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SOCIAL STUDIES CHRISTIAN STATESMANSHIP & INTERNATIONAL AFFAIRS Simon A. Mould, Ed. D © 2011 Nation Rebuilders Bothell, WA 98021 Printed in the United States of America All Rights Reserved


Contents

INTRODUCTION Preface ................................................................................................................................................................................................ iii Curriculum Design & Instructions ................................................................................................................................................ v Curriculum Syllabus ........................................................................................................................................................................ xv Recommended Curriculum Resources...................................................................................................................................... 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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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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Preface

Curriculum Features The curriculum package includes a full set of illustrated lecture notes, lesson plans and a high quality audio of the lectures.

Lesson Plans The lesson plans provide the objectives and content overview for each lesson as well as a brief explanation of Bloom’s taxonomy to promote the highest level of comprehension, analysis, problem solving, and collaboration that can be expected in each lesson.

Lecture Notes A full and detailed set of PDF lecture notes provide an understanding of the lesson topic. The notes are arranged in an outline format to support and chronological understanding of the subject matter and are complete with relevant maps and pictures. The lecture notes can either be taught from, or they can be read by the student.

Lecture Audio The PDF lecture notes are embedded with a high quality audio file of Dr. Mould’s lectures presented at Christ Church Academy. The audio follows along with the lecture notes and provides additional insight and analysis of the course topics.

Recommended Reading The lecture notes are carefully referenced and provide a good source of primary resources and secondary analysis from academics, officials and journalists in the field of Statesmanship and International Affairs. Students should become accustomed to the opinions and analysis of respected works in order to substantiate of their own positions. In addition, recommended reading that corresponds to each lesson will be provided in the lesson plan.

Lesson Assignment The assignments are detailed in the lesson plan and are designed to facilitate two objectives: 

To enable the student to critically evaluate claims and arguments being made by respected experts, officials and commentators.

To enable the student to collaborate with others by engaging in constructive dialog and consensus building.

The assignments come in multiple forms including short papers, group collaborative projects such as the model National Security Council, and participatory activities such as mock press conferences, Senate hearings and intelligence presentations.

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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. Dividing the curriculum into these two sections does not mean students need to be taught separately. In fact, to promote a holistic approach to the student’s skill development, it is recommended that two class periods a week are given to cover lessons from both sections concurrently.

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

1 2

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.

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Curriculum Design & Instructions

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 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.

Keeter 30. 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. 3 4

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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 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.

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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Course Plan The course is designed to be completed in two, ten week quarters with three, one hour class periods each week. In the Course Syllabus is a plan that outlines the order of the units and lessons which generally allows for one lecture from Section I and Section II to be completed each week, along with one weekly collaborative session that provides time for the model National Security Council or press briefings. However, given that there are more lectures in Section II than Section I, weeks 16-20 will consist only of lectures from Section II. It is also recommended that in week one and two that time be taken to cover Unit 4 Lesson 1 on Intelligence: Gathering and Discerning Current News and Lesson 3 that provide the instructions for the Model National Security Council. Covering these lessons first enables the students to have adequate time to prepare for the first collaborative session.

Curriculum Resources The curriculum is comprised of a number of tools that the instructor can use to teach the class, including, detailed lesson plans, illustrated lesson notes, and a variety of student assessments that are explained in each lesson plan. 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.

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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. Recommended questions that can be used for testing in each unit are listed below. No more than three questions should be selected for each unit test if you plan on having the student complete a one hour timed test. 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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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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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?

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3. What problems did the U.S. run into as it began Operation Enduring Freedom that contributed to the 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 two, ten week quarters with three, one hour class periods each week. The course plan outlined below generally allows for one lecture from Section I and Section II to be completed each week, along with one weekly collaborative session that provides time for the model National Security Council or press briefings. However, given that there are more lectures in Section II than Section I, weeks 16-20 will consist only of lectures from Section II. It is also recommended that in week one and two that time be taken to cover Unit 4 Lesson 1 on Intelligence: Gathering and Discerning Current News and Lesson 3 that provide the instructions for the Model National Security Council. Covering these lessons first enables the students to have adequate time to prepare for the first collaborative session.

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Week 1

2

3

4

5

6

7

8

9

10

Period

Unit/Lesson Title

Lecture Time

1

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

57:15

2

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

53:23

3

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

43:28

1

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

41:43

2

Unit 5 Lesson 2: The Dawning of Islamic Power

1:04:22

3

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

1:00:21

1

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

48:28

2

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

43:08

3

Collaborative Exercise: Model National Security Council

1

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

49:47

2

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

59:06

3

Collaborative Exercise: Model National Security Council

1

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

43:56

2

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

19:33

3

Collaborative Exercise: Model National Security Council

1

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

2

Unit 5 Lesson 5: Revolution & the Resurgence of Islamic Extremism 1979-91 -- Pt. 1 & 2

3

Collaborative Exercise: Model National Security Council

1

Unit 2 Lesson 3: A Distinct Influence and Work

53:08

2

Unit 6 Lesson 1: The Finale of the Cold War

45:16

3

Collaborative Exercise: Model National Security Council

1

Unit 2 Lesson 4: History in the Making: Defining Moments and Movements in History – Pt. 1

2

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

3

Collaborative Exercise: Model National Security Council

1

Unit 2 Lesson 4: History in the Making: Defining Moments and Movements in History – Pt. 2

54:37

2

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

55:26

3

Collaborative Exercise: Model National Security Council

1:00

1

Unit 2 Lesson 5: Prayer that Pulls Heaven into History

??????

