Modern World History

Our High School History classes are a multi-level program of extensive interaction between the teacher and students. Students who participate develop a clear understanding of the flow of history,  including chronological relationships, geographical relationships and consequences of ideas. Students are ex-1881 posed to the great writings of the era they are studying. They have opportunities to think critically and to inter-1882 act personally with each age through discussion, presentation, activities and respectful debate.

Instructor will hold the student’s work to either High School or Honors standards, as requested by the 1884 student. Students’ thoughtful involvement in discussions, both in class and at home, is central to the learning 1885 process. Instructors will use Socratic and Pauline discussion and experiential learning to stimulate analytical 1886 thinking. Questions for discussion at home will be assigned frequently.

This course will use critical thinking skills to examine ideas and their consequences throughout the his-1888 tory of the Modern World from the medieval period in Europe, through the important formative years of the 1889 idea of “Modern”, to today. European and other literature, original sources, living books and history texts will 1890 be absorbed and discussed. Projects and presentations will be a regular part of the work. An extensive list of 1891 resources will be used throughout the course. Reading lists will be available in advance. 1892 

After each topic is covered, students will be required to submit written and/or verbal feedback. Additionally, projects will be assigned every class session, for completion before the next class. All students registered for 2020-2021 classes with Gail Efting will have the opportunity to benefit from 1895 online videos and other presentations, commentary, and discussions, as well as feedback, accountability, and 1896 recordkeeping, online.

Instructions for accessing online coursework and records will be made available to students upon confirmation of registration and student email. 

Description

Teacher/Mentor: Gail K Efting

Type of Class: Group and Online supported Class

Class Fee: $90 per month per person – by check or Zelle

tuition and fees payable directly to: Gail Efting, 527 S. Frances St. Sunnyvale, CA 94086

Online Program Fee: $20.00 per student (waived if registration received before August 1, 2021)

Classes are available upon arrangement, on another day, at different location, as desired, same cost on class fee

Questions: Contact Gail Efting at BALMInstitute@gmail.com

Minimum & Maximum Class size:  minimum 5      maximum 20 students

Credit: Successful completion can be used to satisfy requirements for High School Medieval to Modern History, High School Composition, Art History, Honors Modern History or Honors Western Civilization.

Modern World History, 2021-2022, will focus on understanding the history of the modern world in light of formational ideas and philosophies.  Students are also encouraged to develop strong patterns of seeking Godly counsel from parents through topic discussion. This course is designed to coordinate well with Philosophy and Apologetics, and On Writing Well, Power of the Word.

Other classes are available on other days as there is interest. Please go to BALM.pathwright.com for a wide variety of course choices. Arrangements for timing will be made based on demand and availability.

Course Description: Our High School History classes are a multi-level program of extensive interaction between the teacher and students. Students who participate develop a clear understanding of the flow of history, including chronological relationships, geographical relationships and consequences of ideas. Students are exposed to the great writings of the era they are studying. They have opportunities to think critically and to interact personally with each age through discussion, presentation, activities and respectful debate.

884 Instructor will hold the student’s work to either High School or Honors standards, as requested by the 885 student. Students’ thoughtful involvement in discussions, both in class and at home, is central to the learning 886 process. Instructors will use Socratic and Pauline discussion and experiential learning to stimulate analytical 887 thinking. Questions for discussion at home will be assigned frequently.

888                  This course will use critical thinking skills to examine ideas and their consequences throughout the his- 889      tory of the Modern World from the medieval period in Europe, through the important formative years of the 890      idea of “Modern”, to today.  European and other literature, original sources, living books and history texts will 891      be absorbed and discussed. Projects and presentations will be a regular part of the work. An extensive list of 892      resources will be used throughout the course. Reading lists will be available in advance.

893                  After each topic is covered, students will be required to submit written and/or verbal feedback. Addi- 894      tionally, projects will be assigned every class session, for completion before the next class.

895                  All students registered for 2020-2021 classes with Gail Efting will have the opportunity to benefit from 896      online videos and other presentations, commentary, and discussions, as well as feedback, accountability, and 897      recordkeeping, online.

898                  Instructions for accessing online coursework and records will be made available to students upon confir- 899      mation of registration and student email.

900

901      Assessment: I will be available to parents as needed to answer questions or simply to be a sounding board for 902      discussion. Please talk with me as often as you like. You are welcome to sit in on the class on a regular basis, 903      even all year if you like. I want to do everything I can to assist you in this important process of training stu- 904      dents to think Biblically about every aspect of learning, and use these effective skills in all aspects of their lives. 905                    Although many families have used the BALM Institute classes as coursework for their approved junior 906      high and high school transcripts over the years, please keep in mind that the purpose of my classes is NOT pri- 907      marily to ‘pad a transcript’, but to mold a life. The purpose of my classes is to help students prepare for REAL 908      LIFE, of which class room experiences and academic endeavors are only a very small part! Therefore a paren- 909      tal concern about “how well the student is performing” in the class can be counterproductive to their real growth 910      process.

