The Story of Liberty, America's Ancient Heritage through the Civil War Bundle
This comes complete with everything the educator and student need to teach American history and the tools of the historian. Teach an exciting and engaging year of history with critical thinking skills and the Socratic discussion. If this is your first year teaching with us, we recommend you start with our teaching training course, Teaching the Socratic Discussion in History DVD Seminar.
We also offer videos of students discussing the topics in the program in The Dolphin Society.
HOW DOES IT WORK?
- The Story of Liberty, Textbook, ISBN 978-0-692-88757-8
- Workbooks, Student Editions, Parts 1 and 2
- Workbooks, Teacher Editions, Parts 1 ISBN 978-1-7320738-2-1 and 2 ISBN 978-1-7320738-2-1
- American History Go Fish
- Primary Sources (Free on this website - to access go to the Footer.)
Sample of Teacher's Edition 1:
This curriculum is the story of liberty, specifically as it relates to American history. It traces the influence of ancient and medieval civilizations on the establishment and development of the United States of America through the Civil War. It is written with the hope that young Americans will appreciate the uniqueness of America as a leader of liberty. It is these young people who are called to further the cause of liberty within our country and throughout the world.
The curriculum comes with workbooks that train the student how to engage in Socratic discussions concerning history: how to think, speak, and write like a historian. At the beginning of the year in the first few lessons, students learn history content and the tools of the historian sequentially. After acquiring the necessary skills, students then complete research in their text and from our online primary source documents. Students then form a historical judgement on an open-ended history question. With this research, students engage in a Socratic discussion. If desired, the teacher then instructs students how to write the persuasive history essay.
Table of Contents: (Preface, and Introduction see below)
Preface, by Michael Allen, Ph.D., University of Washington, Tacoma
Unit One America’s Ancient Heritage
1. The Fertile Crescent
2. The Greeks
3. The Roman Republic
4. Western Civilization
Unit Two America’s Medieval Heritage
5. The Age of Barbarians
6. Civilizing Europe
7. Foundation of European Kingdoms
8. Development of Liberty in Medieval England
9. The Crusades
10. The Age of Exploration and Christopher Columbus
11. The Reformation and the Enlightenment
Unit 3 European Colonization of America
12. Native Americans
13. Spanish and French Colonies in America
14. Founding of American Exceptionalism: Jamestown and Plymouth Plantation
15. American Exceptionalism Takes Hold in the English Colonies
16. Life in the English Colonies
17. Southern Colonies
18. New England Colonies
19. The Middle Colonies
20. Early Indian Wars
Unit IV Founding of the U.S.A.
21. Early Causes of the American Revolution
22. Land Regulation, Taxes, and Conflict
23. Moving Toward War
24. The Beginning of the American Revolution
25. The Declaration of Independence
26. Defeat, Surprise, and Survival
27. The Articles of Confederation, 1777-1789
Unit V The Constitution
28. The Making of the American Constitution
29. Principles of the Constitution
30. Individual Rights
Unit VI Era of the Founding Fathers, 1787-1825
31. Ratification of the Constitution
32. The American People
33. Father of the Country
34. Presidency of John Adams (1797-1801)
35. The Supreme Court, Judicial Review, and Capitalism
36. Presidency of Thomas Jefferson (1801-1809)
37. Presidency of James Madison (1809-1817)
38. The Era of Good Feelings
39. American Spirit and Industry in the Free North
40. Railroads, the Post Office, and the Politicization of News
41. The Missouri Compromise
Unit VII The Beginning of Big Government, 1825-1836
42. The Election of 1824 and the Presidency of John Quincy Adams
43. The Age of Jackson (1828-1835)
Unit VIII Empire of Liberty or Manifest Destiny, 1836-1848
44. Change in America: Industrialization, Religion, and Social Change
45. Education in Early America through the Civil War
46. The Southwest and the War for Texas Independence (1835-1836)
47. Presidencies of Martin Van Buren (1837-1841), William Harrison (1841), and John Tyler (1841-1845)
48. Presidency of James K. Polk (1845-1849) and the Mexican-American War (1846-1848)
49. The California Gold Rush and the Oregon Trail
Unit IX Sectionalism
50. The South
51. The North
52. Life in the West
Unit X The Slavery Crisis Becomes Violent, 1848-1860
54. Political Instability and the End of Westward Expansion
55. The Decade Preceding the Civil War
56. Abraham Lincoln
Unit XI The Civil War
57. The Election of 1860
58. Secession and the Confederate States of America
59. Fort Sumter and the War on Paper
60. Bull Run and the Beginning of the War
61. Growth of Government
62. The Emancipation Proclamation
63. Hard War
64. Unconditional Surrender Grant and Lincoln’s Reelection
65. The End of the War and the Assassination of Abraham Lincoln
66. Winners, Losers and Lasting Changes
Preface and Introduction
Preface by Mike Allen, Ph.D., University of Washington, Tacoma 2017
Young American history students and their teachers have long yearned for a book like the one you now hold in your hands. John De Gree’sThe Story of Liberty, From America’s Heritage through the Civil War, is a well-researched, ably-written, and sensible depiction of American history from the founding through the Civil War. What do I mean by “sensible”? Simply this: John relates the truth about the American past by telling about our many good qualities and accomplishments as well as the setbacks our nation has endured during its long history. Few books as good as this one have been published for young readers. At last we have a new, up-to-date book suitable for American middle school and high school history students.
