 13: Causes of the American Civil War Read Lesson 1 — The Coming Crisis: Part One (SB) Complete Assignment Page 75 (TG)

Day 62

Read Lesson 2 — The Coming Crisis: Part Two (SB) Complete Assignment Page 76 (TG)

Day 63 Day 64 Day 65 Day 66 Day 67

Week 5

Day 68 Day 69 Day 70 Day 71 Day 72

Week 6

Day 73 Day 74 Day 75 Day 76 Day 77

Week 7

Day 78 Day 79 Day 80

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Assignment

Read Lesson 3 — The Coming Crisis: Part Three (SB) Complete Assignment Page 77 (TG) Read Lesson 4 — Philosophers and World Views (SB) Complete Assignment Page 78 (TG) Chapter 13 Exam Page 195 (TG) Chapter 14: The American Civil War Read Lesson 1 — Presidents (SB) Complete Assignment Page 79 (TG) Read Lesson 2 — The American Civil War (SB) Complete Assignment Page 80 (TG) Read Lesson 3 — The Results of the American Civil War (SB) Complete Assignment Page 81 (TG) Read Lesson 4 — History Maker: Abraham Lincoln (SB) Complete Assignment Page 82 (TG) Chapter 14 Exam Page 197 (TG) Chapter 15: Reconstruction Read Lesson 1 — Robert E. Lee (SB) Complete Assignment Page 83 (TG) Read Lesson 2 — Reconstruction (SB) Complete Assignment Page 84 (TG) Read Lesson 3 — More Questions on Reconstruction (SB) Complete Assignment Page 85 (TG) Read Lesson 4 — Race Mixing (SB) Complete Assignment Page 86 (TG) Chapter 15 Exam Page 199 (TG) Chapter 16: Reconstruction: Primary Sources Read Lesson 1 — Andrew Johnson (SB) Complete Assignment Page 87 (TG) Read Lesson 2 — Primary Sources (SB) Complete Assignment Page 88 (TG) Read Lesson 3 — Villian or Hero? (SB) Complete Assignment Page 89 (TG) Read Lesson 4 — Philosophers and World Views (SB) Complete Assignment Page 90 (TG) Chapter 16 Exam Page 201 (TG)

Due Date 

Grade

Date

Day

Day 81 Day 82 Week 8

Day 83 Day 84 Day 85 Day 86 Day 87

Week 9

Day 88 Day 89 Day 90

Assignment

Due Date 

Grade

Chapter 17: Immigration Read Lesson 1 — The Home of the Free (SB) Complete Assignment Page 91 (TG) Read Lesson 2 — Immigration (SB) Complete Assignment Page 92 (TG) Read Lesson 3 — Albert Einstein (SB) Complete Assignment Page 93 (TG) Read Lesson 4 — Karl Marx (SB) Complete Assignment Page 94 (TG) Chapter 17 Exam Page 203 (TG) Chapter 18: The Gilded Age Read Lesson 1 — The Gilded Age (SB) Complete Assignment Page 95 (TG) Read Lesson 2 — American Labor Movement (SB) Complete Assignment Page 96 (TG) Read Lesson 3 — Historical Debate (SB) Complete Assignment Page 97 (TG) Read Lesson 4 — Vladimir Ilyich Lenin (SB) Complete Assignment Page 98 (TG) Chapter 18 Exam Page 205 (TG) Midterm Grade

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Date

Day

Assignment

Second Semester — Third Quarter

Day 94

Chapter 19: The Gilded Age: Problems Read Lesson 1 — Social Welfare and Christianity (SB) Complete Assignment Page 99 (TG) Read Lesson 2 — Pierre Joseph Proudhon (SB) Complete Assignment Page 100 (TG) Read Lesson 3 — A Case Study: The Johnstown Flood (SB) Complete Assignment Page 101 (TG) Read Lesson 4 — William Jennings Bryan (SB) Complete Assignment Page 102 (TG)

Day 95

Chapter 19 Exam Page 207 (TG)

Day 91 Day 92 Week 1

Day 93

Day 96 Day 97 Week 2

Day 98 Day 99

Chapter 20: The Wild West Read Lesson 1 — The Wild West (SB) Complete Assignment Pages 103–104 (TG) Read Lesson 2 — Native Americans (SB) Complete Assignment Page 105 (TG) Read Lesson 3 — Lawmen and Outlaws (SB) Complete Assignment Page 106 (TG) Read Lesson 4 — Frances Willard (SB) Complete Assignment Page 107 (TG)

Day 100 Chapter 20 Exam Page 209 (TG) Chapter 21: African-American History: The Great Migration Day 101 Read Lesson 1 — The Great Migration (SB) Complete Assignment Pages 109–110 (TG) Read Lesson 2 — Booker T. Washington (SB) Day 102 Complete Assignment Page 111 (TG) Week 3 Read Lesson 3 — Primary Sources (SB) Day 103 Complete Assignment Page 112 (TG) Read Lesson 4 — Historical Debate (SB) Day 104 Complete Assignment Page 113 (TG) Day 105 Chapter 21 Exam Page 211 (TG) Chapter 22: America Becomes a World Power Day 106 Read Lesson 1 — American Becomes A World Power (SB) Complete Assignment Pages 115–116 (TG) Read Lesson 2 — President Theordore Roosevelt (SB) Day 107 Complete Assignment Page 117 (TG) Week 4 Read Lesson 3 — Primary Sources (SB) Day 108 Complete Assignment Page 118 (TG) Read Lesson 4 — More Primary Sources (SB) Day 109 Complete Assignment Page 119 (TG) Day 110 Chapter 22 Exam Page 213 (TG)

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Due Date 

Grade

Second Semester Suggested Daily Schedule Date

Day

Day 111 Day 112 Week 5

Day 113 Day 114 Day 115 Day 116 Day 117

Week 6

Day 118 Day 119

Assignment

Due Date 

Grade

Chapter 23: World War 1 and the Roaring ’20s Read Lesson 1 — World War 1 (SB) Complete Assignment Page 121 (TG) Read Lesson 2 — Historical Debate (SB) Complete Assignment Page 122 (TG) Read Lesson 3 — Perils of Prosperity (SB) Complete Assignment Page 123 (TG) Read Lesson 4 — The Great Depression (SB) Complete Assignment Page 124 (TG) Chapter 23 Exam Page 215 (TG) Chapter 24: American Life: 1900-1940 Read Lesson 1 — Billy Sunday (SB) Complete Assignment Page 125 (TG) Read Lesson 2 — Historical Debate (SB) Complete Assignment Page 126 (TG) Read Lesson 3 — Philosophers and World Views (SB) Complete Assignment Page 127 (TG) Read Lesson 4 — Oral History: Helen Parris Stobaugh (SB) Complete Assignment Page 128 (TG)

Day 120 Chapter 24 Exam Page 217 (TG) Chapter 25: World War II and Beyond Day 121 Read Lesson 1 — Remember Pearl Harbor (SB) Complete Assignment Page 129 (TG) Read Lesson 2 — The Holocaust (SB) Day 122 Complete Assignment Page 130 (TG) Week 7 Read Lesson 3 — The Cold War (SB) Day 123 Complete Assignment Page 131 (TG) Read Lesson 4 — The Korean War (SB) Day 124 Complete Assignment Page 132 (TG) Day 125 Chapter 25 Exam Page 219 (TG) Chapter 26: The Vietnam War Day 126 Read Lesson 1 — War in Vietnam (SB) Complete Assignment Page 133 (TG) Read Lesson 2 — History Maker: Lech Walesa (SB) Day 127 Complete Assignment Page 134 (TG) Week 8 Read Lesson 3 — Historical Debate (SB) Day 128 Complete Assignment Page 135 (TG) Read Lesson 4 — Philosophers and World Views (SB) Day 129 Complete Assignment Page 136 (TG) Day 130 Chapter 26 Exam Page 221 (TG)

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Date

Day

Assignment

Chapter 27: African-American History: Nationalism Day 131 Read Lesson 1 — Black Nationalism (SB) Complete Assignment Page 137 (TG) Lesson 2 — Separatism (SB) Day 132 Read Complete Assignment Page 138 (TG) Week 9 Lesson 3 — Racial Anger (SB) Day 133 Read Complete Assignment Page 139 (TG) Lesson 4 — Oral History (SB) Day 134 Read Complete Assignment Page 140 (TG) Day 135 Chapter 27 Exam Page 223 (TG) Second Semester — Fourth Quarter Chapter 28: African-American History: Free at Last Day 136 Read Lesson 1 — History Maker: Martin Luther King, Jr. (SB) Complete Assignment Page 141 (TG) Read Lesson 2 — Two Different Views (SB) Day 137 Complete Assignment Page 142 (TG) Week 1 Read Lesson 3 — The Welfare State (SB) Day 138 Complete Assignment Page 143 (TG) Read Lesson 4 — Oral History (SB) Day 139 Complete Assignment Page 144 (TG) Day 140 Chapter 28 Exam Page 225 (TG) Chapter 29: Culture Wars: 1950s to the Present Day 141 Read Lesson 1 — Culture Wars: Part One (SB) Complete Assignment Page 145 (TG) Read Lesson 2 — Culture Wars: Part Two (SB) Day 142 Complete Assignment Page 146 (TG) Week 2 Read Lesson 3 — More Questions (SB) Day 143 Complete Assignment Page 147 (TG) Read Lesson 4 — The Death of Outrage (SB) Day 144 Complete Assignment Page 148 (TG) Day 145 Chapter 29 Exam Page 227 (TG) Chapter 30: Contemporary Social History Day 146 Read Lesson 1 — A Case Study: Social History in the ’50s (SB) Complete Assignment Page 149 (TG) Read Lesson 2 — Homeschooling (SB) Day 147 Complete Assignment Page 150 (TG) Week 3 Read Lesson 3 — “Peekaboo World” (SB) Day 148 Complete Assignment Page 151 (TG) Read Lesson 4 — Billy Graham (SB) Day 149 Complete Assignment Page 152 (TG) Day 150 Chapter 30 Exam Page 229 (TG)

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Due Date 

Grade

Date

Day

Assignment

Due Date 

Grade

Chapter 31: Late 20th Century World Views Day 151 Read Lesson 1 — Philosophers and World Views (SB) Complete Assignment Page 153 (TG) Read Lesson 2 — Charles Fuller (SB) Day 152 Complete Assignment Page 154 (TG) Week 4 Read Lesson 3 — Pax Americana (SB) Day 153 Complete Assignment Page 155 (TG) Read Lesson 4 — The Next Twenty-Five Years (SB) Day 154 Complete Assignment Page 156 (TG) Day 155 Chapter 31 Exam Page 231 (TG) Chapter 32: War on Terrorism Day 156 Read Lesson 1 — The War on Terrorism (SB) Complete Assignment Page 157 (TG) Read Lesson 2 — The Koran (SB) Day 157 Complete Assignment Page 158 (TG) Week 5 Read Lesson 3 — A Twilight Struggle (SB) Day 158 Complete Assignment Page 159 (TG) Read Lesson 4 — Historical Essay (SB) Day 159 Complete Assignment Page 160 (TG) Day 160 Chapter 32 Exam Page 233 (TG) Chapter 33: Contemporary Issues: Part One Day 161 Read Lesson 1 — Abortion (SB) Complete Assignment Page 161 (TG) Read Lesson 2 — Racial Reconciliation (SB) Day 162 Complete Assignment Page 162 (TG) Read Lesson 3 — The Future of Homeschooling Week 6 Day 163 and Christian Education (SB) Complete Assignment Page 163 (TG) Read Lesson 4 — Chrisitanity and Hip Hop (SB) Day 164 Complete Assignment Page 164 (TG) Day 165 Chapter 33 Exam Page 235 (TG) Chapter 34: Contemporary Issues: Part Two Day 166 Read Lesson 1 — Euthanasia (SB) Complete Assignment Page 165 (TG) Read Lesson 2 — Global Warming (SB) Day 167 Complete Assignment Page 166 (TG) Week 7 Read Lesson 3 — Health Care (SB) Day 168 Complete Assignment Page 167 (TG) Read Lesson 4 — Population Explosion (SB) Day 169 Complete Assignment Page 168 (TG) Day 170 Chapter 34 Exam Page 237 (TG) Semester Grade

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Daily Worksheets

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American History

Day 1

Chapter 1 Lesson 1

Name

Assignment Oswald Chambers says, “The Bible does not say that God punished the human race for one man’s sin, but that the nature of sin, namely, my claim to my right to myself, entered into the human race through one man. But it also says that another Man took upon Himself the sin of the human race and put it away— an infinitely more profound revelation (see Hebrews 9:26). The nature of sin is not immorality and wrongdoing, but the nature of self-realization that leads us to say, ‘I am my own god.’ This nature may exhibit itself in proper morality or in improper immorality, but it always has a common basis—my claim to my right to myself. When our Lord faced either people with all the forces of evil in them, or people who were clean-living, moral, and upright, He paid no attention to the moral degradation of one, nor to the moral attainment of the other. He looked at something we do not see, namely, the nature of man (see John 2:25).” Paraphrase Chambers’ insight. Which world views manifest this problem?

First Semester/First Quarter

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American History

Day 2

Chapter 1 Lesson 2

Name

Assignment A. “The word annihilation, the word Holocaust, the word atrocity come to mind when I think of 1607,” said Adams, chief of the Upper Mattaponi tribe, in referring to the year a group of men and boys arrived in Jamestown and set up the first permanent English colony in the New World. Of the estimated 14,000 to 15,000 Native Americans who lived in the area around the Jamestown settlement in 1607, nearly 90 percent were wiped out within a century, mainly from smallpox, typhus, and other Old World diseases inadvertently brought by the colonists and to which the American Indians had never been exposed. Some also died in fighting with the settlers. For Adams and other Native Americans, these stark numbers give little reason to celebrate as the country prepared to commemorate the quadricentennial of the settlement, with Britain’s Queen Elizabeth and U.S. President George W. Bush in 2007. “We are certainly proud to be Americans but from our perspective we don’t feel like the 400th anniversary of the Jamestown settlement is something to celebrate or commemorate,” said Bill Miles, chief of Virginia’s Pamunkey Indian tribe, one of some 40 tribes that lived in the area in the 17th century. What, if anything, can you suggest Native Americans might want to celebrate in the 400-year anniversary of the founding of the Jamestown Settlement?

B. Research your own community and describe what it was like circa 1500–1550. Discuss the Native Peoples who lived nearby.

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First Semester/First Quarter

American History

Day 3

Chapter 1 Lesson 3

Name

Assignment A. The debate over Christopher Columbus’s character and legacy has continued into the 21st century. Though the United States celebrates a national holiday in his honor, much more attention has been paid in recent years to the various Spanish explorers’ treatment of the Native Peoples. As a result, the word discovery has been replaced by encounter when used to describe Columbus’s exploration of the Americas. Columbus died believing he had reached the shores of China, and that he was a divine missionary, ordained by God to spread Christianity into the New World. In modern society, many have made Columbus out to be a villain and a symbol for all that is evil about the colonization of the Americas by Europe. Read the following passage and argue whether Columbus was a devout Christian or a hypocrite using his faith to further his own selfish purposes.

“In order to win the friendship and affection of that people, and because I am convinced that their conversion to our Holy Faith would be better promoted through love than through force. . . They must be very good servants and very intelligent, because I see that they repeat very quickly what I told them, and it is my conviction that they would easily become Christians, for they seem not [to] have any sect. . . .” —Christopher Columbus, Journals, October 12, 1492

B. If the Aztecs had conquered Spain, would they have treated the Spanish people differently? Why or why not?

First Semester/First Quarter

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American History

Day 4

Chapter 1 Lesson 4

Name

Assignment (See pages 23 and 24 of the student book for Primary Sources I and II, and excerpts from Castaneda and Vaca.)

A. How reliable is this primary source? When determining reliability, ask yourself these questions: Did the speaker participate in the described event(s)? How long after the incident does he mention the incident? Is it a private journal or a public piece? Private journals are normally more reliable. Does he discuss his participation in the event? Does he appear objective? Does he have anything to gain if he tells a lie? Based on the preceding passage, defend your answers.

B. If this were the only resource you had available on Native Americans, how would you characterize them?

C. Pretend that you are a public official in Spain in the early 1500s. Based on the three preceding passages, speculate on what the Native Americans are like and design a strategy to convert them to Christianity.

D. When two different cultures meet, they have four choices: accommodation, amalgamation, assimilation, or extermination. State which process was employed in New Spain, and the result?

E. The technology of the Native Americans was simpler than that of the Europeans. Europeans, for instance, had more effective construction technology. Their health practices were also advanced. Did this give the Europeans the right to conquer the Native Americans? Why or why not?

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First Semester/First Quarter

American History

Day 6

Chapter 2 Lesson 1

Name

Assignment A. The Shorter Westminster Catechism was perhaps the most famous Protestant Confession (or statement of faith) in 17th-century England. It was prepared primarily for instructing children in the Christian faith. It is composed of a brief introduction on the end, rule, and essence of religion and of 107 questions and answers. Give a paraphrase of the preceding statement from St. Ignatius’s Spiritual Exercises and compare and contrast it with Questions 1, 2, 4, and 34 of the Westminster Shorter Catechism

B. Ignatius insisted that his followers practice spiritual disciplines (e.g., fasting, meditation, etc.). Dallas Willard in his book The Spirit of the Disciplines: How God Changes Lives (1991) argues many modern Christians have de-emphasized spiritual disciplines to the detriment of us all. Willard writes, “When through spiritual disciplines I become able heartily to bless those who curse me, to pray without ceasing, to be at peace when not given credit for good deeds I’ve done, or to master the evil that comes my way, it is because my disciplinary activities have inwardly poised me for more and more interaction with the powers of the living God and His kingdom. Such is the potential we tap into when we use the disciplines.” Agree or disagree with Willard’s concern and defend your answer.

First Semester/First Quarter

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C. Many people consider Ignatius, and especially his followers, to be intolerant. S. D. Gaede, in his book When Tolerance Is No Virtue (1993) argues that in our culture, there is considerable confusion about how we ought to live with our differences and a cacophony of contradictory justifications for one approach as opposed to another. All appeal to the need of tolerance, but there is nothing like common argument on what that means. The question our culture raises by nature and development is what is truth and what can we believe? Our culture doesn’t know the answers. In fact, we have lost confidence in truth and have come to the conclusion that truth is unattainable. Thus, tolerance moves to the forefront. G. K. Chesterton wrote: “Toleration is the virtue of the man without convictions.” What would be a Christian response to so-called toleration?

D. John Jefferson Davis, PhD, Ethics Professor, Gordon-Conwell Seminary, argues that Christianity is credible as we demonstrate community that is “countercultural.” In other words, Christianity must transcend culture, nationality, and/or race or it loses its meaning. Do you agree with that statement? Defend your answer.

E. On one hand, some scholars argue that the Spanish conquistadors and French explorers should have left Native American culture alone. They argue that these two cultures—European and Native American—should have learned to live side-by-side without changing each other. Other scholars argue that without some commonality—religious convictions for instance—two divergent cultures cannot have the moral cohesion necessary to maintain society. In other words, the Spanish would have to become Native American or the Native American become Spanish. Using historical research, defend one of these two arguments.

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First Semester/First Quarter

American History

Day 7

Chapter 2 Lesson 2

Name

Assignment A. Rate how Native Americans felt about a statement and then rate how Jamestown settlers felt. Finally, rate how you feel, 1 being not true at all and 5 being true all the time. Statement

Native American

Jamestown Settler

Myself

A person should be brave all the time. A person can lie if it advances his purposes. A person should never lie under any circumstances. If one works hard enough, one will succeed. A person should not make hasty decisions. Be careful what you wish—it might come true. The good guys always win. Bad things happen to good people. Women and men are equal in all ways. Do what feels good. Do what is right, whether it feels good or not. Do unto others as you would have them do unto you. Obey your parents. Be faithful to your spouse. Keep your word.

B. At first, Colonial settlers tried to own land together—in common tillage. However, this did not work. Without any research on the topic, why do you think it did not work?

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C. If you have seen the Disney movie Pocahontas, compare the Disney vision of Native Americans with the accurate historical version. Next, compare the Disney view of Europeans with the accurate historical version, then do the same concerning family relationships.

Relationship with Nature Disney

Native American

Historical

Native American

Europeans

Europeans

Relationship with Europeans Disney

Native American

Historical

Native American

Europeans

Europeans

Relationship with Family Disney

Native American

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Europeans

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Historical

Native American

Europeans

American History

Day 8

Chapter 2 Lesson 3

Name

Assignment A. What came first, racism or slavery? By 1619 slaves were brought into Virginia on a regular basis. There were no slaves in the colonies before then—only indentured servants who were free in seven years. Some people believe that the slaves were also originally indentured servants, but that the colonists changed their minds and made them slaves forever. In any event, racism was common in America by 1619. But what came first, racism or slavery? Were the colonists prejudiced against African-Americans because they were slaves? Or did the colonists make African-Americans slaves because they were black Americans?

B. Pretend that you are an African warrior captured and held on a big ship. You are shackled in chains among hundreds of your fellow Africans. You don’t know anyone. You are separated from your family; you are obviously held captive by some cruel people who hit you if you don’t do what they say. You cannot do much but you can resist some. You can, for instance, refuse to eat. You might be able to escape. What do you do? Do you accept your situation? If you do, perhaps you will be rewarded and given things you need. Or should you fight with everything in you? If you do this you might die, but, as unlikely as it seems, you might escape. But escape where? You are on the open seas—too far to swim back to Africa. You’d better decide soon because each day that passes finds you weaker and weaker. Soon you will not be able to do anything. What do you do? Why?

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American History

Day 9

Chapter 2 Lesson 4

Name

Assignment Compare these three North American settlements. Settlement

Founder

Jamestown

New Netherland

Maryland

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Religious Base

Purpose

Relations with Native Americans

American History

Day 11

Chapter 3 Lesson 1

Name

Assignment In spite of its brevity, the Mayflower Compact remains one of the most important early documents in American history. Why?

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American History

Day 12

Chapter 3 Lesson 2

Name

Assignment A. In the 17th century the best histories were written by Puritan ministers who saw history as the working out of God’s will. Based on the concept of the chosen people of God, America was presented as a Promised Land for God’s faithful people. Later historians ridiculed this view of history. However, in a real sense, at least in Puritan New England, this was a fairly accurate appraisal of the motivations of an entire generation of early settlers. Why was it so difficult for later historians to believe that people can be motivated strictly by their faith?

B. By their own admission, New England Puritans saw themselves as intolerant. They felt no obligation to tolerate world views that they perceived as heretical. Was this a correct way to establish an English colony?

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American History

Day 13

Chapter 3 Lesson 3

Name

Assignment Some historians have argued that the Salem Witch Trials were merely a way for threatened orthodox officials to control recalcitrant church members. Others saw it as an internal dispute among economic interests. Still others believed that while there were some excesses, no doubt there truly were witches in Salem. Take a position and argue your case well. You may need to research the event further.

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American History

Day 14

Chapter 3 Lesson 4

Name

Assignment A. Review the historical debate about Puritanism and discuss which theory you prefer and why.

B. Contrast Hobbes’ view of power with biblical views of power.

C. Decartes and Locke completely disagreed about human reasoning. Explain.

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American History

Day 16

Chapter 4 Lesson 1

Name

Assignment A. Historian Philip Greven studies in depth the American colonial family. Greven identifies three distinct Protestant temperaments prevailing among Americans at the time: the Evangelical (the Christian believer), the Moderate (somewhat religious but no open conversion experience), and the General (secular). Now your job is to summarize today’s American families. What three categories would you offer?

B. My favorite American poet, Anne Bradstreet, was a colonial homeschooler mom with eight children who lived very close to the bridge I took across from Harvard Yard to visit my brother at Harvard Business School (on the Charles River). One insightful poem by Anne Bradstreet reminds us of how precarious life was then. She left it in a drawer to be found after her death should she not survive childbirth. The last stanza leaves this request: And if by chance to thine eyes shall bring this verse, With some sad sighs honor my absent hearse; And kiss this paper for thy love’s dear sake, Who with salt tears this last farewell did take.

Even after colonial settlers became established in America, a woman’s daily life was still difficult. Typically she would be expected to spin, sew, preserve food, cook, clean, and perhaps raise chickens and geese while caring for her children. Families tended to be large; Anne Bradstreet bore eight children but many women had more.



Life was fragile and childbearing dangerous. The term “now-wife” came to refer to a man’s present wife as compared to those whom he had previously lost. Many children didn’t survive to adulthood. An early gravestone in Vermont displays symbolic faces of 13 infants and one older child whom one woman lost before her own death at age 40. As I think about these women I find myself first wondering how a woman could carry such a load of work and at the same time bear so much loss. Perhaps the hard daily labor necessary to survive helped these women bear their grief. The truth is, many women died before their 30th birthday. Many men were married two or three times (www. historyofquilts.com).



Imagine that you are a mother living on the edge of the colonial American wilderness. Write a letter to your family in England explaining to them what life is like.

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American History

Day 17

Chapter 4 Lesson 2

Name

Assignment A. Many Christians in the Great Awakening, as in other periods, felt threatened by science. With the publication of Isaac Newton’s Principia Mathematica in the 17th century, traditional religious formulations had been under pressure. That is because implicit in the work of Newton and others was the assumption that human beings have the ability to discover the secrets of the universe and thereby exert some control over their own destiny. If human beings could in fact think the thoughts of God— if they could discover and read the blueprints whereby God had made and ordered the world—there would be a lessening of the gulf between God and man. The result was a growing emphasis on man and his morality, with religion becoming more rational and less emotional. Discuss contemporary problems that religion has with science (e.g., stem cell research).

B. One concern of Jonathan Edwards and others was that American Christianity would become existential and not confessional. In other words, faith would be centered on emotion and not on the Word of God. In light of the modern “seeker” movement, state your views of this phenomenon.

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American History

Day 18

Chapter 4 Lesson 3

Name

Assignment Outline five events that moved the evangelical Harvard University of 1636 to the secular Harvard University of 2010.

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American History

Day 19

Chapter 4 Lesson 4

Name

Assignment A. Restate Professor Oliver’s concern in your own words. In what ways does the preceding passage from Social Contract manifest the same inconsistencies that concern Professor Oliver?

B. While Paine was not a professing Christian, he nonetheless used images from Scripture. Why, and what are they?

C. Compare and contrast Paine and Burke. At what points do they agree? Disagree?

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American History

Day 21

Chapter 5 Lesson 1

Name

Assignment A. B  enjamin Franklin wrote the following note to a young friend contemplating marriage. “Pray make my compliments and best wishes acceptable to your bride. I am old and heavy, or I should ere this have presented them in person. I shall but make small use of the old man’s privilege, that of giving advice to younger friends. Treat your wife always with respect; it will procure respect to you, not from her only, but from all that observe it. Never use a slighting expression to her, even in jest; for slight in jest, after frequent bandyings, are apt to end in angry earnest. Be studious in your profession, and you will be learned. Be industrious and frugal, and you will be rich. Be sober and temperate, and you will be healthy. Be in general virtuous, and you will be happy! At least you will, by such conduct, stand the best chance for such consequences. I pray God to bless you both! Being ever your affectionate friend.”



This note reflects a commonly held view in colonial society that if one worked hard enough, and long enough, one would be rich. Is this view necessarily true? Why or why not?

B. Some critics argue that historians Charles and Mary Beard were too pro-English in their discussion. They also argue that the Beards put too much emphasis on economic forces. What do you think? Why?

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American History

Day 22

Chapter 5 Lesson 2

Name

Assignment A. Enumerate five important measures of the English government affecting the colonies between 1763 and 1765. Explain each in detail.

B. For the first time in history, pre-Revolution American colonists were talking about “natural” rights vs. “constitutional” rights. Why? What are some of the differences between these rights?

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American History

Day 23

Chapter 5 Lesson 3

Name

Assignment In a short essay, speculate upon what would have happened if France had won the French and Indian War.

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American History

Day 24

Chapter 5 Lesson 4

Name

Assignment A. Read another short biography of George Washington and compare it with Montgomery’s biography. Complete the chart on pages 78-81 in the student textbook.

B. Montgomery wrote the preceding biographical sketch for a young audience. What character qualities of George Washington did he extol

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American History

Day 26

Chapter 6 Lesson 1

Name

Assignment A. S ocial historian Robert Gross, in his book The Min-utemen and Their World, studies 1775 Concord. He argues that it was a town struggling to hold on to its past even as current events and other more local and personal changes threatened individual and family stability. Overcrowding, religious tensions, social tensions, and new political tensions threatened over a hundred years of stability and prosperity (pp. 105–107). Concord was facing the loss of many of its young people to the frontier due to land shortages and declining crop yields (pp. 84–87). In fact, in summary, to Concord folk, the world was changing too rapidly and too radically to suit most desires. Faced with the loss of control in so many areas, Concord determined not to lose control of their political freedom (p.105). This motivated them, therefore, to join the American cause and fight a war. (Taken from an unpublished book review by Andrew Funka, used by permission.) Do you agree with this hypothesis?

B. In light of America’s problems with terrorism at the beginning of the 21st century, should we rethink the secret, subversive organization called the Sons of Liberty? Were they patriots or terrorists?

C. To a Christian, revolution is a very knotty issue. At what point, if ever, should a Christian rebel against authority? Looking at the events leading to the Revolutionary War, was America justified in its rebellion?

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D. The Boston Tea Party is an act of civil disobedience. Is it justified? At what point is it right to commit civil disobedience?

E. Christine Leigh Heyrman, Department of History, University of Delaware, argues that Thomas Paine’s pamphlet “Common Sense” is an example of how religion caused the Revolutionary War.

This celebrated (and admirably brief and accessible) treatise was the 18th-century equivalent of a runaway best seller. Published in January of 1776, it became an overnight sensation—a pamphlet pored over by people in the privacy of their homes and read aloud in taverns and other public gathering places everywhere in British North America. In short, a wide range of colonials, literate as well as illiterate, felt the force of Paine’s arguments for breaking with Britain, and what he wrote persuaded enough undecided men and women to embolden the Continental Congress to endorse the Declaration of Independence by July of 1776.



Why did “Common Sense” succeed so brilliantly as a piece of political propaganda? Among other reasons, because it is a kind of secular sermon, an extraordinarily adroit mingling of religion and politics. Look at the opening paragraphs (“Time makes more converts than reason.”) in which Paine casts the decision to support the cause of rebellion as a matter of feeling rather than thought, as a process akin to that of evangelical conversion. Review his assault on monarchy, which boils down to the proposition that all kings are blasphemous usurpers who claim a sovereign authority over other human beings that rightfully belongs only to God. Notice, too, how vehemently Paine insists that the Jews of the Old Testament rejected monarchical government—the obvious conclusion being that God’s new “chosen people” in America should follow that example. Consider his assertion that the colonies are an asylum of religious liberty, implying that Americans must pass from argument to arms to protect freedom of conscience for religious dissenters. And, finally, don’t miss how often the cadences of “Common Sense” echo and even reiterate the language of the Bible.



