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Nation Rebuilders


CHRISTIAN STATESMANSHIP & I N T E R N AT I O N A L A F F A I R S

SIMON A. MOULD, Ed.D.

SOCIAL STUDIES CURRICULUM F O R S T R A T E G I C M O V E M E N T S I N H I S T O R Y Raising Christian statesmen • History of power • Substance of Christian statesmanship • Post Cold war era • International relations • Shifts in hegemony • Philosophical and cultural trends • Postmodern warfare • Principles and convictions • Power movements • International governance • International Affairs • Intelligence gathering and analysis • Collaborative decision making • Foreign policy analysis • Government accountability • Power of communication • Values and worldview • Post 9/11 era • Middle East studies • Economic recession • Militant Islam • Globalization • Decline of the West • Disciple the nations • International development • Al Qaeda network • Persecution of the church • The Great Commission • The Palestinian crisis • Shock and awe • Pan Arab nationalism • Moderate Islam • The rise of China • The clash of civilizations • The end of history • Bush doctrine • National security • Counter terrorism strategy • Counter insurgency strategy • Weapons of Mass Destruction • Nation rebuilding • Arab spring • Mass social media networks • Iraq war • NATO partners • US-UK special relations • Arab dictators • Euro crisis • Trade • Afghanistan mission • Rising oil prices • Vision • Iranian power • Human trafficking • Justice • Reconciliation •


CHRISTIAN STATESMANSHIP & INTERNATIONAL AFFAIRS by Simon A. Mould, Ed. D About the author: The Christian Statesmanship and International Affairs curriculum has been designed by Dr. Simon Mould. He is an adjunct professor in the History Department at Northwest University. He has sixteen years of teaching experience and professional curriculum development in Ancient history, European history, Twentieth century history and International Affairs. Simon also serves as President of the Seattle Churchill Centre, an international organization which carries a vision to prepare a new generation of statesmen called to preserve liberty by using the example of Winston Churchill. He holds a B.A. in Theology, an M.A. in Public Policy, and a Doctorate of Education from Regent University. Simon was raised in England but now lives in Seattle with his wife Sarah and their three children and work together at Christ Church Academy, a classical Christian cooperative home school in Kirkland, Washington.

Copyright Š 2012 Nation Rebuilders Bothell, WA 98021 www.nationrebuilders.com (888) 787-5340 All Rights Reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Photo credits: Creative Commons. The White House. The Department of Defense. The State Department. Printed in the United States of America.


Preface

The Vision Today’s high school and college students are graduating in a defining moment in history marked by the paradox of both remarkable opportunity and yet grave crisis. Democratic movements and technological advances spur youth movements around the world toward an increase of personal expression and communication, which if harnessed appropriately could greatly increase personal and corporate productivity. Yet, at the same time, international power struggles, economic crisis and domestic culture wars continue to threaten the social, political, and economic sustainability of the nations. The inter-connectivity of complex global problems has resulted in a world where nations are more inter-dependent upon understanding one another in order to provide solutions to common problems. This requires that young adults today be trained and educated to understand and lead on an international level, yet most students, caught in the status quo of American pop and celebrity culture are largely ignorant of the current global changes and challenges and are therefore poorly equipped to serve or lead in society. It is in such times that Christians should pose a unique ability to deliver intelligence driven solutions, compassion driven justice, and service driven leadership. To provide this, a new caliber of Christian statesmen and women are needed who are capable of discerning the prevailing worldviews that drive the spiritual, political, and economic forces that are shaping international affairs along with the capability to collaborate in providing solutions to common global challenges. Such a vision can be attained if we train and prepare students to understand the times and become confident in knowing what to do. The goal of this curriculum program will be to envision, educate and equip students to the task of Christian statesmanship; to apply the wisdom of Heaven to the emerging challenges of 21st Century international affairs.

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Contents

INTRODUCTION Curriculum Features ....................................................................................................................................................................... iii Curriculum Design & Instructions ................................................................................................................................................ x Curriculum Syllabus ........................................................................................................................................................................ xx SECTION I: THE DEVELOPMENT OF CHRISTIAN STATESMANSHIP Unit 1: Hearing the Call for Christian Statesmanship .............................................................................................................. 1 Lesson 1: History’s Defining Moments are the Call for History Makers ..................................................................... 1 Lesson 2: Carrying God’s Heart & Mind for the Nations ............................................................................................... 9 Lesson 3: Twentieth Century Statesmen Standing Against Tyranny........................................................................... 17 Unit 2: The Archetype of Christian Statesmanship: The Prophet Daniel ......................................................................... 27 Lesson 1: Preparing the Future History Makers .............................................................................................................. 27 Lesson 2: From God’s Counsel to the World’s Court .................................................................................................. 39 Lesson 3: A Distinct Influence and Work ......................................................................................................................... 45 Lesson 4: History in the Making: Defining Moments and Movements in History.................................................... 51 Lesson 5: Prayer that Pulls Heaven into History ............................................................................................................. 59 Unit 3: The Substance of Christian Statesmanship ................................................................................................................. 71 Lesson 1: Character & Identity: Becoming Heaven’s Ambassador on Earth ............................................................ 71 Lesson 2: Values & Worldview: Seeing from Heaven’s Vantage Point ....................................................................... 81 Lesson 3: Vision: Carrying a Vision for Justice, Reconciliation, and Peace ................................................................ 91 Unit 4: The Practice of Christian Statesmanship .............................................................................................................. 101 Lesson 1: Intelligence: Gathering and Discerning Current News............................................................................. 101 Lesson 2: Communication: The Power of Rhetoric, and Etiquette.......................................................................... 113 Lesson 3: Collaboration: The Model National Security Council .............................................................................. 123

