History Navigators and Pathfinders 9/13/2016

The Roman Empire, prior to the Middle Ages, had been one of the greatest in the known world at the time. The Roman army was one of the most successful and most feared. The Romans began to live lives that were centered around pleasure and excess. In keeping with this mindset they also began to have fewer children. They eventually resorted to recruiting slaves and soldiers from the surrounding countries in order to replenish the dwindling supply from their own people.
The Barbarians were among these recruits. Ultimately these tribes and others invaded and conquered the Roman Empire. Pastor Huntley shared a brief slide show of weapons used during that time.

Prior to the fall of Rome, Christians were still heavily persecuted. However, very often these Christ followers would willingly martyr themselves both in the Coliseum as well as being crucified. Their courage and reliance on, as well as devotion to, Christ strengthened other christians and the movement as a whole. It had the opposite effect that the Romans had hoped for which was to destroy it.

During the Barbarian rule christians continued to venture where others would not. Often they could be found entering places where plagues and disease were present. In stark contrast to those fleeing these places, they would move in to care for the sick and dying.

This is the way of the Cross - people willing to die to self and live (and die) for Christ.

Mrs. Cross introduced the students in the Navigators class to the story of Perpetua, a Christian martyr whose personal account of what she went through was the first recorded account of a martyr's experience. You can read more about it. I have included a link to Christianity Today
http://www.christianitytoday.com/history/people/martyrs/perpetua.html

After the class, the students went outside to the parking lot where several of them were "crucified".

Homework: Please read Cards 3,4,and 5 for next week. For those who do not have the cards yet images will be sent to your email.

History Elective Pathfinders and Navigators 3/29/2016

The media presented the summaries of the candidate’s positions. The different media people uniquely summarized the position of each candidate with respect to the issues discussed in the previous debates. They were all well done.

The class then split into two groups. They were given the exercise of creating a new government. They had to come up with; 1. Ideas that their government would be based on and 2. How those ideas would put be into practice within their new government.       

The assignment for each of the students in the group is to go home and take the material from their group and fill in any holes that remain. Next week your group will explain to the class what your government stands for and how they will put those things into practice.                                            

History Elective Navigators & Pathfinders March 22, 2016

Today the class listened to various media reports from last weeks debates. We then watched the video Learn Our History - Election day - Choosing our President.  Pastor Huntley briefly discussed the some of the things brought up in the video and we briefly looked at the differences in the Democratic Party's stance on certain issues then and how much they have changed today.

Next Tuesday, the 29th, each candidate will have 30 seconds to present their position statement. They should be writing a document to pass out that outlines their position on the following: guns, the economy, jobs, marriage and right to life. These are mandatory. You may also include immigration, healthcare including the drug epidemic and the first amendment.

The media people are expected to summarize what each candidate has said about their positions on the topics presented in all of the debates so far.

History Elective First Period March 8, 2016

Over the past few weeks, the history elective with Pastor Huntley has turned into a real live race for the presidency! During the classes Mr. Huntley has taught, in detail, the aspects of what happens during an election year. Topics covered have been addressed in terms of what they are and why they are important. The steps a candidate takes before he announces that he is running and the subsequent campaign, primary elections, the general election, the Iowa Caucus and super Tuesday have been covered thus far.

The practical part of the class has included the four presidential candidates and their campaign managers studying up on the issues important to the current campaign. Issues that have been debated range from Terrorism (ISIS specifically), illegal immigration, Planned Parenthood funding, the national debt, job growth, Second Ammendment rights and the economy.

Each class begins with our various media reporters playing or reading their report on the previous week's debate. We have television, radio and written reports and they have done a great job. Then the candidates are put on the spot to answer questions from the media on whatever topic the media chooses. They are kept on their toes but they are all doing super!

Today, after the debate, Mr. Huntley took a part of the class to teach the students about the economy, specifically how cutting taxes and regulations on business actually produces wealth.

A guest parent, Selectman LaCasse, had previously asked the candidates what they thought of the federal reserve printing more money. He graciously explained to the students the history of the Federal Reserve's printing of our currency, how our dollar previously was valued by the backing of gold and silver as well as the changes in this in recent years. He explained how the influx of more printed money into our economy drives the value of our dollar down and how this will affect the retirees and older population's savings.

History Elective First Period February 2, 2016

The class discussed the steps that a candidate takes when they are considering a run for the presidency.

1.       Announce the desire to run for office

2.       See if they will be able to get support. The states of Iowa, New Hampshire and South Carolina would be especially important to get as they vote first in the primary elections.