Other historians feel that putting Thomas Paine in the same category as Jonathan Edwards is improbable. What do you think?

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American History

Day 27

Chapter 6 Lesson 2

Name

Assignment Why did the American colonists win the American Revolution?

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American History

Day 28

Chapter 6 Lesson 3

Name

Assignment Explore the life of colonial women and discuss why Abigail Adams would be concerned about their station in life.

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American History

Day 29

Chapter 6 Lesson 4

Name

Assignment In light of the above discussion, what do you think caused the American Revolution?

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45

American History

Day 31

Chapter 7 Lesson 1

Name

Assignment Why did the Articles of Confederation fail?

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American History

Day 32

Chapter 7 Lesson 2

Name

Assignment A. How did the Constitution distribute power among the three branches of the federal government?

B. If you could rewrite the Constitution today, what changes would you make?

C. The Constitution defines treason in Article 3, Section 3, as making war against the United States, or supporting the enemy by giving them “aid and comfort.” Given this definition, would you agree with the federal government that the U.S. citizen who joined Bin Laden’s group in Afghanistan was guilty of treason?

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American History

Day 33

Chapter 7 Lesson 3

Name

Assignment A. As a Christian believer, take Voltaire to task for what he says. What does the Bible have to say about his world view?

B. Based on the quotes of Kant (pg. 102), and other evidence, in what ways does Kant violate the basic principles of Christianity?

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American History

Day 34

Chapter 7 Lesson 4

Assignment Which historical view(s) seem most plausible to you? Why?

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Name

American History

Day 36

Chapter 8 Lesson 1

Name

Assignment A. Why did the Federalists lose power in 1800?

B. It is doubtful that Jefferson could have obtained the Louisiana Purchase if he had had to wait for congressional approval. When should the president ignore the rule of law to accomplish altruistic goals?

C. What were the causes and results of the War of 1812?

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American History

Day 37

Chapter 8 Lesson 2

Name

Assignment A. What caused the American nation to experience an Era of Good Feeling from 1816 to 1824?

B. How did the development of the cotton culture in the South early in the 19th century affect the American civilization?

C. What impact did the transportation revolution have on American lives?

D. Discuss the historical events surrounding the Missouri Compromise and speculate on why it set a dangerous precedence for later history.

E. How did Adams win the election of 1824? Was his election fair?

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American History

Day 38

Chapter 8 Lesson 3

Name

Assignment Adams was a man of principle and did what he knew was right, even when it was politically unpopular. What biblical character(s) can you recall who exhibited this character quality?

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American History

Day 39

Chapter 8 Lesson 4

Name

Assignment Which theory (Hamiltonian or Jeffersonian) do you find most convincing? Why?

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American History

Day 41

Chapter 9 Lesson 1

Name

Assignment A. Why would a Christian theist find Emerson’s quote to be objectionable?

B. Transcendentalism, represented in the declining Uni-tarian Church, is still very much alive in American culture. For instance, familiar songs and advertising slogans proclaiming “I did it my way,” “Have it your way,” and “You’re worth it!” exhibit.

The presidency of James Monroe (1817-1825) was termed the Era of Good Feelings, but in many ways it was just the opposite. While consensus appeared on the surface, it was a period of vigorous political and regional disagreement. Political opponents quietly built coalitions and advanced agendas. All of this posturing burst onto the political arena in the controversial 1824 election (described below).

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American History

Day 42

Chapter 9 Lesson 2

Name

Assignment A. What is distinctive of a democratic society?

B. The rise of a democratic spirit encouraged the creation of public schools. The Workingman’s Advocate (1830) stated, “There can be no real liberty without education. The members of a republic should all be taught the nature and character of their equal rights and duties as human beings and citizens. Education should develop a just disposition, virtuous habits, and a rational, self-governing character” (Fenton, et al.). Agree or disagree with this statement.

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American History

Day 43

Chapter 9 Lesson 3

Name

Assignment A. Some historians argued that the movement toward democratic rule doomed America to mediocrity. They argued that after Andrew Jackson’s presidency, American politicians had to hold wide appeal to many different interest groups or they would not be elected. This invited politicians to be manipulative rather than principled, to be people-pleasers rather than statesmen. Agree or disagree and offer evidence from American political history.

B. No doubt Jackson had an aggressive policy toward equality for all—except minorities and women. In fact, Jackson himself was a slaveowner. Also, he disenfranchised the Cherokee Native Americans and moved them away from their land. Discuss how Jackson could exhibit so blatant a contradictory policy.

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American History

Day 44

Chapter 9 Lesson 4

Name

Assignment A.  Webster was a true statesman: orator, author, man of principle, and politician. Like John Quincy Adams, he put morality and justice before his own ambition and the wishes of his constituency. Compare him with politicians today.

B.  Do you think there was a democratic revolution? Why or why not?

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American History

Day 46

Chapter 10 Lesson 1

Name

Assignment A. At the heart of this age of reform was a world view called Transcendentalism. Identify conflicts that this world view had with Christian Theism from one historian’s description:

Transcendentalism was a philosophical and literary movement during the 19th century (1836–1860). Ultimately, the philosophical ideas can be traced back to Plato and his affirmation of ultimate goodness, knowable only by intuition. Religious philosophers applied the concepts Plato brought forth to God. The idea of God’s transcendence, or existence outside the realm of nature, became a core belief in many religions. In the Middle Ages, the term transcendent narrowed in scope, focusing on concepts such as: unity, essence, goodness, and truth. It was Immanuel Kant, a German philosopher, who made a distinction between transcendent, ideas like God and the soul that are unknowable, and transcendental, which are ideas considered a priori, or unlearned knowledge. Eventually transcendentalism became synonymous with metaphysical idealism.



It was from the influences of Immanuel Kant, Samuel Coleridge, and William Wordsworth that jumpstarted the interest in transcendentalism in New England, originating in small group reacting against Calvinism and the Unitarian church. This group of intellects held the idea that God was eminent in man and nature and the individual intuition is the highest source of knowledge. These beliefs eventually led to ideas of self-reliance and individualism, resulting in a rejection of traditional ideas and authority.

B. To what extent were the 19th-century reformers naive, or on target, in their attempts to rehabilitate 19th-century criminals?

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C. One of the most innovative prison ministries today is Prison Fellowship. Prison Fellowship founder Chuck Colson has long argued that crime is fundamentally a moral and spiritual problem that requires a moral and spiritual solution. For example, offenders do not simply need rehabilitation; they require regeneration of a sinful heart. Crime victims long for more than just surviving after a trauma; they crave new life filled with hope and joy. Prisoners’ families need more than a sprinkling of social services to help them get by; they need to be washed clean of shame and despair, and infused with new confidence to move forward. Communities need more than an absence of criminal activity; they need the presence of shalom, a unifying peace and harmony that far surpasses anything the world has to offer (quoted verbatim from Prison Fellowship.com). Respond to these comments. How much is crime an individual act and how much is it a weakness of society?

D. Many of the early social reformers lived close to Boston. Why?

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American History

Day 47

Chapter 10 Lesson 2

Name

Assignment A. At what point is it appropriate for the federal government to intervene in affairs that are usually a local or private affair? In particular, consider the problem of caring for the mentally challenged.

B. Human rights is a knotty issue. On one hand, a person should applaud women’s suffrage; however, when human rights is extended to homosexual rights, the issue is far more complicated. Why?

C. Describe a 21st-century virtuous woman and contrast that with a biblical view of a virtuous woman, based on contemporary and secular understandings.

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D. The Young Housekeeper’s Friend (1850) warns a mid-century wife to avoid providing “bad bread” for her husband. Paraphrase this passage:

62

“A symmetrical education is extremely rare in this country. Nothing is more common than to see young ladies, whose intellectual attainments are of a high order, profoundly ignorant of the duties which all acknowledge to belong peculiarly to women. Consequently, many have to learn, after marriage, how to take care of a family; and thus their housekeeping is, frequently, little else than a series of experiments; often unsuccessful, resulting in mortification and discomfort in the parlor, and waste and ill temper in the kitchen. How often do we see the happiness of a husband abridged by the absence of skill, neatness, and economy in the wife! Perhaps he is not able to fix upon the cause, for he does not understand minutely enough the processes upon which domestic order depends, to analyze the difficulty; but he is conscious of discomfort. However improbable it may seem, the health of many a professional man is undermined, and his usefulness curtailed, if not sacrificed, because he habitually eats Bad Bread. If this subject has a direct bearing upon the health of families, so also does it exert an immediate influence upon their virtue. There are numerous instances of worthy merchants and mechanics, whose efforts are paralyzed, and their hopes chilled by the total failure of the wife in her sphere of duty; and who seek solace under their disappointment in the wine party, or the late convivial supper. Many a day laborer, on his return at evening from his hard toil, is repelled by the sight of a disorderly house, and a comfortless supper; and perhaps is met by a cold eye instead of the ‘thrifty wife’s smile’; and he makes his escape to the grog shop, or the under-ground gambling room. Can any human agency hinder the series of calamities entailed by these things? No! the most active philanthropy, the best schemes of organized benevolence, cannot furnish a remedy, unless the springs of society are rectified. The domestic influence of women is certainly one of these. Every woman is invested with a great degree of power over the happiness and virtue of others. She cannot escape using it, and she cannot innocently pervert it. There is no avenue or channel of society through which it may not send a salutary influence; and when rightly directed, it is unsurpassed by any human instrumentality in its purifying and restoring efficacy.”

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First Semester/Second Quarter

American History

Day 48

Chapter 10 Lesson 3

Name

Assignment Paraphrase the article on pages 134 and 135 of the student book. In your paraphrase, discuss Dix’s arguments and Pierce’s arguments.

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American History

Day 49

Chapter 10 Lesson 4

Name

Assignment A. Summarize in a few sentences what Kierkegard was saying. How do you think his theory supports or contradicts Scripture?

B. Why are Fourier’s perfect communities doomed to fail?

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American History

Day 51

Chapter 11 Lesson 1

Name

Assignment A. In what way was cotton vital to both the Southern and Northern economies?

B. What were three arguments offered in support of slavery?

C. Why did the framers of the U.S. Constitution refuse to abolish slavery?

D. If a Christian works for an organization that is unjust or sinful (e.g., movie industry or a cigarette factory), is the Christian sinful and unjust?

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E. Unfortunately, life for free blacks was far from idyllic, due to Northern racism. As one historian explained, “Most free blacks lived in racial enclaves in the major cities of the North: New York, Boston, Philadelphia, and Cincinnati. There, poor living conditions led to disease and death. In a Philadelphia study in 1846, practically all poor black infants died shortly after birth. Even wealthy blacks were prohibited from living in white neighborhoods due to whites’ fear of declining property values. AfricanAmericans were either refused admission to or segregated in hotels, restaurants, and theaters. Blacks had limited work and educational opportunities. They were often denied access to public transportation in cities, and allowed on trains only in “Jim Crow” segregated cars. They were also denied civil rights, such as the right to vote and the right to testify in court in many states, thus leaving them open to attack by thieves and mobs, and to being captured and sold by slave catchers. Black men and women were routinely attacked in the streets, and from 1820 to 1850, black churches, schools, and homes were looted and burned in riots in major cities throughout the North, forcing many blacks to flee to Canada. Northern blacks were forced to live in a white man’s democracy, and while not legally enslaved, subject to definition by their race. In their all-black communities, they continued to build their own churches and schools and to develop vigilance committees to protect members of the black community from hostility and violence” (www.pbs.org).

Why were freed slaves treated so poorly?

F. The relationship between masters and slaves was complex. Many slaveowners justified their exploitation of slaves by assuming that they were unintelligent and incapable of deep feeling, or by proclaiming that they were like members of the family, fed, clothed, and sheltered. The institution of slavery had negative effects on slaveowners, as well as on slaves (www.pbs.org). Explain.

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American History

Day 52

Chapter 11 Lesson 2

Name

Assignment Harriet Tubman, a committed Christian, nonetheless violated the laws of the land. She could have been put in jail for her actions. Why do you think her actions were appropriate or inappropriate?

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American History

Day 53

Chapter 11 Lesson 3

Name

Assignment Was slavery a bad institution for America, or was it a necessary way to handle a bad situation, and, in that way, good for America? Give evidence for your argument.

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American History

Day 54

Chapter 11 Lesson 4

Name

Assignment Respond to Douglass’s criticism of the Church. Is it fair? Why or why not?

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American History

Day 56

Chapter 12 Lesson 1

Name

Assignment A. Church historian Ian Murray argues that there is a difference between revival and revivalism, a difference that has been lost to both American evangelicalism and academic historians. Genuine revival is the result of the activity of the Spirit of God in human lives and in human history, and is not under human control. Revivalism, in contrast, is the manifestation of human activism, energy, and organization and may exist where the Spirit of God is not active in any extraordinary way. Murray argues that the blurring of this distinction was accomplished during and after the Second Great Awakening in America in the first half of the nineteenth century, and that it came about under the influence of American Methodism and of Presbyterian evangelist Charles G. Finney. It is the resultant emergence of revivalism that constitutes for Murray the marring of American evangelicalism (a review by Terry Chrisope).

Agree or disagree with Murray.

B. Central to revivalism is the concept of conversion. The first and perhaps most fundamental issue to be raised by this unit is that of the theology of conversion. It is a singularly American phenomenon in origin and duration. Prior to 1830 a Calvinistic conception of human inability and the necessity for the operation of divine grace prevailed among American Protestants except for the Methodists. A corresponding understanding of revival as a sovereign outpouring of divine power accompanied this view. After 1830 the Methodist theology of conversion (known as Arminianism or semipelagianism) became gradually but widely accepted. This view sees conversion as dependent on the response of the autonomous human will rather than being the result of the special work of the Holy Spirit. This theology was associated with a new view of revivals, one that saw them as the product of the human means used to promote them. This revised understanding of conversion and revival had no more energetic proponent than Charles G. Finney, whose views came to prevail among American evangelical Protestants (a review by Terry Chrisope). In what ways have contemporary understandings of conversion changed?

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American History

Day 57

Chapter 12 Lesson 2

Name

Assignment A. Another important component of revivalism was the response. It is the issue of the altar call or invitation system (which is not synonymous with inviting people to come to Christ) that bothered the historian Ian Murray. Murray argues that the use of this device—calling on hearers to respond with some kind of physical movement, such as coming forward in a service—reflects a theology that replaces divine grace with a human ability that is strong enough to respond to God and the demands of the gospel. The older, Calvinistic theology denies any such ability, thus leaving the hearer shut up to divine grace as the only answer to his needs—a grace that must bestow a believing heart as well as forgiveness of sins. The new theology posits full human ability to respond any time one wills to do so; the only thing needed is the presentation to the hearer of the proper motivation to encourage and secure his response. With this view arose the direct appeal to “do something” physical, which is embodied in the altar call (a review by Terry Chrisope).

Argue for or against the altar call as a legitimate part of revivalism.

B. Alexis de Tocqueville states: “I was speaking of religion. Sunday is rigorously observed. I have seen streets barred off before churches during divine service; the law commands these things imperiously, and public opinion, much stronger than the law, obliges every one to show himself at church and to abstain from all diversion. And yet, either I am much mistaken or there is a great depth of doubt and indifference hidden under these external forms. No political passion mixes in with irreligion as with us, but for all that religion has no more power. It’s a very strong impulsion which was given in former times and which is now diminishing every day. Faith is evidently inert. Go into the churches (I mean the Protestant ones) you will hear morality preached, of dogma not a word. Nothing which can at all shock the neighbour; nothing which can arouse the idea of dissent. The abstractions of dogma, the discussions especially appropriate to a religious doctrine, that’s however what the human spirit loves to plunge into when a belief has seized it strongly. Of this character were the Americans themselves in former times.”

72

Paraphrase Tocqueville. In what ways is Tocqueville quite contemporary in his discussion?

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First Semester/Second Quarter

American History

Day 58

Chapter 12 Lesson 3

Name

Assignment What are Mrs. Trollope’s criticisms and do they seem justified?

First Semester/Second Quarter

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73

American History

Day 59

Chapter 12 Lesson 4

Name

Assignment Summarize Finney’s views of salvation. Do you find his views to be convincing?

74

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First Semester/Second Quarter

American History

Day 61

Chapter 13 Lesson 1

Name

Assignment Was the conflict between the North and the South avoidable or unavoidable? Explain your answer.

First Semester/Second Quarter

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75

American History

Day 62

Chapter 13 Lesson 2

Name

Assignment A. In what way was slavery a cause but not the cause of the Civil War?

B. In what way was the Second Great Awakening a cause of the Civil War?

C. The Civil War is ubiquitous in the southern United States. When I was growing up in Arkansas in the 1950s, I never heard “The Battle Hymn of the Republic” except on television. It was a “Yankee” song. The Fourth of July was hardly recognized; in fact, in Vicksburg, a town not too far south from my home town, the Fourth of July was not observed at all! Why has this war had such an enduring and profound impact on the South?

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First Semester/Second Quarter

American History

Day 63

Chapter 13 Lesson 3

Name

Assignment A. Many historians argue that slavery expansion was the real cause of the Civil War. Argue in favor of this position.

B. Research the sad case of John Brown. Was he a misunderstood patriot or a cold-blooded murderer?

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77

American History

Day 64

Chapter 13 Lesson 4

Name

Assignment A. What does Schopenhauer feel about ethical decisions? Is Schopenhauer’s view Theistic?

B. Discuss Godwin’s view of morality and why it is anti-Christian.

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First Semester/Second Quarter

American History

Day 66

Chapter 14 Lesson 1

Name

Discussion Questions: Research each of these presidents and write a paragraph describing what was most memorable about each one’s administration. Term

Inauguration Day

Last Day in Office

President

Vice President

10th

11th

12th

13th

14th

15th

16th

17th

18th

19th

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American History

Day 67

Chapter 14 Lesson 2

Name

Assignment A. Compare the Northern and Southern views of the Union.

B. Did the South really have a chance to win?

C. What do you think would have happened if the South had won the Civil War?

80

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First Semester/Second Quarter

American History

Day 68

Chapter 14 Lesson 3

Name

Assignment Read this essay/book review of This Republic of Suffering by Drew Gilpin Faust. A. Does this thesis ring true to you? Do you agree with this analysis?

B. What is the result of refusal to forgive?

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81

American History

Day 69

Chapter 14 Lesson 4

Name

Assignment Besides a well-crafted speech, Lincoln’s Second Inaugural Address is one of the best theological speeches ever written by an American politician. Point out one or two theological themes in this speech, being careful to explain why it (they) is (are) theological and being careful to point out biblical references.

82

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First Semester/Second Quarter

American History

Day 71

Chapter 15 Lesson 1

Name

Assignment Was Robert E. Lee a great general, statesman, and human being, or was he a capable, egotistical, flawed military strategist? Defend your answer.

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83

American History

Day 72

Chapter 15 Lesson 2

Name

Assignment After all is said and done, was the American Reconstruction policy a failure? Discuss what the American Reconstruction policies were. Next, discuss what its purposes were and state and defend whether or not it accomplished those purposes.

84

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American History

Day 73

Chapter 15 Lesson 3

Name

Assignment A. Complete the following chart. Amendment

Substance

Date of Congressional Passage

Ratification Process

Implemented and Enforced

Thirteenth

Fourteenth

Fifteenth

B. Compare/contrast life for poor and rich Southern whites before the Civil War and after Reconstruction. Issue

Poor Southern Whites

Rich Southern Whites

Race Relations

Economics

Religion

C. Discuss the accomplishments and failures of Ulysses S. Grant’s administration.

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85

American History

Day 74

Chapter 15 Lesson 4

Name

Assignment A. What does the Bible say about race mixing?

B. Compare life for Southern blacks before the Civil War and after Reconstruction.

86

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First Semester/Second Quarter

American History

Day 76

Chapter 16 Lesson 1

Name

Assignment Summarize the previous quotes by President Andrew Johnson. Describe the context in which they were given.

First Semester/Second Quarter

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87

American History

Day 77

Chapter 16 Lesson 2

Name

Assignment Published in 1879, Albion Tourgee’s A Fool’s Errand was an enormously popular book in its time. It was based largely on Tourgee’s actual experiences in Greensboro, North Carolina, during Reconstruction. A Fool’s Errand is the fictional story of Northerner Comfort Servosse. He joins the Civil War on the Union side, then returns home after the war and moves his family to the South. He purchases a decayed plantation and almost immediately makes a name for himself as a radical Yankee—or carpetbagger—and arouses the hostility of the neighbors in the community. Interspersed in this story are several digressions and conversations in which Servosse discusses the numerous problems of Reconstruction. Servosse is no radical Republican but he does blame the federal government in Washington for some of the violence because it did not stop the violence. In the student text book are excerpts from A Fool’s Errand (page 200). A. Summarize Servosse’s arguments.

B. At what points does he disagree with Thomas Dixon?

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American History

Day 78

Chapter 16 Lesson 3

Name

Assignment A. Discuss Mr. Stevens’ view of Congress in policy making.

B. Carl Schurz, special counsel to President Andrew Johnson, wrote the following report in December 1865 upon returning from a trip to the South. Compare and contrast Schurz’s report with Stevens’.

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89

American History

Day 79

Chapter 16 Lesson 4

Name

Assignment A. Many classic educators consider Dewey to be a great enemy of orthodox, Judeo-Christian education. Why?

B. Define “natural selection.”

C. Why is this point of view unchristian?

D. Some philosophers and their theories are so bizarre that their theories can be easily rejected (e.g., Darwin and evolution). Nietzsche unnerves me. While he is wrong in his assessment of Christianity, his discernment about the future of Western culture is uncanny. The British historian Paul Johnson (Modern Times, p. 48) writes: “Among the advanced races, the decline and ultimately the collapse of the religious impulse would leave a huge vacuum. The history of modern times is in great part the history of how that vacuum is filled. Nietzsche rightly perceived that the most likely candidate would be what he called the ‘Will to Power,’ which offered a far more comprehensive and in the end more plausible explanation of human behavior than either Marx or Freud. In place of religious belief, there would be secular ideology. Those who once filled the ranks of the totalitarian clergy would become totalitarian politicians. And, above all, the Will to Power would produce a new kind of messiah, uninhibited by any religious sanctions whatever, and with an unappeasable appetite for controlling mankind. The end of the old order, with an unguided world adrift in a relativistic universe, was a summons to such gangster-statesmen to emerge. They were not slow to make their appearance.”

But this is a new century. You are a new generation. What can you do to make sure that the “religious impulse will not collapse?”

E. Respond to Nietzsche’s view of Christianity as presented in Human, All Too Human.

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American History

Day 81

Chapter 17 Lesson 1

Name

Assignment Dr. Thomas Sowell argues in his book The Economics and Politics of Race, that cultural relativism, the notion that all ethnic and cultural differences are solely in the eye of the beholder, does not square with historical or contemporary reality. Sowell argues that to properly understand ethnicity, we must study the past and present political and economic experience of ethnic peoples. Having done so himself, Sowell says:

“The human race, throughout history, has differed greatly in its component parts. At various periods of history, some groups have been far ahead of others in certain areas.”

What Sowell suggests is quite controversial. Instead of promoting institutions and social policies that encourage assimilation and blending of ethnic/immigrant groups, Sowell would concede that there are real advantages to keeping immigrant groups separate. Agree or disagree with Dr. Sowell.

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91

American History

Day 82

Chapter 17 Lesson 2

Name

Assignment A. Does a national government have a legal or moral right to limit immigration for whatever reason it deems necessary? What criteria are acceptable?

B. Research your own family history and determine your own immigrant/Native American roots. Write a narration of your family from that beginning to today.

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First Semester/Second Quarter

American History

Day 83

Chapter 17 Lesson 3

Name

Assignment Albert Einstein may have been the smartest man who ever lived. Yet he missed the most important truth: the One and only Truth, the Way, and the Life—our Lord Jesus Christ. Pretend that you will be meeting Einstein in Princeton near the end of his life. What will you say? How will you refute his argument that there is no personal God?

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93

American History

Day 84

Chapter 17 Lesson 4

Name

Assignment A. Discuss in great detail Marx’s theory of society and class struggle.

B. Karl Marx was greatly influenced by G. W. F. Hegel (1770–1831). For Hegel, history was a dynamic succession of novel and creative events, the gradual unfolding of reason. Hegel celebrated what he called the struggle. Truth unfolds in a dialectic. The dialectic comes from contradictions. He argues that truth is developed from contradictions. To Marx the struggle was between the bourgeoisie and the proletariat. The next result is that mankind no longer has absolute truth—truth lies between the struggle of contradictions. Why is this view unacceptable to Christians?

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American History

Day 86

Chapter 18 Lesson 1

Name

Assignment A. The following is a quote from Andrew Carnegie, “Wealth,” North American Review, 148, no. 391 (June 1889): 653, 657–662:

“This, then, is held to be the duty of the man of Wealth: First, to set an example of modest, unostentatious living, shunning display or extravagance; to provide moderately for the legitimate wants of those dependent upon him; and after doing so to consider all surplus revenues which come to him simply as trust funds, which he is called upon to administer, and strictly bound as a matter of duty to administer in the manner which, in his judgment, is best calculated to produce the most beneficial result for the community—the man of wealth thus becoming the sole agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience, and ability to administer—doing for them better than they would or could do for themselves.”



Do you agree or disagree with this quote? Why or why not?

B. In the 1880s half the children born in Chicago did not live to celebrate their fifth birthday. Discuss why this occurred and offer some solutions in the context of the 1880s (i.e., do not offer a solution with 21st-century technology).

C. What sort of changes occurred in antebellum America that set the stage for economic growth after the Civil War?

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American History

Day 87

Chapter 18 Lesson 2

Name

Assignment Why was the U.S. government generally opposed to the rise of labor unions?

96

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First Semester/Second Quarter

American History

Day 88

Chapter 18 Lesson 3

Name

Assignment A. Remember a recent argument that you had with a brother or sister. Discuss how the “history” or retelling of that event differs between you and your sibling.

B. Which historian is correct? Hicks and Parrington? Chamberlain? Hofstadter? Defend your answer.

C. Discuss how movies have affected the way Americans view an issue (e.g., the movie “Bambi” vs. deer hunting).

First Semester/Second Quarter

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97

American History

Day 89

Assignment Summarize Lenin’s main points.

98

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First Semester/Second Quarter

Chapter 18 Lesson 4

Name

American History

Day 91

Chapter 19 Lesson 1

Name

Assignment Evangelist D. L. Moody and Salvation Army founder William Booth were not only committed Christian leaders, they were also some of the best social welfare reformers of the 19th century. Today, Christian evangelicals are more or less absent from the social welfare arena. We evangelicals are practitioners, but rarely do we set policy or establish innovative interventions. Why?

Second Semester/Third Quarter

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99

American History

Day 92

Chapter 19 Lesson 2

Name

Assignment Discuss Proudhon’s views of God and why his reasoning is flawed.

100

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Second Semester/Third Quarter

American History

Day 93

Chapter 19 Lesson 3

Name

Assignment In subsequent years, after the Johnstown Flood, there was a court case in which Johnstown plaintiffs filed a civil complaint against the South Fork club owners, claiming that the owners had been warned several times that the dam was not strong enough to withstand a torrential rain. The courts uniformly ruled in favor of the club owners. Was this a fair and legal outcome? Why or why not?

Second Semester/Third Quarter

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101

American History

Day 94

Chapter 19 Lesson 4

Assignment Analyze the above quote and discuss why it was so effective.

102

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Name

American History

Day 96

Chapter 20 Lesson 1

Name

Assignment A. The following is a quote from Frederick Jackson Turner:

In a recent bulletin of the Superintendent of the Census for 1890 appear these significant words: “Up to and including 1880 the country had a frontier of settlement, but at present the unsettled area has been so broken into by isolated bodies of settlement that there can hardly be said to be a frontier line. In the discussion of its extent, its westward movement, etc., it can not, therefore, any longer have a place in the census reports.” This brief official statement marks the closing of a great historic movement. Up to our own day American history has been in a large degree the history of the colonization of the Great West. The existence of an area of free land, its continuous recession, and the advance of American settlement westward explain American development. Behind institutions, behind constitutional forms and modifications, lie the vital forces that call these organs into life and shape them to meet changing conditions. The peculiarity of American institutions is the fact that they have been compelled to adapt themselves to the changes of an expanding people—to the changes involved in crossing a continent, in winning a wilderness, and in developing at each area of this progress out of the primitive economic and political conditions of the frontier into the complexity of city life. Said Calhoun in 1817, “We are great, and rapidly—I was about to say fearfully—growing!” So saying, he touched the distinguishing feature of American life. All peoples show development; the germ theory of politics has been sufficiently emphasized. In the case of most nations, however, the development has occurred in a limited area; and if the nation has expanded, it has met other growing peoples whom it has conquered. But in the case of the United States we have a different phenomenon. Limiting our attention to the Atlantic coast, we have the familiar phenomenon of the evolution of institutions in a limited area, such as the rise of representative government; into complex organs; the progress from primitive industrial society, without division of labor, up to manufacturing civilization. But we have in addition to this a recurrence of the process of evolution in each western area reached in the process of expansion. Thus American development has exhibited not merely advance along a single line, but a return to primitive conditions on a continually advancing frontier line, and a new development for that area. American social development has been continually beginning over again on the frontier. This perennial rebirth, this fluidity of American life, this expansion westward with its new opportunities, its continuous touch with the simplicity of primitive society, furnish the forces dominating American character. The true point of view in the history of this nation is not the Atlantic coast, it is the Great West. Even the slavery struggle, which is made so exclusive an object of attention by writers . . . occupies its important place in American history because of its relation to westward expansion.



Do you agree or disagree with this quote? Why or why not? Whether you agree or disagree, discuss other historical trends (e.g., military, economic, religious, etc.) that could explain the development of the American character.

Second Semester/Third Quarter

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103

B. Write a brief history of your own town/community. Discuss how the town developed. What industry or feature attracted settlers?

104

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American History

Day 97

Chapter 20 Lesson 2

Name

Assignment A. What did Geronimo say was the primary reason whites and Native Americans did not get along? Does history support Geronimo’s reason?

B. If Native Americans lived in valuable mining land, or on land vital to railroad expansion, should they have been relocated? If not, what should the American government have done?

Second Semester/Third Quarter

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105

American History

Day 98

Chapter 20 Lesson 3

Name

Assignment Twice after Jesse James’s death, Frank James was acquitted by juries for crimes he obviously committed. Why do Amer-icans love to support the underdog, including convicted murderers like Jesse and Frank James?

106

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American History

Day 99

Chapter 20 Lesson 4

Name

Assignment One Christian teacher observed that believers should be fervent disciples of Christ cleverly disguised as lawyers, doctors, housewives, etc. Explain how this quote summarizes the life of Frances Willard.

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American History

Day 101

Chapter 21 Lesson 1

Name

Assignment A. Research the Great Migration and examine its effect on your community.

