History Bible Literature (4-Day)

OR / BIBLE/LITERA OR’S GUIDE D I U G S ’ R TO C U R T S N I E R U AT R E T I L / E L B I B / RY TO S I H INTRO TO WORLD HISTORY C Year 2 of 2

FUN FACT It took 14 years of training to become a knight.

Pevchesky Bridge Saint Petersburg, Russia

4-DAY Thank you for downloading this sample of Sonlight’s History / Bible / Literature C Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG.

Here’s a quick overview of what you’ll find in this sample. Ҍ A Quick Start Guide

Ҍ A 3-week Schedule

Ҍ Discussion questions, notes and additional features to enhance your school year

Ҍ A Scope and Sequence of topics and and skills your children will be developing throughout the school year

Ҍ A schedule for Timeline Figures

Ҍ Samples of the full-color laminated maps included in History / Bible / Literature IGs to help your children locate key places mentioned in your history, Reader and Read-Aloud books

SONLIGHT’S “SECRET” COMES DOWN TO THIS: We believe most children respond more positively to great literature than they do to textbooks. To properly use this sample to teach your student, you will need the books that are scheduled in it. We include all the books you will need when you purchase a package from sonlight.com. Curriculum experts develop each IG to ensure that you have everything you need for your homeschool day. Every IG offers a customizable homeschool schedule, complete lesson plans, pertinent activities, and thoughtful questions to aid your students’ comprehension. It includes handy teaching tips and pointers so you can homeschool with confidence all year long. If you need any help using or customizing our IGs, please reach out to our experienced homeschool advisors at sonlight.com/advisors. We hope you enjoy using this sample. For even more information about Sonlight’s IGs, please visit: sonlight.com/ig. It would be our pleasure to serve you as you begin your homeschool journey. If you like what you see in this sample, visit sonlight.com/hbl to order your History / Bible / Literature package.

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CHAT CALL / TEXT EMAIL sonlight.com/advisors 303-730-6292 [email protected] C Ages 8–10 Grades 3–5

History Bible Literature (4-Day)

Intro to World History, Year 2 of 2

By the Sonlight Team

“How can a young man cleanse his way? By taking heed according to Your word. With my whole heart I have sought You; Oh, let me not wander from Your commandments! Your word I have hidden in my heart, That I might not sin against You.”

Psalm 119:9–11 (NKJV)

INSTRUCTOR’S GUIDE Sonlight Curriculum® “Intro to World History, Year 2 of 2” (4-Day) Instructor’s Guide, Fourth Edition Table of Contents Copyright © 2017, and annually 2020 by Sonlight Curriculum, Ltd. 1 Introduction to Your Instructor’s Guide All Rights Reserved. • Table of Contents No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechani- • Quick Start Guide cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written permission of the publisher. However, permission is hereby granted to 2 Schedule and Notes the original Sonlight Curriculum Ltd. purchaser only to reproduce as many copies of the Schedule Pages; Evaluation Form and Certificate of Comple- • A Weekly SCHEDULE for History, Bible, and Read-Alouds tion as necessary for his or her immediate family’s use. • NOTES for History and Bible “Do to others what you would have them do to you” (Matthew 7:12). “The worker is worth his keep” (Matthew 10:10). 3 Reading Assignments & Notes • NOTES for Read-Alouds and Readers Published by

Sonlight Curriculum, Ltd. (In the early elementary Levels K-C programs, Readers 8042 South Grant Way Littleton, CO 80122-2705 are packaged separately to allow an adjustable reading USA level and pace for your children. We have not included them in this sample. Learn more about Readers packages Phone (303) 730-6292 Fax (303) 795-8668 at sonlight.com/readers.) E-mail: [email protected] NOTE TO PURCHASER 4 Instructor’s Guide Resources Sonlight Curriculum, Ltd. is committed to providing the best homeschool resources on the market. This entails regular upgrades to our curriculum • “Intro to World History, Year 2 of 2”—Scope and and to our Instructor’s Guides. This guide is the 2020 Edition of the Sequence: Schedule for Topics and Skills Sonlight Curriculum® “Intro to World History, Year 2 of 2” (4-Day) Instruc- • Maps—Answer Keys tor’s Guide. If you purchased it from a source other than Sonlight Curricu- lum, Ltd., you should know that it may not be the latest edition available. This guide is sold with the understanding that none of the Authors nor the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be addressed to practicing members of those professions. The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation. The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Printed in the United States of America.

For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates. Please notify us of any errors you find not listed on this site. E-mail corrections to [email protected] and any suggestions you may have to [email protected]. P Quick Start Guide Complete, ready-to-use lesson plans What’s included in your History / Bible / Literature All your books and activities are fully Instructor’s Guide. scheduled for the entire year. No need to create your own lesson plans or coordinate the reading. With Sonlight’s daily readings all scheduled, you’ll read good books and talk This IG covers Bible, History, Geography, Read- with your children about what you’re learning. You’ll be amazed at how much Alouds, and Readers. Each day you open your you all learn, so easily and enjoyably. With notes and teaching tips along the Engage with History as you WhatIG, do youthe given get in assignments, a History and—if / you want andway, your the childrenSonlight History learn / Bible together. / Literature Instructor’s Guide is guaranteed to a formal record of what you have done—check help you love to learn, and love to teach. Bibleor date / Literatureeach box as you IG: complete it. If your With Sonlight’s daily readings all scheduled, you’ll read good books and talk with your Complete,state requires ready-to-use a record lesson of how plans many hours you children about what you’re learning. You’ll be amazed at how much you all learn, so easily Alldedicated your books to aand subject, activities you are also fully have scheduled space to and enjoyably. With notes and teaching tips along the way, the Sonlight History / Bible / forrecord the entire the time year. youNo needspent. to create your own Literature Instructor’s Guide is guaranteed to help you love to learn, and love to teach. lesson plans or coordinate the reading.This IG covers Bible,Day-by-day History, Geography, Schedule Read-Alouds, and The Sonlight IG schedule lets you see your Week Overview Readers. Each day you open your IG, do the given Level A: History/Bible/Literature 123456 7 8 9 10 11 12 13 14 15 16 17 18 assignments,entire week and—if at a glance. you want Each a formalschedule record is broken of Days 26–30: Date: ______to ______19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 whatout intoyou haveeither done—check four or five ordays date of each material box as for you Week 6 completeeach of theit. If 36 your scheduled state requires weeks. a record The firstof how column indicates the various subjects or topics you will be Date: Day 26 Day 27 Day 28 Day 29 Day 30 many hours you dedicated to a subject, you also studying. (i.e. Bible, History, Read-Alouds, etc.) Egermeier’s pp. 86–88 pp. 88–90 pp. 91–93 pp. 94–96 pp. 96–98 have space to record the time you spent. Bible Story Book The second column lists the titles of each book or Memorization F: Fear not, for I have redeemed you; I have summoned you by name; you are mine. (Isaiah 43:1) assignment.1 Day-by-day The scheduleremaining columns include the BIBLE day-by-dayThe Sonlight assigned IG schedulepages or lets tasks. you see your Sing the Word: From “Fear Not”—Track 6. Listen to this track the entire week. A to Z entire week at a glance. Each schedule is broken out into eitherDiscussion four or five Questions days of material for each of Adventures in Ancient pp. 32–33 pp. 34–35 pp. 36–39 pp. 40–47 Each IG includes various types of discussion Greece the 36 scheduled weeks.The first column indicates questions—including review, comprehension, and The Usborne Internet- pp. 124–125 the various subjects or topics you will be studying.

HISTORY & HISTORY Linked Children's  GEOGRAPHY open-ended questions, with answers. Focus on the Encyclopedia (i.e. Bible, History, Read-Alouds, etc.) The second key points, maximize the time spent, and assess Dolphin Adventure chaps. 1–2 chaps. 3–4 chaps. 5–6 chaps. 7–8 column lists the titles of each book or assignment.  Thehow remaining well your columnschildren include understand the day-by-day what they’re The Llama Who Had p. 15 learning. Use it as best suits your needs. No Pajama assigned pages or tasks.

The Arnold Lobel Book pp. 28–29 pp. 30–31 pp. 32–33 of Mother Goose 2 DiscussionTimeline Questionsand Map Points READ-ALOUDS YouIncorporate are able to geography customize andnaturally plan your into day your James Herriot's "Oscar, Treasury for Children Cat-About-Town" soschool that it day. meets Students your needs use andthe theMarkable needs of Map your student. Some customers follow the schedules Developmental Act out a play on politeness. to make a visual connection to how all their

©2018 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2018 by Activity religiously.TheyReaders, history do books, everything and scheduledRead-Alouds each relate day Field Trip/Practical duringgeographically. that day. Others A hole-punched, read ahead, or laminated drop a book, answer Life Skills

MISCELLANEOUS orkey work map through folds intoseveral your days’ IG. worth Timeline of one activities or two tell Additional Subjects: subjectsyou when in a to day add (Reading, people, or events, History, and for example),dates to your andTimeline similarly Book. the next day, and so on, until they have completed all the assignments for the week. It’s your Instructor’s Guide. Use it as best suits your needs.

3 Timeline and Map Points Watch your students’ geography knowledge soar! Mapping helps you incorporate geography naturally into your school day. Younger students use

N Parental Notes  Map Point  Timeline Figure d Timeline Suggestion

Intro to the World: Cultures | 5-Day | Section Two | Week 6 | 15

18 Try before you buy! Get a three week sample of any Sonlight Instructor’s Guide – FREE! sonlight.com/samples

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Get a Get Sonlight Instructor's Guide Instructor's Sonlight pp. 228–232 pp. 134–136 19 pp. Chapter is first published by Benjamin Franklin Benjamin Franklin is first published by Physician in Philadelphia (1734) Every Man his own Doctor; or, the Poor Planter’s Planter’s the Poor Doctor;Every Man his own or, New York (D3) (map 5) New York What did apothecaries do? [p. 135] did apothecaries [p. do? What medicines they mixed Did the telegraph idea come easily to Samuel Morse? easily to idea come Did the telegraph helped him Vail Alfred on it with little profit; no; he worked helped and with the design financially and got the patent of as members of a thought Barber-Surgeons were Why 135] than doctors? class [p. lower know to have they dirtiedbecause they didn’t their hands, books, read need to they didn’t special languages, any carve, to who knew just seen as craftsmen how they were bodycut, and sew up the human The book mentions that “people thought it was inde- it was thought “people that book mentions The (E3) (map 4) (E3); Cambridge (E3); Oxford London

