CH503: The History of Christianity in America

COURSE SYLLABUS CH503: The History of Christianity in America Course Lecturer: John D. Hannah, Ph.D., Th.D. Distinguished Professor of Historical The...
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COURSE SYLLABUS

CH503: The History of Christianity in America Course Lecturer: John D. Hannah, Ph.D., Th.D. Distinguished Professor of Historical Theology at Dallas Theological Seminary About This Course

This course was originally created through the Institute of Theological Studies in association with the Evangelical Seminary Deans’ Council. There are nearly 100 evangelical seminaries of various denominations represented within the council and many continue to use the ITS courses to supplement their curriculum. The lecturers were selected primarily by the Deans’ Council as highly recognized scholars in their particular fields of study.

Course Description

“It is impossible to rightly govern the world without God and the Bible.” So said George Washington, reflecting early America’s regard for divine providence. This course examines the church in America from its continental beginnings to the current day, emphasizing the influences that have forged the contemporary religious scene. Starting with the nature of Christianity in British colonies prior to the Revolution, the course traces the development of Christianity throughout its tumultuous history in America, including the effects of the Civil War and the Great Awakenings. The goal of the course is to see the workings of God throughout American history and to gain insight into the state of Christendom today.

Course Objectives



Upon completion of the course, the student should be able to do the following: • Trace the history of Christianity in the United States beginning with its roots in British colonialism. • Think critically about the nature and meaning of the American political experiment. • Be spiritually enriched through an understanding of his/her evangelical heritage, particularly through the lives and ministries of selected major figures. • Trace the shift in American religious thought from Calvinistic Puritanism to Evangelicalism to Liberalism. • Gain insight and understanding into Christendom today. CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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• See the sovereign, merciful workings of God throughout the history of the nation. • Understand how and why movements were started and trace their effect on history. • Explain the causes, developments in, reactions to, and criticism of nondenominational evangelicalism since 1858. • Gain insight into present day issues in the American church. • Obtain basic bibliography for further study.

Course Lecturer

Distinguished Professor of Historical Theology at Dallas Theological Seminary, Dr. John D. Hannah is respected as one of the finest church historians in modern times. Known as a tremendous communicator and an expert in the works of Jonathan Edwards and John Owen, Dr. Hannah’s influential career has touched thousands of students. The winner of numerous awards, Dr. Hannah’s accolades include the Award for Faculty Excellence at DTS as well as numerous honors from the greater theological community. In addition to teaching, Dr. Hannah has been highly involved as a pastor in various church ministries in Dallas, TX, and is the founder of Granbury Bible Church in Granbury, TX, and the Terrell Bible Church in Terrell, TX. During his career, in addition to the many books he has written, he has also contributed to several historical and Christian publications including Bibliotheca Sacra and the Grace Theological Journal. Education: • • • • •

Philadelphia College of Bible, B.S. Dallas Theological Seminary, Th.M. and Th.D. Southern Methodist University, M.A. University of Texas at Dallas, Ph.D. Postdoctoral Fellowship in American Studies from Yale University

Other CUGN courses by this professor: • CH510 A History of the Charismatic Movements

Course Texts

A note about the course texts: Due to the nature of publishing, books frequently go in and out of print. For the student’s benefit, a list of several texts is provided. The student is encouraged to acquire a text that seems most appealing of those available at the time. Currently all the below listed works are in print and most are available in paperback. The books can be acquired at any good Christian bookstore. If the texts you have selected are not in stock the bookstore will normally order them for you. Books may also be borrowed from a local college or university library. Dr. Hannah recommends: Noll, Mark A. Eerdmans’ Handbook to Christianity in America. Grand Rapids: William B. Eerdmans Publishing Co., 1983.

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Standard Textbooks: Ahlstrom, Sydney E. A Religious History of the American People. 2nd edition. New Haven, CT: Yale University Press, 2004. Gaustad, Edwin and Leigh Schmidt. The Religious History of America: The Heart of the American Story from Colonial Times to Today. San Francisco: HarperSanFrancisco, 2002. Hudson, Winthrop S. Religion in America. 7th edition. Upper Saddle River, NJ: Pearson Education, 2004. Marty, Martin E. Pilgrims in their Own Land: 500 Years of Religion in America. London: Penguin Books, 1985. Noll, Mark A. A History of Christianity in the United States and Canada. Grand Rapids: William B. Eerdmans Publishing Co., 1992. Recent Area or Theme Texts: Choose three of the following works; one from group A, one from group B, and one from group C. Group A – Choose ONE of the following books. Kuklick, Bruce. Churchmen and Philosophers: From Jonathan Edwards to John Dewey. New Haven, CT: Yale University Press, 1985. (Traces the relationship between early American theology and scientific philosophy.) May, Henry F. The Enlightenment in America. New ed. New York: Oxford University Press, 1978. (Focuses on the Enlightenment and the religious influences at the time of the Revolutionary War in America.) Noll, Mark A., Nathan O. Hatch and George M. Marsden. The Search for Christian America. Expanded edition. Colorado Springs, CO: Helmers & Howard, 1989. (Studies the Christian heritage of America.) Shelley, Bruce L. The Gospel and the American Dream. Portland, OR: Multnomah, 1989. (Follows the American dream from Puritanism to paganism.) Group B – Choose ONE of the following books. Bloesch, Donald G. The Future of Evangelical Christianity: A Call for Unity amid Diversity. Colorado Springs, CO: Helmers & Howard, 1988. (Examines contemporary evangelicalism and presents a vision for unity rather than diversity.) Horton, Michael Scott. Made in America: The Shaping of Modern American Evangelicalism. Grand Rapids: Baker Book House, 1991. (Traces the influences that formed contemporary evangelicalism.) Marsden, George M. Religion and American Culture. 2nd edition. Belmont, CA: Wadsworth, 2001. (Focuses on the relationship between Christianity and culture in America.)

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Marsden, George M., ed. Evangelicalism and Modern America. Grand Rapids: William B. Eerdmans’ Publishing Co., 1984. (Series of essays looking at how culture has impacted Christianity and how Christianity has impacted culture in America. Group C – Choose ONE of the following books. Barna, George. The Frog in the Kettle: What Christians Need to Know about Life in the Year 2000. Ventura, CA.: Regal Books, 1990. (Presents the precarious yet important place of the church in America today.) Bloom, Alan. The Closing of the American Mind. New York: Simon and Schuster, 1988. (Traces some causes of and some solutions to the decline of university education in America.) Groothuis, Douglas R. Unmasking the New Age. Downers Grove, IL: InterVarsity Press, 1986. (Good survey of the New Age movement.) Nash, Ronald H. Evangelical Renewal in the Mainline Churches. Westchester, IL: Crossway Books, 1987. (Directs attention toward the composition of and the challenges of the big denominations in America.) Suggested Reading: A bibliography of suggested books is included for each lesson in the Course Schedule at the end of the syllabus for the student to do further reading. These suggested books coincide with the topic of the recorded lecture. Textbooks can be ordered through our online store at CUGN.org, through your local bookstore, or through your preferred eReader when available.