911 I know suspending this concern can be difficult. I can guarantee you that they will learn a tremendous 912 amount – students always do. And they will be better prepared for college and life than you could imagine be- 913 cause of what they learn. In fact, many students choose to take these history classes more than the recom-

914      mended two semesters, so they can glean even more from the discussions and instruction. In order to accom- 915      plish their tremendous learning, students need to fully experience the material and coursework, themselves. 916                  The more you do for them (thinking, explanation, retention, etc.), and the more you look for grading or 917      evaluations of their performance, or worry about “how they are doing”, the less they will gain and retain for 918      life. Most of us apply what we gain from our own realizations and discoveries, our own “aha” moments, rather 919      than from instruction or inculcation by others.

920                  Think about how we all learned to walk. Imagine what would have happened if someone had tried to do 921      that learning process for us, or to explain it to us (assuming we could have understood them). What if no one 922      ever let us down on the floor without a protective halter holding us up “in case we might fall”? Now imagine 923      what it would have been like if someone had been GRADING us on our progress and trying to figure out how 924      to help us get better grades in walking!  How different would our lives be now? If we were exhorted to “per- 925      form” our walking and then were judged critically on that performance, would we ever have learned to do it so 926      easily, so well? Would we be walking as smoothly and thoughtlessly as so many of us do? I wonder.

927                  We walk because when we were learning, we had the desire, the opportunity, accurate feedback

928      (through failure in a safe environment), and the modeling for it. We experienced realizations about it. We ex- 929      perienced a sense of accomplishment in the face of frustration (sometimes quite severe) when we had even 930      small success. And remember, we were designed to do it! We walk because we experienced the walking pro- 931      cess, done poorly and well, over and over again, and we learned as we went.   Please permit your student to 932      learn these life skills in that same way, free of judgment or evaluation. They will learn so much more!

933                  Parent involvement in students’ work for this class is optional. Students often need to be able to ob- 934      serve, ask questions, do interviews, and bounce ideas off of someone, as their Godly counsel. That someone 935      might be you.

936                  They need to be able to ‘think out loud’ and express their observations and opinions about a lot of 937      things. They need to be allowed to fail, and learn from their failure. I’m just asking that you let their learning 938      flow where it goes, without external control or restriction. I strongly request that you permit your students to

939      experience the joys, confusions, frustrations, successes, and even failures, through which they will be stretched 940      and grow in this class. Your encouragement for them to persevere will make all the difference for them.

HEART Academy – Home Educators Advancing the Kingdom of God & Restoring our children’s hearts to the Lord Together

PSP & Mailing Address: Jere and Crissi Allen, 498 Venecia Drive, San Jose, CA 95133

San Jose Friday Class Site #1: Foxworthy Baptist Church, 1774 Foxworthy Avenue, San Jose, CA 95124 San Jose Extra Site #2: Calvary Chapel San Jose, 1175 Hillsdale Avenue, San Jose, CA 95118 heartacademysj@gmail.com, Mobile: 408-712-4646

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941                  My goal for our students in teaching this class is fourfold;

942                              1) to encourage students to build the habit of seeking Godly counsel in decision making,

943                              2) to stimulate students’ transition from seeing parent as leader/authority to parent as wise coun- 944                  selor and mentor,

945                              3) to give the students experiences and realizations which will stimulate the growth of a real, day 946                  to day, ability to consistently apply Scripture to life,

947                              4) to give the students reality based attitudes, clear understanding, and concrete skills related to 948                  aspects of life they will have to face as they mature into adulthood.

949                  Performance in the class will not be evaluated like a “regular” class! This is not just academic course- 950      work (although they will learn a tremendous amount of material which will be covered in college classes, later) 951      and no written evaluation will be given.  If you choose to use the material covered for transcript (academic) rec- 952      ords please contact Gail Efting. Information can be gleaned from the required weekly commentaries; on class 953      participation, work submitted, and completion of assigned projects. You will be able to give them a grade at the 954      end of the year, if you choose, and this class does provide opportunities to fulfill academic requirements.

955                  Remember, performance in life will be evaluated based on applying the material learned to real life situ- 956      ations, and THAT will take a while!

957

958      Course Requirements: My commitment is to provide opportunities, instruction and encouragement in observa- 959      tion, discernment and critical thinking, communication, both written and verbal, life management skills, and 960      discovery and application of God’s truths in every-day situations around us. I will provide material and training 961      which will be beneficial long term and practically useful.

