History 2: Modernity
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Lesson 1: Orientation11 Steps
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1.1—Introduction & Note-taking (23 min video)
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1.1—Read Quotes About Wisdom
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1.2—Why Life? (12 min video)
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1.2—Read Tolkien Letter
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1.3—Why School? (18 min video)
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1.3 — Read Arthur Quiller-Couch Quote
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1.4 —Why History? (16 min video)
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1.4 —Read History Quotes
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1.5—Course Assignments (8 min video)
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1.5 – Lesson 1 Portfolio
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1.5—Lesson 1 Exam
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1.1—Introduction & Note-taking (23 min video)
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Lesson 2: The Great Stage: Introduction to the West13 Steps
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2.1 — The Principle (23 min video)
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2.1 — Read Westminster Confession Chapter 1
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2.2—Christendom & Modernity (16 min video)
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2.2—Read the Nicene Creed
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2.3—The Thirty Years War (31 min video)
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2.3—Read Gustavus Adolphus Farewell Address
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2.4—John Amos Comenius (15 min video)
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2.4—Read The Great Didactic
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2.5—The Legacy of the West (15 min video)
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2.5—Lesson 2 Portfolio
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2.5—Lesson 2 Exam
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2.6—Project 1: Reformational Imitation (4 min video)
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2.6—Choose Reformational Masterwork & Begin Research
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2.1 — The Principle (23 min video)
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Lesson 3: Ideas Have Consequences: The Enlightenment11 Steps
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3.1—The Principle (20 min video)
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3.1—Read Proverbs 1-4
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3.2—Ockham & Descartes (13 min video)
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3.2—Read Descartes
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3.3—Spinoza, Hobbes, Locke & Hume (21 min video)
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3.3—Read Hume
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3.4—Kant, Diderot, & Voltaire (18 min video)
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3.4—Read Kant
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3.5—Rousseau (13 min video)
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3.5—Lesson 3 Portfolio
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3.5—Lesson 3 Exam
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3.1—The Principle (20 min video)
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Lesson 4: The Sacred & the Secular: Empires, Pirates, and Rulers11 Steps
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4.1 —The Principle (15 min video)
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4.1 —Read Rousseau Selection
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4.2 —Explorers & Empires (23 min video)
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4.2 —Read "The History of the Indies" Selection
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4.3 —The Muslim Threat & Catholic Missions (24 min video)
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4.3 —Read "Lepanto" & Francis Xavier Letter
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4.4 —The Golden Age of Piracy (19 min video)
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4.4 —Read Don Lewes Transcript
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4.5 —Enlightened Despots (16 min video)
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4.5 —Lesson 4 Portfolio
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4.5 —Lesson 4 Exam
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4.1 —The Principle (15 min video)
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Lesson 5: Royal Science: The Scientific Revolution11 Steps
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5.1 —The Principle (16 min video)
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5.1 —Read Principia Selection
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5.2 —The Scientific Revolution (13 min video)
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5.2 —Read van Leeuwenhoek Letter
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5.3 —Revolutions in Astronomy (27 min video)
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5.3 —Read Galileo Selection
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5.4 —The Royal Society (19 min video)
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5.4 —Read Preamble to the Royal Society's Charter
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5.5—Two Royal Giants - Leibniz and Newton (25 min video)
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5.5—Lesson 5 Portfolio
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5.5—Lesson 5 Exam
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5.1 —The Principle (16 min video)
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Lesson 6: The Creators: Pascal, Vermeer, Johnson, and Bach11 Steps
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Lesson 7: The Devil Has No Stories: The French Revolution12 Steps
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7.1—The Principle (20 min video)
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7.1—Read Robespierre Speech I
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7.2—The Setting of the French Revolution & the Reign of the Sun King (22 min video)
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7.2—Read Louis XIV's Memoir
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7.3—The Revolution I (23 min video)
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7.3—Read "The Declaration of the Rights of Man"
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7.4—The Revolution II (19 min video)
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7.4—Read Robespierre Speech II
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7.5—The Revolution III (21 min video)
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7.5—Lesson 7 Portfolio
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7.5—Lesson 7 Exam
