A Revolutionary View of History—Vol. 1
Developed for high school aged students, The Revolutionary View of History by Dori Anne Abbott is both unique and refreshing. Most histories are linear, progressing with an evolutionary presumption that the present builds upon the past. However, this two-year course uses the concept of "revolution, not evolution" to frame the events that have shaped Western-European culture starting with the Middle ages until the present time. Each unit centers on a major "hinge of history" as a revolutionary breakthrough of ideas. This course covers the major shifts in thinking that shaped our origin and heritage. Volume 1 covers the years 1400–1850.
- Author: Dori Anne Abbott
- Nine units
The following nine units of study are intended to be completed over the course of an entire school year. Breaking this down into manageable portions, each unit should be covered approximately in four‐week periods of time. Instructors may choose to separate each four‐week increment in one of several different ways. One way is to split the units into three sections chronologically and fractionally. Then each of the three sections is covered in one week. With this approach, the educator presents the information chronologically. The second way is to break the units down into their semantic segments. By this I mean that the instructor would cover the setting the stage historically for the new “revolution” for the first week. The second week would concern itself with the question and the status quo. The third week would concern itself with the people and technology involved in the revolution. Finally, the fourth week would be a time to discuss the fallout or “ripples” that made their way to the distant shores as a result of the revolution. Yet a third way would be to treat each week as a step on the cognitive ladder. For example, the first week ought to be strictly for memorizing facts, dates, timelines, and people. The second week should be used to comprehend and understand why these facts are so important. During the third week, the instructor can briefly connect the events of the unit with other events all over the known world at the same time period. The fourth week should be set aside for evaluation and analysis of what Scriptural principles come into play as well as both the positive and negative outcomes of the revolution as they pertain to society at large. The suggested schedule for completion of the course has enough flexibility to accommodate these three approaches. Please remember that the schedule is merely suggestive, and educators and parents may use the material as it best fits their needs and teaching styles. Since Unit 1 is a foundation unit, the educator should go through it “line upon line, precept upon precept.” This is extremely important, because these foundational ideas will recur throughout the two‐year study. Please do not skip Unit 1 as this unit is the keystone for the entire curriculum.