Course Requirements

1. Time: The student must complete the course requirements within a 6-month period unless the particular institution requires the completion of all work within the framework of the semester or quarter. During this time, the student is expected to devote a minimum of 120 hours to the completion of the course. 2. Recorded Lectures: The student is required to listen to all 24 audio lectures recorded by Dr. Hannah. 3. Required Reading: Complete the required reading according to the instructions in the Course Texts section and the Course Schedule below. 4. Written Work: Three other books must be reported on. Choose one from Group A, one from group B, and one from group C in Course Texts above. These books are to be read thoroughly and thoughtfully. The student must prepare a brief report on each, 7-9 pages in length. The book report should consist of: (1) a 2-3 page summary of the thesis and key points of the book; (2) a 2-3 page critical evaluation of the book’s main ideas; and (3) a 2-3 page application arising from studying the book.

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The student should take note that some of these works were not written by conservative evangelicals. Rather, these works have been selected to raise the student’s awareness and stimulate his or her thinking more broadly. 5. Spiritual Formation Project RATIONALE: Ministry preparation and the Christian life require more than academic exercises. Learners also need personal, spiritual formation, which involves theological reflection and critical thinking on their current practices and assumptions. This process occurs as learners engage in self-reflection and interaction in a community of learning. With this in mind, CUGN includes in all courses a capstone project addressing these issues and facilitating interaction beyond the formal learning environment (ATS schools, note Standards 3.2.1.3; 4.1.1; 10.3.3.3). Write a five-to-six page reflective essay and interview a mentor, discussing the spiritual impact of this course on your life. Identify your mentor early in the course, and submit the essay to your grader when you take the final exam. This last project should not be a summary of course content, but an application of course principles. Complete the following: A. Personal Reflection and Evaluation: Reflect on the course – To integrate your academic studies with your walk of faith, reflect on the content of the course and evaluate your life in light of what you learned. i. Follow these steps in your reflection: Step 1: What one theme, principle, or concept in the course is the most significant to you personally? Why is it significant? Step 2: What portion(s) of the course brought this theme/principle/concept to light? Step 3: Think about your past. Why is it vital now for you to deal with and apply this theme/principle/concept? Step 4: How should this affect your thoughts and actions, and what specific steps should you take to concretely apply what you have learned?

ii. Write your answers to the above questions in full paragraph form. (Recommended length for this reflection: approximately three pages) iii. Give a copy of this reflection to your mentor (see #2).

B. Community Reflection and Interaction: Interview a mentor – Since the Holy Spirit uses the input of others to guide and form His people, interview a mentor according to the following guidelines: i. Who should you interview? (1-3 are required; 4-6 are recommended) 1. Someone with whom you have a reasonably close relationship. 2. Someone who is a mature Christian ministry leader (i.e. a pastor). CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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3. Someone who is not your grader or a family member. 4. Someone who values the spiritual formation process. 5. Someone who is familiar with and values the subject of the course. 6. Someone who has experience using the content of the course in ministry. NOTE: Identify your mentor early in the course, and give him/her the page entitled “Guidelines for Mentors.” ii. Focus of the interview – Your interview should focus on the issues and questions you raise in your essay. For example: • What feedback can your mentor give in response to your essay? • In light of the course content, are the conclusions you made appropriate? Why or why not? • What additional advice, deeper insights or broader applications might he/she suggest from his/her own life and ministry? NOTE: Conduct this interview either in person (preferred) or over the phone. Do not use electronic communication (i.e. email, instant messenger, etc). Suggested length: 45 minutes. C. Synthesis and Application: Draw your final conclusions – Having reflected on the curse and the discussion with your mentor, synthesize what you have learned in these three sections: i. Section 1: Begin your essay with the personal reflection from #1 above. This should be exactly what you gave your mentor for the interview. ii. Section 2: Comment on your interview, explaining what you discussed and the insights you gained from your mentor. Include the following: • What were the mentor’s comments regarding your essay? • What advice did he/she give? • How did his/her comments expand or correct your application of the course? • Include the person’s name, occupation, and the length of the interview. iii. Section 3: Conclude with a synthesis of what you have learned. Answer the following: • If your mentor corrected any thoughts in your “Personal Reflection and Evaluation”, how do you feel about these corrections? Do you agree or disagree? Why? • Synthesizing your thoughts from section one and your mentor’s insight in section two, what final conclusions have you reached? How is this different from section one? • In light of the interview and further reflection, what additional, specific changes need to occur in your life and what concrete steps will you take to implement them? NOTE TO STUDENTS: Your effort in this assignment will determine its benefit. If by the end of this course you have not yet reflected critically on your life in light of what you have CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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studied, allow this assignment to guide you in that process. The instructor for this course will not score your essay based on the amount of spiritual fruit you describe; so do not exaggerate (or trivialize) what you have learned. The primary grading criteria is that you have thoughtfully considered the principles of the course and realistically sought to apply them to your life. If you have done this and met the minimal requirements (as noted above), you will earn the full points for this assignment. Note on confidentiality: Perhaps the Holy Spirit is dealing with you in some very personal areas of your life. Because of this, your grader will keep your essay entirely confidential and either return or discard it. Objective: to stimulate reflection and interaction on course principles in order to enhance personal spiritual formation. 6. Examinations: Three exams must be taken, closed book and without notes. The first exam should be taken following Lecture #8. The second exam should be taken following Lecture #16. The third exam should be taken following the last lecture. The exams will cover the material from the recorded lectures and the textbook which the student has selected to read. The textbook should be read in accordance with the schedule of lectures as outlined in this syllabus (i.e., assigned pages should be read along with the listening to each lecture). There will be a place on each exam for the student to record the completion of this reading.