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7.6—Reformational Imitation Finished
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7.1—The Principle (20 min video)
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Lesson 8: I Am The Revolution: Napoleon Bonaparte13 Steps
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8.1—The Principle (20 min video)
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8.1—Read Quotations About Duke of Wellington
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8.2—The Age and Character of Napoleon (22 min video)
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8.2—Read Napoleon Letter
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8.3—The Man of Ambition (24 min video)
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8.3—Read Napoleon Proclamation
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8.4—The Man as Emperor I (25 min video)
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8.4—Read Writings & Proclamations of Napoleon
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8.5—The Man as Emperor II (16 min video)
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8.5—Lesson 8 Portfolio
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8.5—Lesson 8 Exam
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8.6—Project 2: Speech on Tradition (3 min video)
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8.6—Choose Topic for Speech on Tradition Project
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8.1—The Principle (20 min video)
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Lesson 9: Deus Ex Machina: The Industrial Revolution11 Steps
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9.1—The Principle (17 min video)
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9.1—Read Observation on the Loss of Woolen Spinning
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9.2—Revolutionary Change I (13 min video)
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9.2—Read William Radcliffe Selection
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9.3—Revolutionary Change II (15 min video)
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9.3—Read Robert Owen Selection
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9.4—Inventors I (13 min video)
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9.4—Research Industrial Revolution Invention
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9.5—Inventors II (15 min video)
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9.5—Lesson 9 Portfolio
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9.5—Lesson 9 Exam
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9.1—The Principle (17 min video)
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Lesson 10: The Antiquary & the Muse: Scott, Austen, and the Romantic Poets12 Steps
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10.1—The Principle (18 min video)
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10.1—Read Antiquary Selection
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10.2—The History of the Novel & Sir Walter Scott (29 min video)
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10.2—Read "The Bard's Incantation"
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10.3—The Arts of Domesticity & Jane Austen (15 min video)
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10.3—Read Pride & Prejudice Chapter
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10.4—The Romantic Poets I (19 min video)
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10.4—Read Coleridge & Wordsworth
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10.4—Read Byron, Shelley & Keates
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10.5—The Romantic Poets II (17 min video)
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10.5—Lesson 10 Portfolio
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10.5—Lesson 10 Exam
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10.1—The Principle (18 min video)
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Lesson 11: No Vision Too Large: Wilberforce & Chalmers10 Steps
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11.1—The Principle (23 min video)
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11.1—Read Robert Southey Letter
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11.2—William Wilberforce I (16 min video)
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11.3—William Wilberforce II (18 min video)
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11.2 & 11.3—Read Wilberforce Speech
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11.4—Thomas Chalmers I (16 min video)
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11.4—Read Thomas Chalmers Sermon
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11.5—Thomas Chalmers II (16 min video)
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11.5—Lesson 11 Portfolio
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11.5—Lesson 11 Exam
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11.1—The Principle (23 min video)
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Lesson 12: Culture = State: Nationalism12 Steps
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12.1—The Principle (16 min video)
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12.1—Read "The German Fatherland"
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12.2—Simón Bolívar & the Narrative of Nationalism (29 min video)
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12.2—Read Simón Bolívar Proclamation
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12.3—The Narrative of Nationalism II (12 min video)
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12.3—Read Giuseppe Mazzini Excerpt
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12.4—Making Nationalism International: Communism (17 min video)
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12.4—Read Engels Selection
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12.5—The Communist Manifesto (15 min video)
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12.5—Lesson 12 Portfolio
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12.5—Lesson 12 Exam
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12.6—Give Speech on Tradition
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12.1—The Principle (16 min video)
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Lesson 13: Eminent Culture: Victorianism11 Steps
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13.1—The Principle (25 min video)
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13.1—Read Queen Victoria Letters
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13.2—The Empire & Eminent Victorians I (16 min video)
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13.2—Read Queen Victoria Proclamation
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13.3—Eminent Victorians II (20 min video)
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13.3—Read Eliot and Tennyson Poems
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13.4—Eminent Victorians III (20 min video)
