Core G—Map 1

Home , 1400s BC (decade), Hounds and Jackals, Taghaza

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

A GREENLAND Scandinavia

ICELAND

CANADA ASIA Newfoundland (Vineland) IRELAND B St. John’s Calais MONGOLIA NORTH Gulf of St. Lawrence

AMERICA Fertile Crescent Silk Road KOREA JAPAN Kyoto C MEXICO Islamic Empire Sahara Desert West Indies INDIA CHAD BARBADOS Koumbi SalehAFRICA Mariana Islands Core 1 G—Map Mesoamerica Caribbean Sea Indian Ocean PHILIPPINES D Central Atlantic Ocean Paci c Ocean America Guiana Bismarck Archipelago

INDONESIA PERU SOUTH New E Guinea AMERICA Easter Island Andes Mountains Great Zimbabwe ZIMBABWE

AUSTRALIA F

Cape of Good Hope Map Legend NEW ZEALAND G Cities Straits of Magellan States/Provinces Antipodes Islands COUNTRIES Cape Horn Regions H CONTINENTS Bodies of Water Deserts Mountain Mountain Range I Points of Interest

KENYA

BENIN G G

AFRICA SIERRA LEONE SIERRA

GHANA Ife

ETHIOPIA

NIGERIA

Adulis Punt SUDAN

Djenné

Aksum (Axum) Aksum Khartoum

Songhai Empire Songhai SENEGAL

F F

Meroe

BURMA Timbuktu Niger River Niger

Sea Nubia (Kush) Nubia

MALI

Napata Arabian Arabian Red Sea Red

Dongola

Arabian Peninsula Arabian

INDIA Mecca

Taiwan

Taghaza EGYPT

Gulf

E E

Nile River Nile

Persian Persian ARABIA

Abydos

Mohenjo-Daro

Agra

Ganges River Ganges

Lower Egypt Lower

Yangtze River Yangtze

Delhi

Indus Valley Indus Judea

Persepolis

Nile Delta Nile Tibet Akkad Kangjin

Ch’ang-an

MOROCCO

Nanjing

Salt Sea Salt Samaria PERSIA IRAN PERSIA

Xianyang

D D Assyrian Empire Assyrian

Tangier

Kum River Kum

Rock of Gibraltar of Rock

CHINA Seoul

Panmunjom

Core G— Map 2 Core River Yellow Kaesong GREECE TURKEY

Beijing

PORTUGAL SPAIN NORTH KOREA NORTH Great Wall of China of Wall Great

Balkans

Black Sea Black

Ravenna Savoy

Poitou

Venice

C C

FRANCE

Danube River Danube

AUSTRIA

UKRAINE Agincourt

Antwerp

BRITAIN

IRELAND Virconium

B B RUSSIA

Sea SCOTLAND

Baltic

NORWAY

SWEDEN

A A

1 2 3 4 5 6 7 8 9 10 11 12 Baltic Shore Orkney Isles A

Lough of DENMARK Moscow Strangford PRUSSIA LITHUANIA British Isles Trent B HOLLAND/NETHERLANDS Meath Leicester MagdeburgVerden POLAND Bosworth Haarlem Cleves Wittenburg Mansfeld Oder River Kent GERMANY BELGIUM Erfurt Kiev Sorviodunum Cambrai Mainz Cracow C Narrow Sea/English Channel Crécy Eisenach Elbe River Champagne Rhine River Normandy Clairvaux Augsburg Anjou Tours Alps HUNGARY

Poitiers Bourges Geneva Core 3 G—Map Lombardy ROMANIA D Aquitaine Pavia Ca a Burtigala(Bordeaux) Genoa Mantua BOSNIA Pyrenees Mountains Septimania Vinci Florence Pisa Bosphorus Navarre ITALY Adriatic Sea BULGARIA Hellespont Aragon

E ALBANIA Phrygia ARMENIA Thurii Aegean Sea Thebe Anatolia/Asia Minor Assyria Córdoba (Cordova) Seville Tegea Tauris Andalusia Sicily Marathon Çatal Hüyük Carthage Siracusa (Syracuse) F Cadiz Antioch Nineveh Pillars of Heracles Lycia Mesopotamia Strait of Gibraltar Assur Fez Mediterranean Sea Ceuta Byblos Damascus Baghdad Atlas Mountains Acre Babylon Kish G Jerusalem Alexandria Askelon Tanis Sumer Memphis Palestine Persepolis

H Persian Gulf Coptos Hermonthis Thebes

I Libyan Desert ©2014 by Sonlight Curriculum, Ltd. All rights reserved. D B A E C 9 8 7 6 5 4 3 2 1 Rome Tiber River Naples MALTA Pyrrhus’ Island Core 5A G—Map Ithaca Gulf ofCorinthGulf Laconia Edessa Philius Corinth Delphi Sparta Orestium Mycenae Athens Bay ofSalamis Bay Hymettus Mountains Skyros Chios Crete Knossos Naxos Ionia Troy Miletus Constantinople ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Tigris River Tigris Euphrates River Euphrates SYRIA Ugarit Gadora ISRAEL Judah Tyre Gath Ekron Gaza Tiberias Sinai Desert Jericho Core G— Map 6 Core Arkadia 1 2 3 4 5 6 7 8 9 ÿgetos Mountains ÿgetos Ta E C A B D 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.

©2014 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2014 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 G and Language Arts G | Section One | 5 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. 5-Day: TheTrojan War O Favorite Poems The GoldenGoblet Read-Alouds Current Events of theNile Mara, Daughter Readers O 5-Day: Favorite Poems Other Subjects (Math, Science, Subjects Other etc) Years ofWorld History 12,000 Encyclopedia 5-Day: Usborne The KingdomStrikes Back Encyclopedia The KingfisherHistory TimesAncient oftheWorld:The Story History/Geography Guide Children’s BibleField Reading Bible Date: Credo: IBelieveCredo: … Memorization C ld and Newld and ld and Newld and ore

G & LA G G&LA

Give one report perweek. Give onereport Da —Track 7 go alongwiththewords. memorize vv.week, 1–2andwork through proper intonation, expression, andphysical expressions to PsalmMemorize 90over eight weeks. thenext Plan to present itinpublicat theendof Week 8. This “Me”–”Washing” y 1 Mark 1:1–20 Mark 1:21–45 Mark 2 Mark 1:21–45 Mark 1:1–20 Mark chaps pp. vii–ix pp. 5–7 pp. 1–6 chap. 1 chap. 1

Intro d

 . 1–3

Special Note toorDad Mom 1 Day 2 ”I Want to Know”– and Do” problems ”This is My Rock” isMy ”This “To Think About“To Think N hp.45cas – hp.91 chaps. 11–13 chaps. 9–10 chaps. 6–8 chaps. 4–5 pp. 7–11 pp. 1–2 pp. 3–5 pp. 7–9 chap. 2 chap. 1 chap. 1

Core G GandLanguage Arts d 1–2

 W eek 1 2 Day 3 Shadow” pp. 11–13 and Do” problem 3

“To Think About“To Think (skip pp.(skip 6–7) Cavern”–”My “The Secret “The  pp. 9–13

chap. 3 chap. 1 chap. 1

Map PointMap d p. 8 p.



d |

Day 4 and Do” problem 4 S “To Think About“To Think

ible Playmate”– ection ection Two Timeline Figure “The Invis- “The pp. 14–16 pp. 10–11 ”Rathers” chap. 4 chap. 1 chap. 2 Mark 3 Mark 4:1–20 Mark 3 Mark

d 



W 4 d eek 1 Day 5

and Do” problem 5

“To Think About“To Think Timeline Suggestion “Goblin Feet”– pp. 366–370 ”Someone” chaps. 1–3 pp. 10–15, pp. 20–21

chap. 1 S Part 1, |

Day 5 Day

d 4 u ang u ang

L L

Lesson 2 Lesson D: Descriptive D: Descriptive Timeline Figure Timeline

Paragraph—Polish Day 4 Day d 3

Map Point

Lesson 1 Lesson Paragraph Exercise 1BExercise 1C Exercise Descriptive Descriptive  C: Write Your Your C: Write

Day 3 Day 2 1 1 eekeek WW Other Notes

Descriptive Descriptive B: Write Your Your B: Write Paragraph—Plan Day 2 Day 1 Special Note to Mom to or Dad Special Note

ore G and Language Artsore G N C

Passage Pretest 1 Pretest Exercise 1A Exercise A: Dictation y 1 Da S Two ection |

eek 1 W

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 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Bible studyor devotional time. there Broadly are speaking a translation you and your children read typically during Children’s Biblealongwiththefieldguide. Feel free to use ForA SpecialBook Children Children’s BibleField Guide|Chapter 1 1:1–20 Reading |Mark 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 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 and Students: 1:15that Noticewe inMark getashort 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 G GandLanguage Arts These questionshave Biblereadings. one ortwo problems aday at theendofeachchapter. 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 can trustthewords ofthe Bibleandhave themanuscript nothing really bigthatat haschanged inthetext all. We when you forget to cross your ”t” ordotyour ”i,” butthere’s 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. Old andNew Testament. Protestants callthesebooksthe lics, however, alsoaccept between the otherwritings Testament and27intheNew Testament. Catho- Roman of studyaboutancient documents criticism. calledtextual thoroughlymanuscripts are professionals inawholefield changes any teaching. keyChristian People whostudy the order ofwords inasentence. Novariant significantly English, orsometimesvariants getnumberswrong or comparable to forgetting to cross the”t” ordotthe”i” in bother us, minorerrors, though,becausevariants are very shouldn’tsome minorerrors inthemcalledvariants. This way. inevery ly inspired andperfect Butcopies dohave says, theymeanthat were theoriginal manuscripts divine- inwhat it sayChristians theybelieve theBibleisperfect doesn’t meanthat though. thecopies were perfect, When newer copies ”there were almostnodifferences” (p. 9). This ing. Likethebooksays, incomparing ancientwith texts What you abouttheBible, shouldknow pp. 8–12 Children willread Children’s BibleField Guide andanswer 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

G & LA G G&LA |

W eek 1

3 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. nother loosening exercise for your voice: don’t don’t voice: your for nother loosening exercise n order to loosen your vocal chords, try ”singing” try chords, ”singing” vocal loosen your to n order the passage; just say it, without expression, without expression, it, sing the passage; just say in a whisper and building volume but beginning speech, your Keep saying shouting. are you until softer it is just a whis- until grow voice but let your shouts whispers to from oscillating Continue per. you speech, or until finished your have you until spectrum. vocal of your both ends at relaxed feel I note the lowest it at ”singing” Begin passage. your rise through voice and then let your can reach, you its full range—to can sing. you the highest note rise voice letting your passage, your Keep ”singing” and back its top to note its bottom and fall from its bottom. to down A

2. 1. On page 12 you’ll read about how the Bible the Bible about how read 12 you’ll On page Students: 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: things public speakers need to two are There the truths necessary to acceptance with God and for an an God with and for necessarythe truths acceptance to 116–117). (pp. life” abundant it’s In other words, learning things.” a book for just ”isn’t dictionarynot like a books. or an encyclopedia—reference many and it does have Bible, the learn can from things We much more get 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 90:1–2 | Psalm Memorization week, This 8. Week of the end 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 your Help their bodies. and chords their vocal so s/ this week exercises practice the following daughter going ”onstage.” he can do them easily next before week ore G and Language Artsore G C

ection Two ection S

| 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:

4 eek 1 proof to show how accurate the Bible has remained over over remained Bible has the accurate how show to proof of years. thousands who the people Remember that the Bible writings. of tion” like God, just take dictation from the Bible didn’t 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, some things through 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 page 12, the Bible on But as the book explains need. book.is the only divinely inspired It need to has all we and about Jesus, know about God, our condition, about 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 is no further there of the biblical books, divine inspiration the writing of Scripture … Jesus Christ has done all for purposes his return until he can do in his redemptive that all have earth. the to canon [Bible] we in the available And ©2014 by Sonlight Curriculum, Ltd. All rights reserved. from an old-earth perspective, soyou’llfrom come anold-earth across some beginning onpage479. Index a detailedlistofnames, dates, andevents. There’s alsoan Reference beginning onpage465,whichcontains section (see, for instance, pages234–239).Finally, note theReady areas: Architecture,The Arts, andScience Technology ofthree subject each historical era closeswith asummary in (seethetop ofpages196–197,for instance). Fourth, will have abetter ofwhat you’re picture historical period line at thetop ofcontent pagessoyou andyour children es 194–195). Third, you’ll want to keepaneye onthetime (forGlance broad pagesrightafter sections example, pag- naissance onpage193.Second, you’ll find The World at a ofthehistorical era, suchastheRe- summary one-page the features First, ofthebook. openswitha eachsection der to interested! keepeveryone aware Be ofsome information, fascinating illustrations, andenoughwon- andIntroduction Overview |pp. Encyclopedia vii–ix The KingfisherHistory A: Q: A: Q: To After Discuss You Read pp. 1–6 oftheWorld:The Story Times Ancient |Introduction and performance. Tracks 9–16are practice theinstrumental onlyfor memory Apostles Creed (Track 1)and two bonus Tracks, 5and8. as theoneyour childislearning. This CDalsofeatures the set to music. We listthetrack withthesameBiblepassage IBelieveCredo: …|Track7 History/Geography

approaches history approaches Encyclopedia history History The Kingfisher isfullofwonderful Encyclopedia History The Kingfisher Listen to Track 7theentire week. This CDincludesallthememorizationverses for theyear archaeologists study artifacts people left behind left people archaeologists studyartifacts historians read accounts ofthingswritten inthepast; archaeologist. Explain thedifference between ahistorian andan ahistorian writes thepast about the story ”history.”Define 4. your voicew aboutworking (andface) through 3.

