Core W—Map 1

1 2 3 4 5 6 7 8 9 10 11 12 Baltic Shore St. Petersburg (Leningrad) A Neva River Baltic Sea ESTONIA LATVIA Moscow DENMARK Baltic States Gilleleje Helsing r North Sea Kolding Copenhagen LITHUANIA B HOLLAND/NETHERLANDS Gdynia BRITAIN EUROPE Witte Verden POLAND Alkmaar West Berlin Warsaw Amsterdam Amersfoort Brunswick GERMANY Oder River Calais Saxony BELGIUM Frankfurt Cambrai Prague Krakow C Crécy Mainz Elbe River Worms Rhine River Carpathian Mountains UKRAINE Paris Marne Brno Brest Normandy Seine River Vienna Hungarian Plain Tisza River Orléans Basel Oberammergau Swiss Alps Budapest Cluj Chalon Faido HUNGARY Transylvania Core W— 1 Map Geneva Mendrisio Como Trieste Zagreb ROMANIA D Venice Crimea Lombardy Belgrade Danube River Caucasus Burtigala(Bordeaux) Genoa Florence Ravenna Alps Bucharest Sarajevo Rubicon River San Marino SERBIA Black Sea Pyrenees Mountains Tiber River BULGARIA Navarre So a Stara Zagora Elba ITALY MONTENEGRO Plovdiv Rhodope Mountains Rome MACEDONIA SPAIN Aragon Adriatic Sea Tirana E Pompeii ALBANIA Serrai Philippi Constantinople Salerno Brindisi Transcaucasia Thebe Hellespont (Dardanelles) Mount Ararat GREECE Bay of Salamis Scyros TURKEY Thermopylae Lydia Phrygia Assyria Córdoba (Cordova) Ithaca Athens SICILY Çatal Hüyük Hippo Zama Carthage Siracusa (Syracuse) Sparta Nineveh F Cadiz Pillars of Heracles Knossos Lycia Mesopotamia Strait of Gibraltar Atlas Mountains Tigris River TUNISIA Mediterranean Sea Crete SYRIA Euphrates River Map Legend Byblos Northern Kingdom Baghdad Cities ISRAEL G Rosetta Southern Kingdom CHALDEA States/Provinces Alexandria Judea Ur COUNTRIES Memphis Regions H CONTINENTS Bodies of Water Red Sea Deserts Abydos Thebes Mountain Hermonthis Mountain Range Libyan Desert I Points of Interest ©2013 by Sonlight Curriculum, Ltd. All rights reserved.

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

A Scandinavia FINLAND Ural Mountains NORWAY Oslo Tura River Tobolsk SWEDEN Tyumen Rostov B Glasgow West RUSSIA Ekaterinburg Germany East Germany Galway Haarlem Berlin IRELAND Doorn Czechoslovakia Battle of Catalaunian KAZAKHSTAN Lucerne AUSTRIA Lugano MONGOLIA Manchuria C Milan FRANCE Bologna Black Sea KYRGYZSTAN NORTH KOREA SPAIN Naples UZBEKISTAN Korea Pyongyang Kangjin

PORTUGAL GREECE Core W— 2 Map TURKMENISTAN TAJIKISTAN Yellow River Panmunjom Kaesong SOUTH Mazar-e-Sharif Kunduz CHINA Silk Road Seoul KOREA D IRAQ Kabul Ch’ang-an Fez Balad Jalalabad PERSIA IRAN AFGHANISTAN Kum River MOROCCO Sumer Kandahar Nanking Cairo Persepolis PAKISTAN Himalayas Arabia ALGERIA Persian Indus River LIBYA Nile River E Gulf Karachi Gan Jiang River EGYPT INDIA Canton Kowloon Taiwan Mecca North Vietnam Hong Kong NUBIA KUSH MALI Niger River Timbuktu F Songhay Empire Aksum (Axum) VIETNAM Adulis French Indo-China

GHANA Ife AFRICA ETHIOPIA Malay Peninsula G LIBERIA East Africa Singapore INDONESIA Malindi Mombasa H

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

B GREENLAND Arctic Circle Siberia ICELAND

CANADA NEWFOUNDLAND Prussia Kiska C Austria-Hungary Gaul Persian Empire Gobi Desert Hokkaido UNITED STATES Beijing/Peking AMERICA JAPAN Columbus’ Journeys Taedong River Hiroshima Shanghai Nagasaki Core W— 3 Map D Atlantic Ocean Yangtze River Sahara Desert Shantou CUBA HAITI BURMA Hawaii Central Wake Pearl Harbor America JAMAICA BARBADOS GUATEMALA SIAM HONDURAS PHILIPPINES Guam NICARAGUA Caracas COSTA RICA VENEZUELA E PANAMA Paci c Ocean COLOMBIA BENIN Guiana KENYA ECUADOR East Indies Bougainville PERU PAPUA NEW GUINEA SOUTH Jakarta Guadalcanal Andes Mountains AMERICA St. Helena F BOLIVIA BRAZIL ZIMBABWE CHILE AUSTRALIA SOUTH AFRICA G ARGENTINA NEW ZEALAND

Antipodes Islands Journey Legend H 1st Journey 2nd Journey 3rd Journey 4th Journey Columbus Journey’s Balboa’s Journey John Cabot’s Journey I Magellan’s Journey Vasco da Gama’s Journey Core W—Map 4A

1 2 3 4 5 6 7 8 9 Edinburgh SCOTLAND A Gweedore Sligo Yorkshire River Foss Lough of Strangford York Meath Leeds Liverpool Ouse River B Erin ENGLAND Leichester Stratford Bedford WALES Cambridge Runnymede London Flanders C Hastings Waterloo Cornwall

LUXEMBOURG D Brittany Alsace

Core W—Map 4B

Thessalonica 1 2Troy 3 4 5 6 7 8 9

B Ugarit Phoenicia Acre SidonSidon Tyre Tiberias C Babylon Jericho Babylonian Empire Jerusalem Salt Sea Lower Egypt Judah D Palestine

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

Seattle C Washington Maine

New Hampshire Saratoga Core W— 5 Map Wyoming New York Massachusetts D West Point Plymouth Pennsylvania Rhode Island Ohio New York City Connecticut New Jersey Brooklyn Utah Maryland Washington DC Delaware Kansas Virginia E Jamestown Yorktown California North Carolina Tennesee Roanoke Island New Mexico South Carolina F Mississippi BERMUDA Georgia Louisiana New Orleans G Florida

Gulf of Mexico BAHAMAS H MEXICO Havana

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

C Core W— 6 Map D

F Map Legend

n British Empire G n Roman Empire n Holy Roman Empire n Muslim Empire n Napolean’s Empire H n Incan Empire n Aztec Empire n Mayan Empire n Mongol Empire

I Instructor’s Guide Quick Start

The Sonlight Instructor’s Guide (IG) is designed to make This IG includes an entire 36-week schedule, notes, assign- your educational experience as easy as possible. We have ments, readings, and other educational activities. For spe- carefully organized the materials to help you and your cific organizational tips, topics and skills addressed, the children get the most out of the subjects covered. If you timeline figure schedule, and other suggestions for the need help reading your schedule, see “How to Use the parent/teacher see Section Three. What helpful features Schedule Page” just before Week 1 begins. can you expect from the IG?

Notes

Week noteS Core A Timeline Instructions Day 1 Schedule Throughout the year, we will provide Timeline suggestions from your assigned reading here in your Bible Notes . We mark them with a d symbol. If we use Easy to use the d symbol, please find a figure in the Sonlight Egermeier's Bible Story Book | pp. 10–12 Timeline Figure packet. Core A Week SCheduLe Note: We read a story Bible to give our children the You should either use the timeline sold by Sonlight full flow of the Bible’s content. We read Egermeier’s Curriculum, or make a timeline for the wall of your room because it chooses the stories well, is readable, and using 8½"x 11" paper (taped sideways, end to end), one compelling. My children often pleaded with me to “keep inch for every 100 years or so. Bible on reading.” May our children grow up to understand the Word and to love it. Egermeier’s pp. 10–12See “About pp. 12–16 Biblical Dates”100 years pp.in Introductory 16–18 Tape materialpp. in18–21 Sec. One pp. 22–27 Bible Story Book d d d To Discuss After You Read Q: Why did God rest on the 7th day? A: Memorization All have sinned and fall short of the glory of God. (Romans 3:23) as an example to use, please fi nd additional questions at Everything you need is located right after the schedule each week. If the back of the Bible book Sing the Word: From A to Z “All have sinned”—Track 1 Timelines are helpful because not every book we read will be in chronological order. When we read them Memorization | Romans 3:23 and mark dates on our timeline, we are better able Find the verses your children will memorize on the History/Geography to understand how events fit together: which things weekly schedule. After your children memorize these occurred at the same time, which things came first, and The Usborne Children’s pp. 114–115 pp. 116–117 verses, we recommend they say the name of the letter of which things came later. Encyclopedia the alphabet before saying the verse itself. Thus: “A—All You may wish to use the figures we sell, or use color have sinned and fall short of the glory of God. Romans markers, pens, and pencils to write on your timeline the Living Long Ago pp. 2–3; 26–27 pp. 50–51 3:23. B—Believe in the Lord Jesus …,” etc. names and dates of significant events, persons, etc. Whatever method you use, we believe your overall We also strongly encourage you to have your children sense of history will be enhanced if you maintain this memorize the verse and the reference to help in locating a note appears about a concept in a book, it’s easy to find it right after 5-Day: I Heard Good chap. 60 News Today discipline throughout the year.  the verse in the Bible itself. Our purpose in this assignment is not only to instill Markable Map good Scriptures within our children’s hearts and Read-Alouds minds, but to help them develop confidence and Sonlight’s geography program weaves throughout the ability in public speaking. The Boxcar Children chap. I chaps. yearII–III with assignments chap. IV from almostchap. every V book you read. Encourage your children to say their verses loudly, Look for the  symbol on the schedule page. This will boldly, and with a lot of expression, this adds a sense alert you to a map assignment that day. Use the maps of drama to the words. 5-Day: The Story we have included with each day's map assignment Entireto book Over the next 26 weeks or so, your children will  About Ping find each location. Then help your children locate each memorize one Bible verse per week (and one verse per place on your Markable Map using a washable pen. (We letter of the alphabet). When your children have mastered the schedule based on the day the relevant reading is scheduled. The Llama Who Had p. 7 recommend Vis-a-Vis®p. 8 pens. If you should accidentally the entire group of verses, we encourage you to have No Pajama use a non-washable marker, rubbing alcohol can them present the verses to an audience—either you, remove those errant marks.) your family and guests, a homeschool group, or your The Arnold Lobel Book of pp. 5–6 The Markable Map The coordinates p. 7 The map on which church or Sunday school. Mother Goose assignment marking the location you will ﬁnd the Sing the Word: From A–Z | “All have sinned” Track 1 indication on the map assigned place This great mnemonic aid Sing the Word, allows the Miscellaneous entire set of 26 scripture verses in the Bible program to be easier to memorize and a blast to learn! Music is a  London, England (F2) South Wales (F3) (map 3) Create-a-Calendar Days of the Week. See Notes for more information. great tool when trying to remember something. Listen to this track the entire week.

Field Trip/Practical Life Skills

Other Notes

4 Colored Maps Colorful maps, which double as bookmarks, will help you easily find relevant map locations. You will find the coordinates and the location name in your notes.

4-Day and 5-Day Schedule Options The same schedule pages include both 4-Day and 5-Day options. If you’re following the 4-Day schedule, simply skip Day 5 or take a look for some optional activities that appear on Day 5.

To Discuss After You Read These sections help you hone in on the basics of a book so you can easily know if your children comprehend the material.

©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by Vocabulary These sections include terms related to cultural literacy and general vocabulary words in one easy-to-find place.

Notes When relevant, you’ll find notes about specific books to help you know why we’ve selected a particular resource and what we hope children will learn from reading it. Keep an eye on these notes to also provide you with insights on more difficult concepts or content (look for “Note to Mom or Dad”).

Section Three Instructor’s Guide Resources and New User Information Instructor’s Guide Resources Don’t forget to familiarize yourself with some of the great helps in Section Three and Section Four so you’ll know what’s there and can Section Four New User Information turn to it when needed.

Core W and Language Arts W | Section One | 5 Core W & LA W Week 1 Schedule

Date: Day 1 1 Day 2 2 Day 3 3 Day 4 4 Day 5 5 Bible Reading Mark 1:1–20 Mark 1:21–45 Mark 2 Mark 3 Mark 4:1–20

International Children’s chap. 1 chap. 1, chap. 1, chap. 1, chap. 1, Bible Field Guide ”To Think About ”To Think About ”To Think About ”To Think About and Do” problems and Do” problem 3 and Do” problem 4 and Do” problem 5 1–2 Memorization & Memorize Psalm 90 over the next eight weeks. Plan to present it in public at the end of Week 8. This week, memorize vv. 1–2 and work through proper intonation, expression, and physical expressions to go along with the words. N Credo: I Believe … (CD) —Track 7 History, Geography and Biographies A Child’s History of the pp. xi–xvii chap. 4 chap. 5 World N d  

Usborne Encyclopedia pp. 10–15 12,000 Years of World  History The Kingdom Strikes Back pp. 1–5

5-Day: The Kingfisher pp. 8–11 Atlas of World History N

Current Events Report Read–Alouds The Golden Goblet chap. 1 chap. 2 chap. 3 chaps. 4–5 

Favorite Poems “Me”–”Washing” “I Want to Know”– “The Secret “The Invisible Old and New pp. 5–7 ”This is my Rock” Cavern”–”My Playmate” – pp. 7–11 Shadow” pp. 11–13 ”Rathers” pp. 14–16

©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by 5-Day: The Trojan War Part I, chaps. 1–3  5-Day: Favorite Poems “Goblin Feet”– Old and New ”Someone” pp. 366–370 Readers Mara, Daughter of the Nile chaps. 1–3 chaps. 4–5 chaps. 6–8 chaps. 9–10 chaps. 11–13 d

Other Subjects (Math, Science, etc)

N Special Note to Mom or Dad  Map Point d Timeline Figure d Timeline Suggestion

Lesson 2 Lesson D: Descriptive D: Descriptive Paragraph—Polish Day 4 Day 3

ore W and Language Arts W W and Language Arts ore

C Lesson 1 Lesson Lesson 1B Lesson 1C Lesson

Paragraph Descriptive Descriptive | imeline Suggestion C: Write Your Your C: Write T

Day 3 Day d 2 1 1 eekeek WW S Two ection | Other Notes

Descriptive Descriptive imeline Figure Your B: Write T

Paragraph—Plan eek 1 Day 2 Day d W 1

ap Point

M Passage Pretest 1 Pretest

Lesson 1A Lesson A: Dictation  Day 1 Day

ontinued ontinued C C e to Mome to or Dad

Special Not ordly Wise 3000, Book 6 ordly Wise lele chedu chedu

SS Handwriting Optional: Handwriting Spelling Sequential Spelling Date: W Electives Creative Expression Creative Vocabulary Development Vocabulary Optional: Optional: Good 6 to Language Keys Grammar/Mechanics Schedule continued: Language Arts W Language ArtsSchedule continued: N ©2013 by Sonlight Curriculum, Ltd. All rights reserved. translation you andyour children read typically during dren’s Biblealongwiththefieldguide. Feel free to use a ForA SpecialBook Children Chapter 1 International Children’s BibleField Guide | desire to God’s change, andseeking helpto repent. being aware ofoursin,confessing oursin, showing areal see Psalm 51,where you’ll that learn repentance involves youIf want to read agreat passageaboutrepentance from thewrong path we are onandgetthe right one. It’s sotochange indirection, speak. astrong desire to turn repent. What isrepentance? Repentance involves areal clear presentation ofonethingJesuswants usto do: whohasrevealedone God himselfinthree persons. ofthe formulation ofthedoctrine Trinity—that there is sages likethese, andmany others, that resulted inthe ispas- present 1:10–11).It at thebaptismofJesus(Mark 1:1–20 Reading |Mark claims. really happenedandcould have discredited any wild time ofChrist’s would have ministry remembered what develop, especially since peoplewhowere alive at the Two orthree decadesisnotenoughtimefor legendsto that’s alongtime, butby historical standards it’s short. timeofChrist’s theactual so after ministry. We may think wroteThis meansMark only20or30years hisGospel or New Testament, probably written intheAD50sor60s. to live by hisexample. with agospelsowemore canknow aboutJesusandlearn recording events. ofsomeremarkable We begin eachyear to thechurch inRome. It’s andsuccinct amatter-of-fact and customs. was written scholarsthinktheGospel Some Aramaic phrases andexplain uniqueJewishtraditions denced that hegoesoutofhisway by thefact to translate intended for theGospel audience. aGentile This isevi- likely the mid60sbeinganotherplausibleoption.Mark The midto late 50sisprobably themostlikelydate, with fromhis words asAD40to asearly aslate vary asAD70. written. SpecificdatesGospels for recorded whenMark asthefirst ofthefour Mark scholars widelyacknowledge four you’ll Gospels bedoneby theendof Week 5.Bible to yourof Mark children. Since it’s ofthe theshortest Bible Day 1 W Parents: You don’t have to usetheInternational Chil- and Students: 1:15that Noticewe inMark geta short Parents: Note that Father, are andHolySpirit Son, all recordedStudents: istheearliest Mark inthe Gospel Parents: This week you’ll begin reading theGospel eek 1 N otes Core W and LanguageArts W each chapter. These questionshave Biblereadings. Guide andanswer oneortwo problems aday at theend of ents ifyou want to makesure. good Bibletranslation, butyou cancheckwithyour par- Bible, don’t aboutit. worry You probably already have a about different Bibleversions whenyou getto page11. show through (butnotalways). inthetext You’ll read abit tends to bemore room for error ortheological biasesto Message. Justkeepinmindthat withaparaphrase there is sometimesuseful. paraphrase Apopularmodern isThe approach. Aparaphrase isn’t translation at all, astrict but national Version tend to follow thisdynamicequivalency across language. inmodern Translations liketheNewInter- moresion. Another approach to getthemeaning isto try New American Standard BibleandtheEnglishStandard Ver- formal equivalency translations andincludeBibleslikethe oftheoriginal languages. structure actual These are called totries translate ascloselypossibleto thetext the two mainapproaches to Bibletranslation. Oneapproach Bible studyordevotional time. there Broadly are speaking older copies. There are littlechangeshere andthere, like forthey know sure thatisalmostidentical thetext to the scholars compare theancientwithnewer writings copies also many fragments orpieces ofBiblewritings. When false! We have lotsofcopies and ofBiblemanuscripts can besure what itreally saidoriginally. This claimisjust translated somany andre-translated timesthat noone Apocrypha. and New Testament. Protestants callthesebooksthe however, alsoaccept between theOld otherwritings Testament and27intheNew Testament. Catholics, Roman criticism. textual a wholefieldofstudyaboutancient documents called thoroughlywho studymanuscripts are professionals in significantly changesany teaching. keyChristian People wrong ortheorder ofwords inasentence. Novariant dot the”i” inEnglish,orsometimesvariants getnumbers minor errors, comparable to forgetting to cross the”t” or shouldn’t botherus, though,becausevariants are very do have someminorerrors inthemcalledvariants. This way. inevery divinely inspired andperfect Butcopies what itsays, theymeanthat were theoriginal manuscripts in When say Christians theybelieve theBibleisperfect This doesn’t meanthat though. thecopies were perfect, newer copies ”there were almostnodifferences” (p. 9). ing. Likethebooksays, incomparing ancientwith texts What you abouttheBible, shouldknow pp. 8–12 Children willread International Children’s BibleField Students: you If don’t have theInternational Children’s Students: peoplesay Sometimes that theBible’s been Protestants accept 39intheOld books: 66biblical Parents: isamaz- The ofthebiblicaltexts preservation

S ection ection Two C ore W

| and

W eek 1 LA LA W

©2013 by Sonlight Curriculum, Ltd. All rights reserved. Memorize Psalm 90 over the next eight weeks. Plan Plan the next weeks. eight 90 over Memorize Psalm make to children your want We Mom or Dad: to Note speakers usually nervous, beginning Because are they tendency ”tighten a natural to good speakers have Even loosen: to things public speakers need two are There your try chords, ”singing” vocal loosen your In to order sing don’t voice: your for loosening exercise Another On page 12 you’ll read about how the Bible the Bible about how read 12 you’ll On page Students: | Psalm 90:1–2 | Psalm Memorization week, This 8. Week the end of it in public at present to intonation, proper through 1–2 and work verses memorize go along with the to expressions and physical expression, words. as possible. dramatic as naturally their presentation but it should be lively It dramatic, not be overly should and interesting. with little voices, speak in tiny They often fail in this area. dynamism (inflection, or change in volume emphasis, If they one section another), and stand stiffly. from to and the motions look unnatural motions, make any choppy. they than or drama and speak with less dynamism up” making public presentations, before Therefore, ought. good speakers will ”loosen up.” son or Help your and their bodies. chords their vocal so s/ this week exercises practice the following daughter going ”onstage.” he can do them easily next before week can you note the lowest it at ”singing” Begin passage. its full range— rise through voice and then let your reach, pas- your Keep ”singing” can sing. you highest note the to note its bottom rise and fall from voice letting your sage, its bottom. to and back down top its to but beginning without expression, it, the passage; just say shouting. are you until in a whisper and building volume softer grow voice speech, but let your your Keep saying whispers from oscillating Continue it is just a whisper. until you speech, or until finished your have you until shouts to spectrum. vocal of your both ends at relaxed feel of the biblical books, there is no further there books, biblical of the inspiration divine the writing Jesus Christ … of Scripture all has done for his return purposes until redemptive he can do in his that all have the earth.to we canon [Bible] available in the And an with God for and necessarythe truths acceptance to 116–117). (pp. life” abundant it’s In words, other learning things.” just a book for ”isn’t not like a dictionary books. encyclopedia—reference or an many have and it does the Bible, can learn things from We get much more to believers for meant facts but it’s in it, today our lives apply its lessons to can We out of the Bible. meaning that of the Bible can nourish us, and the words it’s In words, other daily spiritualit can help us in our lives. or ”head knowl- theoretical not just practical, incredibly have us to He wants God is real. memorize. us to for edge” insights with Christ and learn many a personal relationship the Bible. from ore W and Language Arts W W and Language Arts ore C

S Two ection |

On page 10 you’ll read about the ”inspira- about the read 10 you’ll On page Students: on page 10, of revelation On the discussion Parents: parts Many 10–11) are prophecy of Bible (pp. Parents: move- or new religious Some other religions Parents: | when you forget to cross your ”t” or dot your ”i,” but there’s but there’s ”i,” your or dot ”t” your cross to forget you when We all. in the text changed has at that big really nothing the manuscript and have of the Bible words can trust the over has remained the Bible accurate how show to proof of years. thousands who the people Remember that the Bible writings. of tion” like God, just take dictation from didn’t the Bible wrote he wanted what write them to but God moved secretaries, styles still different are there why That’s write. them to or kindssometimes reflect of writing in the Bible that Holy Spirit The of the author. the personal background they what so that of the Bible guide the writers to worked thoughts. perfectlyrecorded God’s reflected God has ways broad two are there keep in mind that some God reveals First, us. his truths to communicated 19, Romans 1:20). Second, (Psalm creation truths through we creation, things through some revealing in addition to (Romans 2:14–16), which conscience our moral also have revela- God’s sense of right and wrong. us a general gives is known as general and conscience creation tion through himself and his thoughts . God can also reveal revelation and ultimately the Bible, clearly and directly through more kind second This of revelation Christ on earth.through but only helpful, . Bothis known are as special revelation us the full and clear picture. can give special revelation but about about predictingnot necessarily the future, Such his people. to voice prophetic speaking as God’s often exhortations, are which encourage prophecies people will turn so back to repentance or calls to people, One of the best books about Bible prophecyGod. in rela- is called Answering across come we’ve Jesus that tion to 3: Messianic Prophecy Jewish Objections Jesus: Volume to 2003). (Baker Books, Objections Michael by Brown all we that new revelation they have claim that ments on page 12, the Bible But as the book explains need. book.is the only divinely inspired It need to has all we and about Jesus, know about God, about our condition, us and God set things right between (his to about how say So can we what and redemption). plan of salvation them in can test We other revelations? to in response the with what see if they agree the Bible to to comparison is God exists, the Bible says since example, For Bible says. other revela- any in his creation, and is involved personal, with be reconciled can’t nature changes God’s tion that claims to that new revelation Also, biblical revelation. puts God in a posi- Bible errors the Bible or ”fix” override tion of not being powerful preserve his own enough to John As make a whole lot of sense. just doesn’t This words! (KJV). Bruce cannot be broken” scripture ”the 10:35 says, 1 of Inte- in Volume put it well Lewis and Gordon Demarest the completion Theology (Zondervan, 1987): ”Since grative 4 eek 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. C important that theyunderstand concepts and ideasratherimportant to understandhistorical contexts, we believe it’s farmore think and “primitive man” was notsoprimitive! forvirtue, instance? Perhaps we’re notasadvanced aswe what aboutmorally? Have we really progressed morally, in They doindicate ourintelligence to create, andability but etc., are thesethedefining qualitiesofhumanprogress? hasmadegreatmanity technologically, strides medically, their “primitive” qualities. While itisundeniablethat hu- unprecedented progress, leaving manand behindearly the bookpresupposes continues that humanity to make we Even know? theStaircase of Time concept usedin man,formodern example. Isthisreally true?How would tive man” isthought to have beenfarlessintelligent than view thefirstpeoplewholived long ago. Usually “primi- here, ofhow many butistypical scholars contemporary [p.page xv). xiv] Case forChristby Lee Stroble. [p. xi] for instance, The Evidence by forJesus R.T. France andThe really lived inhistory. For evidence along theselinessee, ofliberal scholars,majority for instance, accept that Christ of Christ’s quite real existence inhistory. Even thevast evidencein therealmdespite overwhelming offairy-tales, well asindeveloping verbal skills. light recommends, too. This aidsincomprehension, as retell heard what ishelpfulandsomethingSon- they’ve A Child’s oftheWorld History |pp. xi–xvii tice andperformance. 8. Tracks 9–16are prac- theinstrumental onlyfor memory the Apostles Creed (Track 1) andtwo bonus Tracks, 5and as theoneyour children are learning. This CDalsofeatures set to music. We listthetrack withthesameBiblepassage IBelieveCredo: …(CD) you would ever planto dothembefore anaudience. make themotionsfarbroader, faster, more dramatic than saying yourercise: speechwithexaggerated try motions: your legs,shaking doingjumpingjacks, etc. Another ex- your arms, rolling your headincircles onyour shoulders, to pretend? Then pretend you’re angry. Embarrassed. Excited. … Sad ”Ho! Ho!Ha!Hee!Hee!” (etc.). withabellylaugh: ous emotions?Start History, Geography andBiographies an you thinkofany otheremotions While we heartily agreeWhile we that it’s heartily for children important The phrase “Primitive Man” isnotelaborated upon isdefinedasbottomBasal layer orbase(alsousedon There skepticswhoclassifyChrist remain somedie-hard Note to orDad:Hillyer’s Mom advice to children to Listen to Track 7theentire week. This CDincludesallthememorizationverses for theyear orderIn to loosenyour body, swinging andshaking try yourHow voice aboutworking (andface) through vari- |Track7

. Core W and LanguageArts W tional years to come. on amore detailedlevel over thecourse ofalltheeduca- through regular andrepeated withthe contact “Staircase.” can acquire asolidappreciation for theprogress ofhistory pages xx–xxi. We believe that Hillyeriscorrect children attention to the “Staircase of Time” that Hillyeroutlineson Munchausen. [p. xv] calledThe1988 asamotionpicture Adventures ofBaron by Raspe,released RudolphErich in fantasy story German dates?rather thanexact [p. ] xv wars, andwhat keynations andpeoplewere involved, and World War contributed what factors IIstarted, to these yet that childrensomereasons know for why World War I rather thaninancient history.tury However, isn’t better World War Iand World War IItook place inthe20thcen- Children, forimportant. instance, that both shouldknow cific historical dates. This doesnotmeanthat dates are not for children to grasp ideasthanitisto instantly recall spe- cepts and dates is, ofcourse, preferable, butit’s farbetter than simplyregurgitate dates andtimes. con- Knowing miliar term explain it. Give herwhatever historical, cultural, understanding. you If come across an uncommon orunfa- add background information to aidto inyour children’s sides arguing about(issues aswell assideissues)? outonewayturning or another? What are thetwo (ormore) ter significant. What are thepotential effects ofthematter the protagonists are inthecaseandwhat makesthemat read theprevious aboutduring week. They muststate who regional, national, orinternational concern that theyhave verbally onsomemattermust report ofsignificant local, ofthisworld. peoples andkingdoms gracious (and, therefore, informed) ambassadorsto the citizens ofGod’s theyare Kingdom, calleduponto be forming biblically–appropriate opinionsaboutthem.As be informed aboutthesematters, andtheyought to be political, economic, andcultural concern. They should to begin aboutworld learning affairs—matters ofsocial, Current Events |Report often. tory each “step” 100years. Plan to review ofhis- thisoverview your children that each “flight” covers 1000years whereas A: Q: To After Discuss You Read

Our timelinebookismeantOur to achieve thesamebenefit As you read thebookthisyear, we encourage you to pay Baron inan18thcentury Munchausenisacharacter Please read the same article asyourPlease children read read thesamearticle and Once onthelastday eachweek, students of theweek, We grade believe students thatandsixth need by fifth Note: Please review theStaircase of Time andexplain to by century century ofthepeoples to fitinto;books 5)to seethestory theinterestingabout past;4)to give anoutlineforother intolerance inourunderstandingofothers;3)to learn 1) to basehistorical figures 2)to likefight Christinreality; Why shouldwe studyworld history?

