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Lesson 1 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Module 3 Overview: First Things to FulfillmentSee introductory pages in Study Guide: look especially at theCourse Requirements and Introductory Comments. Also getacquainted with new textbooks. You may want to compareLatourette, Neill, Clouse/Pierard/Yamauchi, and Dawson.
Objectives: To be able to...
a. Point out unique aspects of the period of world historyfollowing Christ.
b. Justify the use of a time period larger than a century.
c. Explain a number of unusual factors both fostering andlimiting international development that have accumulated injust the past century.
d. Relate the nature of “the consistent counterforce”confronting human development throughout history.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
1-2 Lesson 01 Introduction
GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader
109-112 Winter: Module 3 Introductory Comments113-114 Beginning Module 3
Stark: For the Glory of God1-13 Introduction: Dimensions of the Supernatural
Snodderly, ed: WCF Degree Study Programs: All Module Reader143-150 Winter: The Unfolding Drama of the Christian
Movement: #1 The Means of World Evangelization151-154 Winter: The Unfolding Drama of the Christian
Movement: #2 The Unfinished Task of WorldEvangelization
155-162 Winter: The Unfolding Drama of the ChristianMovement: #3 Penetrating the Last Frontiers
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
209-216 #36 Winter: The Kingdom Strikes Back: TenEpochs fo Redemmptive History
Snodderly, ed: WCF Degree Study Programs: All Module Reader115-134 Bradley and Muller: The Initial Stages of Research
and the Use of Bibliographic and ReferenceSources
Ethnographic Interview:Moreau, ed: Evangelical Dictionary of World Missions
272-273 Development
Spradley: The Ethnographic Interview3-16 Ethnography and Culture
Winter, ed: WCF Module Three Study Guide and Lesson Overviews2-3 Lesson 01 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
4-23 Introduction; Chapters 1-3
OptionalSnodderly, ed: WCF Degree Study Programs: All Module Reader
163-168 Winter: The Unfolding Drama of the ChristianMovement: #4 The Importance of a Strategy ofClosure
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
459-460 Indonesia: Kalimantan
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Language
Greek Lessons Greek 1
Administrative Note: All persons taking WCF as a student enrolled in an institutionshould make sure to follow instructions and read all forms thatare given to you by your institution. These Daily Study Guidepages may not contain all the information you need in order tosuccessfully complete your program. Contact your institutionfor more information. Also note that Study Guides areschool-specific. If you have purchased a hard copy of the studyguide then ensure that you have purchased the correct versionby reading the front cover of your book. If you are relying mostly on the hard copy of the study guideand lesson overviews, note that the lesson overviews are inthe back of the book. Plan ahead and begin working on major assignments whichwill be due at the end of the half-module.
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 1
Module 3 Overview: First Things to FulfillmentReflection Questions1. Why, as we plunge into this particular 2,000-year period, is
it possible to say that we are entering a unique period inworld history?
2. Now that we have passed into the 3rd millennium, it seemseasier to grasp the overall phenomenon of the AD period. Why?
3. What are some of the seemingly irreversible factors relatedto helping and hindering international development thathave emerged in the past 2,000 years?
4. Suggest two ways in which human development has beenconfronted by a “consistent counterforce” throughouthistory.
Notes
Lesson 2 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Review of Module 1Objectives: To be able to...
a. State the basic story of the Old Testament briefly.
b. Articulate the impact of one’s theological perspective onone’s interpretation of history.
c. Discuss the value of studying history.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
4-5 Lesson 02 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-8 ch. 1 Introduction
Moreau, ed: Evangelical Dictionary of World Missions706-709 Old Testament Theology of Mission
Alphabet MakersPanini of Indiahttp://www.jaars.com/museum/alphabet/people/panini.htm
Hiebert: Cultural Anthropology 45-60 More on Culture
Ethnographic Interview:Spradley: The Ethnographic Interview
17-24 Language and Field Work25-39 Informants
Winter, ed: WCF Module Three Study Guide and Lesson Overviews5-6 Lesson 02 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
24-31 Chapter 4
OptionalWoodberry, ed: Muslims and Christians on the Emmaus Road
127-143 Chapman: The God Who Reveals
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
460-461 Indonesia: Sulawesi
LanguageGreek Lessons
Greek 2
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 2
Review of Module 1Reflection Questions1. Write a synopsis of the Old Testament that might be used in
a 60-second radio announcement. Your synopsis should bea storyline introducing the principle OT characters whosubstantiate the underlying missiological message.
2. To what extent do you agree or disagree with the statementthat “the Deuteronomist's theological perspective impactshis historical presentation”?
3. Choose three of what you consider to be the mostsignificant of Pierson's factors related to the value ofstudying history. How does Pierson suggest that each of thethree factors contributes to the study of history?
Notes
Lesson 3 Russell (AD 200 - AD 1945)Expanding WorldModule 3:
Review A of Module 2Objectives: To be able to...
a. Analyze the emphases on universality and particularity inIsrael during the intertestamental period.
b. Describe the character and message of Jewish missionsamong the Gentiles before Christianity.
c. Explain Jewish messianism and the role of the Gentiles in itduring this period.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
7-8 Lesson 03 Introduction
GeneralStark: The Rise of Christianity
147-162 Urban Chaos and Crisis
Pierson: The Dynamics of Christian Mission1-7 ch. 2 Biblical Background: Expansion in the
Apostolic Period
Moreau, ed: Evangelical Dictionary of World Missions501 Intertestamental Studies989-990 Universality of Mission
Schiffman: “The Concept of the Messiah in Second Temple and RabbinicLiterature”
235-246 Review and Expositor (Spring 1987) 84,2ATLAReligion Database
Alphabet MakersAfrican Alphabetshttp://www.jaars.com/museum/alphabet/galleries/africa.htm
O’Brien: Oxford Atlas of World History44-45 The Birth of World Religions 1500 BC- 600 AD62-63 Religions of the Medieval World 600-1500
Ethnographic Interview:
Do assigned tasks; think of possible informants; keep a log.Spradley: The Ethnographic Interview
42-43 The Developmental Research Sequence45-54 Locating an Informant
Winter, ed: WCF Module Three Study Guide and Lesson Overviews8-11 Lesson 03 Review
OptionalThomas, ed: Classic Texts in Mission and World Christianity
5-7 Clement: Divine Truth Through Philosophy
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
555-558 Malaysia
LanguageGreek Lessons
Greek 3
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Russell Lesson 3
Review A of Module 2Reflection Questions1. During the intertestamental period, how do you think the
average Israelite would resolve the dynamic tensionbetween the proclamation of the universal worship of God(Mal 1:5,11,14; 3:12; 4:5-6) and the particular separation ofIsrael (Mal 2:10-12; 3:16-18; 4:1-6)? Which would be theeasier of the two emphases to default to, and why?
2. What kind of mission outreach to the Gentiles do you thinkwould have arisen out of the collective efforts of piousJewish homes outside the land of Israel, such as thatdescribed in Philipplians 3:1-6? What would be twofoundational assumptions of the “evangelistic message” ofthese missionary efforts?
3. In light of the words of Mary (Lk 1:45-55), Zacharias (Lk1:67-79), and Simeon (Lk 2:25-35), how would yousummarize these pious Jews’ expectation of the coming ofthe Messiah? What was their view of the way in which theGentiles would fit into the picture?
Notes
Lesson 4 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Review B of Module 2Objectives: To be able to...
a. State the sources and significance of the use of the wordsodality in the Celtic context.
b. Discuss the issue of using a centripetal and centrifugalconcept for the BC/AD transition.
c. List the factors in any arrangement of global history aroundthe events in the Mediterranean in this era.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 412-13 Lesson 04 Introduction
GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader
169-174 Winter: The Unfolding Drama of the ChristianMovement: #5 The First 400 Years
Latourette: A History of Christianity, Vol. 1: Beginnings to 150076-93 The Sweep of Christianity Across the
Greco-Roman World
Pierson: The Dynamics of Christian Mission1-11 ch. 3 The Two Structures of the Church1-7 ch. 4 The Early Church: Apostolic and
Post-Apostolic
Neill: A History of Christian Missions24-32 Conquest of the Roman World 100–500
Moreau, ed: Evangelical Dictionary of World Missions894 Sodality and Modality170-171 The Celtic Missionary Movement
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
244-253 #39 Winter: The Two Structures of God’sRedemptive Mission
Sanneh: Disciples of All Nations3-12 Introduction: Missionary Pillar: New Testament
Bearings and the Cultural Alignment
Winter, ed: WCF Module Three Study Guide and Lesson Overviews13-15 Lesson 04 Review
OptionalLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
193-201 Admission, Worship, Discipline in the ChristianCommunity
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
522-524 Laos
LanguageGreek Lessons
Greek 4
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 4
Review B of Module 2Reflection Questions1. According to your readings, where did the word sodality
come from?
2. Following the lead Pierson gives, what link is there betweenthe concept of a sodality and the impact of the Irish on thecontinent in the early centuries?
3. Create a drawing that represents the centripetal/centrifugalconcept. Use your drawing to explain how Pierson'sobservation about the concept corresponds with theillustration that immediately follows his reference to theconcept.
4. What objective reasons are there for Westerners to offer theworld a dating system centered on the birth of Christ?
Notes
Lesson 5 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Review C of Module 2Objectives: To be able to...
a. Consider the missiological as well as the ecologicalsignificance of the archeological evidence of pastoralists inthe Sahara.
b. Relate the development of Hinduism’s sacred writings tothat of the Bible.
c. Describe the role of disease in the spread of Christianity inEurope.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
16-17 Lesson 05 Introduction
GeneralMoreau, ed: Evangelical Dictionary of World Missions
434-437 Hindu, Hinduism482-483 Indigenous American Religions
O’Brien: Oxford Atlas of World History46-49 First Empires in India and First Empires in China
Ethnographic Interview:Spradley: The Ethnographic Interview
55-68 Interviewing an Informant69-77 Making an Ethnographic Record
Plagues, Priests, and Demons: Sacred Narratives and the Rise ofChristianity in the Old World and New
35-80
Winter, ed: WCF Module Three Study Guide and Lesson Overviews17-19 Lesson 05 Review
OptionalWoodberry, ed: Muslims and Christians on the Emmaus Road
176-191 Vander Werff: Names of Christ in Worship
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
437-438 India: Panjab
LanguageGreek Lessons
Greek 5
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 5
Review C of Module 2Reflection Questions1. The archeological evidence of pastoralists and
horticulturalists in the middle of the Sahara speakseloquently of the ecological significance of climatic changes.What missiological significance do you see regarding theselong-ago dispersed peoples?
2. Describe how you would explain the relationship betweenthe Vedic traditions and the Bible to a person who is new tocross-cultural ministry.
3. What role did disease, and the response of Christians todisease, play in the spread of early Christianity in Europe?
Notes
Lesson 6 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Roman World, 200–400Objectives: To be able to...
a. Explain basic cultural dynamics of the AD 200-400 period.
b. Explain political and cultural influences on the spread andpersecution of Christianity during this time period.
c. Discuss differences between Christians during this time andtheir possible effects on the later spread of Islam.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 620-21 Lesson 06 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-9 ch. 5 Expansion in the Roman World
Neill: A History of Christian Missions32-42 Conquest of the Roman World
Moffett: A History of Christianity in Asia127-138 The Great Persecution
Stark: The Rise of Christianity163-189 The Martyrs: Sacrifice as Rational Choice
Stark: For the Glory of God25-31 Jewish, Christian, and Islamic Sects33-36 Constantine40-46 Two Churches: Piety and Power
O’Brien: Oxford Atlas of World History44-45 The Birth of World Religions 1500 BC-600 AD54-57 The Roman Empire 500 BC- 600 AD and
Barbarian Invasions of the Roman Empire 100-500AD
McNeill: A World History194-200 Barbarian Invasions205-209 Byzantine Empire through Heresy and Orthodoxy229-238 Europe
Sanneh: Disciples of All Nations13-36 Whither Christianity?: A Study in Origin, Thought
and Action
Winter, ed: WCF Module Three Study Guide and Lesson Overviews21-24 Lesson 06 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
32-45 Chapters 5,6
OptionalLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
129-169a Christianity Takes Shape in Organization, Doctrine
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
94-97 Albania
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Johnson: A History of the Jews 154-168 Jewish Moral Theology, Babylonian Exilarchate,Early Christian Anti-Semitism, Islamic Heresy
Sanneh: Translating the Message: The Missionary Impact onCulture 67-87 Mission and the Cultural Assimilation ofChristianity: The Hellenistic Factor
Tucker: From Jerusalem to Irian Jaya 25-38 The Early Centuries: Evangelizing the RomanEmpire, Paul, Polycarp, Perpetua, Ulfilas
Language
Greek Lessons Greek 6
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 6
The Roman World, 200–400Reflection Questions1. Write, in your own words, a 2-page essay that details the
distinctives of each of the directions taken by the Christianmovement during the years of AD 200–400.
2. To what degree were the five cultural basins represented inthe movement of Christianity tied in with the sourceliterature of the Christian tradition?
3. What does Moffett observe to be the result in the East oftheir adoption of Christianity finally as an official—ratherthan merely a tolerated—faith?
4. What is the difference between an “inner ring” and an “outerring” form of Christianity?
5. What do you suppose happened prior to AD 400 that laidthe groundwork for the appearance of Islam?
Notes
Lesson 7 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
“Barbarians” of Europe and North AfricaObjectives: To be able to...
a. Draw a series of maps which depict the complicatedphenomenon of “the Barbarian Invasions.”
b. Distinguish between theological points which derive fromabsolute truth and those which are conditioned by culturalfactors.
c. Define some of the factors leading Protestants toextensively reject the monastic patterns of Christianity,including even their structural vehicles.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
25-27 Lesson 07 Introduction
GeneralLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
187-188 Christianity Takes Shape221-223 Rise of Monasticism
Neill: A History of Christian Missions42-52 Conquest of the Roman World
Pierson: The Dynamics of Christian Mission1-7 ch. 6 Early Monasticism
Moreau, ed: Evangelical Dictionary of World Missions401-402 The Gospel and Culture654 Monastic Movement
Read for enjoyment and in preparation for the lesson on CelticChristianity:Cahill: How the Irish Saved Civilization
3-8 How Real is History?9-31 The End of the World: How Rome Fell—and Why
Read selectively to get the main ideas, for a total of about 5 pages:Cahill: How the Irish Saved Civilization
33-67 What Was Lost: The Complexities of the ClassicalTradition
Thomas, ed: Classic Texts in Mission and World Christianity16-19 Augustine: Great Commission Not Fulfilled
McNeill: A World History206-209 Review: Heresy and Orthodoxy229-238 Review: Europe
Winter, ed: WCF Module Three Study Guide and Lesson Overviews27-28 Lesson 07 Review
OptionalStark: The Rise of Christianity
191-208 Opportunity and Organization
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
400-403 Hungary
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500 173-188 Christianity Takes Shape 201-218 Admission, Worship, Discipline in the Christian Community 221-234 Rise of Monasticism 236-264 Earthen Vessels
Dawson: Religion and the Rise of Western Culture 26-43 The Religious Origins of Western Culture 44-54 The Monks of the West
Language
Greek Lessons Greek 7
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 7
“Barbarians” of Europe and North AfricaReflection Questions1. Look closely at the Penguin Atlas maps for the period of the
fourth century and a bit beyond. Interpret the maps in lightof the Huns’ westward movement. What do you see?
2. Your denomination has asked you to explain the differencesbetween theological points that derive from absolute truthand those which are conditioned by cultural factors. Whatwill you say?
3. Some Christians in the Fourth Century Roman Empiredisagreed about things like the proper date for what we callChristmas, Easter, etc. To what degree should we focus onclarifying who was “right” in discussions of this nature?
4. In what way does “culture shock” lead Protestants to rejectthe widespread, influential monastic movements of the firstmillennium?
Notes
Lesson 8 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Persia, East and Central Asia, 200–400Objectives: To be able to...
a. Compare various approaches taken by historians ininterpreting their data.
b. Discuss factors influencing the position and spread ofvarious religions in Persia and neighboring areas during theearly centuries CE.
c. Compare the role of different Chinesereligious/philosophical streams in this time period with therole of contemporary Christianity.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
29-31 Lesson 08 Introduction
General
PersiaLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
169-173 Nestorianism
Moffett: A History of Christianity in Asia92-101 Sassanid Revolution and the Church117-130 First Steps Toward a National Persian Church150-164 Reorganization of the Persian Church
Tajadod: “The Role of Iranians in the Spread of Buddhism, Manichaeismand Mazdaism in China”
61-68 Diogenes (2003) 50,4Wilson Select Plus Database
O’Brien: Oxford Atlas of World History38-39 Empires and Traders 1200-600 BC42-43 The Achaemenid and Hellenistic World 600- 30 BC
Judaism
ChinaSmart, ed: Sacred Texts of the World
291-292 Taoism: Introduction
Moreau, ed: Evangelical Dictionary of World Missions149-150 Buddhist, Buddhism221-222 Confucianism675 Nestorian Mission930-931 Taoist, Taoism
Winter, ed: WCF Module Three Study Guide and Lesson Overviews31-35 Lesson 08 Review
Partridge, ed: Introduction to World Religions410-420 Pye: A Tapestry of Traditions: Japanese Religions
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
113-115 Armenia355-358 Georgia
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Smart, ed.: Sacred Texts of the World 294-302 Taoism: Various Subjects
Moreau, ed.: Evangelical Dictionary of World Missions 1045-1046 Zoroastrian, Zoroastrianism
Japan
Moffett: A History of Christianity in Asia 137-145 The Great Persecution
Language
Greek Lessons Greek 8
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 8
Persia, East and Central Asia, 200–400Reflection Questions1. Looking at the various approaches taken by historians in
interpreting their data, and basing your answers onreferences to specific examples, which seem most helpful toyou? (Since it is impossible to cover all aspects of thisquestion, you should focus your answers on at least fourwell-chosen examples.)
2. What factors influenced either the spread or curtailment ofChristianity and other religions in Persia and nearby regionsduring the early centuries after Christ? Where, in today'sworld, are similar factors important?
3. In China, Taoism and Confucianism tended to complementeach other by focusing on different needs of individuals andsociety. In order to compare the Chinese roles with the rolesof contemporary Christianity, choose one of the followingresponses and defend it in a brief essay:– Contemporary Christianity addressed these same needs.– Christians today focus on different issues.– Today's Christians rely on other aspects of modern cultureto meet those same needs.
Notes
Lesson 9 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
India and Southeast Asia, 200–700Objectives: To be able to...
a. Explain the impact of contacts between South Asia,Southeast Asia, China, and other regions during this era.
b. Compare early Hindu bhakti cults with Christian practicesand beliefs of this period.
c. Practice cross-cultural interviewing skills using descriptivequestions.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
36-38 Lesson 09 Introduction
General
India
Read carefully. See possible impact of Christianity on the Gita anddevotional Hinduism. Many Indian writers deny this possibility. Review<SPAN STYLE= "font-style:italic;text-decoration:underline;" >FollowingJesus in the Hindu Context from Module 1.Smart, ed: Sacred Texts of the World
193-195 Hinduism: Bhakti and Availability of God209-211 Hinduism: The Asvamedha218-222 Hinduism: Various Subjects224-225 Hinduism: Longing for Krsna
Moreau, ed: Evangelical Dictionary of World Missions434-437 Hindu, Hinduism
McNeill: A World History127-132 Equilibrium Among the Civilizations180-188 The Flowering and Expansion of Indian Civilization
AD 200-600
Southeast AsiaLibrary of Congress Country Studies
Cambodia: Angkorian Periodhttp://lcweb2.loc.gov/frd/cs/khtoc.html#kh0016
Griffin: “Society, Economics and Politics in Pre-Angkor Cambodia”139-143 Asian Perspectives (April 2001) 40,1Wilson Select
Plus
O’Brien: Oxford Atlas of World History72-73 East Asks in the Tang Period 618-907 86-87 East Asia 907-1600
Ethnographic Interview:Spradley: The Ethnographic Interview
78-91 Asking Descriptive Questions223 Appendix A
Partridge, ed: Introduction to World Religions143-145 Gabriel: Sacred Writings146-148 King: Beliefs
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 38-40 Lesson 09 Review
Optional
Smart, ed.: Sacred Texts of the World 185-189 Hinduism: Visna and Siva Traditions
Moreau, ed.: Evangelical Dictionary of World Missions 325-326 Ethnographic Research
Bellina: “Beads, Social Change, and Interaction between Indiaand South-East Asia” 285-297 Antiquity (June 2003) 77 Wilson Select Plus
LanguageGreek Lessons Greek 9
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 9
India and Southeast Asia, 200–700Reflection Questions1. List some evidences of cultural, economic, religious, and
other contacts between India, Southeast Asia, China, andregions to the west in the first six centuries CE. Howsignificant were these contacts for major developments inSouth and Southeast Asia during this period?