ever planto dothembefore anaudience. broader, faster, more dramatic thanyou would with exaggerated motions: makethemotionsfar jacks, etc. Another exercise: saying your speech try your your shoulders, legs, shaking doingjumping your arms,shaking rolling your headincircles on I to pretend? … Sad Then pretend you’re angry. Embarrassed. Excited. ”Ho! Ho!Ha!Hee!Hee!” (etc.). withabellylaugh: various emotions?Start Ho n order to loosenyour body, swinging and try

. C an you thinkofany otheremotions Core G GandLanguage Arts the learning youthe learning willexperience together! as you move through thebook. andwritten somehelpfulinsightsbiases inthetext for you your schedule. There’s agoodchance we’ve noticed these like these, makesure you behind checktheNotes section bias againstChristianity. When you come across issues world, suchasGod. At times, theauthorsshow asubtle that believes there ismore to reality thanjustthenatural even ofthesupernatural—the worldview thepossibility universe andthematter default, init. theyexclude By allthat exists isthe assume that naturalism istrue—that inparticular.ral worldview andChristianity The authors these matters withyour children. viewpoint. Feeljust assumesaDarwinistic free to discuss process, thebookdoesn’t even getinto thosequestions. It workedtion, believingthat God through theevolutionary is true. holdto Although someChristians theisticevolu- long timeago” or”a longtimeago.” very ”millions” or”billions” ofyears withwording suchas, ”a of theearth. You may alsosubstitute phrases referring to to show agrees that noteveryone onthingsliketheage matter withyour children. You canusetheopportunity position,feelhold to free a young to earth discussthe dates that inthemillionsreflecting point ofview. you If the Christian, history consists progression, ofapurposeful history the Christian, ent” ornot? That dependsonhow oneviews history. For evidence. documentary real people, andreal by events—and real issupported isrootedmember that places, Christianity inhistory—real especially whencompared to otherancient documents. evidencemanuscript for theNew Testament isremarkable, dating from 2ndcentury. theearly otherwords, In the 5,000 Greek manuscripts, withsomeofthedocuments thecaseofNew In fact. Testament we have more than exist,this manuscript dated about1,000years the after the Gallic Wars between 58and50BC.Onlyten copies of ”the wars inGaul.” Caesar of supposedlywrote hishistory instance, thebookmentions JuliusCaesar’s about writings oftheNew fragments that exist insupport Testament. For relation to andmanuscript thethousandsofmanuscripts in evidence, isespeciallypowerful mentioned inthebook, fromdid indeedexist andrise thedead. Documentary ing thereality ofChristianity, that Christ includingthe fact because we are stillinoursins(see1Corinthians 15). believingin isnotworth tion isnottrue, thenChristianity happened. According to theApostle Paul, iftheresurrec- Jesusnever If existed,rection. thenhisresurrection never historical claimssuchasChrist’s existence andhisresur- What isHistory? And remember: Enjoy your time withyour children and You may asubtlebiasagainstthesupernatu- alsodetect evolutionAlso, assumesDarwinian theencyclopedia Are events ”leading withafixed to purpose thepres- We could say muchmore about this, butfor now justre- Fortunately, there’s alotofhistorical evidence support- to Christianity, isimportant whichisrooted in History Family. asgenealogy isalsoknown history

S ection ection Two

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5 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Why study current events? There are many reasons. One reasons. many are There events? study current Why knowledge- pray to events keep up on current we And, other parts from news of reading by reason: Another and and our brothers Besides the direct benefits we or serve go someplace likely to a you Are Imagine. Beginning in seventh grade, we believe students ought ought students believe we grade, in seventh Beginning and the same article read read children Please as your or unfamiliar term an uncommon If came across you about current hold these discussions best time to The A Rationale for Studying Current Events Current Studying A Rationale for familiar with the names and become help children is to kidsWhen familiar become in the news. are that events able in the better they are with these names and events, articles read to same about the same people or the future events. or related elsewhere and sisters our brothers for ably and effectively the world. around in a broader see our local situation get to we the world, studying history. gain by we what similar to It’s context. not alone in some of our 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 ate for their interest. They should be informed about these about be informed should They interest. their for ate biblically–appro- be forming to ought and they matters, King- of God’s citizens about them. As opinions priate therefore, (and, be gracious upon to called are dom, they and kingdoms the peoples to ambassadors informed) of this world. on position of their own add a statement to begin to and they believe why and explain the issues of the day require In don’t fifth we and sixth as they do. grades, feel any a position on for a position or argue state to students by informed they are that prove issue; they must simply in a newspaper an article about read you telling they have of the week, each week, day on the last Once or magazine. fifth and sixth report must some mat- on graders verbally or international national, regional, local, of significant ter about during the previous read they have that concern in the are who the protagonists state must They week. the are What significant. makes the matter case and what or turning out one way effects of the matter potential about sides arguing (or more) the two are What another? students grade, as side issues)? In(issues as well seventh reports such verbal should make two each week. In eighth reports. three grades, and ninth children’s in your aid to to information add background understanding. cultural, historical, whatever children your Give it. explain as talk about any can, as well you and other background be might children with which your situations parallel their studies of historyfamiliar from or other cultures. the dinner table. is over events ore G and Language Artsore G C

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they are not taking a Christian approach. They are hinting are not taking They they are a Christian approach. than super- better always explanations are that natural explanations natural What clues to the worldview of the authors of the en- the worldview clues to What their view of Jericho and get from cyclopedia can you it? they explain how for the Christian, history is guided by God, so it has definite for the Christian, history so it has definite God, is guided by though, atheism, like Worldviews meaning and purpose. claim that history purpose or design. real has any can’t just happenThings Does history meaning and purpose or not? have Christianity claims to be based on historical events such events Christianity be based on historical claims to historical as reliable as well of Jesus, as the resurrection aspects If Gospels. key the New Testament documents like a following Christians are then of Christianity not true, are religion false How is historyHow important Christianity? to | We believe that by fifth by need that and sixth students believe grade We The archaeological evidence for the Bible is extensive. is extensive. the Bible for evidence archaeological The in the biblical account encyclopediaThe discredits

6 eek 1 Current Events | Report Events Current of social, affairs—matters learning world that begin to appropri- concern—are and cultural economic, political, A: Q: Q: A: To Discuss After You Read You Discuss After To Q: A: directed by God’s sovereign providence, which means means which providence, sovereign God’s by directed direction of of the overarching Godthat is in control and purpose in a is reason there Consequently, history. do not however, OtherGod-guided worldviews, universe. denies the instance, for Atheism, this viewpoint. hold to history kind as a result, this in of any and, of god existence or purpose, goal, no overarching has ultimately worldview direction. in particular is very specific about cer- Testament New The after time archaeol- Time and events. people, tain places, more For is correct. biblical record the that ogy has proven (Zondervan, Study Bible on this see the Archaeological 2006). noting that, of Jericho walls collapsing, Joshua 6 about the fire—not by but biblical times, in destroyed were walls ”its problems many are There of trumpets!” the sound by prob- most significant the Perhaps with this statement. of Jericho trumpets caused the walls lem is the idea that of the Biblically speaking, God is the source collapse. to keep in Also, not sound waves. fall of Jericho, miraculous of Jericho has been excavated site the historical mind that using unreli- attempts three with the first times, several in is nothing significant there Moreover, able methods. of Jericho contradicts that evidence the archaeological bias against it is a naturalistic Instead, the biblical account. question the biblical account causes some to that miracles Joshua 6:24 Finally, of Jerichoof the walls collapsing. ”Thenreads, they burned the whole city [Jericho] and the evi- for accounts which obviously everything in it,” of burned walls! dence ©2014 by Sonlight Curriculum, Ltd. All rights reserved. ed asabird withahumanheadandbelieved to leave the bas: the divinesoulinEgyptian religious beliefrepresent- evil demons, ghosts. khefts: make lessbrittle. annealing: heating andthencooling metalto and soften drawn. drawplate: a diewithholesthrough whichwires are aid him. symbol andbelieved to protect thewearer againstevilor withamagic inscribed spell, often amulets: charm or the shoulder. from onesideofashaven headthat fell to inacurl youth-lock to thick strandgrow hairstyle: ofhairleft of swearing. ”Neb” means ”Lord.” ancient Egyptian mythology. Amon” ”By would beaform ”By Amon” and”neb”: godsin one ofthemostimportant (as metalandore) whichrequires ahighdegree ofheat. material that isusedfor meltingandcalciningasubstance refractory crucibles: avessel ormeltingpotofsomevery allow withreluctance orwithresentment) admittingevenHe grudged that relationship. (to give or andabruptmanner) (in amarkedly short toHe turned Heqetmore thanheintended. brusquely amused, half-diffident.(characterized by reserve) modest ”Welcome, Eyes-on-the-Ground,” friend saidavoice half- the shinsash) producing thesoundoforaresembling thatofthesor withhisBabyloniansibilant accent. (having, containing, or voiceHis was likethesoundofabadlymadeflute, and . (pleasingly,ingratiatingly flatteringly) between hisshoulders, andscrubbedhishandstogether onlyedgedcloser,Ibni ducked hisheadeven farther children lookthewords upinadictionary. have skills, or ifyou wouldyour liketo stress dictionary dren obviously understandtheconcept, move not, on.If and/or any otherinformation theymay have). your If chil- what theythinkeachword means(basedonthecontext sentences where theyare found. Then askthemto explain Vocabulary The GoldenGoblet|Chapter 1 neverall mannerofoptionswe consider. would otherwise places, we broaden ourhorizons andopenourmindsto else doingthesamethingbefore. anewideaifyou’velikely to try never heard ofanyone Read–Alouds Have your children read thewords incontext withinthe becomingBy informed aboutotherpeoplein * Core G GandLanguage Arts determine innocence orguilt. scales onwhichthesoulsofdeadwere weighed to was to role oversee in theunderworld the most important astronomy, mathematics, law, magic, andhealing. Thoth’s aswriting,patron ofcivilization arts andsuchintellectual Thoth’s ”mercy”: ancient Egyptian moongod. Hewas a death. after Osiris more democratic, Egyptian to expected become an every became Osiris. After Egyptian funeral became practices Horus, died, whowas thesonofOsiris. he After theking Egyptian royal theology, was considered theking living Egyptians sometimescompared River. himto theNile In Geb, was Osiris regarded asasource oftheearth’s fertility. god As sonoftheearth the chiefgodofunderworld. Osiris ”the godwhobecame Merciful”: Egyptian fertility body andtheheadofthisbeast. a stiff, forked tail. withahuman portrayed was often Seth snout;rectangular, athin,curved neck; upraised ears;and orgreyhound;had thebodyofanelongated along jackal and crocodiles. was identified Seth withananimalthat animals, serpents, pigs,a godofdesert hippopotamuses, land.of storms, Hewas also violence, anddesert darkness, was anancient also calledSeth, Egyptianson ofSet: god preserved. body at death andreturn eventually to revivify thebodyif ttp://members.aol.com/egyptart/crea.html 3. 2. 1. 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 theEgyptian not done” hemeansthat hefeels likehe’s at beenworking since theFirst rose Hill offthe waters oftime, andstillI’ve A: Q: A: Q: A: Q: To After Discuss You Read

Note: When Hapiasays, ”Ivow I’ve beenpullingwire h 2003 2003 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 sneakabitat goldsmith? was stealing Ibni fromHow the didRanofer suspect anyone to thinkheisweak andunableto defendhimself seemlikethe stripes themarkofaslave, andhedoesn’t want half brother beats him? Why isRanofer sobothered by anyone seeingthat his World Encyclopedia Book World Encyclopedia Book 3 .