B. African-Americans, 1865–1900, were treated much differently from other American ethnic groups. While other groups inhabited ethnic enclaves, their residence was commonly limited to two or at most three generations. Then they could blend into American culture. African-Americans, however, could not do that. Race and racial discrimination were a ubiquitous reality for blacks throughout their American experience. Whether it was 1767 Philadelphia, 1876 Atlanta, 1890 Detroit, 1920 Chicago, or 1950 Cleveland, the urban African-American experience was structured by discrimination, unequal competition, and a lack of political rights. All advances in standard of living, housing, and political power were inevitably mitigated by racism. The city taught African-Americans an unforgettable lesson: racial discrimination could never be escaped. This was a bitter pill for the African-American community to swallow. Why have African-Americans been treated differently from other ethnic groups?

C. Most African-Americans moved from Southern farms to Northern ghettos. While the ghetto served as a springboard for other ethnic groups, the blacks rarely managed to escape it. The increase in residential segregation that accompanied black ghetto development was, again, dramatic in the 20th century. Although there were black enclaves in many cities in the 19th century, in no case was the overwhelming majority of a city’s black population concentrated in one neighborhood with densities of 75 percent to 90 percent. Instead, blacks inhabited several neighborhoods in modest numbers and shared territory with nonblack groups. But in the 20th century, while ethnics were enjoying residential dispersion, blacks were being funneled into Watts and other ghettos. For no other group in America has residential segregation increased so uniformly. Why?

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D.  African-Americans in post–Civil War America were marginalized–or placed outside mainstream American society. Professor Sang Lee, Princeton Theological Seminary, using the works of H. Richard Niebuhr as a reference point, argued that minorities are now and always were treated in a “marginal” way in American society and therefore should interpret reality through this reality. He calls the “marginalized community” to “free our churches, at least once in a while, from their captivity under idolatrous ethnocentrism wherever it may be found, so that our churches will become the household of God where all peoples, black and white, yellow and brown, will be affirmed in the beauty of their particularity and not in the delusion of any one’s superiority” (from The Princeton Seminary Bulletin, January 1995). Dr. Lee’s application to the African-American experience is obvious. In other words, Dr. Lee suggests that African-Americans simply should give up on trying to integrate into American society and create their own segregated institutions. Agree or disagree.

E. The African-American writer Shelby Steele offers fresh perspectives too on the African-American experience. Steele argues that if America is ever to achieve true racial harmony, its citizens must start by examining their own attitudes and preconceptions. Steele argues that the American racial problem is both a white and a black problem. Agree or disagree.

110

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American History

Day 102

Chapter 21 Lesson 2

Name

Assignment W. E. B. Du Bois, another African-American leader, and contemporary of Booker T. Washington, was greatly bothered by the above speech, and other things that Washington wrote. Dubois felt that Washington was too “accommodating” to white Americans. “When Mr. Washington apologizes for injustice, he does not rightly value the privilege and duty of voting, belittles the emasculating effects of caste distinctions, and opposes the higher training and ambition of our higher minds.” Do you agree or disagree?

Second Semester/Third Quarter

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111

American History

Day 103

Chapter 21 Lesson 3

Name

Assignment A. Write a letter of response to the Louisiana African-American (page 253) seeking work in the North.

B. Why would white Southerners lynch defenseless African-Americans?

C. Why did the United States Supreme Court ignore the Jim Crow laws, Lutcher, for so many years?

112

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American History

Day 104

Chapter 21 Lesson 4

Name

Assignment Summarize the different ways that historians have presented African-American history.

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113

American History

Day 106

Chapter 22 Lesson 1

Name

Discussion Questions: Assignment A. Published in McClure’s Magazine in February of 1899, Rudyard Kipling’s poem “The White Man’s Burden” appeared at a critical moment in the debate about imperialism within the United States. The Philippine -American War began on February 4 and two days later the U.S. Senate ratified the Treaty of Paris that officially ended the Spanish-American War, ceded Puerto Rico, Guam, and the Philippines to the United States, and placed Cuba under U.S. control. Although Kipling’s poem mixed exhortation to empire with sober warnings of the costs involved, imperialists within the United States latched on to the phrase “white man’s burden” as a euphemism for imperialism that seemed to justify the policy as a noble enterprise (Jim Zwick).

In the postmodern era of equality and individualism it is easy to discount the above statement as archaic, self-serving, and naive. Yet, to millions of Americans in 1899 it made a great deal of sense. I want you to take a position with which you do not agree: support Kipling’s argument.



Write a letter to a friend supporting Kipling’s view.

B. Next, write a letter to a friend criticizing Kipling’s poem.

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C. Under what conditions does a nation have the duty or right to invade or to take over another country or culture?

D. The Bible teaches that Jesus Christ is the only Savior for mankind. Given that fact, is expansion into another country for the purpose of sharing the faith justifiable? Should a Christian impose his faith on other people even if they do not want to be converted?

116

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American History

Day 107

Chapter 22 Lesson 2

Name

Assignment To whom was President Roosevelt addressing this 1904 speech and what major points was he making?

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117

American History

Day 108

Chapter 22 Lesson 3

Name

Assignment A. First, react to these letters. How do they make you feel about the war in the Philippines? If you were a congressman, would it cause you to withdraw your support? Next, argue against U.S. policy in the Philippines, circa 1900.

B. Argue that the preceding quotes are inflammatory and not indicative of what truly happened in the Philippines. You will need to do some research to answer this question.

C. Compare the “police action” in the Philippines in 1900 to the “police action” in Vietnam from 1965 to 1975. Police Action

War in the Philippines

Years of Duration Combatants Goals Response in U.S. Outcome 118

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Second Semester/Third Quarter

War in Vietnam

American History

Day 109

Chapter 22 Lesson 4

Name

Assignment A. In this passage, Rev. Strong, a pastor, is quoting Charles Darwin to support his argument that American Christian whites are a superior race and obligated to share their largesse with less fortunate people groups. In what ways is this quote by a churchman a warning of what might be a problem for Christianity in other areas? In other words, by quoting Darwin, in what ways is Rev. Strong opening Pandora’s Box, so to speak?

B. Both Cuba and the Philippines were Roman Catholic nations. Some Protestant Americans argued that Amer-ica should conquer these and other Roman Catholic nations so that Protestant “truth” could be reasserted. Agree or disagree with the following assessment of Roman Catholicism.

Second Semester/Third Quarter

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119

American History

Day 111

Chapter 23 Lesson 1

Name

Assignment A. Discuss the steps that led America to enter a war (i.e., World War I) that she initially had no intentions of entering.

B. Identify U.S. goals that were/were not accomplished in World War I.

C. Reinhold Niebuhr, a famous theologian, embraced pacifism after World War I because, he argued, it was a senseless war. However, afterward, he changed 100 percent and argued that at times war was necessary. In particular, he argued that while a man may be moral alone, in a crowd or in society he can become evil. The evil that a nation produces may demand that mankind devote itself to destroying that evil, and, if necessary, that evil nation. Niebuhr argued that war was justified—his expression is “just war”—when the evil could not be removed any other way except by force. Based on Niebuhr, the Bible, and your own views, what makes armed conflict justifiable? Once you have established your own moral baseline, discuss whether or not America was morally justified in participating in World War I, World War II, the 2001–02 Afghan Conflict.

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121

American History

Day 112

Chapter 23 Lesson 2

Name

Assignment Was America’s involvement in World War I an extension of American expansionism? Or was it a reluctant response to a world crisis? What do you think?

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American History

Day 113

Chapter 23 Lesson 3

Name

Assignment A. Public education became widespread in the United States in the 1920s. What positive and negative effects did public education have on the American family?

B. What did the automobile, the movies, and the radio do to 1920 culture? How did these inventions affect parents’ ability to control the experiences of young people?

C. How important to your life is the freedom of choice that modern technology has brought? What are the costs of this technology in human and psychological terms?

D. What technological developments (e.g., iPods) have played a role in the lives of teenagers today similar to the role played by the automobile, movies, telephone, and radio of the 1920s?

E. The whole concept of a “teenager” is a relatively late phenomenon. In fact, the word did not even enter the English language until the mid-1930s. Trace the growth of that word and speculate on why our culture felt it necessary to categorize this special group of people.

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123

American History

Day 114

Chapter 23 Lesson 4

Name

Assignment A. What were the causes of the Great Depression?

B. When only 2 percent of Americans owned stock, why did America sink deeper and deeper into depression after the stock market collapsed?

C. If your family suddenly lost all its income, how would your life be affected?

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American History

Day 116

Chapter 24 Lesson 1

Name

Assignment Describe someone whom God has used in a major way to encourage you in your walk with the Lord.

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125

American History

Day 117

Chapter 24 Lesson 2

Assignment Which theory do you find most plausible? Why?

126

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Name

American History

Day 118

Chapter 24 Lesson 3

Name

Assignment A. Contrast Schmitt’s view of power and government with a biblical understanding of the same.

B. Why was Simone de Beauvoir’s world view such a threat to Christian views of femininity?

C. In what ways does Heidegger’s world view clash with Christian Theism?

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127

American History

Day 119

Chapter 24 Lesson 4

Name

Assignment Interview an elderly relative and ask him or her to discuss what it was like growing up in the 20th century.

128

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Second Semester/Third Quarter

American History

Day 121

Chapter 25 Lesson 1

Name

Assignment A. What were the causes of World War II?

B. Why did America hesitate to enter into the war?

C. Was the internment of Japanese-Americans justified? Why or why not?

Second Semester/Third Quarter

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129

American History

Day 122

Chapter 25 Lesson 2

Name

Assignment A. Although the Holocaust and the Nazi assault on humanity took place during World War II, the war was not the cause of the Holocaust. Genocide is the last step in a continuum of actions taken by those who are prejudiced. The first step of this continuum is discrimination — treating certain groups of people as inferior to others. The second step is isolation, such as the physical segregation of minorities in ghettos or setting up separate schools. The third step is persecution, followed by dehumanization and violence. Genocide is the deliberate and systematic extermination of a group of people. How could this have happened? (This question was partly taken from an Internet site.)

B. In the 1960s, a disturbing study was conducted on ex-concentration camp prison guards. They had participated in the worst crime ever committed on humanity, yet their lives seemed normal. There was no high rate of cancer, divorce, or early deaths. A similar study was conducted on concentration camp survivors. The opposite results were true: Their rate of cancer, suicide, divorce, and early death was significantly higher than that of the general population. The study offered some surprising reasons for why this was so. What do you think those reasons were?

C. What were the causes of the Holocaust?

130

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Second Semester/Third Quarter

American History

Day 123

Chapter 25 Lesson 3

Name

Assignment What were the roots of the Cold War and why did America ultimately win this conflict?

Second Semester/Third Quarter

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131

American History

Day 124

Chapter 25 Lesson 4

Name

Assignment Do you think America’s intervention in the Korean War was or was not a good idea? Why or why not?

132

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Second Semester/Third Quarter

American History

Day 126

Chapter 26 Lesson 1

Name

Assignment Give a brief history of American involvement in the Vietnam War and discuss why we lost this war.

Second Semester/Third Quarter

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133

American History

Day 127

Chapter 26 Lesson 2

Name

Assignment Discuss how Lech Walesa’s faith influenced his decision to take a stand against communism.

134

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Second Semester/Third Quarter

American History

Day 128

Chapter 26 Lesson 3

Name

Assignment Which cause(s) of the Cold War seem most plausible to you? Defend your answer.

Second Semester/Third Quarter

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135

American History

Day 129

Chapter 26 Lesson 4

Name

Assignment A. Sartre in one sense is a quintessential modern. He invites the reader to think through his life in a rational way. On the other hand, his writings presage postmodernism. Postmodernism is opposed to universal rationalism or objective views of knowledge. Post-modernism purports to be a movement that is centered in the subjective and relative. Why is someone like Jean-Paul Sartre such a great threat to the 21st-century Christian? At what points does his world view clash with Christianity?

B. Discuss why Sartre’s world view would be so appealing to a Naturalist.

C. Sartre’s play No Exit describes hell. Hell, to the self-actualized Sartre, is a place where people spend an eternity with other people whom they despise. “There’s no need for red-hot pokers. Hell is—other people!” How is this different from the Christian view of hell?

D. What does one say to a person like Wiesel? Why does God allow bad things to happen to innocent, even good people?

136

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Second Semester/Third Quarter

American History

Day 131

Chapter 27 Lesson 1

Name

Assignment A. Define racism and prejudice. Are these two concepts different?

B. Some people argue that an African-American person (i.e., the victim) cannot be racist. They argue that a victim has no “power” to be racist. What do you think? Agree or disagree and offer evidence to support your decision.

Second Semester/Third Quarter

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137

American History

Day 132

Chapter 27 Lesson 2

Name

Assignment A. Did the New Deal and its welfare assistance harm African-Americans?

B. How did Separatism affect the Christian church during the 1960s?

138

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Second Semester/Third Quarter

American History

Day 133

Chapter 27 Lesson 3

Name

Assignment A. Why did the African-American community turn to violence in the 1960s?

B. At first African-American resistance was decidedly Christian. The Christian church, in fact, continues to be the basis of most African-American resistance. Martin King, for instance, was a pastor. However, in the 1960s, Black Nationalism began to take over the Black Rights movement. Why did the Christian church lose so much ground?

Second Semester/Third Quarter

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139

American History

Day 134

Chapter 27 Lesson 4

Name

Assignment Write an account of your own history, based on an event in your life that had emotional significance.

140

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Second Semester/Third Quarter

American History

Day 136

Chapter 28 Lesson 1

Name

Assignment A. What rhetorical techniques does King use to inspire and to persuade his audience?

B. In what way is this speech a word of hope to both black and white Americans?

Second Semester/Fourth Quarter

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141

American History

Day 137

Chapter 28 Lesson 2

Name

Assignment Compare and contrast the ways that Malcolm X and John Perkins approached racial reconciliation.

142

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Second Semester/Fourth Quarter

American History

Day 138

Chapter 28 Lesson 3

Name

Assignment Entitlement programs (i.e., welfare), according to African-American scholars Thomas Sowell and Charles Murray, have greatly harmed the African-American community by creating dependency upon the federal government. Agree or disagree with this argument.

Second Semester/Fourth Quarter

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143

American History

Day 139

Chapter 28 Lesson 4

Name

Assignment Is there a minority group living in your community or a nearby town? Describe their neighborhood, behavior, economic and educational opportunities, and relationships with other races/or ethnic groups in the area. How do you feel about them? How do your thoughts and actions toward them compare with Jesus’ teachings about love and kindness?

144

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Second Semester/Fourth Quarter

American History

Day 141

Chapter 29 Lesson 1

Name

Assignment A. During the 1950s and 1960s, increasing numbers of married women entered the labor force, but in 1963 the average working woman only earned 63 percent of what a man made. That year author Betty Friedan published The Feminine Mystique, an explosive critique of middle-class patterns that helped millions of women articulate a pervasive sense of discontent. Arguing that women often had no outlets for expression other than “finding a husband and bearing children,” Friedan encouraged readers to seek new roles and responsibilities, to seek their own personal and professional identities rather than have them defined by the outside, male-dominated society. React to Frieden’s views.

B. Why were Americans ready for change in the 1950s and 1960s?

Second Semester/Fourth Quarter

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145

American History

Day 142

Chapter 29 Lesson 2

Name

Assignment A. Many were aroused by the publication in 1962 of Rachel Carson’s book Silent Spring, which pointed to the ravages of chemical pesticides, particularly DDT. Public concern about the environment continued to increase throughout the 1960s as many became aware of other pollutants surrounding them—automobile emissions, industrial wastes, oil spills—that threatened their health and the beauty of their surroundings. On April 22, 1970, schools and communities across the United States celebrated Earth Day. “Teach-ins” educated Americans about the dangers of environmental pollution. While we all applaud these efforts to a certain extent, what dangers are inherent to this sort of “new Romanticism?”

B. Speculate upon why President George W. Bush (2001–2009) had become so unpopular by the time he left office.

146

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Second Semester/Fourth Quarter

American History

Day 143

Chapter 29 Lesson 3

Name

Assignment A. Trace the loss of a “consensus” in American political and cultural history from 1950 to 1980.

B. When the term “ecology” became popular, many resisted proposed measures to clean up the nation’s air and water. Solutions would cost money for businesses and individuals, and force changes in the way people lived or worked. However, in 1970, Congress amended the Clean Air Act of 1967 to develop uniform national air-quality standards. It also passed the Water Quality Improvement Act, which made cleaning up offshore oil spills the responsibility of the polluter. Then, in 1970, the Environmental Protection Agency was created as an independent federal agency to spearhead the effort to bring abuses under control. In light of the BP ecological disaster in 2010, do you think the government should be even more aggressive in regulatory legislation concerning the environment? Why do you believe that a government should be or should not be involved in environmental regulation?

Second Semester/Fourth Quarter

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147

American History

Day 144

Chapter 29 Lesson 4

Name

Assignment A. What is the “death of outrage” that Bennett describes?

B. What message does the Church need to give to contemporary culture, which, by all accounts, is becoming hostile, even anti-Christian? Is the world simply the enemy who needs to be brought into faith, or can we learn something from this post-Christian world?

148

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Second Semester/Fourth Quarter

American History

Day 146

Chapter 30 Lesson 1

Name

Assignment Look up some Coca-Cola ads from the 1950s that have teens in them (on the Internet, in books, or in old magazines), and describe what a social historian could learn from the images.

Second Semester/Fourth Quarter

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149

American History

Day 147

Chapter 30 Lesson 2

Assignment In what way is homeschooling a cultural revolution?

150

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Second Semester/Fourth Quarter

Name

American History

Day 148

Chapter 30 Lesson 3

Name

Assignment A.  Postman writes, “We are by now into a second generation of children for whom television has been their first and most accessible teacher and, for many, their most reliable companion and friend. To put it plainly, television is the command center of the new epistemology. . . . There is no subject of public interest. . . that does not find its way into television. Which means that all public understanding of these subjects is shaped by the biases of television. . . . Television has gradually become our culture.”

Do you share Postman’s concern? What long-term problems may arise from too much television watching?

B. Postman’s main concern with television is that it ties learning to entertainment and undermines other forms of knowledge acquisition (e.g., reading the Bible). Speculate upon why this concerns him so much.

Second Semester/Fourth Quarter

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151

American History

Day 149

Chapter 30 Lesson 4

Name

Assignment Imagine that there had never been a Billy Graham. In what ways would America have been different?

152

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Second Semester/Fourth Quarter

American History

Day 151

Chapter 31 Lesson 1

Name

Assignment A. Research the conversion of Chuck Colson and discuss how Mere Christianity brought him to the Lord.

B. Discuss the heretical notions of Whitehead’s process thought. Where are evidences of process thought in modernism?

Second Semester/Fourth Quarter

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153

American History

Day 152

Chapter 31 Lesson 2

Name

Assignment A. Dr. Fuller was undeniably one of the greatest evangelical theologians of the 20th century. Yet, he also had his dark nights. According to a letter that his wife Grace wrote on April 15, 1948, to evangelical leader Harold Ockenga, “Charles had had something like a nervous breakdown.” While no one would claim that Dr. Fuller was anything but a great man, why is it that sometimes great men and women of God still succumb to pressures and collapse?

B. Describe someone like Dr. Fuller who has had a great impact on your life.

154

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Second Semester/Fourth Quarter

American History

Day 153

Chapter 31 Lesson 3

Name

Assignment Discuss the advantages and disadvantages of being the most powerful nation on earth.

Second Semester/Fourth Quarter

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155

American History

Day 154

Chapter 31 Lesson 4

Name

Assignment A. In what way(s) was Professor Fenton accurate in his 1975 predictions? Inaccurate?

B. What do you think America will be like in 2050? 2075?

156

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Second Semester/Fourth Quarter

American History

Day 156

Chapter 32 Lesson 1

Name

Assignment Summarize President Bush’s six principles.

Second Semester/Fourth Quarter

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157

American History

Day 157

Chapter 32 Lesson 2

Name

Assignment Contrast the passage in the Koran with the passage from the Bible. (Refer to the passages on page 350 of the student textbook.) Psalm 23 – A psalm of David

Selections from the Koran

158

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Second Semester/Fourth Quarter

American History

Day 158

Chapter 32 Lesson 3

Name

Assignment In what new direction did President Obama take the terrorist policy of the Bush administration?

Second Semester/Fourth Quarter

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159

American History

Day 159

Assignment Summarize Olasky’s primary argument(s).

160

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Second Semester/Fourth Quarter

Chapter 32 Lesson 4

Name

American History

Day 161

Chapter 33 Lesson 1

Name

Assignment A. What are the main arguments that pro-choice proponents employ?

B. What are the main arguments that pro-life proponents employ?

C. Which arguments do you find most persuasive? Why?

Second Semester/Fourth Quarter

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161

American History

Day 162

Chapter 33 Lesson 2

Assignment Paraphrase the author’s suggestions for racial reconciliation.

162

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Name

American History

Day 163

Chapter 33 Lesson 3

Name

Assignment Summarize the author’s challenges for homeschoolers and private Christian school students.

Second Semester/Fourth Quarter

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163

American History

Day 164

Chapter 33 Lesson 4

Name

Assignment Should Christians be involved with hip-hop music? Why? Why not? How do Christians discern and navigate through these cultural issues?

164

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Second Semester/Fourth Quarter

American History

Day 166

Chapter 34 Lesson 1

Name

Assignment Which arguments do you find most persuasive? Why?

Second Semester/Fourth Quarter

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165

American History

Day 167

Chapter 34 Lesson 2

Assignment Is the earth experiencing global warming? Why or why not?

166

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Name

American History

Day 168

Chapter 34 Lesson 3

Name

Assignment Are you in favor of national health insurance? Why? Why not?

Second Semester/Fourth Quarter

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167

American History

Day 169

Chapter 34 Lesson 4

Assignment Which argument do you find most persuasive? Why?

168

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Name

Chapter Exam Section

E

American History

Chapter Exam

Chapter 1

Total score: ____of 100

Name

Exam Questions (50 Points Each) A. In what ways was the cause of the gospel hindered or helped by the French and Spanish explorers?

B. Pretend that you are King Ferdinand or Queen Isabella. It is 1498. By now you suspect that New Spain is a new world, not the East Indies (as you had hoped). Now what are you to do? Set up a strategy for incorporating this new land into your empire. Consider issues like colonial settlements, evangelism of the natives, profit acquisition, etc.

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171

E

American History

Chapter Exam

Chapter 2

Total score: ____of 100

Name

Exam Questions (50 points each) A. History shows that early colonial efforts to create a European society to the exclusion of Native Americans resulted in an ethnic cleansing that eliminated almost the entire Native population in the early 19th century. First, discuss the moral implications of this action. Second, offer an alternative solution.

B. The Church supported chattel slavery. Why?

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173

E

American History

Chapter Exam

Chapter 3

Total score: ____of 100

Name

Exam Question (100 Points) Discuss the causes and results of the Salem Witch Trials.

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175

E

American History

Chapter Exam

Chapter 4

Total score: ____of 100

Name

Exam Question: 60–100 words (100 Points) Pretend that you are an American colonist living in the early 18th century. Describe what life is like. Include comments about family life, church life, politics, and education.

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177

E

American History

Chapter Exam

Chapter 5

Total score: ____of 100

Name

Dates (50 Points) Mark these events in the order in which they occurred: ________ French and Indian War ________ Battle of Bunker Hill ________ Stamp Act ________ Boston Tea Party ________ Boston Massacre

Exam Question (50 Points) Some historians concede that the American Revolution did permit the American colonies to break away from England; however, they insist that it was no revolution at all—they prefer to call it a war of independence. What do you think? In your answer, trace the unrelenting movement of the colonies toward independence/revolution.

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179

E

American History

Chapter Exam

Chapter 6

Total score: ____of 100

Name

Exam Questions (50 points each) A. The British government punished the entire city of Boston for the actions of a small group of people (i.e., the Boston Tea Party). When, if ever, is it right to punish a whole group of people for what a few people have done?

B. Men and women—like John Adams, Patrick Henry, John Quincy Adams, and Abigail Adams—were critical to this Revolutionary period. But, do historical events make men, or do men make history? In other words, were these famous Americans the product of their age, or did they actually create the events that unfolded in their age?

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181

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American History

Chapter Exam

Chapter 7

Total score: ____of 100

Name

Dates (50 Points) Mark these events in the order in which they occurred: 1–10 ________ Declaration of Independence ________ Beginning of French Revolution ________ Election of Thomas Jefferson ________ Beginning of American Revolution ________ Battle of Yorktown ________ Battle of Saratoga ________ Treaty of Paris ________ Beginning of Constitutional Convention ________ Adams’ Administration ________ Washington’s Administration

Exam Question (50 Points) Discuss in great detail how the U.S. Constitution was created in Philadelphia in the summer of 1787.

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E

American History

Chapter Exam

Chapter 8

Total score: ____of 100

Name

Compare Political Parties (40 points) Federalists

Republicans

Leaders Members Government Theory Constitutional Theory Constituency Actions Foreign Policy Legislation

Exam Question (60 points) As the middle period of American history (1812-1860) unfolds, many storm clouds are looming. What are they and why do they arise in this period?

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185

E

American History

Chapter Exam

Chapter 9

Total score: ____of 100

Name

Matching (40 points)

A. Era of Good Feeling B. Tippecanoe and Tyler too C. Whig Party D. Daniel Webster

E.  F. G. H.

Nullification Crisis The Bank War Martin Van Buren Henry Clay

________ 1. The so-called war between Jackson and the Second National Bank ________ 2. South Carolina’s efforts to refuse to enforce a federal law that they perceived to be illegal ________ 3.  A description of the presidency of Madison and Monroe when political opposition was almost nonexistent ________ 4. A campaign slogan for the Whig candidates in the 1840 election ________ 5. Pro-union statesman who was a great orator ________ 6. A coalition party that opposed the Democratic party of Andrew Jackson ________ 7. President after Andrew Jackson ________ 8. Great Whig statesman who designed several important compromises

Exam Question (60 points) Trace the rise of the Whig Party.

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187

E

American History

Chapter Exam

Chapter 10

Total score: ____of 100

Name

Matching (30 points)

A. Seneca Falls Convention D. Transcendentalism B. Auburn Prison E. Abolitionism C. Eastern State Prison F. Dorothea Dix

________ 1. An attempt at prison reform that sought to isolate inmates from other inmates ________ 2. A world view popular in the middle 19th century that supported intuition and subjectivity above absolutes ________ 3. An early attempt at prison reform that placed prisoners into labor gangs and communities ________ 4. A early reformer of care to the mentally challenged ________ 5. The first women’s rights conference held in America ________ 6. A movement to end slavery

True or False (50 points) ________ 1. It was not until after the Civil War that Americans sought to rehabilitate criminals. ________ 2. Jacksonian democracy and its emphasis on the common man was a cause of the great reform attempts of the 19th century. ________ 3. The following are examples of 19th-century reform movements: animal rights, women’s rights, temperance movement, and abolitionism. ________ 4. Dorothea Dix was a great champion of women’s suffrage. ________ 5. Brook Farm was an early attempt at a utopian community. ________ 6. Transcendentalism encouraged reform thinking. ________ 7. The Seneca Falls Convention was the first large-scale attempt by women to gain legal rights. ________ 8. Most reform movements thrived in the North but fared less well in the South. ________ 9. Alcoholic drinks were made illegal in the 1850s. ________ 10.  President Pierce strongly supported, by word and by actions, federal aid for the mentally challenged.

Exam Question (20 Points) Examine each area of reform in the middle 19th century. These areas include women’s rights, prison reform, ministry to the mentally challenged, and abolition. Appraise the effectiveness of each reform movement.

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189

E

American History

Chapter Exam

Chapter 11

Total score: ____of 100

Name

True or False (80 points) ________ ________ ________ ________ ________

1. Slaves did not enjoy their captivity but made the best of it. They rarely resisted. 2. It was always the intention of Southern slaveholders to free their slaves eventually. 3. The invention of the cotton gin greatly increased the profitability of slavery. 4. Freed slaves experienced much prejudice in the North. 5. The Underground Railroad was a highly successful operation and freed hundreds of thousands of slaves. ________ 6. The first slaves came to America with the Pilgrims at Plimouth Plantation in 1619. ________ 7. Frederick Douglass was an escaped slave who joined the abolitionist cause. ________ 8. The Church, until a few years before the Civil War, more or less supported slavery as an institution in American life. ________ 9. The Fugitive Slave Act was strongly supported by North and South. ________ 10. Not only did white Americans create a legal and social structure to control African slaves, they also created a language and social theory to control them, which remained long after slavery.

Exam Question (20 points) In spite of the fact that English America had a long-standing tradition of civil and legal individual rights, slavery flourished and was slow to be eradicated from its culture. Why? In your answer trace the beginning and transformation of chattel slavery from 1619–1861.

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191

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American History

Chapter Exam

Chapter 12

Total score: ____of 100

Name

Matching (40 points)

A. Second Great Awakening B. Revivalism C. Mormonism D. Fundamentalism E. Arminianism

F. Pietism G. Evangelicalism H. Calvinism I. First Great Awakening J. Conversion

________ 1. A phenomenon by which a person embraces a world view radically different from his own ________ 2. A powerful movement of commitment among large numbers of people for a long period of time ________ 3. View that emphasizes predestination and the sovereignty of God ________ 4. View that emphasizes free will ________ 5. Holiness ________ 6. A movement that emphasizes the veracity of Scripture and a personal relationship with Jesus Christ ________ 7. A heresy that arose in upstate New York in the early part of 1800 ________ 8. An 18th-century revival led by Jonathan Edwards and others ________ 9. A 19th-century revival that included Charles Finney and others ________ 10. Conservative Christianity that believes the Bible is literally true

Exam Questions (60 points) A. Who were important leaders of the First Great Awakening?

B. Define conversion to Christianity.

C. Why did revivals become controversial in the 19th century?

D. What effect did the great revival have on the mainline churches (Methodist, Presbyterian, et. al.)?

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193

E. Compare and contrast evangelicalism and fundamentalism.

F. What do you think is the future of revivalism in America?

194

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E

American History

Chapter Exam

Chapter 13

Total score: ____of 100

Name

Exam Question (100 points) Write an essay discussing the causes of the American Civil War.

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195

E

American History

Chapter Exam

Chapter 14

Total score: ____of 100

Name

Exam Questions A. Why did the South lose the Civil War? (34 points)

B. What was the turning point of the Civil War? (33 points)

C. If the South had won the Battle of Gettysburg, would they have won the Civil War? (33 points)

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197

E

American History

Chapter Exam

Chapter 15

Total score: ____of 100

Name

Exam Questions (50 points each) A. Why are Americans so afraid of race mixing?

B. Why was the KKK so appealing after the war? Why has it lost its appeal today?

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199

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American History

Chapter Exam

Chapter 16

Total score: ____of 100

Name

Exam Questions (50 points each) A. By 1874, most Southern states had elected governments that were as racist, if not more racist, than their antebellum governments. Explain why this happened.

