Mr. M. Strope

(801)771-7141

michael.strope@lcaeagle.org

Course Overview / Introduction:

Social Studies is the study of people, places, events, nations and culture in the past and present of God’s creation.
God has given us the gift of Social Studies as a means to understand His world and His will. God is an ever present active part of Social Studies. Social Studies allows us to follow the pattern of humans and holds us accountable for our role as Christians in a fallen world.



Instructional Goals and Biblical Truths
1. History must be understood through the Biblical worldview.

2. God governs all situations.

3. God expects us to learn from a knowledge of history.

• “These things happened to them as examples and were written down as warnings for us, on whom the fulfillment of the ages has come.”( 1 Corinthians 10:11 )

4. God has a plan he is carrying into completion, history records the process of the plan.

• “And he made known to us the mystery of his will according to his good pleasure, which he purposed in Christ, to be put into effect when the times will have reached their fulfillment—to bring all things in heaven and on earth together under one head, even Christ.”(Ephesians 1:9- 10 )

• “For this is what the LORD says— he who created the heavens, he is God; he who fashioned and made the earth, he founded it; he did not create it to be empty, but formed it to be inhabited— he says: ‘I am the LORD, and there is no other.’”( Isaiah 45:18)

5. God holds nations accountable for their actions.

• “For we must all appear before the judgment seat of Christ, that each one may receive that is due him for the things done while in the body, whether good or bad.” (2 Corinthians 5:10)

6. God sometimes withholds judgments that is due, most often it brings honor to his name.

• “For my own name's sake I delay my wrath; for the sake of my praise I hold it back from you, so as not to cut you off.” (Isaiah 48:9)

7. The fact that God uses a nation to judge another does not relieve that nation from its own responsibility to God.

• “Does the ax raise itself above him who swings it, or the saw boast against him who uses it? As if a rod were to wield him who lifts it up, or a club brandish him who is not wood!”(Isaiah 10:15)

8. The actions of believers, even few in number, can change the direction of the government.



M. Strope



"Keep your feet on the ground and keep reaching for the stars." Eventually you will reach it.... when you do, you will know you accomplished something!

Course Overview / Introduction:

• APUS is equivalent to a freshman/sophomore-level college course therefore will be a rigorous survey course of US History and is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history.
• Students will learn the skills to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.
• The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses and is specifically designed to prepare you for the AP U. S. History test given by the College Board each May.
• Success in this course requires seriously committed students who are willing to work far above the level required in a regular high school history class. I expect every one in this class to attend all the time, to come prepared all the time, to participate in a constructive and cooperative manner all the time, and to shoulder the responsibility for the class work in a mature and diligent way without whining and complaining. This is a difficult course with potentially great benefits. If you are unwilling to do the work, you should be in another class.

List of Course Units:

Unit 1
Chapter 1: The Collision of Cultures
Chapter 2: Transplantation and Borderlands
Chapter 3: Society and Culture in Provincial America

Unit 2
Chapter 4: The Empire in Transition
Chapter 5: The American Revolution
Chapter 6: The Constitution and the New Republic

Unit 3
Chapter 7: The Jeffersonian Era
Chapter 8: Varieties of American Nationalism
Chapter 9: Jacksonian America

Unit 4
Chapter 10: America's Economic Revolution
Chapter 11: Cotton, Slavery, and the Old South
Chapter 12: Antebellum Culture and Reform

Unit 5
Chapter 13: The Impending Crisis
Chapter 14: The Civil War
Chapter 15: Reconstruction and the New South

Unit 6
Chapter 16: The Conquest of the Far West
Chapter 17: Industrial Supremacy
Chapter 18: The Age of the City

Unit 7
Chapter 19: From Crisis to Empire
Chapter 20: The Progressives
Chapter 21: America and the Great War

Unit 8
Chapter 22: The "New Era"
Chapter 23: The Great Depression
Chapter 24: The New Deal

Unit 9
Chapter 25: The Global Crisis, 1921-1945
Chapter 26: America in a World at War
Chapter 27: The Cold War

Unit 10
Chapter 28: The Affluent Society
Chapter 29: Civil Rights, Vietnam, and the Ordeal of Liberalism
Chapter 30: The Crisis of Authority

Unit 11
Chapter 31: From the "Age of Limits" to the Age of Reagan
Chapter 32: The Age of Globalization

Graduate Online Class: The Rise of Democratic Ideals

The rise of democratic ideas has taken thousands of years, beginning with the ancient Greeks and with the rise of Judaism and Christianity. Today, democratic institutions continue to grow and spread throughout the world. You will explore its evolution from Greek philosophy, Roman Law, and Judeo-Christian traditions of equality and morality that are fundamental true representative democracy. This central idea will change the age-old institution of authoritarian rule and inspire the struggle for democratic reforms in other countries. Standards:

State/National: 9-10 Grade World History California Content Standards 10.1.1, 10.1.2, 10.2.1

Biblical Content Standards: Proverbs 10:14, Isaiah 11:2

ESLRs 2.1-.5, 3.1-.4, 4.1,.5

Technology – NETS for Students: 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making

Objectives

1. The students will be able to demonstrate a complete understanding of democracy by: - explaining the roots democracy through technological media; - comparing and contrasting other forms of governments focusing civil liberties and individual participation; - orally discussing the origins and foundations of modern democracy; and - successfully completing online test that summarizes the basic tenets of democracy. 2. The student will be able to visually and in writing compare and contrast the following as it pertains to Greco-Roman traditions of Democracy: - Foundations of Political Thought - Views of Democracy - Views on Laws - Role of the Individual - Legacy of Monotheistic Religions

Layton Christian Academy
Michael Strope