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What makes Mara a valuable spy? [chap. 2] [chap. spy? makes Mara a valuable What is sharp- well, and writes reads she speaks Babylonian, and desires is proud a slave, does not look like witted, freedom Once Nekonkh realizes he’s been speaking poorly of Nekonkh he’s Once realizes 1] [chap. Why? does he do? what Hatshepsut, 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 against the queen, and the punishment for doing to harsh so was 2003 h

Q: A: 4. 5. 2003 accessed ttp://i-cias.com/e.o/thutmose_3.htm, street boy. [chap. 2] [chap. boy. gamin: street beetle used as a talisman or ornament. a stone scarab: 2] [chap. Read You Discuss After To Q: A: a loincloth or scarf or a loincloth shenti: around wrapped men, by worn 1] [chap. a belt. held by and waists their kheft: 1] or demon. [chap. a lost soul of control took a kingdom Pharaohs south of Egypt. Kush: would of Kush” during the New Kingdom,Kush so a ”son a conquered were they Since land. this from be someone less this phrase consider would Egyptian an people group, 1] [chap. than flattering. (1503–1482 BC): pharaoh Hatshepsut the fourth female I and Thutmose of King daughter The history. in Egyptian married Hatshepsut her Queen Ahmose, his chief wife, died unex- Thutmose When II. Thutmose King half-brother, Thutmose stepson, pectedly about 1490 BC, Hatshepsut’s young too he was But because the throne. III, inherited served (temporary Hatshepsut ruler). as regent rule, to and with the support years, priests of the of a few Within pharaoh had herself crowned Hatshepsut the god Amon, their believed Because Egyptians alongside her stepson. claiming to by she justified her new role divine, kings were She also had herself repre- daughter. be the god Amon’s as a man on monuments. sented Egyptian Pharaoh and reigned from 1504– from and reigned Pharaoh III: Egyptian Thutmose II, and son-in- Thutmose son of III was Thutmose 1450 BC. as he married queen Hatshepsut, her daughter— to law III Thutmose an adult ruler, As half—sister. his own which served campaigns him a conducted 17 successful military ever—in Pharaoh position as the most successful territory He extended consid- Egyptian terms. and power conquered The Mesopotamia and Nubia. into erably, kings of vassal and control put under territories were extended He the Egypt. to who paid high taxes chiefs, Karnak, at temple as constructed new monuments as well His and Memphis. mummy Heliopolis, Aswan, Abydos, at by l-Bahri. succeeded was He Dayru in 1881 at found was II. Amenhotep

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| Use the following words as you discuss today’s discuss today’s as you words the following Use Note: Mara, a slave, becomes a spy for Queen Hatshepsut Queen Hatshepsut for a spy becomes Mara, a slave, It read- poem, especially when a reading is easy when com- more about serious poems: they are hint Another

Readers 8 eek 1 reading to enhance your children’s understanding of the children’s your enhance to reading story. Set: or Seth; god of the desert, an ancient dark- storms, 1] [chap. ness and chaos. Vocabulary Overview (?–1469 BC), building extravagant whose pharaoh, the inflict on the Egyp- heavyprojects taxes and excursions enlists nobleman, Sheftu, a young Shortlytians. thereafter, the true king, a man im- Thutmose, for help as a spy Mara’s help the to the powerfulprisoned by Queen. Mara prefers serve to king, the Queen, but must continue lest she be Mara, and Sheftu, the king to A traitor finally betrays sold. seeks her, him, although he loves thinking Mara betrayed Mara serves that the king he discovers When killto her. as whole-heartedly Sheftu purposefully as he does, walks occurs, and then the revolution her, save to a trap into Hatshepsut takes the throne, Thutmose quickly and easily. marries Mara. drinks Count, poison, and Sheftu, now Setting 1400s BC Egypt; | Chapters 1–3 of the Nile | Chapters Daughter Mara, | “Me”–”Washing” Old | “Me”–”Washing” and Poems New Favorite a regular (a poem with poem and rhymed ing a metered over–emphasize to rhyme), and lines that or meter ”beat” A serious poem— and lose the meaning. the patterns primarily be read poem—should a highly regular even Therefore, and rhyme. the meter and not for the sense for has no punctuation that a poetic sentence when reading a line—nomark the end of at semicolon, colon, period, extra emphasis place down, slow don’t dash or comma: if you would Read as you on, or extend the final word. normal in a book. this first, a sentence At reading were will you after strange; a while, feel may style of reading an example 21] for [p. (See ”Barter” find it is the best way. if you reading for be far the worse would of a poem that its regularity.) emphasized is one that A good poem writing. pact prose than regular of words a set into and feeling thought packs far more set of sentences expect a common than one might from nature, of the same length. Because of their condensed time. a at than one read–through most poems merit more Old and New, Poems Favorite the poems in read you As take the time—the the mus- the questioning, re-reading, of what the full significance savor imagining—to the ing, tryingthe poets are say. to pp. 5–7 pp. ©2014 by Sonlight Curriculum, Ltd. All rights reserved. check offeach day oftheweek. which you’re words, your vocabulary taking thensimply scheduleto recordweekly the namesofthebooksfrom Aloud notes listed as”Vocabulary.” Vocabulary Development inthisguideyour dailyRead- ties inwiththeRead-Alouds. You willfindallthewords for KeysOptional: Language to 6 | Pretest Good 1 have done. Use thespacepageto ontheSchedule record what you Sonlight’s Grammar 5andthenGrammar 6programs. children. you If want more withGrammar, practice do 7th grade. Choosethegrade that works bestfor your appropriate file. /handwritingschedules.html anddownload andprintthe we offer, pleasegoonlineto www.sonlight.com in your sheetto record weekly what your children do. work to checktheirhandwriting. useyour children’sneed practice. Otherwise, dictation use aformal program handwriting onlyifyour children have doneeachweek. ”Spelling” lineonyour scheduleto record weekly what you visit www.sonlight.com/sequential-spelling.html. Use the program. For more information aboutthisprogram, please spelling exercises. We recommend Spelling theSequential Spelling Sequential   d Timeline Activities andMap woulddirection seembackwards to him. ward soariver direction, that flows the opposite innearly whereasRiverflowseasterly direction, theNile inanorth- wrong way” (p. 26).Since theEuphrates flows inasouth- Vocabulary Development Grammar/Mechanics (Optional)Handwriting Spelling Language Arts

Use the blank ”Vocabulary Development”Use theblank”Vocabulary lineonyour development program vocabulary Our isbasedonand Find andanswers inthe instructions Teacher’s Guide. Sonlight’sDo Grammar Ace for oneyear between 4th– youIf would likehelpschedulingany oftheprograms you program,If chooseahandwriting thenusetheline at thislevelConsider instruction optional— handwriting To improve your children’s spelling, complete daily Note: mentions that Khofra theEuphrates ”flows the Memphis Egypt [chap. 1] HatshepsutQueen rules Egypt 1503–1482BC) (ca. (E4); ( G8); Thebes(H8)(map3)[chap. 1] Nile River (E4);Abydos NileRiver (E5)(map2) Core G GandLanguage Arts Section Three. Section review that area usingthelistofspellingrulesincludedin ing problems (keeparecord schedule), ontheweekly what theycould dobetter. what youwell, thinktheyhave aswell doneparticularly as 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 minds, drawing aword inlarge letters written inmid-air ing to remember how aword looksby ”seeing” itintheir words, spellingthemoutloudoronpaper, practicing try- Preparationdictation. may involve outunfamiliar writing to ten minutes to prepare independently for thefinal Sheet. Activity them complete the”Mechanics Practice” onthe activity about. Once your students understandthepassage, have to askyou to anything clarify they’reopportunity unsure tuation that require specialattention. This isalsotheir should note any words, capitalizations, ormatters ofpunc- passageto familiarizedictation themselves withit. They First, onDay 1askyour students to read through the Preferred Method Dictation day.ment thenext that they’re theirregular ready assign- writing to tackle And encourage your students to rest getsomeextra so passagesasyour assignmentdictation writing for theday. with areluctant writer, justuseoneofthesealternative tion passageeachweek. timeyouThe next findyourself will notfeel likewriting. We realize, though,that there are somedays whenthey WordlyOptional: Wise| Exercise 6 3000,Book 1A a, Daughter oftheNile,p.a, Daughter 1. 6. will read italoudasyour students write itdown. that requirepunctuation specialattention. OnDay 5,you Have themnote any words, capitalizations, ormatters of PassageA: Dictation Creative Expression

If youIf seeconsistent spelling, orhandwrit- punctuation, Before handingtheirpapersto you, your students On Day 5,your student shouldtakenomore thanfive Rationale: methodinvolvesThis dictation two steps. For your convenience, we provide anadditionaldicta- goalistoOur encourage your students to write daily. Read through passagewithyourRead thedictation students. Mar gay colors ofthesailsandhulls that crowded the buildings, alleys were the plungedinshadow; inwhite weretian noon.Doorways blue-black almost drained of color, inthe glare ofEgyp- The city thatThe rose city beyond themshimmered, 6

S ection ection Two

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9 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. an a 2 7 the Due to the descriptive nature of this passage, the passage, of this nature descriptive the Due to Note: Beginning on Day 2 you’ll begin to read read to begin 2 you’ll Day on Beginning Students: pray? did he need to If why God, was Jesus Students: Day 2 Day Bible author uses several words in creative ways to enhance her enhance to ways in creative words several author uses is often used though green even example, description. For the color to refers in this passage the word as an adjective, blinding is word The acts as a noun. and therefore itself, has an -ing ending but that a participle, which is a verb functions as an adjective in the structure of the sentence. in linking verbs will find several students advanced Also, them follow the adjectives which make that this passage, please do not require adjectives, however, predicate intricacies this early these in the identify to students your over in due time discuss each of these topics will We year. simply It to is enough today year. of this school the course outlined on types of adjectives we’ve different the identify 1 Activity. Sheet Week about the amazing healing ministry He per- Jesus. of the to remarkable sight such as giving formed miracles signs These dead. the people from raising blind and even simple-minded fool tricks to not just magic people, were as role Jesus’ confirm actual to meant miracles but were him. His to people miraculous Messiah draw and also to Some modern his identityhealings confirmed and power. but they do so in the Bible, thinkers reject all the miracles so things exist, only material mainly because they believe then happen. But if God exists, can’t supernatural anything possible. are really miracles least three at are There he just talking himself? to Was served as his prayers First, Jesus prayed. why good reasons should set aside too, they, that his followers to an example it as a Jewish human being, Second, pray. specific time to the within Third, pray. Jesus to and right for natural was with one Son, Holy Spirit and communicate Father, Trinity, the three is only one God, though there Even another. The with one another. can interact Trinity persons of the important Mark take can learn from 1:35 is to we lesson can we God and one way talk to we how pray—it’s time to him. closer to draw Reading | Mark 1:21–45 1, problems Guide | Chapter Bible Field Children’s 1–2 90:1–2 | Psalm Memorization 7 … | Track Credo: I Believe Adjectives Compound Compound ore G and Language Artsore G Proper Proper C Adjectives

7 ection Two ection S vivid

Common Common Adjectives Sheftu’s black brows arched. But he said only, But he said only, arched. black brows Sheftu’s W djectives in the dictation passage: ”Then you must see it later. It’s not difficult to not difficult to It’s ”Thenit later. must see you be to queen has caused a highway The find. guess—from dare I wouldn’t cost what built—at miles of desert two across straight and the river stone A great first terrace. temple’s the to valley lined on each side with sphinxes. it is, avenue each sphinx has the head of Her Gracious And Majesty.” harbor indistinct, faded and seemed and even blinding a by of the Nileoverlaid was the green curving sky Only the vivid, was in surface glitter. Menfe. ancient over arch a high blue

selected the second sentence as the additional adjectives as the additional adjectives sentence selected the second mind. picture in the reader’s paint a clearer help to A W |