962                  The commitment requested of each student is to be in class ready to start on time for every session, to 963      submit required commentaries and projects on time, to complete assignments appropriately, prepared to ob-

964      serve, listen, learn, think, participate, and contribute at his/her best “as unto the Lord”. This class requires ex- 965      tensive thought and work. Students will get out of the class what they put in, no less, no more.

966                  Every week, students are required to submit a commentary, within 24 hours of class adjournment. This 967      required commentary includes;

968                  1. What happened in the class,

969                  2. what the student learned in class,

970                  3. how the student felt or what the student thought about what s/he learned or experienced in class, and 971                  4. an overview of the assignments for the coming week.

972

973                  This commentary will also function as a communication device for you, to clarify your weekly work 974      process and help you focus on some of the issues we are discussing in class. This commentary is designed to 975      provide your student with an opportunity for review and reflection, which are important aspects of conversion 976      from transactional learning to transformational learning. If completed correctly, it will also provide the parent, 977      as teacher of record, with the information necessary to complete any accomplishment descriptions throughout 978      the year.  I strongly recommend that you require your students to retain copies of the weekly commentaries they 979      are supposed to be sending to me, for your records.

The commitment requested of each “coach” (or Godly counsel) is to help your student be accountable for the requirements of the class, starting on time, submitting work as instructed, participating, doing their 982      best “as unto the Lord”. Also, many of the projects may require your input or availability for interviews or pro- 983      cesses. Please do not do the work FOR your student, or give them the answers to thought questions, but encourage them to persevere (sometimes in the face of frustration) to their goals.

Attendance: Class learning is often experiential and interactive, and cannot be easily repeated outside of the group experience, so consistent attendance within each topic block (whether in class or online) is extremely important. There is new material given every week, which students may not obtain easily if they miss a class or a weekly posting. Additionally, it is often difficult for students to complete ‘homework assignments’ when they have not participated in the preceding class. However, because of the “blocking” nature of the coursework, a topic is reviewed and combined with new information each week through the progression of the block. Also, if necessary, a block could be missed in its entirety without too seriously damaging the learning process during the rest of the year. And, of course, students are always welcome to gather some of the information they missed during the following class or during that block in the following bi-annual cycle. This gives you the flexibility which is so important to the homeschool experience. If you have scheduled to miss classes for any reason, please let me know as soon as YOU know, so that I can adjust as necessary, to make the learning process easier. Courtesy mandates communication.

Classroom Expectations: Real learning is exciting, stimulating and tremendously interesting. It has intrinsic rewards of discovery, growth and realization. Every student should feel free, and safe, to embrace the joy of learning without distraction. In this class, students are encouraged to put in the effort to take every thought captive to the obedience of Jesus Christ, ready to give an answer with gentleness and respect, considering one another ahead of themselves. Nothing will be permitted in the classroom which distracts students from the thrilling process of learning. All students should come to class and/or post online; attentive, courteous, interactive, and teachable.

Assignment Criteria: Assignments are often activity or interview-oriented. Topic blocks range from 4 to 8 weeks, depending on the subject matter being studied, with submission of weekly commentaries and a project (which requires several weeks to complete) due during each block. Students are strongly encouraged to seek Godly counsel between sessions, and often have interview assignments. Parents are encouraged to attend class to observe if they desire, so that they are familiar with the processes experienced by their students. Many do so.

Growth in life is based, to a large degree, on perseverance. Because of the nature of student centered teaching, students will get just as much benefit (guidance, feedback, help and growth) as they contribute of their own effort to the learning process. It’s that simple.

For example, if a student wants to change an attitude, gain knowledge or develop a skill, and is willing to participate in the class learning experiences and do his/her best with the block projects, s/he will be in class ready to start on time for every session, to submit required postings on time, and to complete assignments ap- propriately, prepared to observe, listen, learn, think, participate, and contribute at his/her best “as unto the Lord”. This class requires extensive thought and work. Students will get out of the class what they put in, no less, no more.

Student questions and comments are encouraged, and I will respond respectfully and thoughtfully to any question asked. Please make sure you send the email to BALMInstitute@gmail.com and put “Modern His- tory” in the subject line. Additionally, I am available for questions, additional discussion or assistance, at the BALM Library at Silicon Valley Christian Assembly in Santa Clara, by appointment.

Materials: MODERN WORLD HISTORY NOTE BOOK (please bring every week)

BIBLE Please make sure your student has their reading materials before classes begin. Notebook sections should include;

This class description in the Binder, in front of the sections listed below.