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13.4—Read Florence Nightingale Letter
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13.5—The Prince of Preachers: Spurgeon (18 min video)
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13.5—Lesson 13 Portfolio
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13.5—Lesson 13 Exam
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13.1—The Principle (25 min video)
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Lesson 14: The West and the Rest: Victorian Missions13 Steps
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14.1—The Principle (22 min video)
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14.1—Read Thomas Hardy Poem
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14.2—The Scope of Missions (25 min video)
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14.2—Read Henry Martyn Journal Entries
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14.3—Indian & William Carey (25 min video)
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14.3—Read William Carey Selection
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14.4— China and Hudson Taylor (12 min video)
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14.4—Read Spurgeon Selection
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14.5— Africa and David Livingstone (20 min video)
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14.5—Lesson 14 Portfolio
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14.5—Lesson 14 Exam
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14.6—Project 3: Thesis Paper (7 min video)
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14.6—Choose Thesis Paper Topic & Begin Research
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14.1—The Principle (22 min video)
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Lesson 15: The New Priesthood: Scientism and Darwinism11 Steps
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15.1— The Principle (20 min video)
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15.1— Read H.G. Wells Selection
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15.2— Figures of Scientism I (28 min video)
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15.2— Read Thomas Malthus Selection
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15.3— Figures of Scientism II (21 min video)
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15.3— Read Selection from "The Descent of Man"
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15.4— The Realities of Scientism I (20 min video)
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15.4— Read "The Great Lesson"
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15.5— The Realities of Scientism II (25 min video)
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15.5—Lesson 15 Portfolio
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15.5—Lesson 15 Exam
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15.1— The Principle (20 min video)
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Lesson 16: The Square Inch War: Kuyper and Wilson12 Steps
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16.1— The Principle (25 min video)
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16.1— Read Kuyper Selection
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16.2— Fundamentalists and Radicals (25 min video)
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16.2— Read Princeton Theological Review Essay
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16.3— Abraham Kuyper (19 min video)
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16.3— Read Selection from "Calvinism and Politics"
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16.4— Woodrow Wilson (33 min video)
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16.4— Read Woodrow Wilson Essay Selection
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16.5— Wilson’s Presidency (18 min video)
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16.5—Lesson 16 Portfolio
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16.5—Lesson 16 Exam
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16.6—Thesis Statement Finished
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16.1— The Principle (25 min video)
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Lesson 17: The Pity of War: World War I11 Steps
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17.1— The Principle (18 min video)
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17.1— Read Wilfrid Owens Poem
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17.2— The Scope of the Great War and Its Beginning (27 min video)
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17.2— Read Excerpt from "Germany In Arms"
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17.3— The Character and Narrative of the Great War (21 min video)
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17.3— Read Memoir of Private Harold Saunders
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17.4— America and Notable Characters in the Great War (25 min video)
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17.4— Read Rupert Brooke and John McCrae Poems
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17.5— The Poets, the Chaplains, and the Armistice (20 min video)
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17.5—Lesson 17 Portfolio
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17.5—Lesson 17 Exam
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17.1— The Principle (18 min video)
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Lesson 18: Domesticity Versus Tyranny: Versailles, Dictators, and America’s Roaring Twenties12 Steps
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18.1— The Principle (24 min video)
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18.1— Read Selection from Wilson's "Fourteen Points"
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18.2— The Rise of the Despots I (19 min video)
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18.2— Read Selection from "The Higher Phase of Communist Society"
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18.3— The Rise of the Despots II (26 min video)
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18.3— Read Selection from "Mein Kampf"
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18.4— The Return to Normalcy I (15 min video)
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18.4— Read Article on National Thrift Week
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18.5— The Return to Normalcy II (13 min video)
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18.5—Lesson 18 Portfolio
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18.5—Lesson 18 Exam
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18.6—Thesis Outline Finished
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18.1— The Principle (24 min video)
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Lesson 19: Modern Art and the Death of Culture: Art and Architecture11 Steps
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19.1— The Principle (28 min video)
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19.1— Read selection from "Background to a Dilemma"