S ection ection Two

W eek 1

| -

1. 2. ” Egyptian fertility god who became ” Egyptian Merciful: Osiris ”the the chief god of the underworld. son of the earthAs god fertility. of the earth’s as a source Osiris regarded was Geb, In the Nile him to River. sometimes compared Egyptians living the king considered was theology, royal Egyptian the king After he the son of Osiris. who was died, Horus, practices became funeral Egyptian After became Osiris. every an become expected to Egyptian democratic, more Osiris after death. a He was moon god. Egyptian ” ancient ”mercy: Thoth’s and such intellectual arts of civilization patron as writing, Thoth’s and healing. magic, law, mathematics, astronomy, most important the in the underworld oversee role to was to weighed scales on which the souls of the dead were or guilt. innocence determine than he intended. brusquely he intended. than more Heqet He turned to short(in a markedly manner) and abrupt or give (to relationship. that He grudged even admitting with resentment) or with reluctance allow and melting used for or melting pot a vessel crucibles: a which requires ore) (as metal and purifying a substance heat. of high degree of the most important gods in ” one and ”neb: Amon” ”By be a form would ”By Amon” mythology. Egyptian ancient ”Lord.” means ”Neb” of swearing. of hair left hairstyle: grow thick strand to youth-lock the in curl a to fell head that of a shaven one side from shoulder. or amulets: charm often spell, inscribed a magic with against evil or wearer the protect to symbol and believed aid him. to are which wires a die with holes through drawplate: drawn. soften and metal to and then cooling annealing: heating make it less brittle. khefts: ghosts. evil demons, represent- beliefs religious bas: the divine soul in Egyptian the leave to with a human head and believed ed as a bird the body if revivify to eventually return and death body at preserved. god son of Set: Egyptian also called Seth, an ancient was darkness, and desert violence, also He was of storms, land. hippopotamuses, a god of desert pigs, serpents, animals, with an animal that Seth identified was and crocodiles. jackal a long had the body of an elongated or greyhound; and ears; upraised neck; curved a thin, snout; rectangular, Seth often was portrayed with a human tail. forked a stiff, body and the head of this beast. ore W and Language Arts W W and Language Arts ore C

S Two ection |

Have your children read read children your Have Vocabulary: How Teach to Why study current events? There are many reasons. One reasons. many are There events? study current Why other parts from news of reading by reason: Another and and our brothers Besides direct the benefits we or serve go someplace likely to a you Are Imagine. about other people in other informed By becoming The best time to hold these discussions about current current discussions about hold these best time to The |

Read–Alouds Vocabulary they where within the sentences in context the words they think each what explain ask them to Then found. are other infor- and/or any means (based on the context word under- obviously If children your have). they may mation like to would on. If or if you not, move stand the concept, dictionary look the words stress children your skills, have up in a dictionary. farther ducked his head even Ibni only edged closer, and scrubbed his hands together his shoulders, between flatteringly) ingratiatingly. (pleasingly, and like the sound of a badly made flute, was His voice or containing, (having, accent. sibilant with his Babylonian that of the s or the sound of or a sound resembling producing the sh in sash) half- said a voice friend Eyes-on-the-Ground,” ”Welcome, modest reserve) by half-diffident. (characterized amused, | Chapter 1 The Golden Goblet | Chapter is to help children become familiar with the names and familiar with the names and become help children is to kidsWhen familiar become news. in the are that events the able in better they are events, with these names and articles read to same people or the same about the future keeping up on for and so our first reason events, or related knowledgeably and can pray so we And events. current around elsewhere and sisters our brothers for effectively the world. in a broader see our local situation get to we the world, studying history. gain by we what similar to It’s context. in some of our not alone are we that instance, for see, We a study of Finally, it so bad.” have don’t “We experiences: a study of history events—as in general—cancurrent give mistakes. us the opportunity other people’s learn from to keep up on because we enjoy the world around sisters God the give we the newspaper reading by events, current opportunity lead us in new directions. to you Nor are of? Hardly! heard never you’ve people group of anyone heard never trylikely to a new idea if you’ve else doing the same thing before. all manner and minds to our horizons broaden we places, otherwise would consider. of options we never A Rationale for Studying Current Events Current Studying A Rationale for and other background you can, as well as talk about any any talk about as as well can, you background and other from be familiar she might which with situations parallel of historyher studies or other cultures. the dinner table. is over events 6 eek 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. March 2013. 3. to say.poets are trying the imagining—to savor thefullsignificance ofwhat the re-reading, thequestioning, themusing,the time—the you read the poemsinFavorite Poems andNew,take Old morepoems merit thanoneread–through at atime. As oftheircondensedthe samelength.Because nature, most fromthan onemight expect acommon setofsentences of packs farmore thought andfeeling into asetofwords thanregular prosepact writing. Agoodpoemisonethat regularity.) would befartheworse for reading ifyou emphasized its way. ”Barter” (See [p. 21]for anexample ofapoemthat may feel strange;awhile, after you willfinditisthebest Ata sentence ofreading first, thisstyle book. inanormal tend thefinalword. asyou Read would if you were reading comma: don’t slow down, place emphasison,orex- extra period, colon, semicolon, dashor at theendofaline—no reading apoeticsentence mark that hasnopunctuation sense andnotfor themeter andrhyme. Therefore, when a highlyregular poem—shouldberead for primarily the the patterns andlosethemeaning. poem—even Aserious ”beat” ormeter andlinesthat rhyme), to over–emphasize ing ametered andrhymed poem(awitharegular pp. 5–7 Favorite New Poems and |“Me”–”Washing” Old sunrise. hilltop,On thisfirstdry onthefirstday camethefirst landemerged.of water First ahillofdry one, thenmore. water. Eventually thefloodsreceded andoutofthechaos ning there was onlywater, achaosofchurning, bubbling began. The Egyptian tells creation that inthebegin- story ofcreation. Eachculturestory seeksto explain how life the tasksince thedawn oftime. Herefers to the Egyptian not done” hemeansthat hefeels likehe’s at beenworking since the First rose Hill offthewaters oftime, andstillI’ve A: Q: A: Q: A: Q: To After Discuss You Read

Another hintpoems:theyare aboutserious more com- iseasywhen reading apoem,especiallywhenread-It Note: When Hapiasays, ”Ivow I’ve beenpullingwire Source: crime andhishalfbrother would him kill because Ranofer ofthe carried hewas thewineskin, part cions? What would you doinhissituation? Why doesRanofer notwant to tell anyone hissuspi- ten offastherummelthatcame inwiththegold losswould writ- time andhideitinthewineskin—the be as Ibniwashed theraw gold, hewould sneakabit ata goldsmith? was stealing Ibni fromHow the didRanofer suspect himself want anyone to thinkheisweak andunableto defend seemlikethe stripes themarkofaslave, andhedoesn’t half brother beats him? Why isRanofer sobothered by anyone seeingthat his 3 h ttp://www.egyptartsite.com/crea.html accessed

Core W and LanguageArts W law to herdaughter— queenHatshepsut, ashemarried 1450 BC. Thutmose IIIwas sonof Thutmose II,andson-in- Thutmose III: Egyptian Pharaoh andreigned from 1504– Vocabulary now poison,andSheftu, drinks Count, Mara. marries andeasily.quickly Thutmose takesthethrone, Hatshepsut into atrap to save her, andthentherevolution occurs, walks ashedoes,purposefully Sheftu as whole-heartedly her.to kill When hediscovers theking that serves Mara betrayed Mara thinking him,althoughheloves her, seeks sold. Atraitorfinallybetrays to theking andSheftu, Mara, lestshebe butmustcontinue theQueen, king, to serve prefers Mara Queen. byprisoned thepowerful to helpthe Mara’s helpasaspy for Thutmose, amanim- thetrueking, thereafter,tians. Shortly ayoung Sheftu, nobleman,enlists andexcursions taxesprojects heavy ontheEgyp- inflict thepharaoh, whoseextravagant building (?–1469 BC), Overview Egypt; 1400s BC. Setting Mara, Daughter of theNile|Chapters 1–3 4. sented asamanonmonuments. be thegodAmon’s daughter. Shealsohadherselfrepre- werekings divine, shejustifiedhernewrole by claimingto alongside herstepson. Egyptians Because believed their the godAmon, Hatshepsut had herselfcrowned pharaoh Within afew of ofthepriests years, andwiththesupport to rule, as regent ruler). Hatshepsut (temporary served III, inherited thethrone. Butbecausehewas too young about1490BC,Hatshepsut’spectedly stepson, Thutmose half-brother, King Thutmose II. When Thutmose diedunex- his chiefwife, Ahmose, Queen her Hatshepsut married in Egyptian history. The daughter ofKing Thutmose Iand female the fourth Hatshepsut pharaoh (1503–1482BC): than flattering. [chap. 1] people group, anEgyptian would consider thisphrase less be someonefrom thisland. Since theywere aconquered soa”sonKush theNewKingdom, during ofKush” would Kush: southofEgypt. Pharaohs akingdom took control of alostsoulordemon.[chap. 1] kheft: their waists andheldby abelt. [chap. 1] worn by men,wrapped aroundshenti: aloinclothorscarf ness andchaos. [chap. 1] storms, dark- anancient godofthedesert, orSeth; Set: story. reading to enhance your children’s understandingofthe Readers

Mara, aslave,Mara, becomes aspy for Hatshepsut Queen Note: Use thefollowing words asyou discusstoday’s Source: 2003 W orld Book Encyclopedia. orld Book

S ection ection Two 4 [chap. 1]

W eek 1

©2013 by Sonlight Curriculum, Ltd. All rights reserved. Our goal is to encourage your students to write daily. daily. write to students your encourage Our goal is to steps. two dictationThis method involves Rationale: than five should take no more student 5, your On Day If you choose a handwriting program, then use the line then use the a handwritingIf choose program, you of the programs scheduling any like help If would you between one year for Ace Grammar Do Sonlight’s Guide. Teacher’s instructions in the and answers Find is based on and program Development Vocabulary Our the Wordly recommend we practice, like more If you’d Creative Expression Creative Grammar/Mechanics Development Vocabulary | Lesson 1A 3000, Book 6 | Lesson Wise Optional: Wordly when they some days are there though, that realize, We provide we convenience, your For like writing. will not feel nextThe time an additional dictation passage each week. just use one of writer, reluctant with a find yourself you writing dictation as- as your passages these alternative get to students your encourage And the day. for signment tackle to ready regular their they’re so that some extra rest the nextwriting assignment day. Dictation Method Preferred dicta- the through read to students 1 ask your on Day First, should They with it. themselves familiarize tion passage to of punctuation or matters capitalizations, words, any note is also their opportu-This special attention. require that about. unsure they’re clarify anything to nity ask you to them have understand the passage, students your Once activity on the Activity Practice” the ”Mechanics complete Sheet. the final for independently prepare to minutes ten to writing out unfamiliar involve may dictation. Preparation try- practicing spelling them out loud or on paper, words, it in their ”seeing” looks by a word how remember ing to in mid-air written letters in large a word drawing minds, need practice. Otherwise, use your children’s dictation Otherwise, practice. need children’s your use their handwriting. check to work do. children your what weekly record sheet to in your www.sonlight.com/ go online to please offer, we and print the and download handwritingschedules.html file. appropriate your best for works that Choose the grade 4th–7th grade. do Son- practice with Grammar, more want Ifchildren. you the Use 6 programs. 5 and then Grammar Grammar light’s done. have you what record on the Schedule page to space 1 Good 6 | Pretest to Language Optional: Keys will find all the words You ties in with the Read-Alouds. in this guide Development Vocabulary and instructions for ”Vocabulary.” as listed notes daily Read-Aloud in your schedule this optional workbook for We program. Wise you.

5 ore W and Language Arts W W and Language Arts ore C

(G8); Thebes (H8) (map 1) Memphis (G8); Nile River (E4) (map 2) S Two ection | (H8);

(E4); ttp://i-cias.com/e.o/thutmose_3.htm accessed March 2013. March accessed ttp://i-cias.com/e.o/thutmose_3.htm h Q 1] [chap. Egypt Egypt Abydos Abydos W (ca. 1503–1482BC) Egypt rules Hatshepsut ueen she speaks Babylonian, reads and writes well, is sharp- well, and writes reads she speaks Babylonian, and desires is proud a slave, does not look like witted, freedom What makes Mara a valuable spy? [chap. 2] [chap. spy? makes Mara a valuable What he denies making a statement that he would like to over- to like he denies making that he would a statement to statements makes and immediately the pharaoh throw treason it was He does this because he supportsshow her. speak and the punishment for doing against the queen, to harsh so was Once Nekonkh realizes he’s been speaking poorly of he’s NekonkhOnce realizes 1] [chap. Why? does he do? what Hatshepsut,

Source: Source: Consider handwriting optional— instructionConsider this level at To improve your children’s spelling, complete daily complete spelling, children’s your improve To Khofra mentions that the Euphrates ”flows the ”flows the Euphrates Khofra that mentions Note: |

Spelling Language Arts 5. use a formal handwriting program only if your children children only if your handwriting program use a formal Handwriting (Optional) Sequential Spelling the Sequential Spelling recommend We spelling exercises. please about this program, information more For program. the Use visit www.sonlight.com/sequential-spelling.html. you what weekly record schedule to line on your ”Spelling” each week. done have  d  Timeline and Map Activities Timeline A: in a south- flows the Euphrates 26). Since (p. way” wrong in a north- the Nile direction,easterly whereas River flows in nearly the opposite flows that direction, so a river ward him. to seem backwards direction would Q: To Discuss After You Read You Discuss After To Q: A: his own half-sister. As an adult ruler, Thutmose III conduct- Thutmose an adult ruler, As half-sister. his own served which campaigns a position him successful ed 17 military He ever—in terms. Pharaoh successful as the most into territoryextended considerably, Egyptian power and were territories conquered The Mesopotamia and Nubia. who paid kings of vassal and chiefs, control put under Karnak, at He extended temple the Egypt. to as high taxes Aswan, Abydos, at as constructed new monuments well in 1881 found was His and Memphis. mummy Heliopolis, II. Amenhotep by l-Bahri. succeeded He was Dayru at [chap. 1] [chap. 2] [chap. boy. gamin: street a talisman or ornament. beetle used as a stone scarab: 2] [chap. 8 eek 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. a, Daughter oftheNile,p.a, Daughter 1. 7. 6. up somerather grammatical meaty serve topics. To help mechanics oftheEnglishlanguage, andwe’ll begin to more information, seetheWeek Sheet. 1 Activity and adverbs, whichwe willdiscussinmore depthlater. For . adjectives They review willalsobriefly nouns, pronouns PracticeMechanics the regular assignment. toto grind your takeabreak way instead oftrying through passages asyour assignment writing for theday. Feel free an ”off” day, justuseoneofthesealternative dictation your If students passageeachweek. aredictation having Dictation Optional: will read italoudasyour students write itdown. that requirepunctuation specialattention. OnDay 5,you Have themnote any words, capitalizations, ormatters of PassageA: Dictation Section Three. spelling rulesincludedinSection schedule),reviewon theweekly that area usingthelistof ing, problems orhandwriting (keeparecord punctuation, as what theycould dobetter. you If seeconsistent spell- what youwell, thinktheyhave aswell doneparticularly anycorrect errors theyfind. Discusswithyour students should checktheirwork for errors. They and shouldmark should notemphasize thedifferent soundsineachword. cursive and, style asyou read thepassageto them,you (repeating itonlyonce). Your students shouldwrite inthe clauseby clause,dictation, reading eachclauseonlytwice pen,etc. with animaginary When theirtimeisup, give the

This year, your students willdelve more deeplyinto the Today your studentsaboutdifferent willlearn of types Note: For your convenience, we provide anadditional through passagewithyourRead thedictation students. Before handingtheirpapersto you, your students Shado Mar Majesty.” And eachsphinxhastheheadofHerGracious avenue itis, linedoneach sidewithsphinxes. valley to thetemple’s firstterrace. Agreat stone the river and straight across two milesofdesert built—at what cost Iwouldn’t dare guess—from find. The queenhascausedahighway to be you mustseeitlater.”Then It’s notdifficultto a highbluearch over ancient Menfe. glitter.surface in was vivid, Onlythesky curving the green was overlaid oftheNile by ablinding andeven seemedfadedandindistinct, harbor gay colors ofthesailsandhullsthat crowded the buildings, alleys were the plungedinshadow; inwhite weretian noon.Doorways blue-black almost drained ofcolor, intheglare ofEgyp- w ofaBull,p. 48. Sheftu’s blackbrows arched. Buthesaidonly, thatThe rose city beyond themshimmered, 7 6 Core W and LanguageArts W mainly because theybelieve onlymaterial thingsexist, so allthemiraclesthinkers reject intheBible, buttheydoso andpower.healings confirmed hisidentity modern Some andalsotoMessiah draw miraculous peopleto him.His but were miracles meant to actual confirm Jesus’ role as were people, notjustmagic to tricks fool simple-minded blind andeven raising peoplefrom thedead. These signs miraclesformed suchasgiving sight remarkable to the ofJesus. Heper- about theamazinghealingministry Answers: year. Use itwhenever you needarefresher onatopic. keep thisappendixhandyfor reference asyou work this explains topics we Practice. discussinMechanics Please inthebackofthisguidethat succinctly Guide Appendix both ofyou inyour studythisyear, we includeaGrammar we’ve outlinedonWeek Sheet. 1Activity today to simplyidentify thedifferent ofadjectives types due timeover thecourse ofthisschoolyear. isenough It intheyear.this early We willdiscusseachofthesetopics in do notrequire your students to identify theseintricacies that follow thempredicate, however, adjectives please verbslinking inthispassage, whichmaketheadjectives of thesentence. Also, advanced students willfindseveral inthestructure asanadjective -ing endingbutfunctions , whichisaverb that hasan blindingisaparticiple word refers to thecolor itself, andtherefore asanoun. acts The usedasanadjective,is often theword inthispassage enhance For herdescription. example, even though green passage, theauthorusesseveral words increative ways to Bible Day 2 lnigancient surface blue high blinding indistinct faded gay ht ufc gpinblue-black Egyptian surface white Use to tallymarks record you find: thearticles Students: Beginning onDay 2you’ll begin to read 2. hich sentence isbetter? your Hopefully studentsse- 1. Note: to Due thedescriptive nature ofthisdictation

A help to paintaclearer pictureinthereader’s mind. thesecondlected sentence astheadditionaladjectives W djectives in the dictation passage: inthedictation djectives the Adjectives 7 Common vivid

a 2 |

S Adjectives ection ection Two Proper

| Compound

Adjectives W an eek 1

©2013 by Sonlight Curriculum, Ltd. All rights reserved. (a stray (a stray are.” you Çatal Hüyük (F8) (map 1) Çatal (map 4B) Jericho (C6) Which defense system do you think was more effec- more was think do you system defense Which Why? tive? for well work Hüyük would possible: the defense of Çatal easily carry people they could and the things guarding kept was assume their livestock we However, up ladders. was separately, be guarded either had to and elsewhere wild animals, to or fell prey frequently, more plundered to climb a ladder to a cow get be difficult to it would since it seem Hüyük makes of Çatal the illustration Also, safety. make of the buildings would levels the different as though and other livestock cities, In walled guard. it difficult to to in order gate the fit through possessions had to simply 6 that even Joshua know from we however be protected, not foolproof was wall Jericho’s

Read–Alouds person or animal) Vocabulary Gebu aspects, had two jocular one noisily , one ferociously jesting) or disposed to (given quiet. backward, step an irresolute took a moment, He stood a lane … (uncertainthen swerved down and ran suddenly act to or proceed) how fumbling hands he extricated the wilting blossom With or forth out from draw of his sash. (to from the folds from or otherwise confused, jumbled, of a tangled, and set free or situation) mass, heap, involved hung … the knees, always that the dusty of a shenti rag one side) to of line, (out on his hips. askew temerity: . (aghast his own Instantly aghast at he was bewilderment, disgust, or surprise; struck with amazement, of danger or contempt or foolhardy temerity: unreasonable opposition) heavy hand slapped back and forth Ranofer’s The across twisted a that with a force negligently almost , yet face, (unstudied, his neck and set his ears ringing. crick into offhand) some fishmonger. to you I do not apprentice care ”Take !”Ingrate person) (an ungrateful with Gebu had begun a scene reaction to invariable The mind and body so deep it penetrated in, a fatigue set to : weari- fatigue unchanging; : consistent, (invariable alike. labor or exertion)ness from behaving toplofty too of late, grown gave ”By you Amon, waif of the gutter instead like Pharaoh Q: A: and Map Activities Timeline   | Report Events Current 2 The Golden Goblet | Chapter ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track S Two ection |

| Jericho built a huge wall all around the city it all around protect to wall Jericho built a huge in houses Hüyük lived people The of Çatal outsiders. from pull up and they could the roofs, from which they entered in ever get in if they were the ladders so enemies couldn’t trouble How did Jericho’s protection system differ from Çatal Çatal from differ system protection did Jericho’s How Hüyük? How did taming animals change lives? How the people had plenty for clothing and of meat, wool which meant help in the fields, and animals to blankets, easily meet their needs more they could How do we know about people from this time period? know do we about people from How of cloth, pots and fragments tools, weapons, have we about help us learn these peopleancient writing to they learned to farm and grow crops; because it meant because crops; and grow farm they learned to their food all around follow people no longer had to and build more the time—they stay in one place could and develop time to more and had permanent structures, writing as in other areas—such advance What major change occurred in this time period that major change occurred What and develop build cities and towns people could meant this important? was Why civilizations? great

We use the Usborne book to add a visual picture of the book to use the Usborne We If Jesus was God, why did he need to pray? pray? to did he need If why God, Jesus was Students:

