We’re excited to announce that AHEF is now offering The Miracle of America High School Teacher Course Guide which serves as a framework for a semester-long, secondary-level course on the governing principles of the United States or for supplemental units in existing Social Studies/Humanities courses such as U. S. Government, U. S. history, Philosophy, Western Civilization, and/or Biblical Studies.
The Miracle of America course allows teachers and students to objectively study the ideas and principles that shaped the founding of the United States as a nation and that appear in our founding documents. It explores the influence of the Bible and Judeo-Christian thought on America’s founding philosophy and history. It examines important historical events and original documents including the Bible, Mayflower Compact, Declaration of Independence, U. S. Constitution, and U. S. Bill of Rights.
The course guide complements and may be used with the sourcebook/text titled The Miracle of America: The Influence of the Bible on the Founding History and Principles of the United States of America for a People of Every Belief, Second Edition, by Angela E. Kamrath (American Heritage Education Foundation, 2015).
For more information about The Miracle of America, see our Miracle of America program page. To access AHEF’s Miracle of America course guide (in downloadable PDF) and other free educational resources/lesson plans, sign up to be an AHEF member educator (no cost or obligation). As a member, you can log in to access our Member Resources. The printed binder format of the course guide is now available for purchase at our bookstore.
Enjoy a family evening with General George Washington who will speak on “The Long Road Home” for the George Washington Lecture Series. Featuring attorney Wesley E. Wright as Washington.
When: Thursday, February 18, 7-8:30pm
Where: Round Top Family Library, 206 West Mill Street, Round Top, Texas 78954
The Revolutionary War was closing.
The Paris Peace Treaty was being negotiated.
Washington was headed home to Mount Vernon.
Encourage reading and learning!
Learn historical facts you may never have heard before!
Did you know that the Pilgrims were among the first Americans to demonstrate the value of property (one’s labor, skills, possessions, etc.)? In Plymouth Colony, food and supplies were initially shared and allocated among colonists in a communal system of farming and food distribution, which resulted in a lack of incentive to work and less overall productivity. With the colony on the verge of starvation, Governor William Bradford let the Pilgrims farm their own land, for their own families. This system led to increased farming. (A similar system had been applied successfully in Jamestown, Virginia.) This shift to an individualized, family-focused economic system increased productivity and benefited the colony. Bradford describes this early economic shift in Plymouth in his Journal, History of Plymouth Settlement. He writes:
“The failure of this experiment in communal service, which was tried for several years, and by good and honest men, proves the emptiness of the theory of Plato and other ancients, applauded by some of later times, –that the taking away of private property, and the possession of it in community, by a commonwealth, would make a state happy and flourishing; as if they were wiser than God. For in this instance, community of property (so far as it went) was found to breed much confusion and discontent, and retard much employment which would have been to the general benefit and comfort. … Let none argue that this is due to human failing, rather than to this communistic plan of life in itself. I answer, seeing that all men have this failing in them, that God in His wisdom saw another plan of life was fitter for them.”
Source: Kamrath, Angela E. The Miracle of America: The Influence of the Bible on the Founding History and Principles of the United Sates of America for a People of Every Belief, Second Edition. Houston, TX: American Heritage Education Foundation, 2014, 2015.
Save the date & sign up: Teachers and interested citizens are invited to the AHEF-HBU Professional Development Teacher Workshop on November 14, 2015. Topic: “The Declaration of Independence: The Rationale of the American Revolution.” Subtopics include the Declaration as Social Contract, the Law of Nature, Unalienable Rights, and the Bible-Centered Debate on Revolution. Lunch provided. Attendees will receive 3.5 credit hours of Professional Development from the HBU School of Education. Open to both public and private educators. Registration: $30. Registration deadline: Nov 11.
Date: Saturday, November 14, 2015
Time: 9:30 am – 2:30 pm
Location: Houston Baptist University – Houston, TX
Hosted by the Center for Law & Liberty at Houston Baptist University, HBU School of Education, and AHEF.
For more information and to register, go to 2015 HBU-AHEF Teacher Workshop.