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SECTION II: THE DISCERNMENT OF INTERNATIONAL AFFAIRS Unit 5: Understanding the History of Power in the Middle East ..................................................................................... 143 Lesson 1: Patriarchs & Powers: Abraham and the Rise of World Powers............................................................. 143 Lesson 2: The Dawning of Islamic Power ....................................................................................................................... 159 Lesson 3: Waxing Colonial Power, Waning Ottoman Power................................................................................... 173 Lesson 4: The New Israel and its Arab Opposition 1917-78 .................................................................................... 183 Lesson 5: Revolution & the Resurgence of Islamic Extremism 1979-91 ................................................................. 193 Unit 6: Discerning the Post-Cold War Era............................................................................................................................ 205 Lesson 1: The Finale of the Cold War ............................................................................................................................ 205 Lesson 2: The Gulf War and the Search for New World Order............................................................................. 213 Lesson 3: Post Cold War Paradigms ............................................................................................................................... 225 Lesson 4: Multiculturalism and the Loss of Western Identity & Influence ............................................................. 237 Lesson 5: U.S. Foreign Policy During the Clinton Administration ........................................................................... 245 Unit 7: Analyzing U.S. Foreign Policy in the 21st Century ................................................................................................. 259 Lesson 1: A Defining Moment of the 21st Century: September 11th 2001 .......................................................... 259 Lesson 2: Sweeping Afghanistan of the Taliban & Al Qaeda ...................................................................................... 269 Lesson 3: Bush Doctrine, the Neo-Conservative Vision, & Pax Americana .......................................................... 283 Lesson 4: The Writing on the Wall: The Iraq War ..................................................................................................... 293 Lesson 5: The Remaking of Iraq: Post ‘Mission Accomplished’ ................................................................................. 309 Lesson 6: The Arab Israeli Conflict in the 21st Century ............................................................................................ 319 Lesson 7: The Return of Taliban & Al Qaeda ................................................................................................................ 331 Lesson 8: Persian Power: The Revival of Iran................................................................................................................ 343

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Curriculum Features

Unique Design Methodology Nation Rebuilders curriculum products are designed to equip today’s students to understand global issues and international affairs from a uniquely Christian perspective, enabling students to analyze and problem solve through the a biblical worldview that seeks to honor and protect life and liberty. The materials are designed in such way as to promote a variety of learning experiences ranging from informative lectures, to collaborative and interactive problem solving projects, and to team-based strategy games. The different products have been tried and tested successfully over many years of application in home school coops, classical Christian schools, teacher training seminars and outdoor-ed programs.

Social Studies Curriculum: Christian Statesmanship & International Affairs The Christian Statesmanship & International Affairs curriculum is a full semester course that aims to develop both an understanding of international affairs, and equip students to develop skills and capabilities to become the ‘history makers’ of the future. These aims are divided into two course sections: Section I: The Development of Christian Statesmanship The goal of Section I is to develop the character, values, vision, and skills that make Christian statesmen as distinct ambassadors who seek to disciple nations and make history by examining international problems from a biblical worldview perspective. The units of study and lessons covered in Section I include: Unit 1: Hearing the Call for Christian Statesmanship  History’s Defining Moments are the Call for History Makers  Carrying God’s Heart and Mind for the Nations  20th Century Statesmen Standing Against Tyranny  Bringing the Great Commission through the Dominion Mandate Unit 2: The Archetype of Christian Statesmanship: The Prophet

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Daniel     

Preparing the Future History Makers From God’s Counsel to the World’s Court A Distinct Influence and Work History in the Making: Defining Moments and Movements History Prayer that Pulls Heaven into History

Unit 3: The Substance of Christian Statesmanship  Character & Identity: Becoming Heaven’s Ambassador on Earth  Values & Worldview: Seeing from Heaven’s Vantage Point  Vision: Carrying a Vision for Justice, Reconciliation, and Peace Unit 4: The Practice of Christian Statesmanship  Intelligence: Gathering and Discerning Current News  Communication: The Power of Rhetoric and Etiquette  Collaboration: The Model National Security Council Section II: The Discernment of International Affairs The goal of Section II is to examine and analyze America’s role in addressing critical international events and issues of the 21st century. The course provides a detailed history of the Middle East events up to the beginning of the Obama administration, the emergence of a new era in international affairs following the end of the Cold War, the rise of militant Islam in the twentieth century, the 9/11 attacks as a defining moment in 21st century international politics, and an evaluation of the war on terror in Afghanistan and Iraq. Additional lessons are currently being developed on religious persecution, human slavery and trafficking, the rise of China, and the global economic recession, with a particular emphasis on the European crisis. Unit 5: Understanding the History of Power in the Middle East  Patriarchs & Powers: Abraham and the Rise of World Powers  The Dawning of Islamic Power  Waxing Colonial Power, Waning Ottoman Power  The New Israel and its Arab Opposition 1917-78  Revolution & the Resurgence of Islamic Extremism 1979-91

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Unit 6: Discerning the Post-Cold War Era  The Finale of the Cold War  The Gulf War and the Search for New World Order  Post-Cold War Paradigms  Multiculturalism and the Loss of Western Identity & Influence  U.S. Foreign Policy During the Clinton Administration Unit 7: Analyzing U.S. Foreign Policy in the 21st Century  A Defining Moment of the 21st Century: September 11th 2001  Sweeping the House of the Taliban & Al Qaeda  Bush Doctrine and the Neo-Cons  The Writing on the Wall: The Iraq War  The Remaking of Iraq: Post ‘Mission Accomplished’  The Arab Israeli Conflict in the 21st Century  The Return of the Taliban & Al Qaeda  Persian Power: The Revival of Iran Curriculum Features The 350 page curriculum is a comprehensive course, ideal for the parent-directed homeschool student, or for the Christian school Social Studies teacher who may choose to use the course directly with the students or to aid the preparation of their own lectures and assignments. The features of the course include:  Detailed lesson plans and student assessments.  Comprehensive PDF lecture notes in a logical outline format, illustrated with color photographs and maps.  High quality professionally edited MP3 audio of each lecture.  Collaborative team-based learning projects.  Test questions for each unit of study.  Detailed footnotes in the lecture notes that provide students with direction for further reading and research.