History, Geography and Biographies Geography History, A: Q: Q: A: Q: A: A: To Discuss After You Read You Discuss After To Q: history at this time. Enjoy the different format. the different history Enjoy this time. at Usborne Encyclopedia 12,000 Years of World of World Usborne Encyclopedia 12,000 Years 10–15 History | pp. Reading | Mark 1:21–45 Guide | Bible Field Children’s International 1–2 1, problems Chapter 90:1–2 | Psalm Memorization … (CD)Credo: I Believe Was he just talking to himself? There are at least three three least at are There just talking he himself? to Was served as prayers his First, Jesus prayed. why good reasons aside should set too, they, that his followers to an example it human being, as a Jewish Second, pray. to specific time within the Third, pray. Jesus to right for and natural was with one Son, and Holy Spirit communicate Father, Trinity, three the one God, is only though there Even another. The with one another. can interact Trinity persons of the important Mark take can learn 1:35 is to from lesson we can we God one way and talk to we how pray—it’s time to him. closer to draw anything supernatural can’t happen. But if God exists, then if God But happen. exists, can’t supernatural anything possible. are really miracles 10 eek 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. 11. 10. 9. 8. [chap. pale,carnelian: red quartz. 4] Vocabulary Mara, Daughter oftheNile|Chapters 4–5 ismy Rock””This pp. 7–11 Favorite New Poems and | Old “I Want to Know”– A: Q: A: Q: To After Discuss You Read for Egypt. an officialrecognition ofthequeenthat was mostusual occurrence ofhernamewiththat ofAmenhotep IIIshows herson. in thereigns ofherhusbandandIkhnaton, The fororigin, shewas remarkable herinfluence instate affairs Tiy:Queen 1385 BC,wife humble ofAmenhotep III.Of blacksoilalongeachbank. deposited ofrich, astrip ” Egypt;”Black Land: yearoverflowed and theNile every species ofthelotusappearsinancient Egyptian art. a sacred flower to andChina.A thepeopleofEgypt, India, The leaves spread outonthewater’s surface. The lotuswas flowerspurple that may be1foot [30centimeters] across. lotus: the Egyptian water lily. This plant haswhite orrose- intendedvindictively: for orinvolving revenge. fishmonger: fish dealer. forms whenlava cools. obsidian: volcanic glass;ahard, glassystone that dark, usedfor flowerumbel: paperandotheritems. parts papyrus: a tallreed stem. withatriangular sedge: a grass-like plant that grows inwet places. Maat: goddess personifyinglaw andrighteousness. Lord crocodile-god. Sobk: stimulus) subtlesensory often aura ofriver stink andbarley-beerfumes. (adistinctive and One neededonlyone’s noseto recognize hischaracteristic Readers

Source: Source:

the dead here produced thingsforthetombs of the artisans oftheDead? bankcalledtheCity ern Why were theworkshops andlaboratories onthewest- fin builders potters, sculptors, painters, embalmers, masons, andcof- glassmakers, papermakers, weavers, carpenters, did What ofartisan types Thebes boast? Source: . Ibid 2003 World Encyclopedia. Book w 11 w ww.infoplease.com accessed March 2013. ww.infoplease.com accessed March 2013. * 9 10 8 Core W and LanguageArts W A: Q: A: Q: A: Q: To After Discuss You Read position. [chap. 4] rifices lesserpieces inorder to obtainanadvantageous gambits: moves inagamewhichplayer early sac- Memorization |Psalm 90:1–2 Chapter 1,problem 3 International Children’s Bible Field Guide| 2 Reading |Mark his offering to forgive thismanequates Jesuswith God. incarnate,God Jesuswas theonewhowas wronged! So something, we that iswronged. have As to betheparty ness to atotal stranger. order In for forgiveness to mean forgiveness. would beasthoughyou It orIoffered forgive- to beGod, itwould makenosensefor himto offer this the sinsofamanheencountered. Jesusdidnotclaim If alone?”sins butGod They saidthisbecauseJesusforgave by whosay, hiscritics ”He’s blaspheming! Who canforgive 2,forMark instance, Jesusforgives sins. This isnotmissed shows many indications ofChrist’s claimsto divinity. In claimed to beGod. Acareful reading oftheBible, though, Sheet forActivity more information. Write Your Descriptive Paragraph—Plan” ontheWeek 1 to helpplanoutthedetailsoftheirparagraph. ”B: See descriptive paragraph. colorful Today theywilluseatable B: Write Your Descriptive Paragraph—Plan Bible Creative Expression Language Arts Day 3

Parents: will say critics that Sometimes Jesusnever Today andtomorrow your students willwrite a from thetimesheboarded theship rebellion, andherpresent course hasn’t ofaction changed inPharaoh’sof theothermember thatisleadingthe court realistically, Mara stilldoes—she already knowsthename orSheftu? per hand—Mara Why? [chap. 5] At theendofchapter, whodoyou thinkhastheup- of doingsomethingforEgypt rather thanjustforherself Queen’s extravagance; sheisintriguedby perhaps theidea to sheisbeginning likepossible: shedislikes Sheftu; the job? [chap. 5] Why doyou isnothappy thinkMara withhersecond and somewhatanonymous would Sheftu rathershe could—clearly remain secretive because Mara saidsheintended to discover hissecrets if conversation? [chap. 4] Why threaten didSheftu at Mara theendof their

S ection ection Two

W eek 1

w 12 Source: Source:

Read–Alouds depicted as a man with a ram’s head, he was king he was head, depictedAmon: as a man with a ram’s powerful on as more later of the gods who became even Amon-Ra hidden one” (or Amun-Re). His name means ”the a metal used to join metallic surfaces. a metal used to solder: the darkness from the world protect Nuit: goddess said to in that dwell that outside it and all the demonic creatures darkness. 12. 2013. March Current Events | Report Events Current 3 Goblet | Chapter The Golden Vocabulary then changed a moment, his handiwork admired Ranofer the the kneeling obliterated a sitting woman, man to with do away (to loaf. it with a bread and replaced stroke no trace) leave as to so completely arrange , Heqet began to and mock obeisance a grin With … (an attitude of respect) logs in the firing box Meryra the courteousMollified by tone, shrugged his big (soothed or disposition) in temper shoulders. standing Ranofer leaving He turned and limped away, unrest) of (a state after him in a ferment of joy. look without (to it. and use the gold, at gawking Cease awareness) intelligent and hurrying face rapt body radiated small … Ranofer’s and joking of laughter a contagion hope that such joyful of an emo- whole courtyard. the (the spread over swept tional state) parties,.” mad frivolity ”Dancing, (lack of seriousness) to refusing he ran, the faster it grew … but the stronger of his mind against it. let it in, shoring up the bulwarks support(strong in danger) or protection in his mind the image of rose In there of himself spite bulti fish, crispwithout and succulent a golden-brown within … (full of juice) workers, He dodged in and out among the homebound other and a few boy Kai to the baker’s shouting greetings (perturchins he knew. youngsters) or roguish up glass. heat annealing: to an importantAnubis: god of the underworld. Egyptian embalm. a salt used to natron: burial. a dead body for embalmers: one who prepares and information more long; For 61 acres of Amon: temple some spectacular pictures visit our IG links page ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track the Mediterranean Sea (F5); the Tigris (F9); the Mediterranean S Two ection |

W Mesopotamia River (F10) (map 1) River (F10); Euphrates Gulf (E6); (E4); the Nile River (E4); the Persian Egypt Nubia (modern-day Sudan) (F4) (map 2) M

| possible: so those of us who also struggle may have an may have possible: so those of us who also struggle with us, God interacts us how by; teach to live to example do mess up when we even Why do you think God allowed the ”Founding Fathers” Fathers” the ”Founding think God allowed do you Why and failings? human qualities have to of Israel Why did God move Abram to Canaan? What strategic strategic What Canaan? to Abram did God move Why purpose did it fulfill? between route trade in the middle of a huge was Canaan filled with travel- northern was and Asia. Canaan Africa than needing so rather and wide, far countries ers from simply come the people could send out missionaries, to and hear the message about the and his family Abram to one God What is the Bible essentially a story is the Bible essentially What about? God wins his kingdomhow Satan back from Who are the two main characters the two in the Bible? are Who and Satan Yahweh) God (or Why did people move around? did people move Why better after they wanted the war; leave to forced they were goods with others trade to land and they wanted

this History World of the A Child’s read and as you Before on a more the same benefit Our provides timeline book chapter, that 4 because prior to with Chapter begin We in the Old mentioned are rivers and Euphrates Tigris The esopotamia (4000BC)

History, Geography and Biographies and Geography History, A: Q: Q: A: Q: A: To Discuss After You Read You Discuss After To Q: A: | pp. 1–5 Back | pp. The Kingdom Strikes   Timeline and Map Activities Timeline d To Discuss After You Read You Discuss After To Q: A: | Chapter 4 | Chapter History of the World A Child’s “Staircase the to attention pay to you encourage we year, believe We on pages xx–xxi. Hillyer outlines that Time” of a solid appre- a child can acquire Hillyer is correct that and of history regular through the progress for ciation “Staircase.” contact with the repeated years the educational of all the course over detailed level come. to You and fanciful thinking.the text is filled with speculation children your the pages and introduce scan to want may thinking. common to 17] Genesis 2:14). [p. instance, for (see, Testament Credo: I Believe … (CD) … Credo: Believe I 12 eek 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. overlooking an open court. [chap. anopencourt. overlooking 7] aroofedloggia: opengallery, especiallyat anupperstory [chap. 6] the Temple accessed March 2013. ofKarnak) 14. March 2013. 13. KeysOptional: Language to 6 | Lesson Good 1 A: Q: A: Q: A: Q: A: Q: To After Discuss You Read Riverat thesitethe Nile ofwhat ofLuxor. isnow thecity Egypt: Karnakruins (Thebes), El Thebes islocated along Vocabulary Mara, Daughter of theNile|Chapters 6–8 ”My Shadow” pp. 11–13 Favorite New Poems and | Old Secret Cavern”–“The A: Q: To After Discuss You Read both hisnameandphysical appearance were unknown. or ”the secret one” to because—according mythology— Readers Grammar/Mechanics Language Arts

raoh hemeant he gave praise to Pharoah whichpha- withoutspecifying from Hatshepsut? [chap. 8] What was clever aboutSheftu’s response to theorder Inanni like marrying because herhalf-brother, sheknew theking, would NOT [chap. 8] Why didHatshepsut likewhat shesaw inInanni? rest, notahotpillow sleepsonanebony head- light garments;staysslender; notweardoes wool except inthecool nights;wears thin, [chap. 6] How keepcool doesMara intheEgyptian heat? entombment pilgrimage to before this”Gate their oftheUnderworld” it would arrange fortheirfuneral processions to take a thought to buriedinAbydos, be andallwhocould afford they hadmore funeral barges because was Osiris thegod Menfe? Why? [chap. 6] ofAbydosHow differ didthewharfs from thoseat he watches to seewhatcolor thegoldturns cool orwhen annealinginafire iscomplete)? withgold(say, whenworking activites whenanignot is How doesRanofer monitor whenitstimeto change Source: Source: w w ww.eyelid.co.uk/karnak1.htm (withsomegreat of pictures ww.touregypt.net/featurestories/amun-re.htm accessed 14 13

Core W and LanguageArts W Credo: IBelieveCredo: …(CD) Memorization |Psalm 90:1–2 Chapter 1, problem 4 International Children’s BibleField Guide| 3 Reading |Mark Paragraph” ontheWeek Sheet. 1Activity Follow on”C: thedirections Write Your Descriptive stormed yesterday to write adescriptive paragraph. C: Write Your Descriptive Paragraph WordlyOptional: Wise| Lesson 6 3000,Book 1B A: Q: To After Discuss You Read [p.Schmidt. 21] chapter ChangedtheWorld inHow Christianity by Alvin ences onthecalendar, includingholidays, seethefinal the West uponworld culture. For more influ- on Christian and oftheinfluenceknowledgement ofChristianity who thinksaboutit, stillanobliquereference to orac- more neutral expression, though,obviously, for anyone “Before [the]Common Era”) asaculturally/religiously pushed for theuseofCE(for “Common Era”) andBCE(for intheworld andmany scholarshaveeverywhere modern the lastfew centuries. West, andtheinfluence ofthe West inworld cultures over oftheinfluence movement theChristian tifact hadinthe world itscalendarwithreference marks to isanar- Christ sometime between 4and6BC. that muchofthe The fact December 25,despite thecelebration), butmostlikely and thenseeanartist’s view. want ourchildren to first “see” intheirminds’ history eyes ofthesameeventswith visualportrayal ifavailable. We page spread inUsborne doesthat. key civilizations. Eachchapter in Hillyerandeachtwo- A Child’s oftheWorld History |Chapter 5 Bible Creative Expression Vocabulary Development History, Geography andBiographies Day 4

Today your students willuse theideastheybrain- Clearly, (BC/AD) theChristian calendar isnotused in born wasChrist notactually “Year 1” (andnoton We chooseto read thenarrative first, thenfollow text Note: The bestway to study World isto focus on History the lifeofChrist which isLatin oftheLord”—i.e. forthe “year thetimesince ADstandsfor“AnnoBC standsfor“Before Christ”; Domini” What doBCandADstandfor? |Track7

S ection ection Two

W eek 1

©2013 by Sonlight Curriculum, Ltd. All rights reserved. [chap 4] 15 * * * [chap 5] Armant, (I8) (map 1) [chap 4] Egypt) orld Book Encyclopedia. 2003 W (F5) (map 2) Hermonthis ( Kush Kush Source: Source: How were the poor dead buried, compared to artisans? to compared poor dead buried, the were How [chap 4] the whereas in the sandy ground, buried the poor were the side into carved hewn tombs put in rock were wealthy of a cliff his father’s to bring does Ranofer an offering Why [chap 4] tomb? him ba, or spirit, brought that his father’s he is convinced the good idea while he slept despised? [chap 5] robbers tomb were Why lack of the dead person would Years Thousand the Three plus the protection in paradise, live needed to the luxuries de- was and if his mummy be gone, would of amulets to—which no body return to have the soul would stroyed, of the very the murder soul lead to would do you What sell his papyrus? did the Ancient Where [chap 5] it used for? think was for sails and ropes make to the sailmakers—probably to the important ships that transported all goods of Egypt

Timeline and Map Activities Timeline   “The Play- Invisible Old | and Poems New Favorite 14–16 pp. –”Rathers” mate” 15. To Discuss After You Read You Discuss After To Q: A: Q: A: Q: A: Q: A: He scrambled to his feet and darted over to Ranofer with Ranofer darted and to his feet over to He scrambled in atten- and dutiful (prompt obsequioushis most smile. of one in authority) on the wishes dance [chap 5] useless or (something ”Him and his paltry wineskins.” worthless) [chap 5] the obscurity was he wished now what Deciding that (the quality of he started acacia tree. the for of his corner, or unknown, or uncompre- inconspicuous, being obscure, hending) [chap 5] father the chief god of Memphis, Ptah: Egypt, in ancient ruler of the world. of men and gods and Egyptians used leather hinges on their used leather hinges: Egyptians leather the capacity have didn’t metal-workers doors because the and enough be hard of working would with metals that Unlike support to enough of a door. strong the weight be im- to and did not have available was leather metal, ported. [chap 4] [chap 4] with burial. or associated used for, funerary: of, supply with poke or stir up the fire, to ” an oven: ”stoke [chap 5] fuel. darken the to and Egypt soot mixture used in Arabia kohl: [chap 5] edges of the eyelids. ore W and Language Arts W W and Language Arts ore C

(F7) (map 1) (F7) (map Crete (F10); S Two ection |

W Indus R (E4); Nubia (F5) (map 2) Egypt C Mesopotamia

| What do BCE and CE stand for? and CE do BCE What for CE stands Era”; Common [the] “Before for BCE stands Era” “[the] Common

River (D11); (D10); Yellow (E8); China iver (E2) (map 3) America entral

Read–Alouds he divided the food in half, taking pains Scrupulously in half, he divided the food painstakingly) (conscientiously, crumbs. with the even [chap 4] (marked stalked away. Sata up, straight irascibly Pointing anger) [chap 4] resentful and hot temper by Heqet said when the lark bit its head off,” the worm ”As [chap 4] readily) smoothly, supplied glibly. (easily, he he meant what wonder to had time Ranofer Before [chap 4] imperatively) beckoned peremptorily. (haughtily, had faded singing the sound of raucous moment The in and ran he slipped out of the gate the corner, around harsh or strident) direction. (disagreeably the opposite [chap 4] usual and as was days, several for joviality lasted Gebu’s food. as to better fared Ranofer during periods, these in mirth, good especially as exhibited humor (marked hilarity, [chap 5] or conviviality) work- Rekh’s Heqet standing close beside … he noticed but a bowl, raise the goldsmith watching ostensibly table, hammer of the actually him under cover whispering to [chap 5] appearances) all outward (to taps. the along by swept and jostled was , Ranofer Confused [chap 5] … (pushed and shoved) crowd ashamed of his surliness. his pace, slowed Ranofer [chap 5] ill nature) (gloomy then tucked them He whirled the rings his finger tip, on some- by . (marked his sash complacently patting away, and and irritating satisfaction uncritical, times unwarranted, accomplishments, personality, own at one’s pleasure [chap 5] or situation) the goldhouse furtively back to his way , He found manner) [chap 5] (in a stealthy the alleys. through | Chapter 4–5 | Chapter The Golden Goblet Vocabulary Current Events | Report Events Current   Timeline and Map Activities Timeline  Q: A: 14 eek 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. what hesaid. amusing by hislisteners andalsohelpedthemremember of aneedle. These remarks were probably thought ofas to getacamelthroughit underabowl, theeye ortrying like lighting alampandputtingitunderbedorhiding the parables carefully you’ll alsofindsomefunny remarks, ways that we could understandandremember. you If read to give lectures, usboring butto share truthsin practical interest and were easyto remember. Jesusdidn’t come sages. Since theywere told asstories, theycaught people’s moral mes- andspiritual stories hetold that hadimportant Polish” ontheWeek Sheet. 1Activity Follow on”D:Descriptive Paragraph— thedirections D: Descriptive Paragraph—Polish WordlyOptional: Wise 6|Lesson 3000,Book 1C KeysOptional: Language to 6|Lesson Good 2 A: Q: A: Q: A: Q: To After Discuss You Read Mara, Daughter of theNile|Chapters 9–10 Bible Creative Expression Vocabulary Development Readers Day 5 Grammar/Mechanics Language Arts

Students: spokeinparables. Jesusoften These are short Have your students review andedittheirparagraphs. the Court oftheWeaversthe Court and herbrothers, andshewillvisittheSyrian woman in Thutmose,she willnotmarry can return to Canaan [chap. 10] What relieves at theendofherlongday? Inanni robbers something Egyptians believed would bringharmto tomb but alsobelieved one— to angertheka ofthedeparted crimenotonlypunishableinthehuman worldraoh—a because hewas asked being to rob thetomb ofapha- [chap.to takethe Sheftu? 9] Why was concerned Mara aboutthemessageshewas pacing andexpression madeherjobmore difficult conversations,two butInanni’s andThutmose’s hopes languageson she must intwo andcarry notonlyspeak [chap. 9] Why isMara’s meetingwith Thutmose difficult? Core W and LanguageArts W the heart” [p. 11] (Hebrews 4:12,ESV). of marrow, anddiscerning thethoughts andintentions of piercing to ofjoints thedivisionofsoulandspirit, and sword,is livingandactive, thanany sharper two-edged value ofGod’s written words to us: “For theword ofGod ple heinspired. As aresult, we never want to minimize the chosetoGod communicate to usthrough by writings peo Gospels. [pp. 10–11] at theclaimsof (Cook, 2013), specifically looking ity wrote Christian- abookalongtheselinescalledCold-Case sions. theway, By Christian ahomicidedetective turned ago, butwe can lookat theevidence andcome to conclu- happened. Similarly, we weren’t livingtwo thousandyears can examine theevidence piece andoften together what They weren’t present took whenthecrime place, butthey law enforcement specialistsdoinrelation to scenes. crime at likelyconclusions aboutthepast. This issimilarto what evidence inorderforensic to arrive science—evaluating A: Q: with your children. [pp. 8–9] view,hold to a young earth feel free to discussthematter too, you perspective. If that thebooktakesanoldearth ments discovered are from about10,000BCKeepinmind, that archeology doesnotbackthisclaim. The oldestsettle “for around 200,000years”? Please remind your children To After Discuss You Read pp. 8–11 5-Day: TheKingfisherAtlas ofWorld | History IBelieveCredo: …(CD) Memorization |Psalm 90:1–2 Chapter 1,problem 5 International Children’s BibleField Guide| 4:1–20 Reading |Mark Current Events |Report follow achronological flow. since thevarioustopics onthepagedonotnecessarily mend that you read through thetimelinetogether first from thisbookonyour larger world maps. Also, we recom- we don’t listspecificmap points. Feel free to findthemaps Timeline Activities andMap History, Geography andBiographies

Writing to iscritical history, aswell asto Christianity. basedon ofhistorical understandingisactually Much Note to orDad:Have Mom humanswalked theearth Please note that thisbookcovers viamaps, so history the political, judicial, andcommercial center ofRome What was theForum? [p. 10] |Track7

S ection ection Two

W eek 1

15 - -

©2013 by Sonlight Curriculum, Ltd. All rights reserved. Tr What do you think of Sahure, the juggler? Do you trust the juggler? Do you think of Sahure, do you What 13] [chap. not? or why Why him? sly way: for information in a rather possible: he presses forthcomingSheftu is clearly not completely him, with claimed as useful he was though the more importantthe more the queen a person was—those her throne stood closer to valued— does Maralearn with her duringWhat her audience 11] [chap. master? the Queen to all loyal servants are Thutmose’s she met take before Mara had to about the steps Think about the orga- you does it tell What with Sheftu again. 12] [chap. is brewing? that of the rebellion nization supporters be many seems to highly organized—there it’s contribute they can with useful ways think Sheftu the Inn Sashai at do you goes by of Why 12] [chap. the Falcon? In case with. working his identity those he’s to conceal to identify be able to they wouldn’t captured, some were their true leader of the Inn does Mara learn the proprietors about What 13] [chap. of the Falcon? and her childhood nurse, Sheftu’s wife was the inn keeper’s stables the head of his father’s was husband take the throne? to prepare Thutmose does How 13] [chap. pro- ”Amon” that, during a festival, he staged a miracle think it people and remember claimed him pharaoh—the young many as are mostly on his side, true; the priests are of the with the state concerned nobles and commoners country How could Mara tell by looking around the queen’s looking by the queen’s Mara tell around could How 11] court [chap. who the most important people were? Go to our IG Links web page to find alternate maps of find alternate to page web our IG Links Go to sections two enjoy please the poetry of On Fridays, oy 4B) (map (A1) ; Greece (A3)

Readers Q: A: A: Q: A: Q: A: Q: A: Q: A: Q: A: Timeline and Map Activities Timeline  . this region Old | “Goblin and Poems New Favorite 5-Day: Feet”– 366–370 pp. ”Someone” users. 4-Day schedule for don’t book we 11–13 Nile | Chapters of the Daughter Mara, Vocabulary 13] [chap. sluggish. languid: slow, 13] chicanery: [chap. trickery. deception, 13] [chap. cunning. guile: deceitful, 13] [chap. lighthearted, unconcern. insouciance: Read You Discuss After To Q: 16 ore W and Language Arts W W and Language Arts ore C

soft, boneless animal related cuttlefish: soft, boneless animal related to the squid. Itseas in most the squid. to is found except those surrounding the Americas, the Americas, those surrounding except near the on the sea bottom and lives to its tentacles cuttlefish uses The shore. capture objects, or to itself to attach S orld Book Encyclopedia. Two ection |

2003 W W

| Source: Source: because it had been years since they’d promised Helen’s Helen’s promised they’d since it had been years because support that they would father and most her husband they also families; on with life and their own had moved their fight really the issue was feel like didn’t no—also, the Greeks disliked the commercial advantage advantage no—also, the commercial disliked the Greeks gain supremacy and wished to of Troy help to the other kings hesitant of Greece were Why Menelaus? Was Helen the only cause of the Trojan War? Trojan Helen the only cause of the Was Menelaus acknowledges that each man has a different Menelaus acknowledges each man has a different that his as divinely blessed because defends gift, and Paris do What the gods. only from come beauty and grace think of this argument? you Of guilty? is the fleeing couple treacheries what a guest, Paris, her husband; leaves Helen treacherously his host robs he is too overawed by Hera, too simple for and was was simple for and too Hera, by overawed he is too so and beauty, love but understands Athene, by scorned gifts chooses Aphrodite’s Why does Paris choose Aphrodite? does Paris Why

Over the course of the year notice the variations variations the notice year of the Over the course Note: have that stories are these myths Remind them that

Read-Alouds 16. A: A: Q: Q: Q: Q: A: A: To Discuss After You Read You Discuss After To Q: mooing; making lowing: cattle a noise. poem. simple narrative a ballad, sing a lay: Vocabulary of Greek myths as you read them in different sources. In sources. them in different read as you myths of Greek , Story The from World of the War Trojan of the the myth apple and giving the with creating Zeus Bauer credits Wise , the evil goddess War Trojan in The However, Eros. it to have If children your the golden apple. creates Discord them on congratulate discrepancies, picked up on these their astuteness! which means thousands of years, for and retold been told will version Which time. over altered gradually they have they like the best? | Part 1, Chapters 1–3 1, Chapters | Part War The Trojan 5-Day: prey such as prawns, crabs, and fish. To hide from enemies, enemies, from hide To and fish. crabs, such as prawns, prey the cuttlefish can bury camouflage itself, itself in the sand, pouringout an inky by that substance or darken water the shells internal The called sepia. pigment a brown contains and in ancient make toothpaste, used to of cuttlefish are make ink. used to the sepia was times, 16 eek 1 Language Arts

Creative Expression

5-Day: Dictation17 Read the dictation passage aloud, and have your students write the passage on a separate piece of paper. The city that rose beyond them shimmered, almost drained of color, in the glare of Egyp- tian noon. Doorways were blue-black in white buildings, alleys were plunged in shadow; the gay colors of the sails and hulls that crowded the harbor seemed faded and indistinct, and even the green of the Nile was overlaid by a blinding surface glitter. Only the sky was vivid, curving in a high blue arch over ancient Menfe. n ©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by

