¶ … History Through Religion How can we, as Christians who believe in the inerrancy of the Bible, interact with historians who believe in the theory of evolution? How can Christian teachers, teaching in secular public schools, present the truth without causing offense? Is it possible to do so?

Many people hold that prior to the Origin of Species by Chares Darwin in 1859; Christians believed that the world was created in six days. They believed that the earth was relatively new and that it was only a few thousand years old. Prior to the theory of Origin of Species, Christians had increasingly believed that the earth was several hundred years old. There is yet another fallacy to the effect that the arrival of Darwin's theory of evolution triggered science and theology to differ publicly regarding the origin of the earth. Contrary to popular belief, historical evidence shows that the earliest supporters of evolution were Christians. For instance, in USA, the earliest supporter of the theory of evolution among the American Scientific community was a priest called Asa Gray. BB Warfield is a known founder of modern evangelical belief and practice. He affirmed that some aspects of evolution were compatible with the biblical teachings of creation. Both fundamentalists and evangelicals have increasingly rejected evolution and higher criticism of the Bible. In perspective, such stands emanate from a sound base. Scientists have been on the extreme against religion, while biblical scholars have made extremely outrageous claims statements. Therefore, a negative response is not entirely out of place. Mark Noll, a renowned historian, is recorded to have referred to the stance between scientists and evangelicals as the scandal of the mind among evangelicals. The general attitude towards science has been a key factor in the current analysis. Theologians and biblical scholars who have attempted to front their ideas with regard to this subject have not had a positive reception in the scholarly realms. There are indications that we are lined up for the similar reactions[footnoteRef:1] [1: Young, Christian C., and Mark A. Largent. Evolution and Creationism: A Documentary and Reference Guide. (Westport, Conn: Greenwood Press, 2007), 183 -194.]

Christian teachers in public schools can present the truth in public schools without the fear of bias or offending anyone. Such teachers can spread the nature of their faith by the way they behave. The learners will be more receptive of what teachers say if their teachers reflect the person of Christ in their character. The teachers should address faith objectively with regard to curriculum issues. For instance, if an intellectual discourse relates to Ancient Egypt, it is critical that the teacher focuses on Egyptian beliefs at the time and highlights how the beliefs at the time differ with modern Christian beliefs and others that are commonplace in modern day. The aim of such a discussion is to stir students to critically think and lead them to begin asking questions[footnoteRef:2] [2: "How to Share Your Faith in the Public School." Teach 4 the Heart How to Share Your Faith in the Public School Comments. 2014. Accessed May 16, 2016. http://teach4theheart.com/2014/06/16/how-to-share-your-faith-in-the-public-school/. ]

Reference list

Young, Christian C., and Mark A. Largent. Evolution and Creationism: A Documentary and Reference Guide. Westport, Conn: Greenwood Press, 2007.

"How to Share Your Faith in the Public School." Teach 4 the Heart How to Share Your Faith

in the Public School Comments. 2014. Accessed May 16, 2016. http://teach4theheart.com/2014/06/16/how-to-share-your-faith-in-the-public-school/.

2. How should Christians teach other religions? How can one express the cultural importance of a religion without proselytizing for it? Can the Virginia SOLs be a useful part of this discussion?

In an increasingly and speedily constricting world in terms of networks interactions and communications, the convergence of religion is a critical subject. Convergence of cultures is certainly not anywhere within the list of concerns of theology. Often, Christianity is said to be narrow minded and resistant to the presence of other religions in the world.

Religion is, indeed, not just about theology. The wider discussion surrounds regards the issue of how religion can be used to educate humanity so as to achieve sustainable peace. Christianity breeds a complex problem from its unwavering claim of a single God and one saviour for all mankind.

The problem can be solved if every religion acknowledged the existence of other faiths. It is important to tolerate the beliefs other people[footnoteRef:3]. Schools accept religion when it is taught for information and not for promotional purposes. A Christian teacher can undertake to teach Christian concepts in literature or history. Often, failing to highlight the existence of religion where it does is considered professional malpractice. [3: Benedict. Truth and Tolerance: Christian Belief and World Religions....