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The curriculum also comes electronically on a DVD Rom with the lecture notes in PDF format and HD audio MP3 files that can be transferred to an iPod or other music device.

Model National Security Council Program The model National Security Council program provides an educational activity that fosters student participation in collaborative analysis and problem solving as it relates to dealing with current international affairs. The programs prompts students to study international news and developments that enables them to engage in group analysis of problems and the building of consensus based decision making and problem solving. The model NSC program enables students of modern history, international affairs and economics to analyze the different policy options that should be considered and the long-term implications of those choices. It enables the student to develop critical thinking and communications skills through a highly engaging participatory learning environment. Rather than receiving typical lecture based instruction, students are guided to analyze credible and authoritative information regarding unfolding international events that will enable them to collaborate and deliberate in a team setting. The model NSC offers the students the ability to develop leadership skills through research, problem solving, logical analysis, and collaborative decision making on a variety of issues pertaining to foreign policy, global development, economics, terrorism, and human rights. The program features a set of collaborative projects and exercises focused on the development of U.S. foreign policy in the 21st century, including:

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 Model National Security Council Meetings: Weekly collaborative discussions where students analyze international events and deliberate over problem solving solutions.  Weekly Intelligence Briefings: Weekly research of important international events and relations that require a synthesis of information, analysis and proposals.  Presidential Memos: Occasional papers requiring an evaluation of expert analysis and proposed policy options with predicted outcomes.  Press Briefing: Once per semester press briefing where students, explain and defend current policy in the role of an official, or probe and question current policy or actions in the role of a journalist. The features of this program are designed to enable students to discern the decisions and policies that they believe as Christians must be made in U.S. foreign policy in order to advance the strategic objectives that are defined through a collaborative effort among the students.

Team Based Strategy Games Our team based strategy games are designed to provide an opportunity for students to engage in outdoor intelligence gathering and strategic command games that resemble a current international crisis. While the games are fun and active for all ages, they also provide valuable opportunities to teach and inform students about the weighty responsibility of intelligence gathering and strategic decision making. In recent years, we have pooled the advice of an international affairs professor and a Navy Seal vet to create similar hypothetical missions that relate to political and military hotspots around the

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world. The games generally involve a group of approximately 30 students that are assigned to various teams, some in opposition, others in alliance, who are tasked with specific strategic objectives depending on the emerging crisis. The strategic games are an excellent activity for church camps, youth retreats,

Training Seminars Dr. Simon Mould, CEO and Curriculum Developer for Nation Rebuilders, also conducts training seminars and workshops for schools, churches, and teachers. Each seminar comprises of approximately ten hours of instructional learning, although it can be customized for any situation or to achieve specific and unique objectives for each group. More details can be obtained from the Nation Rebuilders website. The Grand Strategy of History A unique approach to narrative history that focuses on the political, economic, and intellectual shifts of power in the light of God’s sovereign and providential unfolding of liberty and freedom. Particular emphasis is placed on training teachers to study and present history with a distinctly Christian historiography that enables greater insight and discernment of the historical narrative. The Substance of Christian Statesmanship This seminar defines a distinct set of Christian statesmanship characteristics that will enable the teacher to more effectively lead their students in preparation for cultural engagement. Characteristics of statesmanship include the development of Christian character, identity, values, and worldview, along with the pursuit of a biblically based vision and mission that enables students to effectively engage the world while remaining distinct from the world. The Prophet Daniel as the Statesmanship Archetype This seminar examines Daniel's example of intimacy with the Lord and intelligence of his world, which provides many principles and lessons necessary to regain Christian influence in society. Daniel's gifted yet disciplined intelligence gained him an influential reputation before kings and courts, granting him the opportunity to discern and declare emerging shifts in world power that would later contribute towards a return to liberty for God's people in exile.

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A History of Power in the Middle East The seminar provides an integrated spiritual, political, and cultural story of the Middle East from the earliest of civilizations to modern world empires that reveals the struggle for survival, legitimacy, and hegemony. The main objective of this seminar will be to understand the overarching struggle for power that has dominated the Middle East, with particular emphasis on how spiritual and temporal forces have driven rulers and nations in this epic struggle through the ages. The Primacy of Power and the Clash of Civilizations Understanding the nature of world power is paramount to developing a keen sense of discernment concerning the direction of current world events. This seminar will provide an understanding of world affairs as they have emerged from the fall of the Berlin Wall in the post-Cold War era, along with the subsequent rise of post modernism, Islamic militancy and China. Analyzing 21st Century World Affairs The attacks of September 11, 2001 were a defining moment for 21st Century that shocked the U.S. into the realization that its vision of a post-Cold War movement of democracy and globalization was in jeopardy. The attacks launched new movement in foreign policy that sought to stamp out Islamic terrorism and to establish a legitimate democratic process in parts of the Middle East. This seminar will focus on dramatic changes in U.S. foreign policy following 9/11 and identify the key issues in the ongoing quest for power and security in the Middle East, the Gulf and Central Asia. How to Develop Discernment of Current Events Much of the next generation today is far more concerned with pop-culture issues than issues pertaining to government and the real problems facing the world. This seminar provides a both a challenge and practical instruction in cultivating knowledge, understanding and wisdom pertaining to current social and political affairs.