17. Mara, Daughter of the Nile, p. 1. Core W and Language Arts W | Section Two | Week 1 | 17 This page intentionally left blank. ©2013 by Sonlight Curriculum, Ltd. All rights reserved. ancient Menfe. inahighbluearch overwas vivid, curving glitter.by ablindingsurface Onlythesky even thegreen was overlaid oftheNile and seemedfadedandindistinct, harbor of thesailsandhullsthat crowded the were thegay colors plungedinshadow; inwhite buildings,were alleys blue-black the glare ofEgyptian noon.Doorways shimmered, almostdrained ofcolor, in 1. sentence. ofa inthestructure asadjectives , act are calledarticles asanadjective. Evenact thewords a,anandthewhich compound—two words adjective joinedtogether that isa thatbuildings.Blue-black mon adjective describes . Conversely, thenounnoon describes white isacom- Egyptian isaproper (likeaproper adjective noun)that wordbut shealsotells uswhere withanadjective—the not onlytells takesplace, uswhat timeofday theaction thesecond ofadjectives. sentence, In types theauthor ______Which sentence isbetter? Why? 1. tives to them.For describe example: interesting, writers usedescriptive words calledadjec- one namedJason. To makenounsandpronouns more For example, heisapronoun we canuseto refer to something oridea,andpronouns are words that rename nouns. PracticeMechanics PassageA: Dictation This week’s passageusesseveral dictation different A noun,asyou probably remember, isaperson,place, Mara, oftheNile,p. Daughter 1. The shiny carraced newIndy around thecold, The carraced around thetrack. thatThe rose city beyond them wet track. 1 LA LA Week Sheet 1Activity oeWadLnug rsW Week Sheet 1Activity | Core W and LanguageArts W a noun in this dictation passage.a nouninthisdictation Look passage. at thedictation What otheradjectives 2. Hint: theword as green anadjective,, whichisoften acts Use to tallymarks record you find: thearticles tives you find in the charts below: below: tives you findinthecharts adverb, whichwe’ll discusslater. Record theadjec- suchas (an action), “ran”or “arrived quickly nouns. youscribe If seeaword thataverb describes do you see?Remember, are adjectives words that de- rprAjcie Compound Adjectives Proper Adjectives the Common Adjectives a late”, itisan an 1 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. Close your eyes and pretend you are standing in your standing in your are you and pretend eyes Close your in the table below thoughts your summarize Today, favorite place. What time of day is it? How does the light does the light is it? How day time of What place. favorite see? can see it) impacts you the sun (if you what from objects describe the to or five in the scene Choose four paragraph. of in your colors on the Focus tomorrow. the paragraph write you before is the What readers. your give to want you message that de- like to you’d palette color of the entire feel overall before paragraph of your sentence the topic Write scribe? finish today. you Color of these objects:Color LA Week 1 Activity Sheet Week LA Week 1 Activity Sheet Week | W W and Language Arts Core Today and tomorrow you will write a colorful write will you descrip- and tomorrow Today the reader. a main idea for A good description develops 2 Topic Sentence: Topic Objects Describe: to Color Palette of My Favorite Place: of My Favorite Palette Color colors? vibrant Bright, of one color? they mostly shades (What Are see there? you of the colors is the tone My Favorite Place: My Favorite B: Write Your Descriptive Paragraph—Plan Descriptive Your Write B: love. you a place or town home your about paragraph tive Mara, from the dictation paragraph read inspiration, For many How 1 Activity Sheet. Daughter on Week of the Nile job specifi- Your did the author make? color to references love. you place of the describe the colors cally is to Is it bright place? favorite of your palette is the color What shades of blue or and cheery? there and misty? Are Cool support to specific examples Use white? glittering the palette. main idea of this color ©2013 by Sonlight Curriculum, Ltd. All rights reserved. some timepolishingtheparagraph tomorrow. a word outsomethingimportant. orleft You willspend time to makesure you haven’t accidentally misspelled your ofthecolor? description you communicate thetimeofday inyour scene simplyin it’s muted, bold, faded, translucent, shimmering, etc. Can but alsohowappear—whether thecolor andtheobject graph. Try to notonlythecolor describe ofeach object, Sheet1. onActivity itdescribes the object black ormurky-water green. to Listeachcolor namenext that areor thinkofotherobjects asimilarcolor—like oily ing ofcolors, you might lookthrough abox of crayons, you If needhelpthink-color names bestsuiteachobject? completed yesterday under “Objects to Describe”. What youfive planto listed objects describe inthetableyou day to write adescriptive paragraph. thefour Review or C: Write Your Descriptive Paragraph When you’re finished, review your paragraph onemore When you’re ready, ofyour write thefirstdraft para- Today you willusetheideasyou brainstormed yester- LA LA Week Sheet 1Activity oeWadLnug rsW Week Sheet 1Activity | Core W and LanguageArts W and finalversion ofyour paragraph. find anewword that willreally makethesentence shine. comparison to something),orgrab describe athesaurusto or asimilemetaphor(words orphrases that makea improve Add itsdescription. words) (describing adjectives sentence thetopic better? sothat itwould support doesn’t thetopic sentence. support Could you rewrite this so,do? If checkto seeifthesentence provides adetailthat Is there asentence that doesn’t seemto fitlike theothers better ifa few ofthesentences were inadifferent order? and thinkaboutitasawhole. Would theparagraph flow yesterday? that you don’t like?Didyou findamistakethat you missed ment. How doesitflow? anything Does jump outat you graph today asthoughitwere any otherreading assign- and review eye. itwithacritical through Read your para- D: Descriptive Paragraph—Polish When you’ve completed allofyour edits, rewrite aclean Finally, lookforyou yesterday described oneobject to When you’ve read through theparagraph, step back All writers needto beableto step backfrom theirwork 3 This page intentionally left blank. Core W & LA W Week 2 Schedule

Date: Day 1 6 Day 2 7 Day 3 8 Day 4 9 Day 5 10 Bible Reading Mark 4:21–41 Mark 5:1–20 Mark 5:21–43 Mark 6:1–29 Mark 6:30–56

International Children’s chap. 2 chap. 2, chap. 2, chap. 2, chap. 2, Bible Field Guide ”To Think About ”To Think About ”To Think About ”To Think About and Do” problems and Do” problem 3 and Do” problem 4 and Do” problem 5 1–2 Memorization & Continue memorizing Psalm 90. This week, memorize vv. 1–4. Credo: I Believe … (CD) —Track 7

History, Geography and Biographies Usborne Encyclopedia pp. 16–19 pp. 20–23 12,000 Years of World d  History A Child’s History of the chap. 6 chap. 7 World d d

5-Day: The Kingfisher pp. 12–15 Atlas of World History d

Current Events Report Read–Alouds The Golden Goblet chap. 6 chaps. 7–8 chap. 9 chap. 10 

Favorite Poems “A Word Fitly …” “The Day Before “A Child’s Thought “Song for a Litte Old and New –”Primer Lesson” April”–”Hold Fast of God”–”The Lord House”–”When (skip “The Your Dreams” is My Shepherd” Mother Reads Cave-Boy”) pp. 20–22 pp. 23–25 Aloud” pp. 16–19 pp. 26–32 5-Day: The Trojan War Part 1, chaps. 4–5

©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by  5-Day: Favorite Poems “The Pointed Old and New People”–”Cornish Magic” pp. 371–372 Readers Mara, Daughter of the Nile chaps. 14–15 chaps. 16–17 chaps. 18–19 chaps. 20–22 chaps. 23–end

Other Subjects (Math, Science, etc)

N Special Note to Mom or Dad  Map Point d Timeline Figure d Timeline Suggestion

Journal Lesson 5 Lesson D: Write the Travel D: Write the Travel Day 4 Day 8 ore W and Language Arts W W and Language Arts ore

C Lesson 4 Lesson Lesson 1E Lesson 2A Lesson

| imeline Suggestion T Travel Journal Travel

C: Research for for C: Research

Day 3 Day d 7 2 2 eekeek WW S Two ection | Other Notes

B: Spatial B: Spatial imeline Figure Organization T

eek 2 Day 2 Day d W 6

ap Point

M Passage Lesson 3 Lesson

Lesson 1D Lesson A: Dictation  Day 1 Day ontinued ontinued C C e to Mome to or Dad

Special Not lele chedu chedu

SS Handwriting Optional: Handwriting Spelling Sequential Spelling Date: Electives Creative Expression Creative Vocabulary Development Vocabulary Optional: 3000, Book 6 Wise Wordly Optional: Good 6 to Language Keys Grammar/Mechanics Schedule continued: Language Arts W Language ArtsSchedule continued: N ©2013 by Sonlight Curriculum, Ltd. All rights reserved. came into existence. what itcantell usabouthow ouruniverse andourworld standing reality today, it’s limited insomeways including science. While science canhelpuswithtesting andunder- own, from nothing?At any rate, keepinmindthelimitsof universe rather thansaying itcameinto existence onits much more sensethat anintelligent creator madethe are two words: thenext ”God created.” Butdoesn’t itmake thebeginning …””In point forThe sticking somescientists had abeginning. Isn’t that 1:1tells justwhat Genesis us? andtheconsensuson detective isthat work, theuniverse verse cameinto existence. canspeculate, Scientists based intended themto bein. ultimately willrestore God allthingsto thecondition he redemption—which provides God through Christ—and creates,tion. God humanbeingsfallandare inneedof follows thepath ofcreation, fall, redemption, andrestora- What’s inourBible?pp. 13–19 Think About andDo” problems eachday. Chapter 2 International Children’s BibleField Guide| 4:21–41 Reading |Mark dying andcoming backto life. his claimscameto mind, about suchashispredictions the truth. Then allthedifferent themabout cluesJesusleft the Trinity. wasn’t It until later that theybeganto realize second personof to incarnate—the the Messiah beGod andsetthemfree,Romans politically. They didn’t expect deliver themimmediately from theoppression ofthe werethe Messiah mixed. to aMessiah expected Some to teach, buttheirviewsand someonewithauthority of At thistimetheynodoubtviewed himasagreat teacher ity, theyhadnever encountered anyone likeJesusbefore. were abitdense. Didn’t real- whoJesuswas? In theyknow waves obeyhim!” 4:41). (Mark We might thinkhisdisciples followersHis isthis?Even respond, thewindand ”Who Jesus over nature whenhecalmsastorm oncommand. Bible Day 1 W Parents: Noonealive today was present whentheuni- Parents: Highway” Broadly the”BibleHistory speaking, ChapterRead 2today, thenanswer thescheduled”To 4:35–41weStudents: Mark witnessthepower In of eek 2 N otes Core W and LanguageArts W lives andintheworld around us. such, we needto doourbestto doGod’s willinourown mind isthat God’s peopleare intheworld active now. As right isnotourgoalhere. What’s to keepin important stretched backto Old Testament times. Figuring outwho’s thecontinuationmarked ofthechurch that already and,throughout inthissense, church history the Christian believe have peopleofGod still in.Others always existed church oftheChristian andanewera that webirth are think so, Christians 18) Some withPentecost the marking same. to repent backto andturn God. We needto often dothe then repenting. Many oftheprophetic bookscallIsrael about thenation ofIsrael straying from by God sinning, on thistopic. theway, By muchoftheOld Testament is want! theNew See Testament for bookofGalatians more not thefreedom to violate God’s moral laws whenever we it justby repenting later. We have freedom but inChrist, that we candoany badthingswe want andgetaway with just becausewe canaskGod’s forgiveness doesn’t mean but we needto besincere aboutit, notjust”fakeit.” Also, that ifwe dowrong things, we canseekGod’s forgiveness, lessonhere backtoand turn for God. An important usis that heneededto sincerelyin hissin,butknew repent would sometimesfallinto sin.David, though,didnotstay to usehim. Why? David trulywanted to follow God, but did badthings, would butGod forgive himandcontinue nating Biblehero for many reasons. It’s interesting that he Paul Copan (Baker, 2011). TestamentMoral oftheOld Sense Monster? Making by God a seethebookIsGod aboutGod ofobjections these sorts will always dowhat isbest. For more insights onanswers seestheentirebut God picture. We needto trustthat he Fourth, we onlyseealimited ofwhat’s picture goingon, isholyandmerciful,God butalsojust;he’ll dowhat’s right. Second, we are theoneswhoare fallenandsinful. Third, He isnotonlycreator ofallthecosmos, butincontrol ofit. Bible, we canoffer afew insights. First, issovereign. God to basedonsomeofthebehavior God recorded inthe good aswe think. While we can’t answer alltheobjections wonder isreally ifthismeansGod bad, orat leastnotas He didthiswiththeplaguesonEgypt, butsomepeople Credo: IBelieveCredo: …(CD) verses 1–4. Memorization |Psalm 90:1–4 Parents: Didthechurch begin (p. inthebookofActs? Students: David ismentioned onpage16.He’s afasci- Parents: Isitrightfor to God senddisasters? (p. 14) Listen to Track 7theentire week. Continue Psalm memorizing 90. This memorize week, |Track7

S ection ection Two C ore W

and W eek 2 LA LA W

©2013 by Sonlight Curriculum, Ltd. All rights reserved. * * * to deal out scantily or without permission; took doled: deal out scantily to Why did Egyptians not travel abroad at night? at abroad not travel did Egyptians Why do and would the evil spirit of the unburied roamed damage takes place while Pharaoh is while Pharaoh Golden The Goblet takes place Note:

which the hand is placed usually on or near the hip so that hip so that or near the on usually is placed the hand which at an angle) outward projects the elbow looked and on edge, his teeth aside, well stood Ranofer : inert (disconsolately the great at slab. disconsolately inertdeeply dejected and dispirited; itself) move : not able to stumbled and all but he that so hastily recoiled Ranofer shrink back quickly) (to the box. dropped tediously scrubbing away he knelt longer The there, raise to he desired the more with his glum companion, on with a crack and bring it down his chunk of sandstone or of slowness, because (tediously: tiresome head. Nebre’s or displeased) glum: sullenly ill-humored continuance; indiscriminately on his al- curses and blows rained Pai randomly) back. aching ready (haphazardly, they had food During some of the men ate this respite of (temporary intermission their homes. from brought labor) scanty wages he appropriated the boy’s Each evening (appropri- the close of every at long day. Pai doled out by ated: grudgingly) ill humor, an Other vent furious cuffings to than a few he ignored or mocking a good one, enhance to taunts increase) (augment, completely. Ranofer been a furtive the had even sound about the way There cautiously easing it shut. as if he were hinge squeaked, being observed)(taking avoid pains to will at spirits unburied of the roamed malevolent The often vicious, (intense, seeking do. they could mischief ill will) memory an elusive Something had stirred in his thoughts or defined) (not easily comprehended mind. in Ranofer’s made of stone, a coffin of sarcophagus; plural sarcophagi: in a and usually placed with sculpture, often ornamented or vault. tomb, church, compact varietyalabaster: of fine-textured gypsum, usu- or red, but sometimes yellow, and translucent ally white is carved that objects. into gray, Q: A: To Discuss After You Read You Discuss After To time, In Mara’s the temple. still building the addition to on the addition to the roof removes Queen Hatshepsut so the story her obelisks, Golden of The for make room Goblet came first. ore W and Language Arts W W and Language Arts ore C

(F5) (map 1) eate temple-towers, called ziggurats called ziggurats temple-towers, eate S Two ection |

W P A 16–19] (2000 BC) [pp. Sumer (c Sumerians cr [pp. 16–19] (2000 BC) [pp. Mediterranean Mediterranean Sea

| 16–19] a. 3500–2500BC) [pp. when a city-state went to war, citizens chose someone citizens war, to went when a city-state fre- more became As wars over. was lead until the war to and for longer periods of time, quent, these rulers ”ruled” kings became eventually the two rivers meant people could more easily transport more meant people could the two rivers goods and out of the area into did the first kingsHow power? rise to Think about the geography of Mesopotamia. Why Why of Mesopotamia. about the geography Think come people to for be a good place this location would their goods? trade to together What goods did Sumerians exchange in trade? in trade? goods did Sumerians exchange What pots and the things they wool, Summerians had grain, for stone, traded They made in their metal workshops. available any have they didn’t because metal and wood they lived where Describe a basic Sumerian walled-city. Describe a basic Sumerian walled-city. and each them for protection, around the cities had walls land the farm city Each controlled temple. had its own it that surrounded it meant that not everyone had to spendit meant that not everyone all of their time to had food while others Some grow food. people could growing pottery, as weaving, other crafts—such develop could specialized more became Work etc. brick-making, How did life change for communities once farmers once communities change for did life How their feed needed to than they food more grow could families? own How did Sumerians irrigate their crops? What other What did Sumerians their crops? irrigate How same method? used this early culture in the dry hold the water to and canals they built ditches used Egyptians season and carry their crops—the it to as well practices these same irrigation

ersianGulf(E6); Sumer (D6) (map 2)

Kingdom theSumerian conquer morites

Read–Alouds History, Geography and Biographies Geography History, Vocabulary his thin arms surveying akimboA man stood these works, on his skinny hips … (in a position in and his fists propped | Chapter 6 The Golden Goblet | Chapter Current Events | Report Events Current d   d d Timeline and Map Activities Timeline A: A: Q: Q: Q: A: Q: A: A: Q: Q: A: To Discuss After You Read You Discuss After To Usborne Encyclopedia 12,000 Years of World of World Usborne Encyclopedia Years 12,000 16–19 History | pp. 22 eek 2 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. Q: A: Q: A: Q: A: Q: To After Discuss You Read pyramid. [chap. 14] anupright,obelisks: 4-sidedpillarthat istopped witha hold. [chap. 14] aheadbutlerorstewardmajor-domo: ofalarge house- balustrade: alow parapet (railing) orbarrier. [chap. 14] Vocabulary Mara, Daughter of theNile|Chapters 14–15 ”Primer Lesson” (skip pp. 16–19 Cave-Boy”) “The Favorite New Poems and | Old “A Word Fitly …”– A: Q: A: Q: Readers

mountain nearMt. Rushmore. How would you feel? he canputmore moneytoward hisface into a carving (andhasn’tmilitary inamonth) so paidtheMarines President hasdismissed theentire Army branch ofthe against us. tellsThen, you anews report that the several European countries that are bandingtogether borders.and Mexican Ontop ofthat, hegetsword of receives intelligence onour Canadian ofuprisings light: The President oftheUnited States regularly Consider gives thenews Sheftu inamodern Khofra right markonitto reseal thedoor never disturbed, sothey’d needtheRoyal withthe Seal time to finishtheirplansif thetomb looked asifit was raided theoldPharaoh’s tomb, theywould have more easy to tell ifthetomb disturbed. hadbeen Once Sheftu marksoitwould be and markthesealwithaparticular when tombs were shut, priestswould shut sealthedoor Royal [chap. Seal? 14] Why to askedthepriest doyou obtainthe thinkSheftu for herown glory so sheordered themcovered withpriceless electrum—all stalled. Once there, thequeenthought theywere too dull roof of thehallhadto removed be sotheycould in- be stone,” cutfrom ofgranite, singleblocks andsotallthe to They thetemplewere ofAmon. 97feettall”needles of yes—This thequeenhadadded chapter obelisks describes not? [chap. 14] youDo thinkHatshepsut isextravagant? Why orwhy prices differ no manorwoman lives the whomgoldcannot buy—only you Do [chap. thinkheiscorrect? mankind? 14] inthelastsixyears learned What about hasSheftu in otherskills, to keep theworkers from creating alliances to keep somefrom gettingtoo fatigued, to train more men Why would constantly Gebu changetheshopworkers? common anddangerous—bodily injuriesweremostly unskilled isthere,Gebu itisnoisy, andcan leadto deaths, and dirty Why doesRanofer dislikethestone cuttingshop? Core W and LanguageArts W WordlyOptional: Wise 6|Lesson 3000,Book 1D KeysOptional: Language to 6|Lesson Good 3 A: Q: A: Q: A: Q: a, Daughter oftheNile,p.a, Daughter 92. 2. 1. Dictation Optional: will read italoudasyour students write itdown. that requirepunctuation specialattention. OnDay 5,you Have themnote any words, capitalizations, ormatters of PassageA: Dictation Vocabulary Development Creative Expression Grammar/Mechanics Language Arts

Read through passagewithyourRead thedictation students. Shado Mar beginning tobeginning seeherasmore thata”barbarian” admired hisdrawingsSomewhat—she ofvases soheis at all? Why orwhy not?[chap. 15] youDo think theking’s haschanged opinionofInanni she draws ofthemessageonto symbols avase design spies were notdismissed?[chap. 15] How deliver doesMara hermessage, even thoughthe to cover inelectrum theobelisks dollars. What doesshespendhergoldon?[chap. 15] Even needto Queens acquire gold—we allhave limited [chap. 15] Is Sheftu’s angerover asimilarsituation justified? her obelisks—shewillsoonhave nothingelse. popped thewhipover theirflanks. Let herhave self ashegathered hishorses’ reins scarlet and steadied himanddissipated hiswrath. plunging into anotherelement, andtheshock was like mingled odorsoftheouter It courtyard. stepped intoSheftu thenoiseanddust to me.”the landofnightitforth andbring Egypt musthave to live! Hemustgodown into words. and thecollar ofamulets—” sleeps there, even theroyal cobra from hisbrow long ago. Hemusttakethetreasure ofhimwho aswe tojourney theRiverofDarkness, talked of w ofaBull,p. 48. Fool, angergetsyou nowhere, hetold him- The temple’s dimquietendedabruptly as ”Aye. Hemusttakefrom thedeadgold ”River ofDarkness?” chokedonthe Mara here isthemessage. ”Then Tell himhemust 2 1

S ection ection Two

W eek 2

©2013 by Sonlight Curriculum, Ltd. All rights reserved. * * * figure, so much better better so much lithe figure, the familiar he saw Then flexed) easily and lissome, (agile own. than his fleshed 7] [chap. the thicket. meandering the into path followed They 7] [chap. turning) (winding, him a belligerent flashed Ranofer look. (inclined to ”I do!” or combat- truculence, assertiveness,or exhibiting hostility, 7] [chap. iveness) trim, (to try I am to says beading”Sata in the morning.” 7] beads)furnish, or adorn with [chap. his sash, along Jubilant into , he tucked one of them exultation or (manifesting or expressing with half the loaf. 7] gladness) [chap. on his usually scowl an impatient up too, Heqet stood 7] [chap. agreeable) (generally amiable face. Heqet that He shrugged and sighed so philosophically the by (imbued with or characterized burst out laughing. 7] [chap. thinker) attitude of a reflective his lips judiciously pursing . asked the Ancient, ”What gift?” 7] with good judgment) [chap. (wisely, hands and makes him ”It spoils a man’s that a trade is (a stupid his back everya dullard and near breaks day.” 8] person) [chap. I must not pour it out like some imbecile and make him mental by marked it! (one forbid Amon pity, think I ask for 8] deficiency) [chap. the back– into details receded familiar and well–loved The old man. (severe the austere as they approached ground, somber and grave) in disposition or appearance; or stern 8] [chap. his very an intru- tongue–tied,He stood feeling existence 8] [chap. or encroachment) sion. (a trespassing on fell his self–recrimination as his eye even He forgot or (the act of accusing table. the object lying on Zau’s blaming oneself) 8] [chap. lacked skill,”Because or aptitude you ?” capac- (a tendency, 8] learn or understand) [chap. or inclination to ity, or grain, grass, mowing scythes: used for an implement curving of a long and composed other crops blade fas- 7] [chap. a long handle. an angle to at tened 7] [chap. dried up. desiccated: 7] [chap. lilies. nelumbo: water 7] [chap. falling sickness: epilepsy. herb smells like licorice. that aromatic anise: sweet, 7] [chap. or convolu- coils, folds, of many consisting voluminous: 7] [chap. tions. ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track S Nile River (E4) (map 2) Two ection |

( (E4); he author included the dash after ”amulets” to show show to the dash afterhe author included ”amulets” W interrupted speech. interrupted T str am | big | u | ous | trarycon hon | or | ary O 1500s BC) Menes, first Egyptian king first Egyptian (ca. Menes, 3100 BC) Rosetta Egypt

| (ca.ld andMiddle 2650– KingdomsofEgypt The Rosetta Stone was a rock that had the same message a rock was Rosetta Stone The still one of which was languages, it in three into carved recognizable How were Hieroglyphics translated? Hieroglyphics were How

Worship or belief in more than one god is known or belief in more Worship Note: 2. 1. |ber|ryaw and learn will hyphens about students your Today G8) (map1)

Day 2 Day Read–Alouds History, Geography and Biographies Geography History, Bible Vocabulary craftsman of a he the budding No longer was who in spite apprentices teach menial position in the goldhouse could 7] [chap. humble) (lowly, their tasks. | Chapter 7–8 The Golden Goblet | Chapter Current Events | Report Events Current d   Timeline and Map Activities Timeline d A: To Discuss After You Read You Discuss After To Q: , or, belief in as polytheism monotheism, or, . Christians hold to 38] [p. one God. | Chapter 6 | Chapter History of the World A Child’s Reading | Mark 5:1–20 Guide | Bible Field Children’s International 1–2 2, problems Chapter 90:1–4 | Psalm Memorization … (CD)Credo: I Believe Answers: Mechanics Practice 2 Activity Week see the information, more dashes. For . Sheet 24 eek 2 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. [chap. 8] religion/mythology.htm accessed March 2013. 3. A: Q: Q: A: Q: A: Q: A: Q: To After Discuss You Read burial andbecameLordburial andtheAfterlife. oftheDead himbacktobring life. As aresult, hecould have aproper she madethe14thpiece outofgoldandusedmagic to pieces of Osiris’s bodyandwhenshefound 13ofthem, tered themacross Egypt. Isisonce againsearched for the it whilehunting, cutOsiris’s bodyinto 14pieces andscat- sarcophagus andhiditinthemarshes, discovered butSet enter theafterlife withoutaproper burial. She found the look for becauseshefeared Osiris hewould notbeableto it into theNile. When Isisheard thenews, she setoutto tried,lockedthelidinplacewhen Osiris Seth andthrew in thesarcophagus would winit. Several otherstried, but feast andannounced inhonorofOsiris that whoever fit secretly madeto Osiris’s measurements. Hethenthrew a ofthegods, andhadasarcophagus whowasOsiris king Myth ofOsiris, becamejealousof (orSeth) andIsis: Set [chap.market. 8] drover: one that drives cattle orsheepto pasture or to bower: nature. [chap. 7] Foliage: themassofleaves ofaplant asproduced in

