BJU Press Blog

Understanding the Fields of War

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World War I is more than a passing thought to the people of Ypres, Belgium. They are surrounded by the reminders of this war through cemeteries, monuments, trenches, and museums. But to your student who is living in the United States—a country with few physical reminders of the Great War—World War I may just be another event mentioned in the BJU Press Heritage Studies textbooks. It’s important that young people understand a war that began a hundred years ago because it still affects our world. Here are some suggestions to help them.

What brought about the war?

Ultimately, mankind’s inherent sin nature and the choices we make result in fighting (James 4), yet there are specific actions that led to the start of the Great War. The initial conflict began with the assassination of Austria-Hungary’s heir to the throne, Archduke Francis Ferdinand. A Bosnian radical carried out the offense, but demands were made on Serbia, where the assassination took place. The demands were not met, and Austria-Hungary declared war on Serbia on July 28, 1914. Europe quickly divided itself into two sides as a result of previously established alliances. These alliances were motivated by nationalism, imperialism, and militarism, which resulted in countries expanding their colonies and resources through force. Political tensions were high at the start of the war, and each action led to an equally troubling reaction.

Individual activity idea: Set up domino tiles into a standing position about 1 inch apart on a flat surface. When the pattern is complete, have your student tip over the very first domino. Watch the dominoes fall over in succession. Discuss the effect one action has on events and people. Relate this activity to the conflicts that led to World War I. 

Group activity idea: Gather your students in a tight circle. (Groups of 8-10 work best.) Have each student hold hands (or a piece of short rope) with someone across the circle. Make sure no one is holding hands with someone directly next to him. (Each student should be connected to two people—a different person for each hand.) Have students untangle themselves (get back into a circle) without letting go of each other’s hands. Time how long it takes. Discuss the challenges of working together and deciding whom to follow. Relate this activity to the alliances established between the countries drawn into World War I.

What influenced the war?

War hurried the development of machines as countries looked for ways to defeat their enemies. These new tools of torture forever changed warfare. Heritage Studies 4 from BJU Press explains some of these changes.

The style of fighting in World War I was new and different from any earlier war. Machine guns were better and more powerful than earlier models. . . . Armies began using tanks, moving vehicles that could fire shells as they went along. Because of their heavy armor, tanks were very hard to stop. Later in the war, they were big enough to drive across trenches.

Chemical weapons were also first used in this war. Poisonous gases were placed inside shells. When the shells exploded, the gas was released into the air. The gas was difficult to breathe. Sometimes it made soldiers ill, blinded them, or even killed them. Gas masks were invented to help protect soldiers from poison gas.

Aircraft were also used in warfare for the first time. The Germans used zeppelins, similar to blimps, to drop bombs. Later in the war, airplanes replaced these slower machines. Fighter planes were light and fast and could carry machine guns.

The submarine emerged as another effective weapon that the German navy used to sink warships and commercial ships. These attacks on civilians influenced America’s decision to enter the war.

Discussion question: How do our motives affect the way we use something? Point out that machines (such as airplanes) can be used for good or evil. Relate this discussion to the inventions and strategies that influenced World War I. 

What resulted from the war?

The Great War ended in an armistice—a ceasefire—on November 11, 1918, but relations between the two sides did not improve after the Treaty of Versailles. Soon certain trends began to emerge, some negative and some positive.

  • Ambitious men took advantage of the chaos that came after the war and promoted themselves as political leaders. Their personal agendas went unchecked and contributed to another world war.
  • Military tactics changed. By implementing new strategies and inventions, fighting became more violent. Civilians also found they were no longer spectators of war.
  • Economies collapsed because of debt from the war.
  • More than eight million people were killed. Most were from Germany, Russia, France, and Austria-Hungary. The United States lost 116,516 people.
  • People’s philosophies of life changed. Pessimism was followed by a “live for pleasure” mentality.
  • Improvements made for the war were adapted for peaceful uses—airplanes, cars, steel buildings.
  • The United States of America developed as a world leader. Our land was preserved. Our rights were defended.

How do you teach your students about the impact of war?

Structuring a Biblical Worldview Approach

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How can you help your children or students understand and then apply the Bible to all of life? How can you teach them to think and operate according to a biblical worldview?

The purpose of Christian education is rooted in a conviction that children must understand and apply the Bible in every sphere of life. That’s why parents and churches combine their resources to expand the understanding and application of the Bible to all of the particulars within a field of study that the pastor has no time or expertise to address in the Sunday sermon. The purpose of Christian education is not only to provide spiritual and ethical reinforcement but also to provide biblical worldview training for understanding academic disciplines in a way that is consistent with biblical thinking.

Structuring Your Approach

Since expanding the understanding and application of the Bible to all of life is the primary motivation and task of the Christian educator, knowing how to do it well is vital. Choosing a curriculum that provides a solid foundation to build on is the first step. But that’s only a starting point, a guide. It offers help by providing suggestions to point you in the right direction. But the teacher is still key.