Course Grading

Your grade for the course will be determined as follows: Reading Book Reports Spiritual Formation Project First Exam Second Exam Third Exam Total

20% of Course Grade 25% of Course Grade 10% of Course Grade 15% of Course Grade 15% of Course Grade 15% of Course Grade 100%

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Interview Student Name: _________________________ Course: __________________ Date/Time: _______________________ Guidelines for Mentors (Students, give this sheet to your mentor for the Spiritual Formation Project.) Thank you for your involvement in this student’s CUGN coursework. We believe the Christian life is more than an academic exercise, so we encourage students to critically reflect on their life in light of what they learn and then apply those insights to the daily life of faith. Therefore, students taking CUGN courses are required to complete a final assignment called the “Spiritual Formation Project.” This assignment involves two parts: an essay and an interview: The ESSAY: After completing their coursework, students reflect on the content of the course, evaluate their lives, and discuss the one theme, principle or concept that is most significant to them and why. Students are to identify specific ways this theme/principle/concept should apply to their lives and what action steps they plan to take in order to make these changes a reality. The INTERVIEW: After writing this reflection, students give a copy to their mentor and meet with him/ her to discuss their thoughts and get feedback. The goal of this interview is to facilitate the student’s growth through interaction with a mature believer. NOTES ON THE INTERVIEW: • You do not need to be familiar with the course to participate in this interview. You will primarily respond to the thoughts of the student. (However, general knowledge of the subject matter of the course and/or experience applying it to ministry is valuable.) • Prior to meeting with the student, read his/her “Personal Reflection and Evaluation” and prepare to discuss the following: 1. What feedback can you give the student in response to his/her essay? 2. Are the student’s conclusions from the course appropriate? Why or why not? 3. What additional advice, deeper insights or broader applications would you suggest from your own life and ministry? • Meet with the student either in person (preferred) or over the phone. Do not use electronic communication (i.e. email, instant messenger, etc.). • Suggested length of the interview: 45 minutes Thanks again for participating in this project! You have a real opportunity to guide this student in the application process and to help him/her connect academics to life – a valuable process for all who wish to grow in Christ. NOTE: If the student’s school makes any changes to this assignment, their requirements should replace those described here. CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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Course Schedule Lesson 1: Introduction to the Course Topics:

a. The Content of Beginnings in British America b. The Origins of Denominations in British America

Required: Ahlstrom, xi-xxiv, 1-119; or Gaustad, ix-x, 3-29; or Hudson, xi-xiv, 1-48; or Marty, viii-xii, 1-50; or Noll, 1-29. Suggested: Bradford, William. The History of Plymouth Colony, 1620-1647. Hall, David D. The Faithful Shepherd: A History of the New England Ministry in the Seventeenth Century. Lucas, Paul. Valley of Discord: Church and Society along the Connecticut River, 1636-1725. Middlekauf, Robert. The Mathers. Miller, Perry. The Seventeenth Century, Orthodoxy in Massachusetts, From Colony to Providence, and Errand into the Wilderness. Morgan, Edmund. The Puritan Dilemma: The Story of John Winthrop. Rutman, Darrett. American Puritanism. Simpson, Alan. Puritanism in Old and New England. Williston, George. Saints and Strangers.

Lesson 2: Christianity in British Colonialism Era—Part I Topics:

The Origins of Denominations in British America (continued)

Required: Ahlstrom, 121-50; or Gaustad, 30-48; or Hudson, 48-63; or Marty, 52-72; or Noll, 30-53. Suggested: De Jong, Gerald. The Dutch Reformed Church in the American Colonies. Gaustad, Edwin. Baptist Piety. __________. Liberty of Conscience: Roger Williams in America. Gilpin, W. Clark. The Millenarian Piety of Roger Williams. Grenz, Stanley. Issac Backus: Puritan and Baptist. Kreider, Harry. Lutheranism in Colonial New York. Miller, Perry. Roger Williams, His Contribution to the American Tradition. Slosser, Gaius. They Seek a Country.

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Trinterud, Leonard. The Forming of an American Tradition. Steiner, Bernard C. (ed.) Rev. Thomas Gray, His Life and Selected Works Relating to Maryland.

Lesson 3: Christianity in British Colonialism Era—Part II Topics:

The History of the Puritan Experiment: The Decline of a Dream

Required: Ahlstrom, 151-259; or Gaustad, 49-65; or Hudson, 63-83; or Marty, 74-89; or Noll, 54-82. Suggested: Bushma, Richard. From Puritan to Yankee, Character and the Social Order in Connecticut, 1690-1765. Hansen, Chadwick. Witchcraft at Salem. Middlekauff, Robert. The Mothers, Three Generations of Puritan Intellectuals. Stout, Harry. The New England Soul: Preaching and Religious Culture in Colonial New England. Sweet, William. Religion in Colonial America. Walker, Williston. Creeds and Platforms of Congregationalism. Weisman, Richard. Witchcraft, Magic and Religion in 17th Century Massachusetts. Wertenberger, Thomas J. The Puritan Oligarchy: The Founding of American Civilization. Zuckerman, Michael. Peaceable Kingdoms: New England Towns in the Eighteenth Century.

Lesson 4: Nature of Education in British America Topics:

The Nature of Education in British America

Required: Ahlstrom, 261-79; or Gaustad, 65-73; or Hudson, n/a; or Marty, 90-105; or Noll, n/a. Suggested: Ames, William. The Marrow of Theology. Earle, Alice. Home Life in Colonial Days. Morgan, Edmund S. The Puritan Family. Morrison, Samuel. The Intellectual Life of Colonial America. Springer, Keith. The Learned Doctor William Ames. Stannard, David E. The Puritan Way of Death. Vassar, Rena, ed. Social History of American Education, 1 vol.

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Lesson 5: The First Great Awakening—Part I Topics:

The First Great Awakening in the Eighteenth Century Revivalism

Required: Ahlstrom, 280-313; or Gaustad, 74-118; or Hudson, 84-100; or Marty, 106-128; or Noll, 83113. Suggested: Alexander, Archibald. The Log College. Dodds, Elizabeth. Marriage to a Difficult Man. Gaustad, Edwin. The Great Awakening in New England. Hatch and Stout, ed. Jonathan Edwards and the American Experience. Heimert and Miller. The Great Awakening. Jenson, Robert. America’s Theologian: A Recommendation of Jonathan Edwards. Lippy, Charles. Seasonable Revolutionary: The Mind of Charles Chauncey. Murray, Iain. Jonathan Edwards. Tracy, Joseph. The Great Awakening. Tracy, Patricia. Jonathan Edwards, Pastor. Winslow, Ola. Jonathan Edwards.