Sources: keptality creeping in,ruining[hisdaydreams] withstony they become more realistic;mentionedthat”re- thebook Zau approaches? Why? [chap. 8] What happensto Ranofer’s daydreams ashisvisitto Osiris. thisseemreasonable? Does [chap. 8] the lastfeeble flowing ofbloodfrom thebeloved, god end ofthesummerseason,Egyptians imagine itis to shrinks ared-brownWhen at theNile the trickle goldhouse and Hequetoffersto teach Ranofer whathelearnsatthe friendswhoaretwo willingto share withhim, their food he hassomethingto forward look to: middaymeals with [chap. 7] What doyou thinkgives Ranofer hopeinthischapter? able to him when Ranofer doesn’t eat,Hequet’s islesspleasur- food Hequetbelieves that his prideisallhefeelshasleft; forhim— Ranofer hates itwhenhisfriendfeelspity [chap. 7] and why doesHequetwant Ranofer to takesome? Why doesRanofer notwant to accept Hequet’s food wasGebu around theshopmore to oversee thework workers could devoted be to thefields. This meantthat time,during harvest work onthetemples stopped so stonecutting shop?[chap. 7] How doesthechanging seasonsaffectwork at the aleafyshelter orrecess, arbor. [chap. 7] wik ipedia.org, www.mnsu.edu/emuseum/prehistory/egypt/ 3

Core W and LanguageArts W mien: dignified [chap. mannerorconduct. 17] [chap. 17] lee: thesidethat issheltered from thewindorweather. leonine: lion-like. [chap. 17] or record. [chap. 17] time immemorial:thatbeyond extends memory Vocabulary Mara, Daughter of theNile|Chapters 16–17 FastApril”–”Hold Your Dreams” pp. 20–22 Favorite New Poems and | Old Day Before “The  Timeline Activities andMap A: Q: organization onaregular basis. theircareers In theyutilize B: Spatial Organization A: Q: A: Q: A: Q: To After Discuss You Read Readers Creative Expression Language Arts

ower Egypt (D4)(map4B)[chap. 8] Architects, engineers, aviators, anddesigners usespatial Zau’s years friendfortwenty because Ranofer showed andhisfather skill hadbeen money? [chap. 8] Why doesZauoffer to takeonRanofer asapupilfor no intrudes has alsohadseveral ofhisdaydreams dashed, soreality ing ofwhatispleasantinhisharshwork environment; he facts”—it isasthough Ranofer hasaharder timedream- kill him kill is over, to escape hasto buttheguard soSheftu starts can sendhimaway onNekonkh’s untiltherevolution boat At first,hestrangles himout, hopingthey himto knock dotoWhat the diligent guard? doesSheftu [chap. 17] another halfhour and thisonefollows them,even ends in though hisduty oneguard believes not, them,onedoes of tomb robbery; he arrivesheard reports withapriest;theyclaimthey’ve [chap. 17] enterHow the doesSheftu Valley oftheKings? noticed by acasual observer had forMara thathethought he’d kept hiddenhadbeen ite princess have noticed, been andthatthefeelingshe He worries thathismeetingswithMara andtheCanaan- [chap.bother Sheftu? 17] Why doesPesiur’s jababoutSheftu’s notice ofMara L

S ection ection Two

W eek 2

©2013 by Sonlight Curriculum, Ltd. All rights reserved. 5 * * * , by Katherine of Dress, by Morrisccessories Lester. A (G8) (map 1) Memphis (G8) (E4) (map 2) Nile River (E4); Egypt What promise does the Ancient extract does the Ancient Ranofer? promise from What Hequet? from not Why go out and about afternot to dark, for the Khefts fly could in at night is locked boys—Hequet with half grown away to if he wanted go out even and couldn’t Why would a priest bring food to a tomb daily? What What daily? a tomb to a priest bring food would Why food? the to think happened do you pharaoh the spirit of the dead believed the Egyptians eat in the afterlife. to supplies and something need would until the it, maybeMaybe remained it animals ate wild eat it! didn’t know the dead it. We priest collected Source: Source:

Read–Alouds | “A Child’s Thought of Thought Child’s “A Old | and Poems New Favorite 23–25 pp. God”–”The is My Shepherd” Lord 5. a long, narrow boat with a flat bottom and bottom with a flat boat narrow a long, punt: water is usually pushed along shallow ends that square with a pole. Read You Discuss After To Q: A: Q: A: and Map Activities Timeline   | Report Events Current 9 | Chapter The Golden Goblet Vocabulary hold and attract (to on Ranofer. riveted was attention Their engrossingly) the old man looking and dubi- He found both thoughtful undecided) ous. (doubtful, that hauteur conceited of such He assumed an expression (arro- burst out laughing. and the Ancient both Ranofer manner) gant or condescending old man cackled, the shaking value,” of inestimable ”Aye, or ap- be measured to or excellent valuable (too his head. preciated) . (a as his salve a magic His seemed as great touch gentle healing ointment) an intermi- seemed what for sight into He did not come protracted) (wearisomely nable length of time. among court one of the highest offices of- Fanbearer: servedthe right and attendants standing at These ficials. him they attended in state; left as he sat of the monarch in the temple. forthwhen he rode and during ceremonies 4 ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track S Two ection |

ww.cs.dartmouth.edu/farid/egypt/tombhistory/ and library. w W

| most tombs were raided long ago before archaeologists archaeologists long ago before raided were most tombs looted was and the treasure study the pyramids, began to Where is all of the treasure that was once in these once was that is all of the treasure Where tombs? the early graves were underground, and over time more time more and over underground, were the early graves de- built for the dead, were tombs and secure elaborate afford pending on what the person planning could How did Egyptian graves change over time—particu- change over graves did Egyptian How Why? royalty? larly for Source: Source:

Day 3 Day History, Geography and Biographies Geography History, Bible 4. 2013. March accessed thinkquest.org/J002046F/tombs.htm?t1l-iframe Q: A: A: To Discuss After You Read You Discuss After To Q: Vocabulary and especially for In the earliest days, Tombs: Egyptian buried their dead in pits and covered Egyptians the poor, and desert heat The sand their bodies with piles of rock. Egyptians Later, fossils. turned the bodies into eventually plat- which had a single elevated built mastaba tombs, built of mud brick (ca. 3000 BC).form Inside a narrow was The a mummy. lower would shaft which the Egyptians into that actually pyramids step smaller were first pyramids of Giza (built pyramids the flat-sided inspired eventually ca. 2500 BC). During Kingdom, the New (ca. 1600–1100 of the Kings. Valley BC), in the buried royalty Egyptians in dug deep underground were tombs elaborate These formation. pyramid-shaped a natural notable for an area bet- of the Kings provided Valley Experts the that believe robbers. tomb from protection ter Usborne Encyclopedia 12,000 Years of World of World Usborne Encyclopedia 12,000 Years 20–23 History | pp. Reading | Mark 5:21–43 Guide | Bible Field Children’s International 3 2, problem Chapter 90:1–4 | Psalm Memorization … (CD)Credo: I Believe spatial organization to create three-dimensional create to projects organization spatial three-dimensional navigate or to skills objects. Spatial are in those who excel especially some students, easier for all challenges assignment This reasoning. and logical math communicate and to thinkers spatial become learners to on the See Organization” Spatial ”B: on paper. their ideas directions. 2 Activity for Sheet Week 26 eek 2 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. towing aship. [chap. 18] hawser: rope heavy orcableusedfor athick, or mooring ource: Remler, Pat. Ato Z,Third 2010Egyptian Mythology Edition. Chelsea House:New York. 6. WordlyOptional: Wise 6|Lesson 3000,Book 1E KeysOptional: Language to 6 | Lesson Good 4 A: Q: A: Q; A: Q: To After Discuss You Read ceremony.ing oftheHeart cessfully passed thistest, theywould move to the Weigh- to allow thesoulssuc- themto enter If thenetherworld. commit theirlifetime during inorder to convince thegods ceased souls would listalloftheevildeedstheydidnot make a”negative confession” before 42gods. The de- Hall oftheDouble Truth for judgment. The soulhadto Hall ofDouble Truth: After death, asoulfirstwent to the Vocabulary Mara, Daughter of theNile|Chapters 18–19 Vocabulary Development Readers Grammar/Mechanics Language Arts

S chapter, Mara isunsure iftheissueisover ornot he’s notsure hetrustsheragain.Even attheendof matter, butheletsgoofherhandasspoke, asthough his words seemto sayhedoesn’t thinkany more ofthe [chap.the ring? 19] respondHow to doesSheftu Mara’s mistakeofkeeping answer easily anddoesn’the seemsto constantly pry take ”no” foran keep better, hispurposes herifitwould quietabout serve the role ofherotheridentity, shedoesn’t trust himto she’s nearlyalmostruninto himonce asshe’s fulfilling she loatheshimandshe’s afraid ofhim;Possible: because this isso?[chap. 19] How feel doesMara aboutSahure? Why doyou think another torch withthem theyrealize astheirtorchder; diesthattheydon’t have maze, intended to confusing be to make itharder to plun- as theywork deepunderground; thetomb isbuiltlike a probably hard toriskrunningoutofair breathe—they itishot,theairstaleand far; backvery the darkness theironetorchit isincredibly dark, doesn’t seemto push [chap. 18] the tomb astressful experience for thesecharacters? about to commit, what elsecould inside makethetrip theyhavegods andtheknowledge theyare ofcrime andcompanions, additionto Sheftu In fear oftheir 6 [chap. 18] Core W and LanguageArts W what happens, isincontrol. God Fortunately, we canrejoice that nomatter inknowing dren for thestrugglesthat life usasChristians. willbring John was, butwe shouldprepare ourselves andourchil- not escapefrom it. This doesn’t meanwe’ll as bemartyred, life anything, asChristians. If we’re promised persecution, We needto remember didnotcallusto that God aneasy truth, whichresulted inpersecutionandfinallyhisdeath. the casewithJohnBaptist. Johnproclaimed God’s thisresultsSometimes inthedeath oftheprophet, aswas follow God’s callingandsay what hemoves themto say. information. for Travel Journal” ontheWeek Sheet for 2Activity more Riveravailablethe Nile for your students. ”C: See Research Ancient Egypt for thisassignment. Also, keepamapof C: Research for Travel Journal not at all like the superficial similarities found similarities inother not at alllike thesuperficial precursors onewillfindnumerous distinctives Christian when carefully compared to beliefs contemporary and and, uniqueaboutChristianity is muchthat isstartlingly ity “copied” itsbeliefs from otherreligions. After all, there bodies.rected andglorified time whentheirsoulswillbereunited with theirresur- ofafterlife. believe And Christians in somesort inafuture ofhumanbeings, usuallycalledasoul.aspect All believe and Christianity. All, for instance, believe inanimmaterial ancient Egyptian religion andreligions suchasJudaism significant differences, there are between somesimilarities gods, andreligion. Second, even thoughthere are many world have historically demonstrated aninterest ingod, than non-religious. otherwords, In peopleallover the general. First, isto bereligious thehumantendency rather pieces ofinformation abouthumanbeingsin important but ifwe stop to thinkaboutthemwe some canlearn A Child’s oftheWorld History |Chapter 7 IBelieveCredo: …(CD) Memorization |Psalm 90:1–4 Chapter 2, problem 4 International Children’s BibleField Guide| 6:1–29 Reading |Mark Bible Creative Expression History, Geography andBiographies Day 4 Parents: Prophets rarely have aneasylife, butthey Your students willneedto research information about We, asChristians, neednotbeconcerned that Christian- Egyptian religious beliefs may seemstrange to us, |Track7

S ection ection Two

W eek 2

©2013 by Sonlight Curriculum, Ltd. All rights reserved. . 7  8 * * * orld Book Encyclopedia. 2003 W Why does the rising of the Nile cause everyone’s de- the rising does of the Nile cause everyone’s Why rise? meanor to at his rebirth; death and joy the Nile the gloom of the god’s survive it to and they need is the lifeblood of the people, Source: Source: Ibid.

Pharaoh over a hundred years years a hundred over Pharaoh the Conqueror: Thutmose about 1490–1436 BC. earlier, Read You Discuss After To Q: A: 7. 8. a board game, see a description game, a board hounds–and–jackels: and rules on our IG links page small sailing ship. any barque: of the moon. waning: shaped part supportingheadrest: for or attachment the head. He saw nothing but blackness, heard nothing but the light the light but nothing but blackness, nothing heard He saw is that (something feet. frightened own of his staccato bursts) brief sharp up into broken reverberations the hideous not hear it over But he could of repeated (a sound persisting because other noise. of that has been cut off) afterreflections the source as enigmatic as as black, was as threatening, street The puzzling) (inexplicable, before. nothing of his nocturnalHe had mentioned to fiasco (nocturnal: glad. he was and now Heqet or the Ancient, and an utter fiasco: in the night; or occurring held, done, especially ambitious or preten- of an oftenridiculous failure tious undertaking) a detail he found contained drawings One of these latter passage or a either a truncated in none of the others, either senseless or which seemed in a location small room short)mistaken. (cut him like at Gebu flung the words ”Impudent mongrel!” or cocky bold- contemptuous by (impudent: marked stones. birth of others; mongrel: a person of mixed ness or disregard or of undefined status) or tendencies him. (reck- stopped an audacious thought there Halfway bold) presumptuously lessly venturesome, his mind steps, hurriedRanofer and slanting up the worn beguiling) attractive, (alluring, full of enticing images. also spelled doom or doum, the dom dom palm tree: Africa. and Central Upper Egypt, in Arabia, palm grows ends in a tuft fan–shaped Each branch lobed, of deeply fruit about the oval bears an irregularly tree The leaves. skin outer fruit has a red and a thick,The of an apple. size like tastes that inner substance sweet and rather spongy, been of these fruits have quantities Large gingerbread. seeds The pharaohs. of the Egyptian in the tombs found ivory. of vegetable a source are ore W and Language Arts W W and Language Arts ore C

S Two ection Cairo (E4) (map 2) Cairo |

(E4); W W Egypt Egypt

| (ca. 1500BC) Egypt rule arrior Pharaohs How did the Egyptians prepare for death? for prepare Egyptians did the How with for the dead and filled the tomb they built tombs preserved They the body need. person a living would items for the soul is available keep to decay from

Feel free to talk with your children about the hope we about the hope we children talk with your to free Feel

Read–Alouds face appeared through the fringe the of through seamed appeared face Ancient’s The Heqet with to Ranofer from rolled and his one eye reeds . (seamed: stealth wrinkled, of exaggerated an expression furtiveness, stealth: slyness) furrowed; hounds–and–jackals gambled at in They with some crony the privacy courtyards. (a longtime close friend of their own or companion) and with relief staggered ground, the to dropped Ranofer out the gate flung himself treacherously numbed toes, hidden dangers, usually by (characterized and closed it. or perils) hazards, (not on Setma too. , eye if intermittent He kept a faithful, periodic) continuous, be explained) . (unable to the inexplicable explained They gloomily upon some roof shed fell they light faint What familiar transforming of vine, strand or a waving corner eerily unfamiliar phantoms. (an appari- shapes to daytime tion or specter) | Chapter 10 The Golden Goblet | Chapter Vocabulary Current Events | Report Events Current Timeline and Map Activities Timeline d  To Discuss After You Read You Discuss After To Q: A: Perhaps die. go after we we in Christ where about have where explain died, have grandparents children’s your trust through that children your and encourage they are we grateful we they will see them again. Aren’t in the Lord our earthly the after life? prepare bodies for to have don’t Vocabulary Nile: a major north-flowing in North river regarded Africa, the world. in as the longest river heavy objects. move hoist and derrick: a machine to belief systems. Some Christian thinkers, such as C.S. Lewis as C.S. Lewis such Some Christian thinkers, systems. belief God that purposefully suggested have Tolkien, and J.R.R. in be- the true religion of bits and pieces various scattered humanity prepare better to in order world the all over liefs person fore- historical real of Christ—a coming the for of the world, and stories in myths some way in shadowed figure. historical but a true 28 eek 2 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: A: Q: A: Q: To After Discuss You Read water sotheshipwon’t capsize asittravels. [chap. 21] to makesure thecargo evenly balances theshipin ship’s to trim determine ifit’s to perpendicular thewater aship’schecking trim:aship’s captainshouldchecka alid.handle andaspout, andoften [chap. 20] flagon: alarge pitcher madefrom metalorpottery, witha Vocabulary Mara, Daughter of theNile|Chapters 20–22 Aloud” Reads Mother House”–”When pp. 26–32 Favorite New Poems and | Old for“Song aLitte A: Q: A: Q: A: Q: Readers

should strictly followshould strictly orders remindswas Nekonkh thathe afraid curtly ofhim.Sheftu demeanor was suchthateven theburlyriverboat captain Nekonkh pleadsto take Mara away again—Sheftu’s boarded theship?[chap. 21] respond once andSheftu theraidersHow doNekonkh raid theship, even ifMara didn’t give upherinformation son whoisunfaithful to thecause overhears, theycould Nekonkh wasn’t told to tell Mara privately. anotherper- If What potential problems doesthetrap have? she isaspy fortheotherside presence ofothers;ifthelocation israided, hewillknow Nekonkh tells herthe”whereabouts” ofthegoldin [chap. 20] plottoHow uncover doesSheftu Mara’s treachery? aspybe forthequeen thananotherplayer—should thatplayermore important neededto remindSheftu himthattheircause was really because Nekonkh defendingMara’s hadbeen actions, and [chap. 20] nooneelse.and to theking—and Was Imistaken?” now,”Till Iunderstood your allegiance to beto myself Why ontheriverboat comment to didSheftu Nekonkh pharaoh along-dead mose–Nefer–Kheperu, Etched into thecurive was ofapetal thenameofThut- with abandofsilver around therim,andsilver foritsstem. the gobletwas pure gold, like shaped alotusblossom, thegoldengoblet. Describe unusualthings look the street had nolights, andthestarsmadeeven familiar Why dark? after was thestreet soscary and dogs andrichmenhadguards to sneak, istoo heavy Gebu menhouses? rich Why into could Ranofer notimagine sneaking Gebu Core W and LanguageArts W A: Q: A: Q: A: Q: pyramids might looklike: Here’s what asampleparagraph aboutpassingtheGiza astheypassthemontheirjourney. theobjects describe credit iftheythinkto includespatial organization and to what’s bring insidetheirimaginations to life. Give extra upon how well theyare ableto usedescriptive language Evaluatetions ofthree your artifacts. students work based that includesdescrip- to three entriesorasingleentry the Travel Journal” ontheWeek Sheet. 2Activity D: Write the Travel Journal WordlyOptional: Wise 6|Lesson 3000,Book 2A KeysOptional: Language to 6|Lesson Good 5 Creative Expression Vocabulary Development Grammar/Mechanics Language Arts

If you’reIf crunchedfor time, limit your student’s journal Have your students follow on”D: thedirections Write guard soshehasnoway to escape another raid Mara andlocks inherroom withanarmed the regular attendees attheInnastraitors. Nekonkh plans spyingSahure hadbeen onher, andnamesherallof [chap. 22] How hasMara’s game”tumbled aboutherears?” slip away from himandwarn therevolution to to findherothermaster to learnhisplans, andthentry Why runaway doesMara [chap. from Nekonkh? 22] hadn’t wounded himasMara had have letNekonkh take away, anotherlesserperson ifthey reasonable man,andmay course Heisakind ofaction. determinationthe best inthatlightasthelogical and he falls backonhisblinddevotion to thecause, andmakes anddisappointed inMara.cause Therefore, heisalsohurt Heisangry,possible: more butperhaps sothistimebe- betrayed him?[chap. 21] think hewould have thesameresponse ifanotherhad to takeher outof Thebes for asecond you time?Do to hisplan for Mara’s fate, offers even whenNekonkh What doyou thinkofSheftu’s to stubbornness stick an advanced ourshadbecome. society vels architecture ofmodern proudly displayed what stilltook my breaththem up-close away. These mar- had heard many stories aboutthepyramids, seeing the pyramids at Gizacameinto view. Even thoughI at firstsoonbecameclear, shapesof asthetriangular form inthedistance.shapes taking What was blurry As Ilookedoutat thehorizon, Icould begin to see

S ection ection Two

W eek 2

©2013 by Sonlight Curriculum, Ltd. All rights reserved. 9 orld Book Encyclopedia. (F6) (map 1) 2003 W Ithaca Ithaca Hammur abi (ca. 1792BC) She learns the value of loving and trusting other people, and trusting other people, loving of She learns the value it is worthwhile and why to such as friends and family, she has made valuable them. In exchange, to loyal remain in the end them well treat to friends and wants Why are the Greeks not outraged after Iphigenia’s after Iphigenia’s not outraged the Greeks are Why death? not the murder glory, they think of their future of Iphigenia sacrifice with Agamemnon’s Compare in Genesis 22). of Isaac (found near sacrifice Abraham’s wriggle out be able to seems to Mara—who was Why 23] of most scrapes—captured? [chap. stay in the that she would Nekonkh she told because she meant to once and for courtyard until he returned, her word keep does Mara change as a person throughout How the story? How did Odysseus discover Achilles’s identity? Achilles’s discover did Odysseus How as a having him dress him by protected father Achilles’s Odysseus arrived girl and claimed he only had daughters. reveal to Achilles and tempted merchant as a traveling femi- among more sword including a fabulous himself by resist couldn’t Achilles In the end, nine trinkets. the sword Source: Source: Many biblical scholars believe the Tower of Babel (Gen- of Tower the believe biblical scholars Many

Readers Read-Alouds A: 9. Q: A: Q: and Map Activities Timeline  Old | “The and Poems New Favorite 5-Day: Pointed 371–372 pp. Magic” People”–”Cornish 23–end of the Nile | Chapters Daughter Mara, Read You Discuss After To Q: A: Q: To Discuss After You Read You Discuss After To Q: A: esis 11) was a ziggurat. [pp. 14–15] [pp. ziggurat. a was esis 11) and Map Activities Timeline d | Report Events Current 4–5 Chapters 1, | Part War The Trojan 5-Day: Vocabulary goddesses, and Roman mythological Greek three Fates: usually were Fates The of life. thread who spun and cut the But in an- elderly goddesses. described gloomy, as stern, as goddess- worshiped sometimes they were Greece, cient childbirthes who helped with harvest. and a successful ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track S Two ection |

an Arabic term referring to lands included in mod- lands included to referring term an Arabic W

| What was one of the most important inventions of the one of the most important was What inventions 14–15] it? [pp. invented Who world? ancient the wheel; the Sumerians they developed a system of record keeping using pictures keeping of record a system they developed words different represent to How did people during this time keep track of transac- did people during this time keep track How 14–15] tions? [pp. Besides farming, what did early townspeople do? did early townspeople what Besides farming, 12–13] [pp. trade began to copper, smelted made pottery,

Ur is another city mentioned in the Bible. See, for for See, Ur is another city in the Bible. mentioned in Scrip- mentioned are rivers and Euphrates Tigris The We want to be careful that we don’t think of ancient think of ancient don’t we that be careful to want We Jericho is mentioned in the Bible several times, most times, Jericho in the Bible several is mentioned

Day 5 Day History, Geography and Biographies Geography History, Bible Q: A: 11:35; and Genesis 11:28, 31; 15:7; 1 Chronicles instance, 15] Nehemiah 9:7. [p. 14–15] [pp. instance). (see Genesis 2:14, for ture A: Q: peoples as “primitive” in the sense of being less intelligent in the sense of being less intelligent “primitive” peoples as peoples ancient true that it’s While today. are than we phones or the benefits of modern medi- cell have didn’t Biblically foolish. they were this does not mean that cine, as a image and, made in God’s speaking, all people are and more. morality, creativity, possess intelligence, result, but ancient technologies, advanced more have may We think a mistake to It’s us. to inferior far from peoples were capable and intelligent. only modernthat people are 12–13] [pp. Q: A: book of Joshua, where Testament in the Old memorably 12] [p. the story of Jericho of the walls collapsing. is told To Discuss After You Read You Discuss After To ern Lebanon, Syria, Jordan, Israel, Palestine, Cyprus, and Cyprus, Palestine, Israel, Jordan, Syria, ern Lebanon, 12] [p. Turkey. parts of Vocabulary in lived people where mound above an archeological Tell: 12] [p. the past. Levant: The Kingfisher Atlas of World History | of World The Kingfisher Atlas 5-Day: 12–15 pp. Reading | MarkReading 6:30–56 | Guide Field Bible Children’s International 5 2, problem Chapter 90:1–4 | Psalm Memorization … (CD)Credo: I Believe 30 eek 2 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. Q: Q: Q:

another point of the book, describe that. describe another point ofthebook, are butdifferent thesameat somepoint inthebook, at are theythesameandhow are theydifferent? they If their positions, andtheirvalue ofotherpeople. How and origins, theirpersonalities, theirviewofEgypt, pare andcontrast thesewomen: thinkabouttheirtitles with the”daughter ofthesungod” (Hatshepsut). Com- the”daughter juxtaposes the Nile oftheNile” (Mara) is parallel to another. The Daughter authorofMara, of occurs when one themeorideaperson juxtaposition side, especiallyfor comparison orcontrast. literature, In meansto place closetogetherJuxtaposition or sideby What from(theprincess)? learn doesMara Innani guard, orSheftu? with others, theprincess, the suchasInnani Reshed andherrelationshipsHow affectMara doesslavery Core W and LanguageArts W students write thepassageonaseparate piece ofpaper. 5-Day: Dictation a, Daughter oftheNile,p.a, Daughter 92. 10. Creative Expression Language Arts Read the dictation passagealoud, thedictation andhaveRead your

Mar the land of night and bring it forth to me.”the landofnightitforth andbring Egypt must have to live! Hemustgodown into words. and thecollar ofamulets—” sleeps there, even theroyal cobra from hisbrow long ago. Hemusttakethetreasure ofhimwho aswe tojourney theRiverofDarkness, talked ”Aye. Hemusttakefrom the deadthegold ”River ofDarkness?” chokedonthe Mara here isthemessage. ”Then Tell himhemust 10

S ection ection Two

W eek 2 n

This page intentionally left blank. ©2013 by Sonlight Curriculum, Ltd. All rights reserved. forth to me.”forth down into thelandofnightit andbring gold Egypt musthave to live! Hemustgo the words. collar ofamulets—” the royal cobra from hisbrow andthe treasure ofhimwhosleepsthere, even we talkedoflongago. Hemusttakethe as tomust journey theRiverofDarkness, 1. hyphen between thedoubleletters. isoften For example: breaks lie, checkadictionary. Agreat a place to insert hyphenated. youwhere If needhelpknowing the syllable lines. Therefore, you willnever seetheword “that” or “you” makes theword easierto read whenitisprinted ontwo split aword? We hyphens between syllables, insert which phens for you asyou type,where buthow doesitknow to word hy- processing willautomatically software insert ers useto divideaword between two Often, linesoftext. littleline(likethis:-)that writ-a dash?Ahyphen isashort PracticeMechanics PassageA: Dictation I I I I I usesfor hyphensOther include: youDo remember thedifference between ahyphen and Mara, oftheNile,p. Daughter 92.