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Curriculum Design & Instructions

Curriculum Design & Instructions Train to the Objectives The two fold objective of this curriculum is to train students to develop the vision and skills that are necessary to become distinctly Christian statesmen that are able to address the challenges of the 21st century. This will require students to develop not only an understanding of international affairs, but also equip students to develop skills and capabilities to become the ‘history makers’ of the future. This two-fold approach is reflected in the two sections of curriculum: Section I: The Development of Christian statesmanship. The objective of this section is to form distinctly Christian character necessary to statesmanship and the development of essential participatory skills. The goal of this section is to develop the character, values, vision, and skills that make Christian statesmen as distinct Kingdom ambassadors who seek to disciple nations and make history by providing biblically based solutions to international problems. Section II: The Discernment of International Affairs. The objective of this section will be to enable students to build their understanding of international affairs and to apply principles of biblical wisdom using critical analysis skills. The goal of this section is to examine and analyze America’s role in addressing critical issues of the 21st century, such as Middle East events, the rise of militant Islam and religious persecution by evaluating primary academic, government, and media resources.

Integrate Participatory Skills Experts in the realm of education and government are calling upon curriculum producers to place a higher value on skill development that enables students to engage more effectively in participation and collaboration in classes that deal with politics and government. A major concern is the declining interest and participation in politics, international issues and national service among young people today. A poll commissioned by the Center for Information and Research on Civic Learning and Engagement in 2002 interviewed 1,500 15 to 25-year-olds found that many are spurning career opportunities in public service and politics.1 Another study, The Civic Health of the Nation: A Generational Portrait2 revealed the same age group to have poor attentiveness to public affairs and low electoral participation. But where youth grow up regularly discussing political issues, the report argues that pay more attention to the world around them and take the next step of doing something.”3

American Teacher 86.8. Education Full Text Database. Web. 3 Sept. 2009. Keeter, Scott, et al. “The Civic and Political Health of the Nation: A Generational Portrait.” The Center for Inforamation and Research on Civic Learning and Engagement. (2002). civicyouth.org. Web. 29 Aug. 2009. 3 Keeter 30. 1 2

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To encourage greater student participation, this curriculum has been designed to facilitate greater student participation through group discussions, analysis of primary source documents, and simulations. The activities of this curriculum will incorporate the development of opinion analysis, problem solving, and decision as the students engage in assignments, particularly through the weekly model National Security Council. Participatory skills that are essential to a healthy democratic process are integrated into each lesson of the curriculum:4 

Interacting with individuals and groups to promote personal and common interests. This skill will be developed through participation in the model NSC meetings, where interaction over the issues is concluded with decisions for the common good.

Monitoring public events and issues. This skill will be developed as students prepare for all participatory assessments in order that they confidently engage in discussion, collaboration, and group analysis.

Deliberating and making decisions about public policy issues. This skill will be developed through model NSC meetings where the conclusion of discussions and debate attempt to deliberate and reach a consensus over an appropriate decision to be made and through the drafting of Presidential memos that review and recommend different policy options.

Influencing policy decisions on public issues. This skill will be developed through model Senate hearings whereby committee members are charged with evaluating differing opinions and presenting informed opinions to government agencies and through the drafting of Presidential briefings that make policy recommendations on key international issues.

Chester Finn (2006), President of the Thomas B. Fordham Foundation, writes that it is necessary for educators to equip tomorrow’s adults with the combination of knowledge, values, judgment, and critical abilities so that students can decide for themselves what will secure or endanger their freedom and their country’s security. 5 This distinctly Christian curriculum has been designed to equip students with the same skills, but to apply biblical wisdom that will more adequately support policy decisions that secure and build long-term freedom.

Integrate Critical Analysis Skills Given the political and philosophical nature of politics and international affairs, learning about such areas will always require more than just an understanding of the basic facts. Such issues tend to involve bias in the presentation of the facts, sweeping interpretations, a defense of particular political philosophical agendas, and many other emotionally and intellectually charged debates and discussions. As such, critical analysis becomes paramount to understanding and Patrick, John. J. “Content and Process in Education for Democracy.” International Journal of Social Education, 20.2 (2005): 1-12. Wilson Web. Web. 30 Nov. 2005. 5 Finn, Chester. E. Jr. “Teaching Patriotism--With Conviction.” Phi Delta Kappan, 87.8 (2006): 580. OmniFile Full Text Mega Database. Web. 2 Jan. 2007. 4

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applying wisdom judiciously. Putting current international affairs within their historical context will help students to develop greater critical analysis skills.6 One goal of critical thinking is “to establish a disciplined "executive" level of thinking.”7 One of the most important skills that this curriculum will focus on developing in students is the ability to think and act at an executive level. Critical thinking skills that help foster more effective participation and executive leadership are integrated into each lesson of the curriculum: 

Identifying and describing information about political life. This skill will be developed as students seek to be well informed and explain the context and details of international affairs as they report details to the model NSC, press briefings and hearings.

Analyzing and explaining information about international affairs. This skill will be developed as students judge the credibility of sources, and identify conclusions, reasons, and assumptions as they seek to explain policies within the format of the model press conference, and also analyze different policy options in the model NSC and Senate hearings.

Synthesizing and explaining information concerning international affairs. This skill will be developed as students ask appropriate and clarifying questions, explain the context and origin of events and predict the potential consequences and possible outcome of events or policies

Evaluating, taking, and defending positions in order to change international events and issues. This skill will be developed as students identify assumptions of different policy options or analysis of events, and will thus be able to judge the validity of certain arguments and present and defend their own policy position or executive decision.