Lesson 6: The First Great Awakening—Part II Topics:

a. The First Great Awakening and Eighteenth Century Revivalism (continued) b. Social and Evangelistic Concern in British America Blacks and Indians

Required: Ahlstrom, 314-359; or Gaustad, n/a; or Hudson, 100-104; or Marty, n/a; or Noll, n/a. Suggested: Dallimore, Arnold. George Whitefield. Edwards, Jonathan. The Life of David Brainerd, The Works of Jonathan Edwards. Yale Edition. Jarrett, Devereaux. The Life of D. Jarrett. Pollock, John. George Whitefield. Stout, Harry. The Divine Dramatist: George Whitefield and the Rise of Modern Evangelism. Whitefield, George. Journals and Letters.

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Lesson 7: The American Revolt—Part I Topics:

a. The Rise of Methodism b. The American Revolt: The Separation from Britain

Required: Ahlstrom, 360-84; or Gaustad, 121-138; or Hudson, 105-127; or Marty, 130-66; or Noll, 114 -162. Suggested: Bennett, Lerone, Jr. Before the Mayflower. Bucke, Emory (ed.). The History of American Methodism, 1 vol. Day, Richard. Rhapsody in Black. Franklin, John Hope. From Slavery to Freedom. Garretson, Freeborn. American Methodist Pioneer: The Life and Journals of the Rev. Freeborn Garretson. Norwood, Frederick. The Story of American Methodism.

Lesson 8: The American Revolt—Part II Topics:

The American Revolt: The Separation from Britain (continued)

Suggested: Albanese, Catherine. Sons of the Fathers. Becker, Carl. The Declaration of Independence. Collier, Christopher. Decision in Philadelphia. Cousins. The Republic of Reason: The Personal Philosophies of the Founding Fathers. Fliegelman, Jay. Prodigals and Pilgrims. Garvey, Newton. Jesus, Jefferson, and the Task of the Friends. Gaustad, Edwin. Faith of Our Fathers. Joyce, Lester. Church and Clergy in the American Revolution. May, Henry. The Enlightenment in America. Mays, Bernard. Jefferson Himself. Miller, John. The Wolf By the Ears, T. Jefferson and Slavery. Morgan, Edmund. The Birth of the Republic. Noll, Mark. Christians in the American Revolution. Paine, Thomas. Works of Thomas Paine.

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Rossiter, Clinton. 1787: The Grand Convention. Sanford, Charles. The Religious Life of Thomas Jefferson. Smith, Page. Religious Origins of the American Revolution. Von Doran, Carl. Benjamin Franklin. Wills, Garry. Inventing America.

Due: First Examination Lesson 9: Christianity in the New American Nation Topics:

a. The Rise of Religious Change in New England b. Theological Dissension within Congregationalism

Suggested: Boller, Paul. American Transcendentalism. Miller, Perry. The Life of the Mind in America. Phillips, Joseph. Jedediah Morse and New England Congregationalism. Wright, Conrad. The Beginnings of Unitarianism in America.

Lesson 10: Theological Seminaries Topics:

The Rise of the Theological Seminary

Required: Ahlstrom, 385-414; or Gaustad, n/a; or Hudson, 131-146; or Marty, n/a; or Noll, n/a. Suggested: Bernard, John. From Evangelicalism to Progressivism at Oberlin. Coffin, Henry. A Half Century of Union Theological Seminary. Dexter, Edwin. A History of Education in the U.S. Gordon, Ernest. Leaven of the Sadducees. Hoffecker, W. Andrew. Piety and the Princeton Theologians. Holifield, Brooks. A History of Pastoral Care in America. Phillips, Joseph. Jedediah Morse and New England Congregationalism. Scott, Donald. From Office to Profession. Van Dyken, Seymour. Samuel Willard.

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Lesson 11: The Western Phase of the Awakening Topics:

The Second Great Awakening in America

Required: Ahlstrom, 415-509; or Gaustad, 139-161; or Hudson, 147-168; or Marty 168-224; or Noll, 163 -244. Suggested: Alexander, Archibald. Thoughts on Religious Revival. Carwardine, Richard. Transatlantic Revivalism. Keller, Charles. Second Great Awakening in Connecticut. McLoughlin, William. Modern Revivalism. Weisberger, Bernard. They Gathered at the River.

Lesson 12: Eighteenth Century New England Calvinism Topics: The Changes in Congregational Theology: The Adjustment of New England Theology Suggested: Berk, Stephen. Calvinism versus Democracy. Caskey, Marie. Chariots of Fire. Cherry, Conrad. Nature and Religious Imagination. Comforti, Joseph. Samuel Hopkins. Ferm, Robert. Jonathan Edwards, the Younger. Henry, Stuart. Unvanquished Puritan. Boardman, George. A History of New England Theology. Harouturiam, Joseph. Piety versus Moralism. Foster, Hugh. A Genetic History of New England.

Lesson 13: Charles Finney Topics:

Charles G. Finney and Finneyism: The Evangelist of Changing Theology

Required: Ahlstrom, 511-54; or Gaustad, 162-183; or Hudson, n/a; or Marty, 226-317; or Noll, 245-310. Suggested: Bennett, Tyler. Life of Asahel Nettleton. Cross, Whitney. The Burned Over District.

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Dayton, Donald. Discovering an Evangelical Heritage. Drummond, Lewis. Charles G. Finney. Finney, Charles. Systematic Theology, the Heart of Truth, Reflections on Revival, Autobiography. Marsden, George. The Evangelical Mind and the New School Presbyterian Experience. Moorehead, James. American Apocalypse. Orr, J. Edwin. Eager Feet. Rosell, Garth, ed. The Memoirs of Charles G. Finney. Smith, Timothy. Revivalism and Social Reform. Walters, Ronald. American Reformers, 1816-60.

Lesson 14: The Layman’s Prayer Revival Topics:

a. The Layman’s Prayer Revival b. The Rise of the Major Cults

Required: Ahlstrom, 555-632; or Gaustad, n/a; or Hudson, 169-199; or Marty, 318-35; or Noll, 311-62. Suggested: Hannah, John. “The Layman’s Prayer Revival of 1858.” Bibliotheca Sacra 134 (Jan.-Mar. 1977): 59-73. Orr, J. Edwin. The Fervent Prayer.