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19.2— The Modern Artist (32 min video)
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19.2— Read Part 2 of "Background to a Dilemma"
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19.3— Expressionism to Cubism (21 min video)
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19.3— Research Artist from the Lecture
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19.4— Dadaism to Pop (18 min video)
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19.4— Research Artist from the Lecture
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19.5— Bauhaus and International Style (34 min video)
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19.5— Research Work of Architecture
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19.5—Lesson 19 Portfolio
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19.1— The Principle (28 min video)
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Lesson 20: I’ll Take My Stand: The Thirties11 Steps
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20.1— The Principle (37 min video)
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20.1— Read "Sex and Property" by G.K. Chesterton
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20.2— Hoover and the Crash (25 min video)
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20.2— Read Accounts of Life
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20.3— FDR and the New Deal (27 min video)
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20.3— Read Henry Morgenthau, Jr. Memorandum
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20.4— The Georgian Devil: Stalin (21 min video)
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20.4— Read Selection from "The Gulag Archipelago"
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20.5— The Austrian Devil: Hitler (19 min video)
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20.5—Lesson 20 Portfolio
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20.5—Lesson 20 Exam
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20.1— The Principle (37 min video)
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Lesson 21: The Lost Generation: Literary Converts12 Steps
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21.1— The Principle and Q (35 min video)
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21.1— Read Sir Arthur Quiller-Couch Quote
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21.2— G.K. Chesterton (24 min video)
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21.2— Read "A Piece of Chalk"
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21.3— Evelyn Waugh and Dorothy Sayers (23 min video)
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21.3— Read "The Lost Tools of Learning"
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21.4— C.S. Lewis (24 min video)
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21.4— Read "The Weight of Glory"
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21.5— J.R.R. Tolkien (23 min video)
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21.5—Lesson 21 Portfolio
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21.5—Lesson 21 Exam
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21.6—Thesis Paper Finished
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21.1— The Principle and Q (35 min video)
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Lesson 22: The Wrath of Man: World War II11 Steps
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22.1— The Principle and the Rise of Nazi Germany I (21 min video)
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22.1— Read the Manifesto of the Nazi Party
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22.2— The Rise of Nazi Germany II and the Start of War (26 min video)
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22.2— Read Accounts of Kristallnacht
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22.3— France, Britain, and the Soviet Union (32 min video)
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22.3— Read Selection from "The Finest Hour"
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22.4— The Empire of the Rising Sun (17 min video)
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22.4— Read the "Pearl Harbor Address"
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22.5— The American Entrance and Early Battles (18 min video)
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22.5—Lesson 22 Portfolio
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22.5—Lesson 22 Exam
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22.1— The Principle and the Rise of Nazi Germany I (21 min video)
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Lesson 23: The Cross and Perseverance: World War II, Bonhoeffer, and Churchill13 Steps
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23.1— The Principle and the Invasion of Fortress Europe (25 min video)
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23.1— Read Letter By Rev. John G. Burkhalter
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23.2— The Fall of Man’s Empires (27 min video)
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23.2— Read Letter from John Hyndman
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23.3— The Atomic Bomb and the Holocaust (30 min video)
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23.3— Read Three Accounts of Holocaust Survivors
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23.4— Dietrich Bonhoeffer and Winston Churchill I (15 min video)
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23.4—Read "Overcoming Fear"
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23.5—Winston Churchill II (16 min video)
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23.5—Lesson 23 Portfolio
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23.5—Lesson 23 Exam
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23.6—Project 4: The Hour Project (4 min video)
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23.6—Choose “Hour Project” Goal
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23.1— The Principle and the Invasion of Fortress Europe (25 min video)
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Lesson 24: Personal Peace and Affluence: The Fifties11 Steps
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24.1— The Principle and Pop Art (22 min video)
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24.1— Read J.K. Galbraith Selection
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24.2— TV and Suburbs (33 min video)
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24.2— Read G.K. Chesterton Quote
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24.3— The Cold War (26 min video)
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24.3— Read Churchill Speech Selection
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24.4— M.A.D. and China (21 min video)
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24.4— Read Truman Farewell Address
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24.5— The Korean War, the Red Menace, and Ike (19 min video)