Day Day Landmark History of the Amer. People, Vol. 1 Vol. People, History Amer. the Landmark of 165 162 d   cent or irreligious to dissect a human body. And if anyone if anyone And dissect to a human body. or irreligious cent Why all.” if he did it at he did it in secret did such a thing, this perspective? think people of the time took do you which Christianity, came from Some of the influence everybelieves human being is uniquely made in God’s a certain is such, there of holy respect As amount image. especially the human body creation, God’s for and awe be made in the image said in the Bible to people are since Fortunately, instance). of God (see Genesis 1:26-27, for God created since that some Christians also understood and everything the world they had a duty explore in it, to which included creation, understand God’s and seek to many is why This the human body works. learning how and of science on the forefront eventually Christians were made in God’s beings are human that given Still, medicine. sci- for with human remains Christians who work image, as C.S. awe,” “trembling purposes should do so with entific 136] 226). [p. p. “Vivisection,” put it (God in the DockLewis , Q: A: and Map Points Timeline Timeline and Map Points Timeline Read Discuss After You To Q: A: Literacy Cultural something is unre- means that that a saying pipe dream: 19th in late originated phrase The alistic or unattainable. or visions people dreams to century America in reference 136] smoking [p. from experience opium pipes. would in Charlottesville, estate Jefferson’s Thomas Monticello: 136] [p. Virginia. Read Discuss After You To Q: A:

| 1 of 2 Year American History, to Intro 5-Day e ready to move on to the next subject! e ready Therefore I remember You from the land of the Jordan from You I remember Therefore Mount Mizar. the peaks of Hermon,And from So my soul pants for You, O God. You, for soul pants So my God? and appear before shall I come When “Where God?” is your long, me all day to they say While And why have you become disturbed within me? become you have why And Him I shall again praise for Hope in God, the help of His presence. For within me. within me. and lead the throng go along with I used to For the house of God, to them in procession a multitude and thanksgiving, of joy the voice With keeping festival. O my God, my soul is in despair within me; my God, O my As the deer pants for the water brooks, brooks, the water for the deer pants As the living God; for God, My soul thirsts for and night, day food been my My have tears soul and I pour out my things I remember These soul? O my in despair, you are Why 6 1 2 3 4 5 pp. 200–205 pp. Psalm 42:1–6 Psalm Why didn’t France want to buy Fulton’s diving boat? diving boat? buy Fulton’s to want France didn’t Why buy it? to did want Who Napoleon found a leak; the English government make and try did Robert his Where Fulton first steamboat? France go? steamboat York New his did Hudson the up far How 150 miles West. in the of the first steamboat Describe the route the Ohio River, down starting it went Pittsburgh, from Mississippi the New Orleans to then down James is a very practical life book. us that He reminds Continue to memorize Psalm 42. Psalm memorize to Continue

Day Day All The Beginner’s American History American Beginner’s The Bible ReadingBible Memorization (Bible) 161 Cultural Literacy Cultural a ship using steam-driven propellers steamboat: propulsion. for Read Discuss After You To Q: A: Q: A: Q: A: Q: A: 114 | 33 Week | Two Section | isn’t all rainbows and roses, but that we must work hard, hard, must work we but that and roses, all rainbows isn’t says. Word the and do what Godturn times, in difficult to Him. James story follow if we can be part of God’s We Christ brings through the freedom in live us to also urges is firmly set on one that kindThis of life, His forgiveness. work, and hard story trouble through being part of God’s in your is exactly Daniel and his friendsdemonstrate what reading. children’s How it works: How 1. the schedule. Read the assigned pages from 2. Do the vocabulary and Discussion Questions. 3. Do the timeline, Map, and any other activities. 4. Now you’r

Teaching tips Teaching Detailed teaching notes each week Notes the schedule, youImmediately following Vocabulary and Cultural Literacy Literacy Cultural and Vocabulary notes The IG is a guide, not a task master. As you become comfortable teaching your children, you can skip or alter assignment to fit your family’s unique needs. Flexible format Flexible Because many families end up ahead of behind in a subject—at least occasionally—the IGs Some are structured for maximum flexibility. They customers follow the schedule religiously. do everything scheduled each day during Others read ahead, or drop a book, that day. or work through several days’ worth of one or history, or two subjects in a day (reading, for example), and similarly the next day, and so on, until they have completed all the assignments for the week. explain assignments and provide extra youinformation about important topics to help will teach get the most from your materials. You with confidence! Literature Guide, you will find reading andassignments and notes for the Read-Alouds A-CReaders. (In the early elementary Levels programs, Readers are packaged separately paceto allow an adjustable reading level and included them have not for your children. We about Readers more in this sample. Learn the packages at sonlight.com/readers.) Follow notes for Read-Alouds and Readers as you would the History/Bible notes. Note: At the back of your History / Bible / will find each week’s history notes. Bible and notes help you instructThese extensive teaching and ensureyour students with excellence, Notes providethat they grasp key concepts. arguments, clarification, counter-balancing The and commentary. further explanations, about specificIG notes also offer warnings so you can discussbooks or difficult content, as racism andimportant issues—such poverty—with thoughtfulness. Find clear definitions for important vocabulary clear definitions Find Enjoy useful in your reading. that appears depth to your notes that add Cultural Literacy probably explain things students reading and skirt looks like). what a hoop know (e.g., don’t Section Two Schedule and Notes ©2020 by Sonlight Curriculum, Ltd. All rights reserved. feel free to doso. you would prefer to have your children memorize theassigned verses from anotherversion oftheBiblethat your familymore frequently uses, please Read-Aloud book. PerhapsRead-Aloud book. you canread theBibleportions ofthereading, saymajority Bibleandthefinal skipping ample, have your children thendothe dotheirseat work, uptheday.you breaking feel overwhelmed, try For ex ind notes for theRead-Alouds in 4. ee thenotes for the 3. 2. 1–4:Date:Days ______to ______Level C:History/Bible/Literature e cite the KJV/ RSV/NASBversions inourschedule tablefor youre cite convenience, the KJV/ since itcorrelates to theversion usedin 1.

This year we jumpright into If afullscheduleofwork. For F S W READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Window ontheWorld, pleaseusepp. 6–7withinthebookto complete themappingassignments listed. Whimsy and WisdomWhimsy and 104 Poems of Window ontheWorld Red Sails to CapriRed Sails Geography Songs Reading Date: Memorization oftheWorld A Child’s History ProviderOur theWord:Sing God The Aesop forChildren World History of Book Usborne 2 2 titlesbelow.History 3

3 4 3 Section Three. Section door, Iwillcome into him,andwillsupwithheme. Revelation 3:20—Behold, Istandat thedoor, ifany manhearmy voice, andknock: andopenthe this track theentire week. Track 6 The CDincludes alloftheverses your children over willlearn thecourse oftheyear. Listen to pp. 4–7; “Judaism”pp. “Continents and “Introduction” “The Wolf and Wolf“The pp. 204–205 John 1:1-18 pp. vi–vii chap. 43 Track 32 Oceans” the Kid” chap. I Day 1 Day p. 97 p. 7 p.  

Intro to World History, Year 2 of 2 Additional Subjects: “Mix aPancake”“Mix & “Ani- N - mal Crackers” p. 1

“Continents and Week 1 “The Tortoise& “The Parental Notes John 1:19-34 the Ducks” pp. 76–77 chap. 44 Track 32 Oceans”  chap. II “Israel” Day 2 Day p. 82 p. 8 p. Israel  can read aloudaswell. before bed. dinnerandthe Read-Aloud bookasatreatas afamilyafter You canspread thejoy ofreading iftheopposite parent

 19 1

Map PointMap 20 2 “The “The Young Crab and “The TwelveMonths”“The 21 3 His Mother”His p. 9 22 John 1:35-50 4 chaps. III–IV 

chap. 45 23 5 Day 3 Day d 

p. 2 p.

24 |  6

4-Day Timeline Figure

N 25 7 1 Week Overview 26 8

27 9 |

Section Two 28 10 Sing theWord. However, if 29 11

d 30 12

“Middle East” “Middle

pp. 202–203 31 13 Timeline Suggestion chap. V Track 7 “Islam” John 2 Day 4 Day p. 98 32

14 |

33 15 W eek 1 34 16 35 17

| 36 18 1 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - symbol on the sched  B hear my voice, and open the door, I will come in to in to I will come and open the door, voice, hear my him, and will sup with him, and he with me. andknock: man ifany thedoor, Istandat ehold, Revelation 3:20 Revelation John 1 This year, you and your children experience experience children and your you year, This Rationale: the other books of the Bible that from John is different When a timeline suggestion denotes a range of dates of dates a range denotes suggestion a timeline When Time on the be found can and figures suggestions All reading the assigned from map suggestions provide We use the like further to If would on how you information field trip planning sheets, extra schedule pages, For Complete the map assignments included in all of the included in all the map assignments Complete 1 Day Day All Memorization (Bible) Bible Reading - through the various leadership types experienced Israel Gospel in which we start with John’s We out their history. kingdom but it didn’t established, see Jesus the Messiah’s His expected. like what Jewish audience look anything the judges Joshua through jump back to when we Then, Christ’s see why kings, it will be easy to and the Judah’s and so much better! rule is so different of the He starts the beginning before life. talk about Jesus’ first miracle—turn - Jesus’ Jesus is God. how showing world, wine—was into of the a sign ing 160-180 gallons of water Messiah the Kingdom bringing of God 9:13). (see Amos (e.g., 1865–1890), we recommend that you use the ending the ending use you that recommend we 1865–1890), (e.g., Timeline. on your figure when placing the date . in Section Schedule, Four line Figure Map Points the for Look Guide. in the Study Further information and useful documents Sonlight Account your to login please instructor guide, "Un the- section access and go the My Downloads to Guide" and "Getting Your of derstanding the Structure Started" documents. specific and other documents lists, check off practical life section the My Downloads of your guide go to your to only). purchaser original to (available Sonlight Account ule page and in the notes. Use the coordinates and the and the coordinates Use notes. ule page and in the on the find each location to name in the notes location Then, colorful of the guide. laminated maps in the front blank, on your each location note children your have Markable pen. Map using a washable are children your the stories to lend context guides to their knowledge of geography. improve and reading - - Intro to World History, Year 2 of 2 of 2 Year History, World to Intro