Lesson 15: The Rise of Religious Cults/Civil War Topics:

a. Major Cults (continued) b. The Civil War Issues and the Churches

Required: Ahlstrom, 633-69; or Gaustad, 184-205; or Hudson, 200-227; or Marty, n/a; or Noll, 363-89. Suggested: Davies. Presbyterian Heritage. Gerstner, John H. The Theology of the Major Sects. Hoekema, Anthony. The Four Major Cults. Loetscher. A Brief History of the Presbyterians.

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Lesson 16: The Civil War and Slavery Topics:

a. The Civil War Issue and the Churches (continued) b. Reconstructionism c. Landmarkism

Required: Ahlstrom, 670-729; or Gaustad, n/a; or Hudson, n/a; or Marty, n/a; or Noll, 390-422. Suggested: Baker. Southern Baptist Convention and Its People. Bruce, ed. The History of the Methodists. McBeth. The Baptist Heritage: Four Centuries of Baptist Witness.

Due: Second Examination Lesson 17: Christianity in the Modern Era of America Topics:

a. Social and Cultural History of Post War America (1865-1920) b. The Rise of American Liberal Theology

Required: Ahlstrom, 731-62; or Gaustad, 209-230; or Hudson, 231-277; or Marty, n/a; or Noll, 423-458. Suggested: Greene, John C. The Death of Adam. Hofstadter, Richard. Social Darwinism in American Thought. Hopkins, Charles. The Social Gospel Movement. May, Henry. Protestant Churches in Industrial America. White, Morton. Social Thought in Thought

Lesson 18: The Rise of the Social Gospel Topics:

The Rise of American Liberal Theology (continued)

Required: Ahlstrom, 763-872; or Gaustad, 231-254; or Hudson, 278-297; or Marty, n/a; or Noll, 459-79. Suggested: Atkins, Gaius. Religion in Due Times. Cauthen. The Impact of Modern Religious Liberalism. Eiseley, Loren. Darwin’s Century. Gladden, Washington. Applied Christianity.

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Hutchison, William. The Modernist Impulse. Rauschenbush, Walter. A Theology of the Social Gospel. Shriver, George. American Religious Heretics. Weisenberger, Francis. Ordeal of Faith.

Lesson 19: Decades of Vast Social Change Topics: -1910)

Latitudinarianism and American Denominationalism: A Period of Conception (1868

Required: Ahlstrom, 873-94; or Gaustad, 255-298; or Hudson, 298-335; or Marty, 336-71; or Noll, 480500. Suggested: Dexter, Lyle. Billy Sunday and the Redemption of Urban America. Dollar, George. A History of Fundamentalism. Findlay, James. Dwight L. Moody. Furniss, Charles. The Fundamentalist Controversy. Gordon, Ernest B. Adoniram Judson Gordon. Hoffman, Frederick. The 20’s. Hutchinson, George. The History Behind the Reformed Presbyterian Church, Evangelical Synod. Loetscher, Lefferts. The Broadening Church. Marsden, George. Fundamentalism and American Culture. May, Henry. The End of American Innocence. Moats, Robert. Harry Emerson Fosdick. Rogerson, John W. Old Testament Criticism in the 19th Century. Sandeen, Ernest. The Roots of Fundamentalism. Weber, Timothy. Living in the Shadow of the Second Coming.

Lesson 20: The Organization of New Denominations Topics:

Latitudinarianism and Denominational Restructuring (1939-1950) (continued)

Required: Ahlstrom, 895-963; or Gaustad, 299-325; or Hudson, 339-368; or Marty, 372-401; or Noll, 501-530.

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Suggested: Casper, Louis. The Fundamentalist Movement. Henry, James O. For Such a Time as This: A History of the Independent Fundamental Churches of America. Machen, J. G. Christianity and Liberalism, The Virgin Birth. Rian, Edwin. The Presbyterian Conflict.

Lecture 21: The Structure of the Evangelical Movement Topics:

The Structure of Nondenominational Evangelicalism Today

Required: Ahlstrom, 965-1036; or Gaustad, 329-348; or Hudson, 369-393; or Marty, 402-458; or Noll, n/a. Suggested: Abraham, William. The Coming Great Revival. Bloesch, Donald. The Evangelical Renaissance. Flake, Carol. Redemptorama: Politics, Culture and the New Evangelicalism. Lindsell, Harold. Battle for the Bible and The Bible in the Balance. Marsden, George. Reforming Fundamentalism. Noll, Mark. Evangelicalism and Modern America. Ramm, Bernard. After Fundamentalism. Quebedeaux, Richard. I Found It, the Worldly Evangelicals, the Young Evangelicals. Wells and Woodbridge. The Evangelicals.

Lesson 22: The Rise of the Pentecostal Movement Topics: The Pentecostal Movement Suggested: Anderson, Robert. Vision of the Disinherited. Harrell, David. All Things Are Possible. Henry, Carl F. H. The Uneasy Conscience of a Modern Fundamentalist. Master, Peter. The Healing Epidemic. Nichol, John. The Pentecostals. Nils, Bloch Hoell. The Pentecostal Movement. Quebedeaux, Richard. The New Charismatics. CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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Ranagham, Kevin. The Catholic Pentecostals. Rose, Delbert. Vital Holiness. Synan, Vinson. In the Latter Days: The Outpouring of the Holy Spirit in the 20th Century. Wheatley, Richard. The Life and Letters of Mrs. Phoebe Palmer. Wimber, John. Power Evangelism. __________. Power Healing. __________. Power Points.

Lesson 23: The Emergence of the Ecumenical Movement Topics:

The Ecumenical Movement and Current Religious Liberalism

Required: Ahlstrom, n/a; or Gaustad, 349-397; or Hudson, 394-434; or Marty, n/a; or Noll, n/a. Suggested: Groothuis, Douglas. Unmasking the New Age. Hogg. Ecumenical Foundations. McBeth, H. Leon. The Baptist Heritage (SBC). Rey, Robert (ed.). The History of the Ecumenical Movement. Tillich, Paul. Systematic Theology.

Lesson 24: Current State of Mainline Denominations Topics:

Current State of Mainline Denominationalism

Required: Ahlstrom, 1037-1117; or Gaustad, 398-431; or Hudson, 434-461; or Marty, 460-88; or Noll, 531-53. Suggested: Kelley, Dean. Why Conservative Churches Are Growing. Nash, ed. Evangelical Renewal in the Mainline Churches. Shannon. The Growth Crisis in the American Church.