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24.5—Lesson 24 Portfolio
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24.5—Lesson 24 Exam
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24.1— The Principle and Pop Art (22 min video)
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Lesson 25: The Great Divorce: The Sixties11 Steps
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25.1— The Principle and Kennedy’s Presidency (28 min video)
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25.1— Read Kennedy Address
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25.2— The Civil Rights Movement (16 min video)
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25.2— Read "Letter from Birmingham Jail"
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25.3— The Culture of Revolution (24 min video)
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25.3— Read Bob Dylan Song
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25.4— LBJ: War and Peace (17 min video)
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25.4— Read "The Great Society" Speech
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25.5— The 10,000 Day War: Vietnam (15 min video)
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25.5—Lesson 25 Portfolio
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25.5—Lesson 25 Exam
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25.1— The Principle and Kennedy’s Presidency (28 min video)
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Lesson 26: The West Like the Rest: The Seventies and the End of Modernity11 Steps
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26.1— The Principle (27 min video)
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26.1— Read "Suicide is Painless"
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26.2— The Sexual Revolution and Abortion (31 min video)
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26.2— Read "Birth Control and the Revolution"
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26.3— Modern Israel (24 min video)
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26.3— Read Israeli Prime Minister Address
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26.4— Watergate and Iran (20 min video)
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26.4— Read Washington Post Article
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26.5— Alexander Solzhenitsyn (16 min video)
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26.5—Lesson 26 Portfolio
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26.5—Lesson 26 Exam
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26.1— The Principle (27 min video)
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Lesson 27: The Triumph of the West: The Fall of Communism and Postmodernity12 Steps
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27.1— The Principle and the Church Today (14 min video)
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27.1— Read Lord John Dalberg-Acton Quote
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27.2— Ronald Reagan (19 min video)
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27.2— Read Reagan Speech
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27.3— Margaret Thatcher, Pope John Paul II, and the Leaders Against Communism (16 min video)
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27.3— Read Václav Havel Quote
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27.4— Gorbachev and the Fall of the Evil Empire (18 min video)
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27.4— Read Diary Entry of Anatoly Chernyaev
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27.5— Postmodernity (18 min video)
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27.5—Lesson 27 Portfolio
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27.5—Lesson 27 Exam
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27.6—Hour Project Finished
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27.1— The Principle and the Church Today (14 min video)
2.2—Christendom & Modernity (16 min video)
Transcript
The following transcript was automatically generated and may contain errors in spelling and/or grammar. It is provided for assistance in note-taking and review.
In the second lecture, we’re going to call this Christendom and Modernity. And we’re going to define these two terms. Now, when I use the term Christendom, I actually often use it I use it for an entire year of my history curriculum that covers the early church, beginning with the Book of Acts, going all the way up to the Reformation.
So through that age we often call the Middle Age or the Medieval Age. But Christendom is really a bigger term than that, kind of like the way we defined West in the previous lecture. In fact, I want you to define Christendom as the kingdoms, the nations, the people groups, the families and individuals that serve Christ, both in word, meaning that they actually embrace the authority of the scriptures.
They actually see those as being the word of God, and also through deed. They actually believe that they’re supposed to apply the scriptures to what they actually do in life. Now let’s define the term modernity. actually comes from an old Latin word, like so many other words English language do, called “modernus.” And that itself comes from the word “modo,” which can mean “just now,” which can mean “only,” “presently.” It has something to do with a focus on the present, usually. Now this is curious because the word “modernus,” even though it defines modernity and makes us think of present and current things, this term has been used for so long. In fact, the early church used this exact same term. In fact, the early Christians saw themselves as a people of the future because they had this hope in a kingdom that went beyond whatever kingdom or whatever government or empire they found themselves under.
The medievals, the Renaissance and Reformation thinkers they often dealt with this term of modernist as well It of course applied to the present, but it also thought they also thought of the future in a certain sense as well They often saw themselves as moderns, but they saw themselves the kind of the analogy is often given they saw themselves as being like dwarfs on the top of Ancient Giants in other words they had such intense respect for the past such intense admiration for the great writers and the great works of the past that they saw their works no matter how marvelous they were As being just kind of imitations as being something like a dwarf on the shoulders of a giant Compared to what had been done in the past It really wasn’t until what we call now more modern times what I will define is roughly the 18th century or so as we’re talking about the 1700s and beyond that the whole term of began to be flipped around. Instead of it being seen as a focus on the present with this idea of a future hope that Christ was going to return, instead of it being a focus on the present where you looked back to the past for inspiration with great respect, it began to be changed quite a bit so that the future was seen as hopeful not because of the promises of Christ.