4-Day

Section Two Section

symbol. Handwrite these suggestions into the these suggestions into Handwrite symbol. symbol indicates it has an accompanying figure figure it has an accompanying symbol indicates dd  W

| Your children will record significant people and events people and events significant will record children Your The In the “To Discuss After You Read” section, the compre Read” You Discuss After “To In the Knowing definitions is critical to understanding. That’s That’s Knowing understanding. is critical definitions to we the words categorize we Inour study guides, all of if defined while that, words are terms Literacy Cultural To keep track of your progress, simply place a check simply place progress, of your keep track To 1 eek “How to” Quick Start to” “How Information 2 in a spiral-bound timeline book. Over the years, you’ll fill you’ll timeline book.in a spiral-bound Over the years, knowledge and understanding children’s this book as your of history expands. Timeline To Discuss After You Read Discuss After You To focus children your help to meant hension questions are importanton some of the more aspects you of the stories is to with this additional material Our intent together. read get every need to bit you resources with the you provide a book. possibly can from you of enjoyment Vocabulary & Cultural Literacy & Cultural Vocabulary included important vocabulary in your terms we’ve why Guide. Instructor’s your words are words Vocabulary ways. in two highlight in other texts—not just encounter will probably students list these words We those included in this curriculum. book in which they the of the text from within an excerpt to students challenge your may you so that found are of in the context using the clues found define the terms these short read Simply aloud quotes of the story. the rest the meaning of the you can tell students and see if your terms. bold italicized and deepen their will broaden reading, are students your gen- are these words understanding of the text. However, expect wouldn’t and we content, course specific to erally You basis. or hear them on a regular read students your a co by in bold followed formatted use these words, may lon and their definitions, more like a convenient glossary. glossary. like a convenient more lon and their definitions, mark in the corner of each assignment on the weekly mark each assignment of in the corner - chartschedule state/coun If it. finish your children as your date) (what of when keep a daily record to try you requires hours you many and/or how a project, completed you If as well. information that a subject, on spent record then second Guide with a Instructor’s your reuse to decide you initials next the check mark to each child’s then add child, or hours. Record Keeping Record in the Sonlight Timeline Figure packet. Place these stickers Place packet. Figure Timeline in the Sonlight marked suggestions are Timeline timeline book. your into with a timeline book as well. timeline book as well. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. (Matthew 19:16). Knowing that this man was rich and very that 19:16).Knowing thismanwas andvery (Matthew rich just getalistofthingsto doinorder to “have eternal life” was dealingwithamanwhoseemedto think hecould all theyhave andgive itto thepoor. Contextually, Jesus atChristians alltimesandincircumstances mustsell context. 19:21doesnotliterally Matthew meanthat all order to makeapositive difference. calling, butonethat isactive, moving through culture in isnotanisolationistgood news oftheGospel. Christianity with peopleintheworld inorder to reach themwiththe times. Clearly, however, involvement Jesusmodeled active ofseparationperiods from theworld are nothelpfulat the New Testament, butthisisnotto say that retreats or draw closerto God. Suchasceticism isnotwarranted in such asmonks, dosonotnecessarily to be “good,” butto A: Q: Truth(See andTransformation). to gaintimeto pray whento andtheclockto pray know water wheelandtheclock. The water wheelwas invented developed inventions practical suchasthe To You After Discuss Read interesting insights, andcompelling illustrations. facts your children topictures thestory have heard. Enjoy the educational years to come. and onamore detailedlevel over thecourse ofallthe to become familiarwithsuchanoutline. with the “Staircase,’” wouldn’t anditcertainly children hurt throughacquire regular mastery andrepeated contract pages xx–xxi. We believe that Hillyeris correct children can attention to the “Staircase to Time” that Hillyer outlineson ofhistory.dren thebigstory more unifiedwhole. We scheduleitfirstto give your chil- book putsthesedisparate pieces ofinformation into a World History, Year 2of2” program. We believe Hillyer’s to touch elementary uponintheearly to “Introduction thosetimesandplaces thatexactly we hadalways wanted not onlybecauseitissowell written, butbecauseitcovers A Child's History of the World the of History Child's A Day

1 (p. 176)As withany passage, itmustbeinterpreted in (p. whohave 175)Christians withdrawn from theworld, According historian to Indian Vishal monks Mangalwadi, We ofWorld thenaddThe Book Usborne to give History timelinebookismeantOur to achieve thesamebenefit As you read thebookthisyear, we encourage you to pay We are delighted to offer AChild’s oftheWorld History , sick andthetravelers vided forthemselves andthoseinneed, theycared forthe andcopied theypro ancientbooks; chronicled history they salvaged landandmadeitworkable; poor they benefits to society? What work didmonksand nunsdothat were huge Chapter 43 Intro to World History, Year 2 of 2 - that may Velarde botheryounger children. —by Robert screen over itfirstsoyou segments canskip thosebrief There issomeviolence inthefilmsoyou may wishto pre- should wall themselves away from theworld orengageit. much to consider inrelation to whetherornotChristians copying andillumination ofbooks. alsooffersThe story includingthe which tells monastery oflife ina7thcentury fascinating animated ofKells filmcalledThe Secret (2009), to properly interpret biblical texts. tation ofthepassage, butitdoesmeanthat we mustlearn mean that nothinggoodcameoutofBenedict’s interpre wishing to communicate: “Come, follow me.” This doesnot of verse 21contains what islikelythemainpoint Jesusis moral character, notinpossessions. Note, too, that theend so truevalue isinwhat willlastinto eternity, suchasour we “own” inthisworld isnotgoingwithus into eternity, reliance onGod. There’s alsoalessonhere that whatever thing we have to rely atendency onmore fullythanour to search ourlives for that whichmay beanidolorsome possessions. application, 19:21isacall By then,Matthew man’s life that would challengehimthemost;namely, his dependent onwealth, thearea Jesushitonexactly ofthe of your account. Sonlight lical Dates” located inthe'MyDownloads' section articles You Will Find Contradictions inHistory” and “Notes onBib Timeline Points Map and should read:. ofGod Confessions andThe City recorded Christian histhoughts intwo keyworks every ofChristianity.in thehistory Adeepthinker, Augustine oversight. figures Augustine isoneofthemostimportant A: Q: To You After Discuss Read  Timeline Points Map and    Day

2 (p. 177) You andyour children may beinterested ina youIf are interested to more, learn pleaseread the “Why (p. 179)Hillyer says littleofAugustine, butthisisan between the churchesbetween AfricaArabs conquered andcutoffcontact allNorth tobeing connected theEuropean Christians? How didtheEthiopian Church years getcutoffafter of Roman Empir India Hippo order AD480–547) ofmonks(ca. starts Benedict Chapter 44 ; South Africa(E7); Ethiopia (F4);South (I3)(map4) (F4); Alexandria (G8); Egypt (H8)(map3) e (C6) (map5)

4-Day

Section Two

W eek 1

| - - - 3 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. - — Robert Velarde (map 5) e Constantinople (I10); Constantinople (D3); Mecca (D2); France p. 97 p. Battle of Poitiers “Tours” (AD 732) (AD “Tours” of Poitiers Battle Tours Muslim Empir M 622) (AD Hegira The begins Islam (ca. AD 622) (H10) (map 3) (E8); Medina (I10); Arabia How did ChristianityHow survive the barbarian invasion? and as good examples monks who lived faithful through the heathen” “convert to and sought went How did Islam begin? did Islam How a man the angel Gabriel to Muslims believe appeared God; a message from and delivered named Mohammed what he knewhe shared with others do book called and where is the Islamic holy What Muslims worship? mosque or Koran; Qur’an with nar begin chose to we History, World cover we As to fought were wars in the book many mentioned As For a brief introduction to Islam see the booklet a brief to introduction Are All For ohammed (ca. AD570–632) sit around children your this book have reading When

Day Usborne Book History of World   d d Q: A:  Read Discuss After You To the option—to given Islam—they were to people convert or die. higher taxes pay convert, the fact that in Islam there is little room for assurance of assurance for room is little the fact there in Islam that Allah the bad, outweigh good deeds Ifsalvation. one’s or not. paradise enter an individual to allow to choose may Press), (InterVarsity DouglasReligions One? Groothuis by Dean by edited Religions World Guide to Compact The Islam in on the chapter House), and (Bethany Halverson Press) (InterVarsity Corduan Winfried by Neighboring Faiths Read Discuss After You To Q: A: Q: A: and Map Points Timeline   . History of the World or story in A Child’s textrative as found the with the bullets and pictures from that follow We children’s History solidify in your to Usborne Book of World the schedule Thus, minds the story just heard. they have both the match to book jumps around of the Usborne periods and empires. small snippets might These the pictures. look at to you history but they can add to the over-arching not convey mostly notes—we include only a few We depth. history’s happened. what to face give this text to allow - - - - Intro to World History, Year 2 of 2 of 2 Year History, World to Intro

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Chapter 45 Chapter W

| A few clarifying notes are in order in order are clarifying notes Mom A few or Dad: to Note (p. 185) Unlike the Jewish scriptures (the Old Testament) Testament) (the Old 185) Unlike the Jewish scriptures (p. “When to Muslims pray On page 186 the author states, importantAnother do with keep in mind has to to point 3 Day 1 eek 4 on chapter 45, “Muhammad and the Early Years of Islam.” of Islam.” Years Early and the “Muhammad 45, on chapter “He [Muhammad] believed on page 184, author states The and Christians worshipped.” Godin the same the Jews that in system belief the reigning polytheism was However, the people believed means that This the time. at the area God as creator one personal, than rather gods in many If and Christians. Muhammad had be Jews by believed lieved “in the same God that the Jews and Christians wor the same God the Jews that “in lieved or Christian, been Jewish have then he would shipped,” Muhammad certainly the case. not but this was displayed the polytheistic idolatry in standing up to courage of his but as we’ll God alone, worship to calling on people day, of views very Islam and Christianityexplain, different have monotheistic (believ are though both religions God even ing in one God). Testament), and the Christian Bible (the Old and New the Qur’anMuslims believe is an exact of a book transcript himself and passed on directly Allah by written in heaven, their and Christians Both believe Jews Muhammad. to through but God worked divinely inspired, are scriptures than having rather His words record human beings to them take dictation text. an existing or transcribe the same God Christians that to praying they are Allah, then the beliefs the case, If this were worship.” and Jews among be in agreement about God would and teachings is not the case. but that Muslims, and Christians, Jews, of God that does not hear the prayers not saying We’re are there out that pointing merely we’re Instead, Muslims. in belief about God and other key areas clear differences that say To religions. different separate of theology that is “the same God” Muslims and worship Christians, Jews, different teaches these religions each of incorrect since are religions all three sense, Inthings about God. a broad But in a personal God. believing in one, monotheistic, and disagreements many are there specific sense, more the to when it comes these religions between differences the nature of human beings, the nature of God, nature of sin, and more. and extent In in the means of salvation. Christianity is found salvation (Ephe not in works given, faith, freely through grace God’s as across comes sians 2:8-9). Islam, on the other hand, the so-called instance, For system. of a works-based more five the shahadah, praying reciting pillars of Islam are five fasting during Ramadan, a one-fortieth giving times a day, like seems This Mecca. to pilgrimage a and income, of tithe earn to of an obligatory do in order more list of things to accepts that repentance than sincere rather favor God’s is here point A related of salvation. offer gracious God’s ©2020 by Sonlight Curriculum, Ltd. All rights reserved. read themonyour own. 4-Day program. Please feel thesechapters free or to skip andpeoplegroupcountry asyou pray for them. page,the Schedule pleaserefer to pp. 6-7.Look upeach people groups shown. For themapassignments listed on you inthat. to support withseveralis closelyconnected agenciesandwould love whoworks withthem.Sonlight amissionagency contact them leadtheprayer, talkaboutitover dinner, andmaybe us. your If children seemdrawn to apeoplegroup, have people are notalllikethem—it’s even agoodreminder for unreached landsandpray for themtoo. mayin your have country immigrated from oneofthese live, butalsoconsider that themenorwomen you meet recording. Please pray for thepeoplegroups where they in theWindow ontheWorld withtheGeography Songs there.known a few moments to pray would that God makehisname ofpeoplesaroundthe description theworld andtake for theworld.heart When scheduled, pleaseread through Window on the World Day 1 Not allcountries orpeoplegroups are scheduledinthis Window ontheWorld contains aworld mapwith the for isagreat your childrenIt opportunity to that learn We matched mostofthecountries that we pray for One ofSonlight’s goalsisto raise upchildren witha “Introduction” pp. 4–7 Intro to World History, Year 2 of 2 will pray for Israel. religion that worshipped Judaism. oneGod; Tomorrow we significant religions began. We withtheoldestworld start progressionOur Eastwhere begins three intheMiddle Day 1 : Rationale Why dowe aboutJudaismhere? learn • • • • • • • • • • • • • • • • •