Course Plan The course is designed to be completed in a 20 week semester, with three 1 hour class periods each week. The Course Syllabus includes a plan that outlines the order of the lessons, the page number for each lesson, and the duration of each MP3 lecture. After completing Section I: The Development of Christian Statesmanship, a weekly collaborative session is allocated to provide time for the model National Security Council or press briefings.

6 7

Shrock, Alice, A. and Randall Shrock. “Engaging the Past.” The Journal of American History. 81.3 (1994): 1093. Elder, Linda., and Richard Paul. “The Role of Socratic Questioning in Thinking, Teaching, and Learning.” The Clearing House. 71.5 (1998): 297301. Education Full Text Database. Web. 27 Sept. 2009.

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Curriculum Resources The curriculum is comprised of a number of tools that either the instructor can use to teach the class or to guide the homeschool parent. Tools include detailed lesson plans, illustrated lesson notes, a variety of student assessments that are explained in each lesson plan and test questions that are included in the course syllabus. Curriculum Lesson Plan The lesson plan, based originally on the Hunter lesson plan model (Wolfe, 1987) has been adapted by incorporating a number of additional features that lend to the specific educational objectives of this curriculum. A sample lesson plan is provided on the following page with a brief description of each part in the form. Curriculum Lesson Notes In order to help teachers with the lecture, the lesson notes are arranged following a logical outline with shorter paragraphs, utilizing bullet points to summarize main facts. Integrated into the outline is the historical information, as well as a detailed analysis by academic experts. Providing this analysis is important as it enables the students to think beyond the immediate factual details of current events and evaluate how others think more deeply and address the significance of international affairs and how they relate to growing historical trends and shifts in power. Lecture Audio A high quality audio file of Dr. Mould’s lectures are provided on the DVD Rom in MP3 format. The lectures were presented live at Christ Church Academy and follows along with the lecture notes, providing additional insight and analysis of the course topics.

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Unit 1: Hearing the Call for Christian Statesmanship Lesson 1: History’s Defining Moments are the Call for History Makers

Sample Lesson Plan: 1.01

Unit 1 Objective: The unit objective is stated in order to provide a broader focus for a series of lessons that are included in a specific unit. Objectives

Lesson 1 Objective: Specific student capabilities that tie the broader unit objectives into a particular lesson resulting in a specific student outcome. Captivate Attention (Anticipatory set): Provides an introduction to the lesson that captures the student’s attention and draws them into the importance of what the lesson will cover. Input & Taxonomy: Using Bloom’s taxonomy, the lesson is structured in such a way as to promote the highest level of comprehension, analysis, problem solving, and collaboration. Athanassiou, Harvey, & McNett (2003) argue that the use of Bloom’s taxonomy results in greater student self-management of learning and conceptual thinking abilities.8 Given the participatory nature of many of the assessments, the greater the student self-management and the conceptual thinking ability among students that Bloom’s taxonomy promotes, the more effective the student’s participation becomes.

Content

Biblical Worldview: Biblical concepts are integrated into the core of each lesson and are here described and applied to each lesson. Douglas Wilson (2003), a leader in the classical Christian school movement believes it is not sufficient for students to just know some Bible doctrine, but must be able to see how the authority of Scripture relates to every academic discipline. 9 Comprehension & Discussion Questions: Questions are provided for each lesson to provoke discussion, evaluate comprehension, and make logical connections to previous lessons. Conclusion: A suggested conclusion to the lesson and a place for the teacher to add their concluding thoughts to the significance of the lesson, or any administrative details that might need to be announced can be done at the close of the lesson. Instructions: Instructions for a student assignment or assessment that specifically provides the student with an opportunity to practice and develop the lesson objective.

Assessment Recommended Reading: Additional recommended reading is given to provide greater subject context and analysis.

Athanassiou, Nicholas, et. Al. “Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool.” Journal of Management Education 27.5 (2003): 533-55. ERIC. Web. 22 Jun. 2009. 9 Wilson, Douglas. The Case for Classical Christian Education. Wheaton, IL: Crossway Books, 2003. Print. 68. 8

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Unit Tests and Exam Questions A test should be completed at the end of each unit that requires students to write short essays that synthesize the main ideas and concepts covered in each of the unit lessons. Allow the student to choose three questions from the questions provided for each unit in order to complete the test in one hour. Unit 1: Hearing the Call for Christian Statesmanship 1. Explain the difference between a politician and a statesman. 2. Explain why you believe it is necessary that a new caliber of leadership emerge in these current times and explain the types of issues that need to be addressed in the foreseeable future. 3. Describe how and why some current events become iconic or defining in nature. 4. According to Scripture, justify the existence of civil government in a society of people. 5. Describe how some of the philosophies of the late nineteenth centuries had a devastating political outcome upon the twentieth century. 6. Explain how Churchill’s leadership style and convictions made him an effective statesman in the 1930s and 1940s. 7. Describe the unique characteristics and common characteristics of statesmanship demonstrated in Churchill, Kennan and Thatcher and why those characteristics are still important in statesmanship today? Unit 2: The Archetype of Christian Statesmanship: The Prophet Daniel 1. Explain how the prophet Daniel provides an essential model for biblical statesmanship and the relevance of his leadership characteristics that are relevant to today. 2. What was Nebuchadnezzar’s strategy in dealing with the young leadership of foreign captives? How did Daniel resist this strategy and what were the results? 3. How does the possession and use of a three-dimensional intelligence make a leader distinct from others in their work? 4. Explain why Nebuchadnezzar would conceal information for which he seeks interpretation from his counselors.