2. Compare early Hindu bhakti cults, such as that focused onKrishna, with Christianity (especially of the Easternchurches) during the first several centuries after Christ. IfIslam is considered by some a defective Semitic form ofChristianity, can these Hindu bhakti cults be seen as adefective Indian form of Christianity? Why or why not?
3. After reading Spradley's material about asking descriptivequestions,(a) Use the following questions to conduct a trial interviewfor 15-20 minutes with two local Christian workers, one amissionary and one a pastor:(i) How would you describe a typical day as a(missionary/pastor)? (ii) Could you show me around your ministry context?(iii) What is your evangelistic experience as a(missionary/pastor) in this context? (iv) What reasons would you give for a person in yourministry context not being at all responsive to yourevangelistic message?(b) Write and ask each person the same two additionaldescriptive questions as in Spradley.(c) Type the interview findings and be prepared to discussthe experience with your mentor.
Notes
Lesson 9 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Story of Global Civilization as of 1945Objectives: To be able to...
a. Explain the impact of contacts between South Asia,Southeast Asia, China, and other regions during this era.
b. Compare early Hindu bhakti cults with Christian practicesand beliefs of this period.
c. Practice cross-cultural interviewing skills using descriptivequestions.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
36-38 Lesson 09 Introduction
General
India
Read carefully. See possible impact of Christianity on the Gita anddevotional Hinduism. Many Indian writers deny this possibility. Review<SPAN STYLE= "font-style:italic;text-decoration:underline;" >FollowingJesus in the Hindu Context from Module 1.Smart, ed: Sacred Texts of the World
193-195 Hinduism: Bhakti and Availability of God209-211 Hinduism: The Asvamedha218-222 Hinduism: Various Subjects224-225 Hinduism: Longing for Krsna
Moreau, ed: Evangelical Dictionary of World Missions434-437 Hindu, Hinduism
McNeill: A World History127-132 Equilibrium Among the Civilizations180-188 The Flowering and Expansion of Indian Civilization
AD 200-600
Southeast AsiaLibrary of Congress Country Studies
Cambodia: Angkorian Periodhttp://lcweb2.loc.gov/frd/cs/khtoc.html#kh0016
Griffin: “Society, Economics and Politics in Pre-Angkor Cambodia”139-143 Asian Perspectives (April 2001) 40,1Wilson Select
Plus
O’Brien: Oxford Atlas of World History72-73 East Asks in the Tang Period 618-907 86-87 East Asia 907-1600
Ethnographic Interview:Spradley: The Ethnographic Interview
78-91 Asking Descriptive Questions223 Appendix A
Partridge, ed: Introduction to World Religions143-145 Gabriel: Sacred Writings146-148 King: Beliefs
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 9
The Story of Global Civilization as of 1945Reflection Questions1. List some evidences of cultural, economic, religious, and
other contacts between India, Southeast Asia, China, andregions to the west in the first six centuries CE. Howsignificant were these contacts for major developments inSouth and Southeast Asia during this period?
2. Compare early Hindu bhakti cults, such as that focused onKrishna, with Christianity (especially of the Easternchurches) during the first several centuries after Christ. IfIslam is considered by some a defective Semitic form ofChristianity, can these Hindu bhakti cults be seen as adefective Indian form of Christianity? Why or why not?
3. After reading Spradley's material about asking descriptivequestions,(a) Use the following questions to conduct a trial interviewfor 15-20 minutes with two local Christian workers, one amissionary and one a pastor:(i) How would you describe a typical day as a(missionary/pastor)? (ii) Could you show me around your ministry context?(iii) What is your evangelistic experience as a(missionary/pastor) in this context? (iv) What reasons would you give for a person in yourministry context not being at all responsive to yourevangelistic message?(b) Write and ask each person the same two additionaldescriptive questions as in Spradley.(c) Type the interview findings and be prepared to discussthe experience with your mentor.
Notes
Lesson 10 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Africa, Oceania, and the Americas, 200–500Objectives: To be able to...
a. State potential advantages and applications in viewingChrist as the fulfiller of culture.
b. Compare reasons for adopting a non-Eurocentricperspective on world history with Dawson’s perspective onhistory.
c. Compare the progress of the gospel in European andnon-European areas of the world during the time period AD200–500.
d. Analyze ethnographic interviews.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
41-42 Lesson 10 Introduction
GeneralMoreau, ed: Evangelical Dictionary of World Missions
401-402 The Gospel and Culture
Americas
See how Indians interacted with one another around 1862:Winter, ed: WCF Program: Module Three Reader
1 Maxwell: American Indians
O’Brien: Oxford Atlas of World History24-25 From Hunting to Farming: The Americas 12,000-
1,000 BC32-35 Civilizations in Mesoamerica 1200 BC- 700 AD
and Cultures in South America 1400 BC- 1000 AD84-85 Civilizations in Mesoamerica and South America
500-1500108-109 Cultures in North America 500-1500
OceaniaO’Brien: Oxford Atlas of World History
26-27 From Hunting to Farming: Australia and the Pacific10,000 BC- 1000 AD
AfricaO’Brien: Oxford Atlas of World History
22-23 From Hunting to Farming: Africa 10,000 BC- 500AD
80-83 States and Trade in West and East Africa 500-1500
136-137 Africa 1500-1800
McNeill: A World History131-132 Review: Chronological Chart 275-278 Sub Saharan Africa
Sanneh: Disciples of All Nations89-106 Old World Precedents and New World Directions
Partridge, ed: Introduction to World Religions120-122 Newberry: Native North Americans113-114 Loeliger: Melanesia108-109 Rule: The Foe of Papua New Guinea110-112 Hume: Australian Aboriginal Religions
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
322-331 Eritrea, Ethiopita
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
Ethnographic Interview:
Spradley: The Ethnographic Interview 92-106 Analyzing Ethnographic Interviews 224-225 Appendix B
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 42-43 Lesson 10 Review
Optional
Oliver: The African Experience 86-101 Peoples of the Book
Bowen: “Honoring the Elders: Interviews with Two Lakota Men” 125-134 Journal of Sociology and Social Welfare (March2005) 32,1 Wilson Select Plus Database
Language
Greek Lessons Greek 10
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 10
Africa, Oceania, and the Americas, 200–500Reflection Questions1. In Niebuhr’s Christ and Culture, one of his ideal types is that
of Christ as the fulfiller of culture. From your readings,inwhat way would you see that as true or applicable to one ofthe peoples in today’s readings?
2. What are some issues raised by Europe’s fascination withPrester John that merit the attention of today’scross-cultural religious worker?
3. What are some reasons for adopting a non-Eurocentricperspective on world history? How does this compare withDawson’s (Religion and the Rise of Western Culture) andWinter’s perspective on history?
4. What contrasts and similarities do you see in European andnon-European cultures of the early centuries after Christ?How would you account for the differences in the spread ofthe gospel?
5. Assemble the raw data from the two interviews youconducted for Lesson 9. Analyze the data. What patterns,categories, and common descriptive elements do you seeas you consider elements such as: words, tone, context,non-verbals, and big ideas?
Notes
Lesson 11 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Persistence of the Greek Tradition in the Eastern MediterraneanObjectives: To be able to...
a. State the elements of Roman continuity beyond the year400.
b. Indicate the relation of theological positions to culturaldifferences.
c. Define the conditions that would have indicated theprobability, if not the necessity, of an Islamic type ofreaction to Mediterranean forms of Christianity.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 11 44-45 Lesson 11 Introduction
GeneralLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
278-316 The Byzantine Continuation
O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600-150066-67 The Byzantine Empire 527-102596-97 The Decline of the Byzantine and the Rise of the
Ottoman Empires 1025-1500
McNeill: A World History198-209 Weakening the Roman Empire through Heresy
and Orthodoxy
Winter, ed: WCF Module Three Study Guide and Lesson Overviews45-47 Lesson 11 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
46-55 Chapter 7
OptionalMoffett: A History of Christianity in Asia
169-180 The Great Schism186-209 Controversy Spreads into Asia
Johnson: A History of the Jews169-174 Jews and the Dark Age City, Interest-Taking
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
313-317 Egypt
LanguageGreek Lessons
Greek 11
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 11
Persistence of the Greek Tradition in the Eastern MediterraneanReflection Questions1. What evidences are there that would seem to question the
thought that the Roman Empire “fell” following the fourthcentury?
2. In what ways is it expectable that a single “faith,” growing inall directions, would accumulate theological “clothing” whichwould “move in all directions”?
3. In what ways is the cultural flexibility of this periodconducive to the apparent flexibility of theological positions?
4. Once again, how did the cultural map of the EasternMediterranean lay the foundation for what might have beenexpected in the rise of Islam?
Notes
Lesson 12 Roberta Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Celtic Movement in the British IslesObjectives: To be able to...
a. Describe how the gospel changed a pagan tribal people intoa highly civilized society within a few generations.
b. Point out the particular historiography of Bede relating to histrue feelings regarding Celtic Christianity.
c. Indicate how the values of even a pagan society canbecome a blessing in a Christian society.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 1248-49 Lesson 12 Introduction
GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader
175-180 Winter: The Unfolding Drama of the ChristianMovement: #6 The Second 400 Years: AD400–800
Pierson: The Dynamics of Christian Mission1-9 ch. 7 The Celtic Church
Neill: A History of Christian Missions56-62 Christianity in the British Isles
Cahill: How the Irish Saved Civilization92-97 A Shifiting World of Darkness101-119 The First Missionary132 Poem142-144 A Solid World of Light: Holy Ireland
Winter, ed: WCF Program: Module Three Reader3-15 James: Venerable Bede
Moreau, ed: Evangelical Dictionary of World Missions170-171 The Celtic Missionary Movement943 Theodore of Tarsus
Tucker: From Jerusalem to Irian Jaya37-42 Patrick, Columba
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
445-450 #72 Kraft: Three Encounters in Christian Witness
Winter, ed: WCF Module Three Study Guide and Lesson Overviews49-50 Lesson 12 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
56-65 Chapters 8, 9
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
474-477 Ireland
LanguageGreek Lessons
Greek 12
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Roberta Winter Lesson 12
The Celtic Movement in the British IslesReflection Questions1. Name some of the cultural elements in pagan Irish society
that were used by Patrick and others to reach those Celticpeople with the gospel. Which of those elements still couldbe seen in the biographies of the Celtic saints in the yearsto follow?
2. What are some indications that in spite of his wordsregarding their so-called heretical theology, Bede had agreat deal of respect for the Celtic missionaries fromLindisfarne?
3. In what ways did the decision of the Synod of Whitby affectlater historians’ perspectives on pre-Whitby Christianbeginnings in Ireland and England?
Notes
Lesson 13 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Celtic Movement on the ContinentObjectives: To be able to...
a. State the major parallels between the first threesuper-centuries (or epochs).
b. Indicate the parallels and differences between theperiodization of Latourette, Neill, and our supercentury(epoch) pattern.
c. Indicate how people’s view of Islam might affect theirunderstanding of Christian history.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 1351-52 Lesson 13 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-7 ch. 8a The Barbarian World and Celtic Missions
Neill: A History of Christian Missions62-67 Christianity Expands on the Continent
Cahill: How the Irish Saved Civilization147-196 What Was Found: How the Irish Saved Civilization
Tucker: From Jerusalem to Irian Jaya47-53 Boniface, Anskar
O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600- 150062-63 Religions of the Medieval World 600- 1500
OptionalLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
269-277 Setting of the Great Recession327-358 Course in Western Europe
Thomas, ed: Classic Texts in Mission and World Christianity22 Gregory: Adapt Pagan Temples22-23 St. Bertilla: The Mission of Women Monastics
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
123-126 Austria
LanguageGreek Lessons
Greek 13
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 13
The Celtic Movement on the ContinentReflection Questions1. Write a one-page article for a history journal that explains
the chief parallels between the first three supercenturies (orepochs) as they are presented in this course of study?
2. Latourette speaks of AD 500–950 as “The Darkest Hours:The Great Recession,” and this course of study uses theconcept of supercenturies. What would be the importantvariables for reconciling Latourette's periodization with thedescription of the first three-supercenturies approach usedin this course of study?
3. How would Latourette (and Pierson) have described thingsdifferently if they had taken seriously Latourette’sobservation (p. 287) that many have considered Islam aform of Christianity (lacking many important features butimperfect as all others). How would this have affected theirtreatment of “Christian history”?
Notes
Lesson 14 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Western and Central Asia, 400–800Objectives: To be able to...
a. Assess the vitality and forms of the Christian movement onthe eve of the rise of Islam.
b. Evaluate the role social tensions play in the construction ofa people’s religious self-identity.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
53-54 Lesson 14 Introduction
GeneralPierson: The Dynamics of Christian Mission
7-8 ch. 8b: The Nestorian Movement
Thomas, ed: Classic Texts in Mission and World Christianity11-12 Nestorian Monument: First Mission to China
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500318-325 The Smaller Eastern Churches
Winter, ed: WCF Program: Module Three Reader14-21 Nersoyan: The Armenian Church
Note the relationship between social status, economic change, andsalvific religions.Winter, ed: WCF Module Three Study Guide and Lesson Overviews
54-56 Lesson 14 Review
Sanneh: Disciples of All Nations36-56 Whither Christianity?
Optional
See reasons for Copts not opposing Arab Muslim conquest. Also note theMonophysite position.Moffett: A History of Christianity in Asia
217-228 Patriarch and Shah231-257 Decline of the Persians288-293 First Christian Mission to China
Moreau, ed: Evangelical Dictionary of World Missions440-441 History of Missions “The First 500 Years”441-442 History of Missions ”The Dark Ages, 500–1000”675 Nestorian Mission
Konidaris: “The Reciprocal Relation between Doctrinal and HistoricalFactors in the Separation of the Oriental Churches from the AncientCatholic Churches”
54-60 Greek Orthodox Theological Review (1964-65) 10,2ATLA Religion Database
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
516-520 Kyrgyzstan
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Meinardus: “A Brief Introduction to the History and Theology ofthe Coptic Church” 139-155 St. Vladimir’s Seminary Quarterly (1962) 6, 3 ATLA Religion Database
Moffett: A History of Christianity in Asia 231-257 Decline of the Persians
Language
Greek Lessons Greek 14
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 14
Western and Central Asia, 400–800Reflection Questions1. Create a chart that presents the significant features of
several Christian traditions, lying outside the orbit of theRoman See, but dating from the first half millennium of theChristian era.
2. Assess the vitality and forms of the Christian movement bystating specifically why you do or do not agree with each ofthese statements:(a) The rapid spread of Nestorian Christianity acrossCentral Asia and into China demonstrated the vitality of theeastern churches.(b) That the eastern churches could be subjugated duringthe rise of Islam, existing only as enclaves within it and inother places wiped out, indicates that they were and aredefective forms of Christianity.
3. Drawing on prior knowledge as well as this lesson’sreadings, evaluate the strengths and drawbacks of blendingethnic identity with Christian religious identity, as found inArmenia, Northern and Southern Ireland, etc.
Notes
Lesson 15 Woodberry (AD 200 - AD 1945)Expanding WorldModule 3:
The Rise and Spread of Islamic CivilizationObjectives: To be able to...
a. Present an informed perspective of the advent ofMuhammad, the Qur’an, and Islam.
b. Discuss the extent to which the Qur’an accepts or rejectsorthodox or heretical Christianity.
c. Explain basic aspects of Muslim faith and practice, and howChristian witness and worship can be contextualized amongMuslims.
d. Describe different sects of Muslims and their reaction to theChristian gospel.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
57-58 Lesson 15 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-4 ch. 9a: Major Defeats: Islam
Neill: A History of Christian Missions52-56 The Dark Age: Muslim Conquests
Winter, ed: WCF Program: Module Three Reader23-27 Woodberry: A Case for Religious Freedom from
the Earliest Muslim Sources
Moffett: A History of Christianity in Asia273-281 Christian Kingdoms of the Arabs
Alphabet MakersThe Arabic Alphabethttp://www.jaars.com/museum/alphabet/galleries/arabic.htm
O’Brien: Oxford Atlas of World History68-69 The Spread of Islam 630- 100088-89 The Muslim World 1000- 1400
McNeill: A World History210-220 The Rise of Islam
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
706-707 #120 Brown: A Movement to Jesus AmongMuslims
Sanneh: Disciples of All Nations57-88 The Christian Movement in Islamic Perspective
Woodberry, ed: Seed to Fruit79-90 Allen: Eyes to See, Ears to Hear
Winter, ed: WCF Module Three Study Guide and Lesson Overviews58-60 Lesson 15 Review
Partridge, ed: Introduction to World Religions356-363 Watt: A Historical Overview368-371 Riddell: Sacred Writings376-381 Kerr: Worship and Festivals
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
728-730 Saudi Arabia
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Smart, ed,: Sacred Texts of the World 150-158 Islam: Ritual, Institutional Expression 174-176 Islam: Muhammad as the Moral Ideal
Moreau, ed.: Evangelical Dictionary of World Missions 504-506 Islam, Muslim 665-667 Muslim Mission Work 804-805 Qur’an
Moffett: A History of Christianity in Asia 325-361 Christianity and Early Islam
Language
Greek Lessons Greek 15
Module 3 Expanding World (AD 200 - AD 1945) Woodberry Lesson 15
The Rise and Spread of Islamic CivilizationReflection Questions1. Some of the ideas you've learned in your study of
Muhammad, the Qur'an and Islam more than likely differfrom your previous beliefs. How do you resolve thesedifferences?
2. Was early Islam's rejection of Christianity based more onChristian orthodoxy or on heresy? Why?
3. To what extent can “Muslim” forms of worship bearChristian expressions of worship?
4. What factors that developed in early Islam contributed toMuslim resistance to the Christian gospel?
5. What lessons can the Church learn from the rapid demise ofmajor segments of the Church in North Africa?
Notes
Lesson 16 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
The Flowering of Chinese Civilization, 400–1200Objectives: To be able to...
a. Discuss the social, political, and personal factors thatinfluenced political rulers’ positions toward various religionsin Tang China.
b. Evaluate approaches taken by foreign minority religions inthe Chinese world.
c. Explore the insights into Chinese thought gained throughChinese poetry.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
61-62 Lesson 16 Introduction
GeneralMoreau, ed: Evangelical Dictionary of World Missions
178-179 China591-592 Mahayana Buddhism
Compare the relationship between this Chinese ruler and religiousleaders with that between European rulers, local clergy, and the Vaticanthroughout history.Winter, ed: WCF Program: Module Three Reader
29-31 Wu-chi: Great T’ang Poets33-39 Liu & Lo: Introduction to Chinese Poetry
Skilton: “Buddhism in China”http://www.buddhismtoday.com/english/world/country/023-China.htm
Ku: “Chinese Buddhism -- Past and Present”31-41 Dialogue & Alliance (Summer 1990) 4, 2ATLA
Religion Database
Moskowitz: “Magic Tricks, Midnight Grave Outings, and TransformingTrees: Performance and Agency in Taiwanese Religion”
19-28 Journal of Ritual Studies (2005) 19, 1ATLAReligion Database
Boretz: “Martial Gods and Magic Swords: Identity, Myth, and Violence inChinese Popular Religion”
93-109 Journal of Popular Culture (Summer 1995) 29Wilson Select Plus Database
O’Brien: Oxford Atlas of World History72-73 East Asia in the Tang Period 618- 90786-87 East Asia 907-1600 AD
McNeill: A World History190-192 Buddhist Missions to Far East200-202 Reactions to the Barbarians in China and Iran224-227 China
Partridge, ed: Introduction to World Religions188-193 Williams: A Historical Overview
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
243 China: Shaanxi
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
Winter. ed.: WCF Module 3 Study Guide and LessonOverviews 62-65 Lesson 16 Review
Inductive Bible Study
Wald: The New Joy of Discovery in Bible Study 66-68 Chapter 10
Optional
Moffett: A History of Christianity in Asia 293-314 The First Christian Mission to China
Language
Greek Lessons Greek 16
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 16
The Flowering of Chinese Civilization, 400–1200Reflection Questions1. Considering the competing and complementary roles of
Taoism and Buddhism in China during the post-Han throughthe Tang era, how would you explain the Chinese rulers’approaches to these two religions?