“What’s Next” pp. 206-207 “Yazidis” pp. 188-189 Africa""South pp. 144-145 pp."Romani" 132-133 “Persians” pp. 120-121 "Pakistan" pp. 116-117 Korea”“North pp. 112-113 “Minangkabau” pp. 100-101 “Madagascar” pp. 92-93 “Maldives” pp. 94-95 “Lesotho” pp. 88-89 “Japan” pp. 80-81 “Hazara” pp. 62-63 “Druze” pp. 42-43 "Brazil" pp. 26-27 “Baloch” pp. 16-17 “Balinese” pp. 14-15 “Judaism” pp. 204–205 n

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W eek 1

| 5 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. who Jesusisandinvite too. othersto Him, getto know helps herwholetown come May Christ. we to know learn with hisinteraction at thispoint, woman buttheSamaritan male Samaritan seemsto“sinner”). Nicodemus donothing Jewish teacher) andthewoman at thewell (adespisedfe 5–8:Date:Days ______to ______Level C:History/Bible/Literature Bible Reading Bible Jesus now (aprominent meetswithNicodemus male READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Window ontheWorld World History of Book Usborne Geography Songs Reading Date: Provider theWord:Sing Our God Memorization Whimsy and WisdomWhimsy and 104 Poems of Red Sails to CapriRed Sails oftheWorld A Child’s History World II History Kit: History Hands-On Optional: The Aesop forChildren Track 7Listen to thistrack theentire week. whose landyou dwell; butasfor meandmy house, theLORD.” we willserve intheregionwhether thegodsyour fathers served beyond theRiver, orthegodsofAmorites in Joshua 24:15—And ifyou beunwilling theLORD, to serve choosethisday whomyou willserve, Quadrant “The Frogs“The andtheOx” “The Months” “The John 3:1-21 pp. 74–75 chap. 46 chap. VI  Day 5 Day “Iraq” p. 3 p. p. 9 p. Iraq

Intro to World History, Year 2 of 2 Additional Subjects: N theCat”“Belling p. 11

Week 2 Parental Notes -  “Saudi Arabia”“Saudi “Middle East” “Middle John 3:22-36 pp. 112–113 pp. 140–141 Saudi Arabia Saudi chap. VII Track 7 Day 6 Day called. Will you?called. Will God. Jesuscame, disciplesfollowed andHis whenHe Him meet inafew weeks—said that hisfamilywould follow Memorization (Bible) Memorization All Day In theOld In Testament, amannamedJoshua—who you’ll

 Joshua 24:15 19 1

Map PointMap 20 2 21 “The Dog, theCock and “The “When theSunRises”“When & 3 22 4 “Morning” p. 4

“Middle East” “Middle chaps. VIII–IX John 4:1-26 23 5

chap. 47  the Fox” Track7 | Day 7 Day 24 

p. 99 p. 10 6

4-Day Timeline Figure

 25 7 Week Overview 26 8

| 27

9 Section Two 28 10 29 11

d 30 12

“Middle East” “Middle John 4:27-42 pp. 114–115 31 13 Timeline Suggestion  chap. 48 “Oman” chap. X Track 7

Day 8 Day 32 14  Oman |

33 15  eek 2

34 16 35 17

(B4) (map 3) (B1) (map 4) p. 99 p. 74–75 pp. “Iraq” Chapter 48 Chapter 112–113 pp. King A Denmark England defeats Danes (AD 878) Danes (AD defeats after the Muslims conquered the Roman Empire, they ac- the Roman Empire, after the Muslims conquered so and Romans, the learning of the ancient Greeks quired thatat Europeans the than advanced oftenmore were they comfortable, were the sultans' palaces example, For time. their trading Roman baths, like their public baths were easier to were their numbers swiftly, (ships) traveled dhows and they studied math, medicine, Greek they followed use, and medicine religion, law, geography, astronomy, in Europe? have did religion influence What and invading, Muslims from keep to Christians fought with the king quarreled (the Pope) the head of the church for power What good did King Alfred bring to England? bring King good did to What Alfred lan- a a clock candle, schools and education, strict laws, and a navytern and the Danes? King between end did wars Alfred Why Christian the Danes became lives did Muslims’ how GoldenDuring Age, the Arab in Europe? lives people’s from differ As you sing through the Songs of the Middle sing through we East, you As thefirstnavy, 849–899)forms (AD lfred 7 5 8 6

Day Day Day Day Window on the World the on Window Usborne Book History of World   To Discuss After You Read Discuss After You To Q: A: read We in the songs. about some of the countries read sing them. we about them in the order To Discuss After You Read Discuss After You To Q: A: Q: A: and Map Points Timeline  Read Discuss After You To Q: A: -

Intro to World History, Year 2 of 2 of 2 Year History, World to Intro

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; Italy (E4); (C4) (D3); Spain (E1); Germany A this day whom you will serve, whether the gods your will serve,your the gods whether you whom this day or the River, the beyond served fathers in the region as but dwell; you in whose land Amorites gods of the will serve we the LORD house, me and my for choose serve to LORD, the beunwilling nd ifyou Chapter 47 Chapter Chapter 46 Chapter France France C (map 3) Baghdad (G11) Roman Empire W

aged education and ruled well aged education a "trial to where subjected test, ordeal" people were by not af- bodily to harm; if they were subjected they were not guilty quickly they were fected or if they recovered How did people determine if someone committed a if someone committed did people determine How in Europe? crime during the Dark Ages Why is Charlemagne significant? What is he knownWhat for? significant? is Charlemagne Why and formed a together of Europe he pulled the pieces he encour the Pope; by crowned and was Roman Empire Can you think of any disadvantages of having four wives? four of having disadvantages think of any you Can The book says that Muslims believe it immodest to to it immodest Muslims believe that book says The Does this seem reasonable? face. a woman’s show What did the Arabs invent or discover? invent did the Arabs What clocks with calico, cotton, coffee, system, our number a unique building stylependulums, |

anew 742–814) forms (AD harlemagne Notice that wisdom, knowledge and power are all just a are wisdom, knowledge that and power Notice The concept of the so-called concept a myth. The is largely Dark Ages As far as libraries are concerned, they were not unique not they were concerned, are far as libraries As 7 5

Day Day 2 eek A Child's Historyof the World  8 Timeline and Map Points Timeline  A: Q: Q: A: To Discuss After You Read Discuss After You To live, choose to we How being lost. from away generation and our children moving in is crucial to invest we what WWII during A German Jew who lived along. their children the through been persecuted have as the Jews that stated is their value they hold of great one thing generations, It be cannot is something that they know. or what minds, on. rely and something they can always stolen Q: Christians active in particular on how quite more were For - Vic The instance, for intellectually during this period see, tory 193] Rodney Stark. Reason by of [p. Q: Q: A: To Discuss After You Read Discuss After You To to Muslims. However, in tracing the roots of libraries, much of libraries, the roots in tracing However, Muslims. to knowledge Christians valued who to so much, is owed they often that amassed books competitors, from even 191] [p. hand. by copied they obtained or meticulously ©2020 by Sonlight Curriculum, Ltd. All rights reserved. graphically, itisstillaccurate. makes senseto stillincludeitwiththeactivity, asgeo held area of Cyprus”), ofNorthern Republic it “Turkish May of2004(althoughthisdoesnotincludethe Turkish- prus. Even thoughCyprus entered theEuropean Unionin thisweek. also inhistory Holy books. We read aboutIslambecause we read aboutit Jesus asoneoftheprophets andtheBibleasoneoftheir Geography Songs 6–8 Days The song East”“Middle inGeography includesCy Songs consider Islam,Muslims pre-dates Though Christianity “Middle East”“Middle Track 7 Intro to World History, Year 2 of 2 - - calculate theirlatitude. willallow themto usethestarstoof theastrolabe—that at sea. Your aquadrant—a student variant willbemaking ALL Optional: Day Arab traders usedinstruments to calculate theirposition Quadrant Hands-On History: World History II World History History: Hands-On

4-Day n

Section Two

W eek 2

| 9 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. people; Hegives proof that Heisfrom theFather, even doing thesethings,By Jesusdoesmore thansimplyhelp (healing aboy aswell andacripple asmultiplyingfood). 9–12:Date:Days ______to ______Level C:History/Bible/Literature Bible Reading Bible This week covers many ofthesigns Jesusperforms READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Provider theWord:Sing Our God Memorization Reading Date: The Aesop forChildren Chimney Sticks Across the Viking Raiders Time Traveler: oftheWorld A Child’s History Geography Songs Window ontheWorld Whimsy and WisdomWhimsy and 104 Poems of Track 8Listen to thistrack theentire week. 6:9FindMatthew thepassagewithinnotes. (through fourth para.)(through fourth “Ducks’ Ditty” & “Four Jackdaw” & Boy “The The Eagleandthe Ducks onaPond”Ducks and theFilberts” John 4:43-54 pp. 124–125 pp. 9–21 chap. 49  “Qatar” chap. I Day 9 Day  p. 12 Qatar p. 5 p. 



Intro to World History, Year 2 of 2 Additional Subjects: N 

“Not They Who Soar” “Not TheyWho “Middle East”“Middle Track 7 Week 3 United Arab Emirates Parental Notes “Hercules andthe “United Arab pp. 172–173 John 5:1-15 pp. 34–35 pp. 21–34 Wagoner” Emirates” Day 10 Day chap. I p. 13 p. 6 p. will of God whichlooksdifferent.will ofGod ButJesusishere outRome). to dothe (by kicking kingdom (Sabbath) andthecrowds to setupanearthly Him expect toreligious follow Him peopleexpect theirtraditions though Hedoesmany thingspeopledonotexpect. The 

 19 1

Map PointMap

20 2 21 3 “The Kid andthe Kid Wolf”“The “Hope isa Thing with 22 4 “Middle East” “Middle

John 5:16-47 23 5

pp. 36–37 Feathers”  | chap. II Track 7 Day 11 Day

p. 13 24 6 p. 7 p. 4-Day

Timeline Figure 25 7 Week Overview 26 8

27 9 Section Two 28 10

29 11

(through 4thpara.) chap. III,pp. 49–59 d 30 12

John 6:1-21 31 13 Timeline Suggestion pp. 38–39

Day 12 Day | 32 14

 W 33 15 eek 3 34 16 35 17

| 36 18 11 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. n and (A4) , Sweden (A3) “Middle East” Track 7 Track “Middle East” pp. 38–39 pp. pp. 34–35 pp. 36–37 pp. S Denmark (B4) (map 3) Describe a Viking farm. [pp. 36–37] Viking farm. [pp. Describe a lived main family The buildings. many it encompassed in buildings lived and freemen Slaves in the longhouse. barley and flax and raised food like grew farm The nearby. and horses sheep, cows, Describe of the longhouse. the interior dark, with a smokya long, with no windows single room than a chimney) (rather hole in the roof Why did the Vikings raid and loot? Vikings raid did the Why grow couldn’t and get supplies they gain wealth to and why? work” “dirty did all the Who freemen, were all the Vikings because slaves, captured did all the dirty slaves therefore be paid, had to workers work like? school was What none was there Days Because we use this book following a time line, we read read we line, a time use this book following Because we This book gives a detailed look at how the Vikings lived, Vikings lived, the how look at a detailed book gives This Norway countries: candinavian This is the final week for this key region of the world. of the world. this key region for is the final week This