“Aye. Hemusttakefrom thedead “River ofDarkness?” chokedon Mara here isthemessage. “Then Tell himhe To avoid confusion: To create compound adjectives: To create new words: fractions: In To form compound words: Pep-per re-create vs.re-create recreate a black-tie event Bush president-elect ra-rnmte step-sister great-grandmother one-half two-year-old 1 two-thirds clear-headed col-lege LA LA Week Sheet 2Activity oeWadLnug rsW Week Sheet 2Activity | Core W and LanguageArts W ______Find thedashinthisweek’s passage. dictation Why 2. honorary contrary ambiguous strawberry Draw lines(|)to show where hy- you could insert 1. ellipsis. Here are afew oftheways itcanbeused: is somewhat ofacross between acomma, acolon, andan where objects arewhere located objects inyour room. a logical order, you could easilyconfuse thereader about person leaving theroom. you If didn’t in objects describe person were circling your room. You would endwiththe around theroom theitems anddescribe inorder asifthe entering your room. Then you might move clockwise withthefirstthingapersonwould seewhen might start a logical order. you If were to your describe bedroom, you Spatial organization arranges detailsofaplace orthingin B: Spatial Organization A dash(orem)isalongerline(likethis:—that I I I I Writers usespatial organization indescriptive text.

did theauthorincludeadash? letter aloneonaline. it’s bestnotto hyphenate aword to leave asingle phens to splitthewords below. Generallyspeaking, “Well, I—ah—you see,” stammered Duane. ShewasImeancrispy—from sunburned—and thiswas totally un- At thesametime—and To show interrupted speech: For emphasis: here: tence. Notice how thedashesare likeparentheses To indicate asuddenbreak orchangeinthesen- To joinletters andwords: head to toe. planned—Amy andIopenedoursodas. U-turn E-mail 5 7 People keep travel journals to record their journeys. their journeys. record journals to keep travel People as on describing the places concentrate write, you As the for a sense reader your give senses to five your Use on the reader tell south, can you traveling If you’re with mud. and smells fish mixed Mara sees crocodiles D: Write the Travel Journal Travel the Write D: their experi- about more remember helps travelers This their memories with friends and family. and share ences journals. with the aid of travel events Historians recreate journal entry you a travel of the places about two Write 3. on Day researched journey Describe using your actually there. were if you images of mental readers your Give organization. spatial the scenes. like, taste smell like, does it sound like, What atmosphere. and look like? like, feel certain saw you objects?which side of the boat colorfulUse adjectives descrip- action and in your verbs of the places. about two least one paragraph at Write tion. Saqqara ______Deir el-Bahari ______Core W and Language Arts W W and Language Arts Core | 2 Activity Sheet Week LA Week 2 Activity Sheet Week LA by Eloise Jarvis Daughter of the Nile by In the book Mara, of a and take the role Egypt Ancient back to Travel in the longest river the the map of the Nile at River, Look journal entry a travel write about will you Tomorrow,

C: Research for Travel Journal Travel for C: Research (Memphis), Egypt. in Menfe begins the setting McGraw, king as in III reigned Thutmose opening, the story’s to Prior structures before built many Egyptians The B.C. the 1400’s up the Nile travels Mara,the protagonist, period. time that Egypt. the capital of Ancient which was Thebes, River to the setting was What does Mara see? what she travels, As like? really up the Nile Memphis to River from scribe who is traveling Thebes. the city of which direction Thebes, Memphis to from travel To world. go? you would ______fact or an interesting and write identify Today, trip. your places: about the following two of Giza Pyramids ______Sphinx The ______©2013 by Sonlight Curriculum, Ltd. All rights reserved. rights All Ltd. Curriculum, Sonlight by ©2013

©2013 by Sonlight Curriculum, Ltd. All rights reserved. Make a list of the details you plan to describe for your your describe for plan to Make list of the details you a sensoryUse organization. details and spatial Plan of Organization: description. spatial Description: Your Write LA Week 2 Activity Sheet Week LA p. 99 p. Daughter of the Nile, Mara, At the bottom they found themselves in the first themselves they found the bottom At through of a series courts of walled and gardens, anyone encountering which they passed without or hurrying slaves ser- than a few frightening more curiously at She peered Inanni relax. began to vants. catching and shedlike workshops, the storerooms still at and glass blowers glimpses of basket makers of mountains wine jars, of stacked work, of hundreds There of a kitchen garden. rows baled linen, the neat curving in beds flower groves, date vineyards, were dark against which scarletand larkspur sage glowed area paved a broad they entered As tamarisk trees. a start Inanni gave stalls, of weavers’ by surrounded and stopped. joy —from Week 2 Activity Sheet Week | W W and Language Arts Core Give an overview of what you will describe. will describe. an overview you of what Give Use spatial organization to describe your favorite place place favorite describe your to organization spatial Use In the example below, Mara and the princess Inanni Mara and the princess go In below, the example 6 Introduction: in one paragraph. Perhaps this place is somewhere near is somewhere this place Perhaps in one paragraph. go to you It where be a place home. home or at could is a family place favorite your Maybe relax. think or to one time only visited you’ve camping spot or someplace Decide on the order someday. to return like to but would you Will place. about that write to want in which you if example, a specific perspective? For describefrom it looking a a rock from on is sitting down place favorite your point. that from describe the scene would you mountain, describe is what point, as the focal If use yourself you get description that in points your and work you closest to describe from you Will farther you. and farther from away side? side to or from bottom to top outside and down the stairs of the palace for the first time. the first time. for stairs of the palace the down outside and author describes using spacial organiza- the setting The and not only describes writer storerooms the The tion. the characters see in also includes what but workshops as they pass: those rooms ©2013 by Sonlight Curriculum, Ltd. All rights reserved. ______The Sphinx ______Pyramids ofGiza two aboutthefollowing places: your trip. Today, identify andwrite aninteresting or fact ______would you go? world. To travel from to Memphis Thebes, whichdirection of the city Thebes. whoistravelingscribe Riverfrom to uptheNile Memphis really like? As shetravels, what see? doesMara What was thesetting River to Thebes, whichwas thecapitalofAncient Egypt. that timeperiod. theprotagonist, Mara, travels uptheNile the 1400’s B.C. The Egyptians builtmany before structures Prior to the story’s opening, Thutmose III reignedin as king McGraw, thesettingbegins inMenfe Egypt. (Memphis), C: Research for Travel Journal Tomorrow, you willwriteabout atravel entry journal Look River, at themapofNile thelongestriver inthe Travel backto Ancient Egypt andtaketherole ofa thebookMara, In oftheNileby Daughter EloiseJarvis LA LA Week Sheet 2Activity oeWadLnug rsW Week Sheet 2Activity | Core W and LanguageArts W tion. Write at leastoneparagraph abouttwo oftheplaces. verbs inyour andaction adjectives descrip- Use colorful which sideoftheboat youobjects? saw certain feel like, andlooklike? atmosphere. What doesitsound like, smelllike, taste like, the scenes. spatial organization. Give your readers mental imagesof if you were there. actually your using Describe journey researched onDay 3. Write abouttwo oftheplaces atravel you entry journal recreateHistorians events withtheaidoftravel journals. ences andshare andfamily. withfriends theirmemories This helpstravelers remember more abouttheirexperi- D: Write the Travel Journal ______el-Bahari Deir ______Saqqara Mara seescrocodilesMara and smellsfishmixed withmud. you’reIf traveling south,canyou tell thereader on Use your five sensesto give your reader asensefor the As you write, concentrate theplaces ondescribing as People keeptravel to journals record theirjourneys. 7 This page intentionally left blank. Core W & LA W Week 3 Schedule

Date: Day 1 11 Day 2 12 Day 3 13 Day 4 14 Day 5 15 Bible Reading Mark 7 Mark 8 Mark 9:1–24 Mark 9:25–50 Mark 10:1–31

International Children’s chap. 3 chap. 3, chap. 3, chap. 3, chap. 3, Bible Field Guide ”To Think About ”To Think About ”To Think About ”To Think About and Do” problems and Do” problem 3 and Do” problem 4 and Do” problem 5 1–2 Memorization & Continue memorizing Psalm 90. This week, memorize vv. 1–6. Don’t forget to work on dramatic expression. Credo: I Believe … (CD) —Track 7 History, Geography and Biographies A Child’s History of the chap. 8 chap. 9 World d  d  N Usborne Encyclopedia pp. 26–33 p. 38 p. 39, 12,000 Years of World pp. 46–47 History  5-Day: The Kingfisher pp. 20–21, 24–25 Atlas of World History d

Current Events Report Read–Alouds The Golden Goblet chap. 11 chaps. 12–13 chap. 14 chap. 15–end 

Favorite Poems “Her Words”– “Father”–”To My “Infant Joy”–”In “Slippery”–”Our Old and New ”Father’s Story” Son, Aged …” Go-Cart So Tiny” Silly Little Sister” pp. 31–34 pp. 34–37 pp. 37–39 pp. 39–40 5-Day: The Trojan War Part 2, chaps. 1–3  5-Day: Favorite Poems “Bugle Song”–”The ©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by Old and New Man Who Hid …” pp. 373–375 mid-page Readers Hittite Warrior p. xv–chap. 2 chaps. 3–5 chaps. 6–8 chaps. 9–11 chaps. 12–14 d

Other Subjects (Math, Science, etc)

N Special Note to Mom or Dad  Map Point d Timeline Figure d Timeline Suggestion

Treaty Lesson 8 Lesson D: Write a Peace a Peace Write D: Day 4 Day 13 ore W and Language Arts W W and Language Arts ore

C Lesson 7 Lesson Lesson 2C Lesson 2D Lesson

| imeline Suggestion Peace Treaty Peace T

Day 3 Day d 3 3 12 eekeek WW S Two ection | Other Notes

imeline Figure T B: Point of View of B: Point a C: Pre-write

eek 3 Day 2 Day d W

11 |

ap Point

M Passage Lesson 6 Lesson

Lesson 2B Lesson A: Dictation  Day 1 Day ontinued ontinued C C e to Mome to or Dad

Special Not lele chedu chedu

SS Handwriting Optional: Handwriting Spelling Sequential Spelling Date: Creative Expression Creative Vocabulary Development Vocabulary Optional: 3000, Book 6 Wise Wordly Optional: Good 6 to Language Keys Grammar/Mechanics Electives Schedule continued: Language Arts W Language ArtsSchedule continued: N ©2013 by Sonlight Curriculum, Ltd. All rights reserved. a consensus about. Young creationists are earth known or not? That’s aquestionmany haven’t Christians come to scientists believe. well ofmodern withwhat thevast majority fits perfectly about thebeginning oftheuniverse. thebeginning” ”In itself. ButtheBibledoesn’t teach someweird mythology or doesn’t needto exist becausetheuniverse begin allby ing. implicationThe doesn’t isthat God not-so-subtle exist claim that theuniverse cameaboutonitsown, from noth- science. Problems whensomeunbelievingscientists arise creation in linewiththeconsensus ofmodern isactually beginning, account whichmeansthat theGenesis of exactly. The Bibleagrees that theuniverse hadadefinite well designed God ourworld for life! 2010). Planet Media, (Illustra You’ll beamazed withhow to watch It’s aboutthisfine-tuning. calledThe Privileged processes. Ask your parents iftheycanfindavideofor you plan ofouruniverse, notrandom chance orundirected Earth. This strongly suggestsintelligent design behindthe place injusttherightway inorder to allow usto live on means that there are many that hadto factors fallinto for life?our world isfine-tuned What doesthat mean?It thebeginning pp.In 20–23 Think About andDo” problems eachday. Chapter 3 International Children’s BibleField Guide| 7 Reading |Mark inside andout. low rules, wants butGod usto dosofor therightreasons, hypocrites (see, for instance, 23).It’s Matthew to fol- okay especially whenencountering peopleheconsidered This issomethingJesusemphasized over andover again, to change inside, notjustthe way ontheoutside. we act otherwords, needs In ter—people ofvirtue. ourheart ofcharac- things. kind Jesuswants peopleofacertain we docanmakeus”unclean” becausewe doorsay wrong words, that our innercharacter comes outinthethings what comes outofhimthat makeshim ‘unclean.” other In can makehim ‘unclean’ by goinginto him.Rather, itis rule exactly. 7:15hesays, Mark In ”Nothingoutsideaman overcharacter whetherornotpeoplefollow little every Bible Day 1 W Parents: Were thedays ofcreation literal 24-hourdays Parents: IstheBigBanganenemyNot ofChristianity? Students: peoplethink Didyouthat many know smart ChapterRead 3today, thenanswer thescheduled”To ofmoralStudents: stressed Jesusoften theimportance eek 3 N otes Core W and LanguageArts W questions abouttheseancient large beasts. are fascinated withdinosaurs, sobeprepared for some dinosaurs were! Kids, is agreatespeciallyboys, God artist. What’s farmore interesting designed ishow wonderfully together at thesametime, whileothersthinktheydid. believe Christians Some dinosaursandpeoplenever lived that dinosaursonce lived onthisplanetasreal creatures. do so? The bestevidence we have demonstrates clearly of creatures created? henever actually Why would Satan whole lotofsense. Why would leave God fossil remains created theirremains. These explanations don’t makea dinosaurs never really existed, oreven butthat God Satan that we shouldn’t forget. in alltheuniverse. That’s areally bigpoint ofagreement created! tacular—God exists andhemadeeverything God that bothcampsbelievefact insomethingpretty spec- these disagreements here, we’d justliketo point outthe were andsolve lengthy oftime. periods thantry Rather creationistswhile many believe oldearth these”days” for theirproclamation anddefense ofliteral creation days, A: Q: A: Q: A: Q: To After Discuss You Read |pp.History 26–33 12,000Years Encyclopedia Usborne ofWorld IBelieveCredo: …(CD) verses 1–6.Don’t forget to work ondramatic expression. Memorization |Psalm 90:1–6 History, Geography andBiographies

Parents: have ofChristians Aminority argued that Listen to Track 7theentire week. Continue Psalm memorizing 90. This memorize week, or outdoor shrinesinstead ofbuildinghuge temples rooms madeofferings to inspecial theirgods the Minoans ancient civilizations? religiousHow didMinoan differ practices from other ensure would theirgoods travel safely because theywere successful traders to whohadanavy Why were a wealthy Minoans peoplegroup? sense thattheGreeks incorporated itinto theirstories Minos’s daughter. Crete isnotfar from Greece—it makes thepalacewithhelpofKing rinth beneath atKnossos was thought to have thatlived slainaMinotaur inalaby- son ofZeus andprincess Europa. AGreek prince, Theseus, thought to once ruletheisland. was Minos the supposedly take whowasthe Minoans Minos theirnamefrom King Greek mythology. Explainhow. Why doyou thinkso? with peopleisintertwined oftheMinoan The history |Track7

S ection ection Two C ore W

and W eek 3 LA LA W

©2013 by Sonlight Curriculum, Ltd. All rights reserved. AFRICA eas below) (shaded ar A2) (map 4B) A2) (map ( (F7) (map 1) (F7) (map 1 2 3 4 5 6 7 8 H F Uriah mentions. Crete Crete Mycenae Phoenicia (ca. 1600–1200BC) Civilization ittite he felt he had proved himself worthy of his training and himself worthy of his training he felt he had proved a life and save to well that he fought home; he is proud his dignity He has regained property. What stereotypes does Uriah hold at the start does Uriah hold at stereotypes What of the and Canaanites? Egyptians book, especially towards all Canaan- and treacherous; cruel, evil, are all Egyptians and dishonorable cowardly are ites after with the rob- the battle Uriah does sleep well Why bers? Why is Ranofer flabbergasted when Gebu seems to Gebu when to seems flabbergasted is Ranofer Why shop? the stonecutting bring to the goblet that in the shop like item hide an to is no place there In 1200 BC (200 years before Saul), a young Hittite, Hittite, Saul), a young In before BC (200 years 1200 places various the xii–xiii.Locate a maponpp. ind

C A B D Readers A: and Map Activities Timeline d  | pp. xv–Chapter 2 | pp. Warrior Hittite Setting 1200 BC. Land of Canaan; Overview Tyre, in a stay After Canaan. for Hatti Uriah, the Great flees hill countryhe ends up in the Hebrew and finally meets leader of the friend Sisera, the man he seeks: his father’s but Sisera, with Barak Uriah fights armies. Canaanite the and chariots useless, the Canaanite render rains great Uriah sur- die. himself, Sisera later, and, soldiers, Canaanite and girl marries a Hebrew though, and eventually vives, the one true God. worships Read You Discuss After To Q: A: Q: Q: A: and Map Activities Timeline    Old | “Her and Poems New Words”–”Father’s Favorite 31–34 pp. Story” 1 ore W and Language Arts W W and Language Arts ore C

* * * S Two ection |

ww.touregypt.net/featurestories/pigs.htm accessed accessed ww.touregypt.net/featurestories/pigs.htm w W

| Describe how Ranofer patched the scarb seal. Describe patched Ranofer how the then collected a neighbor’s from lit a torch Ranofer it moisten He spat on it to the floor. crumbled clay from a palm fiber from With the crack. then smoothed it over the missing parts he re-scratched the torch, of the design on the seal Why must Ranofer have the goblet as evidence before before the goblet as evidence have Ranofer must Why raiding? Gebu of tomb he can accuse he has no him because believe without it, no one would authority Besides a volcanic eruption, what led to the Minoan to led what eruption, Besides a volcanic decline? civilizations invaded Greece from Mycenaeans Source: Source:

”Son of a pig” would be considered a curse be considered would of a pig” ”Son Note:

Read–Alouds 1. 2013. March Q: A: Q: A: because pigs were considered dirty. Pigs also were con- also were Pigs dirty. considered because pigs were nected Set, with an evil god of chaos. To Discuss After You Read You Discuss After To a primitive device for kindling consisting for fire device drill: a primitive fire the hands or between rapidly is revolved of a stick that end lower thong with the stick’s or means of a bow by of wood. piece a hole in a into pressed takes spark or readily that flammable substance tinder: use as kindling. and is adaptable for fire the forearm cubit: a unit of length based on the length of the tip of the middle finger and usually to the elbow from about 18 inches. equal to Vocabulary or . (spoken laconically he remarked baking,” ”Yesterday’s briefly) expressed winked manner, nodded in a conspiratorial Ancient The and chuckled the into he led Ranofer again as his one eye, snuffling moroselyhis donkey was along the lane where do an unlaw- to as if agreeing (conspiratorial: baked road. ful act do an act means to or use unlawful which is lawful; morosely: sullenly) it is be sure may you rogues two fall out, like that When the do for one is to of some skulduggery the price over (rogues: dishonest unprincipled persons; skuldug- other. or unscrupulous unfair, gery: dishonest, under–handed, behavior or activity) help his own to malice Setma’s on not count He dared seriously harm another usually to or desire (intention cause. or otherwise doing something unlawful by unjustified) | Chapter 11 | Chapter The Golden Goblet Current Events | Report Events Current Q: A: 36 eek 3 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. a, Daughter oftheNile,pp.a, Daughter 217–218. 3. 2. Answers: Sheet. nouns. For more information, seetheWeek 3Activity PracticeMechanics Dictation Optional: will read italoudasyour students write itdown. that requirepunctuation specialattention. OnDay 5,you Have themnote any words, capitalizations, ormatters of PassageA: Dictation WordlyOptional: Wise| Lesson 6 3000,Book 2B KeysOptional: Language to 6|Lesson Good 6 Creative Expression Vocabulary Development Grammar/Mechanics Language Arts

line all of the nouns in the dictation passage.line allofthenouns inthedictation 1. Today your studentsaboutseveral willlearn of types through passagewithyourRead thedictation students. Shado Mar

answers.) proper underline Double nouns. thefollowing (See Under oftheworld.of Canaan isthestory probably ofthekings always will;andthestory tions have passedthrough that littlelandand ofthena- andalltheglories and allthearmies name to mewhenIwas achild. For allthewealth the accursed landofEgypt, whichwas onlya land calledCanaan to thesouth,between usand of sunondeck. into dancingreflections theglare the blue-green onto therope ladderandclimbedupthrough stepped into thecool shadow ofthehull, swung lineofhimspelledanxiety.sunlight. Every Sheftu copperhis shouldersburnished inthebrilliant hung over thegunwale, propped hisarms wide, to theBeetle’swharfs anchorage. Nekonkh w ofaBull,p. 48. My story willtell muchofthat littlestrip story My An hourlater hewas crossing theworn stone 3 2 Core W and LanguageArts W is why we have includeditinour listofnounsinthisweek’s passage. Beetle’s anchorage. However, at it’s mostbasic level, it’s stillanoun,which o beprecise, Beetle’s isapossessive asanadjective nounthat acts to thenounanchorage describe withintheprepositional phrase to the 4. to thebiblicalaccount of Eden. Heusesexaggerated A Child’s oftheWorld History |Chapter 8 IBelieveCredo: …(CD) Memorization |Psalm 90:1–6 Chapter 3,problems 1–2 International Children’s BibleField | Guide 8 Reading |Mark personal relationship withus. say Iam?” That’s really what matters most. Jesuswants a about him.”Butwhat aboutyou?” doyou asksJesus. ”Who else” thinksaboutJesus, butwhat we personallythink can applyitto today. What matters isnotwhat ”everyone It’s (theChrist). be theMessiah becausewe alsoimportant confirmed that passage. Jesusclaimedto It an important History, Geography andBiographies Bible Day 2

3. Hillyer suggests tales”“fairy aboutaparadise are related Students: Peter’s confession 8:27–30is inMark ofChrist 2. T

this passage. gunwale, sunlight;collective noun—there isn’t onein compound noun—(Possible)—hour; abstract deck; line, Sheftu, shadow, hull, ladder, reflections, glare, sun, Nekonkh, gunwale, arms, shoulders, copper, sunlight, c for masculine, Nfor neuter andIfor indefinite. Label thegenderofeachnoun.U oncrete—(Possible) Beetle’s, wharfs, anchorage, sun ondeck. into dancingreflections theglare of blue-green onto therope ladderandclimbedupthrough the stepped into thecool shadow ofthehull, swung lineofhimspelledanxiety.sunlight. Every Sheftu copperhis shouldersburnished inthebrilliant hung over thegunwale, propped hisarms wide, N N to theBeetle’sstone wharfs

N An N

hour later hewas crossing theworn

N N N

N N N N |Track7

S ection ection Two

N N 4 anchorage. Nekonkh

se Ffor feminine, M

| N N M

W eek 3

©2013 by Sonlight Curriculum, Ltd. All rights reserved. How did the Amorites take control of Sumer and Akkad of Sumer take control did the Amorites How 2000 BC? around then and cities, of several control took and they invaded rule each cityhad an Amorite family What strong? empire Hammurabi’s was long How caused its collapse? after he took 197 years invaded Hittites The while he lived. the throne

Read–Alouds Usborne Encyclopedia 12,000 Years of World of World Usborne Encyclopedia Years 12,000 38 History | p. Read You Discuss After To Q: A: Q: A: | Report Events Current 12–13 | Chapters The Golden Goblet Vocabulary who donkey, a storyHe launched into about the Ancient’s and had before, days a few had gone lame in one foot oil and daubing with castor–bean much rubbing required with something that smirches coat (to mud. with cool 12] or stains) [chap. (a chortle his high–pitched gave of laughter. Ancient The 12] or exultation) [chap. of pleasure sound expressive Heqet said wryly as the vi- unpleasant, , ”Do myself I make the asp?”per said to twist, (wryly: a clever often by marked of Egypt) snake with a hint of irony; asp: a small venomous 12] [chap. his wish the Festival, before on the day suddenly, Then overwhelmingly) (overpoweringly, true. came devastatingly 12] [chap. ludicrously or laughable . (amusing fell face Heqet’s or ec- exaggeration, incongruity, absurdity, obvious through 12] centricity) [chap. lure Gebu could only one thing He knew that well quite barley beer: the prospect of free the gold of the from 12] gain) [chap. or of pleasure with a promise (tempt tombs. (franti- the mud. into dug convulsively toes bare Ranofer’s 12] [chap. spasmodically) cally, alarmingly transparent. feel to beginning was Ranofer 12] [chap. or seen through) detected (easily in on either had with pressed that He did not like the walls openings of (narrow hide. might in which a boy no crevices a split or cleavage) especially by some depth caused 13] [chap. wheeled. sky him in the brazen falcon a lone High above of any falcon: as polished brass; as bright or shiny (brazen: their long wings and their by hawks distinguished various in hunting) above from on their prey down plunging usually 13] [chap. ore W and Language Arts W W and Language Arts ore C