2. Assess the factors influencing the demise of NestorianChristianity in China, as discussed in Moffett and in light ofthe interests of and pressures on the rulers of the TangEmpire. What implications do you see for Christians inChina today?
3. If poetry helps reveal the soul of a people, what can welearn about Chinese thought by looking at the poetry of their“golden age” (during the Tang Dynasty)?
Notes
Lesson 17 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Medieval Europe: The Carolingian RenaissanceObjectives: To be able to...
a. Describe the enormous complexity of the later monasticcenters.
b. Explain how monastic centers participated in thedevelopment of Europe.
c. Indicate the comparisons possible between Charlemagneand Justinian and their activities in government andeducation.
d. Discuss the significance of the “Carolingian Renaissance.”
e. Create a domain analysis.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
66-67 Lesson 17 Introduction
GeneralLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
385-389 Renewed and Continued Progress in theExpansion of Christianity
Neill: A History of Christian Missions67-70 The Dark Age 500–1000
McNeill: A World History229-238 Review: Europe130-131 Review Chronological Chart
Ethnographic Interview:Spradley: The Ethnographic Interview
107-119 Making a Domain Analysis225 Appendix B
O’Brien: Oxford Atlas of World History74-75 Frankish Kingdoms 200- 900
Plagues, Priests, and Demons: Sacred Narratives and the Rise ofChristianity in the Old World and New
83-121
Winter, ed: WCF Module Three Study Guide and Lesson Overviews67-69 Lesson 17 Review
OptionalLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
352-377 Western Europe
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
340-340 France593-594 Monaco340-345 France593-594 Monaco
LanguageGreek Lessons
Greek 17
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 17
Medieval Europe: The Carolingian RenaissanceReflection Questions1. Many of the authors you are reading comment on the
significance of huge monastic centers in the development ofEurope. How does Dawson explain the replicating powerthey possessed? What will this mean for the imminentarrival of the Vikings?
2. In lengthy periods of turbulence and chaos is it logical forsemi-military centers to be built up as a means of survival?How did Bede, for example, defend military power? Andwhy? How would this be illustrated by events immediatelyfollowing his death?
3. Do you, along with Dawson, find it “pathetic or even absurd”at first glance that Alcuin and Charlemagne would dream ofsurpassing Athens?
4. What is meant by the term “Carolingian Renaissance”?Discuss its significance in light of the broader Europeancontext in which it arose and flourished.
5. Using Spradley's special domain analysis chart (x is a kindof y; x is a part of y, etc), make an analysis of 3 domains todiscuss with your mentor. One domain must be of settingsfor action.
Notes
Lesson 18 (AD 200 - AD 1945)Expanding WorldModule 3:
Use This Lesson to Work on Assignments3A Ethnographic Interview Project
Please take this time to work on the Ethnographic InterviewProject. The paper due at the end of Module 3A is themini-ethnography plus notebook based on the work done inSpradley’s "The Ethnographic Interview". See the assignmentinstructions sheet online. The notebook is to contain the notesand summaries of the interviews, information on the personsinterviewed, plus tasks, etc.
3A Integrative PaperPlease read the instructions for the Module 3A IntegrativePaper in the introductory section of this Study Guide. While theIntegrative Paper is an end of the half-module assignment,begin thinking about how to answer the question now and asyou continue through the rest of this module.
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Lesson 18
Use This Lesson to Work on AssignmentsNotes
Lesson 19 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Medieval Europe: Peoples on the MoveObjectives: To be able to...
a. Trace the career of the Vikings and their impact onEuropean civilization.
b. Describe the progress of the Christian movement along theEuropean periphery c. AD 1000.
c. Describe the lines of comparative advance of Eastern andWestern Christendom in the 10th century.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
71-72 Lesson 19 Introduction
General
Vikings and Christianity in Northern EuropePierson: The Dynamics of Christian Mission
4-7 ch. 9b Major Defeats: The Viking Invasions
O’Brien: Oxford Atlas of World History78-79 The Vikings 800- 1100
Excellent maps and discussions of movements of peoples.
Good short account of the effects of Vikings and of Christianization ofScandinavia.
See how the conquered people of England were used by God to converttheir Scandinavian conquerors, where missionaries from rival Germanicpeoples did not succeed.Latourette: A History of Christianity, Vol. 1: Beginnings to 1500
385-395 Renewed and Continued Progress in theExpansion of Christianity
See the role of political alignments and of kings and missionaries in thechoice of religion.
Christianity: Eastern Europe to ChinaThomas, ed: Classic Texts in Mission and World Christianity
12-14 Cyril and Methodius: Mission to the Slavs
O’Brien: Oxford Atlas of World History70-71 The First Slavic States 400- 100091 The Holy Roman Empire92-93 France, Spain and England 900- 1300
McNeill: A World History235 Review Map of European Counter- Offensive
1000-1100
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
653-655 Norway
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
See the expansion of Christianity in Eastern Europe and toChina:
Neill: A History of Christian Missions 70-84 The Dark Age 500–1000: Eastern Churches
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 72-74 Lesson 19 Review
Optional
Neill: A History of Christian Missions 85-96b Early European Expansion 1000-1500
Cahill: How the Irish Saved Civilization 210-218 Is There Any Hope?
Tucker: From Jerusalem to Irian Jaya 53-56 Cyril and Methodius
Moreau, ed.: Evangelical Dictionary of World Missions 441-442 History of Missions “The Dark Ages, 500-1000”
Language
Greek Lessons Greek 19
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 19
Medieval Europe: Peoples on the MoveReflection Questions1. Compare the impact of the Viking shockwaves on Europe to
that of the earlier Germanic tribal movements.
2. What are some of the reasons why the Magyars becameRoman Catholic in AD 1000, while around the same timethe Kievian state adopted Eastern Orthodoxy?
3. Create a geographic timeline that shows the comparativeadvance of Eastern and Western Christendom in the 10thcentury.
4. What good did it do for the Scandinavians to becomeChristians?
Notes
Lesson 20 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Society and Religion in Europe, 800–1200Objectives: To be able to...
a. Interpret White's periodization in light of the 400-year epochpattern.
b. State the similarities and differences between the 2ndEpoch and the 3rd Epoch.
c. Apply organizational principles of today's parachurchorganizations to monastic orders.
d. Defend a position on how the West was able to become thedominant force in the world.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
75-76 Lesson 20 Introduction
GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader
181-186 Winter: The Unfolding Drama of the ChristianMovement: #7 The Third 400 Years: AD 800–1200
Pierson: The Dynamics of Christian Mission1-6 ch. 10a Monastic Renewal
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500416-427 Revival Through Monasticism
Pearse: “Why the Rest Hates the West: Understanding the Roots ofGlobal Rage”
18-20 Mission Frontiers (March-April 2007), 29:2Findonline in the back issues at missionfrontiers.org
White: “The Significance of Medieval Christianity”This article is provided in the form of an onlinearticle separate from the textbooks and the reader.Contact [email protected] with questions.
McNeill: A World History261-263 Political Consolidation130-131 Review Chronological Chart
Ethnographic Interview:Spradley: The Ethnographic Interview
120-131 Asking Structural Questions
Hamilton: “Spreading the Gospel in the Middle Ages”38-45 History Today (January 2003) 53, 1Wilson Select
Plus Database
Kreider: “Beyond Bosch: The Early Church and the Christendom Shift”59-68 International Bulletin of Missionary Research (April
2005) 29Wilson Select Plus Database
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
225 #33 Winter: Pulses in Western Civilization
Winter, ed: WCF Module Three Study Guide and Lesson Overviews76-77 Lesson 20 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
298-300 Czech Republic747-749 Slovakia
Personal Response, Intellectual Journal, NotesAssignments (continued)
Optional (cont.)
McEvedy: The New Penguin Atlas of Medieval History 54-63 Maps for Western and Central Europe 1000-1092
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500 381-384 Main Features and World Setting of Christianity 395-401 Renewed and Continued Progress in theExpansion of Christianity
Dawson: Religion and the Rise of Western Culture 161-169 The Medieval City: Commune and Guild
Boorstin: The Creators 246-254 An Architecture of Light
Moreau, ed.: Evangelical Dictionary of World Missions 654 Monastic Movement 722-724 Parachurch Agencies and Mission
Language
Greek Lessons Greek 20
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 20
Society and Religion in Europe, 800–1200Reflection Questions1. How does White’s treatment of medieval history compare to
or contrast with the 400-year epoch pattern we haveemployed?
2. In what ways is our Third Epoch (800-1200) a case of“Second verse, same as the first”? In what ways does itcontrast?
3. Many Protestants today may have received their knowledgeof the monastic orders from a somewhat popularizedversion of Luther's experience. Create a chart that identifiesthe foundational principles of Campus Crusade for Christand those of the Cistercian movement. What relationshipsdo you see between the two organizational structures?
4. Samuel Huntington asserts, “The West won the world not bythe superiority of its ideas or values or religion ... but ratherby its superiority in applying organized violence.” Citing yourreadings, either support or refute Huntington’s assertion.
Notes
Lesson 21 Woodberry (AD 200 - AD 1945)Expanding WorldModule 3:
Islamic Florescence, 800–1000Objectives: To be able to...
a. Investigate the unity and variety in Islamic cultures.
b. Explain how elements of “Islamic” culture can be utilized in“Christian” cultural expressions.
c. Describe foundational concepts that influenced thesubsequent development of Islamic theology and law.
d. Explain what contributed to the survival of some ancientchurches under Islamic rule and the effects of that dynamicon the life and witness of those churches.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
78 Lesson 21 Introduction
GeneralSmart, ed: Sacred Texts of the World
158-159 Islam: The Community
Woodberry, ed: Muslims and Christians on the Emmaus Road149-159 Woodberry: Different Diagnoses of the Human
Condition
Moffett: A History of Christianity in Asia375-391 The Survival of Christianity Under Medieval Islam
Grant: “When Did Modern Science Begin?”105-113 The American Scholar (Winter 1997) 66Wilson
Select Plus Database
O’Brien: Oxford Atlas of World History68-69 The Spread of Islam 630- 100088-89 The Muslim World 1000- 1400
McNeill: A World History210-220 Review The Rise of Islam244-247 Sufi Movement
Woodberry, ed: Seed to Fruit91-102 Greenlee and Wilson: The Sowing of Witnessing
Winter, ed: WCF Module Three Study Guide and Lesson Overviews79-80 Lesson 21 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
69-78 Chapter 11
OptionalWoodberry, ed: Muslims and Christians on the Emmaus Road
273-285 Antablin: Islamic and Christian Architecture
Smart, ed: Sacred Texts of the World142-150 Islam: Doctrine
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
600-604 Morocco, Western Sahara
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Johnson: A History of the Jews 175-199 Jews Under Islam ... Jews and Medicine
Language
Greek Lessons Greek 21
Module 3 Expanding World (AD 200 - AD 1945) Woodberry Lesson 21
Islamic Florescence, 800–1000Reflection Questions1. List at least three of the elements of unity and of variety that
exist in various Islamic cultures.
2. What are the meanings of various examples of “Muslim” artand architecture, and how might they communicateChristian meanings?
3. State in your own words three basic quranic ideas, andexplain how each one has influenced the subsequentdevelopment of Islamic thought and practice.
4. What guidelines and warnings can be learned from theancient churches that survived under Islam?
Notes
Lesson 22 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Far Eastern Peoples and Empires, 400–1200Choose where to focus for a total of about 3 hours of reading.
Objectives: To be able to...
a. Examine the early history of these Asian civilizations.
b. Evaluate the influence of major forms of cultural andreligious integration between East, Central, and SouthAsian states during this period.
c. Explain the role of religion in these civilizations andunderstand some of the dynamics of religious change.
d. Express the importance of literature and fine arts in some ofthese Asian civilizations.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
81-82 Lesson 22 Introduction
GeneralMcNeill: A World History
221-224 China, India and Europe AD 600-1000
Korea
JapanWinter, ed: WCF Program: Module Three Reader
41-44 The Manyoshu: Early Japanese PoetryEnjoy earlyJapanese literature!
Shikibu: “Speaking of Women”58-72 New England Review (Fall 2001) 22,4Wilson
Select Plus (search for title and journal)
Alphabet MakersJapanese Writinghttp://www.jaars.com/museum/alphabet/galleries/japanese.htm
McNeill: A World History269-272 Japan
TibetWinter, ed: WCF Program: Module Three Reader
45-68 Tsering: Tibetan Buddhism
Moh: “A Short History of Tibet”The first 6 sections and part of the 7th section(”The First Period”)http://cc.purdue.edu/~wtv/tibet/history.html#iif01
McNeill: A World History190-192 Review: Buddhist Mission to the Far East
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
488-494 Japan
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
Tibet (cont.)
Childs: “Methods, Meanings and Representations in the Studyof past Tibetan Societies” 1-11 Journal of the International Association of TibetanStudies (October 2005) 1http://www.thdl.org/collections/journal/jiats/index.php?doc=childs01.xml
China
Boorstin: The Creators 419-426 The Painted World Note the thinking, spirit, andmethods behind Chinese (versus Western) painting.
Library of Congress Country Studies Japan: the Kofun and Asuka Period; the Nara and HeianPeriod http://lcweb2.loc.gov/frd/cs/jptoc.html#jp0016
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 82-85 Lesson 22 Review
Language
Greek Lessons Greek 22
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 22
Far Eastern Peoples and Empires, 400–1200Reflection Questions1. List major types of interaction between peoples of the
kingdoms of India, Tibet, China, Korea, and Japan duringthe timeframe AD 400–1200, indicating the major directionalflow of cultural influence. Would you say that China or Indiaplayed a similar role to that of Rome in Europe?
2. Discuss the integration of religion into other aspects of theculture of one or more of these regions during this timeperiod: Korea, Japan, Tibet. Explain the impact of theintegration in relationship to the acceptance of new religiousteachings.
3. Demonstrate your understanding of the dynamics ofreligious change during this period by explaining the role ofreligion in these civilizations.
4. After comparing the literary and artistic forms presented intoday's readings, pick one form and discuss ways in whichyou might use this media to present Christian teachings.
Notes
Lesson 23 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
South and Southeast Asian Peoples and Empires, 400–1200Choose between the sections, skimming some from each andthen focusing on those of your interest for a total of about 3hours of reading.
Objectives: To be able to...
a. Relate economic and cultural factors to the development ofhistorical SE Asian kingdoms/empires.
b. Compare historical differences in the impact of varyingreligions on classical SE Asian civilizations.
c. Explain the integration of religion into family and communitylife, and possible areas of conflict.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
86-87 Lesson 23 Introduction
General
VietnamCleary: “Buddhism and popular religion in medieval Vietnam”
93-118 Journal of the African Academy of Religion (Sping1991) 59ATLA Religion Database- OCLC
Library of Congress Country StudiesVietnam: Nine Centuries of Independencehttp://lcweb2.loc.gov/frd/cs/vntoc.html
CambodiaThierry: “Romance and Epic in Cambodian Tradition”
43-56 Diogenes (1998) 181Wilson Select Plus Database
Burma (Myanmar)Winter, ed: WCF Program: Module Three Reader
69-70 Luce: Theravada Kingship in Pagan, ClassicalBurma
See especially Conclusion: The Dynastic Cycle.Winter, ed: WCF Program: Module Three Reader
71-103 Aung-Thwin: Pagan: The Origins of Modern Burma
Cooler: “The Art and Culture of Burma”Ch. 3 The Pagan Periodhttp://www.seasite.niu.edu/burmese/cooler/burmaart_TOC.htm
IndonesiaLibrary of Congress Country Studies
Indonesia: The Spread of Indian Civilization, Indianized Empireshttp://lcweb2.loc.gov/frd/cs/idtoc.html
India
See important Hindu thinkers.McNeill: A World History
186-190 Sanskrit Literature and Eastern Spread of IndianCivilization
227-229 India240-241 The Turkish Infiltration 274-275 Southeast Asia
Partridge, ed: Introduction to World Religions140-142 Ruparell: Philosophy
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
423-426 Delhi and Harayana
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
India (cont.)
Earhart, ed.: Religious Traditions of the World 716 Knipe: Hindu Chronology 761b-764a Medieval South Asia, Shankara and AdvaitaVedanta
Lavy: “As in Heaven, So on Earth: The Politics of Visnu, Sivaand Harihara Images in Preangkorian Khmer Civilization” 21-39 Journal of Southeast Asian Studies (Fall 2003) 34 Wilson Select Plus Database
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 87-90 Lesson 23 Review
Language
Greek Lessons Greek 23
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 23
South and Southeast Asian Peoples and Empires, 400–1200Reflection Questions1. Analyze the role of economics and religion in the creation of
monumental architecture and strong kingdoms and empiresin Mainland Southeast Asian classical civilizations.
2. Compare the impact of Hinduism and of Buddhism in thedevelopment of the Southeast Asian kingship complexduring this period. To what extent do you find a comparableinfluence in Christian Europe of the Middle Ages?
3. In what ways did religion in Southeast Asian culturessupport or conflict with family and community life? Whatimplications do you see for the potential role of Christianityin these cultures?
Notes
Lesson 24 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
African States and the Pacific, 400–1200Objectives: To be able to...
a. Discuss the course of empire in the Western Sudan,including the rise of states, role of trade, and influence ofIslam through the 11th century.
b. Relate the rise of Swahili culture to the rise of cities onAfrica’s East Coast, interior production, trade relationships,and the role of Islam up to the arrival of the Portuguese.
c. Assess the probable differences in style between the Bantuand Polynesian migrations.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
91-92 Lesson 24 Introduction
General
AfricaIsichei: A History of Christianity in Africa
42-52 African Churches of the Middle Years 1500–1800Brief history of the Ethiopian Orthodox Church.
Gilbert: “Coastal East Africa and the Western Indian Ocean: LongDistance Trade, Empire, Migration, and Regional Unity, 1750-1970”
1-25 The History Teacher (November 2002) 36, 1http://www.historycooperative.org/journals/ht/36.1/gilbert.html
“Telling the Story”Peruse a few articles on storying, particularly asused on the African Continent:http://www.mislinks.org/topics/stories.htm
Powelson: “Africa: Trade, Entrepreneurship, Pluralism, and Leverage”A History of Wealth and Povertyhttp://www.quaker.org/clq/wealth-and-poverty/07africa.htm
Kusimba: “A Time Traveler in Kenya”38-47 Natural History (June 1997) 106Wilson Select Plus
Database
“Islam in the Medieval Sudan”http://islamawareness.net/Africa/Sudan/medieval.html
O’Brien: Oxford Atlas of World History80-83 States and Trade in West and East Africa 500-
1500136-137 Africa 1500-1800
McNeill: A World History275-278 Review: Sub Saharan Africa
PacificGet familiar with a few articles on Oceania from the MisLinkswebsite:<BR>http://www.mislinks.org/contin/oceania.htm<BR>
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
564-567 Mali
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Ethnographic Interview:
Spradley: The Ethnographic Interview 132-154 Making a Taxonomic Analysis 225 Appendix B
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 92-94 Lesson 24 Review
Language
Greek Lessons Greek 24
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 24
African States and the Pacific, 400–1200Reflection Questions1. It is often said that the advance of Islam in the Sahel and
along Africa’s East Coast was carried forward by incidentalcommercial contacts and not by deliberate proselytizing.What can you draw from this lesson’s readings to make aninitial assessment of this proposition?
2. In what ways does the course of empire in Ghana in the10th and 11th centuries mirror the course of events inEurope during the same period?
3. Draw a chart that shows the contrasts between the Bantumigration pattern, the Polynesian migration pattern, and thespread of Christianity. What do you see as the mostinfluential contrasting element?