Why is it that America’s youth know so little about American civics and history? It may be due to the fact that education in civics and history has become a minor concern instead of a central purpose of education. Most schools in America do not incorporate civic education as an integral part of their curriculum. A study reveals that while every state notes the need for civic education, few incorporate it into the K-12 curriculum. In order to counter this, it is important that Americans recognize and consider the value of civic education as an important part of the K-12 curriculum. After all, civic education is essential to the well-being of American democracy.
Teaching civic education is a vital tool to promote democracy and should be considered vital in school curriculums.1 It should be taught explicitly and systematically from kindergarten through 12th grade, either in existing social studies courses or as a course of its own. It would give attention to content, skills, principles, and values required by citizens in order to fully participate in our democratic system.
Modern civic and history education began a century ago in the effort to Americanize immigrants who arrived on these shores, to ensure that they could assimilate and productively participate in American life. This initiative, which carried on for more than half a century, was sustained by the patriotic euphoria of two world wars and the circle-of-wagons mentality of the early years of the cold war.2 But one of the great ironies of America’s civic culture in this century is the fact that it has been greatly challenged by its success and freedoms. Social-cultural challenges and increasing immigrants to America from all corners of the globe have created a diverse society in many ways lacking knowledge about the core values on which our nation was founded. Renewing civic education is the challenge for civic educators today.
US civic and history education can be enhanced by:
- Asserting adequate supportive policy and curricular requirements. Today a student can graduate from High school without even having taken a course in American government.3
- Increasing adequate teacher preparedness in civics content and skills to pass to learners. Many teachers are not well-equipped with knowledge about US civics and history, thus negatively impacting learners.4
- Creating adequate outcomes by widespread knowledge of politics and government. Increasing knowledge among the public will help to eradicate apathy, alienation, and low levels of civic participation among citizens.5
Bio: This guest post is brought to you by Estapermits.org. Estapermits.org was established in 2011 and specializes in consular service to the US for short tourism and business reasons.
This article does not necessarily reflect the views of AHEF or its staff.
1Galston, W. (2002). Stephen Macedo, Diversity and Distrust: Civic Education in a Multicultural Democracy. ETHICS, 112(2), 386-391. http://dx.doi.org/10.1086/324247
2PINSON, H. (2007). Inclusive Curriculum? Challenges to the Role of Civic Education in a Jewish and Democratic State. Curriculum Inquiry, 37(4), 351-382. http://dx.doi.org/10.1111/j.1467-873x.2007.00391.x
4Cavieres-Fernandez, E. (2014). – Teachers’ experiences and teaching civic engagement beyond self-regarding individualism. Teaching And Teacher Education, 42, 1-10. http://dx.doi.org/10.1016/j.tate.2014.04.002
5American Freshman National Norms for Fall 1997
The Youth Leadership Initiative (YLI) invites teachers and students to participate in the 2015 National Mock Election and Youth Voter Survey. Students in Kentucky, Louisiana, and Mississippi will vote in their governors races. Students nationwide will participate in a survey to gauge their voting experience, preferences, and likelihood of voting in the future. Teacher preview and prep is Oct 7-17. Voting is open Oct 19-Nov 3. Results Nov 4. Go to www.youthleadership.net.
The College Board plans to revise the guidelines for Advanced Placement U. S. History courses this summer. The revision comes after a group of university professors questioned the content, saying the courses focused too much on social politics and too little on key historical events. ASCD Smartbrief (6/18). Fox News (6/16)
The National Assessment Governing Board has released its 2014 findings of the National Assessment of Educational Progress (NAEP), also known as “the Nation’s Report Card,” in U.S. History and Civics.
The report shows that less than half of 8th-graders are proficient in U. S. History and Civics. (18% are proficient in U. S. History. 23% are proficient in Civics. 27% are proficient in Geography.) The findings indicate a need for History and Civics education among students. See www.nationsreportcard.gov.
AHEF works to address this growing national problem by providing resources and workshops to teachers, parents, and citizens. AHEF promotes the teaching of America’s founding documents, principles, and history.