B. Recently there was a debate in Georgia about the efficacy of keeping the Confederate flag in the Georgia state flag. Many African-Americans and some whites found the inclusion objectionable. What do you think? Defend your answer.

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201

E

American History

Chapter Exam

Chapter 17

Total score: ____of 100

Name

Exam Question (100 points) Even though all Americans, except Native Americans, were immigrants at some point, many Americans oppose immigration today. Why?

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203

E

American History

Chapter Exam

Chapter 18

Total score: ____of 100

Name

Exam Questions A. No one disputes the argument that the rapid industrial expansion of 1865–1900 devastated the environment. What limits (if any) should be put on an industry as it expands? (34 points)

B. Monopolies were successfully ended by the Sherman Antitrust Act. Yet, some monopolies might even be helpful (e.g., AT&T and Microsoft). When could monopolies be helpful? (33 points)

C. Were organized labor unions good or bad for America, 1861–1917? Why? (33 points)

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205

E

American History

Chapter Exam

Chapter 19

Total score: ____of 100

Name

Exam Question (100 points) In a one-page essay, explain how the following cartoon captures the essence of the Gilded Age.

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207

E

American History

Chapter Exam

Chapter 20

Total score: ____of 100

Name

Exam Questions A. Other people groups assimilated into society fairly well. Discuss why Native Americans were unable to assimilate into the developing American society. (33 points)

B. Agree or disagree with the Turner Thesis concerning the American West. (33 points)

C. Discuss the lives of two outlaws who became famous during the “Wild West” era. (34 points)

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209

E

American History

Chapter Exam

Chapter 21

Total score: ____of 100

Name

Exam Questions A. Respond to an essay written in late 1968 by Vincent Harding, an African-American writer, in which he expressed African-American Christian fears. (33 points)

B. Some white Americans argue that race is an irrelevant category. Americans make decisions according to class, gender, socioeconomic standing—but not race. They say that race is an insignificant category, and, in the long run, worth ignoring. Many white Christians support this position. They argue that the only legitimate categories are “Christian” or “non-Christian,” that to judge or to evaluate the efficacy of human relationships according to any other category—like race or class—is wrong. The scholar Dinesh D’Souza advances this position. He persuasively argues that America’s obsession with race is a distinctly Western phenomenon and should be given up. Evoking the Exodus narratives, D’Souza argues that America’s 300-year struggle with racism is over and it is time to leave the wilderness and to enter the Promised Land. What do you think? (34 points)

C. Discuss the roots and consequences of the Great Migration. (33 points)

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211

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American History

Chapter Exam

Chapter 22

Total score: ____of 100

Name

Exam Question (100 points) Using only our discussion, trace the movement of America from her solid isolationism in 1865 to her decision in 1917 to participate in World War I.

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213

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American History

Chapter Exam

Chapter 23

Total score: ____of 100

Name

Exam Questions (50 points each) A. Gertrude Himmelfarb, in her book On Looking into the Abyss, examines the tension that exists when the rights and the freedoms of the individual are elevated to the exclusion of morality. When the freedoms and rights of the individual become paramount, the ultimate result is a society without consensus. In the 1920s, Americans, for the first time, were invited to believe and do as they pleased, as long as it did not infringe on the rights of another. What has been the result?

B. Should government act as a patron of the arts in emergencies only (like the Great Depression)? Or should it support artistic activities financially all the time? Should there be any limits on government support?

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215

E

American History

Chapter Exam

Chapter 24

Total score: ____of 100

Name

Time Line (30 points) Number these events in the order in which they occurred. _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

Civilian Conservation Corps Stock Market Crash Social Security laws Teapot Dome Scandal Tennessee Valley Authority Lindbergh flew across the Atlantic Beginning of World War II The end of World War I New York World’s Fair Harding elected president

Exam Question (70 points) “The Greatest Generation” is a term coined by journalist Tom Brokaw to describe those who grew up in the United States during the Great Depression, and then fought a war to save the world from tyranny. It follows the Lost Generation of the 1880s who fought in World War I and precedes the Silent Generation of the 1930s. Members of the Greatest Generation are the parents of the Baby Boomers, who became the parents of the Generation Xers, who, in turn, are the parents of Generation Y (or Generation Me). What made the Greatest Generation so great, and can such a generation emerge again?

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217

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American History

Chapter Exam

Chapter 25

Total score: ____of 100

Name

Exam Questions (50 points each) A. Speculate on what the world would have been like if Nazi Germany had won World War II.

B. America, from the time of the Korean War, has attempted to be a policeman in the world. The idea has been that we would rather fight a war in Asia than in California. Is that a correct assumption? Why or why not?

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219

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American History

Chapter Exam

Chapter 26

Total score: ____of 100

Name

Time Line (60 points) Number these events in the order in which they occurred. _____ John Kennedy elected. _____ America withdraws from Vietnam. _____ Pearl Harbor bombed. _____ D-Day. _____ The World Trade Center is bombed. _____ The Cuban Missile Crisis. _____ The Tet-Offensive. _____ Armstrong walks on the moon. _____ The Beatles appear on the Ed Sullivan Show. _____ The Potsdam Conference. _____ The Berlin Wall falls. _____ Sputnik is launched.

Exam Question (40 points) Discuss in great detail the reason America won the Cold War. In your answer discuss the Berlin airlift, the Korean War, the Vietnam War, Solidarity, and other important events and people.

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Exam Question (100 points) Today, in spite of great progress, racial reconciliation seems to be as elusive as ever. What will need to happen before America can experience racial reconciliation?

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Exam Question (100 points) You have recently been elected president of the United States. Implement a comprehensive racial reconciliation policy. Discuss what that policy will be. Defend your answers.

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Exam Question (100 points) Professor Gertrude Himmelfarb argues that when the rights and freedoms of the individual are elevated above all else, the ultimate result is a society without any consensus, and thus without any foundation. This is especially true for the America that has emerged from 1950 to the present. Whether in religion, politics, morality, or whatever, all are free to believe and do as they please, as long as it does not infringe on the rights of others. Thus, there is no truth, no right or wrong, only tolerance for the sake of tolerance. In what way does this description capture the essence of America in 1960?

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Exam Question (100 points) S. D. Gaede, When Tolerance Is No Virtue, argues that in our culture, there is considerable confusion about how we ought to live with our differences and a cacophony of contradictory justifications for one approach as opposed to another. All appeal to the need of tolerance, but there is nothing like common argument on what that means. As one commentator quipped, “My karma runs over your dogma.” When does one’s tolerance become another’s tyranny?

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Exam Question (100 points) Christian sociologist Os Guinness argues that it is now questionable whether America’s cultural order is capable of nourishing the freedom, responsibility, and civility that Americans require to sustain democracy. Modernity creates problems far deeper than drugs, etc. It creates a crisis of cultural authority in which America’s beliefs, ideals, and traditions are losing their compelling power in society. How can Christians answer the challenges that have emerged during the past 50 years of American history?

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Research Assignment (100 points) Interview your parents, grandparents, and other friends/relatives and ask what they were doing during these important events. The attack on U.S. forces at Pearl Harbor:

The launching of Sputnik:

John F. Kennedy’s assassination:

The first landing on the moon:

Elvis Presley’s death (1977):

The impeachment trial of President Clinton:

September 11, 2001:

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Discussion Paper (100 points) You have been hired by a magazine to discuss the following American social movements: abortion, racial reconciliation, homeschooling, and hip-hop. Outline your views on these four topics.

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Exam Questions (50 points each) A. Write an essay describing the world in 2050. What is the weather like? Which countries are dominating politics? How did the AIDS epidemic unfold? And so forth.

B. Many would say that there is a “great shift” in the way our government is operating, or not operating, under the Constitution since the election of President Obama. Write your own insights, a primary source of one living through these times.

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Answer Key

Discussion Question Answer Key Chapter 1 Lesson 1 Chambers argues that God did not punish humankind for one person’s sin; rather the punishment is for the human penchant to seek one’s own desires above the will of God. The antidote to this problem is the sacrifice of Jesus Christ on the Cross. Jesus was no respecter of persons. He changed the nature of man. In other words, He alone was able to change the world view of a person. Finally, only Christian Theism has the correct understanding of mankind—that mankind is created in the image of God and exists solely to obey God in all things. Lesson 2 A. Answers will vary. Regrettably, Native Americans were treated poorly by European settlers. Students can highlight the efforts of some Europeans, notably William Penn, to treat Native Americans with justice and charity. While there is no justification for the way most Europeans treated Native Americans, Native Americans, too, committed some carnage and destruction. For example, in 1622 the Powhatan tribe virtually destroyed the European settlements in Virginia. B. Answers will vary. Students will want to consult their public libraries. In Western Pennsylvania where I live, the Algonquin Native People Group lived and flourished. No one had yet seen European explorers until the French arrived 100 years later. Students will need to discuss the culture of the Native American people groups in their areas. They should discuss their food supplies, housing choices, and family units. Lesson 3 A. Cristobal Colon (Christopher Columbus), whose name means “Christ-bearing colonizer,” was born near Genoa, Italy, in 1451. Clearly, Columbus was a very committed Christian. He was also a 15thcentury European Christian who believed in “forced evangelism.” He was also not reticent to place European values above all others. He certainly was not interested in “celebrating diversity.” At the same time, students should not be too hard on Christopher Columbus— he was no more or less enlightened about Native Americans than was any other 15th-century European. B. Answers will vary. There is no justification for the way the Aztecs were treated by the Spanish. However, the Aztecs were a violent, fiercely proud, warrior

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people. Also, human sacrifice was the most striking feature of Aztec civilization. For example, for the dedication of, Great Pyramid of Tenochtitlan in 1487, the Aztecs sacrificed 84,400 prisoners over the course of four days. It is fair to say, then, that the Aztecs were as violent and nationalistic as the Spanish. Lesson 4 A. “To me it seems very certain, my very noble lord, that it is a worthy ambition for great men to desire to know and wish to preserve for posterity correct information concerning the things that have happened in distant parts. . . .” It is a fairly reliable source; however, it was written to the king and to the religious authorities. Of course, then, the author would be careful to be solicitous toward these two authorities. B. I would feel positive toward them. The Native Americans seem excessively generous. “The army rested here several days, because the inhabitants had gathered a good stock of provisions that year and each one shared his stock very gladly with his guests from our army.” C. Answers will vary. In New Spain, which was Catholic, there was no separation of church and state, no separation between nation building and evangelism, but there were many conflicts. For example, the dominant strategy, such as that used by Junipero Serra, was to gather large Native American populations into missions. There native peoples were taught Christianity and European ways with little or no differentiation between the two. Other Spanish settlers tried to enslave the Native Americans and to force them to work for them. D. Assimilation or extermination. Assimilation worked to a certain degree but was never a serious, widespread effort by New Spain. Assimilation occurred, in any event, through intermarriage. In fact, though, extermination became the de facto choice. Millions of Native Americans were killed or forcefully removed from their land. Europeans engaged in colonial settlement unwittingly transmitted diseases to native peoples. The resulting death toll among Native Americans is estimated in tens of millions. Nevertheless, many Native Amer-icans became Christians. E. Answers will vary. I would say that this is not a reason to conquer a people. Nor does it mean that they will succeed. For example, technologically, the Canaanites were more advanced than their Israelite

invaders. Nevertheless, Israel conquered Canaan (Joshua 17:16–18).

Chapter 2 Lesson 1 A. Ignatius is advancing the notion that man is created in the image of God. He then proceeds to advance a thesis very much like the Westminster Shorter Catechism. “We should be careful to preserve great purity of heart in the love of God, loving nothing but Him, and desiring to converse with Him alone, and with the neighbor for love of Him and not for our own pleasure and delight” (Spiritual Discipline). B. Christians should have inward and outward journeys—the inward journey concerns spiritual disciplines and the outward journey concerns mission work. Some Christian believers, unfortunately, ignore the “inward journey” and are not as effective as they could be.

Lesson 2 A. Answers will vary. Native American values varied as significantly as European values. Of course the Jamestown Europeans valued property and order more than Native Americans did. On the other hand, Native Americans perhaps valued character more. But, really, it is all conjecture. B. To own land in commonality (a sort of communism) is the opposite of capitalistic Europe. Never would this work among European yeoman (middle-class farmers)! C. Relationship with Nature Disney

Native American

Love nature. It is part of their upbringing.

Historical

Europeans

Native American

Europeans

Disney Europeans hated nature; tried to abuse and to destroy it.

Did not worship nature the way Disney presents. Most Native American gods were cosmological beings, not natural beings.

Generally did not think much about nature. They sought to control nature as much as possible.

Relationship with Europeans Disney

C. The Christian response: (A) We need to understand the culture in which we live—one in which relativism is growing that leads to injustice. (B) We must know what is right and do it. (C) We must seek justice—we cannot turn a blind eye to the injustices related to multi-culturalism. (D) We must affirm truth and not tolerate relativism. E) The church must be who it is—it must express its convictions about truth and justice and practice and express tolerance (i.e., love) to the multicultural body of Christ. D. Answers will vary. Clearly, Christians should draw their identity from Christ, not from an ethnic group or nationality. E. Answers will vary. History proves that the dominant culture, the culture that conquered the native population, inevitably dominates the emerging society. In this case, New Spain invited Native Americans to become “Spanish” or to be subjugated.

Historical

Native American

Europeans

Native American

Europeans

Somewhat cautious but mostly friendly.

Suspicious and even antagonistic.

Somewhat cautious but mostly friendly.

Suspicious and even antagonistic.

Relationship with Family Disney

Historical

Native American

Europeans

Native American

Monogamous, loyal, loving families.

No families were presented.

Polygamous, and women were treated very poorly.

Europeans Monogamous families with a strong father figure.

Lesson 3 A. Most historians argue that racism came first. Europeans were already treating Africans in South Africa as if they were subhuman. Thus, when the Dutch brought the first slaves to America in 1619, most Englishmen had no pangs of conscience about using 

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these first chattel slaves in the New World. I doubt that anyone, even the slaves themselves, expected that they would ever be free again.

B. Surely this scenario, every captured African’s nightmare, was horrible. In fact, many Africans tried to escape; even more committed suicide. It was a horrible situation.

Lesson 4 Founder

Jamestown

English London (Virginia Company)

It was expected that Christians would be the primary population. But it was established for a profit motive.

For profit

Initially tentative but ultimately the Native Americans and Europeans fought a great war in 1622.

A private, for-profit venture

None

For profit

Amicable

Lord Baltimore

Everyone is welcome but the majority is Roman Catholic.

Religious refuge

Amicable

New Netherland Maryland

Religious Base

Chapter 3 Lesson 1 Answers will vary. Lesson 2 A. In the modern era, it is virtually impossible for secular historians to believe that people would go anywhere, or do anything, because of something as abstract as faith. They looked for motivation in other more measurable directions: economic, pol-itical, social, etc. B. Answers will vary but students should be careful not to put a 21st-century view of religious toleration on a 17th-century society. The whole notion of toleration has changed significantly since the Puritans settled New England. Lesson 3 Answers will vary. The essay should look carefully at several theories for the witch trials and test the veracity of each. Several theories include the following: (1) there really were witches; (2) there were some witches, and others were mistakenly persecuted; (3) the hysteria grew out of fear that society was changing too rapidly and change had to be stopped; (4) a combination of the above. Lesson 4 A. Answers will vary. At first, Puritans were perceived as religious bigots. Later, especially through the works of Perry Miller, Puritans were honored for the intellectual and godly 17th-century Europeans that they really were. B. Although Hobbes wrote before Darwin’s theory of evolution was introduced, he nonetheless manifests

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Purpose

Relations with Native Americans

Settlement

notions of naturalism. Power is irreducibly the most influential event in Hobbes’ history. This is, of course, false. Jesus Christ, the most powerful person in all of history, chose to be powerless to glorify the Father and did so by unconditional love and sacrifice. C. To Descartes, human reasoning was secondary to human intuition. His basic strategy was to consider false any belief that falls prey to even the slightest doubt. This “hyperbolic doubt” then served to clear the way for what Descartes considers to be a pure search for the truth. This clearing of his previously held beliefs (i.e., religion) put him at an epistemological (or knowledge) ground-zero. From there Descartes set out to find something that lay beyond all doubt. He eventually discovered that “I exist” was impossible to doubt and was, therefore, absolutely certain. To Locke, human reasoning, not human existence or consciousness, was primary in all things. Descartes had admitted that some ideas were innate in the intellect. Locke offered a refutation of Descartes’ innatism (reality centered in human consciousness). If we had innate ideas, said Locke, we would be conscious of having them. It was impossible that anyone should have knowledge of something of which he was not aware.

Chapter 4 Lesson 1 A. Answers will vary. There are evangelical families, many of them homeschool families. That number is growing. There are also secular families—perhaps the majority. But there are really very few moderate families. In this post-Christian era, it is difficult to be “moderate.”

B. Answers will vary. Life was hard and dangerous. All members of the families worked from dawn to dusk and, in the case of moms, beyond. Diets included wild game, some corn, and, if a family lived close to a body of water, some fish. Clothes were sometimes imported from Europe, but these were supplemented by animal skins. Most Americans lived in a one-room house (not a log cabin) where there was precious little privacy. Baths were deemed unhealthy, so no one took one. Lesson 2 A. Some of the problems include stem cell research, euthanasia, creation, and abortion, among others. These arguments are discussed indepth in later chapters (see chapter 34). B. Answers will vary. It seems to the author that our faith should be primarily confessional rather than existential, but that does not mean that we cannot show emotion in our private and public worship! Lesson 3 There were more than five. The demise of Puritanism removed much of the urgency of the original Harvard mission to prepare young men to be pastors. Transcendentalism diluted the New England faith movement. The rise of German criticism didn’t help. The Scopes trial offered a way to caricature Christianity. Finally, the abandonment of the secular university by evangelical Christian students closed the case. Thankfully, though, those trends are being reversed today. Lesson 4 A. Professor Oliver struggles with Rousseau’s abstract thoughts—as I do. He is the first philosopher to seriously attack the Enlightenment. B. Knowing his audience well, Paine often used biblical motifs and narratives to advance his arguments. For example, he reminded his readers—patriotic Americans throwing off the yoke of British monarchial rule—that the Israelites were better off before they had a king. A king was not God’s best for His people. Paine knew that his readers would respond more energetically if his arguments were couched in the Word of God. C. Clearly both believe that some sort of government is needed—they are not anarchists. They disagree on almost all other points. For example, Burke cannot understand why Americans do not work within the ample freedoms afforded to them by their Anglo parents. Burke believes that Paine is an opportunist, not a patriot, who is taking advantage of American gullibility for his egalitarian viewpoint. This viewpoint is implied, not overtly stated, in the passage.

Chapter 5 Lesson 1 A. In fact, in the 18th century it was true. At the same time, there was a clear demarcation among Americans. As one historian explains, “At the top of the social scale stood the ruling class, composed in New England of the clergy, magistrates, college professors, and other professional men; in New York of these classes, and, above all, of the great landholders along the Hudson; while in the South the proprietors of the great plantations were uppermost in society, and near them stood the professional men. In all the colonies social lines were distinctly drawn, more so than in our own times. The style of dress was, in some colonies, regulated by law, and no one was permitted to dress ‘above his degree.’ Worshipers in church and students in college were obliged to occupy seats according to their social standing. The upper class made much of birth and ancestry; and, whatever our prejudices against rank, it is significant that from this class came many of the leading statesmen and generals of the Revolution. With all the class distinctions, however, it was not unusual in those days, as at present, for an aspiring youth to rise from the lower walks of life and take his place among the leaders of society” (William Elson, 1940). Still, Americans could advance economically and, in some cases, socially. There are countless examples in colonial history—including Benjamin Franklin. B. The Beards were clearly pro-English and preferred an economic explanation for history, as the following passage evidences: “Nevertheless, the Americans owed much of their prosperity to the assistance of the government that irritated them. It was the protection of the British navy that prevented Holland, Spain, and France from wiping out their settlements. Though their manufacture and trade were controlled in the interests of the mother country, they also enjoyed great advantages in her markets. Free trade existed nowhere upon the earth; but the broad empire of Britain was open to American ships and merchandise. It could be said, with good reason, that the disadvantages which the colonists suffered through British regulation of their industry and trade were more than offset by the privileges they enjoyed. Still, that is somewhat beside the point, for mere economic advantage is not necessarily the determining factor in the fate of peoples. A thousand circumstances had helped to develop on this continent a nation, to inspire it with a passion for independence, and to prepare it for a destiny greater than that of a prosperous dominion of the British Empire. The economists, who tried to prove by logic unassailable that America would be richer under the 

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British flag, could not change the spirit of Patrick Henry, Samuel Adams, Benjamin Franklin, or George Washington” (Charles & Mary Beard). Lesson 2 A. There are more than five, but the following are some of the more important ones. The Pro-clamation of 1763 mandated that no further settlements would occur over the Appalachian Mountains. To the British, this seemed to be a just way to placate the desires and needs of their Indian allies. To the American colonies, though, who constantly needed more land, this arbitrary limit on expansion was not merely illegal, it was immoral. The British parliament had no right to make such a law. Within a year, the issue was raised again with the implementation of the Townshend Duties. In 1767 the English parliament cut its own unpopular property taxes, and, to balance the budget, Prime Minister Townshend promised that he would tax the Americans to make up the difference. Townshend placed import duties at American ports on paper, lead, glass, and tea shipped from England. The money that was collected was used to pay the salaries of British colonial officials. By doing this the British tried to make these officials independent of colonial legislatures and better able to enforce British orders and laws. The Navigation Acts, in effect, gave a monopoly of colonial commerce to British ships. No trade could be carried on between Great Britain and her dominions save in vessels built and manned by British subjects. No European goods could be brought to America save in the ships of the country that produced them or in English ships. There was also the Quartering Act that was established on March 24. It required the colonial authorities to provide housing and supplies for the British. The Intolerable Acts were passed in 1774 to punish the colonists for the Boston Tea Party. The first was the Boston Port Bill and it closed the Boston Harbor until the people of Boston paid for the tea that they threw into the harbor. It went into effect on June 1, 1774. The Administration of Justice Act became effective May 20 and it did not allow British soldiers to be tried in the colonies for any crimes they might commit. This meant the soldiers could do anything they wanted since they would probably not be punished for their crimes. The Massachusetts Government Act, which also took effect on May 20, 1774, restricted town meetings to one a year unless the governor approved any more. B. An Englishman had a right to due process of law and to representation before taxation. These are constitutional rights. To the American there were other unalienable rights like “life, liberty, and the pursuit of happiness”—these were natural rights.

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Lesson 3 Answers will vary. Ironically, it seems likely that the American Revolution would not have occurred. There would have been no expansion into the Ohio Valley. England would not have been the continental power it became. In Europe, it is likely the French Revolution would not have occurred. Lesson 4 A. Born in 1732 into a Virginia planter family, Washington became an 18th-century Virginia gentleman. He pursued two intertwined interests: military arts and western expansion. At 16 he helped survey Shenandoah lands for Thomas, Lord Fairfax. Commissioned a lieutenant colonel in 1754, he fought the first skirmishes of what grew into the French and Indian War. The next year, as an aide to Gen. Edward Braddock, he escaped injury although four bullets ripped his coat and two horses were shot from under him. From 1759 to the outbreak of the American Revolution, Washington managed his lands around Mount Vernon and served in the Virginia House of Burgesses. Married to a widow, Martha Dandridge Custis, he devoted himself to a busy and happy life. But like his fellow planters, Washington felt himself exploited by British merchants and hampered by British regulations. As the quarrel with the mother country grew acute, he moderately but firmly voiced his resistance to the restrictions. When the Second Continental Congress assembled in Philadelphia in May 1775, Washington, one of the Virginia delegates, was elected commander-in-chief of the Continental Army. On July 3, 1775, at Cambridge, Massa-chusetts, he took command of his ill-trained troops and embarked upon a war that was to last six grueling years. He realized early that the best strategy was to harass the British. He reported to Congress, “We should on all occasions avoid a general Action, or put anything to the Risque, unless compelled by a necessity, into which we ought never to be drawn.” Ensuing battles saw him fall back slowly, then strike unexpectedly. Finally in 1781, with the aid of French allies, he forced the surrender of Cornwallis at Yorktown. Washington longed to retire to his fields at Mount Vernon. But he soon realized that the nation under its Articles of Confederation was not functioning well, so he became a prime mover in the steps leading to the Constitutional Convention at Philadelphia in 1787. When the new Constitution was ratified, the Electoral College unanimously elected Washington president. He did not infringe upon the policy-making powers that he felt the Constitution gave Congress. But the determination of foreign policy became preponderantly a presidential concern. When

the French Revolution led to a major war between France and England, Washington refused to accept entirely the recommendations of either his Secretary of State Thomas Jefferson, who was pro-French, or his Secretary of the Treasury Alexander Hamilton, who was pro-British. Rather, he insisted upon a neutral course until the United States could grow stronger. To his disappointment, two parties were developing by the end of his first term. Wearied of politics, feeling old, he retired at the end of his second. In his Farewell Address, he urged his countrymen to forswear excessive party spirit and geographical distinctions. In foreign affairs, he warned against long-term alliances. Washington enjoyed less than three years of retirement at Mount Vernon, for he died of a throat infection December 14, 1799. For months the nation mourned him (www. whitehouse.gov). B. Montgomery writes an “enhanced” and prejudicial biography that emphasizes Washington’s honesty, hard work, fortitude, generalship, loyalty, and intelligence. In fact, Washington was a pretty me-diocre general, bad administrator, and an avowed racist. Still, he was honest, hard-working, loyal, and kind-hearted. He was an ideal first president: he was not ambitious at all and was acutely aware that he was creating precedence for future presidents.

Chapter 6 Lesson 1 A. The author agrees. New England was moving quickly from a “Puritan” New England to a “Yankee” New England. This brought great upheaval in American society that no doubt contributed to the causes of the American Revolution. B. The Sons of Liberty were patriots; however, they did practice subversive, even “terrorist” activities against opponents—especially Tories (i.e., colonists who were loyal to England). C. Answers will vary. Christians should disobey any civil law that disobeys the Word of God (e.g., Daniel), but should do so nonviolently and openly. Was America justified in its rebellion? This author really questions whether Americans could have gained the same rights without a violent overthrow of a constitutional monarchy. D. Civil disobedience should be done in a public, nonviolent way. E. Thomas Paine was a charismatic, opportunistic atheist who could write well and deserves neither our admiration nor our emulation.

Lesson 2 While the Americans, outgunned and outnumbered, had fewer starting resources, their access to additional resources was much more immediate than the British supply lines. The British were forced to wait three months for supplies to arrive. American operations were easier to carry out, as even loyalists had little love for the German Hessians employed by Britain. The Hessians, fierce fighters, were no match for the American colonial soldiers fighting for their families and their country. Lesson 3 Marriage and motherhood were the primary goals for women. On the home front, they sewed uniforms and knitted stockings for the soldiers. With their husbands away fighting, some women had to take over as blacksmiths or shipbuilders. Others transformed their homes into hospitals for the wounded. Like their male counterparts, women held protests against British goods. The Edenton Tea Party is one example. In 1774, 51 women signed Penelope Baker’s declaration to ban English imports. Paul Revere was not the only one who announced the British’s arrival—Sybil Ludington rode through Connecticut and warned soldiers to prepare for a raid. Hundreds of women served as nurses. Mary Hays, known as “Molly Pitcher,” took up arms after her husband fell. Lydia Darragh of Philadelphia spied for the Americans. Lesson 4 The American Revolution was caused by many things. This author believes that the First Great Awakening contributed to the American Rev-olution. At the same time, British policies of mercantilism (i.e., taxing the colonies to benefit the mother country) irritated American colonials. Combine these two things, and others, with poor communication between Britain and America, and the American Revolution seemed inevitable.

Chapter 7 Lesson 1 For many reasons, but the most important reason is that the Confederation had no federal powers (taxation, internal improvement, raising an army). Although the Articles of Confederation unified the 13 states into a Confederation to fight a war, the Confederation could not maintain peace. For example, it could not enforce federal laws. In fact, after just such a failure—the Confederation’s failure to solve conflicts between states and Shay’s Rebellion—a convention was held in May 

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1787 to change the Articles in order to meet the needs of the present time. The purpose of the convention was to modify the Articles; however, it resulted in the formation of a new government, the U.S. Constitution. Lesson 2 A. The legislative, executive, and judicial branches have sacrosanct spheres of influence that cannot be compromised by policy makers, no matter how pressing the issue. B. In retrospect, I would have abolished slavery, but, honestly, one wonders if such a constitution would have been ratified. C. Absolutely. We are at war with the terrorists. An American citizen who supports terrorism in any way is, in fact, a criminal or an accessory to criminal activity. He should be prosecuted vigorously by law enforcement officials. Lesson 3 A. Voltaire writes, “Animals have these advantages over man: they never hear the clock strike, they die without any idea of death, they have no theologians to instruct them, their last moments are not disturbed by unwelcome and unpleasant ceremonies, their funerals cost them nothing, and no one starts lawsuits over their wills.” To Voltaire, human beings are merely another species, and not a very special one. Humanity separates himself from other creatures by his subjective decision making. Voltaire, in his celebration of human rights and freedom, presages romanticism that, in due course, combined with Darwinism, will evolve (no pun intended) into horrible naturalism. B. Kant elevates feelings—natural and sincere feelings— as the source of morality. This is the antithesis of Christian theism, which advances the idea that the Word of God is supreme in the area of morality. Kant writes, “It is not God’s will merely that we should be happy, but that we should make ourselves happy.” Lesson 4 Answers will vary. I prefer the Progressive view. The Constitution to them was a reactionary document— one written by the conservatives at the convention to abrogate the radical ideas promulgated during the Revolution. The Constitution is in effect a radical break from the Revolution. The Constitution created a republic. It returned a strong executive branch to government. Pre-sumably the American Revolution was an attempt to remove the strong executive role.