Notes
Lesson 25 Emery (AD 200 - AD 1945)Expanding WorldModule 3:
Developments in Middle and South America, 400–1200Objectives: To be able to...
a. Decide whether or not the conquest of the Aztec, Maya, andInca was justified.
b. Demonstrate visually the influence of environmental factorson the migrations and changes that occurred among thepeoples of ancient America.
c. Describe how the pre-Columbian social structure andreligious beliefs influenced the Indians to accept Spanishdominance and Roman Catholicism.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
95-96 Lesson 25 Introduction
GeneralWinter, ed: WCF Program: Module Three Reader
105 Emery: Domesticated Plants and Animals of EarlyNative America
O’Brien: Oxford Atlas of World History24-25 From Hunting to Farming: The Americas 12,000-
1000 BC108-109 Cultures in North America 500- 1500120-121 Spain and the Americas 1492- 1550
MesoamericaSmart, ed: Sacred Texts of the World
21-22 The Powerful Dead: A Sacrifice for Tez 36b-37a The Powerful Dead: Now You Are Born Again42 The Powerful Dead: The Tasks of the Wise Men
South AmericaO’Brien: Oxford Atlas of World History
32-35 Civilizations in Mesoamerica 1200 BC- 700 ADand Cultures in South America 1400 BC- 1000 AD.
84-85 Civilization in Mesoamerica and South America500- 1500
McNeill: A World History130-131 Review Chronological Charts 278-282 The Americas333-334 Spanish America
Winter, ed: WCF Module Three Study Guide and Lesson Overviews96-98 Lesson 25 Review
Partridge, ed: Introduction to World Religions50-56 Bankes: Land of the Aztecs and Incas114-119 Dawson: South American Indigenous Religions
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
678-682 Peru
LanguageGreek Lessons
Greek 25
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Emery Lesson 25
Developments in Middle and South America, 400–1200Reflection Questions1. List and support your reasons for suggesting that the
Spaniards were or were not justified in destroying the Aztec,Mayan and Incan empires.
2. Create a pictograph timeline that depicts the migration ofthe peoples of ancient America, the changes in climate thatoccurred across the same time frame and the culturaladaptations provoked by climate.
3. What kind of political and religious situations did theSpanish encounter, and in what way did these influence theease with which the conquest proceeded?
Notes
Lesson 26 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Later Medieval Europe and the CrusadesObjectives: To be able to...
a. List the kinds of structures which worked for renewal andsocial development in Western Europe.
b. Describe, by a chart, the differing periodizations of themedieval period.
c. Explain Pierson’s point of view as to the source of renewal.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 2699 Lesson 26 Introduction
GeneralPierson: The Dynamics of Christian Mission
6-8 ch. 10b The Crusades1-9 ch. 11 Medieval Lay Movements: Mission
Thwarted
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500408-414 Expansion Through Crusades447-458 Popular Religious Movements
Neill: A History of Christian Missions96-100a Early European Expansion 1000–1500
Stark: For the Glory of God48-58 Crusades and Reform
O’Brien: Oxford Atlas of World History74-75 Frankish Kingdoms 200-90062-63 Religions of the Medieval World 600-150066-67 The Byzantine Empire 527- 102596-97 The Decline of the Byzantine and Rise of the
Ottoman Empires 1025- 1500100-101 The Economy of Europe 950-1300
McNeill: A World History240-241 Review: The Turkish Infiltration256-269 Medieval Europe and Japan 1000-1500144-145 Science, Rhetoric, History
Winter, ed: WCF Module Three Study Guide and Lesson Overviews100-102 Lesson 26 Review
OptionalLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
459-491 Effort to Purify the Entire Church523-536 Parish Life, Worship, Discipline
Stark: For the Glory of God58-65 Crusades and Reform
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
126-129 Azerbaijan
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Boorstin: The Creators 255-264 Adventures in Death 380-384 Archetypes Brought to Life
Boorstin: The Discoverers 116-124 Pilgrims and Crusaders
Language
Greek Lessons Greek 26
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 26
Later Medieval Europe and the CrusadesReflection Questions1. Give several modern examples of each of the three kinds of
forces for renewal represented by Latourette’s chapters 18,19, and 20.
2. You will note that Latourette does not refer to the Crusadesas a force for renewal, but it was, lamentably, an evidenceof - and result of renewal. What could be a modern exampleof this paradox?
3. Draw a diagram which represents the different periods oftime which are recognized by Latourette, White, Dawson,and the second, third, and fourth epochs utilized in thiscourse.
4. What is Pierson’s consistently stated insight into the wayrenewal comes about in the history of the Christianmovement?
Notes
Lesson 27 Woodberry (AD 200 - AD 1945)Expanding WorldModule 3:
The Changing Muslim World, 1000–1200Objectives: To be able to...
a. Endorse selected elements of Muslim mystical piety asexpressed in Sufi devotion.
b. Describe the lasting impact of the Crusades on bothMuslims and Western Christendom.
c. Transfer practices related to the vision and courage of somemedieval missionaries to Muslims to today.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
103 Lesson 27 Introduction
GeneralSmart, ed: Sacred Texts of the World
160-173 Islam: Institutional Expression, Experience, Ethics
Neill: A History of Christian Missions114-119 Early European Expansion 1000–1500
Winter, ed: WCF Program: Module Three Reader107-111 Gilliland: Historical Encounters Between
Christians and Muslims
Tucker: From Jerusalem to Irian Jaya56b-60c Raymond Lull
O’Brien: Oxford Atlas of World History68-69 The Spread of Islam 630- 100088-89 The Muslim World 1000- 1400
McNeill: A World History215-220 Review: Moslem Scripture and Sacred Law243-247 Review: The Ottoman Empire and Islam- The Sufi
Movement337-346 The Realm of Islam, with It’s Hindu and Christian
Subject Communities, 1500- 1700
Woodberry, ed: Seed to Fruit311-322 Bongoyok: Islamism and Receptivity to Jesus
Winter, ed: WCF Module Three Study Guide and Lesson Overviews103-105 Lesson 27 Review
Partridge, ed: Introduction to World Religions384-386 Schmalfuss: Science, Art and Culture363-368 Kerr: The Unity and Variety of Islam
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
572-574 Mauritania
LanguageGreek Lessons
Greek 27
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Woodberry Lesson 27
The Changing Muslim World, 1000–1200Reflection Questions1. List at least three elements of Muslim mystical (Sufi) piety
that Christians could endorse and three that they shouldreject. Support your choices in a discussion with yourmentor.
2. What were the indelible marks that the Crusades left onboth Islam and Western Christendom?
3. Identify two significant lessons we can learn from medievalmissionaries to Muslims, and illustrate how they can beapplied today.
Notes
Lesson 28 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Overflow of the Twelfth Century Renaissance, 1200–1600Objectives: To be able to...
a. Explain how the Fourth Epoch differs from the earlierEpochs with respect to advances and setbacks.
b. Explore differences between monastic groups.
c. Discuss the possible relationship between faith anddiversity and heresy in the later 3rd Epoch and early 4thEpoch.
d. Explain the importance of the conflict between faith andreason.
e. Write Contrast Questions for an ethnographic interview.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 28106-107 Lesson 28 Introduction
GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader
187-190 Winter: The Unfolding Drama of the ChristianMovement: #8 The Fourth 400 Years: AD1200–1600
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500427-444 Revival Through MonasticismRead carefully p.
443.
Stark: For the Glory of God65-68 Hus and the Bohemian Reformation
Groping for the realities of the size and shape of the earth. Europeanbarbarians and Egyptian/Greek scholars. Delayed understanding:O’Brien: Oxford Atlas of World History
62-63 Religions of the Medieval World 600- 150091 Holy Roman Empire92-93 France, Spain and England 900-1300
Ethnographic Interview:Spradley: The Ethnographic Interview
155-172 Asking Contrast Questions
Winter, ed: WCF Module Three Study Guide and Lesson Overviews107-109 Lesson 28 Review
Inductive Bible StudyWald: The New Joy of Discovery in Bible Study
84-91 Chapters 13, 14
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
238-239 China: Inner Mongolia AR
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Flow of trade; larger domains.
McEvedy: The New Penguin Atlas of Medieval History 72-75 Christendom, Towns and Trade Routes in 1212
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500 401-406 Renewed and Continued Progress in theExpansion of Christianity (Pick up the last few pages of thechapter.) 495-522 Creative Thought in the Western Church (Therise and fall of scholasticism) 523-545 Parish Life, Public Worship, Discipline, andPrivate Worship and Devotion in Western Europe (day-by-dayreligion/music, poetry, etc.) 546-562 The Shaping of Western Europe (How didChristianity actually change everyday life?) 595-597 Retrospect and Prospect (Describes the growingpower of the Gospel over many centuries.)
Ferment in society and university, tussle between reason andfaith.
Dawson: Religion and the Rise of Western Culture 169b-180 The Medieval City: Commune and Guild 199-208a The Religious Crisis of Medieval Culture
Jewish and Islamic parallels and predecessors to ChristianScholasticism–a renaissance before the Renaissance; but alsoMuslim fundamentalists attacking Jews–an inquisition beforethe Inquisition.
Johnson: A History of the Jews 179-199a Rule by Scholarship, Maimonides, CairoGenizah, Medieval Jewish Rationalism, Irrationalism,Mysticism and Kabbalah,Judah Halevi and Nahmanides,Zohar, Jews and Medicine
Boorstin: The Discoverers 92-99 The Appeal of Symmetry
Language
Greek Lessons Greek 28
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 28
Overflow of the Twelfth Century Renaissance, 1200–1600Reflection Questions1. How does the Fourth Epoch differ from the earlier Epochs in
regard to the advances made? crisis and set backs?
2. What is the difference between the Friars and the earliermonastics? between the Friars and the Cathari and other“heretics”?
3. How might the flourishing of faith in the later 3rd Epoch andthe early 4th Epoch be related to the amazing diversity andheresy that sprang up during the time period?
4. Summarize the issue in the conflict between reason andfaith. Why was the conflict so crucial at this particularmoment in Western Europe?
5. Write three Contrast Questions for each of the followingcategories: dyadic, triadic, rating. Write a one-sentenceexplanation of each category that you might use tointroduce an interviewee to each of the three kinds ofquestions.
Notes
Lesson 29 Johnson (AD 200 - AD 1945)Expanding WorldModule 3:
The Mongols: Destruction, Followed by New EmpiresObjectives: To be able to...
a. Explain how the Mongol Empire came into existence,expanded, and was maintained over nearly 200 years.
b. Describe the changing attitudes of Mongol rulers to thevarious world religions they came in contact with, bothinside and outside of the territories they ruled.
c. Explain the sequence of events that led to the MongolEmpire’s downfall and the adoption of various religions bypeoples under their rule.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
110-112 Lesson 29 Introduction
GeneralWinter, ed: WCF Program: Module Three Reader
113-119 Rossabi: Khubilai Khan and Religion
Moffett: A History of Christianity in Asia399-414 Mongols and the Recovery of Asian Christianity422-436 Mongols and the Church in Persia
“First Europeans Traveled to Khan’s Court”http://www.silk-road.com/artl/carrub.shtml
Alphabet MakersThe Mongolian Alphabethttp://www.jaars.com/museum/alphabet/galleries/mongolian.htm
O’Brien: Oxford Atlas of World History98-99 The Mongol Empire 1206- 1405
McNeill: A World History3-6 Preface22-27 Diffusion of Civilization: First Phase to 1700 BC40-41 The Plow239-244 The Impact of Turkish and Mongol Conquests
1000-1500114-119 Westward from the Steppes and Eastward from
the Steppes
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
682-686 #113 Hogan: Distant Thunder
Winter, ed: WCF Module Three Study Guide and Lesson Overviews112-114 Lesson 29 Review
Partridge, ed: Introduction to World Religions96-99 Hultkrantz: Nomads of the Steppes
OptionalMoffett: A History of Christianity in Asia
443-462 Christianity in Mongol China
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
594-597 Mongolia
LanguageGreek Lessons
Greek 29
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Johnson Lesson 29
The Mongols: Destruction, Followed by New EmpiresReflection Questions1. Describe the rise of the Mongol Empire. How were Genghis
Khan and his descendants able to conquer, then rule over,such a vast portion of the earth’s surface?
2. How would you characterize the relationship between theMongols and both kinds of Christians theyencountered—Nestorian and Roman Catholic?
3. In what ways did Kublai Khan, Ghazan, Ilkhan of Persia,and Tamerlane set the stage for the present distribution ofreligions in the Middle East, Central Asia, and China?
Notes
Lesson 30 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Religious Developments Around the WorldObjectives: To be able to...
a. Critique the value of the methods used by several religionsto seek the deeper spiritual life.
b. Discuss the role of specialized religious communities withindifferent faiths.
c. Analyze the relationship between religious guides/teachersand their followers/students in different faiths.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
115-116 Lesson 30 Introduction
GeneralWinter, ed: WCF Program: Module Three Reader
121-125 St. John of the Cross: Selections from the DarkNight of the Soul
O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600- 1500
Muslim
Buddhist
ChristianLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
564-592 The Eastern Churches from 950–1350
Winter, ed: WCF Module Three Study Guide and Lesson Overviews116-118 Lesson 30 Review
Partridge, ed: Introduction to World Religions36-37 Chart: Timeline of the World’s Relgions
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
836-838 Turkmenistan
LanguageGreek Lessons
Greek 30
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 30
Religious Developments Around the WorldReflection Questions1. Compare the approaches taken by those seeking deeper
spiritual fulfillment in the several religions read about in thislesson. Do you see them as basically the same, or ashaving significant differences?
2. What differences do you see between specialized religiouscommunities (monasteries, brotherhoods, etc.) in the abovefaiths? Which lend themselves more readily to missionendeavors?
3. Compare the relationship between the spiritualsuperior/guide and learner/seeker in the religions within thislesson's reading. Based on your comparison, write twoguidelines you might use in your context for a guide/teacherand follower/student relationship.
Notes
Lesson 31 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Asian Developments, 1200–1600Objectives: To be able to...
a. Discuss the role of commerce in the rise and fall of Asianstates 1200-1600.
b. Analyze the factors affecting religious change in South andSoutheast Asia during this period.
c. Compare the decline of Christianity in Asia with itsexpansion in Europe during this period.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
119-120 Lesson 31 Introduction
General
See new trends during the Ming era and new items: porcelain, novels,start of the middle class, etc.:McNeill: A World History
295-299 Part III The Dominance of the West preface301-308 The Great Discoveries and Their Worldwide
Consequences340-343 European Colonization and Trade
China“Late Imperial China”
The Ming Dynastyhttp://www.east-asian-history.net/textbooks/PM-China/ch10.htm
Southeast AsiaWitmore: “The Rise of the Coast: Trade, State, and Culture in Early DaiVet”
103-122 Journal of Southeast Asia Studies (Fall 2006) 37, 1Wilson Select Plus Database
Library of Congress Federal Research DivisionMalaysiahttp://lcweb2.loc.gov/frd/cs/profiles/Malaysia.pdf
Walsh: “Melaka: The Rise of the Great Trade Centrehttp://www.suite101.com/article.cfm/east_asian_history/113620
Mottin: “A Hmong Shaman’s Seance”99-108 Asian Folklore Studies (1984) 43ATLA Religion
Database
Asia Moffett: A History of Christianity in Asia
471-488 The Eclipse of Christianity in Asia
O’Brien: Oxford Atlas of World History138-139 Ming and Manchu Qing China 1368- 180064-65 Kingdoms of Southeast Asia 500- 1500
McNeill: A World History130-131 Review Chronological Chart239-243 Impact of the Turkish and Mongol Conquests
1000-1500 253-255 China the Triumph of Tradition
Winter, ed: WCF Module Three Study Guide and Lesson Overviews120-123 Lesson 31 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
229 China: Beijing235 China: Hebei247 Tianjin
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional
Moffett: A History of Christianity in Asia 496-509 The Church in the Shadows
DeNeui: “Contextualizing with Thai Folk Buddhists”http://www.thaicov.org/resources/documents/contextualizing.html
Love: “Power Encounter Among Folk Muslims: An EssentialKey of the Kingdom” 193-195 IJFM (1996) 13,4 This can be found on the IJFMwebsite - http://ijfm.org/archives.htm - or in the hard copy ofthe journal.
Love: “Church Planting Among Folk Muslims” 87-91 IJFM (April 1994) 11,2 Found at IJFM website.
Language
Greek Lessons Greek 31
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 31
Asian Developments, 1200–1600Reflection Questions1. Write your assessment of the role of commerce in the rise,
expansion, and decline of the Asian states discussed intoday's readings.
2. What factors contributed to the expansion of TheravadaBuddhism and Islam in SE Asia, and Islam in India duringthis period?
3. Why did Asian Christianity come so near to extinction justas the Christianity of the West was about to circle theglobe? (this is Moffett’s question, p. 503)
Notes
Lesson 32 Woodberry (AD 200 - AD 1945)Expanding WorldModule 3:
Islamic Empires, 1200–1600Objectives: To be able to...
a. Discuss the various ways that Islam spread politically,culturally, and by conversion.
b. Explain how Islam was affected by the cultures into which itwent.
c. Analyze how the various kinds of resultant Islam call fordifferent forms of witness.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
124 Lesson 32 Introduction
GeneralLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
608-623 Christianity in the East 1350–1500
BenHamouche: “The Decision-Making System and Urban Geometry inTraditional Muslim Cities: The Case of Algiers”
307-322 Journal of Architectural and Planning Research(Winter 2003) 20, 4Wilson Select Plus Database
Van der Werff: “Christian Witness to Our Muslim Friends”111-116 IJFM (July-September 1996) 13,3This can be
found on the IJFM website -http://ijfm.org/archives.htm - or in the hard copy ofthe journal.
VanderWerff: “Mission Lessons from History”75-79 IJFM (Apri l1994) 11, 2Found on IJFM website.
O’Brien: Oxford Atlas of World History88-89 The Muslim World 1000- 1400
McNeill: A World History243-253 The Ottoman Empire through Orthodox
Christendom337-350 Review: The Realm of Islam, with Its Hindu and
Christian Subject Communities, 1500-1700130-131 Review Chronological Chart 296-297 Review: Chronological Chart
Woodberry, ed: Seed to Fruit323-332 Cumming: Toward Respectful Witness
Winter, ed: WCF Module Three Study Guide and Lesson Overviews124-126 Lesson 32 Review
Partridge, ed: Introduction to World Religions362-363 Watt: The Impact of Europe381-384 Anderson: The Law of Islam
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
830-835 Turkey
LanguageGreek Lessons
Greek 32
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Woodberry Lesson 32
Islamic Empires, 1200–1600Reflection Questions1. What were the various ways in which Islam grew during the
period under consideration?
2. How did the cultures into which Islam came affect the typeof Islam observed there?
3. How will the various kinds of Islam affect the kind ofChristian witness that is relevant to a particular context?
Notes
Lesson 33 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Europe: Death and RenaissanceObjectives: To be able to...
a. List positive and negative events during 1200–1600.
b. Discuss the various results in society from the resurgenceof faith and religion.
c. Explain the secular and religious perspectives andinterpretations regarding this era.
d. Demonstrate how the Crusades and Black Plague positivelycontributed to the development of Western Civilization.
e. Describe the Componential Analysis process.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 33127 Lesson 33 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-5 ch. 13 Preparation for Reformation
Latourette: A History of Christianity, Vol. 1: Beginnings to 1500601-607 The Setting of the Second Recession
Latourette: A History of Christianity, Vol. 2: 1500-1975685-688 Retrospect and Prospect689-696 Christianity 1500–1750
O’Brien: Oxford Atlas of World History106-107 Europe 1350-1500
McNeill: A World History256-269 Review Medieval Europe and Japan
Ethnographic Interview:Spradley: The Ethnographic Interview
173-184 Making a Componential Analysis
Winter, ed: WCF Module Three Study Guide and Lesson Overviews127-129 Lesson 33 Review
OptionalLatourette: A History of Christianity, Vol. 1: Beginnings to 1500
624-678 Western Europe: Decline and Vitality
Johnson: A History of the Jews199b-232 Jews in Latin Christendom ... Judensau
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
689-691 Poland
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Language
Greek Lessons Greek 33
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 33
Europe: Death and RenaissanceReflection Questions1. As you do your readings, make a list of the good things and
the bad things that occurred during the 1200–1600 Epoch.
2. How may a surge of faith and of religion contribute to bothpositive and negative results in society? Give someexamples from this epoch.