Mar Today your students will learn about different types of will learn about different students your Today the deeply into more will delve students your year, This For your convenience, we provide an additional an provide we convenience, your For Note: Use tally marks to record the articles find: you record tally marks to Use

white surface Egyptian blue-black fadedindistinctblinding high blue surface ancient gay 10 eek 1 7. 47. a, DaughteroftheNile, p. 2. 1. children Hopefully your isbetter? hich sentence Answers: Mechanics Practice pronouns nouns, will also briefly review They adjectives. For later. depth will discuss in more which we and adverbs, 1 Activity. Sheet see the Week information, more to begin and we’ll mechanics of the English language, help To topics. serve meaty grammatical up some rather a Grammar include we this year, study in your both of you Guide Appendix succinctly in the back of this guide that Please discuss in Mechanics Practice. we topics explains this work as you reference keep this appendix handy for on a topic. need a refresher you it whenever Use year. dictation passage each week. If your students are having having dictation are passage each week. students If your dictation pas- use one of these alternative just day, an ”off” to free Feel the day. for writing assignment sages as your through of trying instead way take a break your grind to assignment. the regular Optional: Dictation ©2014 by Sonlight Curriculum, Ltd. All rights reserved. from the folds from ofhissash.(to draw outfrom orforth With thewiltingblossom fumbling hands heextricated how orproceed) to act suddenlyandranthen swerved down alane…(uncertain He stood amoment, took anirresolute step backward, quiet. (given to ordisposed jesting) , oneferociously onenoisilyjocular hadtwo aspects, Gebu Vocabulary The GoldenGoblet|Chapter 2 Current Events |Report A: Q: A: Q: To After Discuss You Read The KingdomStrikes Back|pp. 1–2 not meanthathumanswere early somehow incompetent. a lotoftechnological progress andadvances, butthisdoes ligence andcreativity. Granted, humanbeingshave made long ago, intel- asthoughtheydidnotpossessGod-given interms of”primitive”about thinking peoplewholived at leastto architectural ingenuity. We want to becareful ofthepyramids alltheconstruction after ofEgypt testifies people wholived alongtimeagowere not”stupid” perse, is basedlargely onspeculation andinference. Obviously, the book. page 4.For of more onthisseeournote intheOverview evolution, asnoted inthefirstsentenceDarwinian on aboutissuesregarding theageofearth. Overview To After Discuss You Read |pp. Encyclopedia 3–5 The KingfisherHistory  d Timeline Activities andMap A: Q: To After Discuss You Read pp. 7–9 oftheWorld:The Story Times Ancient |Chapter 1 Read–Alouds History/Geography

ertile Crescent (C7)ertile (map1) Much ofwhatMuch we thinkweaboutancient humans know istheacceptanceAnother biasoftheencyclopedia of The worship ofmany.(p. aspolytheism godsisknown 3) On ”40,000BC,” noted onpage3,seeournote inthe how God wins his kingdom backfromhow Satan winshiskingdom God about? What istheBible essentially astory (orGod Yahweh) andSatan Who are intheBible? thetwo maincharacters thatwashad eaten allofthefood easyto hunt orfind because theyhadlived after inoneplace forawhile, they Why didnomadsmove frequently? F Nomads settleFertile Crescent (7000BC) Core G GandLanguage Arts 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. 10. ww.infoplease.com 9. 8. occurrence ofhernamewiththat ofAmenhotep IIIshows herson. in thereigns of herhusbandandofIkhnaton, The fororigin, shewas remarkable herinfluence instate affairs Tiy:Queen 1385 BC,wife humble ofAmenhotep III.Of blacksoilalongeachbank. deposited ofrich, astrip yearoverflowed and Egypt; the Nile every ”Black Land”: Maat: goddess personifyinglaw andrighteousness. Lord crocodile-god. Sobk: stimulus) subtlesensory often aura ofriver stinkandbarley-beerfumes. (adistinctive and One neededonlyone’s noseto recognize hischaracteristic oranimal) person like Pharaoh instead ofthegutter waif Amon, you”By gave grown oflate, too toplofty behaving ness from orexertion) labor alike. (invariable: consistent, unchanging;fatigue: weari- to setin, a fatigue sodeepitpenetrated mindandbody The invariable to reaction ascene hadbegun withGebu (anungrateful person) Ingrate!” ”Take care Idonotapprentice you to somefishmonger. offhand) intocrick hisneckandsetearsringing. (unstudied, face,, yet almostnegligently withaforce that a twisted acrossThe Ranofer’s handslappedbackandforth heavy or opposition) unreasonabletemerity: orfoolhardy contempt ofdanger struck withamazement, disgust,orsurprise; bewilderment, hewas aghastatInstantly hisown. (aghast: temerity askew onhiships. (out ofline, to oneside) rag ofashenti thedusty that always… theknees, hung involved heap, mass, orsituation) and setfree ofatangled, jumbled, confused, orotherwise

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S ection ection Two you are.” (astray

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11 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. alled city (6800 BC) ( Jericho built as w Jericho Why was it easy for nomadic people to first settle in the nomadic people to it easy for was Why Crescent? Fertile find food easy to and the people didn’t it was because move need to further crops grow did farmers to do learn to What riverbanks? from to the river from water irrigate—develop move to ways water to used a shaduf Farmers their crops. The book claims people ”first worshiped mother-god- book claims people ”first worshiped The We choose to skip choose to they include pages 6–7 since We Note: Sometimes critics will say that Jesus never Jesus never Sometimes that critics will say Parents: C6) (map 6)

Day 3 Day History/Geography Bible desses about 25,000 years ago.” Scholars hold different Scholars hold different ago.” desses about 25,000 years differing Two of religion. the evolution theories regarding theories include an evolutionary is known view and what evolutionary The view believes monotheism. as original along the lines of animism, culturally developed religion monotheism then polytheism, then finally getting to | Chapter 1 | Chapter Ancient Times The Story of the World: 9–13 pp. Read You Discuss After To Q: A: Q: A: and Map Activities Timeline d  The Kingfisher History 8 Encyclopedia | p. 6–7) (skip pp. materials. highly speculative Read You Discuss After To claimed to be God. A careful reading of the Bible, though, though, of the Bible, reading A careful God. be claimed to In divinity. to claims of Christ’s indications many shows is not missed This sins. Jesus forgives instance, Mark 2, for forgive can Who blaspheming! ”He’s his critics who say, by forgave said this because Jesus They sins but God alone?” If not claim Jesus did encountered. the sins of a man he this offer him to for make no sense it would be God, to forgive- or I offered It be as though you would forgiveness. mean to forgiveness In for order stranger. a total ness to be the party to As have wronged. is that we something, So wronged! the one who was Jesus was God incarnate, Jesus with God. this man equates forgive to his offering Reading | Mark 2 3 1, problem Guide | Chapter Bible Field Children’s 90:1–2 | Psalm Memorization 7 … | Track Credo: I Believe ore G and Language Artsore G C

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At the end of the chapter, who do you think has the up-you who do the end of the chapter, At 5] [chap. Why? per hand—Mara or Sheftu? knows the name already still does—she Mara realistically, court that is leading the of the other member in Pharaoh’s changed of action hasn’t course and her present rebellion, the ship the time she boarded from Why do you think Mara is not happy with her second with her second think Mara is not happy do you Why 5] job? [chap. the Sheftu; dislikes she possible: like she is beginning to the idea perhaps she is intrigued by extravagance; Queen’s than just for herself rather of doing something for Egypt because Mara said she intended to discover his secrets if his secrets discover to said she intended Mara because secretive remain she could—clearly rather Sheftu would and somewhat anonymous Why did Sheftu threaten Mara at the end of the their the end of the their Mara at did Sheftu threaten Why 4] [chap. conversation? the artisans of things for the tombs produced here the dead Why were the workshops and laboratories on the west- and laboratories workshops the were Why ern bank called the Citythe Dead? of What types of artisan did Thebes boast? Thebes types of artisanWhat did carpenters, weavers, papermakers, glassmakers, and masons, embalmers, painters, sculptors, potters, builders coffin

Today and tomorrow your students will write a will write students your and tomorrow Today

Creative Expression Creative Language Arts Readers 12 eek 1 11. ww.infoplease.com colorful descriptive paragraph. Today they will use a table Today colorful paragraph. descriptive See ”B: plan out the details of their paragraph. help to 1 on the Week Paragraph—Plan” Descriptive Your Write information. more Activity for Sheet B: Write Your Descriptive Paragraph—Plan Paragraph—Plan Descriptive Your Write B: Q: A: Q: A: A: To Discuss After You Read You Discuss After To Q: Vocabulary quartz. 4] red carnelian: pale, [chap. sac- early a player in a game in which gambits: moves obtain an advantageous to in order lesser pieces rifices 4] position. [chap. | Chapters 4–5 of the Nile | Chapters Daughter Mara, | ”I Want to Know”– to Want Old | ”I and Poems New Favorite 7–11 pp. ”This is My Rock” A: Q: To Discuss After You Read You Discuss After To Q: A: an official recognition of the queen that was most usual most was that of the queen recognition an official Egypt. for ©2014 by Sonlight Curriculum, Ltd. All rights reserved. within …(fullofjuice) a golden-brown withoutandsucculent bultifish,crisp spite ofhimselfthereIn rose inhismindtheimageof orprotection indanger) (strong support upthebulwarkslet itin,shoring ofhismindagainstit. … butthestronger itgrew thefaster heran, refusing to (lack ofseriousness) ”Dancing, madfrivolity.” parties, tional state) swept over (thespread thewholecourtyard. ofanemo- such joyful hopethat acontagion oflaughter andjoking …Ranofer’s smallbodyradiated rapt face and hurrying intelligent awareness) Cease gawking at thegold, anduseit. (to without look himinafermentofjoy.after (a state ofunrest) andlimpedaway,He turned leaving Ranofer standing shoulders. intemper ordisposition) (soothed shruggedhisbig tone, byMollified thecourteous Meryra boxlogs inthefiring …(anattitudeofrespect) With agrin andmockobeisance,Heqetbeganto arrange completely soasto leave notrace) stroke andreplaced itwithabread loaf. (to doaway with manto asittingwoman, obliteratedthe kneeling the Ranofer admired hishandiwork amoment, thenchanged Vocabulary The GoldenGoblet|Chapter 3 Current Events |Report A: Q: A: Q: cows. (InterVarsity Press, 1998). see chapter Faiths 1onNeighboring by Winfried Corduan such asanimismandpolytheism.For more ontheseviews from God, thendeteriorating over timeto different forms Original monotheismviews religious origins ascoming original monotheismseesreligion originating withGod. view thinksthat humanbeingsoriginated religion, while seemlikeareasonableGod progression? The evolutionary moving Does from(belief inoneGod). many godsto one Read–Alouds

Aurochs were wildcattle, probably related to modern as pets tameanimalstoit meansthatpeople dowork orto keep What doesitmeanto ”domesticate” ananimal? worshiping andbegan these beliefs false gods himself.truth about Later, fellaway somepeople from world, (laws)andshowing the givinginstructions people revealedthe Bibleteaches thatoneGod himselfto the teaches about this? and changedover time. What doyou thinktheBible There are different views onhow religion began Core G GandLanguage Arts overlooking an open court. [chap. anopencourt. overlooking 7] aroofedloggia: opengallery, especiallyat anupper story [chap. 6] ww.eyelid.co.uk/karnak1.htm 2006] [accessed January 14. ww.touregypt.net/godsofegypt/nut.htm 13. 12. Q: A: Q: To After Discuss You Read Riverat thesitethe Nile ofwhat ofLuxor. isnow thecity Egypt: Thebes Karnakruins (Thebes), El islocated along Vocabulary Mara, Daughter oftheNile|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— namemeans”the His (orAmun-Re). hiddenone”Amon-Ra of thegodswhobecameeven later more onas powerful asamanwithram’sAmon: depicted head, hewas king darkness outside itandallthedemoniccreatures that dwell inthat Nuit: goddess saidto protect theworld from thedarkness solder: ametalusedto joinmetallicsurfaces. visitourIGlinkspage. pictures some spectacular temple ofAmon: 61 acres long;For more information and embalmers: one whoprepares adeadbodyfor burial. natron: a saltusedto embalm. Egyptian godoftheunderworld. Anubis: an important annealing: to heat upglass. orroguish youngsters)urchins heknew. (pert shouting greetings thebaker’s to Kai boy and afew other He dodgedinandoutamongthehomeboundworkers, Readers

[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 is cool orwhenannealinginafire iscomplete)? withgold(say, whenworking activities whenanignot How doesRanofer monitor whenitstimeto change w w w ww.touregypt.net/featurestories/amun-re.htm accessed Nov. 2010  . 12

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What role did Egypt play in the Old Testament book Testament in the Old play did Egypt role What of Exodus? What do you see as Egypt’s greatest contribution to to contribution greatest see as Egypt’s do you What civilization? pyramids.” Some say ”the might children will vary. answers with great try the pyramids If relate get them to so, to engineering. today call we’d success—what architectural the arts to contribution Some Egyptian might suggest carvings stone and hieroglyphics of their many because they dug canals that led away from the river to capture capture to river the from away that led canals they dug block canals of the the ends then would and flood water until they again away flow couldn’t so the flood water it to wanted King Narmer, also called King of Upper Menes, KingNote: Narmer, gods— know in many polytheism is—belief what We