3.       Once support is assured, financial donations must be sought. These can come from several places;

a.       The candidate’s personal funds

b.       Outside donations

                                                               i.      Small amounts from “ordinary people”

                                                             ii.      Large amounts from “big donors”

4.       Announce official candidacy and assemble their team.

5.       Begin the physical campaign

a.       Create/state the platform they are running on. A platform is the candidate’s own opinions on where he or she stands on foreign and domestic issues.

b.       Enter and participate in debates with other candidates

c.       Travel the country to meet people and get their message out so that the voters will get to know them and what they stand for. This is where the people can ask questions of each candidate.

The Iowa Caucus is the event where representatives of each candidate meet in groups to try and persuade voters to vote for their candidate.

The NH Primary election is where registered voters in NH go to the polls in their community and vote. They have to vote within the party that they are registered for.

The Role of the Media

The media is supposed to report on each of the candidates and their platforms. Reporting is supposed to be fair, neutral and balanced. Editorials are the places within the paper where the writers can air their opinions.

Ads and book covers from various candidates and papers were reviewed for ideas on how candidates and the media could report on each campaign.

The roles of each student for the presidential campaign were decided upon.

History Navigators and Pathfinders 1/5/2016

Pastor Huntley enacted the story of John as told in Luke Chapter 1 and 3. Throughout the story the class took notes and afterward they broke into groups to answer a series of questions based on the enactment as well as some bonus questions on basic Bible knowledge.

The students will create a diorama for next week and come prepared to teach the class about the scripture behind their choice using the diorama as a teaching tool.

History for Navigators and Pathfinders

11/17

Summary:  We looked at the mythological founding of Rome, daily life in ancient Rome and the government of Rome. The application came from an exercise when the students had to choose what qualities they would look for before hiring someone to rule their province or country. The final list from all of the students was long and instructive. I told them, “If you wish to be a leader, make these qualities yours.”

11/10

History has value for us when it provides roots, offers perspective and when it offers concrete lessons we can apply to our lives today. We read about and discussed the reign of King Solomon. We took two facts about the Phoenicians, their control of purple dye and shipbuilding, and learned about economics. We discussed and illustrated scarcity, supply and demand, and using your resources to increase wealth for yourself and others.

11/3

We took a tour of Jewish history from the time of the Judges to the divided kingdom. We focused on what David and Solomon did right – David worshipped God and got to know him in the quiet times, wrote psalms and praised God with the same gusto with which he fought and killed his enemies – Solomon prayed for wisdom, built the temple and experienced the visible glory of God filling the temple.

10/27

We reviewed the homework and found lessons for our lives today.

We viewed the treasures of King Tut in two different books We considered the Ten Commandments and emphasized that 8 of them are written as prohibitions. This led to a discussion of God as a person who gives us lots we can do and only restricts what is wrong for us (like the tree in the garden of Eden).

The Navigators looked at life in Ancient Athens and Sparta.

10/13

We discussed how God controls history by preparing people (in this case Moses, Israelites, Pharaoh and Egyptians) to cooperate with his plan. I emphasized the importance of the Exodus in history –the greatest event before the resurrection of Jesus.

We discussed how God controls history by raising up nations – in this case Egypt – to do his will – provide a safe place for his people to grow from 70 to 2 million. We pointed out that God used Joseph to prepare the way for his family to move to Egypt.

We also discussed how God controls history by preparing people (in this case Moses, Israelites, Pharaoh and Egyptians) to cooperate with his plan.

10/6

The Navigators looked at the lives of Abraham, Isaac, Jacob and Joseph. We discussed lessons we can apply to our lives today. 1. Just as Abraham took time to grow in his understanding of God from “He is my personal god” in a polytheistic way, to “he is the only God of the universe,” so we need to update our understanding of God as we mature from childhood to adulthood. 2. God created Egypt so it could provide a safe place for the Israelites to grow from 70 people to a nation. 3. God changed the lives of Jacob and his sons and named the tribes of the nation after them. Joseph, the godly man, did not have a tribe in his name!

The Pathfinders, due to student interest, discussed the Egyptian fascination with death. We compared it with the biblical teaching. We talked about ordinary life in Egypt. The better treatment of women was a special focus since women in the ancient world were not allowed the privileges that the Egyptians considered normal.