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5. Describe how Daniel carried out his work that set him apart from his contemporaries. 6. How would you characterize a defining event and what aspects of the event would you be looking for in order to determine whether the event could contribute towards a movement in history? 7. Describe the three governmental aspects of prayer. 8. Describe the relationship between spiritual and political powers and the role of prayer in changing history. Unit 3: The Substance of Christian Statesmanship 1. Describe the core values and identity of a Christian statesman and explain why and how that would be different from a non-Christian statesman that adheres to any particular political philosophy. 2. Why is character driven leadership essential given the unique set of challenges facing the Western world in the 21st century? 3. How does a statesman’s worldview affect the policy development and their executive decisions in their work. 4. How have certain theological positions held by Christians in recent times either empowered or hindered Christian service in the world? 5. Describe a Christian vision that seeks to addresses basic needs of human dignity and freedom. Unit 4: The Practice of Christian Statesmanship 1. Explain why Americans in general tend to lack a sense of awareness and interest in world affairs. 2. Explain how and why today’s youth generation is stuck in the culture of personal isolation and selfcenteredness that result in ignorance of world affairs? 3. Describe how you would identify and evaluate credible and authoritative news information concerning international affairs. 4. Describe different types of primary sources useful to understanding international affairs and why a number of different types is useful in gaining a comprehensive understanding. 5. Explain the role of think tanks and professional journals and how they provide useful insight and analysis of international affairs.

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Curriculum Design & Instructions

6. Explain why eloquence and elegance have fallen from culture and how will we regain them? 7. Describe how the central elements of rhetorical style espoused by some philosophers and orators seek to enhance the persuasiveness and effectiveness of powerful oratory. 8. Describe how etiquette and protocol are essential tools in building relational capital with people in professional circles. Why as Christians is this particularly important? Unit 5: Understanding the History of Power in the Middle East 1. Why should we be particularly interested in a historical narrative that has power as its central theme? 2. Briefly describe how different international relations theories help frame our paradigm concerning the nature of power in international affairs. 3. How is power expressed in a more post-modern conceptual framework of international affairs? 4. What was significant about Mohammed moving his faithful followers from Mecca to Medina? 5. Explain why the lessons of the Crusades still cause fear regarding Western foreign policy and its objective of guaranteeing security and applying democracy around the world. 6. Why was control of Constantinople by the Ottoman Turks of such strategic value? 7. Explain the motivation of the British interests in the Middle East towards the Arabs and Ottomans during World War I and how these contributed towards a sense of betrayal and hatred among many Muslims towards the West. 8. Describe the nature of Israel’s survival against tremendous odds in its early years as a new nation. 9. Why did the Pan-Arab movement of the 1950s and 60s fail, and describe how it was ultimately rejected by Muslims in the late 70s and 80s. 10. Why was there a turning point in Israeli and Egyptian affairs by the late 1970s that led to the Camp David Peace Accords between the two nations in 1978? 11. What was it about American culture that particularly turned the Islamic philosopher Qutb against the West? Was he justified in his condemnation of the West?

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Curriculum Design & Instructions

12. How was the Iranian Revolution significant to the development towards Islamic political power in the region? Unit 6: Discerning the Post-Cold War Era 1. Explain the “bi-polar” paradigm through which international affairs were interpreted during the Cold War and the various shifts in paradigms that attempted to interpret international affairs in the post-Cold War era. 2. “Afghanistan was the Soviet Union’s Vietnam.” Explain and evaluate this claim. 3. Explain how the Berlin as a symbol of the Cold War era and how its fall communicated the end of an era. 4. Describe how the West sought to justify its position of deploying troops to the Persian Gulf and engage in conflict with Iraq in 1990-91? 5. How did Osama bin Laden pose himself as the tensions in the Gulf escalated in 1990? 6. Explain how the Gulf War ended the “Vietnam” perception that still existed towards U.S. military intervention. 7. “Multi-culturalism and tolerance towards Muslims is vital to improving relations with the Muslim world and undermines extremist intentions.” Evaluate this claim. 8. Describe the waning of Western power relative to other civilizations in the latter part of the twentieth century. 9. Evaluate claims that the Clinton foreign policy was a “missed opportunity” in the new post-Cold War era. 10. Describe the rise of boldness and strategy in Al Qaeda’s rhetoric and actions towards the West throughout the 1990s and evaluate Western response. Unit 7: Analyzing U.S. Foreign Policy in the 21st Century 1. Why do you think that the terror attacks of September 11th seemed to justify a change of foreign policy objectives and tactics? Looking in hindsight now at the aftermath of the attacks, was the change in foreign policy objectives and tactics justifiable in your opinion? 2. Considering Afghanistan’s history, what were the concerns for U.S. involvement in Afghanistan? What lessons from history did or should the U.S. have taken seriously? 3. What problems did the U.S. run into as it began Operation Enduring Freedom that contributed to the

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Curriculum Design & Instructions

undermining of its longer term successes? 4. Explain how President Bush attempted to merge aspects of the two theories of international relations by combining a realist and idealist approach to foreign policy. 5. Describe the application of political philosophy in the National Security Strategy of 2002 and evaluate the application of seemingly “universal” values, particularly in non-Western societies. 6. “The containment policy of Iraq successfully prevented Saddam Hussein from further expansion in the Persian Gulf. Full scale invasion of Iraq was unnecessary.” Evaluate these claims and conclusion. 7. The intelligence surrounding Iraq’s weapons of mass destruction was presented as evidence for Iraqi regime change. Were there other grounds of justification that could have been used to support regime change? 8. Evaluate the “surge” strategy in Iraq and its effectiveness in providing more stability in Iraq. 9. In the Israeli-Palestinian situation, efforts to bring about a two-state solution have never materialized. Explain the obstacles to the process and evaluate whether or not a two-state solution is achievable or desirable in the future. 10. What factors contributed to a re-emboldened Taliban from 2006 onwards? 11. Evaluate the argument that the U.S. or Afghan government should negotiate with more “moderate” aspects of the Taliban. 12. Some believe the regime change in Iraq worked to Iran’s favor in the Middle East? Is this belief a valid concern? 13. Describe the potential effect on diplomacy and security in the Middle East should Iran acquire the ability to weaponize its nuclear material. 14. Discuss the possible options in responding to Iran.