3. (Reference here is to the secular versus religiousperspective.) How do the major characteristics of this epochlend themselves to divergent interpretations dependingupon your point of view? For example, why do we have inthis period THE Renaissance, rather than “just one more”renaissance along with those which we have notedpreviously?
4. How did both the Crusades and the Black Plague makesome positive contribution to the development of WesternCivilization?
5. What are the steps one would employ in order to completea Componential Analysis?
6. How does componential analysis relate to Spradley's threetypes of observation: descriptive, focused, and selective?
Notes
Lesson 34 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Humanities and the RenaissanceObjectives: To be able to...
a. Discuss the development of arts and letters in Europe at theeve of the Reformation.
b. Dissect the European context at the end of the high MiddleAges, showing the presence of countervailing streamswithin it.
c. Relate the language choices faced by Europeans duringthis period to issues of communication in some missioncontexts today.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
130-131 Lesson 34 Introduction
GeneralThomas, ed: Classic Texts in Mission and World Christianity
24-25a Thomas Aquinas: Compulsion or Persuasion ofNonbelievers
25b-26 Raymond Lull: Interfaith Dialogue
Winter, ed: WCF Program: Module Three Reader127-132 de Lange: Jews in Christendom and Islam133-138 Steffen: Storytelling; How User-Friendly Is Your
Teaching?
Choose from the following to bring the total lesson reading to 3 or 3 1/2hours:Alphabet Makers
Gutenberghttp://www.jaars.com/museum/alphabet/galleries/gutenberg.htm
O’Brien: Oxford Atlas of World History106-107 Europe 1350- 1500146-147 European States 1500- 1600
McNeill: A World History268-269 Italian Renaissance307-308 European Knowledge and Interventions317-319 The Renaissance 323-326 Growth of Science through Emergence of Cultural
Pluralism
Winter, ed: WCF Module Three Study Guide and Lesson Overviews131-133 Lesson 34 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
692-694 Portugal198 Cape Verde Islands
LanguageGreek Lessons
Greek 34
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 34
Humanities and the RenaissanceReflection Questions1. The central period of this epoch (AD 1300-1500) stands at
the apex—and the demise—of the great medieval Europeansynthesis of Christianity and culture and of church andstate. In what ways is this dual assertion accurate? In whatways not?
2. How might the concept of popular culture versus eliteculture illuminate discussion of developments during thisperiod?
3. What parallels might you draw between literarydevelopments in Europe during this period and modes ofcommunication in mission contexts today?
Notes
Lesson 35 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Exploring the Whole WorldObjectives: To be able to...
a. Trace the shift in astronomical and cosmological ideaswhich occurs over the course of the Renaissance.
b. Relate developments during the Renaissance in thesciences, technology, knowledge, arts, religion, andphilosophy to each other.
c. Discuss ways in which late medieval and Renaissanceconcerns “set the stage” for the Reformation.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
134-135 Lesson 35 Introduction
GeneralChristian: Maps of Time
364-404 Globalization, Commercialization, and Innovation
Thomas, ed: Classic Texts in Mission and World Christianity27-28 Las Casas: Defense of the Indians
O’Brien: Oxford Atlas of World History84-85 Civilizations in Mesoamerica and South America
500- 1500 AD108-109 Cultures in North America 500- 1500120-121 Spain and the Americas116-117 The European Discovery of the World 1450- 1600
McNeill: A World History295-299 Review: Dominance of the West301-308 Review: Great Discoveries and their Worldwide
Consequences354-358 Prosperity and Conservatism in China through
Hideyoshi and the Tokugawa Shoguns of Japan
Winter, ed: WCF Module Three Study Guide and Lesson Overviews135-136 Lesson 35 Review
Optional
Four non-Christian traditions from Hellenist times through Middle Ages:Thomas, ed: Classic Texts in Mission and World Christianity
28b-29b Las Casas: Convert by Preaching and Example29c-31a Xavier: Catholicism to India
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
46-48 Latin America
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Boorstin: The Discoverers 172-178 To India and Back 36-46 Rise of the Equal Hour 46-53 Making Time Portable 146-156 Ptolemy Revived and Revisited 156-164 Portuguese Sea Pioneers 165-172 Beyond the Threatening Cape 195-201 Empire without Wants 217-289 Power of the Winds .. Ardors of NegativeDiscovery: Cook
Language
Greek Lessons Greek 35
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 35
Exploring the Whole WorldReflection Questions1. What are some of the consequences for the European
self-conception and for Europe’s relationship to the rest ofthe world which flowed from what one writer has referred toas “the invention of invention” in “the later thirteenth centuryin Europe”?
2. The consequences of the rise of technology for theologyhave often been discussed. What are some consequencesyou can suggest for religion? Are these good or bad?
3. What effects did the European “voyages of discovery” haveon European conceptions of human nature?
Notes
Lesson 36 (AD 200 - AD 1945)Expanding WorldModule 3:
Complete Any Remaining AssignmentsLessons 36-40 are set aside for completing any remainingassignments. However, do make sure to read the readingassignments listed below.
Assignments:
General
Skim.Spradley: The Ethnographic Interview
185-203 Cultural Themes226 Appendix B204-216 Writing an Ethnography227-234 Appendix C
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Lesson 36
Complete Any Remaining AssignmentsNotes
Lesson 41 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Reformation: Breakdown of the Uniformitarian HypothesisObjectives: To be able to...
a. Describe cultural forces at work behind the scenes of theReformation.
b. Compare Protestant and Catholic treatments of those whodid not agree with the official position.
c. Distinguish the “Left-Wing Reformation” from the morecommonly understood Reformation.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 41138-139 Lesson 41 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-14 ch. 14 Luther, Calvin, and the Reformation
Snodderly, ed: WCF Degree Study Programs: All Module Reader191-196 Winter: The Unfolding Drama of the Christian
Movement: #9 The Breakdown of theUniformitarian Hypothesis
Stark: For the Glory of God79-87 Luther’s “Protestant Reformation”
Latourette: A History of Christianity, Vol. 2: 1500-1975689-696 Christianity 1500–1750751-761 Rise and Spread of the Reformed and
Presbyterian Churches
Thomas, ed: Classic Texts in Mission and World Christianity38-39 Calvin: The Apostles as Missionaries33-35 Luther: Missionary Message of the Church41-43 Saravia: A Continuing Apostolic Authority
O’Brien: Oxford Atlas of World History154-155 The Reformation and Counter Reformation in
Europe 1517- 1648
McNeill: A World History309-313 Europe’s Self Transformation319-323 The Reformation
Winter, ed: WCF Module Three Study Guide and Lesson Overviews139-141 Lesson 41 Review
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
135-137 Global Teams–Introduction and Overview; StudyA: The Big PictureNote: In all studies, “DiggingDeeper” is an optional assignment.
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
637-640 Niger
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Latourette: A History of Christianity, Vol. 2: 1500-1975 697-702 Great Awakenings in the 16th and 17thCenturies 703-742 Luther and Lutheranism
Language
Greek Lessons Greek 41
NOTE:Plan ahead and begin working on major assignments whichwill be due at the end of the half-module.
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 41
The Reformation: Breakdown of the Uniformitarian HypothesisReflection Questions1. How might you both compare and contrast the Calvinistic
Reformation and the Lutheran Reformation in terms offactors in cultural dynamics?
2. What grounds does Latourette give (chap. 31) for seeingmajor cultural forces in the Reformation, not merelytheological factors?
3. What might we predict would often be “read into” theReformation by those of us whose churches derive fromone or another of the Reformation period’s “StateChurches?”
4. Why have scholars within the stream of the Reformationchurches been slow to recognize the major significance ofthe so-called “Anabaptist traditions?” What notable scholarswho talk about the Reformation stand outside theReformation tradition?
5. In what way can Luther be compared, as a contextualizer,to Paul the Apostle and to Muhammad?
Notes
Lesson 42 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Religious and Cultural FreedomObjectives: To be able to...
a. Relate the rise of the Anabaptist movement to religious,economic, political, and social currents of the 16th century.
b. Explicate issues which crystalized resistance to theAnabaptist movement.
c. Identify major figures and major centers of the Anabaptistmovement.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
142-143 Lesson 42 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-8 ch. 15 The “Radical” Reformation: The Anabaptists
Latourette: A History of Christianity, Vol. 2: 1500-1975778-786 Radical Reformers: The Anabaptists788-795 Men of the Inner Light and Rationalistic Humanists836-839 Protestantism: Perspective
Thomas, ed: Classic Texts in Mission and World Christianity32-44 Radical Christians
Stark: For the Glory of God93-98 Calvin103-112 Explaining Protestant Success116-119 Catholic Reformation
Johnson: A History of the Jews233-243a Jewish Hate-Legacy, First Ghetto in Venice, Jews
as Slaves, Renaissance, Reformation and theJews, Impact of the Counter-Reformation
Winter, ed: WCF Program: Module Three Reader139-147 van der Zijpp: From Anabaptist Missionary
Congregation to Mennonite Seclusion
O’Brien: Oxford Atlas of World History146-147 European States 1500- 1600
McNeill: A World History317-323 Review The Renaissance and The Reformation
Winter, ed: WCF Module Three Study Guide and Lesson Overviews143-145 Lesson 42 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
384-387 Guinea
LanguageGreek Lessons
Greek 42
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 42
Religious and Cultural FreedomReflection Questions1. In what ways is the Anabaptist perspective on church/state
relations distinctive?
2. What consequences did the Anabaptist perspective have forreligious recruitment across group lines?
3. What cautions and what encouragement might 20th centurycross-cultural religious worker draw from the legacy of the16th century Anabaptists?
Notes
Lesson 43 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Europe: New Classes, Technology, OpportunitiesObjectives: To be able to...
a. Relate the character of the Reformation in England to, anddifferentiate it from, that of the Lutheran, Reformed, andAnabaptist Reformations.
b. Relate major events in the course of the EnglishReformation to social, political, and religious developmentson the continent and (later) in the Americas.
c. Articulate a basic philosophy of history.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
146-147 Lesson 43 Introduction
GeneralLatourette: A History of Christianity, Vol. 2: 1500-1975
797-813 English Reformation
Stark: For the Glory of God87-92 English Reformation121-124 Religious Origins of Science124-127a What is Science128-130a The Mythical Dark Ages134 The Mythical Dark Ages
O’Brien: Oxford Atlas of World History88-89 The Muslim World 1000- 1400107 Economy After the Black Death (chart)128-131 The Growth of the Atlantic Economies and the
Rise of European Commercial Empires
McNeill: A World History313-316 International Politics317-319 Review: The Renaissance 325-326 Review: Emergence of Cultural Pluralism359-366 The Old Regime Europe 1648-1789374-376 The Arts, Classical and Romantic through Roots of
Europe’s Dominance
Winter, ed: WCF Module Three Study Guide and Lesson Overviews147-149 Lesson 43 Review
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
137 Global Teams–Study A: Applying the Word
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
884-893 Confused Arbitrament of Arms
Johnson: A History of the Jews243b-259a Jews in Europe, Kabbalah, Messianism
Stark: For the Glory of God135-140 The Copernican Revolution
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
177-180 Bukina Faso
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Boorstin: The Discoverers 4-12 The Temptation of the Moon: Calendars 312-322 A Vision Troubled and Surprised: Galileo 322-327 Caught in the Cross Fire: Galileo 327-332 New World Within: The Microscope 376-383 “The Microscope of Nature” 547d-556a Toward a World Literature
Johnson: A History of the Jews 243-273b Jews in Europe, Kabbalah, Messianism
Language
Greek Lessons Greek 43
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 43
Europe: New Classes, Technology, OpportunitiesReflection Questions1. In what ways did Henry VIII merely replicate the preexisting
temporal and ecclesiastical order? In what ways did heintroduce revolutionary innovations? In what ways did he laythe groundwork for true reformation of the church?
2. Is the English Reformation best seen as a movementimposed and guided from above? Or is it better seen as anopportunistic attempt to harness a social movement alreadyfar beyond Henry VIII’s or his successors’ abilities torestrain or control? Defend your answer.
Notes
Lesson 44 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Society and Religion in Late Pre-Colonial AsiaObjectives: To be able to...
a. Describe the relationship between religion and otheraspects of Asian cultures.
b. Explain the factors which influenced the spread of variousAsian religions during this period.
c. Compare different expectations of religious leaders in Asiansocieties.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
150-151 Lesson 44 Introduction
GeneralStark: For the Glory of God
146d-150 The Christian Difference150-159 Negative Cases
India
ThailandWinter, ed: WCF Program: Module Three Reader
149-151 Na-Rangsi: Buddhism in Thai Culture
VietnamWinter, ed: WCF Program: Module Three Reader
153-156 Durand & Tran Huan: Early Vietnamese PoetrySeemorals even in time of war and devastation.
Alphabet MakersVietnamese Alphabethttp://www.jaars.com/museum/alphabet/galleries/vietnamese.htm
JapanO’Brien: Oxford Atlas of World History
130-131 The Rise of European Commercial Empires 68-69 The Spread of Islam 630- 100088-89 The Muslim World 1000- 1400
McNeill: A World History269-272 Review: Japan355-358 Review: Hideyoshi403-404 Social Tensions in Japan
Winter, ed: WCF Module Three Study Guide and Lesson Overviews151-154 Lesson 44 Review
Partridge, ed: Introduction to World Religions216-241 Shackle, Kalsi, Davies: Sikhism
OptionalSmart, ed: Sacred Texts of the World
329-336 Sikhism: Entire Section
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
812-817 Thailand
LanguageGreek Lessons
Greek 44
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 44
Society and Religion in Late Pre-Colonial AsiaReflection Questions1. What relationship do you find between religion and other
aspects of culture in two Asian societies covered in thereadings? Do you think this relationship helps or hinders thework of cross-cultural workers in such societies?
2. What factors influenced the acceptance and spread ofvarious religions—Islam, Sikhism, Buddhism, etc.—in Asiansocieties during this period? Are similar factors likely to beimportant today?
3. Why did science develop in Europe but not in othercultures? What role did religion play in this?
Notes
Lesson 45 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
African Empires Rise and Fall, 1200–1800Objectives: To be able to...
a. Explain the factors leading to the development of largestates and empires in pre-colonial Africa.
b. Describe cultural integration among the Yoruba and itsimplications for culture change, with particular reference toreligion.
c. Compare the early introduction of Islam and Christianity intoWest African societies.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
155-157 Lesson 45 Introduction
General
Arab accounts of Islam under various African rulers. Not too detailed. Look for the influence of Islam.Oliver: The African Experience
108b-115b Cities of the Plain148-161b Swelling Caravans
Isichei: A History of Christianity in Africa52c-73a African Churches of the Middle Years 1500–1800
Winter, ed: WCF Program: Module Three Reader157-162 Government and Trade in Western Sudanic States
O’Brien: Oxford Atlas of World History80-83 States and Trade in West and East Africa 500-
1500136-137 Africa 1500- 1800
McNeill: A World History273-278 Review: Fringes of the Civilized World to 1500275-278 Review: Sub Saharan Africa296-297 Review: Chronological Chart
Winter, ed: WCF Module Three Study Guide and Lesson Overviews157-159 Lesson 45 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
147-149 Benin820-823 Togo
LanguageGreek Lessons
Greek 45
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 45
African Empires Rise and Fall, 1200–1800Reflection Questions1. What factors encouraged the development or decline of
large states and empires in Sub-Saharan Africa in theperiod 1200-1600? What advantages were there forpeoples in these larger states?
2. How was religion integrated into other aspects of Yorubaculture traditionally? What implications do you see for theindigenization of Islam or Christianity in Yoruba culture?
3. Compare the introduction of Islam and Christianity and theirintegration into West African societies in the period before1700. How would you account for the differences?
Notes
Lesson 46 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Latin Vitality in Global PerspectiveObjectives: To be able to...
a. Describe the Catholic side of the Reformation as one aspectof a larger religious movement and in fact as part of a hugesocial transformation of Europe.
b. Describe an overall comparison between the developmentof Christianity and Islam over the the previous thousandyears.
c. Discuss the contribution to the concept of contextualizationas it is illuminated in the work of Mateo Ricci.
d. Explain the structural factors for the 1500-1800 period in thedrastic differences between Protestant and Catholicoutreach to the ends of the earth.
e. Describe the staggering difference between our knowledgeof China today and the European perspective in 1500.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 46160-161 Lesson 46 Introduction
GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader
197-200 Winter: The Unfolding Drama of the ChristianMovement: #10 The Fifth Expansion
Pierson: The Dynamics of Christian Mission1-16 ch. 16 The Catholic Reformation and Missions
(Excellent overview)
Latourette: A History of Christianity, Vol. 2: 1500-1975841-850 The Catholic Reformation(Read carefully through
page 850a, skim the rest.)
Neill: A History of Christian Missions120-138 The Age of Discovery 1500–1600(Read to 138,
then skim.)
O’Brien: Oxford Atlas of World History174-175 The Hasburg Empire: Expansion and Decline
1700- 1918
McNeill: A World History309-317 Review: Europe’s Self Transformation 1500-1648
Plagues, Priests, and Demons: Sacred Narratives and the Rise ofChristianity in the Old World and New
122-160
Winter, ed: WCF Module Three Study Guide and Lesson Overviews161-163 Lesson 46 Review
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
923-964 Christianity Resumes Its Worldwide Spread995-998 Retrospect and Prospect
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
245 China: Shanxi256-258 Macau
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Neill: A History of Christian Missions 138-150 The Age of Discovery 1500-1600
Tucker: From Jerusalem to Irian Jaya 62d-70b Francis Xavier, Matteo Ricci
Boorstin: The Discoverers 56-64 Open Sesame in China 332-336 Galileo in China
Language
Greek Lessons Greek 46
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 46
Latin Vitality in Global PerspectiveReflection Questions1. How did the fact that the founder of the Jesuits was a
Basque both help and hinder the growth of this order?
2. In regard to the impressive global Roman Catholicmissionary movement, what are some of the reasonsProtestants were primarily spectators during their first twocenturies?
3. What are predictable biases and blind spots (thinking incultural, not theological terms) on the part of Protestantsregarding Catholics, and vice versa?
4. How are European developments in science both causesand effects of religious and social ferment, and how didthese developments factor into the work of Mateo Ricci?
5. How does Christianity as a movement compare with Islamin its development over the previous thousand years?
Notes
Lesson 47 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
The Impact of Early European ColonialismObjectives: To be able to...
a. Relate crucial developments in the first thrust of Europeanworldwide expansion to religious and social developmentsin the European homeland.
b. Distinguish between the character and consequences, forexample, of European penetration of Latin America, ofAfrica, and of the Philippines in this period.
c. Give an account of Las Casas and the significance of thecontroversies to which he gave his life.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
164-165 Lesson 47 Introduction
General
European Expansion OverseasO’Brien: Oxford Atlas of World History
116-117 European Discovery of the World 1450- 1600124-125 The Colonization of North America and the
Carribean 1600- 1763
Missions and the ChurchNeill: A History of Christian Missions
163-178 Roman Catholic Missions 1600–1787
Tucker: From Jerusalem to Irian Jaya60d-62c Bartholomew de Las Casas
Compare approaches to Indians and making them Christians. Is theauthor overly biased? Compare his account of Las Casas with those ofother writers.McNeill: A World History
278-282 Fringes of the Civilized World to 1500305-307 Review: Dominance of the West316-317 European Colonization and Trade393-396 British Control of India401-402 Opening China to European Trade296-297 Review: Chronological Chart393-398 British Control of India454-456 The Hindus
Winter, ed: WCF Module Three Study Guide and Lesson Overviews165-167 Lesson 47 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
102-103 Andorra582-586 Spain
LanguageGreek Lessons
Greek 47
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 47
The Impact of Early European ColonialismReflection Questions1. Las Casas is sometimes cast as a determinedly impractical
idealist. From the readings, assess this characterization.Does it do justice to the attention given to him?
2. What was the nature of the European presence in colonizedlands during the first century after contact? Look at three ormore areas of the world.