Day Day Day 12 10 11 Geography Songs Geography Time Traveler: Viking Raiders 10–11  To Discuss After You Read Discuss After You To about knights read we Vikings before the pages on the and Godfrey Baron “met” haven’t we Therefore, and castles. the section from before. the group his family, Q: A: Read Discuss After You To Q: A: To Discuss After You Read Discuss After You To children your Make sure its pictures and snippets. through can see the pictures. Q: A: Q: A: Q: A: and Map Points Timeline - Intro to World History, Year 2 of 2 of 2 Year History, World to Intro

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| ; Greenland (B4); (B5); Greenland ; Iceland (C1)

A which art in heaven, Hallowed be thy name. be thy which art Hallowed in heaven, Our Father ye: pray ftertherefore thismanner 9 Chapter 49 Chapter Matthew 6:9–9 W Vikings discover America (AD 1000) (AD America discover Vikings America Atlantic Ocean (D3) (map 1) Atlantic

| What happened in the year 1000? happened in the year What Erikson and ending and Leif was the world people thought “the sailed to Vikings end of the world” fellow

Your children will memorize Matthew 6:9–16 over Matthew 6:9–16 over memorize will children Your Note: end in would Not everyworld the thought believer Bible know will end. when the world don’t really Inwe truth Jesus taught His disciples how to pray when they when pray His to Jesus taught disciples how 3 eek 9

Day Day A Child's History of the World Memorization (Bible) ALL  12 Timeline and Map Points Timeline  A: To Discuss After You Read Discuss After You To Q: the next 6 weeks. They will learn a verse a week. will learn a verse They the next 6 weeks. that in fact, Some 1000. modern believe scholars, the year 1000 ap as the year among people the supposed hysteria of a brief account For exaggerated. is incredibly proached Abanes Richard by Visions this period of time see End-Time biblically speaking (1998), pages 170-174. Besides, we know much: No person knows this when Christ will return! 202] See Matthew 24:36. [p. last the Sun may who believe secular scientists, Even an instance, for know if, don’t years, billion more several with earth, collide may or meteor - causing dooms asteroid Our or perhapsglobal plague will strike. a scenarios, day demonstrate but to anyone, scare is not to purpose here know the not only about how don’t is much we there that long it might how but is sustained, and our world universe God sustains all Biblically speaking, of course, continue. He is ultimately basis. on a moment-by-moment creation the curtain of when in charge of the will close on the play will end when the world speak. so to simply, Quite world, Christians look forward Fortunately, end it. God decides to - Revela instance, new earth and for a new heaven (see, to 203] tion 21). [p. asked Him. Section Three

Reading Assignments and Notes Read-Alouds Weeks 1–2: Red Sails to Capri

Day Day 1 Chapter I 2 Chapter II

Overview Vocabulary The German writer August Kopisch first revealed the The bell was being rung with both hands now. It clamored existence of the Blue Grotto (Grotta Azzurra) when he and clanked. (made loud sustained noise) described its extraordinary beauty in August, 1826. Since then the Blue Grotto has become the emblem of the To Discuss After You Read island of Capri; but its history goes back much further. Q: Why can’t Michele go to Naples? It was well known to the Romans, as proved by antique A: there is too much work with the guests, and guests could statues that were found submerged in it back in 1964. This mean money in the chest (or savings) discovery, plus the discovery of remains from an ancient landing place and work on an underground tunnel sug- Q: Why would the name Capri, or goat, be appropriate for gest that the cavern was once visited frequently. a mountainous island? The Capri locals knew about the grotto before Kopisch A: people need to be goat-like to walk the steep island described it, but they avoided it because they thought Day witches and monsters inhabited it. For further research 3 Chapters III–IV and to see pictures, use your favorite search engine to look up the phrase, “blue grotto.” Vocabulary The voice, at least, was not concealed. (hidden) [chap. 4] Cultural Literacy “The good saints keep us”: a phrase used by Catholics Cultural Literacy who believe Saints in heaven watch over people on earth kilometer: 1,000 meters; a meter is about 39 inches; a and advocate on people’s behalf. kilometer is a little more than half a mile. [chap. 3] tam: a hat with a tight head band and a wide flat circular semicircle: a half circle. [chap. 3] crown. bellied: bulged. [chap. 3] landlubber: a person who lives and works on land, an Philosophy: the study of human nature and conduct. inexperienced sailor. [chap. 4] wry: twisted to express emotion. To Discuss After You Read “5 lire times forever”: if the guests continue to pay 5 lire Q: per day to stay at the inn, the Paganos will be rich. In other According to Mamma, why does macaroni stick to the words, the guests bring good fortune. bottom of a pan? Is this a reasonable explanation? ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by [chap. 3] A: it’s jealous and wants all your attention To Discuss After You Read Q: What countries do the three strangers come from and Q: How does Michele view the steps to Anacapri? [chap. 4] what do they seek? A: at first he thinks they are ugly, but in Lord Derby’s picture A: England—to paint beauty; Denmark—to study; France— they are beautiful—like a stairway to heaven a writer, in search of adventure Day 4 Chapter V Q: Why are guests in the off-season so welcome? A: they bring in money and give workers something to do Vocabulary “I thought the boat would turn over with his ravings.” Timeline and Map Points (irrational, incoherent utterings) Find the laminated maps at the beginning of this guide. “It’s all my fault,” said Michele dolefully. (woefully: sadly) We print them back to back.

 Capri (E5); Naples (E5); Venice (D4); Rome (E5) (map 3) Cultural Literacy jackanapes: monkeys, apes. sirocco: a wind that is so full of dust that it sends every- one indoors.

Intro to World History, Year 2 of 2 | 4-Day | Section Three | Red Sails to Capri | 1 To Discuss After You Read Day 7 Chapters VIII–IX Q: “Monsieur Jacques paced the floor like a caged animal.” What does this sentence mean? Vocabulary A: he walked back and forth in an agitated manner like a Signora Pagano looked particularly jubilant. (expressing restless caged animal that can’t go anywhere great joy) [chap. VIII] Q: According to Signor Pagano what comes with the price of a fisherman’s boat? Does he like his job? To Discuss After You Read A: the fish he will catch, his love of the sea, the feel of the Q: What does Mamma mean by: “Sometimes it takes a wind on his face, the excitement, the danger, and his pride brave man to run away”? [chap. VIII] in the haul; yes! A: sometimes it takes more courage to do what is right than to do what is expected of you Q: How does the cove relate to philosophy according to Herre Nordstrom? Q: Why does Angelo decide to go at noon to the cove? A: they will find the truth by gaining knowledge [chap. VIII] A: at noon the men’s behavior would not be at all suspicious Day Chapter VI 5 Q: We are told that “Michele felt as if he had been chasing To Discuss After You Read tomorrows all his life.” What does that mean? [chap. IX] A: it seemed like he had been waiting for things to happen Q: What is Angelo’s opinion of a “smart fool”? Why? A: there is nothing in the world as dangerous; they will do Q: Why does Michele ask if Pietro can come too? [chap. IX] anything A: they are brothers of the heart; Pietro didn’t go to Naples without him—bringing him along would only be fair Q: According to Angelo, why do the people of Capri not

Day

Day Even the air they breathed was blue. And their bodies, Chapter VII 6 filled with it, felt light and buoyant. (floating) Vocabulary Every ripple was edged with gleaming bubbles; every “It has tormented me for many years.” (caused suffering) wave carried with it a trail of spangles. (sparkling or glittering light effects) Cultural Literacy Three by three the boats continued to take their turns, and curlicues: fancifully curved figures. with every trip the hilarity mounted. (intense laughter) concoction: crudely mixed together. To Discuss After You Read imbeciles: not smart. Q: As they traveled to the cove “no one said a word. There was nothing to say. All the talking was over; only doing To Discuss After You Read remained.” What does this mean? Q: Why does Signora Pagano take to bed? A: all the plans had been discussed, now they just needed to A: she hopes that by refusing to work in the inn, the men will carry them out leave and not go to the cove Q: All three men came to Capri for something. What did Q: Why is it important for Signor Pagano to take Michele they each find in the cave? to the cove? A: adventure, beauty, and truth A: Papa has a chance to give Michele something precious— Q: an adventure to make him feel brave and important Of what was the journey just the beginning? A: a huge tourist industry: people have come by the hun- dreds and thousands from all over the globe to see one of the most beautiful places in all the world n

2 | Red Sails to Capri | Section Three | 4-Day | Intro to World History, Year 2 of 2 Read-Alouds Weeks 1–36: The Aesop for Children

Day Day 1 “The Wolf and the Kid” p. 7 11 “The Kid and the Wolf” p. 13

Rationale: We include this book to make children aware To Discuss After You Read of their cultural heritage—of famous stories. We also want Q: Why did the Kid feel free to speak unkindly to the Wolf? them to be aware of stories told to teach a lesson; a moral A: the Kid knew he was out of the Wolf’s reach—he wouldn’t tale. say such things if he wasn’t in a safe place

Day Cultural Literacy 13 “The Town Mouse and the Country …” pp. 14–15

kid: a young goat. To Discuss After You Read Have your children retell the story of the country mouse To Discuss After You Read and the town mouse. Q: How did the Kid avoid being eaten by the Wolf? A: Day he asked the Wolf to pipe him a tune; the shepherd dogs 14 “The Fox & the Grapes” p. 16 heard it and came back to rescue the Kid To Discuss After You Read Day 2 “The Tortoise & the Ducks” p. 8 Q: The phrase “sour grapes” comes from this story. What do you think people mean by the phrase? Cultural Literacy

Day Jupiter: the ruler of the gods in Roman mythology. 17 “The Ass and His Driver” p. 18 Note: For this book, we won’t have notes for every Cultural Literacy assigned reading. ass: a donkey. Day 6 “Belling the Cat” p. 11 To Discuss After You Read To Discuss After You Read Q: What happened to the ass who didn’t listen to his mas- Q: Why do you think none of the mice wanted to “bell ter? Could this be applied to directions given by our the Cat”? parents? A: because if they got near enough to put a bell on the cat, A: he tumbled head over heels down the mountainside; yes, the cat could catch them they often keep us from trouble

Day Day 7 “The Dog, the Cock and the Fox” p. 10 21 “The Shepherd Boy and the Wolf” p. 20

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Cultural Literacy To Discuss After You Read cock: a rooster. Q: What happened the third time the boy shouted, “Wolf! Wolf!”? porter: a doorkeeper. A: the villagers didn’t come to help him because they Day thought he was trying to fool them again 9 “The Eagle and the Jackdaw” p. 12 Day Cultural Literacy 29 “The Owl and the Grasshopper” pp. 26–27

jackdaw: a black bird similar to a crow. Cultural Literacy

Day Olympus: a mountain in Greece believed by ancient “The Boy and the Filberts” p. 12 9 Greeks to be the dwelling place of the gods. Cultural Literacy Apollo: one of the gods in Greek and Roman mythol- filberts: hazelnuts. ogy—he pulled the Sun across the sky each day in Day his chariot. 10 “Hercules and the Wagoner” p. 13

Cultural Literacy Timeline and Map Points Hercules: a hero of Roman mythology known for his  Mount Olympus (E6) (map 3) great strength.