Q: Q: A: A: then on, the From Egypt. king the of Lower defeated Egypt control symbolize to crown a double King wore of Egypt (ca. 3000 BC). Egypt Upper and Lower over and Map Activities Timeline d The Kingfisher History 10–11 Encyclopedia | pp. Read You Discuss After To many all, After it a viable view of reality? isn’t but why Egyp-ancient the polytheism from embraced cultures of modern Hinduism. forms Since to the Greeks tians to part gods are that believe of the polytheistic religions then they nature, from coming of things, order natural on nature. dependent they are since ”gods” not really are in an eternal believe to also tend religions Polytheistic consensus But this view goes against scientific universe. also might We beginning. a definite had the universe that philosophical criticism Based of polytheism. add a more typically complicate no need to there’s razor, on Occam’s But polytheism’s explanation. the simplest beyond matters than complicated far more definition gods seem by many away also does This one God that exists. the explanation multiple within polytheism such as having with problems contradictory. all-powerful which appears logically gods, in sense also makes more monotheistic explanation The In Christian theism, right and wrong morality. to reference good God and his inherently in a transcendent rooted are polytheism, what’s to the door is opened But once nature. with one god chaos, falling into moralityfrom stop to as good and another advocating something advocating seem to would the same thing as bad? Right and wrong of polythe-fall apart within the framework relativism into of nothing good can come does not mean that This ism. least acknowledge polytheists do at all, polytheism. After line This in reality. involved powers of greater the reality the one lead a person to ultimately could of reasoning true God. ore G and Language Artsore G C

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How did Egyptians farmers keep flood waters to use in to farmers keep flood waters did Egyptians How the dry season? since the Nile River floods every year, farmers here learned here farmers the Nile River floods everysince year, they left rich silt receded, that when the flood waters simply Farmers crops. good for growing behind that was planting before go down to for the flood waters waited soil in healthy grow could and then their crops their crops, in a flood away without washing How did farmers near the Nile River farm differently did farmers near the NileHow River farm differently Why? than farmers in other places? he gave praise to Pharaoh without specifying which Pharaoh to praise he gave he meant pharaoh What was clever about Sheftu’s response to the order the order to response about Sheftu’s clever was What 8] [chap. Hatshepsut? from Why did Hatshepsut like what she saw in Inanni? she saw like what did Hatshepsut Why 8] [chap. NOT would the king, she knew her half-brother, because marryinglike Inanni does not wear wool except in the cool nights; wears thin, wears nights; in the cool except wool does not wear stays slender;garments; light head- an ebony sleeps on pillow not a hot rest, Today your students will use the ideas they brain- students your Today

Day 4 Day Grammar/Mechanics Language Arts History/Geography Bible Creative Expression Creative Vocabulary Development Vocabulary 14 eek 1 Q: A: To Discuss After You Read You Discuss After To Q: | Chapter 2 | Chapter Ancient Times The Story of the World: Reading | Mark 3 4 1, problem Guide | Chapter Bible Field Children’s 90:1–2 | Psalm Memorization 7 … | Track Credo: I Believe stormed yesterday to write a descriptive paragraph. paragraph. a descriptive write to yesterday stormed Descriptive Your Write the directions on ”C: Follow 1 Activity Sheet. on the Week Paragraph” C: Write Your Descriptive Paragraph Descriptive Your Write C: | Exercise 1B 3000, Book 6 | Exercise Wise Optional: Wordly | Lesson 1 Good 6 | Lesson to Language Optional: Keys A: Q: Q: A: A: ©2014 by Sonlight Curriculum, Ltd. All rights reserved. 15. Playmate”–”Rathers” pp. 14–16 Invisible Favorite New Poems and |“The Old  Timeline Activities andMap A: Q: A: Q: To After Discuss You Read of,funerary: usedfor, orassociated withburial. ported. metal, leather was available anddidnothave to beim- theweightstrong ofadoor. enoughto support Unlike withmetalsthat wouldof working behard enoughand doors becausethemetal-workers didn’t have thecapacity leather hinges:Egyptians usedleather hingesontheir of menandgodsrulertheworld. in ancient Egypt,Ptah: thechiefgodofMemphis, father the opposite (disagreeably direction. harshorstrident) around thecorner, heslipped outofthegate andran in The moment thesoundofraucous singing hadfaded . (haughtily,beckoned peremptorily imperatively) Before Ranofer hadtimeto wonder what hemeant he . (easily,supplied glibly smoothly, readily) ”As theworm bititsheadoff,” saidwhenthelark Heqet by hottemper andresentful anger) Pointing irascibly straight up, Sata stalkedaway.(marked even withthecrumbs. (conscientiously, painstakingly) hedividedthefood inhalf,Scrupulously pains taking Vocabulary The GoldenGoblet|Chapter 4 Current Events |Report A: Read–Alouds

the good ideawhileheslept the good he isconvinced thathisfather’s ba,orspirit,brought him tomb? Why anoffering doesRanofer bring to hisfather’s of acliff wealthy were putinrock hewntombs carved into theside werethe poor buriedinthesandyground, whereas the How were thepoordeadburied, compared to artisans? the water crushedtheEgyptians astheyfollowed allowing theHebrews theRedSea, to pass, but parted God Finally, Pharaoh released theHebrews, thenchasedthem. Egypt enslaved theHebrewssentmany untilGod plagues. 2003 Hermonthis ( World Encyclopedia Book Armant, Egypt) (I8) (map3) Armant, * 15 Core G GandLanguage Arts A: Q: A: Q: A: Q: To After Discuss You Read Mara, Daughter of theNile|Chapters 9–10 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|Exercise 3000,Book 1C KeysOptional: Language to 6|Lesson Good 2 Readers Bible Creative Expression Vocabulary Development 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 to angertheka crimenotonlypunishableinthehuman worldraoh—a because hewas asked being to rob thetomb ofapha- to [chap. taketo 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?

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16 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 (map 2) (E4) (map (E4); Egypt Nile Ç (map 6) Jericho (C6) 2003 W Was Helen the only cause of the Trojan War? Trojan Helen the only cause of the Was advantage no—also, the commercial disliked the Greeks gain supremacy and wished to of Troy Why does Paris choose Aphrodite? Paris does Why simple for and was too Hera, by overawed he is too so and beauty, but understands love Athene, by scorned gifts chooses Aphrodite’s Of guilty? is the fleeing couple treacheries what a guest, Paris, her husband; leaves Helen treacherously his host robs 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

Over the course of the year notice the variations the variations notice of the year Over the course Note: have that stories are Remind these myths that them (map 3) (F8); Memphis(G8) atal Hüyük

Read–Alouds Q: A: 16. orld Book Encyclopedia To Discuss After You Read You Discuss After To Q: A: Q: A: Q: Timeline and Map Activities Timeline    | Report Events Current 1–3 Chapters 1, | Part War The Trojan 5-Day: In sources. them in different read as you myths of Greek , Story The from of the World War Trojan of the the myth the apple and giv- with creating Zeus Bauer credits Wise , the evil goddess War Trojan in The However, Eris. ing 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? Vocabulary mooing; making lowing: cattle a noise. poem. simple narrative a ballad, sing a lay: 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, ore G and Language Artsore G C

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Usborne Encyclopedia 12,000 Years of World of World UsborneEncyclopedia 12,000 Years W

Which defense system do you think was more more think was do you system defense Which Why? effective? for well work Hüyük would possible: the defense of Çatal easily carry people and the things they could guarding kept was assume their livestock we However, up ladders. was separately, be guarded and either had to elsewhere wild animals, to or fell prey frequently, more plundered climb a ladder to to get a cow 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 order in the gate fit through possessions simply had to 6 that even Joshua know from we however be protected, not foolproof was wall Jericho’s 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? did taming animals change 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 this time period? from do we about people How of cloth, pots and fragments tools, weapons, have we help us learn about 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 could people meant this important? was Why civilizations? great Enjoy reading from a different angle of history from a different from reading Enjoy

History/Geography 16 eek 1 Q: A: A: Q: Q: A: Q: A: A: To Discuss After You Read You Discuss After To Q: what you have studied this week. have you what 5-Day: 5-Day: | pp. 10–15, 20–21 History | pp. Reading | MarkReading 4:1–20 5 1, problem | Chapter Guide Field Bible Children’s 90:1–2 | Psalm Memorization 7 … | Track Credo: I Believe ©2014 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: To After Discuss You Read insouciance: unconcern. lighthearted, [chap. 13] guile: deceitful, cunning. [chap. 13] deception, trickery. [chap.chicanery: 13] languid: slow, sluggish. [chap. 13] Vocabulary Mara, Daughter of theNile|Chapters 11–13 book we don’t schedulefor 4-Day users. ”Someone” pp. 366–370 Feet”– 5-Day: Favorite New Poems and |“Goblin Old  Timeline Activities andMap A: Q: Readers

roy, Greece (B7)(map5A) On Fridays, ofthepoetry pleaseenjoy two sections country nobles andcommoners concerned withthestate ofthe true; thepriestsare mostlyonhisside, asare many young claimed himpharaoh—the remember people andthink it he stagedamiracle that,duringafestival, ”Amon” pro- [chap. 13] How does Thutmose prepare to takethethrone? husband was theheadofhisfather’s stables the innkeeper’s wife was Sheftu’s nurse, childhood andher of theFalcon? [chap. 13] What about theproprietors learn doesMara oftheInn their trueleader some were captured, theywouldn’t ableto be identify to conceal to thosehe’s hisidentity working with.Incase the Falcon? [chap. 12] Why of goesby doyou at Sashai theInn thinkSheftu with usefulways theycan contribute it’s highlyorganized—there seemsto many be supporters nization oftherebellion that isbrewing? [chap. 12] again. with Sheftu What doesittell you abouttheorga- Think aboutthesteps hadto Mara takebefore shemet Thutmose’s are servants allloyal to theQueen master? [chap. 11] What heraudience during withher learn doesMara closertoued— stood herthrone was—those aperson thequeenval-the more important peoplewere? whothemostimportant [chap.court 11] How could around tell Mara bythequeen’s looking didn’t feellike theissuewas really theirfight had moved onwithlifeandtheirown families; theyalso herhusband andmost father thattheywould support because years ithadbeen since they’d promised Helen’s Menelaus? Why were ofGreece hesitant theotherkings to help T Core G GandLanguage Arts students write thepassageonaseparate piece ofpaper. 5-Day: Dictation A: Q: a, Daughter oftheNile,p.a, Daughter 1. 17. Creative Expression Language Arts

Read the dictation passagealoud, thedictation andhaveRead your

though hewas claimedasuseful withhim, isclearlynotcompletelySheftu forthcoming hepressespossible: forinformationinarather slyway: him? Why orwhy not?[chap. 13] What doyou thinkofSahure, you thejuggler?Do trust Mar 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- The city thatThe rose city beyond themshimmered, 17

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17 This page intentionally left blank. ©2014 by Sonlight Curriculum, Ltd. All rights reserved. . Which sentence isbetter? Why? 1. 1. was vivid, curving inahighbluearch overwas vivid, curving were thegay colors plungedinshadow; inwhite buildings,were alleys blue-black the glare ofEgyptian noon.Doorways A: Dictation PassageA: Dictation

shimmered, almostdrained ofcolor, in ancient Menfe. by a blinding surface glitter.by ablindingsurface Onlythesky sentence. harbor seemed faded and indistinct, and seemedfadedandindistinct, harbor , act as adjectives in the structure ofa inthestructure asadjectives , act are calledarticles asanadjective. Evenact thewords a,anandthewhich compound—two words adjective joinedtogether that even thegreen was overlaid oftheNile of thesailsandhullsthat crowded the one namedJason. To makenounsandpronouns more interesting, writers usedescriptive words calledadjec- For example, heisapronoun we canuseto refer to something oridea,andpronouns are words that rename nouns. . Conversely,that thenounnoon describes white isacom- Egyptian isaproper (likeaproper adjective noun) word thesecond ofadjectives. sentence, In types theauthor place, butshealsotells uswhere withanadjective—the not onlytells takes uswhat timeofday whentheaction tives to them.For describe example: Mechanics PracticeMechanics isa thatbuildings.Blue-black mon adjective describes A noun,asyou probably remember, isaperson,place, This week’s passageusesseveral dictation different Mara, oftheNile,p. Daughter 1. The city thatThe rose city beyond them The shiny carraced newIndy around thecold, wet The carraced around thetrack. ______track. 1 LA LA Week Sheet 1Activity oeGadLnug rsG Week Sheet 1Activity | Core G GandLanguage Arts . Look passage. at thedictation What otheradjectives 2. a nouninthispassage. Use to tallymarks record you find: thearticles Hint: theword as green anadjective,, whichisoften acts (an action), itisanadverb(an action), , whichwe’ll discusslater. scribe nouns. youscribe If seeaword thataverb describes do you see?Remember, are adjectives words that de- Record the adjectives you find in the chart below: below: Record you theadjectives findinthechart the Adjectives Proper Adjectives Common a Compound Adjectives an 1 LA Week 1 Activity Sheet

B: Write Your Descriptive Paragraph—Plan Close your eyes and pretend you are standing in your favorite place. What time of day is it? How does the light Today and tomorrow you will write a colorful descrip- from the sun (if you can see it) impacts what you see? tive paragraph about your home town or a place you love. Choose four or five objects in the scene to describe the For inspiration, read the dictation paragraph from Mara, colors of in your paragraph. Daughter of the Nile on the Week 1 Activity Sheet. How many references to color did the author make? Your job Today, summarize your thoughts in the table below specifically is to describe the colors of the place you love. before you write the paragraph tomorrow. Focus on the message that you want to give your readers. What is the A good description develops a main idea for the reader. overall feel of the entire color palette you’d like to de- What is the color palette of your favorite place? Is it bright scribe? Write the topic sentence of your paragraph before and cheery? Cool and misty? Are there shades of blue or you finish today. glittering white? Use specific examples to support the main idea of this color palette.