When Larry Schweikart and I first published our #1 New York Times best-selling book, A Patriot’s History of the United States, we succeeded in filling a similar void existing in college-level American history books. Larry and I have often said that American history is not the story of, to use an old folk saying, a “half-empty cup.” Indeed, we argued that the American cup was nearly full. Americans have made great mistakes, but they have also done much that is good. American patriots in 1776 created a democratic republic governed by ordinary citizens at a time in history when absolutist monarchs ruled most of Europe, all-powerful Czars, Emperors, and Shoguns tyrannized Russia and the Far East, and some Middle Eastern and North African monarchs claimed divine authority and direct links to God. While it is true that Americans allowed the enslavement of African-American people, they ultimately fought a bloody war that ended slavery forever. While American soldiers killed native Indians and pushed them westward onto reservations, American diplomats signed legally binding treaties that those Indians’ descendants use to their great benefit in courts today. And while there has been poverty and suffering in our country’s history, it pales in comparison to that of the rest of the world. It is no accident that, for over 400 years, millions of foreigners have yearned and sought to become Americans.
John De Gree tells about this and much more in The Story of Liberty, From America’s Heritage through the Civil War. He traces our nation’s past from the time of the Pilgrims through the Colonial era and the American Revolution. He explains Jeffersonian and Jacksonian politics and the critical events leading to the Civil War. And he narrates the military and political history of that pivotal conflict. John has a unique way of telling the story of the United States. He places special emphasis on America’s place in the history of advancing Western Civilization. He begins with our classical roots and ties to ancient Hebrew, Greek, Roman, and Western European institutions. Just as importantly, he accurately weaves the story of Christianity and Christian values into the American story. No truthful history of the United States of America can ignore this vital religious element.
I first met John De Gree nearly a decade ago when we collaborated on curriculum for the growing number of homeschool, charter, private, and public school students who utilize his Classical Historian method. I remain impressed with his intellect and work ethic, and the range of exciting, effective tools he offers modern students of American history and their teachers. I am confident The Story of Liberty, From America’s Heritage through the Civil War, will become a very successful textbook in educating a future generation of American patriots.
American History Junior High Online Course
The Story of Liberty Complete Curriculum AND Video Course 1 Year Subscription
The Story of Liberty, America's Ancient Heritage Through the Civil War One-Year Video Course
American History Flash Cards On Sale
All American Bundle! 15% off
American History High School Online Course
Larry Schweikart: In John DeGree's The Story of Liberty, written for ages 11 to young adults, America's foundations are traced from the Hebrews and the Judeo-Christian religious traditions to the Greco-Roman political traditions to the establishment of government in the English colonies in America. The Story of Liberty highlights---often with primary source documents such as the "Mayflower Compact" the first Thanksgiving Declaration, a section from the account of Paul Revere's ride---fleshes out the narration with easily-readable charts on such things as the differences between Republicans and Federalists or the size of early American cities.The book ends with Lincoln's assassination, and a second volume from 1865 to the present is planned. Loosely based on A Patriot's History of the United States by myself and Michael Allen (who did the foreword), The Story of Liberty strongly integrates the timeless principles of the sanctity of life, freedom of choice, government by representatives, trial by jury, division of power in government, and more. Strongly recommended.
Larry Schweikart, Ph.D., is co-author of #1 NY Times bestseller, A Patriot’s History of the United States of America, numerous top selling history books, and is a film producer of history documentaries.