The teacher structures and develops the meat of the lesson. What mindset should guide you as you seek to help students understand and apply the Bible in a particular field of study? One helpful approach is to look at your subject matter through the lens of Creation, Fall, Redemption. Evaluate students’ understanding by asking them to explain the subject matter—how it ought to be done or viewed according to God’s creational norms/laws. Evaluate students’ critical thinking by asking them to analyze and evaluate fallen humanity’s twisting of that subject matter. Evaluate their application skills and creativity by challenging them to think through a biblical approach to the subject matter even within a fallen world awaiting God’s full restoration.

One Example: Cultural Geography

Secular textbooks are filled with the subtle assumptions or evangelistic zeal of multicultural pluralism—the idea that all cultures are equally good or neutral and thus equally acceptable. This is consistent with secularist goals and values such as “truth and values are relative” or “tolerance will solve the conflicts of humanity.” However, if cultural geography is taught from the biblical model of Creation, Fall, Redemption, students will learn that all cultures reflect the ideas and behaviors of people groups that are both created in God’s image and fallen. Thus, all cultures combine both creational goodness and human fallenness. Some cultures are more conformed to God’s law than others due to God’s common grace and the influence and contributions of the redeemed in that culture. Students must learn  not only to appreciate cultures distinct from their own but also to critically evaluate all cultures, including their own, by the ultimate standard of God’s Word.

Using Creation, Fall, and Redemption in your thinking will help you shape a biblical worldview in the minds of your students. May God give you help to that end.

How do you help your students maintain a biblical worldview in their studies?

The First Fourth

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How do you make the Fourth of July come alive for your students? Try letting them experience the exciting events of the first Independence Day through the journal entries of fictional character David Thackeray, the fourteen-year-old son of a Philadelphia storekeeper.

July 2, 1776

All of Philadelphia is in a fervor of nervous anticipation. The Continental Congress has been in session these many months, and we have yet to hear the outcome of their decision. While many colonists still speak of making peace with England, my father says the king made that impossible by declaring us—England’s sons and daughters—enemies. But the people who come into my father’s shop say that even now the men of Congress are deciding the colonies’ future. “Nay,” my father tells them, “our future is in the hands of the Almighty God, and no king or colonial leaders will change that.” I am glad to think the king cannot control us, but I will confess that I am more than a little scared of his troops!

July 4, 1776

It is decided. The colonies have chosen to seek independence no matter what they lose in the attempt. I heard the town crier in the city square near my father’s shop: the Declaration of Independence will be read for all to hear in four days’ time. For now, the excitement of the people congratulating each other in the streets is enough to cause my father to shake his head in wonder. “You would think they are joyful to bear arms against those who have been their brothers!” Father’s eyes grow weary when he speaks of the war, but my friends and I love to watch the minutemen practice on the village green. We cannot wait until we are allowed to enlist! Mother gets quite irritated when I come home covered in the black smoke of gunpowder, but the smell excites me more than even that of her best fresh bread.

July 8, 1776

Father closed the shop early so that he and I might hear the reading of the great Declaration in the town square this even. The square was packed with people from all over the city. Men talked among themselves—some waving their arms wildly—as they shared news trickling in from all over the colonies: accounts of the patriots’ defeat in Quebec, details of the battle at Sullivan’s Island, and even more recent tales of another British naval defeat at Fort Moultrie.

“Hear ye, hear ye!” began the town crier. “By order of the Continental Congress, I hereby proclaim this Declaration of Independence in the hearing of all present, that the country of England may witness the Colonies’ firm determination to stand against all unjust attempts to claim authority over their God-given rights and free will.” I never knew a crowd of so many people could become so suddenly, absolutely silent and still. “When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another. . . .”* The crier’s voice rang out over our heads and seemed to penetrate my very heart.

The list of the colonists’ grievances against England and her king were long, but never will I forget the words that followed: “We, therefore . . . solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States . . . . And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.”* When the crier finished, there was the faintest pause as the enormity of this Declaration sank in. Then the crowd erupted in a roar of cheering.

The future lies in a cloudy haze before our colonies, but to the bottom of my heart I am certain of this: I will know no other home than my United States of America.

*quotation from Declaration of Independence

Read the entire Declaration of Independence

View a Timeline of the American Revolutionary War

Through the Eyes of an Illustrator

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If I’ve learned anything through the years about homeschooling families, I’ve learned that they love books. When they hear that quote by Erasmus about not buying food and clothes until after he bought books, they laugh with everyone else, but they have to think about it first.

One weekend I was privileged to spend time with two homeschooling families. The conversation was frequently punctuated with trips to the bookcase. By the end of the evening, it was hard to find a place on the coffee table to set my teacup. These parents expressed regard for books on multiple levels. The quality of thought was important but so was a book’s spiritual trajectory. They even talked about the covers, the illustrations, and the paper. For them, books were to be received as rational, ethical, and sensory objects. In other words, their view of books reflected their view of man—a view that considers people as receptacles for the classical triad: Truth, Goodness, and Beauty. Put another way, we are most human when our thoughts (truth), actions (goodness), and feelings (beauty) speak with one voice.

We often divorce our thinking from our doing and feeling. Secularism tends to pit one against the other. Rationalism, Moralism, and Romanticism all battle with each other like gladiators in an arena. But this is not the Christian view, and it isn’t our view at BJU Press.