My Favorite Place:

Objects to Describe: Color of these objects: 1. 1. 2. 2. 3. 3. 4. 4. 5. 5.

Topic Sentence:

2 Week 1 Activity Sheet | Core G and Language Arts G ©2014 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 oeGadLnug rsG Week Sheet 1Activity | Core G GandLanguage Arts 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. ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Old and New and Old Favorite Poems Ancient TimesAncient oftheWorld:The Story History/Geography Guide Children’s BibleField Reading Bible Date: Encyclopedia The KingfisherHistory The GoldenGoblet Read-Alouds Current Events O 5-Day: Favorite Poems Other Subjects (Math, Science, Subjects Other etc) Mara, Daughter oftheNile Readers Years ofWorld History 12,000 Encyclopedia 5-Day: Usborne The KingdomStrikes Back 5-Day: TheTrojan War Credo: IBelieveCredo: … Memorization & C ld and Newld and ore

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Report Da —Track 7 Continue Psalm memorizing 90. This memorize vv. week, 1–4. “A WordFitly…”– ”Primer Lesson” skip “The Cave- “The skip Boy” pp. 16–19 Mark 4:21–41 Mark 5:1–20 Mark 5:21–43 Mark 6:1–29 Mark 6:30–56 Mark 6:1–29 Mark 5:21–43 Mark 5:1–20 Mark 4:21–41 Mark hp.1–5cas 61 hp.1–9cas 02 chaps. 23–end chaps. 20–22 chaps. 18–19 chaps. 16–17 chaps. 14–15 y 1 (skip p.(skip 17) pp. 12–13 chap. 3 chap. 2 chap. 5 d

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chap. 5 chap. 2 chap. 7

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Lesson 4 Lesson Exercise 1EExercise 2A Exercise  Travel Journal Travel C: Research for for C: Research

Day 3 Day 7 2 2 eekeek WW Other Notes

B: Spatial B: Spatial Organization Day 2 Day 6 Special Note to Mom to or Dad Special Note

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Passage Lesson 3 Lesson Exercise 1D Exercise A: Dictation y 1 Da S Two ection |

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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 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. He isnotonlycreator ofallthecosmos, butin control ofit. Bible, we canoffer afew insights. First, issovereign. God to basedonsomeofthebehavior God recorded inthe good aswe think. While we can’t answer allthe objections wonder isreally ifthismeansGod bad, orat leastnot as He didthiswiththeplagues onEgypt, but somepeople 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 About andDo” eachday. activities Children’s BibleField Guide|Chapter 2 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: Isitrightfor to God senddisasters? (p. 14) Parents: Noonealive today was present whentheuni- Parents: Highway” Broadly the”BibleHistory speaking, ChapterRead 2today, thendooneortwo ”To Think 4:35–41weStudents: Mark witnessthepower In of eek 2 N otes Core G GandLanguage Arts A: Q: To After Discuss You Read oftheWorld:The Story Times Ancient |Chapter 3 IBelieveCredo: …|Track7 verses 1–4. lives andintheworld around us. such, we needto doourbestto doGod’s willinour own mind isthat God’s people are 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 theChristian 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 truly wanted 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, Memorization |Psalm 90:1–4 History/Geography

Listen to Track 7theentire week. Continue Psalm memorizing 90. This memorize week, Parents: Didthechurch begin (p. inthebookofActs? Students: David ismentioned onpage16.He’s afasci- and soundson stone tablets they usedpictures, called hieroglyphs, to represent words they write? What form didEgyptians ofwriting use? Onwhat did

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21 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. * * * (map 2) (B2) (map Britain (map 5A) (B1); (D2) O Ireland Ireland Malta Why were tomb robbers despised? 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 (map 3) rkney (A1) Isles

Read–Alouds To Discuss After You Read You Discuss After To Q: A: Timeline and Map Activities Timeline    | Report Events Current 5 | Chapter The Golden Goblet Vocabulary usual and as was days, several for joviality lasted Gebu’s food. as to better fared Ranofer during these periods, in mirth, good especially as exhibited humor (marked hilarity, or conviviality) work- close beside Rekh’s Heqet standing … he noticed but a bowl, the goldsmith raise watching ostensibly table, hammer of the actually him under cover whispering to appearances) all outward (to taps. the along by swept and jostled was , Ranofer Confused … (pushed and shoved) crowd ashamed of his surliness. his pace, slowed Ranofer ill nature) (gloomy then tucked them He whirled the rings on his finger tip, some- by . (marked his sash complacently patting away, and irritating satisfaction uncritical, times unwarranted, accomplishments, personality, own at one’s and pleasure or situation) furtively the goldhouse back to his way , He found manner) (in a stealthy the alleys. through with Ranofer and darted to his feet over to He scrambled and dutiful in atten- (prompt his most obsequious smile. on the wishes of one in authority)dance (something useless or ”Him his paltry and wineskins.” worthless) the obscurity was of now he wished Deciding what that (the quality of be- he started the acacia tree. for his corner, or unknown, or uncomprehend- inconspicuous, ing obscure, ing) supply with fire, poke or stir up the to ” an oven: ”stoke fuel. darken the to and Egypt soot mixture used in Arabia kohl: edges of the eyelids. ore G and Language Artsore G C

G11) (map 3) vent cuneiform (2800 BC) cuneiform vent (F9– ection Two ection S

Sumerians in E Mesopotamia |

What are megaliths and what do archaeologists think do archaeologists megaliths and what are What for? they were Archaeologists constructions. stone large megaliths are and also ceremonies used for religious think they were possibly for the study of astronomy possible: After today’s reading, thinking of the God inscrib- reading, possible: today’s After an ing instructions tablets provides for his people on stone to and commitment his permanence sense of awesome He laid out with the Israelites the covenant Why is it significant that God that first inscribed the tablets is it significant Why on Mount Sinai in stone? Testimony of Name some detriments to keeping records on paper. keeping records Name some detriments to for records keep able to so it isn’t very durable, paper isn’t about Egyptians know much don’t We of years. hundreds they started everythingonce on paper recording How was ink on paper (papyrus) an improvement over over an improvement ink on paper (papyrus) was How tablets? clay on, carry write store and easier to much it was because Egyptians learned to develop paper (or papyrus) papyrus) paper (or develop learned to Egyptians because the banks of the on that grows a reed which is made from ink make to also learned how They Nile. Why do you think Egyptians wrote on paper before paper before on wrote think Egyptians do you Why Summerians did? How were clay tablets an improvement over stone? over tablets an improvement clay were How be they could carry and easier to around; lighter they were the writing make to up and wiped out or baked marked carve longer to heavier and took was permanent. Stone Why did Summerians write on clay tablets (rather than tablets (rather did Summerians on clay write Why did? the Egyptians before stone) was there between where twoSummerians lived rivers had have wouldn’t Egyptians plenty of damp clay around. this material to the same access cuneiform; it is formed from a wedge stylus a wedge pressed from cuneiform; it is formed clay into What is Summerian writing called? How does it differ is Summerian it differ does writingHow called? What writing? Egyptian from Why was the area of the Fertile Crecent called Crecent Fertile of the area the was Why ”Mesopotamia”? River lies between this land the and Tigris the because means ”between and ”Mesopotamia” River, Euphrates two rivers” Although Northern Europe doesn’t fit with Northern Although doesn’t Note: Europe

(map 6) River (C8) uphrates

22 eek 2 Q: A: Ancient Egypt, please notice that these civilizations these civilizations that please notice Egypt, Ancient co-existed. The Kingfisher History 12–13 Encyclopedia | pp. Read You Discuss After To d   Timeline and Map Activities Timeline A: Q: Q: A: Q: A: Q: A: A: Q: Q: A: A: Q: Q: A: ©2014 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 p.(skip 17) ”Primer Lesson” skip Cave-Boy”“The pp. 16–19 Favorite New Poems and | Old “A Word Fitly Spoken–  Timeline Activities andMap A: Q: Readers

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 thinkHadshepsutisextravagant? Why orwhy prices differ no manorwoman lives the whomgoldcannot buy—only you Do [chap. thinkheiscorrect? mankind? 14] inthelastsixyears learned What about hasSheftu of Egypt allgoods shipsthattransported the important to thesailmakers—probably to make sailsandropes for think was itusedfor? Where didtheAncient sellhispapyrus? What doyou Kush (F4)(map2) Core G GandLanguage Arts KeysOptional: Language to 6|Lesson Good 3 A: Q: A: Q: A: Q: A: Dictation PassageA: Dictation WordlyOptional: Wise 6|Exercise 3000,Book 1D 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 Vocabulary Development Creative Expression Grammar/Mechanics Language Arts

Read through passagewithyourRead thedictation students. beginning tobeginning seeherasmore thata”barbarian” somewhat—she admired hisdrawings 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? mountain nearMt. Rushmore. How would you feel? Mar Mar 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 a, Daughter of theNile,a, Daughter p. 150. Fool, angergetsyou nowhere, hetold him- The temple’s dimquietendedabruptly as ”Aye. Hemusttakefrom thedeadgold ”River ofDarkness?” chokedonthe Mara here isthemessage. ”Then Tell himhemust 2 1

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23 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. * * * Read–Alouds | Chapter 6 Goblet | Chapter The Golden Vocabulary arms his thin surveying akimboA man stood these works, on his skinny hips … (in a position in propped and his fists the hip so that on or near usually which the hand is placed an angle) at outward projects the elbow and looked on edge, his teeth aside, well stood Ranofer inert (disconsolately: the great at slab. disconsolately inert:deeply dejected and dispirited; itself) move not able to he stumbled and all but so hastily that recoiled Ranofer back quickly) shrink (to box. the 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) aching back.ready (haphazardly, they had food During some of the men ate this respite (temporary of 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: without permission; took doled: deal out scantily to or 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. mischief they could 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, ore G and Language Artsore G C

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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

C |

he built the Great Pyramid for his tomb he built the Great Which great architectural feat did Cheops (Khufu) feat architectural great Which Why? complete? Do the pyramids today look the way Egyptians intend- Egyptians look the way today Do the pyramids not? or why Why ed them to? and prob- limestone in white covered once they were no, at the stone the pointed covering ably had a golden cap top Why did Egyptians embalm the dead? did Egyptians Why that the departed they believed an- on to because went other life in the afterworld intact if their bodies were Describe process. the mummification the priests embalmed him. The died, after a pharaoh preserving by organs the internal priests made a mummy jars and leaving the body in salt and spices in canopic the body in many they wrapped a month. Then, for over gold, it in a series of coffins: placed of linen and layers and stone wood, 2. 1. |berryaw and learn will hyphens about students your Today (ca. Pyramid 2550BC) heops buildsGreat

Day 2 Day History/Geography Bible 24 eek 2 d | Report Events Current A: and Map Activities Timeline Q: Q: A: A: Q: To Discuss After You Read You Discuss After To Q: A: | Chapter 4 | Chapter Ancient Times The Story of the World: Reading | Mark 5:1–20 2, problems Guide | Chapter Bible Field Children’s 1–2 90:1–4 | Psalm Memorization 7 … | Track Credo: I Believe Answers: Mechanics Practice 2 Activity Week see the information, more dashes. For . Sheet ©2014 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: A: Q: To After Discuss You Read 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 oftheNile|Chapters 16–17 FastApril”–”Hold Your Dreams” pp. 20–22 Favorite New Poems and | Old Day Before “The A: Q: A: Q: A: Q: camefirst.Goblet make room for ofThe Golden herobelisks, sothestory HatshepsutQueen removes theroof ontheadditionto still buildingtheadditionto thetemple. Mara’s In time, To After Discuss You Read Readers