3. Focusing on the Americas, relate the course of colonialismto rivalries among the European nations.
Notes
Lesson 48 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Settler Colonies in the Americas and South AfricaObjectives: To be able to...
a. Identify the locales and characteristics which distinguishearly European settler colonies from each other and fromnon-settler colonies.
b. Identify strengths & weaknesses of several differentmissionary approaches found in the New World during the16th and 17th centuries.
c. Describe the contribution of the Pietists & Puritans tomissions.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
168-169 Lesson 48 Introduction
GeneralOliver: The African Experience
190-194b Strangers at the Gate
Pierson: The Dynamics of Christian Mission1-9 ch. 17 Puritanism and Pietism: Launching Pad for
Protestant Missions
Winter, ed: WCF Program: Module Three Reader163-169 Stoeffler: Pietism–Its Message, Manifestation, and
Significance171-175 Benz: Pietist and Puritan Sources of Early
Protestant World Missions
Tucker: From Jerusalem to Irian Jaya71-86b American Indian Missions
Thomas, ed: Classic Texts in Mission and World Christianity52-53 Edwards: Earnestly Pray for Revival54-55 Brainerd: Conversion of the Indians
Johnson: A History of the Jews278c-287 Jews in England, American Jewry, Jews and
Capitalism
O’Brien: Oxford Atlas of World History124-125 The Colonization of North America and the
Caribbean 1600- 1763130-131 The Rise of European Commercial Empires
McNeill: A World History296-297 Review: Chronological Chart304-307 Review: American Food Crops and The Spread of
Diseases333-334 Spanish America
Plagues, Priests, and Demons: Sacred Narratives and the Rise ofChristianity in the Old World and New
160-195
Winter, ed: WCF Module Three Study Guide and Lesson Overviews169-171 Lesson 48 Review
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
137 Global Teams–Study B: The Big Picture
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
813-831 English Reformation894-898 Confused Arbitrament of Arms
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
866-870 USA #10-16
LanguageGreek Lessons
Greek 48
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 48
Settler Colonies in the Americas and South AfricaReflection Questions1. Describe the contribution of the Pietists and Puritans to the
conduct of mission.
2. How would you respond to a negative view of the missionpresence among Native Americans?
3. C. S. Lewis compared the excitement aroused byPuritanism at the opening of the 17th century to thatgenerated by Marxism in the 1930s. Why might he havesaid this?
Notes
Lesson 49 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
The Pacific: Indigenous Cultures and Early ColonialismObjectives: To be able to...
a. Describe early stereotypes about indigenous peoples andcultures of Australia, and their impact on interculturalrelations.
b. Explain the relevance of social institutions as well ascultural skills in adaptation to the hostile Australian desertenvironment.
c. Relate Melanesian exchange systems to their kinship,political, economic, religious, artistic, and other systems,and compare this cultural integration with that in one’s ownculture.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
172-173 Lesson 49 Introduction
General
AustraliaGoosen: “Christian and Aboriginal Interface in Australia”
72-94 Theological Studies (March 1999) 60, 1WilsonSelect Plus
O’Brien: Oxford Atlas of World History202-203 The Development of Australia and New Zealand
since 1790
Melanesia and New GuineaHitchen: “Relations Between Missiology and Anthropology...”
455-478 Missiology (2002) 30:4ATLA Religion Database
Rynkiewich: “Person in Mission: Social Theory and Sociality inMelanesia”
155-168 Missiology (April 2003)ATLA Religion Database
Zimmer-Tamakoshi: “The Last Big Man: Development and Men’sDiscontents in the Papua New Guinea Highlands”
107-122 Oceania (December 1997)Wilson Select Plus
Telban: “Being and ‘Non-Being’ in Ambonwari (Papua New Guinea)Ritual”
308-325 Oceania (June 1997)Wilson Select Plus
Hiebert: Cultural Anthropology 297-316 Economic Organization
Winter, ed: WCF Module Three Study Guide and Lesson Overviews173-176 Lesson 49 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
751-753 Soloman Islands
LanguageGreek Lessons
Greek 49
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 49
The Pacific: Indigenous Cultures and Early ColonialismReflection Questions1. In the days of early contact, what did most Europeans think
of Australian/Tasmanian Aborigines and their cultures?What implications did these concepts have for theirinteraction with the Aborigines?
2. What kind of social institutions and cultural skills enabledAustralian Aborigines to survive in desert environmentswhich most Europeans found uninhabitable?
3. What role does exchange play in Melanesian/New Guineancultures? Do you see parallels in your own culture? Do youthink such exchange systems are compatible with aChristian lifestyle?
Notes
Lesson 50 Emery (AD 200 - AD 1945)Expanding WorldModule 3:
Slavery in Africa, Asia, the Americas, the PacificObjectives: To be able to...
a. Describe “slavery” in its various forms and trace itsdevelopment 1450-1850.
b. Discuss and give examples of how the slave trade affectedsocieties in various parts of Africa.
c. Evaluate the influence of Christianity and Islam on slaveryand the slave trade from an historical perspective, andindicate implications for today.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
177-178 Lesson 50 Introduction
GeneralStark: For the Glory of God
291-292 Introduction and Survey of Slavery293-295 Slavery among the Northwest Coastal Indians301-304 Muslim Slavery304-305 African Slavery305-308 New World Slavery338-365 Explaining Abolition Movements
Winter, ed: WCF Program: Module Three Reader177-184 Whiteman: Human Rights and Missionary
Response: The Case of the South Pacific LaborTrade
McNeill: A World History334-335 Other European Colonists
Winter, ed: WCF Module Three Study Guide and Lesson Overviews178-180 Lesson 50 Review
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
137-138 Global Teams–Study B: Applying the Word
OptionalStark: For the Glory of God
291-365 God’s Justice: The Sin of SlaveryRead pages notassigned above.
Beyan: “Transatlantic Trade and the Coastal Area of Pre-Liberia”757-768 The Historian (Summer 1995) 57Wilson Select
Plus
Amin: “Trans-Saharan Exchange and Black Slave Trade”31-47 Diogenes (1997)Wilson Select Plus
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
284-288 Cote d’Ivoire
LanguageGreek Lessons
Greek 50
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Emery Lesson 50
Slavery in Africa, Asia, the Americas, the PacificReflection Questions1. Define the concept of “slave” and trace the historical
extension and types of slavery, primarily in the period1400-1850.
2. To what degree was the Atlantic Slave trade an extension ofthe existing trade, and how was it modified? What were thechief effects of the Atlantic slave trade in African societies?
3. What were the relative effects of Christianity and Islam onthe slave trade and slavery? How does that affectcross-cultural religious workers today?
Notes
Lesson 51 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Europe: Political, Economic, and Cultural DevelopmentsObjectives: To be able to...
a. Relate the course of economic, political, and technologicaldevelopments in Russia at the opening of the 18th centuryto those in Western Europe and the Americas.
b. Give an account of the intertwined character of Russianmissionary outreach and expansion of the Russian state inthis period.
c. Discuss changes in family and social organization, landtenure and usage, technology and production, and learningand education, characteristic of Europe in the 17th and 18thcenturies.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
181-182 Lesson 51 Introduction
GeneralStark: For the Glory of God
201-205a Explaining the European Witch-Hunts276-288 Explaining the European Witch-Hunts
See controversies between Russian Orthodox & Roman Catholics; eventoday some Orthodox reject a Pope’s visit. Note forcible conversion toIslam, and revivals in Greek, Armenian, Russian Orthodox churches.Latourette: A History of Christianity, Vol. 2: 1500-1975
899-910 The Eastern Churches, 1500–1750
Note several Russian Orthodox missions and their methods.Neill: A History of Christian Missions
179-187 New Beginnings in the East 1600–1800
O’Brien: Oxford Atlas of World History174-175 The Hasburg Empire: Expansion and Decline
1700- 1918107 Economy after the Black Death (chart)128-131 The Growth of Atlantic Economies and the Rise of
European Commercial Empires148-149 The Expansion of Russia 1462- 1905180-181 Russian Territorial Economic Expansion 1795-
1914
McNeill: A World History249-253 Review: Orthodox Christendom328-334 The Rise of Moscow363-365 Review: English Parliamentarianism
Winter, ed: WCF Module Three Study Guide and Lesson Overviews182-184 Lesson 51 Review
Partridge, ed: Introduction to World Religions269-272 Cowling: A Historical Overview
OptionalStark: For the Glory of God
201-288 Explaining the European Witch-Hunts
Latourette: A History of Christianity, Vol. 2: 1500-1975911-922 The Eastern Churches, 1500–1750
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
707-709 Russia (#1-6)
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Earhart, ed.: Religious Traditions of the World 456-462 Fishbane: Jews and Judaism, Vilna
Language
Greek Lessons Greek 51
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 51
Europe: Political, Economic, and Cultural DevelopmentsReflection Questions1. In 1383, the missionary work of Stefan Charp “was entirely
free from political involvements.” In 1589, “the Russian stateand the Russian Church were both ready to expand” (Neill180-181). Comment on the significance of this shift.
2. The reign of Peter the Great (d. 1725) is marked as awatershed in Russian history, as are those of Ivan theTerrible (d. 1584) and Lenin (d. 1924). Discuss the reasonsfor and against ascribing such significance to Peter theGreat.
3. Discuss the significance of changes in home, family, anddomestic regimen underway in Europe during the 17th and18th centuries.
Notes
Lesson 52 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Rise of Science and the EnlightenmentObjectives: To be able to...
a. Explain how the rise of absolutism and the rise of thecommon man can both be talked about at the same time.
b. Discuss Latourette’s comments about science and theChristian movement.
c. Discuss how science and the Enlightenment impacted orwas impacted by the Church.
d. Demonstrate how the Enlightenment enhanced politicaldecentralization and theological diversity.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 52185-186 Lesson 52 Introduction
GeneralStark: For the Glory of God
158-160 Puritans and the Rise of Science163-165d Galileo166-172 The Enlightenment; Newton
Latourette: A History of Christianity, Vol. 2: 1500-1975967-990 The Expanding Effect of Christianity
O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600-1500156-157 Revolution and Stability in Europe 1600-1785107 Economy after the Black Death (chart)128-131 The Growth of the Atlantic Economies and the
Rise of European Commercial Empires
McNeill: A World History323-326 Review: Europe’s Self Transformation369-376 Math and Sciences through Roots of Europe’s
Dominance
Winter, ed: WCF Module Three Study Guide and Lesson Overviews186-188 Lesson 52 Review
Optional
Key persons whose thinking reflects the new temper of the time.Johnson: A History of the Jews
287-310 Ghetto
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
424 India: Goa430 India: Kerala
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Language
Greek Lessons Greek 52
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 52
The Rise of Science and the EnlightenmentReflection Questions1. The readings talk of the rise of “absolutism.” following the
great reformation(s) of the 16th century. In what ways is itpossible to speak of an even more fundamental “Rise of theCommon Man”? What relation does this have to the rise ofAbsolutism? How can both be true?
2. Paraphrase Latourette’s comments about science and theChristian movement (see pages 552, 604-605, 992, 995).
3. Do your readings imply that science and the Enlightenment impact the Church or that they are an effect of the impact ofgrowing Christian vitality? Or both?
4. Political decentralization and theological diversity, we haveobserved, went together in the Reformations. How did theEnlightenment enhance both developments even further?
Notes
Lesson 53 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Evangelical AwakeningObjectives: To be able to...
a. Describe the Evangelical Awakening as part of a muchlarger phenomenon.
b. Explain the structural parallels between the emergence ofProtestant denominations and Roman Catholic orders.
c. Recount the highlights of the different streams which flowedinto and out of the Evangelical Awakening.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 53189-190 Lesson 53 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-9 ch. 18 Moravians, Methodists, and Mission
Snodderly, ed: WCF Degree Study Programs: All Module Reader201-204 Winter: The Unfolding Drama of the Christian
Movement: #11 The Evangelical Awakening
Winter, ed: WCF Program: Module Three Reader185-189 Winter: Why an Evangelical Response to
Bangkok?
Latourette: A History of Christianity, Vol. 2: 1500-1975999-1030 Repudiation and Revival 1750–1815Skim
1001-1013 for the “recession” portion of thischapter. Read 1013-1030 for the revival portion. Pay special attention to 1018-1022 and to the finalsix-line paragraph on pages 1030-31.
Neill: A History of Christian Missions194-204 New Beginnings in East and West 1600–1800
Thomas, ed: Classic Texts in Mission and World Christianity47-48 Zinzendorf: The Proper Purpose of Preaching
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
291-293 #44 Grant: Europe’s Moravians
Winter, ed: WCF Module Three Study Guide and Lesson Overviews190-191 Lesson 53 Review
OptionalPierson: The Dynamics of Christian Mission
1-9 ch. 17 Puritanism and Pietism: Launching Pad forProtestant MissionsTake a quick look at the latterpart.
Tucker: From Jerusalem to Irian Jaya97-109 Moravian Advance327-330 Fletcher Brockman
Hutchison: Errand to the World: American Protestant Thought andForeign Missions
23-42 “Civilizing”: From Necessity to Virtue
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
861-870 USA
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Language
Greek Lessons Greek 53
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 53
The Evangelical AwakeningReflection Questions1. In what sense is there no specific beginning for the
Evangelical Awakening? How is it part of a larger movementwhich also has no specific beginning? In what sense is,thus, the Evangelical Awakening more a phenomenon thana describable movement?
2. Who but Latourette would think of a parallel between theorganizational outworking of the Evangelical Awakening andthe phenomenon of the Roman Catholic orders? How doesLatourette explain this? (See pages 1018ff.)
3. Do we see anything similar (and contemporary) to theEvangelical Awakening in the Jewish and Islamic traditions?In what way do all three traditions share, potentially, in thebiblical emphasis on “the circumcision of the heart”?
4. To what extent do you see any connection between theswirl of scientific developments and the realities ofEvangelical leadership and message?
Notes
Lesson 54 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Europe and the Colonies: Expansion, Revolution, IndependenceObjectives: To be able to...
a. Evaluate varying interpretations of the U.S. War ofIndependence.
b. Describe the course of the struggle for politicalindependence in Latin America.
c. State the importance of the rise of voluntary benevolentorganizations in the emerging American Republic.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
192-193 Lesson 54 Introduction
General
The American Church and MissionsPierson: The Dynamics of Christian Mission
1-10 ch. 20 The Beginnings of Mission in America
Latourette: A History of Christianity, Vol. 2: 1500-19751044-1055 Christianity in the U.S.
Thomas, ed: Classic Texts in Mission and World Christianity61-62a Worcester: Civilizing and Christianizing62b-64b Humphrey: Land to Be Possessed
Hutchison: Errand to the World: American Protestant Thought andForeign Missions
43-61 New Nation, New Errand77-90 Christ, Not Culture
Politics in the Americas
Compare with the USA’s American Revolution. See differences in threeareas of Latin American Revolutions, related to social contexts:O’Brien: Oxford Atlas of World History
160-163 The Age of Revolutions 190-193 Independence in Latin America and the Caribbean;
and Latin America and the Caribbean PostIndependence 1830- 1914
McNeill: A World History296-297 Review: Chronological Chart333-336 Review: Spanish America and Other European
Colonies372-373 Review: Political Theories, Historiography, ,and
Empirical Philosophy379-383 Competition for the Americas and the
Magnificence of Spanish America
Plagues, Priests, and Demons: Sacred Narratives and the Rise ofChristianity in the Old World and New
195-206
Winter, ed: WCF Module Three Study Guide and Lesson Overviews193-195 Lesson 54 Review
OptionalSnodderly, ed: WCF Degree Study Programs: All Module Reader
213-218 Winter: The Unfolding Drama of the ChristianMovement: #13 The Rise of the AmericanProtestant Mission Movement
Latourette: A History of Christianity, Vol. 2: 1500-19751031-1044 British Revival; Christianity in the U.S.
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
153-156 Bolivia
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Boorstin: The Discoverers 661-666 Expanding Universe of Wealth: Smith, Keynes
Language
Greek Lessons Greek 54
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 54
Europe and the Colonies: Expansion, Revolution, IndependenceReflection Questions1. In what ways has the American Revolution served as a
model for later revolutionary movements?
2. “The question of the precedence of civilization orChristianization which plagued all the missions of the Boardcame to its crisis in the Indian work” (Hutchison 1987:63).Discuss this ambivalence.
3. Martin E. Marty writes of limitation built into the Protestantdenominations and voluntary agencies founded in the U.S.:“These institutions grew larger and larger, but their goalsencompassed ever narrower portions of life.” Comment onthe significance for church and mission.
Notes
Lesson 55 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
New Asian Empires, 1600s–1700sChoose between sections, skim some from each, then focuson those of your interest for a total of about 3 hours of reading.
Objectives: To be able to...
a. Explain the role and impact of Europeans in Asia during the1600s and 1700s.
b. Describe the interrelationship between political systems andreligion in Asian states during this period.
c. Describe the role of religion in village communities, smallgroups, and individuals in Asia, and the implications forcross-cultural work.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
196-197 Lesson 55 Introduction
GeneralO’Brien: Oxford Atlas of World History
130-131 The Rise of European Commercial Empires
Neill: A History of Christian Missions207-221 Introduction to Part 2: 1797–1914
McNeill: A World History351-355 The Far East 1500-1700296-297 Review: Chronological Chart
ChinaCharles: “Olyphant and Opium: A Canton Merchant Who “Just Said No””
66-69 International Bulletin of Missionary Research (Apr1992) 16:2ATLA Religion Database
Library of Congress Country StudiesChina: Rise of the Manchus; Emergence ofModern Chinahttp://lcweb2.loc.gov/frd/cs/cntoc.html
Horner: “China and the Historians”86-96 National Interest (Spring 2001) 63Wilson Select
Plus (search for title and journal)
O’Brien: Oxford Atlas of World History198-199 Late Manchu Qing China 1800- 1911
McNeill: A World History401-402 Review: Opening China to European Trade
JapanWang: “The Rise of Modern Historical Consciousness: A Cross-CulturalComparison of Eighteenth Century East Asia and Europe”
74-95 Journal of Ecumenical Studies (Wint-Spr 2003)40:1-2ATLA Religion Database
Library of Congress Country StudiesJapan: Tokugawa Period, Religious andPhilosophical Traditionshttp://lcweb2.loc.gov/frd/cs/jptoc.html
IndiaO’Brien: Oxford Atlas of World History
194-195 The British in India248-249 South Asia since 1920
Beyan: “Transatlantic Trade and the Coastal Area of Pre-Liberia”138-139 Ming and Manchu Qing China 1368- 1800
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
347-348 Indonesia: Lesser Sundas
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
India (cont.)
Seth: “Which Good Book? Missionary education andconversion in colonial India” 113-128 Semeia (2001) 88
Southeast Asia
Winter, ed.: Global Civilization, Expanding World: Reader 191-195 Benda & Larkin, eds.: Siam, Java, Burma:Readings
Library of Congress Country Studies Thailand: Ayutthaya Period, Bangkok Period http://lcweb2.loc.gov/frd/cs/thtoc.html Indonesia: European Intrusions, Netherlands IndiesEmpire, and Religion and Worldview http://lcweb2.loc.gov/frd/cs/idtoc.html
Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 197-200 Lesson 55 Review
Inductive Bible Study
Winter, ed.: WCF Degree Study Programs: All-Module Readerp. 138 Global Teams: Module 3 Global Teams InductiveBible Study Guidelines: Study C: The Big Picture
Language
Greek Lessons Greek 55
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 55
New Asian Empires, 1600s–1700sReflection Questions1. What kinds of roles did Europeans play in Asian states in
the 1600s and 1700s? What impact did they have on thesesocieties?
2. How would you characterize the relationship betweenreligion and political systems in Asian states during thisperiod? Do you see any similarities in the 20th century?
3. Discuss the role of religion in the life of small communities,groups, and individuals in Asia. What implications are therefor cross-cultural workers?
Notes
Lesson 56 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Protestant Orders and Asian RealitiesObjectives: To be able to...
a. Describe the impact of the Evangelical Awakening onsubsequent events, political and religious.
b. Explain the structural parallels between the emergence ofProtestant denominations and Roman Catholic orders.
c. Recount the structural events which may be traced in part toCarey’s influence.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 56201-202 Lesson 56 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-8 ch. 19 Carey and the Emergence of ProtestantMission Structure
Snodderly, ed: WCF Degree Study Programs: All Module Reader205-212 Winter: The Unfolding Drama of the Christian
Movement: #12 The Emergence of ProtestantOrders 1795–1865
Neill: A History of Christian Missions222-226 New Forces in Europe and America 1792–1858
Thomas, ed: Classic Texts in Mission and World Christianity64-67 Judson: Obey!