 

As an illustrator, I have a professional interest in our continued use of illustration. But let’s be honest: Illustrations are expensive to produce. They drive up printing costs. They delay the production of books. They take up real estate on the page that could be used for textual information. To compound the problem, many who crusade for illustration in education do it in a way that’s embarrassing. “Text is old-fashioned!” they say. “Images are the wave of the future.” These arguments are cringe-worthy and false.  I prefer a more balanced approach, in between the Rationalists and the Romantics, that clarifies why illustration is so important.

Let me explain with a story. When I was in elementary school, my family had an illustrated book about Vikings that included a panoramic illustration of a berserker with an enormous axe charging a group of men with spears. The drama of this image moved me. I looked at it over and over again. The berserker appeared fearless, but the crowd with spears seemed to be very afraid.

I think about this image because I experienced it isolated from the text. At the time I knew nothing about the unsavory motives of Vikings. I only experienced the emotional tingle from the depiction of the energy of a man who loved his cause more than he loved himself. When I later read about men like William Wilberforce, who fought the evils of slavery despite overwhelming odds and constant defeat, I pictured this Viking. When on the news I heard about Christians fighting for virtue despite the general consensus, I pictured this Viking. When I read about people who fought for what was right rather than for what was safe, I thought of this Viking. This image and thousands of others plowed furrows in my brain so that when rational arguments were sown, they had a place to take root and grow.

We want our books to reflect the student’s humanity. Because the student has a mind, our books are written by experts in their fields. Because the student has a conscience, our textbooks integrate a biblical worldview. Because the student has an imagination, we illustrate and design our books to appeal to the senses. Like the homeschooling parents we serve, we at BJU Press aim to do the good work of telling the truth beautifully. This is a worthy goal and one that makes it easy for me to come to work in the morning.

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Zach is an illustrator who lives with his wife and daughters in Greenville, South Carolina. In addition to painting illustrations for BJU Press textbooks (such as English 1, Heritage 6, and Reading 5), Zach has done work for the Weekly Standard, Crossway, Disney-Hyperion, Harper Collins, Simon and Schuster, and Marvel. He also teaches classes in digital illustration at Furman University.

Travel Notebooks (Part 2)

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This post is the second in a two-part series on making travel notebooks. The first post explained the structure of the notebook and its first two sections.

 

The first two sections of the notebook helped the girls stay occupied while riding in the car. These next two sections have more to do with recording the activities of the trip.

The Things We Did

The third section was simply fifteen to twenty pages of lined notebook paper on which the girls were to list the various places we stopped and to write journal-type entries expressing their thoughts and feelings and recording activities in which they engaged during the trip. One daughter, for example, made the following entries on the first day:

Dec. 17—Saw a skunk at North Carolina welcome center. It walked right in front of the car!
Saw Spanish moss growing on trees along highway in South Carolina.
Saw Atlantic Ocean for the first time at 3:25 p.m.

My wife and I made no attempt to dictate what types of things the girls should include in their journals. They wrote what was of interest to them. Some of them even drew pictures of things they saw.

The Trip in Pictures

The last section of the notebook was titled “The Trip in Pictures.” Along the way, we were alert to good subjects to photograph. When the trip was over, the girls gathered around excitedly as we went through the myriad photos from our trip.

“Oh, I remember that!”

“Hey, do you remember what happened when we . . .”

“I want to use that one of me digging in the sand.”

We had taken more than enough shots of everything, so there was no bickering over who got to use which photos. The problem was narrowing the number to what would best fit into their notebooks.

As we traveled, the girls also gathered an impressive collection of pamphlets, postcards, and informational material about the geography and history of various sites. They organized those and inserted them into the front and back pockets of the notebooks.

The notebook idea was without question the most effective tool we’ve found to ease tensions on long trips and teach geography at the same time. A few years later, when we were preparing for another long trip, the girls were sorely disappointed to learn that I thought they were too old for travel notebooks. Popular demand, however, forced me to make four copies of “Summer in Pennsylvania and New York: The Peterson Family Vacation.” Even now, years after that trip, the girls pull out their notebooks, look at the pictures, and talk about what they learned. It might work for your children too.

Make Your Own

Here are a few suggestions for making your own travel notebooks.

  1. Involve your children in planning and making the notebooks.
  2. Preview each section with the children after the notebook is assembled so they’ll know what they are to do.
  3. Set a good example by completing your own notebook as they do theirs.
  4. Call attention to sights along the way.
  5. Encourage neatness and pride in accomplishment.
  6. Provide sufficient time for them to complete their work in the notebooks.
  7. Take a lot of photos from which they can choose the most meaningful to include in their notebooks.
  8. Praise their work in the presence of others.

Our travel notebooks made our trip one of the most memorable we’ve taken. Even if the children do forget some aspects of the trip over time, they can always refresh their memories by digging out their notebooks and perusing them again.

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Dennis was a writer of secondary heritage studies materials at BJU Press for a number of years. Before that, he taught history in Christian schools and homeschooled his four daughters along with his wife.

How does your family remember trips?