History Navigators & Pathfinders 11/3/2014

This week the students sat back and listened to Pastor Huntley as he taught them about the Butler Act and the Scopes Trial of 1925. We learned about the events that led up to the trial and what was happening in the town itself prior to the trial. All of the major players, Clarence Darrow, William Jennings Bryan, John T. Scopes and the American Civil Liberties Union (ACLU) were discussed in terms of their worldview, their actions, words and ultimately their motives.
Pastor Huntley also discussed with the class the topics of Social Darwinism and the concept of "survival of the fittest" on a free market economy, equality in society, as a justification for war, Imperialism , and its far reaching effect on the world, especially in WWII.
Charles Darwin's Origin of Species and the theory of evolution were also discussed. Finally, we discussed the effects of the Scopes trial on the perception of Christianity and Christians by society and how they are negatively viewed today, largely because of biased and inaccurate reporting of the trial, most notably by H.L. Mencken of the New York Times, an extremely influential newspaper then and now. The same un-truths and inaccuracies abound in the fictional work "Inherit the Wind" and yet it continues to be shown in multiple classes in schools across the country without the students being aware that it is fiction and inaccurate fiction at that. The effect upon parental rights with regard to the control over school curriculum content that we are feeling today is due in very large part to the Scopes Trial. It was indeed the "Trial of the Century".

History 10/14/2014, Navigators and Pathfinders

The Reconstruction post-Civil War was discussed in terms of why it was unsuccessful.  Andrew Johnson’s impeachment and why the Radical Republicans did not achieve their aim or removing him, Ulysses S. Grant, his character as well as issues he had within his government that hurt his reputation and the relationship that both Lincoln and Grant had with the South and how they were “friends of the South” were also reviewed.

The Ku Klux Klan, its inception and founding leader Nathan Bedford Forrest was discussed as well as the origin of the donkey and elephant symbols of the Democratic and Republican parties. Finally, the events surrounding the election of Rutherford B. Hayes were discussed.

Hstory 10/7/2014, Navigators and Pathfinders

The students presented on their topics. Each week I am seeing real improvement in both their content and delivery. I talked about the major reason why the war lasted so long - the South had competent, skilled, intelligent generals while President Lincoln struggled to find a general who could lead effectively. We talked about the tremendous loss of life on both sides. Skilled leaders are necessary in all areas of life.

History 9/30/2014, Pathfinders

A summarization of the time Period between 1848 and 1860 was presented to the children for discussion. The summary included the Compromise of 1850 which led to the Fugitive Slave Law Act, the 1852 publication of Uncle Tom’s Cabin, whose author felt driven to write shortly after the Fugitive Slave Law Act was passed. The 1854 Kansas-Nebraska Act which was unsuccessful and led to clashes between pro- and ant-slavery proponents. The 1857 Dred Scott Decision by the Supreme Court Justice Tanney indicating that a black man was only to be considered three-fifths of a white man. The 1858 Douglas-Lincoln Debates, each of which Senator Douglas, a pro-slavery politician, lost. John Brown’s Raids created such anti-Northern sentiment in the South that indeed, they finally did what they had threatened all along, seceded from the Union. The Whig Party was no defunct, the Democrats considerably weakened, and finally, in 1860, Lincoln, a Republican, was elected President. While he did not campaign on an emancipation platform, nonetheless, his presidency would span some of the worst and greatest moments in American history.

The students presented their oral reports - doing a fine job at it too! All in all they seem to really enjoy the research, written reports and oral reports. I will begin teaching them the difference between reading a written report and delivering an oral report next week. By the way, those who provide pictures have added understanding of their subjects for the other students.

History 9/23/2014, Pathfinders & Navigators

The students came prepared, presented their reports well and answered questions about content they had not included in their oral reports. Excellent work. We discussed the overall significance that the Monroe Doctrine, the Battle of New Orleans outcome, the Missouri Compromise and other events in the 1836-1848 time period.

Period B History 3/11/2014

Summary

We discussed what we learned from creating the games. We talked about the lessons learned from working in groups and applied that to the founding of our government and the Evangelical transformation of England through the use of Societies.

 Team 1 played the game created by team 2 and team 2 played the game created by team 1. At the end each student offered a short evaluation of the game.

 Assignment steps for the next 3 weeks – Finish as many of the steps below as you can this week and bring all of your materials to class so we can work on them with you.

In the next three weeks you (each student or group of students) will create a game that will be fun and teach those that play it how to communicate the good news about Jesus to a specific group of people. In our games we will assume that a 20 – 40% of those who hear the gospel will respond positively.

1. Choose a group of people that need to know Jesus. The more familiar you are    with the group, the more likely your game will work. The less you know the more you will have to ask people for information that will help you understand how you        can reach the group. The group must be one of manageable size. Too small a group and it could be difficult to create a game. Too large a group and the details will drown you.
Example of groups – a Town or City, the State of NH, 100 Children in an After School Program, families without fathers, parents who have lost a child
2.To accomplish your goal of reaching this group, you will need to enlist the help of other people. Just like the Evangelicals used Societies (people who all agreed to work to achieve the group goal), you will have to decide what groups to create to achieve your goal.
Examples: The Bible Society agreed to print and give Bibles to everyone who needed one. The Abolitionists agreed to find ways to limit and end the slave trade. If you chose “parents who have lost a child” then you would create a group or groups to help them with that loss. It won’t be you alone doing everything!
3. Identify the problems/obstacles you will have to solve to achieve your goal.
4. Identify ways the problems can be solved/methods that can be used.
5. Begin to design the game.
Class time will be used to help you identify obstacles you missed and discover ways to overcome obstacles as well as help with any step where you are having difficulty.