Intro to World History, Year 2 of 2 | 4-Day | Section Three | The Aesop for Children | 3 Day Day 41 “The Ass and the Load of Salt” pp. 32–33 101 “Three Bullocks and a Lion” p. 66

Hands-On Activity Cultural Literacy Dip a spoonful of salt in water. See if it melts away like it bullock: a young bull. did for the donkey. Now try wetting a dry sponge. Why is it Day so much heavier when it’s wet? 102 “Mercury and the Woodman” pp. 66–67

Day 42 “The Leap at Rhodes” p. 34 Cultural Literacy Mercury: a god in Roman mythology. Timeline and Map Points Day  Rhodes (F8) (map 3) 113 “The Milkmaid and Her Pail” p. 74

Day 49 “The Birds, the Beast, and the Bat” p. 37 To Discuss After You Read Q: What plans did the milkmaid have for her milk? To Discuss After You Read A: she was going to make butter with it to sell and with the Q: Why could the Bats side with either the Birds or the money buy eggs for hatching, when the eggs hatched she Beasts? planned to sell the chicks to buy a new dress to wear to the A: because they can fly like the Birds but are actually mam- fair to impress the young men mals like the Beasts Day “The Mole and His Mother” p. 90 Day 135 62 “The Peacock” pp. 42–43 Cultural Literacy Cultural Literacy frankincense: a sweet-smelling tree resin, used for Juno: queen of the gods in Roman mythology. incense or perfume. n ©2020 by Curriculum, Sonlight Ltd. All rights reserved.

Day 86 “The Mule” and “The Fox and the Goat” p. 57

Cultural Literacy mule: the offspring of a horse and a donkey.

4 | The Aesop for Children | Section Three | 4-Day | Intro to World History, Year 2 of 2 This is another poem that has a surprise twist at the end. Each line has exactly eight syllables. The first four lines are so lovely. You can imagine look- Alliteration is the word for different words that share ing at the pond, in the beautiful weather, with the ducks the same first sound. Look how many words alliterate in swimming. these 48 syllables! He, hands. Clasps, crag, crooked, close, It is a simple thing, but sometimes we do remember crawls. Sun, stands, sea. Lonely, lands, like. Ring’d, wrinkled. little, unexpected moments. There was probably noth- World, watches, walls. ing very important about that memory, which is why the And then there’s this completely unexpected word thun- speaker seems almost surprised to still remember it. derbolt. He’s used no other th sounds in the poem. (Note that But why does he remember that moment with tears? the letter combination th makes two separate sounds: one It’s a little unsolved mystery! Did his family move away like in the and one in th. One uses the vibrations in the voice from the pond and he never saw it again? Was that a mo- box, and the other doesn’t. He used one type in the, but not ment of happy peace before a beloved parent died? Is the the other type in thunderbolt.) He’s used no other b sounds. speaker sad that youth has gone, crying simply because so The sound of the word itself is completely unexpected. much time has passed? And he ends with the word falls. Again, no other f sounds We don’t know, but it’s interesting to think about! [“Four previously in the poem. It’s a beautiful, dramatic word. Ducks on a Pond”] What a poem!

Day Day 10 “Not They Who Soar” p. 6 15 “The Tyger” p. 9

To Discuss After You Read To Discuss After You Read Q: In this poem, how many different sounds at the end of “Did he who made the Lamb make thee?” words can you find? I love this question because it highlights the diversity A: only three: words that rhyme with sod and plod, word in the world—carnivore vs. herbivore, predator vs. prey, ©2020 by Curriculum, Sonlight Ltd. All rights reserved. that rhyme with care and air. And the two ends of the two terrifying vs. cuddly—without saying outright, “Look how stanzas: soar different all the animals are!” The poet uses far better language! This poem basically says, “If you’re soaring, you’re not a hero. Yes, nice to be you, free up there. But the ones who Day keep going, despite whipping and bare feet and thorns 17 “The Crocodile” p. 10 and rocks—these are the true heroes.” To Discuss After You Read

Day 11 “‘Hope’ Is the Thing with Feathers” p. 7 In real life, I think of crocodiles as terrifying, menacing creatures. This poetic crocodile, though, seems completely To Discuss After You Read different. Q: What words does the speak use that make the croco- To be “abashed” is to be ashamed or embarrassed. To be dile seem cheerful and friendly? “in extremity” is to be in a condition of extreme adversity A: little, improve, shining, pour, golden, cheerfully, grin, or difficulty. neatly, welcomes, gently, smiling This delightful poem is an extended metaphor, compar- With this set of words, the crocodile almost sounds like ing hope to a bird that sings without stopping. Perhaps in a friendly grandmother. Which makes the poem fun to an extremely bad situation, the bird might be embarrassed, read. But also kind of scary, because crocodiles are actually but usually it sings and cheers the hearts of the listeners. none of those things, yet the speaker managed to make The speaker claims to have heard it in very cold times and the crocodile sound appealing. Amazing! very odd times, but no matter how hard a situation, the bird didn’t need anything (“ask a crumb”) from the speaker. Day 19 “A Narrow Fellow in the Grass” p. 11 Day “The Eagle” p. 8 13 To Discuss After You Read

To Discuss After You Read Female poet Emily Dickinson uses a male speaker (“when a Boy and Barefoot”) to describe what it’s like to “Azure” is another word for “blue.” So “Ringed with the come across a snake. azure world, he stands,” means that the eagle stands, sur- rounded by blue sky. In the last two stanzas, the speaker says something like, “Some of the animals I meet, I really like. I feel cordial, or Q: What’s the rhyme scheme for this poem? warm and friendly, toward them. But whenever I see a A: AAA BBB snake, even if I’m with someone else [or, alternate reading: whether I see one snake or two], I can’t help it. I catch my breath and feel ‘Zero at the Bone.’”

6 | 104 Poems of Whimsy and Wisdom | Section Three | 4-Day | Intro to World History, Year 2 of 2 Literally, of course, the idea of “zero at the bone” makes This poem is a sonnet, a type of poem that follows no sense. Our bodies aren’t made of little numbers, all specific rules. Sonnets all have 14 lines, with ten syllables connected together. So think about it figuratively. What per line. Sonnets divide into eight lines and six lines, called do you think it means to have “zero at the bone”? the octave, for eight, and sestet, for six. In this poem, the If a zero is emptiness, and your bones go to zero, maybe octave is more about the sleeping city, and the sestet is a sense of weakness? Or maybe zero is a temperature, like more about the peace of nature around the city (though a chill, and there’s a sense of shock or coldness. this division isn’t as clear-cut as some sonnets). It’s a fabulous word, even without a specific definition. Sonnets also follow a specific type of rhyme scheme, though there is some variation. This poem has this rhyme Day 21 “High Flight” p. 12 scheme: ABBA ABBA CDCDCD. It’s a lovely meditation on how nature and city create a To Discuss After You Read new form of loveliness.

The early pilots experienced flight in a way that we don’t Day today—in airplanes open to the sky. I don’t know that 25 “The Rainbow” p. 15 there is anything comparable to soaring through the air in one of those early, dangerous planes. But clearly this pilot To Discuss After You Read loved everything about flight. Q: What does this poem compare? A: boats and ships compared to clouds, and bridges com- Q: Do you remember the name of the type of poem this pared to a rainbow is? Fourteen lines, ten syllables each? A: it’s a sonnet! This rhyme scheme is different (and a bit Q: Can you pick out some of the rhyming words? untraditional): ABAB CDCD EFEGFG A: seas, these, please, trees. With the repeated words, the rhyme scheme looks like this: ABCBABDBCB Day “The Swing” p. 13 22 Day 27 “The Negro Speaks of Rivers” p. 16 To Discuss After You Read This is a poem that sounds like swinging! Can you hear it? To Discuss After You Read HOW do you LIKE to go UP in a SWING? Today we would say “African American” instead of “Negro.” UP in the AIR so BLUE? In this luminous poem by African American poet, Langs- OH i do THINK it the PLEAsantest THING ton Hughes, he uses, as his speaker, different stories from Ever a CHILD can DO. different rivers: The words in capitals are accented. If words have more • The Euphrates, in the Middle East, called the cradle of than one syllable, some of the syllables are accented and civilization. some are unaccented. Sometimes a word changes meaning, depending on which syllable is accented. • The Congo in central Africa.

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by For example, the word “permit.” If you have a PERmit, it • The Nile in Egypt. means you have a piece of paper than grants you permis- • And, told in greater detail, the Mississippi River. This sion. If you want to go to a friend’s house, you might ask if river runs to New Orleans, where it opens into the your parents will perMIT you to go. Gulf of Mexico. In the days when enslaved people Or “present.” A PRESent is a gift. But you might want to were bought and sold in the United States, Abraham preSENT, or introduce, your new friend to your family. Lincoln visited New Orleans and saw humans put up Really talented poets use accents for emphasis and to for sale. deepen the meaning of what they are saying. (Amazing!) Had the poem ended here, this would have been a sad Day poem. Instead, though, this ends with “My soul has grown “Composed Upon Westminster Bridge…” p. 14 23 deep like the rivers.” Which can mean: even though we have lived through horrible injustice, we survive and thrive. To Discuss After You Read Westminster Bridge is a bridge in London. Early on a September morning, before the business of the city began, the speaker stood on the bridge and grew astonished by the beauty of the sleeping city, by the glory of the peaceful morning.