Due: Third Examination

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Additional Bibliography Gaustad, Edwin S., ed. A Documentary History of Religion in America. 2 vols. Grand Rapids, MI: William B. Eerdmans Publishing Co., 1982-83. Handy, Robert T. A History of the Churches in the United States and Canada. New York: Oxford University Press, 1976. Mead, Sidney E. The Lively Experiment: The Shaping of Christianity in America. New York: Harper & Row, 1963. Olmstead, Clifton. A History of Religion in the United States. Old Tappan, N.J.: Prentice Hall, 1960. Piepkorn, Arthur C. Profiles in Belief. 7 vols. New York: Harper & Row, 1978. Smith, Shelton H., Robert T. Handy, and Lefferts Loetscher. Christianity: An Historical Interpretation With Representative Documents. 2 vols. New York: Charles Scribner’s Sons, 1963. Sweet, William Warren. The Story of Religion in America, 1950. Reprint. Grand Rapids, MI: Baker Book House, 1973. Zaretsky, Irvin I., and Mark P. Leone, eds. Religious Movements in Contemporary America. Princeton, N.J.: Princeton University Press, 1974.

Lesson Assignments Lesson 1: Introduction to the Course Required: Ahlstrom, xi-xxiv, 1-119; or Gaustad, ix-x, 3-29; or Hudson, xi-xiv, 1-48; or Marty, viii-xii, 1-50; or Noll, 1-29. Directions: Listen to Lecture 1, review the study guide on Lecture 1, and answer the following questions. 1. How do Hudson, Niebuhr, and Ahlstrom differ in their views of history? How do they compare to Dr. Hannah’s view of history? 2. According to Dr. Hannah, what connection is there between the Reformation, the Enlightenment, and pietism (revivalism) and the various eras of American religious history? 3. Who was James Steward? 4. What was the “Book of Sport”? 5. What were the origins of the English Puritans? Who were the Pilgrims?

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Lesson 2: Christianity in British Colonialism Era—Part I Required: Ahlstrom, 121-50; or Gaustad, 30-48; or Hudson, 48-63; or Marty, 52-72; or Noll, 30-53. Directions: Listen to Lecture 2, review the study guide on Lecture 2, and answer the following questions. 1. What were the origins of Congregationalism? 2. What were the origins of the Baptists? 3. What were the origins of the Presbyterians? 4. How do the governments of the Presbyterians and Congregationalists differ? 5. What were the origins of Anglicanism (Episcopalianism)? 6. What were the origins of the Roman Catholics? 7. What were the origins of the Quakers and Moravians? 8. What were the origins of the Lutherans? 9. What were the origins of the Mennonites? 10. What was the “Ann Hutchinson controversy”? What was her view of salvation? 11. Was Roger Williams the “father of Baptists”? 12. What was the main difference and similarity between the Puritans and the Baptists? 13. Who was Francis Mackie? 14. Who was Henry Muhlenberg?

Lesson 3: Christianity in British Colonialism Era—Part II Required: Ahlstrom, 151-259; or Gaustad, 49-65; or Hudson, 63-83; or Marty, 74-89; or Noll, 54-82. Directions: Listen to Lecture 3, review the study guide on Lecture 3, and answer the following questions. 1. Describe the “Puritan dream.” 2. Explain the Robert Child case. What were the consequences of this case? 3. Explain the “Half way Covenant” and why it was proposed. 4. Who was Solomon Stoddard? What was his attempt to retain “the city of God” concept? 5. What brought about the Salem Witch Trial? What was the cause of the disturbance? What is the secular response to these trials? 6. What caused the final dissolution of the Puritan experiment? What were the consequences of a revised charter? CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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7. What were the changes made at Brattle Street? What were the consequences of these changes?

Lesson 4: Nature of Education in British America Required: Ahlstrom, 261-79; or Gaustad, 65-73; or Hudson, n/a; or Marty, 90-105; or Noll, n/a. Directions: Listen to Lecture 4, review the study guide on Lecture 4, and answer the following questions. 1. How did Puritan literacy compare with other groups in America? 2. What was the “Old Deluder of Satan” Act? 3. What was required by Puritans of towns of 100 and over in regard to educational facilities? 4. What were the differences in the Puritan training of doctors, lawyers, and ministers? What similarities? 5. What was the original purpose of Harvard College? 6. Compare Harvard College under Eaton, Dunster, and Chauncey. 7. What was the origin of William and Mary College? 8. Why was Yale College formed? 9. Why was Moor’s Indian Charity School founded? What is it known as today? 10. Who were the main theologians read by the Puritan ministerial student? What was Puritan theology?

Lesson 5: The First Great Awakening—Part I Required: Ahlstrom, 280-313; or Gaustad, 74-118; or Hudson, 84-100; or Marty, 106-128; or Noll, 83113. Directions: Listen to Lecture 5, review the study guide on Lecture 5, and answer the following questions. 1. What was the need for the Great Awakening? Can an awakening be manufactured? Explain. 2. Name and describe the “catalytic factors” in religious awakenings? What is the cause of an awakening? 3. What is the work of a pastorate in an awakening? 4. What were the differences and similarities between the three phases of the Great Awakening? 5. Who was Theodore Frelinghausen and why was he important? 6. Who was William Tennent, Sr., and what was his influence?

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7. What were the differences between the New Side and Old Side Presbyterians? 8. Who was George Whitefield? What was the impact of his ministry? 9. Who was Jonathan Edwards? What was his impact on the Great Awakening and of his ministry in general?

Lesson 6: The First Great Awakening—Part II Required: Ahlstrom, 314-359; or Gaustad, n/a; or Hudson, 100-104; or Marty, n/a; or Noll, n/a. Directions: Listen to Lecture 6, review the study guide on Lecture 6, and answer the following questions. 1. What was the geographical course of the Great Awakening? 2. What are the three groups through which the Southern revival spread? 3. Explain the differences between Chauncey and Edwards in the New Light Old Light controversy. 4. Who was William Robinson and what did he do? Samuel Davies? Samuel Morris? 5. What was the fruit of the Great Awakening? 6. Who were the Separate Baptists and how did they differ from Regular Baptists? What did Whitefield mean when he said, “My chickens have become ducks”? 7. Who were Shubal Stearns and Daniel Marshall? 8. Who was Devereux Jarret? 9. Briefly describe the primary works among the Indians during the seventeenth and eighteenth centuries. 10. Briefly describe the labor among the African Americans during the eighteenth and nineteenth centuries. Include the emergence of the Black Methodist and Black Baptist groups.