2

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

32:45

3

Collaborative Exercise: Model National Security Council

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1:00

1:00 33:06 41:55 14:55 1:00

1:00 37:44 1:02:09 1:00

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Week 11

12

13

14

15

16

17

18

19

20

Period

Unit/Lesson Title

Lecture Time

1

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

2

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

3

Collaborative Exercise: Model National Security Council

1:00:00

1

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

1:03:04

2

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

3

Collaborative Exercise: Model National Security Council

1

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

26:32

2

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

44:02

3

Collaborative Exercise: Model National Security Council

1

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

46:13

2

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

42:50

3

Collaborative Exercise: Model National Security Council

1

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

48:11

2

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

57:57

3

Collaborative Exercise: Model National Security Council

1

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

41:44

2

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

40:09

3

Collaborative Exercise: Model National Security Council

1:00:00

1

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

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

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Collaborative Exercise: Model National Security Council

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

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

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Collaborative Exercise: Model National Security Council

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Unit4: Lesson 3: Review Press Briefing instructions

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

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Collaborative Exercise: Press Briefing

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Collaborative Exercise: Press Briefing

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Collaborative Exercise: Press Briefing

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Final Exam

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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 should be covered during Week 1 and 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 is provided below for the two course texts from Roberts and Seiple. Each lesson plan details additional recommended course readings that relate specifically to the lessons. 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: Roberts, Ch. 1. By Way of Introduction. Wk 2: Roberts, Ch. 2. Structures. Seiple, Ch. 1. Relevance. Getting There With Something to Say. Wk 3: Roberts, Ch. 4. Shapes of Things to Come. Wk 4: Roberts, Ch. 5. European Exceptionalism. Seiple, Ch. 2. Challenge. Intractable Conflicts or Extraordinary Conflicts. Wk 5: Roberts, Ch. 6. Europe as a System of Power. Wk 6: Roberts, Ch. 8. The Great War and the Beginning of the Twentieth Century. Seiple, Ch. 3 Diversity. Embracing the Other Among Us. Wk 7: Roberts, Ch. 9. A Revolutionary Peace. Wk 8: Roberts, Ch. 12. The Path to World War. Seiple, Ch. 4. Truth. Hacking at the Root. Wk 9: Roberts, Ch. 13. The Second World War. Wk 10: Roberts, Ch. 14. Appearance and Reality. Seiple, Ch. 5. Mercy. Forgiveness, Forgetting and Divine Memory Lapses.

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Course Syllabus

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

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Recommended Curriculum Resources

Recommended Curriculum Resources The course suggests that students be assigned reading from a wide variety of texts which enables them to develop the ability in making comparisons and evaluating numerous experts and leaders. Roberts’ History of the Twentieth Century and Seiple’s Ambassadors of Hope, provide a good overview of many of the items covered in this course. The course syllabus provides a reading plan to complete both texts. While these texts will complement the course, they are not assigned to any specific lesson. In addition, each lesson plan identifies recommended readings from the list below that complements the specific lecture notes. These readings will help facilitate the student’s understanding of the lesson along with the development of analytical skills, and introduce them to authoritative historians and experts in the field of international affairs. This course will encourage disciplinary thinking as students read historians and current experts who have themselves mastered the art of critical analysis in their works. To think like a historian, students should be encouraged to read the historians. Reading history and international affairs experts provides students with great examples of critical analysis, construction of interpretations, and the presentation of arguments and research. The views of the authors are not necessarily in alignment with the overarching biblical perspectives of this course – the point of which is to introduce students to a variety of perspectives, enabling them to contrast and evaluate diverse bias and opinion. The list is also not a comprehensive list. It is recommended that additional resources be selected as new works are published. At NationRebuilders.com we will seek to identify additional resources as they are published. The books listed, particularly those listed under the course units are a recommended, not required. Purchasing the books is a great way for students to begin building their personal library. Most books can be purchased inexpensively by looking for second hand copies on Amazon.com. Links to the following books on Amazon.com are available on the NationRebuilders.com website.

Overall Course Texts 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.

Unit 1: Hearing the Call for Christian Statesmanship Robert Seiple. Ambassadors of Hope. How Christians Can Respond to the World's Toughest Problems. (2004). Ch. 2: Intractable Conflicts or Extraordinary Opportunities? John Piper. Let the Nations be Glad. The Supremacy of God in Missions. (2010). Ch. 5: The Supremacy of God Among “All the Nations.” Steven Hayward. Churchill on Leadership. Executive Success in the Face of Adversity. (1998).