Note: takesplaceThe Goblet whilePharaoh Golden is 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 endsin 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 in otherskills, to keep theworkers from creating alliances to keep somefrom gettingtoo fatigued, to train more men Why would constantly Gebu changetheshopworkers? were common anddangerous—bodily injuries and mostlyunskilled isthere,Gebu itisnoisy, andcan leadto deaths, dirty Why doesRanofer dislikethestone cuttingshop? damage the evilspiritofunburiedroamed andwould do Why didEgyptians nottravel abroad at night? Core G GandLanguage Arts Credo: IBelieveCredo: …|Track7 Memorization |Psalm 90:1–4 Children’s BibleField Guide|Chapter 2,problem 3 5:21–43 Reading |Mark Week Sheet for 2Activity directions. their ideasonpaper. ”B:Spatial Organization” See onthe tolearners become spatial thinkersandto communicate math andlogical reasoning. This assignment challengesall easier for somestudents, especiallythosewhoexcel in are Spatial objects. skills or to navigate three-dimensional spatial organization projects to create three-dimensional organization onaregular basis. theircareers In theyutilize B: Spatial Organization   d Timeline Activities andMap A: Q: A: Q: baby seeExodus Moses; 2. A: Q: To After Discuss You Read oftheWorld:The Story Times Ancient |Chapter 5 Bible History/Geography Day 3 Creative Expression Language Arts

argon unites city-states inMesopotamia G10) (map3) Architects, engineers, aviators, anddesigners usespatial Note: Sargon’s of soundslikethestory babyhood story to enforce thelaws ated lawsthatallcitizens hadto follow andusedthearmy because hecontrolled allcitieswithdictatorship. Hecre- Why didSargon’s empire lastsolong? ruler instead eventually convinced sohecould theking be themto kill the palace, includingthecommanders ofthearmy, and in people madefriendswiththemostpowerful Sargon er, whichwas oneofhismosttrusted servants. However, he grew upinthepalace andbecame theking’s cup-bear- how SargonDescribe rose to power. separate countries thancities itself, itsownandarmy, king andtherefore more acted like because hadhighwalls eachcity withtowers to protect ”city-states”? Why dowe citiesofMesopotamia calltheearly Kish Kish Akkad (2335 BC) S ( (D6) (map2)

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25 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. a leafy shelter or recess, arbor. or recess, a leafy shelter In addition to Sheftu and companions, fear of their of fear In Sheftu addition to and companions, of crime they are gods and the knowledge they have make the trip inside else could what commit, about to these characters? for experience a stressful the tomb 18] [chap. push seem to dark, doesn’t it is incredibly their one torch the darkness back very far; it is hot, the air is stale and breathe—they to risk running out of air hard probably a is built like the tomb deep underground; as they work plun- to it harder make to be confusing to intended maze, have dies that they don’t der; as their torch they realize with them another torch How does the changing seasons affect work at the at seasons affect work does the changing How shop? stonecutting so stopped on the temples work during harvest time, that meant This the fields. to be devoted could workers the work oversee to the shop more around Gebu was food Hequet’s accept to not want does Ranofer Why take some? to Ranofer Hequet want does and why pity it when his friend feels hates Ranofer for him— he has left;his pride is all he feels that Hequet believes food is less pleasur- eat, Hequet’s doesn’t when Ranofer him able to in this chapter? hope Ranofer gives think do you What midday meals with look to: forward he has something to their foodshare with him, willing to two friends who are at the what he learns Ranofer teach and Hequet offers to goldhouse

Readers | Chapters 18–19 of the Nile | Chapters Daughter Mara, Vocabulary the to a soul first went death, After Truth: Hall of Double make a had to soul The judgment. for Truth Hall of Double souls deceased The 42 gods. before confession” ”negative during list all of the evil deeds they did not commit would them allow the gods to convince to in order their lifetime the netherworld. passed If enter to the souls successfully of the Heart Weighing the to move they would this test, Mythology 2010 Egyptian A Pat. Remler, (source: ceremony. 18] [chap. York.) Chelsea House: New Edition. Z, Third to mooring or a thick, cable used for or heavy rope hawser: 18] [chap. a ship. towing Read You Discuss After To Q: A: the mass of leaves of a plant as produced in produced as plant of a of leaves the mass foliage: nature. bower: Read You Discuss After To Q: A: Q: A: Q: A: of Thought Child’s “A Old | and Poems New Favorite 23–25 pp. God”–”The is My Shepherd” Lord ore G and Language Artsore G C

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they developed a system of writing and recorded informa- of writing and recorded a system they developed tion on clay tablets List one key contribution of the Sumerians that helps Sumerians helps of the that contribution List one key about them. us learn more Find helpful maps for places studied in the book. studied in the places maps for helpful Find The biblical Tower of Babel (Genesis 11) may have been have may 11) (Genesis of Babel Tower biblical The

Read–Alouds 26 eek 2 Vocabulary he the budding craftsman of a No longer was who in spite apprentices teach menial position in the goldhouse could humble) (lowly, their tasks. so much better the familiar lithe figure, he saw Then easily flexed) (agile and lissome, fleshed than his own. the thicket. the meandering into path followed They turning) (winding, flashed him a belligerent Ranofer look. (inclined ”I do!” or truculence, or exhibiting assertiveness,to hostility, combativeness) trim, (to try I am to says beading”Sata in the morning.” furnish, or adorn with beads) his sash, along Jubilant, he tucked one of them into exultation (manifesting or expressing with half the loaf. or gladness) on his usually scowl an impatient up too, Heqet stood agreeable) (generally amiable face. Heqet that He shrugged and sighed so philosophically the by (imbued with or characterized burst out laughing. thinker) attitude of a reflective pursing his lips judiciously . asked the Ancient, ”What gift?” with good judgment) (wisely, or grain, grass, mowing scythes: used for an implement curving of a long and composed other crops blade fas- a long handle. an angle to at tened dried up. desiccated: lilies. nelumbo: water falling sickness: epilepsy. herb smells like licorice. that aromatic anise: sweet, or convolu- coils, folds, of many consisting voluminous: tions. | Chapter 7 | Chapter The Golden Goblet Current Events | Report Events Current A: a ziggurat. Q: The Kingfisher HistoryKingfisher The 9 Encyclopedia | p. Read You Discuss After To ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Credo: IBelieveCredo: …|Track7 Memorization |Psalm 90:1–4 Children’s BibleField Guide|Chapter 2,problem 4 6:1–29 Reading |Mark what happens, isincontrol. God Fortunately, we canrejoice that nomatter in knowing dren for thestruggles that 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 inpersecutionandfinally hisdeath. the casewithJohnBaptist. Johnproclaimed God’s thisresultsSometimes in thedeath 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 WordlyOptional: Wise 6|Exercise 3000,Book 1E KeysOptional: Language to 6|Lesson Good 4 A: Q: A: Q; Bible Creative Expression Vocabulary Development Day 4 Grammar/Mechanics Language Arts

Parents: Prophets rarely have aneasylife, butthey Your students willneedto research information about 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 and doesn’the seemsto constantly pry take ”no” foran keep better, hispurposes herifitwould quietabout serve the role of herotheridentity, shedoesn’t trusthimto 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 Core G GandLanguage Arts The KingdomStrikes Back|pp. 3–5 (first column) |p. Encyclopedia 24 The KingfisherHistory d Timeline Activities andMap A: Q: A: Q: To After Discuss You Read pp. 35–38 oftheWorld:The Story Times Ancient |Chapter 6 or stern orappearance; indisposition andgrave) somber ground, astheyapproached theaustere oldman.(severe The familiarandwell–loved detailsreceded into theback– deficiency) think Iaskfor pity, Amon forbid it!(one marked by mental andmakehim I mustnotpouritoutlikesomeimbecile person) day.” andnearbreaksa dullard hisbackevery (astupid isatrade that spoilsaman’s”It handsandmakeshim Vocabulary The GoldenGoblet|Chapter 8 Current Events |Report A: Q: A: Q: To After Discuss You Read History/Geography Read–Alouds

braham 2100BC) (ca. nation ofIsrael (or people) theJewish became him,andthepeople named after knownasthe twelve sons. Eventually, thesetwelve sonseachhadatribe years old, andIsaachadasonnamedJacob, whohad Sarah had ababy, Isaac, whenshewas atleast ninety How fulfillhispromise didGod to Abraham? nearby cities Urand because attacking ofGutianshadbeen tribes Abram’s father, Terah decidedto move hisfamily to Haran Sargon’safter death,hisempire to began fall apart. Why didAbram andSarai move from Urto Haran? even whenwe domessup example to live to teach by; ushow interacts God withus, sothoseofuswhoalsostrugglepossible: mayhave an of Israel to have humanqualitiesandfailings? Why doyou allowed thinkGod the”Founding Fathers” one God to Abram andhisfamily the andhearthemessageabout to sendoutmissionaries, could thepeople simplycome ers from countries far andwide, sorather thanneeding Africa Canaan andAsia. wasnorthern filledwithtravel- Canaan was inthemiddleofahuge trade route between diditfulfill? purpose Why move didGod Abram to Canaan? What strategic A

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27 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Why does Mara run away from Nekonkh? [chap. 22] Nekonkh? from [chap. Mara does run away Why and then try learn his plans, to find her other master to to the revolution him and warn from slip away about her ears?” game ”tumbled has Mara’s How 22] [chap. and names her and all of on her, had beenSahure spying plans Nahereh at the Inn as traitors. attendees the regular Nekonkh tells her the ”whereabouts” of the gold in the of her the ”whereabouts” tells Nekonkh he will know is raided, of others; if the location presence for the other side she is a spy have? does the trap problems potential What If another per- privately. Mara tell to told wasn’t Nekonkh they could overhears, the cause to son who is unfaithful up her information give didn’t if Mara even ship, the raid do Nekonkh How the raiders and Sheftu once respond 21] the ship? [chap. boarded again—Sheftu’s away Mara take pleads to Nekonkh captain riverboat the burly such that even demeanor was of him. Sheftu curtly afraid that he Nekonkh was reminds orders should strictly follow stick stubbornness to think of Sheftu’s do you What when Nekonkh even offers fate, Mara’s plan for his to time? Do you a second for Thebes her out of take to if another had the same response have think he would 21] him? [chap. betrayed so this time be- perhaps but more possible: He is angry, he is also hurt Therefore, cause in Mara. and disappointed and makes the cause, to back on his blind devotion he falls and in that light as the logical the best determination of action. He is a kind course man, and may reasonable if they lesser person another away, take let Nekonkh have had him as Mara wounded hadn’t Why did Sheftu comment to Nekonkh did Sheftu to comment on the riverboat Why myself be to to allegiance your I understood ”Till now, I mistaken?” Was the king—and and to no one else. 20] [chap. and actions, had been defending Mara’s Nekonkh because really was him that their cause Sheftu remind needed to important more that player than another player—should for the queen be a spy treachery? Mara’s does Sheftu uncover How plot to 20] [chap.