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Chapter 8 Lesson 1 A. In the United States of America’s presidential election of 1800, sometimes referred to as the “Revolution of 1800,” Vice President Thomas Jefferson defeated incumbent president John Adams. The election ushered in a generation of DemocraticRepublican Party rule and the eventual demise of the Federalist Party. The pro-French and pro-common man Democratic-Republicans under Jefferson ended the pro-British and pro-centralization Federalists. The Federalists lost influence and the election because: (a) President Adams remained neutral in a crisis with the French; (b) Adams increased the public debt; and (c) the Alien and Sedition Acts were unpopular (refer to chapter 7). B. In my opinion, the president should never disobey the rule of law (unless it violates the Word of God). In this case it might have meant that we would not have obtained the Louisiana Purchase. C. There was, to say the least, much rancor that remained between America and Britain. The European Wars exacerbated the issue. The young American Merchant Marine was beginning to be serious competition to its British competitors. All of this, plus American ambitions to own Canada, caused the War of 1812. What were the results of the War of 1812? This was the last war that America was to have with Great Britain. While there would be other conflicts, America and England would become allies in most subsequent crises. America now understood the importance of federalism and of a standing army. Service academies emerged in subsequent decades. America built its merchant marine fleet, and, in short, embraced a limited role in the international arena. Lesson 2 A. While war was raging in Europe, America was experiencing unprecedented growth and prosperity at home. Also, most opposition had died. The Federalist Party would eventually to be replaced by the Whig party (to be explained later). But for this era, at least, there was no opposition. B. Cotton was an incredibly profitable product for both Southern planters and Northern industrialists. It also made slavery profitable. Ironically, then, cotton drove Southerners and Northerners to a civil war. The South incorrectly thought that the North would not dare to fight a civil war and lose access to its cotton. The North imposed high tariffs to force Southerners

to buy Northern industrial goods with the money that Southerners made selling cotton. Eventually the institution of slavery will be the primary cause of the American Civil War. This will be discussed more when the reader reaches the chapter on the American Civil War. C. The notion that one could wake up in New York and go to bed in Boston (via train) was a revolutionary event. Americans were tied together more than ever. Families could now travel great distances to be with other relatives. D. The institution of slavery had been a divisive issue in the United States for decades before the territory of Missouri petitioned Congress for admission to the Union as a state in 1818. There were 11 free states and 11 slave states, a situation that gave each faction equal representation in the Senate and the power to prevent the passage of volatile legislation. The free states, of course, with their much larger populations, controlled the House of Repre-sentatives. This balance was jeopardized by slave state Missouri’s petition to join the Union in 1820. Through the efforts of Henry Clay, a compromise was finally reached on March 3, 1820, after Maine petitioned Congress for statehood. Both states were admitted, a free Maine and a slave Missouri, and the balance of power in Congress was maintained as before, postponing the inevitable showdown for another generation. The delicate balance of free and slave states was maintained, but it gave Americans false hope that the irrepressible conflict could be resolved. The Missouri Compromise is discussed in greater depth in chapter 13. E. Many think that Adams made a deal with Clay. Even if he did, it was fair to do so. Whether or not he won the popular vote, he nonetheless won the presidency according to constitutional criteria. Lesson 3 Adams reminds me of many biblical characters, notably Joseph, who was also a man of integrity and principle. For instance, in an era when anti-slavery was political suicide, Adams was anti-slavery. He was not a strident abolitionist—he was a shrewd politician who effectively advanced the anti-slavery cause. I see him as the American Wilberforce! Lesson 4 Answers will vary. I think that the progressive, democratic Jefferson was the innovative thinker who invited America to a place of freedom and of

democracy. Jefferson did this in the face of substantial opposition from virulent, anti-democratic Federalists.

Chapter 9 Lesson 1 A. A Christian would have to object to Emerson’s relativity, relativism, and deification of nature. Emerson argued for the existence of an ideal spiritual reality that transcended the empirical and scientific and was knowable through intuition. The transcendentalists’ concept of a spiritual body within the physical body of man was termed the “oversoul”—the conscience. B. The invitation to discover oneself by pleasing oneself is clearly an Emersonian idea. Emerson and Thoreau were part of a generation of well-educated people, mostly New Englanders, from the Boston area, who were attempting to create a uniquely American body of literature. They also formed a new religion. God gave humankind the gift of intuition, the gift of insight, the gift of inspiration. The Harvard-educated Emerson and others began to read Hindu and Buddhist scriptures and to examine their own religious assumptions against these scriptures. In their perspective, a loving God would not have led so much of humanity astray; there must be truth in these books, too. Lesson 2 A. An informed, educated voter base is critical to a democracy. At the same time, there must be a commitment to process and to justice above all other agendas. A representative democracy, in particular, requires a citizenry that can read and write and think critically. B. Answers will vary. Education is critical to a democratic republic, but what sort of education? A government (public) education? Not likely. A government education will inculcate the values and morality of the reigning regime, not necessarily JudeoChristian morality, which is critical to an American republic. Lesson 3 A. No one disagrees with universal suffrage. However, in a democracy, politicians are forced to build a consensus of wide appeal or risk losing their election. In a way, historians argue, this discourages principled politics in which politicians vote according to their consciences or their world views. There are exceptions. In the mid-1990s Pennsylvania Democratic Governor Bob Casey ruined his career by taking a stand against abortion. Generally speaking, politics does not attract 

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the best of American youth because politicians appear unimportant. B. Jackson, like most Americans, did not consider that African-Americans and Native Americans deserved the same rights and privileges as white Americans. Or perhaps Jackson simply did not care, or was consumed by his own agenda. Bio-grapher Robert Remini argued that Jackson was the quintessential, shrewd pragmatist. “In this concise and well-written biography, Robert V. Remini has a more ambitious objective than merely recounting the life of a famous man. He portrays the president not as a symbol of the age nor a personification of proletarian striving, but as a shrewd and able politician, a pioneer in using the office of the presidency for both national and narrowly partisan purposes. His account is persuasive and well documented” (Political Science Quarterly). Lesson 4 A. Answers will vary. Webster and President Andrew Jackson joined forces in 1833 to suppress South Carolina’s attempt to nullify the tariff. But Webster and other opponents of Jackson—now known as Whigs —battled him on other issues, including his attack on the National Bank. Webster ran for the presidency in 1836 as one of three Whig party candidates but carried only Massachusetts. For the remainder of his career he aspired vainly to the presidency. In 1841 President William Henry Harrison named Webster secretary of state. The death of Harrison (April 1841) brought John Tyler to the presidency, and in September 1841 all the Whigs but Webster resigned from the cabinet. Webster remained to settle a dispute with Great Britain involving the Maine-Canada boundary and successfully concluded the Webster-Ash-burton Treaty (1842). Whig pressure finally induced Webster to leave the cabinet in May 1843. The annexation of Texas in 1845 and the resulting war with Mexico, both opposed by Webster, forced the country to face the issue of the expansion of slavery. Webster opposed such expansion but feared even more a dissolution of the Union over the dispute. In a powerful speech before the Senate on March 7, 1850, he supported the Compromise of 1850 denouncing Southern threats of secession but urging Northern support for a stronger law for the recovery of fugitive slaves. Webster was named secretary of state in July 1850 by President Millard Fillmore and supervised the strict enforcement of the Fugitive Slave Act. Webster’s stand alienated antislavery forces and divided the Whig party, but it helped to preserve the Union (www.marshfield.net). Webster, as contrasted to many politicians today, was not interested in opinion polls. While he was not above playing politics and making a

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deal or two, he was motivated by high ideals. He would not succumb to public or private pressure if he thought something was important. Recently, the U.S. president said that he changed his mind because of “public opinion.” Daniel Webster would never have done that. B. This author is persuaded that the Jacksonian age was an age of the common man. During the period from 1824 to 1840, the American political system came of age. Not only were more men eligible to vote, but an increasing percentage of voter participation increased too. Political parties, which the framers of the Constitution made no provision for and disdained, became an established fact of American life. Elements of the process by which presidents are chosen—the party convention and the party platform—were introduced. While politicians did not focus on the major questions of the day (most notably slavery), nonetheless, and perhaps ironically, they had wide popular support for their campaigns.

Chapter 10 Lesson 1 A. The basis of Christian Theism is the Word of God—not intuition or subjectivity. Nature is merely the creation of God—not God Himself. Romanticism says nothing about the concepts of sin, repentance, and judgment. B. They had some good ideas—like the notion that criminals should be rehabilitated and not merely punished. However, like so many Enlightenment institutions, these reformers started at a wrong point—they presumed that mankind is basically good. Christians know that a criminal must repent and experience a renewed heart, which can only come from God. C. Prison Fellowship is a Christian ministry responding to the needs of prisoners, ex-prisoners, victims, and those affected by crime. PF says, “The purpose of each national PF organization is to work through the Christian community to mobilize outreach and ministry in response to the needs of prisoners, exprisoners, victims, and their families as well as to advance the application of restorative justice principles within the criminal justice system.” While society can exacerbate a bad problem, criminal activity is a sin committed by individuals. D. Boston was one of the early centers of American intellectualism, and was also the hotbed of New England Transcendentalism from which ideas of reform arose.

Lesson 2 A. The government should intervene in private problems if they are too big for private resolution. At the same time, the government must clearly support courses of action that are in line with Judeo-Christian morality—the bedrock of our nation. So, for instance, the federal government should minister to the insane, but must not support homosexual families seeking to adopt children. One is moral; the other is not. B. As Ethics Professor John Jefferson Davis, GordonConwell Seminary, argues, “Christians cannot consistently support making a civil right of that which the Scriptures teach to be morally wrong. . . A moral wrong can never be the basis of a civil right.” C. The author argues that a woman’s commitment to her motherly/wifely roles—narrowly defined—will positively or adversely affect her husband’s reputation. Husbands are more or less off the hook. “Every woman is invested with a great degree of power over the happiness and virtue of others. She cannot escape using it, and she cannot innocently pervert it. There is no avenue or channel of society through which it may not send a salutary influence; and when rightly directed, it is unsurpassed by any human instrumentality in its purifying and restoring efficacy.” D. Answers will vary. Lesson 3 Dix skillfully lobbied a bill through Congress, but it was surprisingly vetoed by President Pierce. Pierce did so because he was opposed in principle to federal intervention—however altruistic—into private, even philanthropic, affairs. The suggestion that Pierce was pro-South was a pejorative comment meaning to suggest that Pierce was—like most Southerners— opposed to all strong federal intervention. Dix argued, unsuccessfully, that the issue of the insane was so important, so widespread, that it was a national problem and should be treated accordingly by Congress. Lesson 4 A. Kierkegaard gives several examples of where the crowd and community fail the individual. This is a typical Existential view. Existentialism in its purest form is heretical. However, to appeal to individuality invites individual responsibility, a hallmark of Christian ethics. Kierkegaard does this. The alternative is to put too much stock in the community to the exclusion of individual responsibility. B. Any community based on human good intentions or human morality is doomed to fail.

Chapter 11 Lesson 1 A. Cotton fueled an era of economic prosperity unheralded at this time. Both Southern agriculture and Northern industry grew dependent upon cheap cotton and therefore on slave labor. B. 1. Slavery was better for the black man than industrial work was for the laborer. 2. The Bible mentions and even sanctions slavery. AfricanAmericans are simple people who need to be taken care of by white people. 3. Black people deserve to be slaves because of the curse of Noah’s son Ham in the Bible. All of these arguments are spurious. C. Besides the fact that they thought slavery was morally right, they never would have been able to get the Constitution ratified. However, as Lincoln was fond of saying, slavery was like a coiled snake at the feet of the Founding Fathers—ready to strike at any moment. D. Virtually no secular industry or business is guiltless. Even Christian places of employment experience moral struggles. Wherever a believer works, he or she should be a model of light and fruitfulness. E. F. As most African-Americans discovered, racism was more profound and ubiquitous than slavery. Connecticut, for instance, had a significant population of African-Americans who were free, but to some extent they shared the disadvantages of their slave cousins. While a 1717 law passed by the Connecticut legislature barred any free African-Americans from residing in any town in the Connecticut colony and invalidated any land or dwelling purchased by them, it is clear that free African-Americans did come to live in certain towns and own property. Manumitted slaves who were freed by their owner, perhaps as a reward for a life of dedicated service, tended to maintain a personal and even subservient tie with their previous masters. So in towns where there were slaves, there would constantly appear new free African-Americans, often having personal ties within the town. The reason to discourage the settlement of free African-Americans is not self-evident. This was well before the notion of biological racism and with it the assumption that all African-Americans were inherently inferior. The prevailing thought in the colonial era was that all people share a common human nature, and any distinctions among people were simply the result of some external cause such as political or geographic circumstance. True, there was economic exploitation that correlated with a genetic trait (skin color), and this defines racism, but most slaves in history up to that time had not been 

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black, but white or yellow. Being black was therefore not the cause of one’s being a slave. Only later on, with “scientific” (biological) racism, did one’s skin color classify you as inherently inferior (Emerging from the Shadows). F. That is partly true. Dependency on a sinful culture harms all involved parties; however, the Southern white planters were never the victims of racism like the black community was. Lesson 2 Christians must always obey God’s laws even when they are opposed to man’s laws. Harriet Tubman was an African-American abolitionist who chose to obey God’s laws, but, in the process, had to disobey man’s laws. She made 19 missions to rescue and lead 300 captives to freedom in Canada using the Underground Railroad. Lesson 3 “Slavery was not a side show in American history,” says Dr. James Horton of George Washington University; “it was the main event.” Slavery’s economic clout transformed the nation in the first half of the 19th century, and with the money came political clout as well. For 50 of the 72 years between the election of George Washington and the election of Abraham Lincoln, a slaveowner occupied the White House (slaveryinAmerica.org). Nonetheless, in every way it was a bad, unjust institution. Southerners could have employed la-borers to do their work with minimal consequences to their businesses. We see evidence of the destructive roots of slavery in our culture today. Lesson 4 Douglass’s attack on the church, I fear, was justified. The Church supported slavery in the South, and only in the mid-19th century did the Northern church change.

Chapter 12 Lesson 1 A. Murray is emphasizing the difference between human effort to bring about change and God’s supernatural intervention resulting in transformation of the individual and the culture. B. Conversion is defined much more loosely today than 50 years ago. Today people are invited to confess Jesus as Lord by reading prayers projected onto a screen or by coming forward at an evangelistic crusade. Nonetheless, conversion remains the primary means of entering the Kingdom of God. Conversion should be evidenced by a changed or transformed life.

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Lesson 2 A. The altar call, in my opinion, is a legitimate form of response as long as the individual responding is not forced into any particular behavior. B. Tocqueville finds a great deal of hypocrisy and ritualism in American Christianity. This is very evident today. Lesson 3 Mrs. Trollope is critical of the emotionalism of the event; however, she is hardly in a position to be such an observer. She cannot know if these emotional responses are genuine or not. The implication that there was something inappropriate about the physical touch of the pastors —whispered comforting, and from time to time a mystic caress—is entirely unfounded. Revival preaching was direct, addressed to the individual, and usually delivered without manuscript or even notes. The public nature of the conversion experience was focused by the introduction of the “anxious bench,” by which the serious seeker placed his intentions on record before the congregation. While there appeared to be emotionalism to the skeptical eye, clearly these individuals had an encounter with the Lord. Lesson 4 Finney took the revival ethos of the frontier camp meeting to the urban centers of the Northeast. His success there and his widespread influence as a professor and later president of Oberlin College gave him a platform for propagating a theology and defense of the revival methods he espoused. In his Revival Lectures, Finney contended that God had clearly revealed the laws of revival in Scripture. Whenever the church obeyed those laws, spiritual renewal resulted. In the minds of many Calvinists, this emphasis on human will greatly compromised the sovereign movement of God in reviving the church. However, the importance that Finney attached to the necessity for prayer and the agency of the Holy Spirit in his revival theory and practice mitigated some of these concerns. The critics were especially wary of the public platform given to the laity and especially women as they prayed and testified in the revival services. After the dramatic Fulton Street or Layman’s Revival of 1858, however, most of the critics were silenced. It is difficult to argue with success! Finney argues for a fairly consistent Calvinist view (in my opinion) that emphasizes grace.

Chapter 13 Lesson 1 That is the million-dollar question! The conflict was very avoidable as witnessed by compromises in 1820 and 1850. Could there be no compromise in 1860? This author feels that there could have been a compromise. I believe that the conflict could have been avoided. However, by 1860, rhetoric had so inflamed both sections that there was no middle ground, no place for compromise. Lesson 2 A. There were very few Americans, North or South, who opposed slavery. In the scheme of things, the abolitionist movement was really quite small. But there were literally thousands of Northerners who opposed slavery expansion into the new territories and thousands of Southerners who supported slavery expansion into the new territories. South-erners were afraid, with good reason, that a cessation of slavery expansion would ruin an already declining slave market and would make agricultural expansion impossible. In the North, there was justifiable fear that slavery was a threat to free labor expansion into new territories. How could free men hope to compete against slave labor? So, in a real way, slavery was a cause, but slavery expansion was the real cause of the American Civil War! B. As in the First Great Awakening (1700s), Americans experienced a vital new relationship with Christ that promised new empowerment that, in some cases, morphed into a sort of sectarianism. A personal conversion caused some new believers to have higher expectations of their culture, government, and religion. In that sense, some born-again Americans began to be less patient with compromise and wanted a straighter course to what they saw was right. This no doubt was one cause of the Civil War.

C. Southerners living during the 1940s and 1950s had grandfathers and fathers who fought, and some who died, in the Civil War. This is the generation, too, who had endured Reconstruction. Hard feelings still linger today. Lesson 3 A. It was the primary reason for the war. If Southerners had not felt the need to expand their institution, and if Northerners had not felt the need to limit it, progress might have been made toward keeping the peace. B. Brown went to a proslavery town and brutally killed five of its settlers. On October 16, 1859, he and 21 other men—5 blacks and 16 whites—raided the federal arsenal at Harpers Ferry, West Virginia. He was apprehended by a military force led by Colonel Robert E. Lee and later hanged. Brown had brutally murdered innocent people in Kansas and at Harpers Ferry and, in my opinion, was a criminal, not a martyr. Lesson 4 A. Schopenhauer was certainly not Theistic. He appealed to what he called “the will” and a golden rule concept of ethics rather than any Judeo-Christian paradigm. He was a stoic—believing that the basic needs of a person will never be fulfilled. Like Nietzsche (who wrote much later), Schopenhauer found suffering to be a great opportunity to experience and to expand the “will.” B. Godwin believed in a sort of anarchy in which human desire was supreme. This is not the relatively innocuous human subjectivity of Descartes. This is a form of nihilism and destruction. Godwin’s rejection of authority and any other external authority (including morality) no doubt placed him in conflict with JudeoChristian morality.

Chapter 14 Lesson 1 Term 10th

Inauguration Day 4 March, 1825

Last Day in Office

President

Vice President

3 March, 1829

John Quincy Adams Republican, MA. (6th President)

John C. Calhoun Republican, S.C. (7th V.P.) Calhoun [Democratic Republican] (resigned, 28 December 1832) Martin Van Buren Democrat, NY (8th V.P.)

11th

4 March, 1829

3 March, 1833

Andrew Jackson Democratic Republican, TN. (7th President)

12th

4 March, 1833

3 March, 1837

Jackson Now Democrat

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13th

4 March, 1837

3 March, 1841

Martin Van Buren Democrat, NY (8th President)

Richard Mentor Johnson Democrat, KY (9th V.P.) John Tyler Whig (orig. Democrat), VA (10th V.P.) (succeeded to the presidency)

14th

4 March, 1841

3 March, 1845

William Henry Harrison Whig, OH (9th President) (Died, 4 April 1841) Vice President John Tyler (10th President)

15th

4 March, 1845

3 March, 1849

James Knox Polk Democrat, TN (11th President)

George M. Dallas Democrat, PA (11th V.P.) Millard Fillmore Whig, NY (12th V.P.) (succeeded to the presidency)

16th

4 March, 1849

3 March, 1853

Zachary Taylor Whig, LA (12th President) (Died, 9 July 1850) Vice President Fillmore (13th President)

17th

4 March, 1853

3 March, 1857

Franklin Pierce Democrat, NH (14th President)

William R. King Democrat, AL (13th V.P.) (died, 18 April 1853)

18th

4 March, 1857

3 March, 1861

James Buchanan Democrat, PA (15th President)

John C. Breckinridge Democrat, KY (14th V.P.)

19th

4 March, 1861

3 March, 1865

Abraham Lincoln Republican, IL (16th President)

Hannibal Hamlin Republican, ME (15th V.P.)

Lesson 2 A. While both sections saw themselves as bearers of the American patriotic vision, the South saw this union as a voluntary union that existed at the expressed wishes of the participants. The North, on the other hand, saw the Union as a federal system that required all participants to stay in the Union regardless of other considerations. B. Perhaps. Although the South was much weaker than the North, they could have done well enough on the battlefield to convince Northern voters that winning was not worth the price in blood and treasure and thus Lincoln could have been defeated in 1864 and replaced with somebody committed to making peace on the basis of Southern independence. This did not occur because of several tactical mistakes: 1. Confederate General Johnston’s refusal to capture Washington, DC, after the First Battle of Bull Run 2. Lee’s loss of his orders before Antietam 3. Lee’s decision to attack the Union center on the third day at Gettysburg 4. Confederate General Bragg’s decision to let General Rosecrans (defeated at the Battle of Chickamauga) escape 5. President Davis’ decision to replace Confederate General Johnston in front of Atlanta when Sherman attacked

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6. The inability of the Southern leadership to assess accurately the value of the brilliant Confederate cavalry general Nathan Bedford Forrest C. This is purely conjecture, but ironically in the slave South there were more civil rights than in the free North. No doubt, eventually, slavery would have been abolished, and, in this author’s opinion, the two “nations” would probably have rejoined under the same flag. Lesson 3 A. Answers will vary. I find the thesis to be credible. No doubt the amount of carnage and death in both armies—six times the rate that occurred in World War II—impacted the nation in a significant way. B. Inevitably being unwilling to forgive and seeking revenge is like holding a snake—it bites both ways! Colossians 3:13: “Bear with each other and forgive whatever grievances you may have against one another. Forgive as the Lord forgave you.” Studies of victims of atrocities have shown that the victim, unfortunately, suffers more than the perpetrator if the victim is unwilling or unable to forgive his/her tormentor. Lesson 4 Lincoln evoked many biblical references to forgiveness. He is speaking to Southerners and reminding them that peace is worth the effort. He is inviting the rest of the

nation to accept Southerners, without rancor, back into the Union. “With malice toward none, and charity to all.” He reminds his audience that “the judgments of the Lord are true and righteous altogether.”

Chapter 15 Lesson 1 Lee was certainly not perfect, but he was a great general, statesman, and human being. Douglas S. Freeman rejects the notion that Lee was a flawed strategist. For instance, if General Early had obeyed orders on day 1 of the Battle of Gettysburg and captured Cemetery

Ridge, the battle would have been won. If Longstreet had vigorously pushed the flanking movement on day 2, the battle would have been won. Finally, if Pickett and Longstreet had fully committed all Southern resources on day 3, the battle would have been won. Lee was a brilliant strategist, and, considering the long odds against him, he did a remarkable job leading Southern forces for four years. Lesson 2 The problem with the Reconstruction Policy was that it tried to be both punitive and conciliatory. Both goals could not be accomplished simultaneously.

Lesson 3 A. Admendment

Substance

Date of Congressional Passage

Ratification Process

Thirteenth

Prohibited slavery in the U.S. January 1865

Ratified by 27 states, including 8 Southern states, by Dec. 1865 Immediately

Fourteenth

1. Defined equal citizenship 2. Reduced state representation in Congress 3. Denied former Confederates the right to hold office June 1866

Rejected by 12 Southern and border states but Congress required ratification for admission to the U.S.

Civil Rights Acts of 1964

Prohibited denial of vote because of race, color, or previous servitude Feb. 1869

Ratified by Virginia, Texas, Mississippi, and Georgia; required for readmission to Union in March 1870

Voting Rights Acts of 1965

Fifteenth

Implemented and Enforced

B. Issue

Poor Southern Whites

Rich Southern Whites

Race Relations

It no doubt was difficult for white Southerners to form relationships with African-Americans who were formerly slaves. This was particularly hard for some poor whites who themselves were poorer than African-Americans.

Likewise rich Southern whites found themselves governed by former enemies (federal officials) and former slaves. Some whites joined the infamous Ku Klux Klan.

Economics

In some cases whites found themselves in the minority. For the first time Republicans were in control of state and local governments.

It took a long time for some whites to regain political influence in their society. Nonetheless, within a decade, most rich Southerners were firmly in control of their governments.

Religion mostly remained unchanged, but AfricanAmericans began to form their own denominations.

Religion mostly remained unchanged, but African-Americans began to form their own denominations.

Religion

C. Crédit Mobilier: Representative Oakes Ames of Massachusetts and Thomas C. Durant were prominent stockholders in the Union Pacific Railroad. In 1867 the two cooperated in forming Crédit Mobilier, a dummy construction company fobbed off as responsible for completing the transcontinental railway’s last 600 miles. In the process, U.P. stockholders and the federal government were cheated out of millions of dollars.

Black Friday: In 1869 financiers Jim Fisk and Jay Gould attempted to corner the nation’s gold market. They enlisted the help of President Grant’s brother-in-law, who had pledged to prevent the president from acting to ruin the scheme. The conspirators bought huge amounts of gold and gold futures, sending the price of the commodity spiraling upward. They intended to sell everything at an enormous profit. However, Grant came to realize that his brother-in-law’s advice was harming 

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public confidence and he ordered the immediate sale of 4 million dollars worth of government gold. The price plummeted. Thousands of people suffered financial ruin. The Whiskey Ring: In the years following the Civil War, federal liquor taxes were raised to high rates to retire the war debt. In order to avoid the high tax, many of the nation’s distillers bribed officials in the Department of the Treasury, receiving tax stamps at a fraction of their face value. The Indian Ring: Grant’s Secretary of War, William W. Belknap, accepted bribes from companies with licenses to trade on the reservations of many Native American tribes. Belknap was impeached by the House of Representatives, but acquitted by the Senate in August 1876. The frequency of these events led to the use of the term “Grantism,” a word synonymous with greed and corruption (www.u-s-history.com/pages/h234.html). Lesson 4 A. The Bible warns only that believers should not be unequally yoked to unbelievers There is no biblical support for racial segregation. None! In fact, the strongest church in the New Testament (Paul’s home church) was at Antioch. It practiced race mixing. Greeks, Africans, Jews—all types of races and ethnic groups were in leadership (Acts 7). B. Although the Union victory in the Civil War left slaves under the impression that they had won their freedom, it took much more than a war to change the status of African-Americans. For the next hundred years, African-Americans were constantly the target of discrimination, and it took a civil rights movement in the 1950s and 1960s to really change things. However, during the years from the end of Reconstruction to 1900, African-Americans faced discrimination as they tried to work their way up the social ladder, and the government did little to help them.

Chapter 16 Lesson 1 Although he was stating the position of Abraham Lincoln, Johnson did have two distinct prejudices: He believed in a strong executive branch, and he believed generally that ex-slaves were not ready to rule themselves. These speeches evidence Johnson’s propensity in these directions. Lesson 2 A. Answers will vary.

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B. He disagrees with Dixon on almost every issue. “The true object and purpose of Reconstruction should be: 1. To secure the nation in the future from the perils of civil war, especially a war based upon the same underlying principles and causes as the one just concluded; 2. To secure a development homogenous with that of the North, so as to render the country what it has never been heretofore—a nation. As an essential element of this, the bestowal of equal civil and political rights upon all men, without regard to previous rank or station, becomes imperative. It seems to be the Re- construction Acts have made this postulate of greater importance than the result to which it is auxiliary.” Lesson 3 A. “They must come in as new states or remain as conquered provinces. Congress . . . is the only power that can act in the matter. Congress alone can do it. . . . Congress must create States and declare when they are entitled to be represented. Then each House must judge whether the members presenting themselves from a recognized State possess the requisite qualifications of age, residence, and citizenship; and whether the election and returns are according to law.” B. Southerners should be left alone to solve their own problems. “The solution of the social problem in the South, if left to the free action of the Southern people, will depend upon two things: (1) upon the ideas entertained by the whites, the “ruling class” of the problem, and the manner in which they act upon their ideas; and (2) upon the capacity and conduct of the colored people. I made it a special point in most of the conversations I had with Southern men to inquire into their views with regard to this subject. I found, indeed, some gentlemen of thought and liberal ideas who readily acknowledged the necessity of providing for the education of the colored people, and who declared themselves willing to cooperate to that end to the extent of their influence. Some planters thought of establishing schools on their estates, and others would have been glad to see measures taken to that effect by the people of the neighborhoods in which they lived.” Lesson 4 A. Dewey and William James founded Pragmatism, a philosophical view of human knowledge and thought as being organic. To Dewey, there is no objectivity to knowledge, thus, the authority of the Word of God is dissipated. One can imagine the havoc this wrought in public education.

B. Natural selection is a process of adapting to environment: the process, according to Darwin, by which organisms best suited to survival in their environment achieve greater reproductive success, thereby passing advantageous genetic characteristics on to future generations. C. The notion that “chance” determined the creation of mankind, or any other creature, by natural selection or anything else, is patently absurd. A more plausible view is that life, planet Earth, and the entire universe are creations of a loving God. Natural selection cannot adequately account for the history, diversity, and complexity of life on earth. D. We live in a post-Christian era. In 1 Kings 18-19, the famous Mt. Carmel challenge chapters, choleric Elijah is coming home—and no one wants him to come home. After a long time, in the third year, the word of the Lord comes to Elijah: “Go and present yourself to Ahab, and I will send rain on the land” (1 Kings 18) King Ahab and Queen Jezebel, of course, hate him. But even Obadiah—a faithful follower of God and trusted advisor to the king and queen, who has learned so well to survive in this hostile land, who has done so much good for God’s people—is not too thrilled to see him either. In fact, no one welcomes Elijah—not the hostile king and queen or the pious evangelical Obadiah. Even though Elijah brings good news—it is finally going to rain—no one welcomes him. Elijah’s fish-or-cut-bait prophetic messages are irritating the life out of the status quo. That is bad enough, but what really scares the dickens out of everyone is the fact that Elijah has come home to Zion, to the City of God, to challenge the gods of society to a duel. Today, a new generation of believers must learn how to live, prosper, and witness in a post-Christian world. They must not sell out to the gods of this age! E. Friedrich Nietzsche (1844–1900) is considered one of the most important and original thinkers in the history of Western thought. He grew up as the son of a Lutheran pastor, and he wrote a poem “to the unknown God: I want to know you—even to serve you.” Ultimately, though, Nietzsche became one of the most significant critics of religion in general, and Christianity in particular. Nietzsche is famous for having invented the phrase “God is dead.” According to Nietzsche, there has been only one true Christian, and He died on the cross.