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Course Syllabus

Course Syllabus Course Description This course in International Affairs and Statesmanship seeks to develop in students the vision and skills that are necessary to become distinctly Christian statesmen that are able to address the challenges of the 21st century. The course is divided into two sections that deal with distinct characteristics of Christian statesmanship and the ability to cultivate discernment of current international affairs.

Course Outline Section I: The Development of Christian Statesmanship Unit 1: Hearing the Call for Christian Statesmanship Unit 2: The Archetype of Christian Statesmanship: The Prophet Daniel Unit 3: The Substance of Christian Statesmanship Unit 4: The Practice of Christian Statesmanship Section II: The Discernment of International Affairs Unit 5: Understanding the History of Power in the Middle East Unit 6: Discerning the Post-Cold War Era Unit 7: Analyzing U.S. Foreign Policy in the 21st Century

Course Plan The course is designed to be completed in a 20 week semester, with three 1 hour class periods each week. The following page outlines the order of the lessons, the page number for each lesson, and the duration of each MP3 lecture. After completing Section I: The Development of Christian Statesmanship, a weekly collaborative session is allocated to provide time for the model National Security Council or press briefings.

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Course Syllabus

Week

Period

Unit/Lesson Title

Page

MP3 Mins.

SECTION I: THE DEVELOPMENT OF CHRISTIAN STATESMANSHIP 1

2

3

1

Unit 1 Lesson 1: History’s Defining Moments are the Call for History Makers

1

57

2

Unit 1 Lesson 2: Carrying God’s Heart and Mind for the Nations

9

42

3

Unit 1 Lesson 3: 20th Century Statesmen Standing Against Tyranny

17

48

1

Unit 2 Lesson 1: Preparing the Future History Makers – Pt. 1

27

50

2

Unit 2 Lesson 1: Preparing the Future History Makers – Pt. 2

27

44

3

Unit 2 Lesson 2: From God’s Counsel to the World’s Court

39

33

1

45

53

51

38

51

55

1

Unit 2 Lesson 3: A Distinct Influence and Work Unit 2 Lesson 4: History in the Making: Defining Moments and Movements in History – Pt. 1 Unit 2 Lesson 4: History in the Making: Defining Moments and Movements in History – Pt. 2 Unit 2 Lesson 5: Prayer that Pulls Heaven into History

59

36

2

Unit 3 Lesson 1: Character & Identity: Becoming Heaven’s Ambassador on Earth

71

68

3

Unit 3 Lesson 2: Values & Worldview: Seeing from Heaven’s Vantage Point

81

63

1

Unit 3 Lesson 3: Vision: Carrying a Vision for Justice, Reconciliation, and Peace – Pt. 1

91

27

2

Unit 3 Lesson 3: Vision: Carrying a Vision for Justice, Reconciliation, and Peace – Pt. 2

91

46

3

Unit 4 Lesson 1: Intelligence: Gathering and Discerning Current News

101

60

1

Unit 4 Lesson 2: Communication: The Power of Rhetoric and Etiquette

113

48

2

Unit 4 Lesson 3: Collaboration: The Model National Security Council

123

43

2 3

4

5

6

7

8

9

10

SECTION II: THE DISCERNMENT OF INTERNATIONAL AFFAIRS 3

Unit 5 Lesson 1: Patriarchs & Powers: Abraham and the Rise of World Powers

143

53

1

Unit 5 Lesson 2: The Dawning of Islamic Power

159

64

2

Unit 5 Lesson 3: Waxing Colonial Power, Waning Ottoman Power

173

43

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 5 Lesson 4: The New Israel and its Arab Opposition 1917-78 – Pt. 1

183

59

2

Unit 5 Lesson 4: The New Israel and its Arab Opposition 1917-78 – Pt. 2

183

20

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 5 Lesson 5: Revolution & the Resurgence of Islamic Extremism 1979-91 – Pt. 1

193

42

2

Unit 5 Lesson 5: Revolution & the Resurgence of Islamic Extremism 1979-91 – Pt. 2

193

15

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 6 Lesson 1: The Finale of the Cold War

205

45

2

Unit 6 Lesson 2: The Gulf War and the Search for New World Order

213

63

3

Collaborative Exercise: Model National Security Council

N/A

60

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Course Syllabus

Week 11

12

13

14

15

16

17

18

19

20

Period

Unit/Lesson Title

Page

MP3 Mins.