The future was seen as hopeful because it seems as if there was no limit to what man could do or especially what man could invent.
And so you see this theme throughout modernity where moderns began to see themselves as being the wisest people because after all they had technologies that the ancients did not have.
They had for example the telegraph machine which of course you may even have to think about what the telegraph machine is in case you’ve never seen one or never interacted with that. Or they had, of course, telephones when those came out. Or they had what we now have, say for example, cell phones and the internet. I mean, the truth of the matter is, is that your parents, in fact even myself when I was a kid, and I’m not that old, we grew up without cell phones and without the internet. It was just not a part of our life. But for someone of your age, you’re so used to having those technologies because they’ve been in existence for your entire life. that it’s probably a little bit difficult to imagine the world without those things. And so we often look back on people of the past and think, “Oh, they were kind of primitive because they did not have the technologies that we have. They did not have the inventions or the comforts that we have.” The sheer fact of the matter is that we often have no idea what their lives were like because we’re often so focused upon our own, and we often have this modern idea, which David Hall calls simply the arrogance of the modern, that our time is the best, and that it will only get better in terms of science and technology because we’re seeing that things are always being updated, things are always being improved. In fact, we live in the computer age, where things are regularly updated, where things are regularly improved, And we’ve just kind of come to accept that as being normal. And we’ve kind of come to accept it as being normal that we just update things on a regular basis. But that’s a very different view than how modernus or modernity was originally seen. But that view kind of explains how modernity was seen in more modern times. Another interesting thing about modernity in the more modern period that we’re going to be looking at is the way that it viewed religion. It no longer saw religion as kind of the whole of life, where you actually performed duty to a God because he made you and because that was natural to you through the marvelous work of grace.
Instead, religion kind of became a defined compartment or zone of life, something that actually had to be set aside in order to arrive at some kind of objective truth.
And so in modernity, we’re gonna see this kind of habit, this kind of shift in thinking from Christendom, where you began with the authority of the scriptures, and the culture of modernity tended to move towards the authority of things like data, of things like methods, of things like different systems, of things like different forms of control.
Or instead of even having a way of thinking or trusting in certain principles as seen throughout the scriptures, modernity often communicated meaning through great moralisms or through great quotes alone.
All of those things are very, very different from how modernity was originally seen by the church. But to give you kind of a simple construct, a chart of sorts, to kind of see the worldview of Christendom as it contrasts and compares to modernity, I’m going to go ahead and give you five different categories that I want to contrast. The first is the category of authority. In Christendom, properly understood, and of course Christendom continues to this day because Christendom really is the role of the church, the ultimate authority is God himself.
The question that’s always being asked is what has God actually said? It’s not asking as Satan asks in the Garden with Doubt, “Did God really say this?” It’s actually asking with belief, what has God actually said that we may actually follow him, not out of fear but out of love. Whereas the authority in modernity, in kind of this more recent understanding, is man himself. In fact, we’re going to see this whole movement in modernity towards what we now call secularism or humanism, where essentially man is the highest form that is out there.
Man is the most incredible thing that we know about, at least according to our current science or according to what’s on this planet. This is of course where people start talking about aliens and weird things like that. But the point is this, man becomes the final authority, so whatever man believes is true, that is seen as true. That’s why you get entire societies deciding what’s right from what is wrong based upon voting. The second category we’re going to take a look at is structure. structure that kind of moves along the gospel in Christendom, we could probably break this apart into further categories, but I’ll give you two basic structures. One would be the family, the other would be the church. It’s those two institutions that really pass on the gospel. Even if the family is not related by blood, you could have adoption, you could have friendships coming into this, you could have very natural, what we call organic relationships that built up, that built up by a common love of Christ himself.
But the point is this, the structure by which things are accomplished in Christendom is the family and then the church of which the family is a part of.
Whereas the structure by which things are accomplished under modernity, since man is the authority, it’s always force. It’s always using compulsion, whether it be compulsion of the law, whether it be the compulsion of armies, whether it be the compulsion of weaponry, whether it be the compulsion of simple pure pressure.