“John De Gree has a unique way of telling the story of the United States. He places special emphasis on America’s place in the history of advancing Western Civilization. He begins with our classical roots and ties to ancient Hebrew, Greek, Roman, and Western European institutions. Just as importantly, he accurately weaves the story of Christianity and Christian values into the American story… John relates the truth about the American past by telling about our many good qualities and accomplishments as well as the setbacks our nation has endured during its long history…Young American history students and their teachers have long yearned for a book like the one you now hold in your hands.”
—Michael Allen, Ph.D., co-author of the #1 New York Times best-selling book, A Patriot’s History of the United States. Professor at the University of Washington, Tacoma and Editor of The Story of Liberty, America's Heritage Through the Civil War
Cathy Duffy's Review: Click Here for Full Review
Yes. Teaching the Socratic Discussion in History Seminar is made for the home school parent or classroom teacher and not for the student. Once trained, it is best for the teacher to instruct the class live.
2. Will this work if the home school parent has one student or in a classroom setting of 30?
Yes. This curriculum has been used successfully in both situations. In a setting with one student, the parent can encourage the student to take two sides and to argue against himself. Of course, this is after the tools of the historian have been acquired and after much practice. In a classroom setting or small group setting, students can debate and discuss with each other and the teacher acting as facilitator, or tutor.
3. How does the history text and the primary source documents fit in with the Take a Stand! student book?
Are they integrated?
Yes. The Take a Stand! Teacher Edition contains detailed lesson plans that explain when, in each lesson, to read the history text, what to assign for homework, what to do in each lesson, and when to read the primary source documents. The entire curriculum is seamlessly integrated. This curriculum has gone through ten years of practice in various settings and works excellently.
4. About how much time should I allot for each lesson/day/week to allow students to start and follow through to finish the lesson or paper? I know each student is different, but a general timeframe could be very helpful for planning purposes.
In a home school setting, we recommend the lessons take place once a week for one hour and a half. In the first half hour, play the Classical Historian Go Fish game that aligns with the curriculum. Begin with the Go Fish version then switch to the “Collect the Cards” version of the game as this teaches historical facts, chronology, and inductive thinking skills. Then, plan under one hour for the lesson. In our online classes which are discussion only, we teach 30 50-minute lessons for the year. For teachers who will be assigning papers, our Teaching the Socratic Discussion DVD Seminar goes into great detail about timing around assigning the paper, grading the paper, and rewriting the paper. Suffice it to say, it is hard to answer this question about writing quickly! If you do plan on assigning essays and do not have experience doing so, then you need to watch the seminar and apply the knowledge that is given.
In a classroom setting, plan on interspersing the 30 lessons throughout the year. One teacher shared that she enjoyed teaching this curriculum once per week where she had a Socratic Discussion day. Another teacher shared she enjoyed teaching this in chunks, such as one week every six weeks or so.
5. Is the high school program similar, except that it goes deeper and delves into more controversial topics?
Yes. The reading is longer and more complicated and the Socratic discussion questions are more challenging to understand.
6. How much time should I plan on having my child do the homework?
If the student is not writing any essay, junior high students can usually complete the homework from 30 minutes to one hour per week, and high school students from two to five hours per week, depending on the ability to read. If essays are assigned it really depends on the length of the essay (one-paragraph, five-paragraph, or more), the age of the student, the familiarity of the student with the writing process, and the choice of the teacher and writer if essays will be rewritten.
7. I see the junior high program comes with Socratic Discussion DVDs specific to the curriculum. How do I use those?
Teachers may use those in a variety of ways. The discussions can be watched for further teacher training. They can be shown to students after they have had their Socratic discussion. Students can use these as an “answer key” for their own discussions. Students could watch these before they have their own discussion and take notes to help them prepare for their own discussions.
8. I don’t really know history. How can I teach this?
We’ve all had history teachers who know “everything” and they were poor teachers.
For teachers of the junior high curriculum, you can read the history along with your child and it would take about 10 – 30 minutes a week of reading. For high school, it would require from one to two hours per week of reading.
9. Do I need to complete every single thing that is recommended in the Teacher Edition?
No. In the end, the teacher has complete authority to make judgement calls based on the situation and what the teacher thinks is best. We recommend that all students read the entire history text and engage in as many Socratic discussions as possible. After this, we have planned the curriculum to include writing, as students will learn history better if they have to defend their positions, however, in this area teachers may use their judgement as to how much work they want to plan for their students.
Email John De Gree and he will email you answers or set up a phone conversation with him.