Intro to World History, Year 2 of 2 | 4-Day | Section Three | 104 Poems of Whimsy and Wisdom | 7 Day Day 29 “No Man Ever Steps in the Same River Twice” p. 17 33 “Monotone” p. 20

To Discuss After You Read To Discuss After You Read How is this poem both true and untrue? “Monotone” is a sound that’s unchanging in pitch or tone. It’s not normally a good word. When a person reads You might think that if you go to a local river more than in a monotone, it sounds like a robotic voice. So boring! once, you are going into the same river. But you change But here is a monotone that the speaker appreciates: from day-to-day, and the exact water in the river is not the the sound of the rain. Sometimes the rain drums harder. same. This is the surface meaning of the poem. Sometimes it fades away. But below that, is the meaning that none of us ever do exactly the same thing more than once. Not just step into “Multitudinous” means “consisting of many elements”— a river. But, really, every night when we go to bed, we have in this case, the rain consists of many raindrops. changed that day a little. Learned new things, tried new The speaker continues with something else beautiful: things. This poem is about how life changes us. the golden sunset on the hills and the sea. Day 30 “What Is Pink?” & “What Are Heavy?” p. 18 And then a beautiful face, with both the gold and the fire, and the peace of the rain. To Discuss After You Read What is the monotone in the poem? I think it’s just the Q: Can you see the rhyme scheme of this poem? [“What is rain, but the rain leads to thinking of other beautiful things. Pink?”] A: a new rhyming pair comes every two lines Day 34 From “Rain in Summer” p. 21 Each of the colors has a rhyming word. But what happens when you come to orange? [“What is Pink?”] To Discuss After You Read ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Q: Well, what rhymes with orange? [“What is Pink?”] This poem could not be titled, “Rain in the Rainy Season.” A: Ha! Nothing! Did you feel a little pop of amusement at No one wants more rain when it’s been raining for a month. this ending? Q: The pleasure of this poem comes from the reader’s Note: I should say, in the interest of strict accuracy, that memory of the heat and sweat and dust of summer, the internet claims that there is something called a “spor- and how refreshing the cool rain is. Have you ever ange,” which is “a very rare alternative form of sporangium thought about the patter of rain on the roof? A: (a botanical term for a part of a fern or similar plant).” glorious after a hot day! But since this is the only rhyme in the exhaustive, Day twenty volume Oxford English Dictionary, in normal use, 35 “Caterpillar” p. 22 there aren’t any rhymes with orange. [“What is Pink?”] To Discuss After You Read Q: “What Are Heavy” is a poem to think about. Do you under- Q: stand the answers to the questions? [“What Are Heavy?”] Can you pick out the rhymes? A: every two lines rhyme

Day 31 From “Commissariat Camels” & “Seldom ‘Can’t’ ” p. 19 The biggest pleasure in this poem is the opposition between die and live. Die to being a caterpillar, live again To Discuss After You Read as a butterfly. What a contrast! And it’s most surprising Q: Who are the speakers in this poem? [“Commissariat because the poem up until then has been bouncy and Camels”] cheery—then there’s the word “die,” all of a sudden. A: the camels! Day 37 “Haiku” p. 23 Q: Are the speakers kind and helpful creatures? [“Commissariat Camels”] To Discuss After You Read A: nope! They are grumpy and rebellious in this poem A haiku poem has to follow very strict rules. Three lines, The word “trollop” has a dictionary definition meaning seventeen syllables total, with five syllables in the first and that doesn’t match this context. I imagine the camels mean third line, and seven in the second line. The best haiku something like “carry packs along.” [“Commissariat Camels”] have a little surprise in the last line. Q: What does this poem mean? [“Seldom ‘Can’t’ ”] Q: Can you picture what happens in these few syllables? A: I think the speaker is saying: Be open to the new things of Amazing! life. Instead of a negative world of, “I can’t” or “I don’t,” and certainly instead of a rebellious world of, “I shan’t” or “I won’t,” live in a world of positives; I can! I do! I shall! I will! Lean in to life, not away from it

8 | 104 Poems of Whimsy and Wisdom | Section Three | 4-Day | Intro to World History, Year 2 of 2 Day Day 39 “I Wandered Lonely as a Cloud” p. 24 45 “A Noiseless, Patient Spider”& “Be Like the Bird” p. 27

To Discuss After You Read To Discuss After You Read A few vocabulary words. “Vales” are valleys. “Host” means A “promontory” (as we read in “No Man Is an Island”) is “a large number of people or things.” “Sprightly” means a high piece of land that juts out into the water. “Ductile” “lively or full of energy.” “Jocund” means “cheerful or light- means “able to be drawn out into a thin wire.” And “gossa- hearted.” “Pensive” means “deep or reflective thought.” mer” means “filmy substance of small spiders,” or “anything light, airy, insubstantial.” Q: Did you understand what this poem said? In “A Noiseless, Patient Spider,” in the first stanza, the A: it’s a little story. The speaker was walking alone and lonely. speaker watches a spider. The creature throws out one Suddenly, next to a lake, he saw an enormous field of silken strand after another, trying to find a way to get out. daffodils, and they were waving in the breeze. The sunlit In the second stanza, the speaker compares his soul waves were pretty enough, but the flowers were more to the spider. His soul feels isolated, and so he sends out cheerful, and the poet had no choice but to cheer up ideas and experiences, trying to see if this part of him will That moment itself was nice enough, but the poet didn’t connect with someone else. realize at the time how truly wonderful that moment It’s an amazing image! So beautiful! [“A Noiseless, was. In fact, in the years that followed, if the poet is ever Patient Spider”] depressed or absent-minded, his thoughts return to that Q: Can you find the rhyming words? [“Be Like the Bird”] beautiful scene, and he cheers up again. A: flight/slight, sings/wings I like that the same poet wrote both the poem about the single flower and about the entire field of flowers. Look at the beautiful story the poet compresses into 25 simple words. Day 41 From “She Dwelt Among Untrodden Ways” p. 25 A bird, weary from flying, finds a twig to rest on. But the twig is small, and bends beneath the bird in an ominous To Discuss After You Read way. The bird sings anyway, because, even if the branch broke, it has wings. It won’t tumble to its death. Q: What two things are beautiful in this poem? A: the violet and a star I’m not sure in what way we’re to be like the bird. Some possibilities: We should try hard things and work hard Q: What makes them beautiful? enough to feel tired. We should rest when it’s time. We A: being the only one in sight. A small purple flower is, should not fear, knowing we have an escape. We should perhaps, not much to notice—unless it’s the only purple sing in the face of danger. to see. And the only star in the dark sky is a gleam of light, Maybe all of these are correct! Maybe there are more precious for its uniqueness possibilities, too! [“Be Like the Bird”]

Day “If You Would Not Be…” & “A Toadstool…”p. 26 Day 43 46 “The Way Through the Woods” p. 28 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by To Discuss After You Read To Discuss After You Read Q: Can you find the feminine rhyme here? [“If You Would…”] A “coppice” is a forestry technique. Want to manage a A: forgotten/rotten forest to provide more firewood? You can cut off a tree at This poem is humorous because usually death is a sober ground level, and rather than one trunk, three will grow. A topic, but here Benjamin Franklin treats it almost as a joke, “heath” is an open bit of uncultivated land, covered mostly using the word “rotten.” in bushes and smaller plants. “Anemones” are a type of But there’s a real recommendation within: write things buttercup flower. worth reading, or do things that others want to write about. Q: What do you think of this poem? Does it seem like it’s Benjamin Franklin did both. [“If You Would…”] trying to be a ghostly, creepy poem? Or is it more about In “A Toadstool Comes Up in a Night,” do you understand imagination and memory? what this poem is saying? The poet put the lines out of their natural order, but here’s how I interpret it. Young one, pay attention. Sure, a toadstool springs up overnight, and that’s amazing, and we all wish we could be so quick to be finished. An oak grows slowly and long. Rather than one night, it takes a hundred years to grow. But at the end of that time? The oak is strong and established, and no one remembers the mushroom. Be content to grow slowly and well. [“A Toadstool Comes Up in a Night”]

Intro to World History, Year 2 of 2 | 4-Day | Section Three | 104 Poems of Whimsy and Wisdom | 9 Read-Alouds Weeks 1–36: 104 Poems of Whimsy and Wisdom

Day Day 2 “Mix a Pancake” & “Animal Crackers” p. 1 7 “When the Sun Rises” & “Morning” p. 4

To Discuss After You Read To Discuss After You Read Q: What words rhyme in this poem? [“Mix a Pancake”] Try reading the first four lines of this poem. Without the A: pan and can last line, it sounds almost like a complaint: I work and sleep and have to dig my own well and grow my own food.” Q: The end of this poem might be a bit confusing, when But then the last line somehow changes the four lines the speaker talks of having “cocoa and animals once before! Rather than entirely about “I,” suddenly we read more for tea!” In America, people drink a cup of tea— about sharing creation! we wouldn’t have cocoa and animal crackers for tea. And “Kings can do no more”? That gives the whole What does that mean? [“Animal Crackers”] poem a tremendous amount of dignity and majesty. This poem comes from England, and some people there “I know how to work and to rest. I know how to produce call the evening meal “supper,” and some people call it water and food. I am self-sufficient. I live a balanced life.” “tea.” The speaker is having animal crackers and cocoa for Isn’t that interesting! [“When the Sun Rises”] supper! [“Animal Crackers”] One of my college professors said that this was his favorite

Day short poem. It sounds lovely in Italian, but we owe a debt of 3 “The Twelve Months” p. 2 gratitude to the translator who put the words into English. Q: To Discuss After You Read What does it mean to be “illuminated by immensity”? [“Morning”] The author plays with language in this poem. Some A: one of the meanings could be that the sun lights up the words are real words, like “snowy” and “breezy.” But most of world. We can’t see much in the dark, but when the sun the rest normally don’t end in “y.” Poets are allowed to adjust rises, we can see all around. But poems can have more language to fit their poems. There’s even a name for this: than one meaning, so if you think of something else, that poetic license. Poets have a license to play with language! works, too! The word “bower” isn’t used much anymore, but it Day means a pleasant shady place outdoors, or a summer- 9 “Ducks’ Ditty” & “Four Ducks on a Pond” p. 5 house. A summerhouse is a small building in a park or garden where people might sit in the summer time. To Discuss After You Read

Day If you have ever been near a pond with a lot of ducks, 5 “The Months” p. 3 you know that they can be very noisy! [“Ducks’ Ditty”] A “stanza” is a set of lines in a poem that are separated

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by To Discuss After You Read from other lines. Here we have four stanzas. [“Ducks’ Ditty”] Look at the rhymes through this poem. When poets talk And in the third stanza, we find out who is saying these about rhymes, each different ending gets a new letter. The words. The speaker (or, rather, speakers!) are the ducks first two lines rhyme with each other, so they are both as- themselves! [“Ducks’ Ditty”] signed the letter A. The second two lines rhyme with each other, so they are assigned the letter B. There are several unusual words here [“Ducks’ Ditty”]: • So far the poem is AABB. backwater: a part of the river not reached by the current, • Then the rhymes alternate, and they are new endings, a stagnant place. so the next four lines are CDCD. dabble: this has several meanings, but one meaning is • Back again to two lines rhyming: EEFF. specific to ducks: move the bill in shallow water when • Then comes the last four lines, with a tricky rhyme feeding. pattern that’s not overly obvious: GHHG HIIH. drake: a male duck. That’s quite technical, but here is what I think the poet roach: an edible Eurasian fish of the minnow family, popu- is saying even with the rhymes: the year changes. Some lar with fishermen. things seem similar, some things show up again. But there is always something new, something unexpected. larder: pantry. Isn’t that interesting, that the poet could show that with the rhyme itself?