Chapter 17 Lesson 1 This is a very difficult question; it is full of ambiguity. For one thing, if Dr. Sowell is correct, does this mean that white Europeans are better artisans and industrialists than Africans? Does this mean Af- ricans are better athletes? Dr. Sowell, who is an AfricanAmerican, makes some persuasive arguments that demand further discussion. For one thing, if one agrees with Sowell, what impact will this have on affirmative action legislation? I would like the student to see at least the perimeters of this discussion. There is no correct answer. Lesson 2 A. The history of immigration law in the United States provides an interesting backdrop from which to analyze this country’s views of race and class, which are often reflected in laws concerning immigration. One example of this connection is the laws concerning denial of benefits to undocumented people in the United States. Such laws began taking form when people of color began immigrating to the United States in large numbers from developing nations. Thus, limits on immigration should not be based on race or ethnicity; however, limits nonetheless should exist. No country— not even our great country—can sustain social services for unlimited immigration. Historically, too, rogue nations (e.g., Cuba) have dumped their criminals on us. That must not happen again. B. Answers will vary. In the author’s family, my maternal family came from England. In fact, one ancestor was Samuel Parris, pastor at Salem, Maine during the Witch Trials. Lesson 3 Answers will vary. God so loved the world that He sent His only Begotten Son (John 3:16). The Scriptures are full of evidence that God is personally involved with His world and loves us all! The world also displays much evidence of God’s existence, creativity, and care. Pastor and author Warren W. Wiersbe reminds Christians that we have faith in God, not in spite of the evidence but because of the evidence. Lesson 4 A. Marx subscribed to a Hegelian view of an endless struggle between classes. Marx viewed the structure of society in relation to its major classes, and the struggle between them as the engine of change. Conflict and struggle produce laudable change. As one historian explains, “His was no equilibrium or consensus theory. 

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Conflict was not deviational within society’s structure, nor were classes functional elements maintaining the system. The structure itself was a derivative of and ingredient in the struggle of classes. His was a conflict view of modern (nineteenth century) society.” B. While compromise is in order for some issues (e.g., where to go on vacation), compromise is unacceptable on other issues. For instance, homosexuality has been, is now, and always will be a lifestyle that violates the Word of God and is therefore sinful. Marx’s view that the “dialectic” teases out truth is flawed for the things that really matter—biblical truths and principles— which should be the underpinnings of society.

Chapter 18 Lesson 1 A. Carnegie’s paternalistic largesse is both inspiring and alarming. It is inspiring because it is good to be concerned about one’s community. It is foreboding because it does not spring from any Christian theistic impulse. Carnegie was a quintessential modern, enlightened businessman who understood his duty to society and meant to fulfill it. He, however, had very little concern about the eternal salvation of any individual. Many felt he was superstitious—hoping to gain God’s favor by serving others. B. Tenement conditions in late 19th-century urban America were appalling. Children lived in open squalor, worked in dangerous factories, and were generally neglected by their overworked parents (who both often had to work to make ends meet). The American evangelist Dwight L. Moody offered some solutions in Chicago. He opened up “Sunday schools” that were not merely times of instruction for the poor, but were also opportunities to feed and clothe the poor. C. While America was a largely rural nation before the Civil War, and remained similar after the war, it was quickly developing technology to help it become an industrialized giant. Add to that the protectionism of tariffs and available natural re-sources and a growing immigrant labor supply, and one can see why the U.S. grew economically by leaps and bounds. Lesson 2 Labor unions often sponsored strikes and work stoppages in vital U.S. industries (e.g., the railroad). Also, especially in the early years, labor unions sponsored some violent protests.

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Lesson 3 A. Answers will vary. Usually each person who is involved betrays some prejudice toward his own position. The loser’s version of a fight is almost always different from the winner’s version. His-torical interpretation is an educational activity that reveals meanings and relationships through the use of original objects, by firsthand experience and illustrative media, rather than by simply communicating factual information. Interpretation is an attempt to create understanding (www.vbba.org/ed-interp/definitions. doc). B. Answers will vary. I find the Revisionist historian to be most persuasive because he neither condemns nor romanticizes the Progressive movement. C. Fiddler on the Roof deeply impacted the way Americans perceived immigration. There are other examples too! Lesson 4 Lenin persistently rejected the view that the working class was capable of achieving socialism without leaders. In this sense he disagreed with Karl Marx. Socialism, Lenin affirmed, would be achieved by a band of revolutionaries at the head of a discontented but nonsocialist conscious working class. In other words, Lenin was comfortable in a great contradiction: an autocratic, even despotic leadership group, until the proletariat was properly introduced to socialism and a new working class nirvana would emerge. Lenin sincerely believed that he was right and that his view—communism—would have an irresistible appeal to the working-class world. He was wrong.

Chapter 19 Lesson 1 After the Scopes Trial during the 1920s, many evangelicals retreated into their own worlds, more or less giving up on secular America. Many evangelicals buy into the notion of “separation of church and state.” They are only too happy to let the state handle serious social problems, especially in light of the magnitude of many of the social problems facing Americans. Lesson 2 For his time, Proudhon is quite modern in his viewpoint. God, and faith in particular, are both abstract, psychological phenomenon, not to be confused with “real” scientific entities. His reasoning is flawed because he does not understand the difference between metaphysics and psychology.

Lesson 3 Carnegie and his peers were indeed sued and they were acquitted of all charges. I personally think that they were as guilty as sin! They had been terribly negligent in their maintenance of the South Fork dam. Lesson 4 Bryan was one of the most famous and articulate Christian theistic politicians of the 19th and early 20th centuries. He was, sadly, a dying breed the likes of which will rarely reappear in these post-Christian times. Students can listen to a live recording (historymatters. gmu.edu/d/535). Here are the introductory comments: The most famous speech in American political history was delivered by William Jennings Bryan on July 9, 1896, at the Democratic National Convention in Chicago. The issue was whether to endorse the free coinage of silver at a ratio of silver to gold of 16 to 1. (This inflationary measure would have in-creased the amount of money in circulation and aided cash-poor and debt-burdened farmers.) After speeches on the subject by several U.S. Senators, Bryan rose to speak. The 36-year-old former Congressman from Nebraska aspired to be the Democratic nominee for president, and he had been skillfully, but quietly, building support for himself among the delegates. His dramatic speaking style and rhetoric roused the crowd to frenzy. The response, wrote one reporter, “came like one great burst of artillery.” Men and women screamed and waved their hats and canes. “Some,” wrote another reporter, “like demented things, divested themselves of their coats and flung them high in the air.” The next day the convention nominated Bryan for president on the fifth ballot.

Chapter 20 Lesson 1 A. In 1942, in “The Frontier and American Institutions: A Criticism of the Turner Thesis,” Professor George Wilson Pierson debated the validity of the Turner thesis, stating that many factors influenced American culture besides the looming frontier. Although he respected Turner, Pierson strongly argues his point by looking beyond the frontier and acknowledging other factors in American development. The Turner Thesis was also critiqued by Patricia Nelson Limerick in her 1987 book The Legacy of Conquest: Unbroken Past of the American West. Limerick asserts the notion of a “New Western History” in which the American West is treated as a place and not a process of finite expansion. Limerick pushes for a continuation of study within the historical and social atmosphere of the American

West, which she believes did not end in 1890, but rather continues on to this day. Urban historian Richard C. Wade challenged the Frontier Thesis in his first book The Urban Frontier (1959), asserting that western cities such as Pittsburgh, Louisville, and Cincinnati, not the farmer pioneers, were the catalysts for western expansion. B. Answers will vary. Lesson 2 A. Geronimo, like most Native Americans, observed that white Americans were quick to make treaties and then to break them. At the same time, the white Americans blamed the Native Americans for problems that they did not cause. B. This is a tough issue. If the natural resources are vital to national interests (e.g., uranium), then the federal government should fairly compensate the Native American groups before it takes over the land. Lesson 3 S ince they won their Revolution against overwhelming odds, Americans have supported the underdog. During his years as a bandit, Frank James was involved in at least four murders between 1868 and 1876, resulting in the deaths of bank employees and other citizens. The most famous incident was the disastrous Northfield, Minnesota, raid on September 7, 1876, that ended with the death or capture of most of the gang. He was tried for only two of the robberies/murders—one in Gallatin, Missouri, for the July 15, 1881, robbery of the Rock Island Line train at Winston, Missouri, in which the train engineer and a passenger were killed, and the other in Huntsville, Alabama, for the March 11, 1881, robbery of a United States Army Corps of Engineers payroll at Muscle Shoals, Alabama. Among others, former Confederate General Joseph Orville Shelby testified on James’s behalf in the Missouri trial. James was acquitted in both Missouri and Alabama. Missouri accepted legal jurisdiction over him for other charges, but they never came to trial. He was never extradited to Minnesota for his connection with the Northfield Raid (Wikipedia Free Encyclopedia). Lesson 4 Thanks to her parents’ abiding faith and commitment to reform, in the 1870s Frances Willard emerged as a national leader within the temperance movement, in an effort to limit the sale and consumption of alcoholic beverages. Willard was a gentle, loving, Christlike woman who never drew attention to herself. Yet she encouraged progress on many important social issues. 

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Chapter 21 Lesson 1 A. I live near Johnstown, Pennsylvania. From 1880 to 1945, many African-Americans migrated to our area to work in the steel mills. The African-American population grew threefold; however, even in small northern cities like Johnstown, African-Americans were inevitably given the lower paying jobs. Ironically, even the Ku Klux Klan was active. It was no doubt a bitter disappointment to many African-Americans to find that racial relations in urban Northern areas were not a whole lot better than in Southern rural areas. B. Since racial separation was carried to the fourth generation, neither intermarriage nor social integration could mitigate the prejudice so many AfricanAmericans experienced. Americans inevitably have treated racial differences more profoundly than ethnic differences. C. Because of real estate redlining (informally selling deteriorating property to minorities in limited areas) and other forms of prejudice, African-American often ended in the poorer sections of urban areas. At the same time, Southern immigrants naturally wished to live close to family members and other friends in the North. Therefore, segregated housing happened because of white racism and African-American desire to be in community. D. Dr. Sang Lee makes many good points. However, it seems to me that segregation—voluntary or otherwise—flies in the face of Scripture. The Bible teaches us that for those who belong to God through faith in Christ there is no racial, gender, or ethnic discrimination (Gal. 3:26–28). Further-more, in Acts 6 we read about the church in Antioch, which was interracial, cross-cultural, full of diversity, and, by most standards, the most vital church in the New Testament! It sent out several missionaries, including Paul. Therefore, I conclude that marginality is not a healthy Christian concept. E. Shelby Steele and Andrew Murray, both AfricanAmericans, among others, argue persuasively that the victim mentality has seriously damaged AfricanAmerican culture. Lesson 2 Du Bois is too hard on Washington. Washington recognized that racism existed, but like Martin Luther King, he preferred moral suasion and nonviolence. However, even Washington, at the end of his life, condemned racism and urged his community to protest.

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Lesson 3 A. Dear Lutcher, I received your letter and I am very disappointed to hear that you are experiencing such opposition. Did you contact your police department? Nonetheless, if you can find a way to come north, you can bring your family, and you will be very welcome to work on our road crews in Illinois. We will treat you fairly and will not allow others to harass you. We will pay you fair wages and we will provide you with a company house and food stipend. You will work the same hours as everyone else—55 hours per week. You will have off every Sunday. Think about it and write me if you have more questions. Sincerely, Tom Jones (from a Penn Railroad Agent in Chicago). B. It is hard to say. I am not being sardonic when I say it was entertainment—many people did not see African-Americans as persons. It was also a way for disenfranchised whites to feel superior to someone. C. Until these laws were challenged in the federal courts they could not be changed. At the same time, the conservative federal courts were at times prejudiced in favor of the status quo. Courts could practice judicial review (i.e., determine whether the laws were constitutional), but the courts could not enact legislation. Lesson 4 First there was the period of paternalism—1865– 1920. Historians in this era saw African-Americans as docile, benevolent wards of American whites. Second was the period of transition—1920s to 1950s—when the attitudes of scholars toward African-Americans began to change and racist views were no longer accepted. This generation of historians argued that African-American slaves were treated poorly in antebellum and reconstruction America. This group refused to accept the notion that African-Americans were inherently inferior. They argued forcefully that African-Americans were then and always had been victims of prejudice. Third was the period of maturation—the 1950s and 1960s—when white liberal scholars intentionally ferreted out prejudice in American history. This generation of historians sought to make race a secondary issue, if not absent from historical discussions. Fourth was the period of accommodation—the 1970s to the present—when historians recognized that African-American history was a subculture and needed to be examined separately from white American history (Grob and Billias).

Chapter 22 Lesson 1 A. As parochial as it may seem, America in her technology, health services, and governmental veracity was head and shoulders above most nations. We therefore had a duty to shoulder the burden, so to speak, to help other less fortunate nations. (This author does not agree with Kipling.) B. Many critics of Kipling were only too ready to show pictures of the squalor of inner-city Chicago to provide arguments against imperialism. Other critics argued that we had no business putting our soldiers in harm’s way for anyone else. The war against Spain and intervention in the Philippines, critics charged, gave “militarists” too much power; the United States could acquire coaling stations or new trading opportunities without war or empire, they explained. Many dissenters contended that the United States had no right or need to “civilize” other peoples, especially considering its own treatment of blacks at home. Conversely, some did not want America to assume control over and responsibility for nonwhite, and thus inferior, peoples (vi.uh.edu/pages/buzzmat/antiimp.html). C. That is a difficult question. Did America have the right to invade Afghanistan in 2001? Certainly the crime committed against us was heinous enough to justify almost anything. Bosnia in the mid-1990s? Again, genocide was averted by allied intervention into the internal affairs of this nation. Vietnam in the 1960s? At the time it seemed to make a lot of sense to support a democratic regime trying to gain its freedom from tyranny. However, I would argue intervention should be narrowed to two issues: First, is the crime against its citizens so terrible that international intervention seems necessary? Second, has this nation inflicted a terrible crime on another nation? If either crime has been committed, then I would say some intervention is necessary. A nonviolent intervention is always most desirable. D. Christians should aggressively evangelize the unsaved world without attempting to force conversion on anyone. We must be careful to keep what is American separate from what is Christian. Lesson 2 “The Roosevelt Corollary was a substantial amendment to the Monroe Doctrine by U.S. President Theodore Roosevelt in 1904. Roosevelt’s extension of the Monroe Doctrine asserted a right of the United States to intervene to ‘stabilize’ the economic affairs of small states in the Caribbean and Central America if they were unable to pay their international debts. The

alternative was intervention by European powers, especially Britain and Germany, which loaned money to the countries that did not repay. The catalyst of the new policy was Germany’s aggressiveness in the Venezuela Affair of 1902–03.” Lesson 3 A. Clearly there is a problem with our policy in the Philippines. But the letters of soldiers, while interesting, are hardly solid evidence to argue for removal of our troops. A revolution against Spanish rule started in the Philippines prior to the Spanish-American War. The insurgents’ leader, José Rizal, was captured and executed by Spanish authorities. His successor, Emilio Aguinaldo, then in exile, was brought back by the Americans. In August 1898, many Filipinos rejoiced at the collapse of Spanish power and assumed that independence would soon follow. It didn’t. The Americans more or less replaced the Spanish as colonial administrators of the Philippines. President McKinley ( after praying, some claim) concluded that the United States should accept control of the Philippines to educate and Christianize the natives—overlooking the fact that the overwhelming majority of the islands’ population was Roman Catholic. A revolution raged for more than two years, exacting a far higher toll than the entire Spanish-American War. More than 120,000 American soldiers served in the conflict; at least 4,200 were killed. More than 16,000 Filipino fighters died. In March 1901, Aguinaldo was captured. He called for an end to resistance. The Philippine police action was over (www.u-s-history.com/pages/h830.html). B. Some would argue that the atrocities committed by Americans were only in response to guerilla excesses that were ten times worse, and that we were largely supporting the majority of Filipinos who did not support the insurrectionists. C. Police Action

War in the Philippines

War in Vietnam

Years of Duration

2–4 Years

15 Years

Combatants

Filipino Nationalists

Viet Cong

Goals

American hegemony in the region

Freedom for South Vietnam and to stop Communist Expansion

Response in U.S.

Armed Intervention

Initially merely military advisors and then military intervention

Outcome

America retained control of the Philippines until 1940

The Vietnam War was lost

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Lesson 4 A. Strong is mixing his faith with his science—and bad science at that. Besides, there is no biblical witness to support his argument. In fact, Strong is compromising to accommodate culture—a bad precedent. Many pastors were sympathetic to the cause of expansion, the most significant voice being that of Theodore Roosevelt’s friend Josiah Strong. Strong was a prolific writer. A committed evangelical, he believed in the superiority of the Anglo-Saxon race. Strong used “Anglo-Saxon” to designate English-speaking peoples. To him, the Anglo-Saxons were the most vigorous and vital of all peoples, and their ability to adapt themselves to adverse conditions was an innate trait that permitted them to triumph over adversity. Protestant Christianity, to Strong, was synonymous with Anglo-Saxon civilization. It was this faith, Strong argued, that made Anglo-Saxons superior. B. Roman Catholicism was not interested in controlling the world, but was interested in gaining the privilege of sharing the gospel with unbelievers everywhere. This speaker is confusing spiritual control with political control. To characterize the Roman Catholic Church as “stealthily . . . strengthening her forces to further her own ends when the time shall come for her to strike” is a misreading of world history and a wrong interpretation of Roman Catholic evangelism and theology. “All that she desires is vantage ground, and this is already being given her. We shall soon see and shall feel what the purpose of the Roman element is . . .” Countries such as Spain were accused of having expansionistic ambitions because of their Roman Catholic beliefs. That is absurd. One only wishes Spain and other Catholic countries had paid more attention to its churches and to the gospel message!

Chapter 23 Lesson 1 A. In 1914, when war was declared in Europe, America adopted a policy of neutrality and isolation. When Americans understood the horror of trench warfare, a policy of neutrality was confirmed. Though President Wilson was strongly in favor of neutrality, he was very aware that the modern European scenario was a complicated one. For this reason alone, he maintained America’s neutrality. Wilson did not believe that any of America’s interests were threatened by a European war—as long as her trade was allowed to continue unhindered. American bankers could lend money to both sides in the war. Overseas trade was more complicated. Trade with both sides was permitted and

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merchant ships crossed the Atlantic to trade. However, a British naval blockade of the German coastline made it all but impossible for America to trade with Germany, and Germany’s unrestricted submarine warfare threatened American shipping everywhere. It was German U-boats that pushed America into a corner and ultimately to declare war. B. President Wilson understood that “peace had to be a peace of reconciliation, a peace without victory, for a victor’s peace would leave a sting, a resentment, a bitter memory upon which terms of peace would rest, not permanently, but only as upon quicksand.” That is what happened. A bitter Armistice was signed in Versailles that ultimately satisfied none of the belligerents and directly led to World War II. C. Niebuhr and others developed the “just war” concept. The following are elements of this view: Just cause: The reason for going to war needs to be just and cannot therefore be solely for recapturing things taken or punishing people who have done wrong; innocent life must be in imminent danger and intervention must be to protect life. A contemporary view of just cause was expressed in 1993 when the U.S. Catholic Conference said: “Force may be used only to correct a grave, public evil, i.e., aggression or massive violation of the basic human rights of whole populations.” Comparative justice: While there may be rights and wrongs on all sides of a conflict, to override the presumption against the use of force, the injustice suffered by one party must significantly outweigh that suffered by the other. Legitimate authority: Only duly constituted public authorities (not terrorist groups) may wage war. Right intention: Force may be used only in a truly just cause and solely for that purpose—correcting a suffered wrong is considered a right intention, while material gain or maintaining economies is not. Probability of success: Arms may not be used in a futile cause or in a case where disproportionate measures are required to achieve success. Last resort: Force may be used only after all peaceful and viable alternatives have been seriously tried and exhausted or are clearly not practical. It may be clear that the other side is using negotiations as a delaying tactic and will not make meaningful concessions. Proportionality: The anticipated benefits of waging a war must be proportionate to its expected evils or harms. In modern terms, “just war” is waged in terms of self-defense or in defense of another with sufficient

provocation (adapted from Wikipedia Free Encyclopedia). Lesson 2 Throughout history, the United States has had a penchant for expansionism. The first obstacle to expansionism was the Native Americans. Later the race for expansion became more of a global competition than a need to control the surrounding lands. By World War I, America had reverted to a form of isolationism that could not be sustained. Ultimately she found herself in a world war and back on the world stage. Was America’s involvement in World War I a reluctant response to events or intentional expansionism? Whatever the answer to that question, America found herself again embroiled in old European conflicts that did not directly concern her. Lesson 3 A. The advancement in technology and learning methods brought about a lot of change for the better in public education. However, a number of social problems began affecting the public schools during the 1920s: violence, drugs, alcohol, smoking, and sexrelated issues. The American public school has always been looked upon as a system that inculcates the ideals of equality and freedom in the individual. At the same time, public education, even at that time, became a replacement for the family. As more and more families became dysfunctional, the school stepped into the role by default. B. Americans were invited to participate in both global and local culture. News was instantaneous and ubiquitous. As Neil Postman writes, “The message became the media.” The family, and parents in particular, found their influence on their children taking a back seat to the school’s influence. Ironically, public education began “dumbing down” American society. Along this line, Postman, author of Amusing Ourselves to Death, reminds us that 1984 came and went, and George Orwell’s nightmare did not occur— the roots of liberal democracy had held. But we had forgotten that alongside Orwell’s dark vision, there was another equally chilling apocalyptic vision: Aldous Hux-ley’s Brave New World. Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same thing. Orwell warns that we will be overcome by an externally imposed oppression, but in Huxley’s vision, no Big Brother is required to deprive people of their autonomy, maturity, and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think. Orwell feared those who would ban books;

Huxley feared that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information; Huxley feared those who would give us so much information that we would be reduced to passivity and egoism. Orwell feared that truth would be concealed from us; Huxley feared that truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture; Huxley feared we would become a trivial culture. As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny “failed to take into account man’s almost infinite appetite for distractions.” In 1984, Huxley added, people are controlled by inflicting pain; in Brave New World, they are controlled by inflicting pleasure. In short, Orwell feared that what we hate will ruin us; Huxley feared that what we love will ruin us. These are Postman’s words, but they express the fears of us all. Public education, beginning in 1920, invited us to love what will ruin us. C. Human beings, it seems to me, have become too dependent upon technology and not upon human communication. As one frustrated father explained, “Coming home for Thanksgiving last November, I noticed something: My family had finally shoved itself forward in terms of its technological knowledge, spouting geek speak and e-mail addresses to contact each other by. The relatives who would call tech support if their computers were unplugged had discovered Instant Messenger, Yahoo’s chat client, and ICQ. Technical wisdom was palpable over the dining room table, complete with its Irish bread, mashed potatoes, and semi-incinerated turkey. The most unlikely people in the known universe to grasp technology had finally gotten hold of it. . . . For the most part, technology is an inherently good thing. . . . the current Internet is a rich, strange, and vibrant place with an unbelievable amount of information to its name. We can communicate more easily than ever before, share files, entertain ourselves, and contribute to discussions with minimal effort. What was purely science fiction 30 years ago is now a concrete reality that has pervaded most of our lives. There are plenty of ways to get lost in this world of wires and numbers, and sometimes you can lose a part of yourself in the process.” D. iPods have impacted society in many ways. iPods have allowed many young people to do something criminal by permitting them to illegally download copyrighted media material. With the release of the new Video iPod, and the iPad, they are now able to do the same thing with TV shows and videos. Podcasting 

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allows young people to make their own radio shows and broadcast them to others on the Internet. In short, technology both empowers and enslaves. It glorifies the individual and often threatens the morality and systemic underpinnings of American life (e.g., the family). E. In 1938 the term “teenagers” was coined. Prior to that time, people were children and adults. The goal of the child was to grow up as promptly as possible in order to enjoy the opportunities and shoulder the responsibilities of an adult. A girl became a woman; a boy became a man. The reforms of the early 20th century, preventing child labor and mandating education through high school, lengthened the preadult years. In earlier times, a person reaching adult size at age 13 or 14 was ready to do adult work. In the ‘30s, adult size was achieved as soon as ever, but preparation for adult responsibilities lasted until age 18 or later. Thus the years ending in -teen became something new and distinctive. First, in the 1920s, Americans began to use “teenage” to speak of clothes and activities, girls and boys, in the latter cases recognizing the teen years but still assigning them to childhood. About two decades later, against the backdrop of depression and war, teenager was born. The teenager remade our world. The concept is profoundly democratic by right of chronology: every child, regardless of wealth or merit, can look forward to an age of vigor and independence. And it is subversive: why should any teenager enjoying freedom submit to the authority of adults? With the discovery of this new age, ours has been the century of the teenager ever since (www.answers.com). Lesson 4 A. Several causes have been offered. I think the inability of the federal government to control the stock market was one cause. Another cause was the disproportionate accumulation of wealth in a relatively small group of people. These two reasons, coupled with a booming economy based upon debt and credit, plus a severe drought in the Midwest, conspired to bring the Great Depression. B. Two months after the original crash in October 1929, stockholders had lost more than $40 billion. Even though the stock market began to regain some of its losses, by the end of 1930, it just was not enough and America truly entered what is called the Great Depression. Manufacturers sold less, therefore hired less, and then common people bought less and so forth. C. Answers will vary.

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Chapter 24 Lesson 1 Answers will vary. Lesson 2 “The New Deal was fundamentally flawed. It was a radical departure from American traditions of individual initiative and free enterprise. The New Deal prolonged the Great Depression for at least seven years, not because of one mistake, but because of a combination of policies that made it more expensive to hire people. Some of the time during the 1930s, the economy expanded, but chronic high unemployment persisted throughout the period. It averaged 17 percent. The best the New Deal could do was 14 percent, and at times, New Deal unemployment was over 20 percent. FDR might have lifted people’s spirits, but he never could figure out how to promote the recovery of private-sector employment, which was the only way the Great Depression would end” (Jim Powell, FDR’s Folly). Lesson 3 A. Schmitt’s political theory was founded on the idea of exception, from which he launched an attack on Western democracies. According to Schmitt, unforeseen and sudden crises are solved only by asserting authoritarian governments. This is a derivation of Nietzsche’s notion of a superman. However, government should not support the powerful and the clever. It should protect the weak and innocent and should exist to protect and enforce God’s laws. B. She invited women to a dangerous place of individualism, selfishness, and pride that is in conflict with the biblical witness. C. Martin Heidegger was one of the central figures of the existentialist movement and has had a major influence on the celebration of the self. Time and again Heidegger returned to the question “What is the meaning of being?” Christians live and move and have their being in Jesus Christ, not in “self.” Experience is secondary to the Word of God. Lesson 4 Answers will vary.

Chapter 25 Lesson 1 A. There have been very few wars where the villains were so obvious. The Japanese and the Nazis of Germany both aspired to world conquest. Even the passage of time has not mitigated the chicanery of

these two world powers. One can be ambivalent about the Italians but not about Nazi Germany and Imperial Japan. Not that they wanted the whole world, but enough of it that they could pursue their chauvinistic visions. America entered the war because we were attacked by the Japanese. Germany declared war on us. B. There was a clear perception among millions of Americans that participating in World War II was not in our best interests. Especially after the disillusioning experience of World War I—the war to end all wars—most Americans had no desire to join another European conflict. C. In retrospect, it does not seem justified. However, to an American who had experienced Pearl Harbor, and then a bombing on the coast of California, invasion by a hostile Japan seemed possible, even likely. Therefore, draconian measures like internment of American citizens seemed to be a necessary evil. In fact, while such a decision was unfortunate, at least these camps were not like German Concentration Camps. JapaneseAmer-icans were not tortured or killed. Nonetheless, this event does cause us to stop and ponder, especially in light of the terrible days after the World Trade Center Bombing. Lesson 2 A. The Nazi regime had the ideological basis and technological means to commit this horrible crime. B. The secular scientists concluded that the victims were unable to forgive their captors and therefore tragically exhibited the self-destructive behavior they most earnestly sought to escape. It was as if the perpetrators won after all! C. Antisemitism had been evident in German society since the days of Martin Luther (who himself was an energetic anti-Semite). However, until the middle of the 20th century there was not the killing apparatus available to exterminate and dispose of 20,000-plus people per day. Ironically, then, the most progressive technological achievement of the 20th century was the killing and disposal of human beings by arguably the most civilized and religious nation of that era. What a commentary on the power of human sin! Motive and opportunity came together in Nazi Germany with catastrophic and tragic results. Lesson 3 Soviet ambitions combined with a chauvinistic ideology (i.e., communism) assured that there would be a struggle with America, and America, fearful of Communism, was more than ready to respond. Ultimately, the Soviet economy was unable to sustain

the economic pressures of a 30-year arms race with America and, as a result, lost the Cold War. Lesson 4 Absolutely. The Communist expansion into South Korea was stopped and America gained a powerful democratic ally in South Korea.

Chapter 26 Lesson 1 America lost the Vietnam War by making the following false assumptions: 1. Containment – necessity of maintaining worldwide “balance of power” between U.S. and the Soviet Union. 2. “Domino theory”– proponents argued that America should fight its enemies far from our shores. 3. Given America’s technological superiority and wealth, the war would easily be won. 4. Fear of losing face, of international humiliation. Lesson 2 Lech Walesa is known for his courageous efforts to free his native Poland from Communist rule. He is a devout Roman Catholic. Before Walesa, labor unrest was mostly a series of spontaneous strikes protesting the scarcity and high price of food. With spellbinding oratory and natural savvy, Walesa molded that rage into a powerful mass movement encompassing nearly 10 million Poles. “This moment needs a guy like me,” Walesa exclaimed, but he apparently seeks no political power. “In myself I am nothing,” he has noted. “It all comes from God and the Virgin Mary.” A devout Catholic, he wears a likeness of Poland’s patron, the Black Madonna of Czestochowa, in his lapel and seldom misses morning Mass. In fact, he has his own chaplain who travels with him and serves as an adviser (www.people.com/people/archive). Lesson 3 Answers will vary. This author is a revisionist historian who believes that both sides had their faults and over time both superpowers pushed their own interests and misunderstood the other side even to the point, on occasion, of leading to the possibility of nuclear war. Stalin was more concerned with Soviet security, and to that end the creation of a Soviet sphere of influence in Eastern Europe was less about world domination than about Soviet survival. At the same time, Americans could not be certain of what Stalin was planning, and

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therefore had legitimate concerns about Russia. The Korean War was necessary; the Vietnam War was not. Lesson 4 A. At least four features of Sartre’s thought that seem particularly appealing to contemporary Americans pose a real threat. The first is his concept of the human agent as a “presence to self.” This supports a wide variety of alternative theories of the self while retaining the features of freedom and responsibility. In other words, Sartre offers different paradigms that appeal to 21stcentury Americans. For example, recently Americans have become enamored with vampires, which really don’t exist, but the concept of a vampire is “presence to self ” and is therefore real. Americans love this stuff. Next, Sartre is an existentialist, not an absurdist. He is not postmodern in that his philosophy has a great emphasis on an ethics of responsibility in contrast with one of rules, principles, or values. One cannot hang out and commit immoral acts in Sartre’s universe without some consequences. Americans like Sartre’s generalities, which offer a lot of wiggle room to those behaving immorally. What this means is that while one cannot participate in the Holocaust—this is obviously wrong— there is a lot of flexibility in Sartre’s existentialism to participate in seemingly victimless sin—like lying and stealing. Americans love a moral code that is not precise! Next, Sartre, like many Christians, rejects Freudian psychology. The “victim” mentality is not particularly a strong motif in Sartre’s existentialism. Finally, what is most appealing to young people is that Sartre’s existentialism (and the existentialism of Camus and Kafka) is a “way of life” and not a cold academic discipline or religion. It is warm, alive, and, to use a popular postmodern word, “relevant.” All this is hogwash of course. At the center of Sartre’s world view is mankind—there is nothing remotely transcendent about Sartre. At least Emerson and Thoreau, as strange as they were, still believed in something beyond human experience. Experience, not the Word of God, is central to Sartre’s philosophy. There is no order, no hope, no God in Sartre’s world, and therefore, really no ethics in Sartre’s philosophy. B. Both an existentialist and a naturalist prefer to believe in either no god or an unfriendly god. Or even better, they prefer not to talk about God at all. C. The actual hell is eternal separation from God, not unification with other disagreeable persons. D. In spite of terrible things happening to many innocent, moral people, God is still in control. God is without beginning or end. He is the quintessential Good of all creation and does not have to explain

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Himself to mankind, including Wiesel. While I can sympathize with Wiesel, God did not build the gas chambers. They are monuments to human sin and pride.