1

Unit 6 Lesson 3: Post Cold War Paradigms – Pt. 1

225

55

2

Unit 6 Lesson 3: Post Cold War Paradigms – Pt. 2

225

33

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 6 Lesson 4: Multiculturalism and the Loss of Western Identity & Influence – Pt. 1

237

49

2

Unit 6 Lesson 4: Multiculturalism and the Loss of Western Identity & Influence – Pt. 2

237

20

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 6 Lesson 5: U.S. Foreign Policy During the Clinton Administration

245

44

2

Unit 7 Lesson 1: A Defining Moment of the 21st Century: September 11th 2001

259

43

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 7 Lesson 2: Sweeping Afghanistan of the Taliban & Al Qaeda

269

58

2

Unit 7 Lesson 3: The Bush Doctrine and the Neo Cons – Pt. 1

283

42

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 7 Lesson 3: The Bush Doctrine and the Neo Cons – Pt. 2

283

40

2

Unit 7 Lesson 4: The Writing on the Wall: The Iraq War

293

46

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 7 Lesson 5: The Remaking of Iraq: Post ‘Mission Accomplished’

309

30

2

Unit 7 Lesson 6: The Arab Israeli Conflict in the 21st Century

319

32

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Unit 7 Lesson 7: The Return of the Taliban & Al Qaeda

331

43

2

Unit 7 Lesson 8: Persian Power: The Revival of Iran

343

25

3

Review the Press Briefing instructions from Unit 4: Lesson 3

123

43

1

Collaborative Exercise: Press Briefing

N/A

60

2

Collaborative Exercise: Press Briefing

N/A

60

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Collaborative Exercise: Press Briefing

N/A

60

2

Collaborative Exercise: Press Briefing

N/A

60

3

Collaborative Exercise: Model National Security Council

N/A

60

1

Collaborative Exercise: Press Briefing

N/A

60

2

Collaborative Exercise: Press Briefing

N/A

60

3

Collaborative Exercise: Model National Security Council

N/A

60

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Course Syllabus

Course Assignments Papers:

On the first page of each lesson is a lesson plan that explains the written paper assignment that is associated with the particular lesson.

Tests:

A test should be completed at the end of each unit that requires students to write short essays that synthesize the main ideas and concepts covered in each of the unit lessons. Instructors have access to the questions that are to be used for testing in the Instructions Section of the curriculum.

Collaboration: Unit 4 Lesson 3 outlines the expectation for the collaborative projects, such as how to prepare and conduct the model NSC meetings, press briefings, intelligence reports, etc. Readings:

Check with your instructor regarding any text or additional reading resources that they may require that will correspond with each unit lesson. A reading plan for each is provided below for the two course texts from Roberts and Seiple. Although these texts compliment the course, they may not necessarily correspond to the lessons covered in the same week. However, additional recommended course readings are provided in each lesson plan that do relate specifically to the lesson material. Seiple, Robert A. Ambassadors of Hope. How Christians Can Respond to the World’s Toughest Problems. Downers Grove, IL: InterVarsity Press, 2004. Roberts, J.M. The Penguin History of the Twentieth Century. London: Penguin Books, 1999.

Wk. 1 Reading: Roberts, Ch. 1. By Way of Introduction. Wk. 2 Reading: Roberts, Ch. 2. Structures. Seiple, Ch. 1. Relevance. Getting There With Something to Say. Wk. 3 Reading: Roberts, Ch. 4. Shapes of Things to Come. Wk. 4 Reading: Roberts, Ch. 5. European Exceptionalism. Seiple, Ch. 2. Challenge. Intractable Conflicts or Extraordinary Conflicts. Wk. 5 Reading: Roberts, Ch. 6. Europe as a System of Power. Wk. 6 Reading: Roberts, Ch. 8. The Great War and the Beginning of the Twentieth Century. Seiple, Ch. 3 Diversity. Embracing the Other Among Us. Wk. 7 Reading: Roberts, Ch. 9. A Revolutionary Peace. Wk. 8 Reading: Roberts, Ch. 12. The Path to World War. Seiple, Ch. 4. Truth. Hacking at the Root. Wk. 9 Reading: Roberts, Ch. 13. The Second World War. Wk. 10 Reading: Roberts, Ch. 14. Appearance and Reality. Seiple, Ch. 5. Mercy. Forgiveness, Forgetting and Divine Memory Lapses.

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Wk. 11 Reading: Roberts, Ch. 15. The Cold War Unrolled. Wk. 12 Reading: Roberts, Ch. 20. Authority and its New Challengers. Seiple, Ch. 6. Grace. A Closer Look at Grace Applied. Wk. 13 Reading: Roberts, Ch. 21. The Cold War at its Height. Wk. 14 Reading: Roberts, Ch. 25. Crumbling Certainties. Seiple, Ch. 7. Justice. Morality Cops and Biblical Justice. Wk. 15 Reading: Roberts, Ch. 26. Post Cold War Realities. Wk. 16 Reading: Roberts, Ch. 27. Fin-de-siecle. Seiple, Ch. 8. Peace. Security for All. Wk. 17 Reading: Roberts, Ch. 28. Retrospect. Wk. 18 Reading: Seiple, Ch. 9. Effectiveness. Extending the Hands. Wk. 19 Reading: Seiple, Ch 10. Hope. Can You Describe This?

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CURRICULUM FOR M O V E M E N T S I N

STRATEGIC H I S T O R Y

Raising Christian statesmen • History of power • Substance of Christian statesmanship • Post Cold war era • International relations • Shifts in hegemony • Philosophical and cultural trends • Postmodern warfare • Principles and convictions • Power movements • International governance • International Affairs • Intelligence gathering and analysis • Collaborative decision making • Foreign policy analysis • Government accountability • Power of communication • Values and worldview • Post 9/11 era • Middle East studies • Economic recession • Militant Islam • Globalization • Decline of the West • Disciple the nations • International development • Al Qaeda network • Persecution of the church • The Great Commission • The Palestinian crisis • Shock and awe • Pan Arab nationalism • Moderate Islam • The rise of China • The clash of civilizations • The end of history • Bush doctrine • National security • Counter terrorism strategy • Counter insurgency strategy • Weapons of Mass Destruction • Nation rebuilding • Arab spring • Mass social media networks • Iraq war • NATO partners • US-UK special relations • Arab dictators • Euro crisis • Trade • Afghanistan mission • Rising oil prices • Vision • Iranian power • Human trafficking • Justice • Reconciliation •


Curriculum Introduction and Syllabus