(San Francisco [Calif.]: Ignatius Press, 2004), 162 -210.]
It is possible to highlight the significance of religion without necessarily promoting it or imposing it as superior to others. It is helpful to establish some common ground when discussing issues of great cultural significance. Once your audience is in harmony with you, mind wise, it is easier to be reasonable and objectively cross-examine even controversial subjects. There is no point in referring to a controversial subject when having a small icebreaking talk with a stranger, because you aren't certain where you stand with them yet. It is also important to muse about what other people get out of their religious practice and life. If you must broach a touchy subject, address it with sensitivity and without becoming judgemental. Retract and back off it the conversation becomes tense[footnoteRef:4]. [4: Person, and Anna North. "How To Talk About Religion Without Starting A Fight." Jezebel. 2011. Accessed May 16, 2016. http://jezebel.com/5842933/how-to-talk-about-religion-without-starting-a-fight. ]

This analysis borrows significantly from the Standards Of Learning in Virginia (Virginia Standards of Learning). Schools that undertake SOL exams are as much affected by the results of the exam as the students who appear for them. If the school fails to attain a specified mean in a given year, it may lose accreditation. The pressure then falls on teachers. The threshold for employing teachers is also set higher. The whole teaching unit has its eyes set on the areas that help them maintain or exceed the Standards of Learning.

Reference list

Benedict. Truth and Tolerance: Christian Belief and World Religions. San Francisco [Calif.]: Ignatius Press, 2004.

Person, and Anna North. "How To Talk About Religion Without Starting A Fight." Jezebel. 2011. Accessed May 16, 2016. http://jezebel.com/5842933/how-to-talk-about-religion-without-starting-a-fight.

3. How can periodization and globalization be used effectively in creating a plan for a history class? Are there specific events or timelines which are especially important for these purposes? What is the best plan for organizing periodization?

The term periodization refers to the systematic placing of time frames into small blocks to allow for easy analysis of history and related events. Consequently, abstractions describe times in historical reference and with stable characteristics. The actual time-points that mark the beginning and end of such periods is usually arbitrary and blurred. Since time is progressive, all perodization systems are arbitrary. That said, without categorizing the past into units of time, it would be impossible to discuss events in their relevant time contexts. It would be impossible for us to understand historical evolution. Although there are often disputes as to the actual association of events and periods, once a period has been branded, it is usually hard to erase the label.

Global history is a relatively new subject. This strategy is aimed at developing a better understanding of the process of globalization. The system will help us connect historical events and appreciate how such past events influence our present world socially, politically, and economically. Perodization is therefore meant to help us develop a better understanding of the relationship between events and the relevant time frames within which such events occur. We gain a better understanding of historical events.[footnoteRef:5] Since different cultures undergo varying experiences, they need different perodization models. Such models are under constant challenge, though. Thus, they require frequent reviews through history. Consequently, one historian may dismiss renaissance as a myth while another may defend it vehemently. Globalization and the process of perodization relies on specified major world events including scientific inventions and revolutions, political incidents and political reigns, earth quakes, wars, biological events and technological advancements. [5: Gills, Barry K., and William R. Thompson. Globalization and Global History. (London: Routledge, 2006), 16-30]

Generally, western historians use two schemes in perodization. These are the common AD and BC schemes. The two split the past into two major chunks, i.e the period before the birth of Christ (BC) and the one after (also popularly known as the year of our Lord (Anno Domini in Latin-AD)). The second and well-known scheme is based on the three periods of Ancient, middle and modern. These occurred approximately from 3600 B.C. to A.D. 500, 500-1500, and 1500 to the present respectively. The transition from the ancient to the middle period is marked by the fall of Rome. The Protestant reformation and the Age of Discovery lead to the modern period[footnoteRef:6]. [6: Chronology & Periodization in History. Accessed May 16, 2016. http://study.com/academy/lesson/chronology-periodization-in-history.html ]

Reference list

Gills, Barry K., and William R. Thompson. Globalization and Global History.…