History Elective Period B 3/4/2014

History Elective Summary:

The students created functional copies of their games and played for about 20 minutes.

Assignment: Each team is to make finished copies of their games and bring them to class ready to play. The goal will be to work out all the kinks and begin working on their individual games during the second half of the class period.

History Elective Period B, 2.27.2014

We reviewed how the Evangelicals turned England around from a godless to a god-fearing nation. We talked about the rules for making a board game. The kids choose which of two game designing teams they wished to work with and began the process of designing one of two versions of the game - How the Evangelicals Conquered England or some such thing:)

Homework: Work with other teammates to continue designing and refining their team's version of the game.

History Elective Period B

We discussed the homework questions and listened to a case study of the Evangelicals who turned England from a pagan to a Christian nation between 1800 and 1860.

Homework
Choose a group to convert to Christ.
Make a list of all obstacles you might encounter in helping them to convert to Christ
Brainstorm possible ways (methods) you can overcome the obstacles.
Make a list of results, changes in the peoples' lives if they convert.

History Elective Period B, 1/28/2014

Summary: We examined cultural differences between groups and how to interpret the words and actions of one group to the other by watching an episode of the Beverly Hillbillies. Then, we discovered Paul's strategy for bring the good news of Jesus to the world.

Assignment:

 

Group One: Curtis Comrie, Jacob Mitchell, Oren Fultz, Rachel Klekar, Suzie Araldi, Zoe Mailhot

 

1. What were classes to Wesley and how did he use them? How did this help him to reach more people for Jesus?
Click here for the link to http://place.asburyseminary.edu/cgi/viewcontent.cgi?article=1006&context=asburyjournal

2.  What did Wesley do that helped him succeed in bringing the good news of Jesus to so many people?
Click here for the link to http://www.goforthall.org/articles/jw_bio.html

John Wesley's Small Group Rules

In the early days of the Methodist Church, members were expected to agree to six common disciplines or "Rules" found in The Works of John Wesley (1816)

1. To meet once a week, at least.
2. To come together at the hour appointed, without some extraordinary reason.
3. To begin (those of us who are present) exactly at the hour, with singing or prayer.
4. To speak each of us in order, freely and plainly, the true state of our souls, with the faults we have committed in thought or deed and the temptations we have felt since our last meeting.
5. To end every meeting with prayer suited to the state of each person.
6. To desire some person among us to speak his own state first, and then to ask the rest, in order, as many and as searching questions as may be, concerning their state, sins, and temptations.

 Group Two: Abigail Mitchell, Ana Hood, Asa Fultz, Caroline Baggs, Eden Locke, Luke Lowne

1. What can you learn from these articles about George Whitefield and the first Great Awakening?
Click here for a link to the website http://www.christianitytoday.com/ch/131christians/evangelistsandapologists/whitefield.html
Click here for a link to the website http://www.christianitytoday.com/ch/1990/issue28/2846.html

2. Please be ready to report on George Whitfield, a "school dropout."

History Level 3, January 7, 2014

We discussed the answers to the homework questions and looked at important implications. We talked about the separation of powers again and the important reasons for them.

Assignment:
What was the second great awakening?
How did it change the country?
Why was it important?

Here are some sources to help you find the answers:

Click here for the following link http://www.u-s-history.com/pages/h1091.html

Click here for the following link http://www.ushistory.org/us/22c.asp
Click here for the following link http://www.buzzle.com/articles/second-great-awakening.html

 

History Level 3 , Dec. 3, 2013

We discussed the answers to the homework questions, the first and second amendments to the Constitution and the need to maintain a balance of power between the 3 branches of government.

Assignment Level 3:
If you could switch places for a day with one of these founding fathers, who would you switch with and why? George Washington, Benjamin Franklin, Benjamin Rush, James Madison, Sam Adams, or John Adams?

Who were Lewis and Clark?
Why should we know about them?

History Level 3, 11/19/2013

We discussed the homework questions and then focused on the Declaration of Independence - understanding the words and their meanings.

 

Assignment:

 

1. Why did our country decide to call a Constitutional Convention?

2. What did the delegates disagree about and how did they resolve their differences? Give two examples 3. What is the Bill of Rights? Who insisted that the Bill of Rights was necessary? Bring a copy to class.