Tucker: From Jerusalem to Irian Jaya117-120a Great Century
McNeill: A World History367-369 Advances in Agriculture and Technology413-414 The Economy of Great Britain420-425 Industrial Revolution
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
568-571 #88 Mangalwadi & Mangalwadi: Who (Really) WasWilliam Carey?
299-304 #39 Winter: The Two Structures of God’sRedemptive Mission
254-262 Walls: Missionary Societies and the FortunateSubversion of the Church
312-318 Carey: An Enquiry into the Obligation inChristians....
Winter, ed: WCF Module Three Study Guide and Lesson Overviews202-204 Lesson 56 Review
OptionalSnodderly, ed: WCF Degree Study Programs: All Module Reader
213-218 Winter: The Unfolding Drama of the ChristianMovement: #13 Rise of the American ProtestantMission Movement
Neill: A History of Christian Missions227-237 New Forces in Europe and America 1792–1858
Tucker: From Jerusalem to Irian Jaya121-146a South Central Asia: Confronting Ancient Creeds176-207a China; 19th Century chart
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
445 India: West Bengal
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Latourette: A History of Christianity, Vol. 2: 1500-1975 1031-1054 Repudiation and Revival 1750-1815
Sanneh: Translating the Message: The Missionary Impact onCulture 98-117 Mission and Colonialism
Language
Greek Lessons Greek 56
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 56
Protestant Orders and Asian RealitiesReflection Questions1. Why did Protestant mission work begin so late in history, so
many years after the Reformation? What conditions on theCatholic side favored the growth of Protestant mission work when it finally appeared?
2. To what extent was the Protestant Mission Movement theresult of wealthy people taking the lead?
3. To what extent were ecclesiastical structures prime moversin missions? What does Winter call “The AmericanPattern?”
4. What major forces or events were obstacles to thedevelopment of the missionary movement in America?
5. Reflect on why the American Revolution succeeded whenthe French Revolution failed.
Notes
Lesson 57 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Europe: Nationalism, Revolution, War, EmpireObjectives: To be able to...
a. Fit the French Revolution in historical context both withinthe stream of French history and within the larger Europeancontext.
b. Discuss dominant waves of reform, revolution, and reactionin 19th century Europe.
c. Trace several historical responses to the vexed issue ofreligion and nationalism.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
205-206 Lesson 57 Introduction
GeneralLatourette: A History of Christianity, Vol. 2: 1500-1975
1117-1125 Protestantism in Europe
O’Brien: Oxford Atlas of World History166-167 Revolutionary France and Napoleonic Europe
1789-1815170-171 The Industrialization of Europe 1830- 1914176-177 The Unification of Italy and of Germany 1815-
1871
O’Brien: Oxford Atlas of World History216-217 The Build Up to the first World War 1871- 1914
McNeill: A World History374-376 Arts, Classical and Romantic417-420 Dual Revolution426-434 Democratic Revolution in France and the Rest of
Europe
Winter, ed: WCF Module Three Study Guide and Lesson Overviews206-208 Lesson 57 Review
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
138-139 Global Teams–Study C: Applying the Word
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
1063-1079 Challenge of Disaffection 1815–19141081-1090 Roman Catholic Church in Europe 1815–1850
Johnson: A History of the Jews311-346b The ‘Jewish Problem,’ Jewish Christianity,
Neo-Orthodoxy, Reform Judaism, Secular JewishIntellectuals
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
404-405 Iceland331 Faeroe Islands
LanguageGreek Lessons
Greek 57
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 57
Europe: Nationalism, Revolution, War, EmpireReflection Questions1. “Liberty, Equality, Fraternity” were the noble watchwords
under which the French Revolution was fought. Why thenwas the Revolution the occasion for such ambivalence andoutright fear throughout Europe?
2. Account for the violence of the suppression of the revolts of1848. What were some of the consequences?
3. What are some missiological implications to be drawn fromthe role religion played in the French Revolution?
Notes
Lesson 58 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Nineteenth Century Africa: Peoples and States, European ImpactObjectives: To be able to...
a. Explain the factors leading to, and results of, the Islamicjihads of West Africa in the 19th century.
b. Describe early mission efforts by Africans in 19th centuryWest Africa and their results.
c. Analyze the concept of an indigenous church.
d. Assess the social and cultural impact of missions in Africansocieties during this period, and possible implications fortoday.
e. Discuss the social and political organization of a complexWest African Islamic society.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
209-211 Lesson 58 Introduction
General
Historical and Anthropological Studies
Review:Oliver: The African Experience
190-194b Strangers at the Gate
Christianity in AfricaJenkins: The Next Christendom: The Coming of Global Christianity
39-53 Missionaries and Prophets
Neill: A History of Christian Missions258b-272b New Forces in Europe and America
Key earlier missionaries in Africa:Thomas, ed: Classic Texts in Mission and World Christianity
67-68a Livingstone: Mission and Colonialism68b-69b Anderson: Plant Churches207b-209a Venn: Three-Self Principles
Isichei: A History of Christianity in Africa74-97a Mission Renewed in Africa
O’Brien: Oxford Atlas of World History204-205 Africa 1800- 1880
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
299-304 #46: Cornelius: A Historical Survey of AfricanAmericans in World Missions
Winter, ed: WCF Module Three Study Guide and Lesson Overviews211-213 Lesson 58 Review
OptionalIsichei: A History of Christianity in Africa
98-127 Christianity in Southern Africa to 1900153-178 Christianity in West Africa to 1900
Tucker: From Jerusalem to Irian Jaya147-174 Black Africa
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
642-648 Nigeria (#1-12)
LanguageGreek Lessons
Greek 58
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 58
Nineteenth Century Africa: Peoples and States, European ImpactReflection Questions1. What factors led to the Islamic jihads in West Africa in the
19th century? Do they appear to stem primarily fromreligious motivation? What were the results of thesemovements?
2. List strengths and weaknesses of the mission efforts fromSierra Leone to other parts of West Africa in the 19thcentury. Did this work result in an indigenous church at thattime, using Venn’s definition?
3. What role did 19th century missionaries play in the socialand cultural development of African societies? Do you feeltheir involvement provides a model for missions today?
Notes
Lesson 59 Emery (AD 200 - AD 1945)Expanding WorldModule 3:
The New World: Settlers and Native AmericansObjectives: To be able to...
a. Discuss the progress of European migration to Americaafter 1800 and the factors that stimulated that migration.
b. Describe the impact of the European invasion on the NativeAmericans.
c. Trace the efforts of Christians to evangelize NativeAmericans and the results from 1600 to 1860.
d. Explain the growth of churches among settlers over theAppalachians, and concurrent changes in leadershippatterns.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
214-217 Lesson 59 Introduction
General
Settlers, Indians, ReligionAlphabet Makers
The Cherokee Syllabaryhttp://www.jaars.com/museum/alphabet/people/sequoyah.htm
Christian MovementPierson: The Dynamics of Christian Mission
1-9 ch. 21 American Frontier: New Patterns ofLeadership
See especially last paragraph before Baptists, comparing reasons forgrowth in different denominations; also the section of Second Awakening.Tucker: From Jerusalem to Irian Jaya
86c-96a Isaac McCoy, Marcus & Narcissa Whitman
O’Brien: Oxford Atlas of World History182-183 The Westward Expansion of the United States
1783- 1910
McNeill: A World History413-415 Review: The Onset of Global Cosmopolitanism424-425 Review: Consequences of the industrial Revolution
Sanneh: Disciples of All Nations108-129 Old World Precedents and New World Directions
Winter, ed: WCF Module Three Study Guide and Lesson Overviews217-218 Lesson 59 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
675-677 Paraguay
LanguageGreek Lessons
Greek 59
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Emery Lesson 59
The New World: Settlers and Native AmericansReflection Questions1. What were the factors that pushed the expansion of
Europeans to colonize western North America?
2. List and explain the factors that had an impact on the NativeAmericans and discuss the changes that came from these.
3. Which Christians were most effective in reaching the NativeAmericans and why? What obstacles led to poor results orfailure?
4. List the factors that allowed the Methodists and Baptists toexpand with the settlers and that held back otherdenominations. What implications are there for missionpolicy? How did the patterns of leadership influence churchgrowth in the USA and Canada in this period?
Notes
Lesson 60 (AD 200 - AD 1945)Expanding WorldModule 3:
Use This Lesson to Work on Assignments Use this time to work on assignments. Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Lesson 60
Use This Lesson to Work on AssignmentsNotes
Lesson 61 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Burgeoning Industrialism and Renewal MovementsObjectives: To be able to...
a. Discuss the course of population growth, industrialization,population relocation, and political power in 19th centuryEurope and the United States.
b. Discuss missiological consequences of demographictrends.
c. Relate the burgeoning population growth and industrialdevelopment of 19th century Western Europe and the U.S.to issues of missiological significance.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
220-221 Lesson 61 Introduction
General
The Industrial WorldSmart, ed: Sacred Texts of the World
381-382a Secular Worldviews: Introduction
O’Brien: Oxford Atlas of World History170-171 The Industrialization of Europe 1830-1914182-189 Westward Expansion of the US Civil War,
Industrial growth, and The Development ofCanada
McNeill: A World History413-415 Review: Twin Transformations367-369 Review: Advances in Agriculture and Technology417-425 Review: The Transformation of Western
Civilization by the Industrial and DemocraticRevolutions 1789-1914
434-440 Deliberate Social Change and PopularGovernment through Revolution in the Arts
Renewal MovementsWinter, ed: WCF Program: Module Three Reader
197-199 Various Authors: Wesley’s Hymns and MissionsHymns
Christian Renewal MovementsPierson: The Dynamics of Christian Mission
1-10 ch. 22 Dynamics of Renewal Movements
Winter, ed: WCF Program: Module Three Reader201-208 Olson and Wilson: The Assault on Native
American Tribalism209-217 Lovelace: Biblical Models of Cyclical and
Continuous Renewal
Winter, ed: WCF Module Three Study Guide and Lesson Overviews221-222 Lesson 61 Review
OptionalJohnson: A History of the Jews
374b-391c The Zionist Idea, Dreyfus and FrenchAnti-Semitism
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
757-763 South Africa
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Smart, ed.: Sacred Texts of the World 365b-367a Ghost Dance 382b Secular Worldviews: National Sacrifice 382c-384 Secular Worldviews: Communist Manifesto
Language
Greek Lessons Greek 61
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 61
Burgeoning Industrialism and Renewal MovementsReflection Questions1. Discuss the implications and appeal of Malthus’s Essay on
the Principle of Population (see Hill, Buckler).
2. Tocqueville, whose 1830s book Democracy in America weencountered earlier, wrote of Manchester, England:“Everything in the exterior appearance of this city attests theindividual powers of man; nothing the directing power ofsociety.” What are some of the things he might have had inmind?
3. Thinking ahead: With the benefit of hindsight, what aresome missiological consequences of demographic trendswhich you can see but which apparently were not obvious tomission leaders of a century ago?
Notes
Lesson 62 Roberta Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Feminist Origins and Social ReformObjectives: To be able to...
a. Distinguish the differences in function between women’smission boards and the others.
b. State the social factors affecting enlistment of women inmissions.
c. Explain the connection between the women’s missions andthe foundation of women’s colleges.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
223-225 Lesson 62 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-10 ch. 24 Women in Mission
Thomas, ed: Classic Texts in Mission and World Christianity71-73 Daggett: The Women’s Missionary Movement
Tucker: From Jerusalem to Irian Jaya281-285 Expanding Involvement294-298 Lottie Moon306-311 Gladys Aylward
Johnson: A History of the Jews346-374 Marx and Jewish Anti-Semitism ... New York Mass
Jewry
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
294-298 #45 Kraft & Crossman: Women in Mission
Winter, ed: WCF Module Three Study Guide and Lesson Overviews225-227 Lesson 62 Review
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
139 Global Teams–Study D: The Big Picture
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
1090-1114 Roman Catholic Church in Europe1148-1157 19th Century Christianity in the US: Blacks, Cities1160-1186 Christianity in the British Isles, 1815–1914
Tucker: From Jerusalem to Irian Jaya287-290 Single Women Missionaries298-303 Amy Carmichael
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
235 China: Heilongjiang
LanguageGreek Lessons
Greek 62
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
240-241 Jilin, Liaoning
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Roberta Winter Lesson 62
Feminist Origins and Social ReformReflection Questions1. Other than their Christian dedication, what social factors
might have influenced so many women in the 19th centuryto give their lives willingly to missions?
2. What is the main difference between the bulk of thewomen’s mission boards and those run by men?
3. What connection is there between the women’s missionarymovement and the formation of colleges exclusively forwomen?
Notes
Lesson 63 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Spiritual Roots of Social Reform: Countdown to 1900Objectives: To be able to...
a. Link the spiritual awakenings to developments in the worldof missions
b. Explain the structural issues raised by Taylor’s experience,and the origin of the “Faith” mission pattern.
c. Recount the key events in the background, origin andgrowth of the Student Volunteer Movement.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 63228-230 Lesson 63 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-8 ch. 23 The Second Burst of New MissonStructures
Snodderly, ed: WCF Degree Study Programs: All Module Reader219-224 Winter: The Unfolding Drama of the Christian
Movement: #14 Student Movements in Missions
Winter, ed: WCF Program: Module Three Reader219-221 Winter: Christian Endeavor and Student Volunteer
Movement
Tucker: From Jerusalem to Irian Jaya312-314 Student Volunteers319-327 John R. Mott; Robert E. Speer
Thomas, ed: Classic Texts in Mission and World Christianity70-71 Taylor: Mission and the Millennium74-76 Mott: Evangelize the World
Neill: A History of Christian Missions273-286b Heyday of Colonialism 1858–1914See especially
Taylor’s principles on 283.
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
300-304 #47 Howard: Student Power in World Missions319-322 #49 Taylor: The Call to Service263-273 #41 Winter: Three Mission Eras
Winter, ed: WCF Module Three Study Guide and Lesson Overviews230-232 Lesson 63 Review
OptionalNeill: A History of Christian Missions
238-258a New Forces in Europe and America 1792–1858
Latourette: A History of Christianity, Vol. 2: 1500-19751205-1224 North Africa, Western Asia, Eastern Europe to
19141257-1274 19th Century Christianity: Moody, Intellectuals
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
405-417 India: Introduction419-420 India: Arunachal Pradesh
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Tucker: From Jerusalem to Irian Jaya 186-205 J. Hudson Taylor; J. and R. Goforth 314-319 C. T. Studd
Language
Greek Lessons Greek 63
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 63
Spiritual Roots of Social Reform: Countdown to 1900Reflection Questions1. What is the actual historial link between Moody’s work in
England and the formation of the Student VolunteerMovement in America?
2. What link is there between the origin of the CE movementand the SVM? And what relation did there continue to be?
3. What parallels or contrasts are there between WilliamCarey’s experience with his home board and that of HudsonTaylor?
4. What is the background and origin of the “Faith” MissionMovement, and was its name fully adequate?
Notes
Lesson 64 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Western Explosion, 1850–1900Objectives: To be able to...
a. Describe the enormous Western “explosion” in the latter halfof the 19th century.
b. Explain the parallels between certain key thinkers in theintellectual and scientific revolution of this period.
c. Be able to define the difference between believing inchange in nature and the objectionable aspects associatedwith the word evolution.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 64233-234 Lesson 64 Introduction
General
Social, cultural, industrial, commercial factors:Christian: Maps of Time
432-439 Birth of the Modern World: Second and ThirdWaves
Hutchison: Errand to the World: American Protestant Thought andForeign Missions
91-108 A Moral Equivalent for Imperialism
Note part about DreyfusJohnson: A History of the Jews
391-408 Herzl and German Anti-Semitism, Judenstaat andthe Zionist Movement, Ostjuden and Weizmann,Religious Opposition to Zionism, Jews andModernist Culture
Note the explosion in recognition and classification of plant and animalspecies and the fervor to discover new species. Notice how this servesas background for Darwin’s thinking:Winter, ed: WCF Module Three Study Guide and Lesson Overviews
234-236 Lesson 64 Review
O’Brien: Oxford Atlas of World History170-171 The Industrialization of Europe 1830- 1914210-211 World Population Growth and Urbanization 1800-
1914
Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader
139 Global Teams–Study D: Applying the Word
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
682-688 Philippines
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Page through the entire section. It tackles the veryfundamental question of: What is nature and how shall wedescribe its reality? This is very basic. Get serious by page442. Note the nature of the opposition from Buffon to Linnaeus.Get serious again on page 464 for the final ten pages onDarwin. Focus on the rapid build up of understanding (andconfusion) in the 1850-1900 period:
Boorstin: The Discoverers 420-476 Cataloguing the Whole CreationNote on p. 615 Marx’s background and the nature of hisconcerns on the next two pages: 613-624 Hidden Dimensions: History as Therapy
Latourette: A History of Christianity, Vol. 2: 1500-1975 1186-1201 Christianity in the British Isles, 1815-1914 1205-1226 North Africa, Western Asia, Eastern Europe to1914 1226-1248 US: West, Roman Catholics, EasternOrthodox 1279-1282 Canada
Language
Greek Lessons Greek 64
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 64
The Western Explosion, 1850–1900Reflection Questions1. What is the major link between a spurt of power in the
Western world and the Westernization of the rest of theworld? Explain.
2. What parallels or contrasts are there between Linnaeus’,Buffon’s, and Darwin’s understanding of nature?
3. Why, in the eyes of some, is the phenomenon of change innature a challenge to religious views? State your ownperspective. What is the issue of the idea of a “History ofnature?” Where is this raised in your readings?
4. What is the essential problem Darwin deals with concerningthe phenomenon of change in nature?
Notes
Lesson 65 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
The Colonial World, 1800–1914Choose between sections, skim some from each, then focuson those of your interest for a total of 3 to 3 1/2 hours ofreading.
Objectives: To be able to...
a. Describe the varied responses of colonized peoples ofAfrica and Asia during this period.
b. Analyze the role of religion and religious institutions in thecolonial world of this period.
c. Explain the impact of early colonialism in Asia and itsimpact on intercultural relations today.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
237-239 Lesson 65 Introduction
General
India
Useful overview of patterns for colonial rule in absence of settlers.Thomas, ed: Classic Texts in Mission and World Christianity
263b-265a Farquhar: Christ, the Fulfillment of Religions
Misra: “Lessons of Empire”133-153 SAIS Review (Summer/Fall 2003) 23Wilson Select
Plus Database
Library of Congress Country StudiesVietnam: Under French Rulehttp://lcweb2.loc.gov/frd/cs/vntoc.html
O’Brien: Oxford Atlas of World History194-195 The British in India 1609-1920
ChinaHebrew Lessons
107 Dismemberment of the Chinese Empire 1842-1911
Library of Congress Country StudiesChina: Emergence of Modern Chinahttp://lcweb2.loc.gov/frd/cs/cntoc.html
JapanO’Brien: Oxford Atlas of World History
200-201 The Modernization of Japan 1867-1937
Middle EastO’Brien: Oxford Atlas of World History
208-209 World Trade and Empires 1870- 1914178-179 The Decline of the Ottoman Empire 1683- 1923
McNeill: A World History468-486 Africa and Oceania 1850- 1945296-297 Review: Chronological Chart
Sanneh: Disciples of All Nations131-134 Missions and the Colonial Pillar
Partridge, ed: Introduction to World Religions139-140 Warrier: Historical Overview160-164 Gabriel: Hinduism in the Modern World
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
682-688 Phillipines
Personal Response, Intellectual Journal, Notes
Assignments (continued)
General (cont.)
Africa
See the Scramble for Africa, wars of conquests, forced labor,economics & administration. Note maps.
Oliver: The African Experience 199-212 Drawing of the Map 213-228 The New Taskmasters
See especially sections on martyrs in Buganda, Madagascar,Simon Kimbangu & bangunza, and prophetic/messianicmovements.
Isichei: A History of Christianity in Africa 128-152 East and East Central Africa 183-208 West Central Africa
Sanneh: Translating the Message: The Missionary Impact onCulture 146-154 Protest, Reaction and Renewal
Winter, ed.: WCF Module 3 Study Guides and LessonOverviews 239-242 Lesson 65 Review
Language
Greek Lessons Greek 65
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 65
The Colonial World, 1800–1914Reflection Questions1. How did indigenous rulers and peoples respond to early
colonialism in Africa and Asia (including the Middle East)?