Chapter 27 Lesson 1 A. Prejudice is an unjust preference of one people group over another. Racism is the systematization of prejudice. Concerning believers, the Apostle Paul wrote, “You are all sons of God through faith in Christ Jesus. . . . There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus” (Gal. 3:26–28, NIV). B. While an African-American can show prejudice, normally he has no power to assert himself in a racist way. Answers will vary, however. America is a multiracial, multi-ethnic, diverse nation—a nation of immigrants, some forced to be here—with a greater diversity of ethnic origins than any other on earth. The way America deals with these different races determines, to use a term of Martin Luther King, Jr., quoted by the African-American professor Shelby Steele, the “content of our character.” White Americans in particular are fascinated by race. There exists in America a “paradox of pluralism”: the American people, a nation of diversity, remains ambivalent about the value of pluralism. From this tension flows the essence of the American character. Pluralism is both our greatest strength and our greatest weakness. Everyone celebrates our diversity, but no one knows how to live with it. Lesson 2 A. New Deal legislation was not created to harm anyone. Also, historically, the majority of welfare recipients have been white. However, urban AfricanAmericans in particular were hurt significantly by welfare legislation. For one thing, many AfricanAmerican poor families—and poor white families— replaced the support structures of family and church with a welfare check. While many African-Americans were helped by government programs like President Johnson’s Great Society, gains were short-lived and inadequate. African-Americans received less assistance than they needed. The government never attacked the real cause of African-American poverty: racism. Housing, job, and social opportunities were being sabotaged by racism. Entitlement programs de-layed genuine racial progress by masking the real problem.

B. Separatism is a social theory that postulates that people groups should separate from—not assimilate into—the majority people group. The Christian church was perceived by African-Americans as a whitedominated institution. Ironically, calls for desegregation actually hurt some African-American churches who enjoyed fellowshipping and living in the same faith community. African-Americans wanted their schools desegregated, but did not want their churches desegregated. African-Americans like Malcolm X built on this ambivalence and advocated separatism and black separatist. Lesson 3 A. Expectations were raised through Civil Rights marches and demonstrations in the 1950s and early 1960s. Yet there existed much institutional racism that frustrated African-Americans. Riots occurred all over the nation: Chicago, Newark, Los Angeles, and Washington, D. C. The murder of Martin Luther King, Jr., in 1968 brought more violence. A riot in one city led to a riot in another, and so on. B. The African-American church, like some white churches, has at times ignored the prophetic message of justice so central to the Bible. In addition, church attendance (including that of African-American churches) across denominational lines suffered a steady decline and sank to its lowest level during the last two decades of the 20th century, according to research by the Barna Research Group of Glendale, California. “From the early ‘80s to the early ‘90s, there has been a definite change,” said Bruce Hose, who was director of Sunday school programs for the 1-millionmember Alabama Baptist Convention from 1985 to 1995. “Not only has attendance gone down but it is a graying culture, a graying congregation.” Hose said that while the Assemblies of God, the Southern Baptist Convention, and some other denominations continued to make membership gains, much of the growth was taking place in newly emerging megachurches. In telephone surveys of 1,004 U.S. adults 18 and older, Barna Research Group said 37 percent of Americans now report going to church on a given Sunday. Attendance peaked in 1991 at 49 percent and dropped to 47 percent in 1992, 45 percent in 1993 and 42 percent in 1994 and 1995, according to the Barna poll numbers. “Increasingly, we are seeing Christian churches lose entire segments of the population: men, singles, emptynesters . . . and people who were raised in mainline Protestant churches,” wrote pollster George Barna (Barna Group).

Lesson 4 Answers will vary.

Chapter 28 Lesson 1 A. King emphasized key phrases at the beginning of paragraphs: “I have a dream!” Next, he grounded his arguments in human experience: “In a sense we have come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men would be guaranteed the inalienable rights of life, liberty, and the pursuit of happiness.” He used many biblical references: “I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. . . . This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.” B. Racism destroys both the perpetrator and the victim. “This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.” Lesson 2 Perkins, like King, preferred a nonviolent, Christ-ian approach. Malcolm X preferred a more immediate, violent approach. John Perkins was assaulted by a racist police officer in Mississippi. Instead of becoming bitter, he became even more committed to nonviolence. He saw firsthand the results of violence. Malcolm X, on the other hand, and throughout his life, was committed to violence. He felt that African-Americans would never have justice unless they gained that justice through

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violent acts. In effect, he called for African-Americans to declare war on white America. Lesson 3 This author agrees with Sowell and Murray. Charles Murray (an African-American) wrote Losing Ground in 1984. Murray argued that the welfare state so carefully built up in the 1960s and 1970s created a system of disincentives for people to better their own lives. By supporting women who had children out of wedlock and raised them in poor homes, welfare payments encouraged more of these births. By doling out dollars at a rate that could not be matched by the economy, the system encouraged the poor to stay home. By lowering the value of learning, education was discouraged. By lowering the punishment for criminal activity (deemed the fault of society rather than the perpetrator, who was seen as a victim), the welfare state encouraged more criminal activity and longer criminal records. Yes, African-Americans were damaged by the welfare state. Thomas Sowell (also African-American) agrees with Murray. This should not suggest that government aid to the poor is without merit, or that recipients of aid are not valuable members of our communities. Lesson 4 The author lives in an area of the country where minorities are in short supply. In fact, when my children lived at home, they were the only African-Americans within 20 miles. The whites in my area would say that African-Americans are treated the same as whites. The African-Americans, including my children, would say that that is what whites always say! For instance, I noticed that the security guards in a local store followed my African-American son and ignored his white brother (my other son)! At first I was outraged that some of my neighbors and community acquaintances were prejudiced; however, in time, I learned to pray for them, and, although some never changed, many did.

Chapter 29 Lesson 1 A. Ironically, the fruits of this world view have been manifested in recent years by an exodus of a number of women from the work force so that they can devote themselves to bearing and raising children. In hindsight this is perhaps the greatest argument against Friedan’s world view. The fact is, a person does not obtain identity through gender, but through his or her relationship with our Lord. The allure of “equality” is elusive and fleeting and has its price. Besides sacrificing family time, many career women now develop high

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stress levels and other physical problems at the same rate as do men. B. While a cold war raged overseas, a culture war broke out at home. During the 1950s, Americans experienced unprecedented prosperity. This prosperity invited most Americans to a new form of conservatism that posited the viewpoint “If it works, don’t fix it.” Therefore, conformity and uniformity were watchmen on the walls of early 1950s American culture. One social historian explains, “Everyone preferred group norms and cultural icons rather than experiencing the uncomfortableness of nonconformity.” The camaraderie and community engendered in World War II invited Americans to embrace the security of group conformity. They were to abandon it with reckless haste in the 1960s. Lesson 2 A. The book documented detrimental effects of pesticides on the environment, particularly on birds. Carson said that DDT had been found to cause thinner egg shells and result in reproductive problems and death. She also accused the chemical industry of spreading disinformation, and public officials of accepting industry claims uncritically (Wikipedia Free Encyclopedia). It is dangerously close to a kind of “nature worship” reminiscent of Transcendentalism/ Romanticism, which celebrated nature. B. By the end of his presidency, the war in Iraq was unpopular and the economy had collapsed. While the war had basically been won, many felt that President Bush was dishonest in his conduct of the war. His personality—abrasive and candid—often exacerbated the situation. At the same time, because of a collapsing housing market, there was a terrible financial crisis in 2008 that would have doomed even the most popular presidency. Lesson 3 A. While there has been a plethora of new choices for Americans (there were only three major candy bars on the market when I was growing up), how many are there now? Ironically, with all these choices, there is no consensus about what is “normal” or “acceptable.” Likewise, the result is that Americans do not really know what is “normal” or “acceptable” because nothing is “abnormal” or “unacceptable.” With the collapse of our Judeo-Christian platform, reality is emerging from many different sources and directions. There is a loss of general unity on almost everything. That is all right with our choices of peanut butter, but has had a devastating effect on the nation at large.

B. Answers will vary. Government intervention is necessary when the private sector cannot solve societal problems. Lesson 4 A. Once in a great while a single national event provides insight into where we are and who we are and what we esteem. The Clinton presidency has provided us with a window into our times, our moral order, our understanding of citizenship. The many Clinton scandals tell us, in a way few other events can, where we are in our public philosophy. They reveal insights into how we view politics and power; virtue and vice; public trust and respect for the law; sexual morality and standards of personal conduct. America’s professional opinion classes—journalists, columnists, and commentators—have produced truckloads of words, both spoken and written, about the Clinton scandals. Some of them are excellent, and I have mined them for this book. What I hope to do is to put things in a broader context, explaining their implications for our national political life and for the lessons we teach our young (Bennett). B. The key is to be “in the world” but not “of the world.” Christians may make more progress toward reaching the lost in this generation by participating in wholesome cultural/community activities than by simply inviting mostly uninterested people to church services.

Chapter 30 Lesson 1 Answers will vary, though the responses should include such observations that pertain to the conservative dress and how the focus is on the product, not the sensuality of the individual(s) in the ad. The primary selling point would most often have been innocent during this time. Lesson 2 At the beginning of the 21st century there is truly an exciting phenomenon occurring in American society: homeschooling. As sociologist Peter Berger accurately observes, evangelicals (and Christian homeschoolers) generally subscribe to two strongly held propositions: that a return to Christian values is necessary if the moral confusion of our time is to be overcome, and that the Enlightenment is to be blamed for much of the confusion of our time. In fact, I believe that Christian homeschooling, along with other strains of evangelicalism, is one of the

most potent anti-Enlightenment movements in world history. I most assuredly did not say “anti-intellectual.” Christian homeschoolers argue that the excessiveness of Enlightenment rationalism has sabotaged the certitude of classicism and Christian theism that so strongly influenced Western culture long before the formidable onslaught of the likes of David Hume. The fact is, too, that Christian homeschoolers are quickly filling the ranks of evangelical Christianity. Higher test scores and functional family units are only two reasons that homeschoolers are capturing the elite culture of America. The Washington Post in 1993 coyly observed that evangelicals are “largely poor, uneducated, and easy to command.” And, among our own, evangelical professor Mark Noll unkindly observed, “The scandal of the evangelical mind is that there is not much of an evangelical mind.” Indeed. Not anymore. Today, more than ever, in the garb of Christian homeschooling, evangelicalism has gained new life. By sidestepping the Enlightenment, Christian homeschooling has opened up a whole new arena for debate. While conceding that faith is not a makeshift bridge to overcome some Kierkegaardian gap between beliefs and evidence, homeschooling posits that it still is important that we look beyond our experience for reality. Human needs and aspirations are greater than the world can satisfy, so it is reasonable to look elsewhere for that satisfaction. Worth is the highest and best reality (a decidedly anti-Enlightenment notion) and its genesis and maintenance come exclusively from relationship with God alone. Homeschooling families, with their sacrificial love of one another and their extravagant gift of time to one another, offer a radical path into this new way of looking at reality. Christian homeschooling, then, moves backward in time, far back in time, when intellectualism was not separate from religion. It blows the claims of the Enlightenment to bits. Homeschooling has brought back stability to the lives of countless millions in America when the majority of Americans are living in a context of clashing reactivities where (as Kenneth J. Gergen explains) the very ground of meaning, the foundations and structures of thought, language, and social discourse are up for grabs. Where the very concepts of personhood, spirituality, truth, integrity, and objectivity are all being demolished, breaking up, and giving way. And homeschoolers do it the old-fashioned way: parents stay home and love the kids and in the process lay their lives down for all our futures. Homeschooling. Millions strong. Unpretentious to a fault, this new Cultural Revolution is inviting Americans back to traditional truths that have been 

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with us always and others that need to be rediscovered. Homeschooling has invited Americans to a comfortable marriage of intellectualism and transcendentalism that fares our culture and our nation well in the years ahead. In that sense, then, perhaps homeschooling families are the new patriots, the hope for our weary nation and our dysfunctional culture.

more about image. He also argues that television is not an effective way of providing education, as it provides only top-down information transfer, rather than the interaction that he believes is necessary to maximize learning. He refers to the relationship between information and human response as the informationaction ratio (Wikipedia Free Library).

Lesson 3 A. The ability to read and understand the written Word of God is in great danger. At the same time there is a growing inability to understand “metaphor.” Our mindless search for relevance and literalness has gotten us pretty lost in the cosmos. When the thing we seek is so easily obtained by computer chip or digital photograph, then we lazily refuse to engage ourselves in the discipline of metaphor. Love, however, is not easily photographed. Only the metaphor does it justice. Question: if we lose the written metaphor, will we also lose love? How does one understand 1 Corinthians 13 without first understanding metaphor? Metaphor, or comparison between two ostensibly dissimilar phenomena, is absolutely critical to understanding abstract theological concepts, and, for that matter, to creative problem solving. The problems of this age demand a kind of thinking that is promoted and encouraged by rhetoric. These problems will “literally” remain unsolved. However, rhetoric and the power of metaphor will invite this generation to look for more creative solutions. Immorality, for instance, literally will not be removed unless we look to the written Word, that is, the Bible, for answers. Nothing in our experience offers a solution. People will not understand the Bible unless they can employ metaphorical thinking. How else will they apply the ethical teachings of a Savior spoken 2,000 years ago? Metaphor, along with other mysteries, has been a victim of 20th-century pretension, pomposity, and obsequious thinking. Loss of metaphor is only the beginning of the problem. Gertrude Himmelfarb, On Looking into the Abyss, laments that great literary works are no longer read—and if they are, there are no rules for interpreting them. In philosophy, indeed in all communication, truth and reality are considered relative. With no rules, the rhetorician is invited to come to any conclusion he wishes. B. There is nothing remotely resembling “authority” anymore. Without authority to judge what is right or wrong, there can only be entertainment. Postman deplores the decline of the communication medium as television images have replaced the written word. Postman argues that television confounds serious issues with entertainment, demeaning and undermining political discourse by making it less about ideas and

Lesson 4 Perhaps no other person has moved Christianity to a place of significant influence in the world than Billy Graham.

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Chapter 31 Lesson 1 A. The powerful and persuasive—some would say “anointed”—message of C. S. Lewis’s radio talks, compiled in book form, changed Colson’s life and brought him to faith in Christ. Lewis’s intellectualism and spirituality deeply affected Colson and he committed his life to the Lord. B. The notion that life is a process implies that someone controls that process. The brilliant Whitehead forgot that God designed and controlled life. This confusion is manifestly evident in his muddled view of God and suffering. God is neither the author of suffering nor is He powerless in the face of suffering. Knowing why, a Whitehead obsession, may not be the property of mankind this side of heaven. Lesson 2 A. No one knows why Dr. Fuller had a nervous breakdown, but with God’s help he came through it and continued his widespread Christian ministry. Even spiritual giants are subject to the physical and mental illnesses that are part of this fallen world. B. Answers will vary. Lesson 3 Pax Americana is a name applied to the historical concept of relative peace in the Western hemisphere and, later, the Western world, resulting from the preponderance of power enjoyed by the United States of America starting around the turn of the 20th century. One problem is that the most powerful nation in the world is blamed for most of the world’s problems, large or small. America is also expected to enforce global peace and tranquility, which, of course, is impossible. Lesson 4 A. Prediction is risky, particularly in a world where one scientific advance can change a whole era. Still,

some trends seem certain. Take the nature of the American people, for instance. By the year 2000, despite a declining birth rate, the present 200 million people will have grown to 300 million [Fenton was about right: the population in 2000 would be 281,421,906]. Many Americans will live well beyond retirement age . . . many beyond age 80 [true]. Population rates will increase in the West [true]; the computer will transform America [true]; third world countries will emerge as new world powers [true—Iran]. As the world’s richest nation, the United States will face the responsibilities of power in a world where other nations, disturbed by our dominance, will grasp every opportunity to force us to face our human responsibilities [true]. If we are impatient, we can set off an atomic war [fortunately that has not happened yet]. The exodus from farms to cities is almost over [true]; Americans will move back into rural areas [did not happen; government will grow astronomically [true]; the environment will become more of an issue than ever [true]; the energy crisis of 1974–75 will be repeated in the next few decades [true]. B. Answers will vary. In 2050 and certainly by 2075 gasoline will cost $12.50/gallon but most people will be driving electric vehicles. Virtually no one will own a house—most will live in condominiums. Cancer will be cured. People will be vacationing on Mars. The world will be at peace. China and India will be the most powerful nations on earth.

Chapter 32 Lesson 1 1. The fight against terrorism must continue until it is won. 2. Major responsibility for combating terrorism rests with those countries where terrorist organizations actually operate. 3. When intervention is required, the Bush Doctrine emphasizes action by coalitions of the willing and able. 4. It reaffirms the importance of deterrence as the best way to guarantee peace and respect for international rules of good behavior. 5. Military intervention is not the first choice for dissuading countries from backing terrorism with weapons of mass destruction, including chemical, biological, and nuclear weapons. 6. As a last resort, the Bush Doctrine reserves a firststrike option.

Lesson 2 There is no sense of intimacy with God in the Koran as there is in the Bible. The metaphor of a deity who is a “shepherd” is completely foreign to the Islamic notion of a warrior-Allah. Allah did not send his only begotten son to die for his followers as the Christian God did. Lesson 3 Ironically, after being so critical of the Bush Administration, President Obama maintained and even expanded the hawkish principles of president Bush. The American military renewed an aggressive policy in both Iraq and Afghanistan—and it worked! In 2011, American forces withdrew from Iraq and the war in Afghanistan was winding down. Lesson 4 Olasky is comparing the American initiative against terrorism with a day in Disneyland. In effect, in a horrible way, the terrorist challenge is driven by fantasy.

Chapter 33 Lesson 1 A. A woman’s right to choose supersedes all other concerns. A fetus is not a human being. If abortion is outlawed, women will simply obtain the procedure in illegal, dangerous ways. B. Abortion destroys the baby and ultimately the mother. Indifference regarding the termination of life is destructive to our society too. C. Answers will vary. Lesson 2 Students will paraphrase the author’s arguments from the student edition. The author argues that reconciliation will follow these steps: repentance, forgiveness among all races, a Christian solution. Lesson 3 Christian education is more than a pedagogical phenomenon—it is a cultural revolution. The author believes that it is a way that God is preparing a new, emerging leadership. Indeed, the author is optimistic! He believes that the world will be vastly different in 20 years thanks to the homeschool and Christian education movement. Lesson 4 Answers will vary. Secular hip-hop lyrics are usually disrespectful and profane, so Christians should avoid filling their minds with such words and attitudes. However, when the “rap” music beat is combined with 

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Christian lyrics the combination is deemed acceptable by some Christians. Christians should discern what God’s intentions are for them by comparing the medium to the words and spirit of the Word of God. All this must be combined with prayer.

Chapter 34 Lesson 1 Mercy killing is glorified murder, in my opinion. God, the giver of life, is the only One who should be allowed to take it. On the other hand, one must differentiate between actually administering life-ending procedures vs. honoring a person’s request, via a living will, that no “heroic measures” be employed to extend life if he or she is terminally ill. That, many believe, is not euthanasia. Lesson 2 While tons of scientists believe global warming is widespread and real, just as many dispute these claims. This author prefers the disputers’ arguments. Lesson 3 Answers will vary. Lesson 4 This author finds Gene Stocker’s arguments most persuasive. There is actually not a “population problem” as such today, as all the people of the world could fit side-by-side into Greater Jack-sonville, Florida. What we do have is a problem of food distribution and the availability of natural resources. The world’s population growth peaked at 1.9% around 1970 and is now down to 1.7%. In Western Europe the growth rate has dropped 50%, in North America 30%, in China 30%, and in India 10%. Interestingly, demographer Donald Bogue in a Population Reference Bureau paper estimated that only 4.7% of the decline in the world fertility rate could be attributed to family planning efforts. Currently, the U.S. fertility rate is 1.7 (a rate of 2.1 is necessary merely to maintain a population replacement level). And the decline in fertility in this country is most pronounced among blacks, American Indians, and Mexican-Americans (25% of Native American women have been sterilized with monies earmarked by treaty agreements for medical needs, and 35% of all Puerto Rican women have been sterilized). What this dramatic decline in the fertility rate means is that in the not too distant future, there will be a disproportionate number of elderly compared to the number of youth. Because this will place a tremendous economic burden upon the nonelderly to care for our older citizens, there will

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be a growing advocacy for euthanasia (Stocker). This does not please the author but I do believe that the population myth is a hoax.

Exam Answer Keys Chapter 1 Exam

A. The conquistadors, by and large, were motivated primarily, if not exclusively, by profit. The evangelization of the Native Americans was secondary. In the Spaniards’ defense, this was the “modus operandi” of their age. B. Answers will vary. Ferdinand and Isabella sincerely tried to balance the demands of colonization and evangelization. It was a balance that could not be maintained, and the Native Americans were the unfortunate casualties. Profit was important. Western monarchs were not oriental emperors—they had to pay for their empires. This no doubt was an important mitigating factor connected to all policy decisions.

Chapter 2 Exam

A. Ethnic plurality, not ethnic cleansing, is the mandate of Scriptures—especially the New Testament. The Bible urges us to be in the world but not of it, and not to be unequally yoked with unbelievers. It makes no claim that we should be separate from other ethnic groups or races. As a point of fact, the strongest church in the New Testament was the church in Antioch. The Antioch church sent out more missionaries and baptized more converts than any other single early church. The Antioch church was the home church of the Apostle Paul, Barnabas, and other missionaries. One reason the Antioch church was so powerful is that it called the Body of Christ to plurality. There were all sorts of races and ethnic groups in the Antioch church. This was a source of strength—not weakness. Thus, it would have benefited the cause of Christ immensely if the early English colonists had worked harder to evangelize the Native Americans. This was proved later by William Penn’s successful efforts to assimilate European and Native American culture. In defense of the Puritans and Virginians, however, most of the Native Americans died from diseases against which they had no natural immunity. B. Sadly, churches often reflect the culture around them more than they reflect the truth of the gospel. However, slavery existed in Scripture, and some theologians transferred that historical period to the 17th century. At the time, about 99 percent of the population in the Southern states considered themselves Christian. Southerners therefore viewed the abolitionist ideas of the North as not having a biblical foundation. Joseph, son of Jacob (Israel), was a slave who was eventually

elevated to governor of all of Egypt, second only to Pharaoh. In 1860 the Reverend Parker in his famous “Thanksgiving Sermon” referenced the freeing of the slaves on the island of Santo Domingo some 25 years earlier as an example of how doing the same in the Southern states would invite chaos. Reverend Parker also referred to the slaves as people who required a loving family to care for them, believing slaves were not capable of being free and on their own.

Chapter 3 Exam

The Salem Witch Trials were a series of hearings before local magistrates followed by county court of trials to prosecute people accused of witchcraft in Essex, Suffolk, and Middlesex counties of colonial Massachusetts, between February 1692 and May 1693. The episode has been used in political rhetoric and popular literature as a vivid cautionary tale about the dangers of religious extremism, false accusations, lapses in due process, and governmental intrusion on individual liberties. Over 150 people were arrested and imprisoned, with even more accused but not formally pursued by the authorities. At least five more of the accused died in prison. All 26 who went to trial before this court were convicted. The four sessions of the Superior Court of Judicature in 1693, held in Salem Village, but also in Ipswich, Boston, and Charlestown, produced only three convictions in the 31 witchcraft trials it conducted. The two courts convicted 29 people of the capital felony of witchcraft. Nineteen of the accused, fourteen women and five men, were hanged. One man (Giles Corey) who refused to enter a plea was crushed to death under heavy stones in an attempt to force him to do so. No doubt many Puritan officials were concerned about the “falling away” at the end of the 17th century. This anxiety made Massachusetts Bay ripe for paranoia. On the other hand, it was perceived that there was some sort of perceived demonic activity going on in and around Salem. While this author does not condone the actions of the Puritans, their reaction was consistent with their world view. Nonetheless, excesses occurred and this unhappy event thrust New England more quickly and completely toward the secularism of the Enlightenment and away from Puritanism.

Chapter 4 Exam

Family life: Most Americans are married and live in single-family dwellings. Often relatives live in the same dwelling or nearby. They live their lives within a few miles of their homes. 

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Church life: Most Americans are Protestants who attend small local churches. Politics: Like all Englishmen, Americans enjoy local home rule but are subject ultimately to parliament and to the king. Education: Most Americans homeschool their children. In more populated areas, small one-room schools exist in local churches.

Chapter 5 Exam

Timeline Mark these events in the order in which they occurred: 1 French and Indian War 5 Battle of Bunker Hill 2 Stamp Act 4 Boston Tea Party 3 Boston Massacre Questions It was more of a war of independence than a revolution—Americans were fighting for rights promised to them as English citizens (e.g., taxation with representation). The American Revolution, in effect, helped Americans maintain—not particularly enlarge— their English political rights. The French, on the other hand, started a more violent revolution later in the century that was vastly different from the American Revolution. It truly was a violent break from the past.

Chapter 6 Exam

A. It is wrong to punish a entire city of Boston for the actions of a small group of people (i.e., the Boston Tea Party). People should be accountable for his/her own actions alone. B. Answers will vary. Clearly the generation of Americans who fought the Revolution was a very special group. This generation of Americans matured under the world view influence of philosophers Rousseau and Locke, both of whom contributed to the ideological justification of revolution.

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Chapter 7 Exam

Timeline 1 Declaration of Independence 7 Beginning of French Revolution 10 Election of Thomas Jefferson 2 Beginning of American Revolution 3 Battle of Yorktown 4 Battle of Saratoga 5 Treaty of Paris 6 Beginning of Constitutional Convention 9 Adams’ Administration 8 Washington’s Administration Questions Students will discuss the Articles of Confederation crisis and the gathering of delegates. They will then discuss the different compromises (New Jersey Plan, et al.). The Constitution of the United States was not the first Constitution written in North America. All of the colonies had state constitutions. Many of the men in Philadelphia who wrote the Constitution of the United States had experience in writing their state constitutions. Thus when they came to Philadelphia they had a broad background of political experience that made their job somewhat easier. They also had the benefit of much reading and study, for America was a very literate society in 1787 (Catherine Drinker Bowen, Miracle at Philadelphia). A complete answer would include: the Virginia Plan and the New Jersey Plan, the 3/5 Compromise, Ratification, Amendment and Implementation, and the Bill of Rights.

Chapter 8 Exam Federalists Leaders

Republicans

Adams, Hamilton, Marshall

Jefferson, Madison, Monroe

Members

Northeastern Aristocrats and Industrialists

Planters, farmers, Westerners

Government Theory

Strong Central Government

Weak Central Government

Constitutional Theory

Loose Constructionist

Strict Constructionist

Constituency

Aristocrats

Farmers and laborers

Actions

Alien and Sedition Acts

Kentucky and Virginia Resolutions

Foreign Policy

Pro-British

Pro-French

Legislation

Pro-Tariff, Pro-Industry

Against Tariffs, Pro-State Banks, Pro-Farmers

Questions Slavery, Transcendentalism, a budding reform movement, immigration, a war with Mexico—all presage a coming storm. The Louisiana Purchase, in 1803, gave Western farmers use of the important Mississippi River and assured prosperity in the Northwest. It also provided settlers with vast expanses of land. The War of 1812 between the United States and England established the United States as a sovereign nation. White settlers also forcibly deported the Southeastern Native American tribes to less fertile territories further west. Expansionism was expressed in terms of Manifest Destiny. America defeated Mexico— in the 1848 Treaty of Guadalupe Hidalgo—recognized the boundaries claimed by Texas (including the Rio Grande), and ceded large sections of the western United States. In the next 13 years, the western territories’ desire to become states in the United States became the focal point of North-South sectional tensions over the expansion of slavery.

Chapter 9 Exam

True or False F 1. The so-called war between Jackson and the Second National Bank E 2. South Carolina’s efforts to refuse to enforce a federal law that they perceived to be illegal A 3. A description of the presidency of Madison and Monroe when political opposition was almost nonexistent B 4. A campaign slogan for the Whig candidates in the 1840 election D 5. Pro-union statesman who was a great orator C 6. A coalition party that opposed the Democratic party of Andrew Jackson G 7. President after Andrew Jackson

H 8. G  reat Whig statesman who designed several important compromises Questions The answer will include opposition to Jackson and leaders like Clay and Webster. Both of these men knew that their unionist agenda would not be advanced unless they could build a coalition. Established in 1834, the Whig Party was a reaction to the policies of Andrew Jackson. “King Andrew,” as his critics labeled him, had enraged his political opponents by his actions regarding the Bank of the United States, Native Americans, the Supreme Court, and his use of presidential war powers. The term Whig was taken from English politics, the name of a faction that opposed royal power. In some respects the Whigs were the descendants of the old Federalist Party, supporting the Hamiltonian preference for strong federal action in dealing with national problems. Henry Clay and Daniel Webster were the unquestioned luminaries of the Whig Party. Neither was able to capture the presidency (American Public University).

Chapter 10 Exam

Matching C 1. An attempt at prison reform that sought to isolate inmates from other inmates D 2. A world view popular in the middle 19th century that supported intuition and subjectivity above absolutes B 3. An early attempt at prison reform that placed prisoners into labor gangs and communities F 4. A early reformer of care to the mentally challenged A 5. The first women’s rights conference held in America E 6. A movement to end slavery 

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True or False F 1. It was not until after the Civil War that Americans sought to rehabilitate criminals. T 2. Jacksonian democracy and its emphasis on the common man was a cause of the great reform attempts of the 19th century. F 3. The following are examples of 19th-century reform movements: animal rights, women’s rights, temperance movement, and abolitionism. F 4. Dorothea Dix was a great champion of women’s suffrage. T 5. Brook Farm was an early attempt at a utopian community. T 6. Transcendentalism encouraged reform thinking. T 7. The Seneca Falls Convention was the first largescale attempt by women to gain legal rights. T 8. Most reform movements thrived in the North but fared less well in the South. F 9. Alcoholic drinks were made illegal in the 1850s. F 10. President Pierce strongly supported, by word and by actions, federal aid for the mentally challenged. Questions The idea of imprisonment as a form of punishment for crimes is relatively new. Until the late 18th century, the most common forms of punishment were execution and exile. Prisons were used as debtors’ prisons. They imprisoned debtors who could not pay off their creditors, along with the rest of their family. The prisons also held people waiting to be tried and the convicted awaiting their sentences to be put into effect. Now, in the 1830s, prisons were perceived as places of rehabilitation. Unfortunately, they were not too successful. Dorothea Dix effectively raised America’s views of the mentally challenged. The abolition movement seemed to exacerbate the slavery issue more than build support. Women, too, while gaining some rights, were 50 years away from winning the right to vote.