Information Requests

HEART Academy – Home Educators Advancing the Kingdom of God & Restoring our children’s hearts to the Lord Together

PSP & Mailing Address: Jere and Crissi Allen, 498 Venecia Drive, San Jose, CA 95133

San Jose Friday Class Site #1: Foxworthy Baptist Church, 1774 Foxworthy Avenue, San Jose, CA 95124 San Jose Extra Site #2: Calvary Chapel San Jose, 1175 Hillsdale Avenue, San Jose, CA 95118 heartacademysj@gmail.com, Mobile: 408-712-4646

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Notes

Observations and realizations journal

Project Records and Documents

Research Materials

You may use an electronic Notebook equivalent created online, only if you have the capacity to 037      access online resources in class.  If your student is using an electronic device instead of a ‘paper’ notebook, 038      these sections should be set up before class, with all required information and files ready to go for each cate- 039      gory.

040                  Put your Notebook together before the first class. Make sure that you have your materials ready to 041      go. You will need to bring your notebook with you to every class. Make sure your mind is ready to FOCUS 042      (well rested, well fed, well exercised, comfortable shoes, etc.) and respectfully dialogue about the subject mat- 043      ter, when you come into class. If you have any questions about these assignments, feel free to send a note.

044

045      Workload: All classes taught by Gail Efting are student and family centered. You, as teacher of record, will be 046      evaluating whether your student will be working at middle, high school, or honors levels (Gail Efting can help 047      you with that). There are several ways to determine workload, based on how you plan to evaluate course

credit.

Determination before the class begins, of the method to be used, makes the workload planning and rec- 050      ord keeping process much easier. Two common methods of valuation are by time (based on the number of

051      hours of coursework completed in the year) and by competency (based on the actual performance of the student 052      in the area of study).

053                  Time based methods (often called Carnegie hours) are used by most school systems, as the time spent is 054      easy to track. But I recommend the competency method, because this method is actually more student cen-

055      tered. Competency measurements allow the student to interact with the content and process as long (or as little) 056      as is necessary for acceptable performance in each area of study. This gives the student the opportunity to learn 057      how to become a self-directed, life-long learner. Competency based measures are more effective in allowing 058      students to work to mastery in areas of interest, by stimulating learning autonomy (a very important capacity, if 059      they intend to go to college or get a job). Honors work requires more time and effort, of course, but in an area of 060     passion, it is well worth while to allow time and energy for work to this level. The online system can keep track 061      of assignments and commentaries completed, records of posts, and any other project materials the student

062      chooses to store there. Please contact Gail Efting if you would like to discuss any of this further. 063

Curriculum:

The Birth of the Modern, Johnson 066      Modern Times, Johnson

067      The Consequences of Ideas, Sproul 068

069      Original works or living history materials, as assigned 070

Other Available Resources:

Veritas Press, Omnibus III, or Omnibus VI 073      TruthQuest – Age of Revolution III

074      Kronos – Modern World History 075

Honors:

On the Origins of War, Kagan

Science and Technology in World History, McClellan and Dorn Communism, Pipes

How Should We Then Live? Schaeffer When Nations Die, Black

Recommended Reference:

The Little, Brown Compact Handbook

About Your Instructor at the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, particularly about curriculum, please feel free to send Gail Efting an email at BALMInstitute@gmail.com. Please make sure you put, “HEART Modern World History”, your name, and your topic in the subject line of your note.

Teacher Assistant Position Available: One TA position is currently available for this class. If you would like to enjoy some lively discussions with curious and insightful students (or can support the class with adult insight, or in a more “behind the scenes” way) please send Gail Efting by e-mail immediately. Tuition discounts are available for TAs.

Assignments before classes begin: Send Gail Efting an email at BALMInstitute@gmail.com.  In the sub– ject line enter “HEART Modern World History” and your name. As soon as confirmation of your regis- tration for this class has been received, you will receive a student ID and password by email, from BALMpathwright.com.  (Make sure you check your spam folder, in case your system rejects it.) Please go online, to the URL given, and begin the intro process for this course.  You will be asked to complete sign up and answer several questions before classes begin.  Please make sure you have set up your student account online no later than September. 20th, 2021.

All Efting Classes will begin at the first week of October, to give you time to get your homeschool organized, procure all of your needed materials, get back into the rhythm of school (and maybe take a last vacation effort you start). 🙂

As soon as you read through this Info Sheet, IMMEDIATELY send Gail Efting an email (the ad- dress is listed above). In the subject line enter “Modern World History”, and your name.

In the body of the e-mail create a well written paragraph describing the aspect of Modern World History in which you have the most interest. Tell me; 1) why this aspect or era interests you, 2) what you would like to learn about this, and 3) your favorite activity (learning or otherwise). Please send me this email no later than September 10th. If you have any questions about this assignment, feel free to call or send a note.

Make sure that you have your Modern World History Notebook put together (see above) and that every- thing listed is in it and easy to find.

have your required texts, ready to go. Bring these books with you to the first class.