Euphrates River RiverEuphrates (F10); Tigris (F10); S Two ection |

( W (E10); Assyria (F9) Mount Ararat (F10); Chaldea (G11); (map 1) F Babylon Babylon Mesopotamia

| What is the name of someone who studies the stars? What astrologist

Hillyer writes of Eden, “We do not know“We exactly where of Eden, Hillyer writes of Babel see of the tower the biblical account For C8) (map4B)

(ca. 539BC)all ofBabylonian

 Timeline and Map Activities Timeline d  Q: A: To Discuss After You Read You Discuss After To language about “a land where cakes and candy and sug- and candy cakes where land “a about language a garden speak of does Bible The on trees.” arplums grow Genesis instance, for (see, etc. trees, with rivers, in Eden, 2:8-15; Ezekiel not was speaking, Biblically 28:11-19). Eden In Genesis idle. 2:15 remain to and Eve Adam for a place keep it and work “to was Adam that learn garden of the we In learn of Adam expulsion of the Genesis we 3:23-24 it.” prideful disobedience. due to the garden from and Eve Eden, does not mention Testament the New Although 3:38; Romans 5:14; times (Luke several is mentioned Adam 2:13-14; and Jude 14). Timothy 15:22, 45; 1 1 Corinthians historical a real, was or not Eden whether Does it matter among Chris- even debate question is up for That place? Mostor conservative Christians evangelical accept tians. Adam people as the literal as well place, a literal as Eden do Adam to references Testament while the New and Eve, Others see the account but reality. not suggest mythology, a parable—a of as more and Eden story Eve, of Adam, have necessarily doesn’t that can learn truth from we that of Genesis think the author do you How be true itself. to be taken? to and Eve Adam, of Eden, the account intended as wonderful quite now is no such place there for it was, Christians be.” supposed to was of Eden as the Garden as human- as well impacted nature the Fall that believe we Romans 8:19-23). Consequently, instance, for ity (see, 34] [p. today. expect of Eden find a Garden to shouldn’t demon- wished to builders of the tower The Genesis 11. apart as God accomplishment human and, from strate in As be seen as the first secular humanists. such, might human beings once and Eve, of Adam the earlieraccount in think- Pride pride and disobedience. again demonstrate without need of their self-sufficiently live ing they could in one place settle to in wanting and disobedience creator, than fill the earth rather together and as God intended also be may There 7). 1:22, 28; 9:1, (Genesis commanded account, of Babel in the tower of pagan worship elements false build an altar to being to with perhaps the intent 36] [p. but the text is unclear on this point. gods, 38 eek 3 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. mun Collection, visitourIGlinkspage.mun Collection, trumpet: for ofatrumpetfrom apicture the Tutankha- at atime[chap. 13] litter withwooden oneperson shutters usedto transport palanquins: agold-covered,Gilded box-shaped enclosed material. [chap. 13] whobuildswithstone orsimilar workman mason: skilled associated withburial.funerary: [chap. 13] plaits: braids. [chap. 13] of aleaguewould beabout.5to 1.15miles. [chap. 13] distance from about2.4to 4.6statute miles, soaquarter ”quarter ofaleague”: a leagueisany ofvariousunits 5. carrion (deadanddecayingcarrion animalflesh). oflargevulture: birds type ofprey whofeed chieflyon raoh’s beerfor barley free. expense anddrinking [chap. 12] of work for everyone, beingfed witheveryone at Pha- the water floodedtheland, andthefestival was aday off Festival: Nile High celebration oftheinundation, when oil. [chap. andasalubricantdrying 12] as acathartic from castor oilextracted beans. fatty Used chiefly drying oil: colorlesscastor–bean to amberorgreenish thicknon- ordoubt;undecided)[chap.(fraught 13] withuncertainty ”Aye,” theAncient saidinasomewhat dubiousvoice. tive [chap. interest, fidgety) 13] tive. (marked by uneasinessandlackof quietnessoratten- The waiting two friends onthefishdockbeganto getres- 13] stretched wingsrose. (awkwardly) cumbersomely [chap. From behindtherock pileahugeblackform with out- [chap. dueto anxiety) attention diverted 13] Poor MasterofStorehouses,. hethought distractedly [chap. 13] the real entrance,. (asmallhill) hillock behindsomerocky They could enter thetomb, by undetected theguards at strange, unpleasant,ordisagreeable) [chap. 13] guttural curse. (asoundorutterance havingsoundsthatare He could hearcrunchingandscraping, anoccasionally dismay thathindersorthrows into confusion) [chap. 13] he hadseenthemonlyamoment before. (amazement or consternationIn hescannedthecluster ofrocks where the sands. [chap. (dried to extremity) 13] lips, across hisparched Ranofer tiptoed nervously Licking

Source: 2003 W orld Book Encyclopedia. orld Book *  [chap. 13] 5 [chap. 13] (with Core W and LanguageArts W A: Q: A: Q: A: Q: A: Q: A: Q: To After Discuss You Read A: Q: A: Q: A: Q: To After Discuss You Read Hittite Warrior |Chapters 3–5 Aged …” pp. 34–37 Favorite New Poems and | Old “Father”–”To Son, My A: Q: A: Q: Readers

have acharmoranamulet to keep away thekhefts because dangerous andRanofer doesn’t thetaskisvery the robbers? [chap. 13] Why aboutRanofer following doestheAncient worry miss achance to eatfree food seemed unlikely thataboy who was always would hungry because shouldhave thetrumpet awakened him,andit doesn’t appear?[chap. 13] ofthefestival andRanofer sounds to thestart mark Why are Ranofer’s concerned thetrumpet friends after putintodead hadbeen thetomb wouldthe chambers give himaccess to the thetomb after he built?[chap. 13] Why planfor didGebu secret chambersinthetombs bars—the onlyquestionishow thathecould Ranofer putathiefbehind feelsguilty walks free?the thiefGebu [chap. 12] Why that isRanofer somiserable withtheknowledge the deedissounspeakable Ranofer worries and thatHeqetwilldosomethingfoolish, [chap. 12] Why doesRanofer notspeakofhissuspicionsto Heqet? are fedlittle die who stumblesisbeaten; theoarsmenwhowillsoon ple dye firstare blinded, thenworked to death;aworker and sleep;thestrong menwhocrushsnails to make pur- in unendurable heatforlonghoursadaywithlittlefood women andchildren weave insilence; thesmithswork slaves seesin Uriah Tyre. [chap. 5] environments theworking Describe for thevarious if theywere inthewrong place atthewrong time slaves,be whichalsomeantanyone could become aslave yes! there didn’t seemto many be whocould lawsabout becoming slaves? Why orwhy not?[chap. 4] youDo worried about thinkpeopleinthistimeperiod the hills war, slave traders orcaptured desert Hebrews from traded forthemfrom foreigners, purchased prisonersof Where dotheslaves of Tyre come from? [chap. 3] dusty hilly; rocky; hot;dry; In thedesert; the Describe Valley ofthe Tombs. [chap. 13] has nooneelse istoo oldandHeqetistoo young,the Ancient butRanofer [chap. 13] Why decideto dothefriends goto Ranofer’s aid?

S ection ection Two

W eek 3

©2013 by Sonlight Curriculum, Ltd. All rights reserved. Canaan (D6) (map 4B) Palestine ( ( (B6); 1 2 3 4 5 6 7 8 Byblos Ugarit Canaan Mediterranean Sea Mediterranean Who defeated the Hittites around 1195 BC? 1195 Hittites the around defeated Who the Sea Peoples in Canaan? most valuable was resource natural Which in Canaan? peace did this affect How over for control fought nations many trees; cedar huge for the trees Hittites) and (Egyptians Canaan Baal as the saw Canaanites does it make sense that Why most powerful God? mer- seafaring war—as and storms, god of rain, he was impacted their hugely on the sea probably storms chants, they endured wars as did the frequent livelihood, descend? Philistines did the which people group From the Sea Peoples G9) (map1) mapbelow) C4) (see

C A B D Read–Alouds Current Events | Report Events Current 14 The Golden Goblet | Chapter Vocabulary wide in a futile effort to stretched eyes hesitated, he As see something … (serving purpose) no useful conviction but his nod carried no more Heqet nodded, or belief) persuasion (a strong voice. than did the Ancient’s (calmness, of serenity one was and joy. Her expression repose) peacefulness, lying creature happy It like seeing some innocent, was in (hardened greed. callous victim of Gebu’s murdered, feeling no emotion) sensibility, open- little slatted by a wicker trunk ventilated was There through) circulate air to fresh cause (to ings. trust hands eloquent of the same defenseless folded Their servant girl a sweet–faced order had caused them to that of indicative and forcefully (clearly as their only guardian. or character) condition, some feeling, Q: A: Q: A: Q: A: Q: A: and Map Activities Timeline    , yours ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track

S Two ection |

his was the hardest, most difficult thing she’d ever ever most difficult thing she’d the hardest, his was W T had to do in her life. She received an important She received do in her life. had to but she knew did not deservemedal, she really that of many audience, of a large in front She stood it. supposed She was her. them old friends who loved of accept- speech, but instead an acceptance give to another that confess she decided to ing the medal, person deserved it. He w him was Everything around worried. He was rage. see barely He could and confusing. turning white He was Suddenly his car stalled. going. he was where know he was. really where home and didn’t far from

| the Egyptians conquer? Hint: did the Hittites not conquer? people group Which of Qadesh. Battle because they rode into battle on chariots and had iron battle on chariots and had iron into they rode because than the bronze stronger which were and armor, weapons used their enemies weapons Why were the Hittites successful warriors? the Hittites successful were Why

1. beganto snowstorm as driving homeasagreat 2. Help your students to develop good habits in using the good habits develop to students Help your

Day 3 Day Creative Expression Creative Language ArtsLanguage History, Geography and Biographies Geography History, Bible Q: A: A: To Discuss After You Read You Discuss After To Q: Usborne Encyclopedia 12,000 Years of World of World Usborne Encyclopedia 12,000 Years 39, 46–47 History | p. Reading | Mark 9:1–24 Guide | Bible Field Children’s International 3 3, problem Chapter 90:1–6 | Psalm Memorization … (CD)Credo: I Believe Answers: B: Point of View of B: Point appropriate point of view. If you find the words you, find the words If you of view. point appropriate and the words delete writing, students’ in your or yourself per- using third the sentences rewrite students your have informa- more of view (see the Activityson point Sheet for in the middle of view point switch tion). If students your the keep with them to it out and work point of the paper, the them rewrite have Today, view consistent. of point 3 Activ- on the Week View” of ”B: Point under paragraphs of view. point ity with the assigned Sheet 40 eek 3 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. Q: A: Q: God. To After Discuss You Read Hittite Warrior |Chapters 6–8 So Tiny”Go-Cart pp. 37–39 Joy”–”In Favorite New Poems and |“Infant Old A: Q: A: Q: A: Q: A: Q: Q: To After Discuss You Read jamb: an uprightpiece that forms thesideofanopening. necropolis: a large elaborate ofanancient city. cemetery (systematically, painstakingly) The two menbeganmethodically to search theroom. byand pillage.(to violence) stripofmoneyorgoods open At any moment thosethieves would beinhere to wreck action) external gesture ofhomage.(areverential regard, shown respect by He stretched outhishandstoward thecoffins inthe Readers

Note: (1350–1334)BCbelieved Akhenaton inonetrue it?” How would you respond? [chap. 8] Jabin’sDuring rescue, isheworth Jothamasks, ”Why demandedchildsacrificesMoloch only bread andwinewere sacrificed to Akhenaton; the godof Tyre? [chap. 7] How differ didtheonegodofAkhenaton from Moloch, entrance on hisway out.Lastly, stone over hepushedaheavy the of thetunnelandwas thatthetop step lucky crumbled the torch withwine. Hefledtheroomout andclimbed he firstthrew ajewel box inGebus’ face, thenextinguished how RanoferDescribe managedto escape. and itiswrong to disturbandsteal from them he realizes thetomb islike apeaceful houseforthedead be stopped? Why doesRanofer decidethat thetomb robbers must Queen’s father he seeswinejarsthatare sealedwiththesealof are desecrating? How doesRanofer determine whosetomb therobbers super–human strength wasSet ofwind, agod storms, andchaoswithsupposed self? What was doesitmeanthat asstrong Gebu him- asSet think ofanotherway to this? describe Ranfor felt you thesunlight hithim likeablow—can * Core W and LanguageArts W Credo: IBelieveCredo: …(CD) Memorization |Psalm 90:1–6 Chapter 3, problem 4 International Children’s BibleField Guide| 9:25–50 Reading |Mark a Peace Treaty” ontheWeek Sheet. 3Activity verbs. withactive ”C: See guage inthearticles Pre-Write aPeaceC: Pre-write Treaty WordlyOptional: Wise| Lesson 6 3000,Book 2C KeysOptional: Language to 6|Lesson Good 7 people shouldbekeptalive, astheyare today” (ESV). me, meant itfor butGod good, to itaboutthat bring many brothers didto him: “As for you, you meant evilagainst ham went hadcalledhimto. becauseGod large household, butnotalarge family. Moreover, Abra- near theMediterranean Sea.” hada Abraham certainly and hisherds andmoved to alandcalledCanaan, faraway true orallofthemare false. because theycontradict oneanother. Eitheroneofthemis beliefs can’t betrueat thesame timeandinthesameway ism), that there are nogods(atheism), etc. All ofthese many isgod(panthe- gods(polytheism),that everything believe (monotheism),othersbelieveSome inoneGod in there are many beliefs, itapluralistic culture. making In Western cultures, for instance, suchastheUnited States, do,” that isnotnecessarily thecase. butinthe21stcentury that may befrightening. A Child’s oftheWorld History |Chapter 9 Bible Creative Expression Vocabulary Development History, Geography andBiographies Day 4 Grammar/Mechanics Language Arts Discuss withyour students how to simplifythelan- Genesis 50:20recordsGenesis Joseph’s response to what his “Abraham took hislarge family,” writes Hillyer, flocks,“his Hillyer writes that “Abraham believed inoneGod, aswe Note to orDad: Mom This chapter contains apicture |Track7

S ection ection Two

W eek 3

©2013 by Sonlight Curriculum, Ltd. All rights reserved. * * * (persons of the lowest or most disrepu- or (personsthe lowest of gardener emerged on the path ahead of him. ahead of the path on emerged A burly gardener 15] built) [chap. (strongly (lacking proper or usual roared. the gardener ”Insolent!” 15] or position) [chap. respect rank for all at his curved brandishing sword soldier arrived, The 15] [chap. menacingly) of them. (shaking or waving three riffraff!”here, of ”Out [chap. 15] table class) [chap. little this astonishing from away his eyes forced Ranofer the tall man.(a personpersonage of rank, and back to 15] or distinction) [chap. note, said indifferently. (marked the overseer him,” ”Remove impartiality)by 15] [chap. to- the grass across relentlessly marched being He was oblivion. (the quality and of or state gate a wooden ward 15] [chap. being forgotten) a moment. for minutely face Ranofer’s He examined 15] [chap. (with precision) interference his own with the by Had he been frightened (the act of meddling in or hampering an orders? overseer’s 16] activity [chap. or process) with a peculiar and husky, abrupt was voice queen’s The quality, character, (distinctive boy’s. timbre, like a young 16] [chap. or tone) shoulders and loosed Ranofer’s queen straightened The (disturbed, without taking face. off his agitated eyes her 16] [chap. excited) the dwarf queen obliterated and nod- The with a gesture of) all traces or destroy remove (to 16] [chap. Ranofer. ded to the door when a peremptory had almost reached They of urgency command) or them. (expressive stopped voice 16] [chap. (giving no sign of and assured. His impassive was manner 16] feeling or emotion) [chap. behind skyThe flaming when the door of the room was beckoned him imperiously. (in him opened and Qa–nefer 16] manner) [chap. dominant, lordly a commanding, admit (indisposed to incredulous lifted eyes. Ranofer wide, 16] as true) [chap. what is related or accept a don- I have , ”could he said tremulously Majesty,” ”Your 16] (affected with fear or timidity) [chap. key?” durable with fragrant, trees evergreen large cedarwood: people of early MiddleThe used it East civilizations wood. 16] [chap. and tombs. temples, ships, building palaces, for can be polished to wood This black wood. hard, ebony: black is used mainly for Ebony an almost metallic luster. in- wood handles of knives and brushes, flutes, piano keys, 16] and other ornamental objects. [chap. on furniture, lays Ur ore W and Language Arts W W and Language Arts ore C

Canaan S Two ection |

(E4) (map 2) ( 1 2 3 4 5 6 7 8 W R A his journey (see map below). Trace Ur Egypt

Mediterranean Sea Mediterranean | about 1200 miles About how many miles did Abraham travel? miles did Abraham many how About

Books of the Old Testament are named after and people are Testament Books of the Old who was last a judge “At Of Hillyer writes, Samuel, in history came much later Koran than either the The of Ur is desert. land directly west brought The Abraham On the dates Hillyer provides for events, such as 1300 such as 1300 events, for provides Hillyer dates On the (map 1) (G9) Sea (F5); Israel G11); Mediterranean (ca. BC) 1304–1237 ameses theGreat in1900BC Canaan Urto from went braham

C A B D Read–Alouds | Chapter 15–endThe Golden Goblet | Chapter Vocabulary out his story. panted Ranofer As as he could coherently 15] [chap. and ordered) consistent (logically and frond on a thick precariously outward He swayed being due to (dangerous of the wall. the top to dropped 15] [chap. or unsteady) insecure   | Report Events Current d d A: and Map Activities Timeline To Discuss After You Read You Discuss After To Q: terms, including: Exodus, Joshua, and Judges. Joshua, including: Exodus, terms, a king, and Saul was named Samuel have said they should this topic. on the biblical information jumbles This chosen.” a king like the have the people to Samuel did not want Saul. chose not Samuel, God, Moreover, other nations. of the same many It or the Christians. Jews incorporates there will see later though as we writings, Testament Old and Christians, Jews, what between differences many are Muslims believe. the followed have with him. He would a lot of livestock enough water. have to rivers BC for the Exodus, see the article see the in found dates on biblical Exodus, the BC for Section Three. 42 eek 3 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. 6. A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: To After Discuss You Read more recent history down for hundreds ofyears, until itwas in re–discovered much aboutmedicinethat was forgotten ornotpassed ancient Egypt have beenfound that prove that theyknew throughout theworld for Documentsfrom theirskill. surgeons ofEgypt: Egyptian surgeons were known great noble. [chap. 16] or Chamberlain:High manages thehouseholdofaking amongdonkeys; thefinest. [chap. ofaking acteristics 16] ”a veritable pharaoh ofadonkey”: possessingthechar- to usedasawaiting room. another andoften [chap. 16] anteroom: aroom placed before orforming anentrance for coats. oftheleopard makeitsfurvaluable handsome markings dense blackspots. aroundThe rings tailhasdark it. The larger. The coat ofmostleopards islight tanwithmany member ofthecat family. Only thelionandtigerare ofaleopard.leopard the skin Aleopard pelt: isalarge

Source: simply asksforadonkey sohecan outhisprevious carry when Ranofer could askforanything from thequeen,he [chap. 16] laugh? What doestherequest tell you aboutRanofer? What doesRanofer’s requested reward makethecourt would knowtheanswer to herquestion ther’s staff. insidethechamber whohadbeen people Only wall oftheburialchamber—which wasthe north herfa- he must tell was thequeenwhatobject leaningagainst does thiswork? [chap. 16] How mustRanofer prove heistelling thetruth? Why thanmost shorter his namemeans”tall andbeautiful,” butasadwarf, heis [chap. 15] humorously sarcastic. nameironic?Why isthedwarf’s different thanwhat isexpected, orlanguagethat is Irony iswhensomethingoccurs that isstrikingly her assomethingdifferent andexotic his unusual size andappearance probably to appealed [chap. 15] ofherretinue? Why aspart didthequeenhave adwarf he didn’t thinktheguards would believe him Why didRanofer avoid themaingate? [chap. 15] someone to listen doesn’t cross theNileuntilmidday, hecan hopefully find oftheDead, andthePharaoh theCity hasleft everyone get help?[chap. 15] Why doesRanoferto decideto goto thepalace to try isanewthoughtably avulture—it hewasRanofer decidesthekheft soafraid ofwas prob- [chap. 15] Why that Heqetsaw isRanofer surprised avulture? 2003 W 6 [chap. 16] orld Book Encyclopedia. orld Book  . [chap. 16] Core W and LanguageArts W Q: A: Q: To After Discuss You Read Hittite Warrior |Chapters 9–11 Little Sister” pp. 39–40 Silly Favorite New Poems and |“Slippery”–”Our Old links page (with linksto dozens ofsites onAncient Egypt), visitourIG Related Websites A: Q: more information. Write aPeace Treaty” ontheWeek Sheet for 3 Activity from yesterday andcreate theirown peace treaty. ”D: See D: Write aPeace Treaty WordlyOptional: Wise 6|Lesson 3000,Book 2D KeysOptional: Language to 6|Lesson Good 8 A: Q: A: Readers Creative Expression Vocabulary Development Grammar/Mechanics Language Arts

For web sites onAncient Egypt for andStudents Moms Here’s might look like: what somesamplearticles Today, your students willpull topics from theirnotes Judges4–5toSee findoutwhoDeborah is. [chap. 11] different thanBarak’s idea?[chap. 10] ing place? What doyou thinkaboutGod’s dwelling? Isit What dotheHebrews believe abouttheirGod’s dwell- the Hebrews have noleaderandare scattered Why cantheCanaanites abusetheHebrews? [chap. 9] the coffins west—toward point theLand oftheGods ground? [chap. 16] How under- doesRanofer decideonthedirection trulyis pure, simpleandhumble hisheart plan to apprenticed be to Zau. Hisrequest shows how they worship othergods judgestheHebrewsget ridofthegoldenidol;God when up, andwhy doesshesuggestit?[chap. 11] What keepthat doesSamuel Deborah suggestshegive he lives inthearkandtravels withthepeople possible inthedivisionofitem at issue. way, eachpersonwillbemotivated to beasfair heorshewillreceive.choose whichportion this In possible, whiletheotherpersonwillbeallowed to follows: onepersonwilldividetheitem asevenly as evenly, thedivisionofsaiditem shalltakeplace as two familymembers agreeIf to share something  .

S ection ection Two

W eek 3

©2013 by Sonlight Curriculum, Ltd. All rights reserved. (cut with (cut …” pieces armor to your Strait (F1); Strait (Hercules) of Heracles Thebe (E7); the Pillars 1] 2, chap. (F1) (map 1) [Part of Gibraltar S (ca. built BC) 2700 tonehenge What is Cassandra’s gift and punishment? [Part 2, chap. 1] 2, chap. gift [Part and punishment? is Cassandra’s What believed but is never the future, foretell she can about time think differently parents do Protesilaus’ How 2] 2, chap. than Laodamia? [Part slowly; though Laoda- know that time passes, the parents pass mia thinks time will never not drive death the vision of her husband’s would Why 2] 2, chap. despair? [Part Laodamia to pity some have her hope on It that the gods would gave tragedy. her a vision of the future they granted her since grant for the gods to time praying She then spent much the land to he went before her 3 hours with her husband of the dead 3] 2, chap. [Part argue? and Achilles do Agamemnon Why of laziness and taking glory Achilles accuses Agamemnon of his ancestry; Agamem- because accuses merely Achilles non of poor leadership and cowardice 3] 2, chap. die? [Part the giant, does Cycnus, How so Achilles with weapons, be pierced he cannot him chokes In the story of the minotaur, the hero Theseus killedTheseus the the hero In story the minotaur, of the

Read-Alouds Favorite Poems Old | “Bugle and Poems New Favorite 5-Day: Song”– of page 373–375 middle pp. Hid”TheWho …” Man Q: A: Q: A: Q: A: Q: A: Q: A: and Map Activities Timeline  beast while escaping its Labyrinth. The daughter of King of daughter The Labyrinth. its while escaping beast he used which Theseus, to a thread gave Minos, Ariadne, 24–25] [pp. of the maze. out find his way to and Map Activities Timeline d | Report Events Current 1–3 Chapters 2, | Part War The Trojan 5-Day: Vocabulary inspecting of huts, the rows down … walked Agamemnon of military(assembled group … his muster personnel) 3] 2, chap. [Part the chariot met in and unterrified, vast who, … Cycnus, 3] mid-career 2, chap. [Part … (speed in a course) hew least I can at ”… 3] of a heavyblows 2, chap. cutting instrument) [Part Read You Discuss After To ore W and Language Arts W W and Language Arts ore C

| Track 7 | Track S Two ection |

I re- to diligently work must members those members, family between disagreement any is f there to according bedtime, before differences their solve any exist if there go down not the sun Let Scripture. family members! among dispute W

| there were no trees on the islands; they used stone on the islands; no trees were there Why didn’t people of the Orkney Islands use wood didn’t Why did they use instead? What build their houses? to 20–21] [pp.