Chapter 11 Exam

True or False F 1. Slaves did not enjoy their captivity but made the best of it. They rarely resisted. F 2. It was always the intention of Southern slaveholders to free their slaves eventually. T 3. The invention of the cotton gin greatly increased the profitability of slavery.

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T 4. F  reed slaves experienced much prejudice in the North. F 5. The Underground Railroad was a highly successful operation and freed hundreds of thousands of slaves. F 6. The first slaves came to America with the Pilgrims at Plimouth Plantation in 1619. T 7. Frederick Douglass was an escaped slave who joined the abolitionist cause. T 8. The Church, until a few years before the Civil War, more or less supported slavery as an institution in American life. F 9. The Fugitive Slave Act was strongly supported by North and South. T 10. Not only did white Americans create a legal and social structure to control African slaves, they also created a language and social theory to control them, which remained long after slavery. Questions Americans seemed to accept chattel slavery with no ambivalence. Anti-slavery movements were small and insignificant until the mid-19th century. The first Africans arrived in the British settlements on the Atlantic coast where they were traded or sold for supplies by a Dutch ship at Jamestown, Virginia, in 1619. They may have been indentured servants, but by the 1640s lifetime servitude existed in Virginia, and slavery was acknowledged in the laws of Massachusetts. The raising of staple crops—coffee, tobacco, sugar, rice, and, much later, cotton—and the rise of the plantation economy made the importation of slaves from Africa particularly valuable in the Southern colonies of North America. The slave trade moved in a triangle; setting out from British ports, ships would transport various goods to the western coast of Africa, where they would be exchanged for slaves. The slaves were then brought to the West Indies or to the colonies of North or South America, where they were traded for agricultural staples for the return voyage back to England. Later, New England ports were included in this last leg. In America by the date of the Declaration of Independence (1776) about one-fifth of the population was enslaved (www. infoplease.com).

Chapter 12 Exam

Matching J 1. A phenomenon by which a person embraces a world view radically different from his own

B 2. A  powerful movement of commitment among large numbers of people for a long period of time H 3. View that emphasizes predestination and the sovereignty of God E 4. View that emphasizes free will F 5. Holiness G 6. A movement that emphasizes the veracity of Scripture and a personal relationship with Jesus Christ C 7. A heresy that arose in upstate New York in the early part of 1800 I 8. An 18th-century revival led by Jonathan Edwards and others A 9. A 19th-century revival that included Charles Finney and others D 10. Conservative Christianity that believes the Bible is literally true Questions A. Whitefield, Wesley, and Edwards B. Conversion, to a Christian, is more than a “change of mind” or a “cognitive or learning change.” It is a spiritual change, a change of heart. It is to be born again as a new creation in Christ (Gal. 2:20). C. Some opponents saw conversions moving from spirituality to emotionalism. D. Many churches grew larger. Others rejected revivalism and ultimately did not grow in number. Both the United Methodist Church and the Southern Baptist Church grew as a result of revivalism. E. Fundamentalism is a radical form of evangelicalism. They both embrace the inerrancy of Scripture, the sovereignty of God, and a personal salvation experience. Fundamentalism normally rejects glossolalia and other forms of charismata (e.g., Pentecostalism). Nonetheless, Pentecostalism is part of the evangelical camp. F. I wonder if the great revivals are over. We will see. Some countries are experiencing revivals emerging through massive prayer movements (e.g., Korea). Cultural revivals (like the homeschool movement) might also bring larger revivals than mass revivals. Smaller revivals are also becoming popular (e.g., John Wesley White Crusades). Some revivals are community grassroots efforts that combine religious fervor and social welfare policy (e.g., see Transformation Videos by George Otis). Certainly mass revival campaigns held in sports arenas or stadiums are no longer as popular in America as they were during the 20th century.

Chapter 13 Exam

(See the discussion in chapter 13, lessons 1, 2, 3 in the student book.) The Civil War was caused because Southern and Northern Americans chose not to live together. Again, the operative word is chose. They chose to fight a war. The North and the South were always two nations, and by 1860 it was difficult to live together in the same house. But not impossible. They had solved their problems before—in 1820 and 1850—for instance. But suddenly, in 1860, the political system failed. And when it did, war came. The Civil War was the fault of neither the North nor the South. Or rather it was the fault of both! The combination of an expanding economy, a flood of immigrants, the second Great Awakening, Manifest Destiny, and the failure of the American political system brought the young republic to the brink of Civil War. Ultimately, though, the failure of nerve manifested by American political leaders thrust the nation into its bloodiest war in American history. I agree with historians who in their assessment of the causes of the Civil War wrote the following: When the Union was originally formed, the United States embraced too many degrees of latitude and longitude, and too many varieties of climate and production, to make it practicable to establish and administer justly one common government which should take charge of all the interests of society. To the wise men who were entrusted with the formation of that union and common government, it was obvious enough that each separate society should be entrusted with the management of its own peculiar interests, and that the united government should take charge only of those interests which were common and general (Hunter 1, 7–8).What is ironical is that, in a way, the North and the South were fighting for the same thing. Both saw themselves preserving what was quintessentially American. The Confederacy was really fighting for the American dream as much as the Union! They saw themselves as the new patriots, the true “Americans.” The South had some justification; many Founding Fathers owned slaves (Hunter 1, 9–10). Naturally, Northerners had the same argument and saw themselves as the true patriots. Their similar perspective, though, was further proof that North and South stood on common ground. In other ways, though, by 1860, the North and South had nothing in common. The Civil War was a struggle between conflicting world views. Each section held to a belief system and increasingly felt alienated from the other. They disagreed over the power of the federal government; they disagreed over tariffs; they especially disagreed over slavery and its expansion westward 

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(Williams 203). These disagreements were nothing new and did not bring a civil war. The War was avoidable. However, by the middle of the 19th century, these differing viewpoints, coupled with the almost violent change inflicted on America, and the collapse of compromise as a viable option in the political arena brought the young Republic into a horrendous civil war. Americans chose to fight because they were unwilling to choose an alternative. The first American to observe that the Civil War was unnecessary was former President Buchanan. He argued that the cause of the Civil War was to be found in “the long, active, and persistent hostility of the Northern Abolitionists, both in and out of Congress, against Southern slavery, until the final triumph of President Lincoln; and, on the other hand, the corresponding antagonism and violence with which the advocates of slavery resisted efforts, and vindicated its preservation and extension up till the period of secession.” Buchanan’s assumption that the war need not have taken place had it not been for Northern fanatics and, to a lesser extent, Southern extremists was a correct one. To put it another way there was no substantive issue important enough in 1861 to necessitate a resort to arms; the war had been brought on by extremists on both sides. The moderate political center refused to solve the problem and left the solution to extremists. The extremists brought on a civil war.

Chapter 14 Exam

A. Although the South was much weaker than the North, Confederate soldiers could have done well enough on the battlefield to convince Northern voters that winning was not worth the price in blood and treasure, and thus Lincoln could have been defeated in 1864 and replaced by somebody committed to making peace on the basis of Southern independence. This did not occur because of several tactical mistakes: 1. Confederate General Johnston’s refusal to capture Washington, DC, after the First Battle of Bull Run 2. Lee’s loss of his orders before Antietam 3. Lee’s decision to attack the Union center on the third day at Gettysburg 4. Confederate General Bragg’s decision to let General Rosecrans (defeated at the Battle of Chickamauga) escape 5. President Davis’s decision to replace Confederate General Johnston in front of Atlanta when Sherman attacked

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6. The inability of the Southern leadership to assess accurately the value of the brilliant Confederate cavalry general Nathan Bedford Forrest B. The Battle of Gettysburg. It was the town where thousands died within just three days, and is the famous place where the biggest battle of the Civil War took place. It could have been the end of the war if Union General Meade had pursued and destroyed Lee’s Army of Northern Virginia, which was in full retreat. C. Perhaps, but the South made many subsequent mistakes in 1864–65, so one wonders if the South would have won the war under any circumstances.

Chapter 15 Exam

A. Race mixing undermines theories of white supremacy. In American culture, race mixing has always been a social concern as much as a biological concern. The determination of boundaries between human groups in the United States has normally been a social one, but it is defined in racial terms. Americans have very easily categorized people in biological terms: an interracial person is obviously a black person. Social definition, though, has been more difficult to control. What does one do about a black person and a white person who decide to defy social customs and covenant together in marriage? Physical appearance informs, but ultimately a person gains status and identity according to which social group he belongs. This social status, at least in America, is mostly defined according to racial criteria. B. The KKK in 1869 appeared to champion the cause of downtrodden, disenfranchised white Southerners. It appeared to combine a just cause with social piety and strong religious faith. From its beginning, the KKK was corrupt, heretical, bigoted, and patently opposed to the spirit and the substance of the United States Constitution. Today it has become radical again. In some cases it has merged with other—some more violent—white supremacy groups. This does not bode well for the future.

Chapter 16 Exam

A. With the disruption of Southern life in post–Civil War America, the returning and emerging Southern leadership reacted to perceived and real threats from Union occupiers. If anything, they saw that their way of life was jeopardized in ways they had not heretofore imagined. So, in a conscious way, Southern politicians, clergy, educators, and business leaders created a (racist) society as bad as, or worse than, the one that had existed before 1861.

B. The Confederate flag, of course, evokes memories of the Confederacy. To some African-Americans, memories of the Confederacy evoke memories of slavery. Not all Confederates supported slavery, however. It is wrong to summarize the Confederate period in American history as a racist period. Not all Confederates were racists, just as not all Unionists were abolitionists.

Chapter 17 Exam

Answers will vary. All answers should be supported with evidence.

Chapter 18 Exam

A. The federal government appropriately should be in the place of regulation and accountability. The government, however, should be hesitant to intervene, stepping in only if the infractions are manifestly deleterious to the environment. B. In some cases, when the technology surrounding a product is new, a monopoly atmosphere may encourage innovation. Risks are great, and budding companies may need the impetus of big profits to develop new and improved products. In the long run, however, monopolies discourage ingenuity and innovation. C. Labor unions recognized the need to bring everyone into the struggle regardless of color or gender. That was probably true 1861–1917. No one argues that there were corporate excesses in Gilded America that needed corrected. Much good was accomplished through the labor unions. At the same time, labor unions sometimes became domineering and undemocratic. For example, the corrupt Tammany Hall political machine in New York City allied itself with labor.

Chapter 19 Exam

Monster businesses were kidnapping and ravishing innocent consumers. America herself was being ravished by greedy corporations. As one historian explains, “This era that experienced social and economic change on a massive scale was marked by many contradictions. Along with the beginning of the modern American labor movement and a resurgence of the movement for women’s rights, the age saw the implementation of rigid race segregation in the South through so-called Jim Crow laws, sanctioned by the Supreme Court’s 1896 decision in Plessy v. Ferguson. The Gilded Age also witnessed the emergence of the United States as an imperialist foreign power. Desire for greatness on the seas, partially spawned by Alfred

Thayer Mahan’s The Influence of Sea Power upon History (1890), led the United States into war with Spain in 1898 and into a subsequent war in the Philippines from 1899 to 1902. The Gilded Age saw the birth pangs of the United States as a global power, an urban, industrial society, and a modern, liberal corporatist state. Many problems remained unsolved, however, for the Progressive Era and New Deal reform policies to address.”

Chapter 20 Exam

A. Native American culture was ill-suited for assimilation into the more sedentary European society. B. The notion that a frontier has indelibly affected the American ethos makes a lot of sense to me. At the same time, Turner never gave Native Americans the credit they deserved. He never saw them as a “player” in the Turner Thesis. C. Jesse Woodson James (September 5, 1847–April 3, 1882) was an American outlaw, gang leader, bank and train robber, and murderer from the state of Missouri and the most famous member of the JamesYounger Gang. Already a celebrity when he was alive, he became a legendary figure of the Wild West after his death. Some recent scholars place him in the context of regional insurgencies of ex-Confederates following the American Civil War rather than a manifestation of frontier lawlessness or economic justice. Jesse and his brother Frank James were Confederate guerrillas during the Civil War. They were accused of participating in atrocities committed against Union soldiers. After the war, as members of one gang or another, they robbed banks. They also robbed stagecoaches and trains. Despite popular portrayals of James as a kind of Robin Hood, robbing from the rich and giving to the poor, there is no evidence that he and his gang used their robbery gains for anyone but themselves. The James brothers were most active with their gang from about 1866 until 1876, when their attempted robbery of a bank in Northfield, Minnesota, resulted in the capture or deaths of several members. They continued in crime for several years, recruiting new members, but were under increasing pressure from law enforcement. On April 3, 1882, Jesse James was killed by Robert Ford, who was a member of the gang living in the James house and who was hoping to collect a state reward on James’s head. Henry McCarty (reportedly November 23, 1859[1] –July 14, 1881), better known as Billy the Kid, but also known by the aliases Henry Antrim and William H. Bonney, was a 19th-century American frontier outlaw and gunman who participated in the 

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Lincoln County War. According to legend, he killed over 20 white men and a number of Mexicans and Indians,[2] but he is generally accepted to have killed four men. McCarty (or Bonney, the name he used at the height of his notoriety) was 5 feet 8 inches (1.73 m) to 5 feet 9 inches (1.75 m) tall with blue eyes, a smooth complexion and prominent front teeth. He was said to be friendly and personable at times,[3][4] and many recalled that he was as “lithe as a cat.” Contemporaries described him as a “neat” dresser who favored an “unadorned Mexican sombrero.” These qualities, along with his cunning and celebrated skill with firearms, contributed to his paradoxical image, as both a notorious outlaw and beloved folk hero. A relative unknown during his own lifetime, he was catapulted into legend the year after his death when his killer, Sheriff Pat Garrett, along with co-author M. A. “Ash” Upson, published a sensationalistic biography titled The Authentic Life of Billy, the Kid. Beginning with Garrett’s account, Billy the Kid grew into a symbolic figure of the American Old West (Wikipedia Free Encyclopedia).

Chapter 21 Exam

A. Unfortunately, many white Americans, even Christians, have not exhibited Christlike behavior in this area. Our prayer should be that all people of all races should obtain their identity in Christ—and nothing else. B. Answers will vary. This is an article I wrote about racial reconciliation: He was an ordinary pastor, Brother Garner, the sort of pastor you would expect a Methodist bishop to send to my hometown. South Arkansas was unprepared to face the present, much less the future. The Civil War hung like a heavy shroud on this declining railroad town. Less than 100 years before, Yankee soldiers had unceremoniously marched through our swamps to Vicksburg. To our eternal shame, no significant resistance was offered, except a brief unsuccessful skirmish at Boggy Bayou. A pastor distinguished only by his mediocrity, Palmer Garner seemed committed to irrelevance. Despite the fact that desegregation was fracturing our fragile community and some of our neighbors and relatives were warring with the Army Reserve units at Central High School in Little Rock, Arkansas, Garner was warning us of “immoral thoughts.” Most of us had not had an “immoral thought” since Elvis Presley played in the old Veterans’ gym. The only redeeming feature of Brother Garner’s sermons was that they were mercifully short. They

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allowed us to get to Lawson Cafe’s hickory-smoked pork ribs before the Southern Baptists! We never liked Garner’s sensitivity. It seemed so effeminate—un-Christian, really. He seemed to be an incorrigible sentimentalist, and while Southern ethos was full of tradition and veiled sentimentalism, we fiercely hid our true feelings. For instance, when a prominent citizen tried to kill himself, no one expressed surprise or shock. Such an act was expected of an unstable person whose alcoholism had brought dishonor on his family and town. The only thing that bothered us was that he failed. Such a vulnerable act demanded resolution, and we perversely expected our friend to act like a man and finish the job. Although we never said anything to him, he knew what was expected and he finally did it. Garner was, however, a greater threat to our fragile equilibrium. Dwight Washington, a high school scholar and track star, had a conversion experience at one of our revival services. He foolishly thought that since Jesus loved him, we would too. So, he tried to attend our Sunday morning worship service. But he was politely asked to leave during the assurance of pardon—because people like him should go to their own churches. Garner saw everything and was obviously displeased. Not that he castigated us. We could handle that. We enjoyed pastors who scolded us for our sins. We tolerated, even enjoyed his paternalistic diatribes. No, Garner did the intolerable: he wept. Right in the middle of morning worship, right where great preachers like Muzon Mann had labored, where our children were baptized, Garner wept! Right in the middle of morning worship, as if it was part of the liturgy, he started crying! Not loud, uncontrollable sobs, but quiet, deep crying. Like a man who was overwhelmed by the exigencies of life. Old Man Hendrick, senile and almost deaf, remembering the last time he cried—when his wife died—started crying too. And then the children. How we hated Palmer Garner! If we ever doubted, Garner was obviously an outsider to our community. . . . We owe so much to Palmer Garner. He taught us Southerners how to cry . . . In the face of so many obstacles . . . is it so bad to relax and let ourselves feel the injustice—not in hopelessness—but in hopeful empathy . . . . Garner was an example of the unlikely heroes racism called forth in the middle of the twentieth century. Palmer Garner was a prophet. He captured what the theologian Abraham J. Heschel calls “the divine

pathos.” He invited us all to be in sympathy with the feelings of God. In sympathy with God “the task of prophetic ministry is to nurture, nourish, and evoke a consciousness and perception alternative to the consciousness and perception of the dominant culture around us,” Walter Brueggemann writes. Garner, like Elijah, was a man under a word. He knew that he must do things, foolish things. The breaking of the endless cycle of need and poverty is broken by the intervention of God. The prophetic ministry to which Elijah is called shatters the tired world of hopelessness. And the point of preaching is to affirm that such deeply obedient risk-taking, speechbearing folks can function to make the world new. It is the deception of the kin to make us believe the world is fixed and must stay the drought-ridden way it is. The king wants people to be and stay hopeless, because hopeless people will never challenge. That shell of hopelessness is now broken by a concrete act of powerful compassion. C. The poor economic situation and racism in the South pushed African-Americans out. The need for laborers, particularly on the Pennsylvania Railroad, drew them North. Unfortunately, racism was more enduring and much more prevalent in the North than they had expected.

Chapter 22 Exam

Answers will be found in the narrative portion of Chapter 22. 1. Post–Civil War America felt drained and damaged and did not wish to participate in any international events. 2. With growing prosperity in the 1870s Americans looked to the Caribbean and then to the Pacific to establish an American empire. At the same time, Americans wanted a piece of the imperialist pie. European competitors were grabbing the best sea ports and market locations, and some Americans felt that they needed to be in the action. Still, though, other Americans did not want to assume the hated role of colonial power. 3. In the 1870s and 1880s Americans developed an ideology of expansionism. First, there was the socalled Anglo-Saxon Mission or the White Man’s Burden. The Reverend Josiah Strong, a leader in American missions, best expressed this view (Fenton). The two great needs of mankind are, first, a pure, spiritual Christianity, and second, civil liberty. It follows, then, that the Anglo-Saxon, as the great representative of these two ideas, is

divinely commissioned to be his brother’s keeper. Add to this the fact of his rapidly increasing strength in modern times, and we have well-nigh a demonstration of his destiny. 4. Connected to the notion of “white man’s burden” was the idea of Social Darwinism. Namely, uncivilized nations (according to Western standards) exhibited behaviors of inferiority that invited judgment calls. If nations differed little from animals preying on one another, shouldn’t more civilized nations take over? After all, survival of the fittest ideas demanded that the best, the strongest, the most capable dominate the weaker. The advancement of superior culture demanded it. 5. Next, there were several opportunities that arose at the end of the 19th century. In 1867 America purchased Alaska from Russia. In 1879 it joined England and Germany in an agreement to provide military protection for the Samoan Islands in the South Pacific. Later, America acquired a naval base at Pearl Harbor, Hawaii (Fenton, p. 537). 6. Politics, of course, had a great impact on foreign policy. In particular, President William McKinley led America into war, into the next destiny, and into unbridled imperialism. McKinley was elected president in 1896. He grew up in the Midwest. Deeply attached to his mother, who was a committed Christian, he gave his heart to Christ when he was very young. He devoted himself to the Lord’s purposes and, to a great extent, he was a believer cleverly disguised as president! McKinley’s first term coincided with a movement away from isolationism, which advocated staying out of foreign entanglements. As foreign trade grew, so did demands for foreign territory and a larger navy, so that markets could more easily be developed and controlled. When there was unrest in Cuba, McKinley saw this as an opportunity to insinuate the American presence into Latin America. Although McKinley wanted peace, he made little effort to curb the growing demand for Cuban intervention. Yellow or exaggerated journalism, especially in New York newspapers owned by the competing publishers Joseph Pulitzer and William Randolph Hearst, was enormously successful in creating demand for U.S. intervention in Cuba. Theodore Roosevelt, McKinley’s assistant secretary of the navy, also supported intervention. On February 15, 1898, the American battleship Maine exploded in the harbor at Havana, Cuba, and 266 men died. No one knew who—if anyone—caused the explosion, but most Americans were certain 

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that it was the work of Spain. Congress, on April 25, 1898, declared war on Spain. 7. The year 1900 marked the beginning of a new century full of hope and optimism. Clearly America was on the go. She was attaining unprecedented world influence. The Philippine action was unfortunate—a sideshow really. The fact is America was prospering mightily. We were also, as Teddy Roosevelt said, “walking softly and carrying a big stick.” Roosevelt formed a new policy called the New Nationalism. He gave part of the speech that follows before union veterans of the Grand Army of the Republic in 1910 (Fenton, p. 515). 8. One of the main objectives in every wise struggle for human betterment has been to achieve equality. In the struggle for this goal, nations rise from barbarism to civilization. . . . The New Nationalism puts the national interests before sectional or personal interests. 9. World War I, 1914–1918, was initially perceived as a European war. Americans wanted nothing to do with it. Once committed to going to war, though, in 1917, America intended to make the world—using Woodrow Wilson’s words—“safe for democracy.”

Chapter 23 Exam

A. The advancement in technology and learning methods brought about a lot of change for the better in public education. However, a number of social problems began affecting the public schools during the 1920s: violence, drugs, alcohol, smoking, and sexrelated issues. The American public school has always been looked upon as a system that inculcates the ideals of equality and freedom in the individual. At the same time, public education, even at that time, became a replacement for the family. As more and more families became dysfunctional, the school stepped into the role by default. B. Americans were invited to participate in both global and local culture. News was instantaneous and ubiquitous. As Neil Postman writes, “The message became the media.” The family, and parents in particular, found their influence on their children taking a back seat to the school’s influence. Ironically, public education began “dumbing down” American society. Along this line, Postman, author of Amusing Ourselves to Death, reminds us that 1984 came and went, and George Orwell’s nightmare did not occur— the roots of liberal democracy had held. But we had forgotten that alongside Orwell’s dark vision, there was another equally chilling apocalyptic vision: Aldous

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Huxley’s Brave New World. Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same thing. Orwell warns that we will be overcome by an externally imposed oppression, but in Huxley’s vision, no Big Brother is required to deprive people of their autonomy, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think. Orwell feared those who would ban books; Huxley feared that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information; Huxley feared those who would give us so much information that we would be reduced to passivity and egoism. Orwell feared that truth would be concealed from us; Huxley feared that truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture; Huxley feared we would become a trivial culture. As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny “failed to take into account man’s almost infinite appetite for distractions.” In 1984, Huxley added, people are controlled by inflicting pain; in Brave New World, they are controlled by inflicting pleasure. In short, Orwell feared that what we hate will ruin us; Huxley feared that what we love will ruin us. These are Postman’s words, but they express the fears of us all. Public education, beginning in 1920, invited us to love what will ruin us.

Chapter 24 Exam Matching 6 Civilian Conservation Corps 5 Stock Market Crash 8 Social Security laws 3 Teapot Dome Scandal 7 Tennessee Valley Authority 4 Lindbergh flew across the Atlantic 10 Beginning of World War II 1 The end of World War I 9 New York World’s Fair 2 Harding elected president Questions The Greatest Generation did indeed fight and win two wars (World War II and the Cold War). One would hope that future generations will match or even surpass their exploits.

Chapter 25 Exam

A. Answers will vary. No doubt democracy would have ended. Despotism would have reigned supreme. Jews, Communists, Evangelicals, Pentecostals, and Gypsies, as well as mentally challenged people, would have all been annihilated. B. Answers will vary. The Cold War between the Communists and the Western World began in earnest at the end of World War II. In order to maintain political prestige among the uncommitted nations of the world, neither side could allow the other any advantage or concession. The Soviets tried to blockade Berlin, and the West answered with the Berlin Airlift (1947–1949). In Korea, the armies of both the U.S. and the USSR withdrew, but each side armed its respective section of the country. The North Koreans clamored for unification and fomented several armed uprisings in the South in the late 1940s. However, South Korea did not collapse, but grew stronger. This may be why North Korea launched a massive surprise attack against the South on June 25, 1950. While the fear that Americans would fight a war in California if they did not stop the Communists in Asia is unfounded, the decision to fight and to beat the Communists in Korea was a sound one (www.cotf.edu/).

Chapter 26 Exam Timeline 5 John Kennedy elected. 10 America withdraws from Vietnam. 1 Pearl Harbor bombed. 2 D-Day. 12 The World Trade Center is bombed. 6 The Cuban Missile Crisis. 8 The Tet-Offensive. 9 Armstrong walks on the moon. 7 The Beatles appear on the Ed Sullivan Show. 3 The Potsdam Conference. 11 The Berlin Wall falls. 4 Sputnik is launched. Questions At the end of the war, the Soviet Union refused to leave its conquered territories. No one was willing to force her to do so. America was very tired and did not want to fight another war—especially with an ally who had 12 divisions of troops (America had four). When the Soviets obtained their own atomic bomb, there was even more reason to pause. Over the next 50 years

Soviet hegemony slowly diminished as the Communist regime was unable to sustain a competitive edge in the international arena.

Chapter 27 Exam

The Body of Christ must take leadership or it will never happen. Responsible repentance by perpetrators and heartfelt forgiveness by the victims will no doubt go a long way to bring reconciliation. The following is a quote from John Perkins, a leader in racial reconciliation: “Justice is the foundation of God’s throne, and justice was the motivation for our redemptive process. The big question is, ‘How could God be just and justify you and me?’ The redemptive story is the story of God coming down to bring justice for the unjust so that He might bring us back to God. Justice is inherited in the fact that He created us in His own image. It’s that own image that gives us the dignity and importance of humanity. The whole redemptive process and purpose of justice go together. The story of the little boy and his ship is a good analogy. The boy had made a toy ship, which he lost. Later he found the ship in a toy shop. After seeing how much it cost, he went home, got the money, and bought the ship back. He said, ‘Now you belong to me. You belong to me because I made you. You belong to me because I bought you back.’ God made us and we sinned. Then through His death on the cross He purchased us, and now we belong to Him again. So justice is inherited in His creation of us.”

Chapter 28 Exam

We’ve got to understand the importance of humanity and the Biblical idea that we are to love our neighbors as we love ourselves. Justice is caring for humanity as we care for ourselves. We must use love, reconciliation, and grace to uphold humanity’s dignity in Christ. Anything that uses pride, greed, or selfishness to crush that inherent worth of humanity is sin and oppression. We oppress people for our own selfish interests. You have to see oppressed people as created in the image of God, see their needs, and understand how and why they’re being neglected. In the story of the Good Samaritan, the priest and the Levite are the ones who ought to have had compassion, but their own selfinterest was more important than the broken man. The Good Samaritan sees the situation and is moved with compassion and takes care of the person. Exodus 6:9 talks about the children of Israel being so broken in spirit because of generations of oppression that they could not believe God when He said He was 

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going to deliver them. How can lifelong [oppression] or generations of oppression break or crush people’s spirits? The Israelites would have rather gone back to live under the Egyptians’ enslavement. That shows the damage of people, and that is the misery of our people. They come to love their oppressor—in a sense—more than they love themselves. And that works itself out in our society, in terms of what we call self-hatred. It worked itself out in black men in terms of self-hatred, of killing ourselves, of destroying ourselves. That’s the ultimate oppression—killing. The solution is to come alongside someone and nurture that person in love. That’s the key, but it’s still hard. When we say that we are talking about a social good, a redemptive good, it is counter to what our culture says. We are supposed to be self-focused. Jesus set a new model of being “otherfocused.” We see this in the sacrifice of Jesus, His love for us, and the extremity of His love for us by His death on the Cross. That’s a miracle story, and it’s that miracle power within that story that transformed my life. We have to show people that God has an endless well of love for His creation and that no matter how long you have been oppressed, no matter the shame that you feel—you are still His child. This goes the same for whites who were slave owners. Through generations of being the oppressors they were damaged, too. The love of Jesus can break through that wall of guilt and redeem their lives (“Where Redemption Meets Justice,” John Perkins).

Chapter 29 Exam

Modern America rewards toleration, ingenuity, and individuality without really understanding the meaning of any of them. The idea is that a person can do as he wishes as long as he does not harm others.

Chapter 30 Exam

Our culture doesn’t know the answer. In fact, we have lost confidence in truth and have come to the conclusion that truth is unattainable. Thus, tolerance moves to the forefront. G. K. Chesterton wrote: “Toleration is the virtue of the man without convictions.” The Christian response: (A) We must understand the culture in which we live—one in which growing relativism is leading to injustice; (B) we must know what is right and do it; (C) we must seek justice— we cannot turn a blind eye to the injustices related to multi-culturalism; (D) we must affirm truth and not tolerate relativism; (E) the church must be who it is—it must express its convictions about truth and justice,

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and practice and express tolerance (i.e., love) in the multicultural body of Christ.

Chapter 31 Exam

E. R. Dodds, Pagan and Christian in an Age of Anxiety: By employing a 4th-century way of dealing with a hostile environment, Christianity triumphed over paganism because Christians rejected all counterfeit gods, but accepted all people. They promised eternal life in heaven, yet they showed love to all persons on earth. Christianity has compassion, conviction, clarity, and community. At the same time, paganism was not sustaining first-century people and they were looking for something more meaningful. So at the very time that a vital, lifegiving religion was emerging, an old, stale, irrelevant religion(s) was (were) subsiding.

Chapter 32 Exam All answers will vary.

Chapter 33 Exam

Students will review the arguments in the student edition.

Chapter 34 Exam (50 points each) A. Answers will vary. B. Answers will vary.

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