Lesson 7: The American Revolt—Part I Required: Ahlstrom, 360-84; or Gaustad, 121-138; or Hudson, 105-127; or Marty, 130-66; or Noll, 114 -162. Directions: Listen to Lecture 7, review the study guide on Lecture 7, and answer the following questions. 1. Who was John Wesley and why was he important? Was his purpose to found Methodism? 2. What were the circuit riders? 3. Who was Francis Asbury? Thomas Coke? How did they relate? 4. How did the Great Awakening impact the American Revolution?

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5. What were the other religious causes of the American Revolution? 6. What was Locke’s influence on the Fathers of the Revolution? Explain Locke’s concept of “contract.” What is the “theory of consent”?

Lesson 8: The American Revolt—Part II Directions: Listen to Lecture 8, review the study guide on Lecture 8, and answer the following questions. Note: First Exam is to be taken following this lecture. 1. What is Scottish Common Sense? How does this theory relate to the American Revolution? 2. How did Thomas Jefferson’s beliefs affect his influence on government? How did they affect his influence on the Declaration of Independence? 3. Was the Declaration of Independence founded on exclusively biblical Christian beliefs? Explain. 4. What were the political causes of the Revolution? 5. Why did the Articles of Confederation fail? 6. Was the Republic formed after the Constitution Christian or secular? 7. How did the revolution affect religion positively and negatively?

Lesson 9: Christianity in the New American Nation Directions: Listen to Lecture 9, review the study guide on Lecture 9, and answer the following questions. 1. What are the main tenets of Unitarianism? 2. What are the three periods of the Unitarian movement? 3. How did Chauncey deviate from the orthodox Christianity of his time? 4. What was the Dedham case? 5. What is transcendentalism? 6. Who was Ralph Waldo Emerson? Theodore Parker? 7. What modern movement is associated with transcendentalism? 8. What was the major merger mentioned in the lecture?

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Lesson 10: Theological Seminaries Required: Ahlstrom, 385-414; or Gaustad, n/a; or Hudson, 131-146; or Marty, n/a; or Noll, n/a. Directions: Listen to Lecture 10, review the study guide on Lecture 10, and answer the following questions. 1. What does Dr. Hannah mean that there was a re evaluation of Calvinism with Congregationalism that led to the Second Great Awakening? 2. What was the impact of the French Revolution that led to the Awakening? 3. How did the rise of the natural rights philosophy lead to the Awakening? 4. How did the moral and spiritual state of colleges affect the Awakening? 5. What was the progression of the Awakening?

Lesson 11: The Western Phase of the Awakening Required: Ahlstrom, 415-509; or Gaustad, 139-161; or Hudson, 147-168; or Marty 168-224; or Noll, 163 -244. Directions: Listen to Lecture 11, review the study guide on Lecture 11, and answer the following questions. 1. Explain the atmosphere of the Western phase of the Awakening. 2. Who were the Shakers? 3. Who was James McGready? 4. Who was Barton Stone? 5. What were the largest denominations before the Second Great Awakening? After the Awakening? Why was this so? 6. What was the impact of the Awakening? 7. What was the Cumberland Presbyterian Church? 8. What were some of the home and continental missions started as a result of the Second Great Awakening? 9. Who was William Carey? What was the Haystack Prayer Meeting?

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Lesson 12: Eighteenth Century New England Calvinism Directions: Listen to Lecture 12, review the study guide on Lecture 12, and answer the following questions. 1. What was the Grotian theory of Atonement? Why did it fit well with the “consistent” Calvinist view? 2. Why is Nathaniel Taylor important as an exponent of “consistent” Calvinism? 3. What was the “consistent” Calvinists’ problem with original sin? 4. What is the Old School New School controversy in Presbyterianism? 5. Who was Horace Bushnell and why is he important? 6. What was the Auburn Declaration?

Lesson 13: Charles Finney Required: Ahlstrom, 511-54; or Gaustad, 162-183; or Hudson, n/a; or Marty, 226-317; or Noll, 245-310. Directions: Listen to Lecture 13, review the study guide on Lecture 13, and answer the following questions. 1. What is Finney’s view of sin and the moral law? 2. What were the influences on Finney and in his life that led him to his theological views? 3. What is Finney’s view of the Atonement? Explain how this view corresponds with his idea of the moral law. 4. Explain other points of Finney’s theology (i.e., depravity, regeneration, justification, etc.). 5. What are some of the innovations Finney brought to revivalism? 6. What did Finney mean by stating that a revival is a result of the use of appropriate means? 7. What were Finney’s three main contributions to evangelicalism? Explain.

Lesson 14: The Layman’s Prayer Revival Required: Ahlstrom, 555-632; or Gaustad, n/a; or Hudson, 169-199; or Marty, 318-35; or Noll, 311-62. Directions: Listen to Lecture 14, review the study guide on Lecture 14, and answer the following questions. 1. What was the background of the Layman’s Prayer Revival?

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2. Describe the course of the Layman’s Prayer Revival. 3. What is unique about this revival? 4. Who was Jeremiah Lamphier and why is he important in understanding the Layman’s Prayer Revival? 5. What was the impact of the Layman’s Prayer Revival nationally and internationally? 6. What are five characteristics of a classic American cult? 7. What are the distinctives of the two major cults discussed in the lecture?

Lesson 15: The Rise of Religious Cults/Civil War Required: Ahlstrom, 633-69; or Gaustad, 184-205; or Hudson, 200-227; or Marty, n/a; or Noll, 363-89. Directions: Listen to Lecture 15, review the study guide on Lecture 15, and answer the following questions. 1. How did the idiosyncrasies of the founders of Christian Science and Jehovah’s Witnesses lead to their aberrant doctrines? 2. Contrast the national attitude before and after the demise of Napoleon. 3. Describe the various major solutions proposed to the problem of slavery. 4. What was Thomas Jefferson’s view of slavery and his solution to the problem? 5. Why was Uncle Tom’s Cabin such an influential novel? 6. What are the five major views of the cause of the Civil War?

Lesson 16: The Civil War and Slavery Required: Ahlstrom, 670-729; or Gaustad, n/a; or Hudson, n/a; or Marty, n/a; or Noll, 390-422. Directions: Listen to Lecture 16, review the study guide on Lecture 16, and answer the following questions. Note: Second Exam is to be taken following this lecture. 1. Explain the split of Baptists into Northern and Southern factions. 2. What are the distinctives of landmarkism? Why do those who hold to such tenets deny being protestant? 3. What two views have historians proposed concerning Reconstructionism? 4. What are benevolent societies? CH503 Course Syllabus | © 2015 Christian University GlobalNet/Our Daily Bread Ministries. All Rights Reserved.