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Recommended Curriculum Resources

Ch. 10: Substance over Style-Moral Purpose, Destiny, and the Force of Personal Leadership. Darrow Miller. Discipling Nations. The Power of Truth to Transform Cultures. (2001). Ch. 1: Everyone has a Story: Worldview and Development.

Unit 2: The Archetype of Prophetic Statesmanship: The Prophet Daniel James Sire. Habits of the Mind. Intellectual Life as a Christian Calling. (2000). Ch. 7. Perfecting the Intellect: The Intellectual Disciplines. Steven Hayward. Churchill on Leadership. Executive Success in the Face of Adversity. (1998). Ch. 3: Confronting Failure and Learning from Mistakes. Chuck Colson. The Body. (1992). Ch. 4: The Story of the Church: Timisoara. John Piper. Let the Nations Be Glad. The Supremacy of God in Missions. (2010). Ch. 2: The Supremacy of God in Missions through Prayer.

Unit 3: The Substance of Christian Statesmanship Os Guinness. Character Counts: Leadership Qualities in Washington, Wilberforce, Lincoln, and Solzhenitsyn. (1999). Darrow Miller. Discipling Nations. The Power of Truth to Transform Cultures. (2001). Ch. 3: The Transforming Story. The Story That Develops. Robert Seiple. Ambassadors of Hope. How Christians Can Respond to the World's Toughest Problems. (2004). Ch. 6: Grace, Ch. 7: Justice, & Ch. 8: Peace.

Unit 4: The Practice of Christian Statesmanship Bob Roberts. Glocalization. How Followers of Jesus Engage a Flat World. (2007). Ch. 6: Follow Jesus on CNN. Peggy Noonan. On Speaking Well. How to Give a Speech with Style, Substance, and Clarity. (1999).

Unit 5: Understanding the History of Power in the Middle East

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Recommended Curriculum Resources

George Grant. The Blood of the Moon. Understanding the Historic Struggle Between Islam and Western Civilization. (2001). Ch. 4 - Sons of Ham. Albert Hourani. A History of the Arab Peoples. (1991). Ch. 1: A New Power in an Old World. Bernard Lewis. What Went Wrong?: Western Impact and Middle Eastern Response. (2002). Ch. 1: The Lessons of the Battlefield. David Fromkin. A Peace to End All Peace. (1989). Ch. 10: Kitchener Sets Out to Capture Islam. Christopher Catherwood. A Brief History of the Middle East. From Abraham to Arafat. (2006). Ch. 9: The Creation of Israel and After. John Esposito. Voices of Resurgent Islam. (1983). Ch. 4: Sayyid Qutb: Ideologue of the Islamic Revival.

Unit 6: Discerning the Post-Cold War Era Walid Phares. Future Jihad: Terrorist Strategies Against America (2005). Ch. 7: What the Cold War Meant for the Future. (Eds.). Micah Sifry and Christopher Serf. The Gulf War Reader. History, Documents, Opinions. (1991). Lewis Lapham. Onward Christian Soldiers. Samuel Huntington. The Clash of Civilization and the Remaking of World Order. (1996). Ch. 1: The New Era in World Politics. Richard Haass. The Squandered Presidency. Foreign Affairs. (May/June 2000).

Unit 7: Analyzing U.S. Foreign Policy in the 21st Century Victor Davis Hanson. An Autumn of War. (2002). Introduction: Why September 11th Won't Go Away. Ahmed Rashid. Descent into Chaos. (2008). Ch. 4: Attack. Jost, K & Ives-Halperin, B. Will U.S. Efforts to Promote Democracy Succeed? Congressional Quarterly Researcher. (2004).

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Recommended Curriculum Resources

Richard Haass. War of Necessity. War of Choice. A Memoir of Two Iraq Wars. (2009). Ch. 1: A Tale of Two Wars. Ch. 9: Takeaways from Two Wars. Kenneth Pollack. The Threatening Storm. The United States and Iraq: The Crisis, the Strategy, and the Prospects After Saddam. (2002). Introduction: The Problem of Iraq. (Eds.). Sifry, M., Cerf, C., & Pollack, K. The Iraq War Reader. (2003). Charles Krauthammer. Voices of Moral Obtuseness. Iraq Study Group Report. (2006). Richard Haass & Martin Indyk. Restoring the Balance. A Middle East Strategy for the Next President. (2008). Ch. 1: A Time for Diplomatic Renewal. Ahmed Rashid. Descent into Chaos. (2008). Ch. 12: Taliban Resurgent. Vali Nasr. The Shia Revival. (2006). Ch. 8 - The Rise of Iran.

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Introduction - The Social Studies Curriculum  

Introduction to the phiosophy and contents of the curriculum.

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