Stonehenge is the most well known ruin in is the most well ancient Stonehenge located were Minoans civilizations The and Mycenean Neolithic Age or Era, or New Stone Age: beginning from from beginning Age: or New Stone or Era, Neolithic Age

Day 5 Day History, Geography and Biographies Geography History, Bible England. It’s possible it served religious and community possible it served religious It’s England. In particular, gatherings. such as being used for purposes, the start to likely used in relation it was of summer and taken as have It it may (solstices). that winter is believed Some large Stonehenge. complete to as 1,500 years many used. were 25 tons as much as weighing sandstones 20–21] [pp. part Seanear the Mediterranean of four and are of a group (the other two civilization knowncultures as the Aegean 24–25] [pp. and Anataolian). include Cycladic A: 4,500 and 2,000 BC Note 10,000 BC and ending between all kinds “forged have is said to Tubal-Cain in the Bible that rough The 4:22). (Genesis and iron” out of bronze of tools this section around for of Genesisis probably time frame and before Age is after the Stone Age Bronze The 3,000 BC the upon for agreed is no set date There the Iron Age. 3,500 BC to around it to with some dating Age, Bronze people began working some 1,200 BC Although around as begin- is typically dated the Iron Age earlier, with iron is in conflict ning in 1,200 BC None of this information work that scholars agree since with the biblical record, earlier than their respective existed and iron with bronze later. until widespread but did not become “ages,” 20–21] [pp. To Discuss After You Read You Discuss After To Q: The Kingfisher Atlas of World History | of World The Kingfisher Atlas 5-Day: 20–21, 24–25 pp. Reading | Mark 10:1–31 Guide | Bible Field Children’s International 5 3, problem Chapter 90:1–6 | Psalm Memorization … (CD)Credo: I Believe 44 eek 3 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: To After Discuss You Read Hittite Warrior |Chapters 12–14 Readers

knows Hittite warfare withhorsesandchariots handed headofapredator city, agreat warrior who chief ofHarosheth, captain ofthehostsCanaan, heavy- Who isSisera? [chap. 14] false gods girls serve naanites enslave theHebrew children orkill andmake the five tribes, 10,000menwillfightbecause about theCa- Who willfight theCanaanites andwhy? [chap. 13] Core W and LanguageArts W students write thepassageonaseparate piece ofpaper. 5-Day: Dictation a, Daughter oftheNile,pp.a, Daughter 217–218. 7. Creative Expression Language Arts

Read the dictation passagealoud, thedictation andhaveRead your Mar of sun on deck. of sunondeck. into dancingreflections theglare the blue-green onto therope ladderandclimbedupthrough stepped into thecool shadow ofthehull, swung lineofhimspelledanxiety.sunlight. Every Sheftu copperhis shouldersburnished inthebrilliant hung over thegunwale, propped hisarms wide, to theBeetle’swharfs anchorage. Nekonkh An hourlater hewas crossing theworn stone 7 n

S ection ection Two

W eek 3

This page intentionally left blank. ©2013 by Sonlight Curriculum, Ltd. All rights reserved. herd, orteam). ofgroup (likeagaggle noun namesaspecifickind lective , words), andacol- ormiddleschool , step-sister (likefootball justice). Compound nouns are made upoftwo ormore a trampoline idea(likelove,) oranabstract sadness, or of sunondeck. green into dancingreflections theglare ladder andclimbedupthrough theblue- shadow ofthehull, swungonto therope anxiety. stepped into Sheftu thecool brilliant sunlight.line of him spelled Every coppershoulders burnished inthe gunwale, propped hisarms wide, his anchorage. hungover Nekonkh the to theBeetle’sworn stone wharfs 1. example: Nouns canbefeminine,masculineneuter orindefinite? For always capitalized, whereas common nounsare not. something specific:tomato, Proper pencil, park. nouns are Mary, orSonlight, andcommon donotname nouns specific person,place, thingoridea,suchasPittsburgh, a person,place, thingoridea.Aproper nounnamesa PracticeMechanics PassageA: Dictation (either maleorfemale) Indefinite: (neither malenorfemale) Neuter: (male) Masculine: (female) Feminine: Nouns may eitherbeconcretepool (likea objects Did youthat nounscanalsodenote know gender? As we discussedin Week 1,anounisword that names Mara, oftheNile,pp. Daughter 217–218. An hourlater hewas crossing the 1 teacher, children, horse table, lamp, car father, uncle, rooster, waiter mother, aunt, hen,waitress Example: LA LA Week Sheet 3Activity or oeWadLnug rsW Week Sheet 3Activity | Core W and LanguageArts W collective: compounds: abstract: concrete: Listoneofeachthefollowing ofnouns—if types 3. Once thenounsare underlined, labelthegenderof 2. Take amoment to allofthenounsin underline 1. B: Point of View do notswitch to third person. through. Forpartway example, ifyou begin infirstperson, sition inonepoint ofview, donotswitch points ofview noun Ibutnever thepronoun you never thepronoun you point ofview andusethepronounshe, she, orit,but about someoneotherthanyourself, write inthird person write infirstpersonorthirdyou person.If are writing write directions. You willhave few assignments very where you have to for directions be usedwhenwriting someoneto follow. second. The second point person ofview shouldonly should eitherwrite infirstorthird personbutnotin to write insecond personorthird person.As arule, you pointthe firstperson ofview andyou usethepronoun I. If youIf are aboutyourself writing you willusethepro- ofyourThe assignments majority willrequire you to When you write for otherpeopleyou have achoice When you you write apersonalnarrative use (orstory), they exist—that you passage: findinthedictation neuter and Ifor indefinite. each one. Use Ffor feminine, M for masculine, Nfor line ittwice. passage above. When you findaproper noun,under- ______. . If you. If begin acompo- 9 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. If another enemy come come If enemy another of chief against the great Kheta, he shall send and chief of Egypt, the great to Usermare-Setepnere then reinforcements for him as to he shall come his slay to reinforcement, it be not But if enemy. of Ramses-the desire ruler Meriamon, the great he shall come, to of Egypt, send his infantry and his chariotry his shall slay and them, Or seeing enemy. answer besides returning land of Kheta. the to Distribute chores fairly. chores Distribute etc. television, the bathroom, a room, Share money. Save/spend/earn personal possessions. Borrow Settle disagreements. entertain to guests. How friends who are • • • • • • by Joanne Williamson, the Williamson, Joanne by In Warrior the book Hittite defined both nations the treaty, they wrote When articles. includes eighteen Each article agreement The Tomorrow you will write a peace treaty for your family or your for treaty a peace will write you Tomorrow be to want may but you some suggestions, are Here If a foreigner marches marches If a foreigner against the country of and if Reamasesa- Egypt king, Mai-amana, the great the king of the country of sends brother, your Egypt, the king Hattusili, to of the country his of Hatti, the following brother, my to “Come message: then help against him”, kingHattusili, of the country shall send his of Hatti, and his chariots and troops kill enemy. my Hittite Version (7th Article)Version Hittite (7th Article) Version Egyptian C: Pre-write a Peace Treaty C: Pre-write a Peace 1275 Around with the Hittites in battle. unite Egyptians Uriahthat battle the before years (about seventy B.C. estab-the book) the Hittites in and the Egyptians fights the treaty signed They treaty. peace lished the first written after of Kadesh, the Battle in a draw. which ended support to and committed one another. their agreement the to and supplies food sent Egypt Because of the treaty, about twenty years a drought experienced who Hittites, later. other in a each do for sides would described both what in clay their treaty Hittites composed The certain situation. their composed , while the Egyptians using cuneiform . using hieroglyphs on papyrus treaty for all families in general. Today, make a list of issues your make a list of issues your Today, all families in general. for them. Focus to and possible solutions will discuss, treaty cause conflicton issues that in families. specific: more LA Week 3 Activity Sheet Week LA Week 3 Activity Sheet Week | W W and Language Arts Core had to do in your life. You received an important received You life. do in your had to do not deserve really know it. you but you that medal, of them many audience, of a large stand in front You give supposed to are You you. old friends who love the of accepting speech, but instead an acceptance another person that confess decide to you medal, deserves it. to rage. You are worried. Everything around you is you Everything around worried. are You rage. to you see where can barely You and confusing. white far from are You car stalls. your Suddenly going. are are. know you really where home and don’t The following paragraphs are written in second person in second written are paragraphs following The 10 ______2. ever most difficult thing you’ve is the hardest, This ______1. begins snowstorm driving home and a great are You point of view. Rewrite them in third person point of view. of view. person point Rewrite in third them of view. point he or she. the pronouns a name or Use ©2013 by Sonlight Curriculum, Ltd. All rights reserved. ______List ofIssues to Discuss: LA LA Week Sheet 3Activity oeWadLnug rsW Week Sheet 3Activity | Core W and LanguageArts W your treaty andsign itto makeitofficial. isfairfor allmembersofthefamily.article Add atitleto (orrules)ofdeclaration. sure Make thatfive each articles verbs toUse create action voice. theactive Write at least treaty today. sure Be to usethethird personpoint ofview. D: Write aPeace Treaty Use your notes from yesterday to write your peace 11 This page intentionally left blank. Core W—Scope and Sequence: Schedule for Topics and Skills Memory Bible Week Work Reading History/Social Studies Geography Biography 1 Psalm 90:1–2 What You Should Early Man; Mesopotamia; Early Fertile Crescent; Egypt; Know About the Civilizations; Egyptians; Daily Mesopotamia; Middle Bible Life; 5-Day: Archaeology East; China; Central America 2 Psalm 90:1–4 What’s In Our Summerians; Ammorites; Mediterranean; Middle Bible? Mesopotamia; Invention of East; Egypt; Memphis; Writing; Egyptians; 5-Day: Ithaca Early Civilizations 3 Psalm 90:1–6 In the Beginning Minoans; Hittites; Greek Gods; Mediterranean; Middle Abraham; Ramses; Canaanites and Philistines; East; Israel; Canaan; Samuel; Saul Desert; Nomads and Jews; 5-Day: Mycenae 5-Day: Historical ages; Stone- henge; Aegean Civilization 4 Psalm 90:1–9 God Creates Man Egypt, Hykos; Greece, Greek Red Sea; Greece; Troy; Alexander the Great; and Woman Mythology; Trojan War; Phi- Judea Homer; Cleopatra listines; Mycenaeans; 5-Day: Hieroglyphics; Egyptians 5 Psalm 90:1–11 Father Abraham Hebrews; Phoenicians; Jerusalem; Arabia; Solomon; David Spartans; 5-Day: Phoenicians Phoenicia; Mediterra- nean; Sparta; Euphrates; Babylon 6 Psalm 90:1–13 Safe in Egypt Olympics; Rome; Assyrians; the Greece; Northern Africa; Sennacherib; Assur-bani- First Marathon; 5-Day: Babylo- Lycia; Rome; Troy pal; St. Patrick; nians; Persians Nebuchadnezzar 7 Psalm 90:1–15 Freedom from Persian Empire; Buddhism; Babylon; Persia; Jerusa- Cyrus; King Darius; Xerx- Slavery Mohenjo-Daro; Indus Valley; lem; Gaul; Japan; Asia; es; Alexander the Great; Ancient China; Confucius; Greece; Athens Archimedes; Gautama 5-Day: Indus Valley Buddha; Confucius 8 Psalm 90:1–17 Law and the Holy Rome becomes a Republic; Athens; Sparta; Persian Darius Tent Persian Empire; 5-Day: Athens Empire; Marathon and Sparta 9 1 Corinthians Living in the Greeks & Persians; Greek Athens; Greece; Pythagoras; Socrates ©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by 13:1–2 Wilderness Golden Age; Parthenon; Pelo- Mediterranean ponnesian Wars; 5-Day: Greeks 10 1 Corinthians Victory Greeks; Alexander the Great; Macedonia; Greece; Egypt; Alexander the Great; 13:1–4 Scythians; First Punic War; India; Alexandria; Italy Aristotle; Philip of 5-Day: Alexander the Great; Macedonia Great Wall of China; Confu- cianism; Taoism 11 1 Corinthians When Judges Second & Third Punic Wars; Spain; the Alps; Carthage; Hannibal; King Ezana of 13:1–6 Ruled China—Han Empire; Japan; Axum; Gaul; Rome Axum Ancient American Cultures; Celts; The Roman Empire; 5-Day: Aksum, Guptas in India; Buddhism, Hinduism; Early Americans 12 1 Corinthians Israel’s First King Imperial Rome; Jesus and the Britain; Israel; Rome Julius Caesar; Char- 13 first Christians; 5-Day: Christi- lemagne; Virgil, Horace, anity in Rome, Nero Octavius; Stephan—first martyr (continued on the following page)

Core W and Language Arts W | Section Three | Instructor’s Guide Resources | 17 Core W—Scope and Sequence: Schedule for Topics and Skills Memory Bible Week Work Reading History/Social Studies Geography Biography 13 1 Corinthians Israel’s Greatest Christianity in Rome; Tyr- Roman Empire; Pompeii; Theodosius; Nero; Titus, 13 Kings anny of Nero; Destruction of Jerusalem Marcus Aurelius; Jerusalem; the Jewish vs. the Augustus Caesar Christian faith; 5-Day: Christi- anity in Rome 14 1 Corinthians Worship and Be Christianity in AD 200-300; The Constantinople; Europe; Constantine; Attila the 13 Wise Byzantine Empire; Barbarians; Africa; Gaul Hun; Odoacer Huns & Germans; The fall of Rome; Dark Ages; Middle Ages; Visigoths & Vandals; 5-Day: Middle Ages—Christi- anity and Islam; St. Patrick 15 Psalm 15 Kings and Proph- The Byzantine Empire; the in- Europe; Byzantine Empire Justinian; King Arthur; ets in Israel fluence of gunpowder; Barbar- Benedict ian kingdoms; Monks; 5-Day: Christianity in the Byzantine Empire 16 Psalm 15 Adventures of Arabs conquer North Africa; Mediterranean Nations; King Ezana of Ethiopia; Elijah and Elisha Beduins; Islam; Arab, Muslim India; Africa; Mecca Muhammad

and Christian innovations; ©2013 by Curriculum, Sonlight Ltd. All rights reserved. Muslim culture; 5-Day: Islam 17 Psalm 15 Kings and Proph- The Dark Ages; Holy Roman Eastern Europe; Denmark; Charlemagne; King ets in Judah Emperors; Anglo-saxon kings; Barbados; Bermuda; Alfred; Leif Erikson Vikings in America; 5-Day: North Atlantic; America Charlemagne 18 Exodus 20:1–2 In a Strange Land Vikings; Medieval Weaponry, Newfoundland; Green- Queen Elizabeth castles and the feudal system; land; Ireland; Russia; Knights; European society Britain in the Middle Ages; 5-Day: Vikings 19 Exodus 20:1–4 Rebuild Jerusalem Middle Ages: Merchants, Gov- Baltic Sea; Normandy; William the Conqueror and Wait ernment; Norman Conquests; France; Hastings; England The Battle of Hastings; 5-Day: The Crusades 20 Exodus 20:1–6 The World of Jesus The Crusades; Three Kingdoms Europe; Jerusalem; Africa; King Richard; Mansa of Africa; Gothic Archetecture; Morocco; Portugal Musa; Sunni Ali Ber Cathedrals, Medieval art; 5-Day: Interior of Africa, Tim- buktu, Coptic Christians 21 Exodus 20:1–8 Jesus’ Birth and The Magna Carta; Scottish England; New York State; Edward I; William Wal- Boyhood Independence; Duchy of France; China; Mongolia lace; Robert Bruce; Burgundy; War of the Roses; Edward II; Tudors; Hundred Years’ War; Mongols; Richard III; King Henry The Silk Route; 5-Day: Ghengis VII; Alexander the Great; Khan, Mongols, Enlighten- Genghis Khan; Kublai ment, Absolute Monarchs Khan; Marco Polo 22 Exodus Jesus’ Baptism Tartars; Russians; Moors; Hun- Spain; Hungary; Portugal; Vladimir, Prince of Kiev; 20:1–10 and Temptation dred Years’ War; Black Death; France; Northern Africa; Holy Roman Emper- Vandals; Arab Muslims expand West Africa; India; South- ors; Stephan; Teutonic their territory; Hindu Kings; east Asia Knights; Joan of Arc; Mamelukes; 5-Day: India, Justinian China, Japan, Eastern Religions (continued on the following page)

18 | Instructor’s Guide Resources | Section Three | Core W and Language Arts W Core W—Scope and Sequence: Schedule for Topics and Skills Memory Bible Week Work Reading History/Social Studies Geography Biography 23 Exodus The Power and Pacific Islanders; the printing Yorktown; The New World; Johann Gutenberg; 20:1–12 Love of Jesus press; Muslims conquer Con- Portugal; Spain; Genoa; Christopher Columbus; stantinople; end of the Middle Italy; China; West Indies Amerigo Vespucci; Ages; the Ottoman Empire; Montezuma II 5-Day: Polynesians; Mayans; Aztecs 24 Exodus The Parables and Age of Discovery: Europeans Explorers’ Routes; Europe; Vasco da Gama; John 20:1–14 Teachings of Jesus travel the world extensively in Tenochtitlán; Central Cabot; Vasco Núñez search of trade routes; Aztecs America de Balboa; Ferdinand & Mayans; Incans; Toltecs; East Magellan; Juan Ponce de Africa; 5-Day: Aztecs, Incans Leon; Hernando Cortés; and the Spanish Francisco Pizarro 25 Exudous Disciples and Fol- European Renaissance; the Geneva; Hungary; Europe, Michaelangelo; Raphael; 20:1–16 lowers of Jesus Ottoman Empire; Catholic Leonardo da Vinci; Sir and Protestant Church split; Francis Drake; Martin 5-Day: Renaissance, Ottomans, Luther; King Henry VIII Moguls 26 Exodus Enemies and Op- The Reformation; St. Bar- Europe; Virginia; North John Calvin; Queen Eliza- 20:1–17 ponents of Jesus tholomew’s day Massacre; Carolina; English Channel; beth I; Sir Walter Raleigh; Spanish Armada; Elizabethan India William Shakespeare; Era; King James Bible; 5-Day: King James I; 5-Day: Guy The Reformation, Counter- Fawkes, Mary Tudor Reformation, England 27 Poem The Death and England’s Glorious Revolution: London; Moscow; Holy Ro- Cromwell; King Charles Resurrection of introduction of parliamentary man Empire; Romania II; Louis XIV; Sun King; Jesus government; The plague in Louis IX; 5-Day: Charles V, England; Great Fire of London; Prince Henry the Naviga- English Bill of Rights; Thirty tor, Sir Isaac Newton, Years’ War, Treaty of Westpha- Galileo Galilei, Voltaire lia ; 5-Day: European nations grow in power and wealth, Spanish Armada, St. Bar- tholomew’s Day

©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by 28 Poem The Church The Seven Years War; Coloni- Russia; Europe; South Peter the Great; Frederick Begins zation of America; The Slave Seas; North America the Great; Catherine of Trade; British control of India; Russia Agricultural Revolution; 5-Day: Peter the Great, Russian His- tory, Slave Trade, Spice Trade, Australia 29 Poem The Church Grows American Revolution; Declara- American Colonies; Eng- Benjamin Franklin; tion of Independence; Battle land; France, Thomas Jefferson; of Saratoga; French Revolu- George Washington; tion; Reign of Terror; 5-Day: 5-Day: Napoleon American Colonization, U.S. Bonaparte Constitution, French Revolu- tion 30 Poem Paul's Missionary Napoleon’s Empire; Toussaint South America; Central Napoleon Bonaparte; Adventures L’Ouverture; South Ameri- America; North America Simon Bolivar can Independence; Mexican Independence; 5-Day: Empires vs. Independent Countries, political philosophies, modern inventions, Napoleon (continued on the following page)

Core W and Language Arts W | Section Three | Instructor’s Guide Resources | 19 ©2013 by Sonlight Curriculum, Ltd. All rights reserved. Mahatma Gandhi; Stalin Winston Churchill, Adolf Adolf Churchill, Winston Hitler Franklin D. Roosevelt; Roosevelt; D. Franklin 5-Day: Josef Stalin, Mikhail Gorbachev Inventors: James Watt, Inventors: James Watt, Stephenson, George Samuel RobertFulton, Alexander Morse, F.B. Graham Thomas Bell, Alva Wright The Edison, Guglielmo Mar- brothers, Andrew; Brother coni; de Gama Vasco 5-Day: George Frideric Handel; Handel; Frideric George Johann Sebastian Bach; Amadeus Wolfgang Mozart; van Ludwig Wilhelm Beethoven; ; Queen Wagner Richard Night- Florence Victoria; ingale Russia; China; MiddleRussia; nations; Communist East; States United Ghana; Kenya; Bahamas; Ghana; Kenya; Algeria; Philip- Jamaica; nations pines; Communist Nations involved in WWII; Nations involved nations; British Empire WWII; impacted by places Ger- by Area controlled and Japan many Yugoslavia; Nations Yugoslavia; WWI; Swit- in involved Italy;zerland; Japan; Man- China; Ethiopia; churia; Germany;Spain; Russia; CurtainIron Europe; Japan; Korea; Japan; Korea; Europe; Philippines; the Hawaii; Indonesia Cuba; Japan; France; Germany; Japan; France; Italy; Empire Prussian ore W and Language Arts W W and Language Arts ore C

Cold War; Space Race; Fall Race; Space Fall War; Cold World Our of Communism; 5-Day: American Latin Today; MiddleIndependence, East, Israel, War Europe after World II, Terror War Against Civil Disobedience; Changes Disobedience; Civil Inde- II; India’s War World after Indepen- African pendence; missionaries; Protestant dence; Russian Revolu- Communism; Rus- tion; USSR & Communist sia; Viet Nam War; War; Korean Martin Luther War, 5-Day: Cold in China, Communism Jr., King, empires end of European China: the People’s Republic, Republic, China: the People’s Cultural Forward, Leap Great depres- Great The Revolution; sig- II: causes, War World sion; alliances, U.S. Battles, nificant fascism; 5-Day: European WWII of government, forms World War I; The Russian The I; War World of Versailles; Treaty Revolution; De- Great of Nations; League pression; War I, 5-Day: World War, Cold Boshevik Revolution, Depression Great Modern Inventions; IndustrialModern Inventions; control European Revolution; Expansion of Western of Africa; Chinese Dy- States; the United nasties; 5-Day: Manchus rule de Vasco in China, Dalai Lama, Gama Victorian Age; Crimean War; War; Crimean Age; Victorian Amer- with Asia; trade Western states European War; ican Civil modern nations; form to unite War; 5-Day: Franco-Prussian American British Empire, Americans, Native War, Civil arms race, naval European British-Boer War S Three ection |

Things to Come to Things Conflict in the Middle East; age Christians Letters to Young Letters Young to Leaders Strengthen Chris- Strengthen tians to Troubled Troubled to Churches Bible Reading History/Social Studies Geography Biography Core W—Scope and Sequence: Schedule for Topics and Skills and W—ScopeTopics and Sequence: Schedule Core for 3:1–12 Memory Work I

36 Proverbs 35 3:1–9 Proverbs Encour- to Letters 34 3:1–6 Proverbs 33 3:1–3 Proverbs to Letters Paul's 32 Poem Letters Paul's Week 31 Poem Under Arrest! History Classical Music; of 20 Guide Resources nstructor’s Language Arts W—Scope and Sequence: Schedule for Topics and Skills Week Mechanics Practice Creative Expression 1 adjectives Write Your Descriptive Paragraph (Descriptive) 2 hyphens and dashes Spatial Organization (Descriptive/Imaginative) 3 nouns Point of View (Creative/Reflection) 4 verbs: action verbs, helping verbs, singular Topic Sentences and plural verbs (Strategy: Topic Sentences, Unity, Coherence) 5 verb forms: transitive, intransitive, direct Identify Elaboration objects, indirect objects (Strategy: Elaboration) 6 pronouns and antecedents; gender of Dialog and Attributions pronouns (Strategy: Dialog) 7 verb tenses: simple, perfect, continuous Symbolism (Strategy: Symbolism, Expository/Analysis) 8 rules for capitalization Avoiding Clichés (Strategy: Cliché, Tone; Creative—Mystery) 9 complete sentences; linking verbs; predicate Character Development nouns and predicate adjectives (Creative—Mystery) 10 person of pronouns Comparison/Contrast (Persuasive/Compare and Contrast) 11 types of adverbs Transitions (Writing Process; Revisions; Transitions) 12 prepositions, object of the preposition, A Good Hook prepositional phrases (Hooks; Writing Style) 13 phrases: noun, adverb, verb; appositives, Poetry Dissection ©2013 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2013 by verbal phrases (Poetry: Analyze; Compare/Contrast) 14 clauses: independent clauses; coordinating Imagery conjunctions; correlative conjunctions (Poetry: Imagery; Apostrophe; Theme) 15 colons and semicolons; conjunctive adverbs Change the Tone (Strategy: Tone, Setting) 16 active and passive voice Where and When (Literary Elements: Argumentative) 17 verbals: gerunds, participles, infinitives Ad Copy (Advertisements) 18 dependent clauses; subordinating Prepare for the Definition Essay conjunctions; relative pronouns (Expository: denotative/connotative definition of honor) 19 plurals The Introduction (Strategy: Introductions and Conclusions) 20 subjects & predicates: simple, complete, Aphorisms compound (Poetry: Kigo, Tanka; poetry analysis)

(continued on the following page)

Core W and LanguageIG Title Arts | WType | S ofection Guide Three | Section | Instructor’s Two | W Guideeek Appendix Resources 2 | 21 Language Arts W—Scope and Sequence: Schedule for Topics and Skills Week Mechanics Practice Creative Expression 21 pronouns: intensive, reflexive, indefinite Research Paper: Thesis; Gather Sources; Write Source Cards

22 synonyms and antonyms Research Paper: Record Research on Note Cards

23 apostrophes Research Paper: Outline / Body Paragraphs

24 sentence structure: simple, compound, Research Paper: Write Introduction & Conclusion; Revise; complex; how to write titles Final Draft 25 ways to improve writing: double-negatives, Coming Soon, to a Bookshelf Near You! run-on sentences, rambling sentences, (Book Commercial: summary; persuasion) fragments 26 ellipses and parentheses Hear Ye, Hear Ye… (Oral Presentation) 27 agreement: subject-verb & noun-pronoun; The Newspaper Article personification (Newspaper/Expository/Creative)

28 adjective and adverb forms: positive, Soft News from the Russian Revolution ©2013 by Curriculum, Sonlight Ltd. All rights reserved. comparative, superlative (Newspaper/Expository/Creative) 29 types of adjectives The Speaker in the Poem (Poetry: Recitation/Memorization) 30 quotation marks Year of Impossible Assignments (Expository; Reflection) 31 types of sentences: declarative, imperative, Number the Stars interrogative, exclamatory (Analysis/Argumentative) 32 types of pronouns A Veiled Unveiling (Description) 33 spelling rules The Good Fight (Literary Analysis) 34 commas Careers—I want to be … (Research; Business Communication; Reflection) 35 writing numbers Fairy Tales with a Twist (Fairy Tales/Creative Writing) 36 commonly misused words Lights, Camera, Action! (Oral Presentation)