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5. What was the James Reeves Case? The Alabama Test case? 6. What was the Francis A. Harding case? The James Osgood Andrew case? 7. What were some of the ministries begun as a result of the needs during the Civil War? 8. What were the consequences of the Civil War on the church?

Lesson 17: Christianity in the Modern Era of America Required: Ahlstrom, 731-62; or Gaustad, 209-230; or Hudson, 231-277; or Marty, n/a; or Noll, 423-458. Directions: Listen to Lecture 17, review the study guide on Lecture 17, and answer the following questions. 1. Describe church life in the “Gilded Age.” 2. Why was Kant a watershed philosopher? Describe the shift that took place in philosophy as a result of Kant. 3. Who was Hegel? What was his influence? 4. What was the “chain of being”? 5. Briefly describe the rise of the evolutionary theory from Charles Lyle through Charles Darwin. 6. What was the main contribution of Charles Darwin to the evolutionary theory? 7. What was Ritschl’s view of Scripture? How did the views of contemporary science affect his view?

Lesson 18: The Rise of the Social Gospel Required: Ahlstrom, 763-872; or Gaustad, 231-254; or Hudson, 278-297; or Marty, n/a; or Noll, 459-79. Directions: Listen to Lecture 18, review the study guide on Lecture 18, and answer the following questions. 1. Briefly describe the general interdenominational reaction by fundamentalists to modernism. 2. What were the forms this reaction took? 3. Who was William Newton Clarke and what was his influence on modernism? Augustus Briggs? Shailer Matthews? 4. Though Charles Sheldon’s In His Steps may seem evangelical, why does it really reflect the modernism of his time? 5. What was the effect of Walter Rauschenbush’s Theology of the Social Gospel on modernism?

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Lesson 19: Decades of Vast Social Change Required: Ahlstrom, 873-94; or Gaustad, 255-298; or Hudson, 298-335; or Marty, 336-71; or Noll, 480500. Directions: Listen to Lecture 19, review the study guide on Lecture 19, and answer the following questions. 1. The moral life did not change in the 1920’s, but the reasons for morality changed. Explain. 2. List and explain evidences of cultural and social change in the 1920’s. 3. How do you think the changes wrought in the 1920’s affected the religious atmosphere prevalent at the time? 4. Describe the events that led to the decline of the conservative influence in the Northern Baptist Convention. What was the Fundamentalist Fellowship? Bible Baptist Fellowship? 5. Briefly compare and contrast the “Portland Deliverance” and the “Auburn Affirmation.” Why were these doctrinal statements important in the struggle in the Presbyterian denomination? 6. Describe the problem concerning foreign missions and the formation of the Independent Foreign Mission Board. 7. What was the conflict surrounding Harry Emerson Fosdick? J. Gresham Machen?

Lesson 20: The Organization of New Denominations Required: Ahlstrom, 895-963; or Gaustad, 299-325; or Hudson, 339-368; or Marty, 372-401; or Noll, 501-530. Directions: Listen to Lecture 20, review the study guide on Lecture 20, and answer the following questions. 1. How did the Scopes trial represent the latitudinarianism of the day? 2. Why were new denominations formed in Presbyterian circles? 3. What were the new Baptist groups formed as a result of the liberalizing of the Northern Baptist Convention? 4. Who was Carl McIntire and what was his influence? What was the I.F.C.A.? What was the N.A.E.? 5. What was the purpose of forming non denominational or parachurch groups? 6. Name three non denominational or parachurch groups and explain their background and major sphere of influence. 7. Why did some decide to stay within their denominations? Why are there independent churches today?

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Lecture 21: The Structure of the Evangelical Movement Required: Ahlstrom, 965-1036; or Gaustad, 329-348; or Hudson, 369-393; or Marty, 402-458; or Noll, n/a. Directions: Listen to Lecture 21, review the study guide on Lecture 21, and answer the following questions. 1. Explain the discontent of some evangelicals that led to the emergence of Neo Evangelicalism. 2. What are some of the characteristics of the “neo evangelical” movement? 3. Briefly explain the reaction of militant Fundamentalists and what brought about their reaction. 4. What were the three splinter groups of evangelicalism in the 1950’s? What are the splinter groups today?

Lesson 22: The Rise of the Pentecostal Movement Directions: Listen to Lecture 22, review the study guide on Lecture 22, and answer the following questions. 1. What influence did the Holiness movement have on the origination of the Pentecostal movement? 2. What are the three steps of classic Pentecostalism? 3. How did the Assemblies of God differ from earlier Pentecostal groups? 4. How does Neo Pentecostalism differ from classic Pentecostalism? 5. What were the origins of the Neo Pentecostal movement? Why were Oral Roberts, Demos Shakarian, and David DuPlessi important to the Neo Pentecostal movement? 6. What is the Third Wave? What were the first two waves?

Lesson 23: The Emergence of the Ecumenical Movement Required: Ahlstrom, n/a; or Gaustad, 349-397; or Hudson, 394-434; or Marty, n/a; or Noll, n/a. Directions: Listen to Lecture 23, review the study guide on Lecture 23, and answer the following questions. 1. Neoliberals viewed themselves as protecting Christianity against two errors (in their opinion). What were these two errant movements (in their view)? 2. What are some of the characteristics that made neoliberals “more serious”? 3. Briefly explain the two keys to understanding Bultmann’s theology.

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4. What is process theology and who are its main proponents? 5. Explain why unity for its own sake can be detrimental. Can there be unity that is not biblical? How does this apply to modern liberalism? 6. What are the main tenets of Tillich’s theology? Of Moltmann’s theology? 7. What are the four major liberal movements in American religious history? What are their dates? 8. How is secular humanism related to the New Age Movement?

Lesson 24: Current State of Mainline Denominations Required: Ahlstrom, 1037-1117; or Gaustad, 398-431; or Hudson, 434-461; or Marty, 460-88; or Noll, 531-53. Directions: Listen to Lecture 24, review the study guide on Lecture 24, and answer the following questions. Note: Third Exam is to be taken following this lecture. 1. Why is the word “united” so prominent in mainline denominations? 2. In the struggle for the Southern Baptist Convention, which side seems to have gained power? In the Lutheran Church Missouri Synod? 3. Describe briefly the recent history of your own denomination (or one of your choice if you have no denomination). What is your reaction to what has happened in this denomination? 4. What are some examples of conservative groups within mainline denominations that have conservative influence within the denomination?

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