Modernity essentially uses some type of force to actually structure its worldview, which means that its structure is only ever as strong as its actual force.
The third category that I want you to write down is the category of ethics. In Christendom, ethics are rather simple. You have certain absolutes, such as the fact that that God is perfect, such as the fact that man is made in God’s image, such as the fact that man is completely fallen and therefore completely destitute and in need of Christ. Those are certain absolutes that actually determine our ethics and determine how we view right from wrong, they determine how we relate to other people, they determine how we make decisions.
In modernity, ethics are often relativistic. We could just use the word relativism here for our handy chart here as we describe Christendom from modernity. They’re relativistic in the sense that you kind of determine right from wrong based upon the time you live on or based upon the situation you find yourself in.
So it’s always kind of about your circumstances or it’s about people saying things like, “Well, I’m filming this right now and they’re 2015.” So you’ll hear people saying things like, “It’s 2015. We should have this figured out by now. The funny thing is that people have been saying that for years and years and years. I bet you that back in 1892 somebody said, for crying out loud, it’s 1892, we should have this solved by now. The funny thing is that that just gets really old because it dates yourself. So anyway, the whole point is this. In modernity, things are very relativistic. Right from wrong is based upon whatever a group of people in a certain area thinks is right from what is wrong at a given time, and that morphs and that changes and reverses throughout time.
The fourth category we’ll take a look at would be the category of justice. In Christendom, the whole concept of justice is that you move from the standards of scriptures. You take a look at the demands of scriptures, which they ask everything of us, and God actually wants the entirety of us. That’s why we actually need him to actually make that possible. But he He demands all of us and he demands that we actually live out things like justice, things like mercy, things like humility in our everyday affairs with the people we see all the time, as well as the people that we occasionally see or whoever that may be.
Whereas in modernity, the sense of justice is very different. The sense of justice in modernity is often about what we would call the greater good. idea that you decide to do what is just or what you decide to do what you think is just, that is, based upon whatever accomplishes the most amount of good for the most amount of people.
It’s one of the curious things about Christendom, one of the curious things about applying the scriptures, is that Christendom has always been interested in protecting minorities.
Now you’re gonna see Christians throughout time who exploited minorities. I mean that’s the whole story of American slavery was the exploitation of Africans in the slave trade. That was an exploitation of minorities. But the point is this, something that Lord Acton, the great historian of the early of the 19th century, pointed out. He said that you can actually measure the success of liberty and the success of Christendom, the word applied, based upon how equal, how much the rights are equal to the majority according to the minority.
Meaning, does the minority, are they actually treated well? Do they actually have the same rights and privileges as the majority? That’s always been a test for actual justice. And of course, you can take this and use it as a case study for when you look at our own culture and see how this may be applied and how it sometimes is not applied.
The fifth category would be the category of continuity. It’s interesting, in Christendom, because there’s this whole sense of hope, this whole sense of another world that’s beyond ourselves, that is beyond ourselves as well, the whole continuity would be two things. It would be, for one, grace, the fact that God actually provides full grace to us to actually get through life, to actually finish the course, as Paul points out.
And he also provides perseverance for us. He actually gives us the ability to see the race through. So the whole continuity in Christendom is actually living life faithfully, recognizing that when we sin, recognizing that when we fall, we see the actual despicable nature of that, we can actually confess that, we can actually surrender that to the cross, recognizing it’s been defeated. Whereas in modernity, it’s very interesting, the way that continuity goes on, the way that you actually try to pass on values is through a type of works righteousness.
In modernity and in all forms of humanism, you have to earn your own salvation. You have to be a good person. You have to do certain things because you want people to like you, or you want to be accepted, or you want to be seen as being on the right side of history, which just means in that context that you want to be seen as being on the right side of whatever is popular at the time.
It’s a very different way of living. It’s a way that produces anxiety. It’s a way that produces worry and so forth. It’s not the way of grace that recognizes that men are actually fallen and that men are actually called to something beyond themselves that requires a power beyond themselves.
Keep these things in mind as we take a look at modernity in this broad scope throughout the rest of this lesson and in future lessons.