Dave Raymond's Christendom

The curriculum extensively incorporates primary source documents tied to each lesson. Students engage with these sources through guided questions and written responses.

The student reader presents primary source readings that tie in with each lesson. Each reading is prefaced by a question, and students will write out their answers to these questions

The curriculum provides direct instruction through 15-minute video lectures where Dave Raymond presents content. Students must take notes as the student reader does not repeat video content.

Dave Raymond presents the lectures for each lesson, sometimes accompanying the lecture with images. The student reader does not repeat the content of the videos, so students need to be proficient notetakers

Teacher support is provided through downloadable teacher's guides that include sample responses to questions. However, the extent of pedagogical guidance or content background is not detailed in the review.

A sample response for each question is in the teacher's guide

The curriculum includes exam questions for each lesson that require students to review their notes. However, there's no mention of systematic spaced review or cumulative assessment across units.

The student reader also includes the exam questions for each lesson. Students will need to review their notes to prepare for exams

The curriculum builds chronological knowledge systematically from the birth of the church through the Protestant Reformation to 1688. The 26-lesson structure follows historical progression, though coverage ends abruptly without addressing the last five centuries of church history.

Course begins with 'the birth of the church in the midst of the Roman empire and continues through the Protestant Reformation and developments in England leading up to the Glorious Revolution in 1688'

Explicit vocabulary instruction is not evident from the review. While the course covers complex theological and historical concepts, specific vocabulary development strategies are not mentioned.

No specific mention of vocabulary instruction in the review materials

Geographic knowledge is not explicitly addressed in the available review evidence. The focus appears to be primarily on church history and theological developments rather than geographic literacy.

No mention of geographic content or map work in the review