Intro to World History, Year 2 of 2 | 4-Day | Section Three | 104 Poems of Whimsy and Wisdom | 5 “Intro to World History, Year 2 of 2”—Scope and Sequence: Schedule for Topics & Skills

Week Memory Work Bible Reading History Geography Biography 1 Revelation 3:20 Beginning of Je- Review; Islam; Egypt; Mesopotamia; Benedict; Moham- sus’s ministry Benedict; Monks/ Middle East; Europe; med Nuns; Ancient Africa; Asia; Africa; Mecca; Kingdoms, traders, Arabia; Roman Empire and Tribes in Africa 2 Joshua 24:15 Jesus shares his Charlemagne Western Europe; Iraq; Charlemagne; King message Saudi Arabia; Middle Alfred East 3 Matthew 6:9 Jesus preforms England; Year 1000; America; Iceland; miracles Vikings Denmark; Greenland; Sweden; Atlantic Ocean; Norway; Scan- dinavia; Oman; Qatar; United Arab Emirates 4 Matthew 6:9-10 Jesus continues his Vikings Norway; Ireland; ministry Yemen; Turkey; Syria 5 Matthew 6:9-11 Jesus confronts sin Vikings Scandinavia; Norway; Iceland; Greenland 6 Matthew 6:9-12 Jesus heals on the Vikings Iceland; Sweden; British Leif Ericson sabbath Isles; Senegal; Mali; France; Greenland; America 7 Matthew 6:9-13 Jesus raises Laza- Vikings; Castles & England; France; rus Knights Western Europe; Green- land; Norway; Iceland; Scotland; Pakistan; Ghana

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 8 Matthew 6:9-13 Jesus fortells his Castles & Knights; Northwest Europe; death and resur- Middle Ages Bulgaria; Greece; Spain rection 9 James 1:5 Jesus promises the Kings, Knights & Europe; Romania; arrival of the Holy Castles; William the Albania Spirit Conqueror

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Intro to World History, Year 2 of 2 | 4-Day | Section Four | 1 Week Memory Work Bible Reading History Geography Biography 10 2 Timothy 3:16-17 Jesus’ death Knights & Castles Europe; Russia; Uzbeki- stan; Kazakhstan 11 2 Timothy 3:16-17 Jesus come back Knights & Castles; England; Jerusalem; to life; Leadership Middle Ages The Holy Land; Europe; for Israel transi- Kyrgyzstan; Azerbaijan; tions for Moses to Siberia Joshua 12 Psalm 24:1 Israelites cross the Knights & Castles; Germany; Jerusalem; Jordan Crusades; Europe and France; North Africa; Africa in the Middle Constantinople; Eng- Ages; Wars between land; Egypt; Morocco religions 13 Psalm 24:1-2 Jericho China; India and the Empire of Genghis East Khan; China; South- east Asia; India; Chad; Sudan; Niger 14 Psalm 24:1-3 Israelites conquer Mongols; The Com- Europe; China; France; the Promised Land pass and Gunpowder; Japan; North and Japan; the Americas South America; Guinea; Gambia ©2020 by Curriculum, Sonlight Ltd. All rights reserved. 15 Psalm 24:1-4 The land is divided The Aztecs; Hundred Byzantine Empire; among the tribes Years’ War Persia; Africa; North of Israel and South America; Mexico; Peru; Cape of Good Hope; Ethiopia; Djibouti 16 Psalm 24:1-5 The tribes of Israel The Slav People; Spain; Portugal; China Johann Gutenberg go their separate Middle Ages; Print- Guinea Bissau; Mexico; ways ing Press; Muslim Central and South Empires; War and America; Western Weapons Africa; Middle East; Guinea Bissau; Guinea; Gambia 17 Psalm 24:1-6 Beginning of The Incas; Discovery East Africa; Italy; the Judges rule of America Bissau; Niger; in Israel; Ehud; Burkina Faso Deborah 18 Proverbs 16:3 Gideon Explorers; Renais- England; Europe; Italy; Vasco da Gama; sance; Reformation; Lesotho; Madagascar; John Cabot; Magel- Church of England Zimbabwe lan; Montezuma; Juan Ponce de Leon; Hernando Cortes (continued on the following page)

2 | Section Four | 4-Day | Intro to World History, Year 2 of 2 Week Memory Work Bible Reading History Geography Biography 19 Romans 6:23 Gideon Science and Inven- Spain; Holland; Michelangelo; tions; The Age of England; Scotland; Leonardo da Vinci Elizabeth; Africa; United States; China; Renaissance Japan; North Korea 20 2 Chronicles 16:9 Jephthah leads Kings of England; Europe; Roman Empire; Martin Luther; Sir Israel Kings of France; Trade; America; Tibet; Mon- Walter Raleigh; Kings and Parliaments golia Queen Elizabeth; Samson; 21 Isaiah 40:31 Samson European Settlers; Russia; St. Petersburg; Samson; King Kings of England England; Austria; Charles Poland; Germany; Indonesia; Vietnam; Bali 22 Proverbs 18:9 Tribe of Benjamin The Habsburgs; Germany; Prussia; Peter the Great The Mogul Empire; Austria; China; Japan; Thirty Years War; Peter Afghanistan; Sri Lanka; the Great Bangladesh 23 Proverbs 16:24 Ruth The Seven Years War; American Colonies; Ruth The Tsars; Mogul England; France; Empire Australia; Bhutan; India

24 Psalm 121:1 David becomes French Revolution; Napoleon’s Empire; King The American Waterloo; Denmark; Revolution Caribbean; Mexico; Central America; Europe; Fiji; Samoa; Papua New Guinea 25 Psalm 121:1-2 David overcomes Napoleon; Latin The British Empire; Napoleon Bonapar- the Philistines America and the Crimea; Russia; te Caribbean Islands England; Australia; New Zealand; India;

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by China; New Zealand; 26 Psalm 121:1-3 David trusts in his Music; Explorers; Japan; America; Bach; Mozart; army rather than Australia and New Venezuela; Colombia; Beethoven; Queen God Zealand; The Crimean Uruguay Victoria War 27 Psalm 121:1-5 End of David’s Japan; American Civil France; Germany; Florance Nightin- reign War; Colonies fight for Italy; Prussia; Central gale; Commodore Independence; America Matthew Perry

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Intro to World History, Year 2 of 2 | 4-Day | Section Four | 3 Week Memory Work Bible Reading History Geography Biography 28 Psalm 121:1-8 Solomon becomes The Industrial Cuba; Trinidad; Haiti King Revolution; Indians, Settlers & the Wild West; Franco- Prussian War; New Nations and Ways of Governing 29 Psalm 121:1–8 Solomon finishes Agricultural Revolu- Chita; Poland; Rus- James Watt; Robert the Temple tion; sia; Siberia; Germany; Fulton; Samuel F. Manchuria; Berlin; Ural B. Morse; Alexan- Mountains; China; der Bell Graham; Mexico Venezuela; Thomas Edison; Brazil; Peru Wright Brothers 30 Psalm 121:1–8 Solomon’s son Industrial Revolution; Taiwan; Japan; China; takes the throne Inventions; City Life; Namibia; Botswana Transportation; Indi- ans and Settles; The Boxer Rebellion 31 Romans 8:1 King Asa Gladys Aylward Japan; Nepal; Burma Gladys Aylward ©2020 by Curriculum, Sonlight Ltd. All rights reserved.

32 Psalm 100:1 King Jehoshaphat Glady Aylward United States; Serbia; Gladys Aylward Austria; Germany; France; Europe; Yugoslavia; Manchuria; Russia; China; Taiwan; Ethiopia; Tibet; India; China 33 Psalm 100:1–2 King Joash Cold War; Commu- The British Empire; Gladys Aylward nism; United Nations Europe; North America; New Zealand; Indone- sia; Philippines; Africa; North and South Korea; Vietnam; China 34 Psalm 100:1–3 King Amaziah Russian Revolution; Turkey; Middle East; World War I; The Great Afghanistan Depression 35 Psalm 100:1–4 King Hezekiah World War II; South Africa; Indonesia Communism;

36 Psalm 100:1–5 Cycle of Kings Korean War; Viet- Maldives continues nam War; Cold War; Communism; United Nations

1 2 3 4 5 6 7 8 9 10 11 12

A Intro to World History, Year 2of 2(4-Day)—Map 1

GREENLAND B Faroe Shetland Islands Islands ICELAND Moscow CANADA Chita Manchuria C Nikol'sk-Ussuriyskiy North America Beijing (Peking) UNITED STATES Atlantic Ocean Fufeng MOROCCO Pearl Harbor Nanking

D MEXICO HAITI Calcutta Mexico City BURMA GUATEMALA MALI

VENEZUELA GHANA Borneo Paci c Ocean Malay Peninsula E COLOMBIA Kingdom of Benin ECUADOR Malindi Mombasa Krakatoa PERÚ Latin America Kilwa Cuzco BRAZIL St. Helena F BOLIVIA CHILE AUSTRALIA Map Legend G Cities ARGENTINA States/Provinces NEW ZEALAND COUNTRIES Regions Jouney Legend H CONTINENTS 1st Journey 2nd Journey 3rd Journey 4th Journey Bodies of Water Columbus Journey’s Deserts Balboa’s Journey Mountain John Cabot’s Journey Mountain Range Magellan’s Journey I Points of Interest Vasco da Gama’s Journey ©2020 by Sonlight Curriculum, Ltd. All rights reserved.

1 2 3 4 5 6 7 8 9 10 11 12

NORWAY SWEDEN St. Petersburg A

DENMARK Intro to World History, Year 2of 2(4-Day)—Map 3 Britain Copenhagen B IRELAND Cherwell River Sherwood Forest Nottinghamshire Prussia Empire Warsaw WALES Oxford Stratford HOLLAND London Hastings Flanders Waterloo GERMANY C English Channel Crecy Worms Paris Marne Vienna Normandy Mur River Oberammergau Bruck Wiener Neustadt Styria Budapest Tours Alps Graz HUNGARY FRANCE Caspian Sea D Venice Lipizza Crimea Genoa Florence SERBIA Black Sea Elba ITALY Adriatic Sea E Rome Constantinople SPAIN Capri Naples Mt. Olympus The Dardanelles GREECE TURKEY F Hippo Rhodes

Mediterranean Sea Baghdad G Jerusalem

Alexandria

H EGYPT ARABIA

Medina Mecca I

AFRICA

SOUTH

AUSTRALIA

G G

Indian Ocean Indian

Java

Sunda Strait Sunda

Celebes Islands Celebes

Sumatra

INDONESIA

East Africa East

F F

Celebes Sea Celebes SINGAPORE

Mindanao

ETHIOPIA

Niger River Niger

PHILIPPINES

Songhay VIETNAM

E E

SIAM Timbuktu

North Africa North

INDIA

Taiwan Tung Kwan Tung

Sahara Desert Sahara

Yangtze River Yangtze D D

Silver Temple Silver Persia

Yangcheng Silk Route Silk Tibet

Sea

Kobe

Yutsu

Yellow

Tsuruga

Tsechow

SOUTH KOREA SOUTH

Tientsin

JAPAN

CHINA ASIA

NORTH KOREA NORTH

PORTUGAL C C

Harbin

Vladivostok

Pogranichnaya

EUROPE

AUSTRIA

Runnymede

BELGIUM POLAND

Berlin Irkutsk ENGLAND

Lake Baikal Lake B B

SCOTLAND

Ural Mountains Ural

—Map 4 —Map 2 (4-Day) of 2 Year History, World to Intro RUSSIA

Siberia

A A

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A Intro to World History, Year 2of 2(4-Day)—Map 5

Map Legend G n British Empire n Roman Empire n Holy Roman Empire n Muslim Empire H n Napolean’s Empire n Incan Empire n Aztec Empire n Mayan Empire I n Mongol Empire f'l · an tt\sto E.xp\or\ngJ\men?s: s-6 garten-1 \ As Grades. Kinder

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