2. What role do you see religion playing in the colonial world ofthis period? Would you agree with those who feel that amajor function of all religions is to offer “pie in the sky byand by,” thereby aiding rulers in their colonial oppression?
3. How would you assess the overall impact of colonialism inAsia (including the Middle East) during this period of time?Of what relevance is this for today’s world?
Notes
Lesson 66 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
Globalization, Empires and “Progress,” 1875–1914Objectives: To be able to...
a. Relate the idea of progress to social, political, economic,intellectual, moral, and religious movements prominent inWestern society in this period.
b. Discuss the role of “the civilizing mission” as motivation forimperialism.
c. Explicate the assertion, “the American public in this era [endof the 19th century] ‘took missions to their hearts’”(Hutchison 1987:91).
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
243-245 Lesson 66 Introduction
GeneralLatourette: A History of Christianity, Vol. 2: 1500-1975
1125-1157 Protestantism in Europe, 1815–1914
Hutchison: Errand to the World: American Protestant Thought andForeign Missions
109-124 A Moral Equivalent for Imperialism
Winter, ed: WCF Program: Module Three Reader223-227 de Bary, ed: Indian Reactions to the West
O’Brien: Oxford Atlas of World History148-149 The Expansion of Russia 1462- 1905176-177 The Unification of Italy and Germany 1815- 1871180-181 Russian Territorial Economic Expansion 1795-
1914208-209 World Trade and Empires 1870-1914
O’Brien: Oxford Atlas of World History216-217 The Build Up to the first World War 1871- 1914
McNeill: A World History296-297 Review: Chronological Chart473-486 Review: Onset of Global Cosmopolitanism
Winter, ed: WCF Module Three Study Guide and Lesson Overviews245-247 Lesson 66 Review
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
1092-1114 The Roman Catholic Church in Europe,1815–1914
1334-1345 The Exceeding Greatness of the Power
LanguageGreek Lessons
Greek 66
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 66
Globalization, Empires and “Progress,” 1875–1914Reflection Questions1. Discuss the idea of progress as an overarching concept
tying together a number of figures and movements duringthe latter 19th and early 20th centuries.
2. Discuss Vivekananda’s mission to the West in relation tothe Western nations’ “civilizing mission.”
3. “Certainly it appeared that where others [other Westernnations] were dispatching civil servants, American societywas commissioning religious workers” (Hutchison 1987:93).What do you make of this statement?
Notes
Lesson 67 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
The World and the Gospel, 1: Asia and Latin AmericaChoose between sections, skim some from each, then focuson those of your interest for a total of 3 to 3 1/2 hours ofreading.
Objectives: To be able to...
a. Describe the problems of missions and attempted solutionsin the 19th and early 20th centuries in Asia.
b. Analyze the factors affecting response to Christian missionsin Asia or Latin America in this period.
c. Explain the impact of mission schools and other socialinstitutions in Asia during this period.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
248-249 Lesson 67 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-13 ch. 25 Survey of Modern Missions I: Asia, LatinAmerica
Neill: A History of Christian Missions286c-309 Heyday of Colonialism 1858–1914
AsiaLatourette: A History of Christianity, Vol. 2: 1500-1975
1313-1331 South, Southeast, and East Asia and the FringingIslands
IndiaMcGavran: Understanding Church Growth
10-12 The Complex Faithfulness That Is Church Growth118-130 Helps and Hindrances to Understanding
Tucker: From Jerusalem to Irian Jaya330b-334a E. Stanley Jones; 3d ed: Pandita Ramabai423a-428a E. Stanley Jones; 3d ed: Pandita Ramabai368-372a Ida Scudder; 2d ed: Jessie & Leo Halliwell
ChinaWinter, ed: WCF Program: Module Three Reader
229-240 Covell: The Dao and the Logos
Korea and JapanTucker: From Jerusalem to Irian Jaya
254-277a 3rd ed: Korea, Japan
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
239-243 Sunquist: Asian Christianity: Facing the Rising Sun323-326 Taylor: China’s Spiritual need and the Claims
Winter, ed: WCF Module Three Study Guide and Lesson Overviews249-252 Lesson 67 Review
OptionalNeill: A History of Christian Missions
328-353 Rome, Orthodox, and the World 1815–1914374-379 Rome, Orthodox, and the World 1815–1914
Latourette: A History of Christianity, Vol. 2: 1500-19751282-1292 British and Latin America in the 19th Century
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
509-513 South Korea
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
DuBose, ed.: Classics of Christian Missions 401-402 Voices from the Younger Churches: Introduction 403-409 Varretto: Heroes and Martyrs of the MissionaryEnterprise
Language
Greek Lessons Greek 67
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 67
The World and the Gospel, 1: Asia and Latin AmericaReflection Questions1. What kinds of challenges and problems did missions face in
Asia during the 19th and early 20th centuries? Whichattempts to solve them do you think were most helpful?
2. How would you account for the differential response tomission endeavors among various peoples of Asia or LatinAmerica during this period? (Look at social and politicalfactors also.)
3. What role did schools and other mission institutions (apartfrom the church) play in the introduction of Christianity inAsia? in the response to the gospel?
Notes
Lesson 68 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
The World and the Gospel, 2: Oceania, the Middle East, AfricaChoose between sections, skim some from each, then focuson your interests for a total of 3 to 3 1/2 hours of reading.
Objectives: To be able to...
a. Compare people movements in Oceania and Asia.
b. Analyze the impact of the relationship betweenmission/church and African colonial governments.
c. Explain the effects of the political and religious context onmissions in the Middle East in the late 19th and early 20thcenturies.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
253-254 Lesson 68 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-10 ch. 26 Survey of Modern Missions II: Oceania,Middle East, Africa
Neill: A History of Christian Missions298-301 Heyday of Colonialism310-328 Heyday of Colonialism353-374 Rome, the Orthodox, and the World 1815–1914
O’Brien: Oxford Atlas of World History208-209 World Trade and Empires 1870- 1914
PacificTucker: From Jerusalem to Irian Jaya
208-232 The Pacific Islands: Preaching in “Paradise”
Latourette: A History of Christianity, Vol. 2: 1500-19751292-1300 The Rapid Spread of Christianity in Australia
Middle East, IslamTucker: From Jerusalem to Irian Jaya
233-253a Muslim World: Henry Martyn, Temple Gairdner,Constance Padwick, Maude Cary, Samuel Zwemer
Isichei: A History of Christianity in Africa209-227 Christianity in Northern Africa
AfricaOliver: The African Experience
229-242 The Things of God
Latourette: A History of Christianity, Vol. 2: 1500-19751302-1311 Penetration of Madagascar, Africa South of the
Sahara
Isichei: A History of Christianity in Africa228-263 East and East Central Africa 1900–1960
Woodberry, ed: Seed to Fruit115-128 Adams: The Gathering of Reproducing
Fellowships
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
329-334 Zwemer: the Glory of the Impossible
Winter, ed: WCF Module Three Study Guide and Lesson Overviews254-256 Lesson 68 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
334-336 Fiji, Tuvalu
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Optional (cont.)
Work among Muslims in North Africa under French colonialrule:
Tucker: From Jerusalem to Irian Jaya 303-306 Johanna Veenstra 341-349 Rowland Bingham, Peter Cameron Scott 372-375 Carl Becker
Language
Greek Lessons Greek 68
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 68
The World and the Gospel, 2: Oceania, the Middle East, AfricaReflection Questions1. How were the various people movements in the Pacific
Islands different from or similar to each other and toprevious people movements elsewhere?
2. How would you describe the relationship between missionsor churches and colonial governments in East Africa? Howwould you evaluate its impact? (see especially Oliverassignment)
3. How were missions affected by the political and religiousenvironment in the Muslim Middle East during the late 19thand early 20th centuries?
Notes
Lesson 69 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
The Edinburgh Legacy, 1910 and 1980Objectives: To be able to...
a. Describe the unusual feature of the 1910 meeting whichwas never repeated until 1980—again at Edinburgh.
b. Explain the unintended development which diverted thepurpose and character of the IMC.
c. Review possible alternatives to what actually resulted to theIMC.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 69257-258 Lesson 69 Introduction
GeneralPierson: The Dynamics of Christian Mission
1-5 ch. 27 Edinburgh and the Ecumenical Movement
Snodderly, ed: WCF Degree Study Programs: All Module Reader225-228 Winter: The Unfolding Drama of the Christian
Movement: #15 The Retreat of the West229-234 Winter: The Unfolding Drama of the Christian
Movement: #16 The Legacy of Edinburgh 1910235-236 Winter: The Unfolding Drama of the Christian
Movement: #17 Missions and Church Councils
Winter, ed: WCF Program: Module Three Reader241-252 Winter: Ghana: Preparation for Marriage
Latourette: A History of Christianity, Vol. 2: 1500-19751349-1358 An Age of Storm1454-1459 Vigor in an Age of Storm
Hutchison: Errand to the World: American Protestant Thought andForeign Missions
125-145 Tradition Under Fire
Thomas, ed: Classic Texts in Mission and World Christianity265-267 Kraemer: Witness to Other Faiths
Sanneh: Disciples of All Nations272 Comments on Edinburgh 1910
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
228-238 Beaver: The History of Mission Strategy
Winter, ed: WCF Module Three Study Guide and Lesson Overviews258-261 Lesson 69 Review
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
1342-1345 The Exceeding Greatness of the Power
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
278-280 Cook Islands, Niue, Picairn, Tokelau
LanguageGreek Lessons
Greek 69
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 69
The Edinburgh Legacy, 1910 and 1980Reflection Questions1. What was the focus of the Edinburgh 1910 meeting that
caused so much consternation among missionaries in LatinAmerica? How is that an issue today?
2. What is the unique feature of the 1910 meeting which didnot characterize any other global level meeting until 1980,and why did it deliberately avoid the term “ecumenical” ashad been used for many previous global conferences?
3. What trend in almost all of the so-called mission landseventually and inevitably thwarted the purposes andcharacter of the IMC?
4. What are some of the alternatives to what happened to theIMC, and why is it that the current form of that tradition isstructurally limited in serious ways?
Notes
Lesson 70 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Late Colonialism and Indigenous PeoplesChoose between sections, skim some from each, then focuson those of your interest for a total of 3 to 3 1/2 hours.
Objectives: To be able to...
a. Compare various reactions to colonial rule and foreigninfluence in the late 19th and early 20th centuries.
b. Discuss benefits and problems of colonialism during thisperiod.
c. Compare developments in the Christian movement in WestAfrica and China or Korea during the early 20th century.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
262-263 Lesson 70 Introduction
GeneralO’Brien: Oxford Atlas of World History
208-209 World Trade and Empires 218-219 The First World War
McNeill: A World History296-297 Review: Chronological Chart
AfricaOliver: The African Experience
243-252a Fullness of Time
Balanced overview of Portuguese regime & missions under colonialism. Read selectively:Isichei: A History of Christianity in Africa
179-182 Christianity in West Africa 1880–1960264-298 Christianity in West Africa 1880–1960
Asia
Texts by leading Hindus & Muslims on nationalism & India. Considerrelevance of the Islamic section today.Winter, ed: WCF Program: Module Three Reader
253-260 Smith, ed.: Hinduism, Islam, and IndianNationalism
McNeill: A World History441-467 Asian Reaction to Industrialism and Democracy
1850-1945
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
497-502 #81 Smalley: Cultural Implications of anIndigenous Church
Sanneh: Disciples of All Nations131-146 Missions and the Colonial Pillar
Winter, ed: WCF Module Three Study Guide and Lesson Overviews264-266 Lesson 70 Review
OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
387-389 Guinea Bissau
LanguageGreek Lessons
Greek 70
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 70
Late Colonialism and Indigenous PeoplesReflection Questions1. Why did indigenous peoples react in different ways to
foreign rule and influence in the late 19th and early 20thcenturies? How might the memory of such reactions affectcross-cultural work today?
2. Was colonialism good for the peoples of the colonies duringthis period of time?
Notes
Lesson 71 Emery (AD 200 - AD 1945)Expanding WorldModule 3:
Global Economy and Nationalism, 1914–1940Objectives: To be able to...
a. Discuss the factors that led to the development of nationaland nationalistic movements in the period between WorldWars I and II.
b. Discuss the impact of World War I and the GreatDepression on the communist movement in Russia.
c. Analyze the factors that had an impact on the missionchurches in the Non-Western world due to nationalisticmovements and World War I.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
267-268 Lesson 71 Introduction
General
See persecutions & manipulation of the church by the USSR, response ofchurch leaders & members, religious revival in Nazi areas, freeing of thechurch from state control under the Tsars.Neill: A History of Christian Missions
380-400a From Mission to Church
O’Brien: Oxford Atlas of World History218-219 The First World War222-223 The Russian Revolution 1917- 1939228-229 The Great Depression 1929- 1933
McNeill: A World History296-297 Review: Chronological Chart490-499 The Western World 1914-1945
Winter, ed: WCF Module Three Study Guide and Lesson Overviews269-270 Lesson 71 Review
OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975
1359-1396 Storm, Testing, Losses, and Vitality After 19141409-1431 The Americas and Australia after 19141434-1451 The Crucial Test: Outside the Occident After 1914
Johnson: A History of the Jews423-470 World War I, Rothschild, Balfour Declaration,
Jewish Settlements in Palestine, Arab Nationalism,Mandate, Ben Gurion and Socialist Zionism,Jewish Bolshevism, Britain, France, America
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
709-711 Russia (#7-10)
LanguageGreek Lessons
Greek 71
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Emery Lesson 71
Global Economy and Nationalism, 1914–1940Reflection Questions1. What influence did mission educational institutions and
perspectives have with respect to the nationalisticmovements of the first half of the 20th century?
2. Trace the rise of communism and Nazism. What was theirrelationship with the churches?
3. What conflicts came about between Christians and missionsin relation to the colonial powers and the nationalistmovements?
Notes
Lesson 72 Baker (AD 200 - AD 1945)Expanding WorldModule 3:
A Changing World: Relativity, Doubt, Anxiety, CreativityObjectives: To be able to...
a. Discuss major cultural changes in the West between theWorld Wars.
b. Assess the impact of intellectual leaders, writers, and artists(Freud, Einstein, Picasso, etc.) on changing values andattitudes and the creation of modern culture during theinterwar period.
Assignments:
General
See especially Rosenzweig & Buber:Smart, ed: Sacred Texts of the World
385-387 Secular Worldviews: A Free Man’s Worship
Johnson: A History of the Jews408b-421 The Jews and Modernist Culture: Music Art, Freud,
Einstein, Kafka
O’Brien: Oxford Atlas of World History224-225 The Republic of China 1911- 1949
O’Brien: Oxford Atlas of World History230-231 The Rise of Fascism 1921- 1939
McNeill: A World History499-504 The Interwar Years509-515 Thought and Culture
Optional
Sample those of your interest:Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
302-303 Denmark374-375 Greenland
LanguageGreek Lessons
Greek 72
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 72
A Changing World: Relativity, Doubt, Anxiety, CreativityReflection Questions1. How do you account for the major cultural changes in the
West between the World Wars? What institutions, attitudes,technologies or beliefs do you think most readily account forthe changes?
2. One of the ways cultures are changed is through theirintellectual leaders, writers, and artists (i.e., Freud, Einstein,Picasso, etc.). Sometimes, the impact is considered to bebeneficial; other times it is judged to be harmful. Looking atthe interwar period and basing your answer on referencesto your readings, which in your opinion has done more tohelp shape values and attitudes: leaders, writers, or artists?Since it is impossible to cover all aspects of this question,you should focus your answer on at least four well-chosenexamples that support your choice.
Notes
Lesson 73 Winter (AD 200 - AD 1945)Expanding WorldModule 3:
Peoples and Ethnic Groups: The Third Era of MissionsObjectives: To be able to...
a. Describe the origin of modern people group thinking.
b. Explain the difference between McGavran and Townsend’sperspective on peoples.
c. Explain other currents of thought that were simultaneous.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
Lesson Previews: Lesson 73272-274 Lesson 73 Introduction
General
Skim for parallels to McGavran’s thinking:
Here is his later, more systematic thinking:McGavran: Understanding Church Growth
43-53 The Marvelous Mosaic155-156 Social Structure and Church Growth
Neill: A History of Christian Missions400-413 From Mission to Church
Hutchison: Errand to the World: American Protestant Thought andForeign Missions
146-175 Tradition Under Fire
Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)
377-381 #59 Huneycutt: New Pioneers Leading ith Way inthe Final Era
327-328 #51 Towsend: Tribes, Tongues, Translators627-632 #101 McGavran: A Church in Every People653-656 #106 Chua: Evangelization of Whole Families335-346 #53 McGavran: The Bridges of God
Winter, ed: WCF Module Three Study Guide and Lesson Overviews274-276 Lesson 73 Review
OptionalTucker: From Jerusalem to Irian Jaya
322-323 Translation, Radio, Recording; 20th Century chart375b-386a Translation, Radio, Recording; 20th Century chart449b-452a Donald McGavran; 2d ed: Joe Moreno & New
Tribes
Personal Response, Intellectual Journal, Notes
Assignments (continued)
Language
Greek Lessons Greek 73
Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 73
Peoples and Ethnic Groups: The Third Era of MissionsReflection Questions1. There was a vast chorus of voices in the mission sphere
following the massive impact of the SVM. CompareMcGavran, Kraemer, Townsend, Hocking. Were they indifferent worlds?
2. What is Hiebert’s distinction between the perspective ofMcGavran and that of Townsend? How are bothperspectives superbly important and complementary, and towhat extent were these people realities overlooked earlier?
3. The shift from individuals in countries to peoples scatteredin more than one place is the largest shift in missionstrategy in the 20th century. Why has it taken so long?
Notes
Lesson 74 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:
Racism, War, Religion, and the End of an Era, 1930–1945Choose between sections, look at some from each, then focuson those of your interest for a total of 3 to 31/2 hours.
Objectives: To be able to...
a. Explain the major causes of World War II.
b. Begin to develop a theology of the church’s role inmilitaristic totalitarian states pursuing social injustice.
c. Articulate issues related to a theology of God and evil,particularly in light of the Holocaust and other atrocities ofthe 1930s and 1940s.
Assignments:
IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews
277-278 Lesson 74 Introduction
GeneralMcNeill: A World History
499-504 Review: The Interwar Years296-297 Review: Chronological Chart
Spanish Civil War
Good analysis of anticlericalism & the Roman Catholic Church during andafter the civil war:Winter, ed: WCF Program: Module Three Reader
261-268 Sanchez: The Spanish Civil War as a ReligiousTragedy
GermanyWinter, ed: WCF Program: Module Three Reader
269-272 Silverman: The Holocaust and the Reality of Evil
O’Brien: Oxford Atlas of World History232-233 The Second World War in Europe 1939- 1945
JapanO’Brien: Oxford Atlas of World History
234-235 The War in Asia 1931- 1945
Winter, ed: WCF Module Three Study Guide and Lesson Overviews278-281 Lesson 74 Review
OptionalJohnson: A History of the Jews
470-517 Hitler’s Anti-Semitism, German Jewish Culture,Starving and Working to Death, Death Camps, TheFinal Solution, Role of German People, Austrians,Romanians, French, Italians, Hungarians, Britishand Americans, Jewish Acquiescence andResistance, Survival of Anti-Semitism
Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition
359-364 Germany
LanguageGreek Lessons
Greek 74
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 74
Racism, War, Religion, and the End of an Era, 1930–1945Reflection Questions1. Why did Germany and Japan—two of the most highly
educated nations—seek to conquer and rule so much of theworld?
2. Did the church in Germany fulfill its mission in the 1930sand 1940s? What about the church in Japan? How shouldChristians have acted in those two countries?
3. Where was God during the Holocaust and other killings of1930-1945?
Notes
Lesson 76 (AD 200 - AD 1945)Expanding WorldModule 3:
Complete Any Remaining AssignmentsLessons 76-80 are set aside for completing any remainingassignments.
Personal Response, Intellectual Journal, Notes
Module 3 Expanding World (AD 200 - AD 1945) Lesson 76
Complete Any Remaining AssignmentsNotes