Readers Q: A: Q: A: A: Q: A: Q: A: Q: A: | Chapters 20–22 of the Nile | Chapters Daughter Mara, Vocabulary with a metal or pottery, made from pitcher flagon: a large 20] [chap. and often a spout, handle and a lid. captain should check a a ship’s trim: checking a ship’s the water perpendicular to if it’s determine trim to ship’s the ship in the balances evenly cargo the make sure to 21] [chap. as it travels. capsize so the ship won’t water Read You Discuss After To Q: A: Q: 3 ore G and Language Artsore G C

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Lower Egypt (E4) (map 2) Egypt Lower |

because Ranofer showed skill had been and his father showed Ranofer because friend for twenty years Zau’s Why does Zau offer to take on Ranofer as a pupil for as a pupil for take on Ranofer to Zau offer does Why no money? What happens to Ranofer’s day dreams as his visit to as his visit to dreams day Ranofer’s happens to What Zau Why? approaches? the book that ”re- realistic; mentioned more they become with stony in, ruining [his day dreams] creeping ality kept time dream- has a harder Ranofer is as though facts”—it he environment; ing of what is pleasant in his harsh work so reality dashed, of his day dreams has also had several intrudes When the Nile shrinks to a red-brown trickle the the Nile at When a red-brown shrinks to it is imagine end of the summer season, the Egyptians god the beloved, of blood from flowing the last feeble Does this seem reasonable? Osiris. wik

28 eek 2 3. mythology.htm , www.mnsu.edu/emuseum/prehistory/egypt/religion/ ipedia.com | “Song for a Little “Song for Old | and Poems New Favorite 26–32 pp. House”–”When Mother Reads Aloud” Timeline and Map Activities Timeline  A: Q: A: Q: To Discuss After You Read You Discuss After To Q: one that drives cattle or sheep to pasture or to or to pasture or sheep to cattle drives one that drover: market. Set and Isis: (or Seth) became jealous of Myth of Osiris, Osiris king who was and had a sarcophagus of the gods, a then threw He measurements. Osiris’s to made secretly fit whoever that of Osiris in honor announced and feast but others tried, Several win it. would in the sarcophagus and threw Sethwhen Osiris the lid in place tried, locked to she set out the news, Isis heard When the Nile. it into not be able to he would Osiris because she feared look for the She found burial. a proper without the afterlife enter but Set discovered and hid it in the marshes, sarcophagus and scat- 14 pieces body into cut Osiris’s it while hunting, the for again searched Isis once Egypt. them across tered 13 of them, body and when she found of Osiris’s pieces to used magic out of gold and she made the 14th piece a proper have he could a result, As life. bring to him back of the Dead and the Afterlife. burialbecame Lord and He stood tongue–tied, feeling his very existence an intru- very his tongue–tied,He stood feeling existence or encroachment) (a trespassing sion. on fell his self–recrimination as his eye even He forgot or (the act of accusing table. the object on Zau’s lying blaming oneself) capac- lacked skill,”Because or aptitude you ?” (a tendency, understand) learn or or inclination to ity, ©2014 by Sonlight Curriculum, Ltd. All rights reserved. their bodies with piles of rock. their bodieswith pilesofrock. sand The heat anddesert the poor, Egyptians theirdeadinpitsandcovered buried Egyptian Tombs: days, theearliest In andespecially for Vocabulary |pp.History 16–19, 22–23,26–29 5-Day: IBelieveCredo: …|Track7 Memorization |Psalm 90:1–4 Children’s BibleField Guide|Chapter 2,problem 5 6:30–56 Reading |Mark pyramids might looklike: Here’s what asampleparagraph aboutpassing theGiza 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| Exercise 6 3000,Book 2A KeysOptional: Language to 6|Lesson Good 5 History/Geography Bible Creative Expression Vocabulary Development Day 5 Grammar/Mechanics Language Arts If you’reIf crunchedfor time, limityour student’s journal Have your students follow on”D: thedirections Write guard soshehasnoway to escape another raid Mara andlocks inherroom withan armed vanced ourshadbecome. society architecture proudly displayed what anad- took my breath away. ofmodern These marvels still about thepyramids, seeingthemup-close into view. Even thoughIhadheard many stories shapesofthepyramidstriangular at Gizacame at firstsoonbecameclear,was blurry asthe form inthedistance.to seeshapestaking What As Ilookedoutat thehorizon, Icould begin Usborne Encyclopedia 12,000Years Encyclopedia Usborne ofWorld Core G GandLanguage Arts A: Q: A: Q: To After Discuss You Read ter protection from tomb robbers. believe that the Experts Valley provided oftheKings bet- an area notablefor anatural pyramid-shaped formation. These elaborate tombs were dugdeepunderground in Egyptians royalty buried inthe BC), Valley oftheKings. (ca.1600–1100 theNewKingdom, During ca. 2500BC). eventually inspired theflat-sided pyramids ofGiza(built first pyramids were smallerstep pyramids actually that into whichtheEgyptiansshaft would lower amummy. The was anarrow Inside form (ca.3000BC). builtofmudbrick built mastabatombs, whichhadasingleelevated plat- eventually thebodiesinto turned fossils. Later, Egyptians ww.cs.dartmouth.edu/farid/egypt/tombhistory/ and ww.cs.dartmouth.edu/farid/egypt/tombhistory/ library.thinkquest.org/J002046F/tombs.htm?t1l-iframe (accessed Dec. 2010) 4. Q: A: Q: A: Q: A: Q: A: Q: A: Q:

w brick-making, etc. Work became more specialized could develop othercrafts—such asweaving, pottery, growing could people food. grow Some whileothers food hadto alloftheirtime it meantthatnoteveryone spend own families? could grow more food thantheyneeded to feed their How didlife changefor communities once farmers these sameirrigationpractices aswell itto theircrops—theseason andcarry Egyptians used they builtditches andcanals to holdthewater inthedry cultureearly usedthissamemethod? How irrigate theircrops? didSumerians What other tombs? Where isallofthetreasure that was once inthese planningcould onwhattheperson pending afford elaborate andsecure tombs were builtforthedead, de- the earlygraves were underground, andover timemore forlarly royalty? Why? How didEgyptian graves changeover time—particu- eventually became kings quent, theserulers”ruled” oftime, forlongerperiods and to leaduntilthewar was over. wars As became more fre- when acity-state went to war, citizens chosesomeone to rise power?How didthefirstkings into andoutoftheareagoods riversthe two could meantpeople more easilytransport together to trade theirgoods? would thislocation beagoodplace for peopleto come Think aboutthegeography ofMesopotamia. Why where theylived metal andwood because theydidn’t have any available made intheirmetalworkshops. They traded forstone, Summerianshadgrain, wool, andthethingsthey pots What exchange goodsdid Sumerians intrade? that surrounded it had itsown temple. controlled Each city thefarm land the citieshadwalls around themforprotection, andeach walled-city. abasicSumerian Describe

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29 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. n 5 ”Then here is the message. Tell him he must Tell ”Then is the message. here Mara choked on the ”River of Darkness?” the dead the gold take from He must Aye. journey to the River of Darkness, talked of journey to as we of him who He must take the treasure long ago. his brow from cobra the royal even sleeps there, of amulets—” and the collar words. into He must go down live! to must have Egypt and bringthe land of night it forth me.” to Mar Why was Mara—who seems to be able to wriggle out to be able 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 and for once courtyard until he returned, her word keep Mara does as a person throughout change How the story? trusting other people, and of loving she learns the value it is worthwhile and why to family, such as friends and she has made valuable exchange, them. In to loyal remain in the end them well treat to friends and wants slavery does MaraHow affect her relationships and Reshed such as Innani the the princess, with others, or Sheftu? guard, Innani does Maralearn from (the princess)? What or side by Juxtaposition close together place means to In literature, or contrast. comparison especially for side, juxtaposition person when one theme or idea or occurs Daughter of author of Mara, The another. to is parallel (Mara) of the Nile” the Nile juxtaposes the ”daughter Com- (Hatshepsut). of the sun god” with the ”daughter think about their titles these women: and contrast pare their view of Egypt, their personalities, and origins, How of other people. and their value their positions, If they they different? are they the same and how are at in the book, point some the same at but different are of the book,another point describe that. Read the dictation passage aloud, and have your your Read and have the dictation passage aloud,

Language Arts Expression Creative Readers 5. 92. a, DaughteroftheNile, p. 5-Day: Dictation5-Day: of paper. piece the passage on a separate write students | Chapters 23–end of the Nile | Chapters Daughter Mara, Read You Discuss After To Q: A: Q: A: Q: Q: Q: ore G and Language Artsore G C

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they think of their future glory, 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 Why are the Greeks not outraged after Iphigenia’s after not outraged Iphigenia’s the Greeks are Why death? 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 claiming he only had daughters. reveal to Achilles and tempted merchant as a traveling femi- among more sword including a fabulous himself by the sword resist couldn’t Achilles In the end, nine trinkets. the Egyptians believed the spirit of the dead pharaoh 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! the dead didn’t know it. We priest collected most tombs were raided long ago before archaeologists archaeologists before long ago raided were tombs most looted was the treasure and the pyramids, study began to What daily? a tomb to a priest bring food would Why the food? to think happened do you Sea (F5) Mediterranean Gulf (H12); G11); Persian theSumerianKingdom conquer morites 110–113] BC)a. 3500–2500 [pp.

Read–Alouds 30 eek 2 Favorite Poems Old | “The and Poems New Favorite 5-Day: Pointed 371–372 pp. Magic” People”–”Cornish Timeline and Map Activities Timeline  Q: Q: A: To Discuss After You Read You Discuss After To Q: A: | Part 1, Chapters 4–5 1, Chapters | Part War The Trojan 5-Day: Vocabulary goddesses, and Roman mythological Greek three Fates: usu- were Fates The of life. who spun and cut the thread But elderly goddesses. ally described gloomy, as stern, as sometimes worshiped they were Greece, in ancient goddesses who helped with childbirth and a successful Book Encyclopedia). 2003 World harvest (source: Current Events | Report Events Current d  Timeline and Map Activities Timeline d d A: A: Q: ©2014 by Sonlight Curriculum, Ltd. All rights reserved. 1. the words. the royal cobra from hisbrow andthe treasure ofhimwhosleepsthere, even we talkedoflongago. Hemusttakethe A: Dictation PassageA: Dictation forth to me.”forth must journey to the River of Darkness, as tomust journey theRiverofDarkness, syllable breaks like, checkadictionary. Agreat place to Often, word processingOften, willautomatically software insert is a short littleline(likethis:-)that and adash?Ahyphen isashort collar ofamulets—” gold Egypt musthave to live! Hemustgo down into thelandofnightit andbring or “you” hyphenated. youwhere If needhelpknowing the on two lines. Therefore, you willnever seetheword “that” example: insert ahyphen between thedoubleletters. isoften insert For which makestheword easierto read whenitisprinted to splitaword? We hyphens between syllables, insert hyphens for you asyou type, where buthow doesitknow writers useto divideaword between two linesoftext. Mechanics PracticeMechanics I I I I I Other usesfor hyphensOther include: Mara, oftheNile,p. Daughter 92. Do youDo remember thedifference between ahyphen “River ofDarkness?” chokedon Mara “Aye. Hemusttakefrom thedead “Then 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 ablack-tie event Bush president-elect ra-rnmte step-sister great-grandmother one-half two-year-old 1 clear-headed two-thirds col-lege LA LA Week Sheet 2Activity oeGadLnug rsG Week Sheet 2Activity | Core G GandLanguage Arts . Draw lines(|)to show where hy- you could insert 1. . Find thedashinthisweek’s passage. dictation Why 2. ______honorary contrary ambiguous strawberry Spatial organization arranges detailsofaplace orthingin somewhat ofacross between acomma, acolon, andan a logical order, you could easilyconfuse thereader about around theroom theitems anddescribe inorder asifthe a logical order. you If were to your describe bedroom, you ellipsis. Here are afew oftheways itcanbeused: entering your room. Then you might move clockwise where objects arewhere located objects inyour room. B: Spatial Organization person leaving theroom. you If didn’t in objects describe person were circling your room. You would endwiththe might start withthefirstthingapersonwould seewhen might start A dash(orem)isalongerline(likethis:—that is I I I I Writers usespatial organization indescriptive text.

“Well, I—ah—you see,” stammered Duane. ShewasImeancrispy—from sunburned—and At the same time—and thiswas totally un- At thesametime—and did theauthorincludeadash? it’s bestnotto hyphenate aword to leave asingle phens to splitthewords below. Generallyspeaking, letter aloneonaline. To show interrupted speech: For emphasis: To indicate asuddenbreak orchangeinthesen- To joinletters andwords: here: tence. Notice how thedashesare likeparentheses head to toe. planned—Amy andIopenedoursodas. U-turn E-mail 5 LA Week 2 Activity Sheet

In the example below, Mara and the princess Inanni go Plan of Organization: outside and down the stairs of the palace for the first time. Make a list of the details you plan to describe for your The author describes the setting using spacial organiza- spatial description. tion. The writer not only describes the storerooms and workshops but also includes what the characters see in those rooms as they pass: At the bottom they found themselves in the first of a series of walled courts and gardens, through which they passed without encountering anyone more frightening than a few slaves or hurrying servants. Inanni began to relax. She peered curiously at the storerooms and shedlike workshops, catching glimpses of basket makers and glass blowers still at work, of hundreds of stacked wine jars, mountains of baled linen, the neat rows of a kitchen garden. There were vineyards, date groves, curving flower beds in which scarlet sage and larkspur glowed against dark Write Your Description: tamarisk trees. As they entered a broad paved area Use sensory details and spatial organization. surrounded by weavers’ stalls, Inanni gave a start of joy and stopped. —from Mara, Daughter of the Nile, p. 99 Use spatial organization to describe your favorite place ©2014 by Curriculum, Sonlight Ltd. All rights reserved. in one paragraph. Perhaps this place is somewhere near home or at home. It could be a place where you go to think or to relax. Maybe your favorite place is a family camping spot or someplace you’ve only visited one time but would like to return to someday. Decide on the order in which you want to write about that place. Will you describe it from a specific perspective? For example, if your favorite place is sitting on a rock looking down from a mountain, you would describe the scene from that point. If you use yourself as the focal point, describe what is closest to you and work your description in points that get farther and farther away from you. Will you describe from top to bottom or from side to side?

Introduction: Give an overview of what you will describe.

6 Week 2 Activity Sheet | Core G and Language Arts G ©2014 by Sonlight Curriculum, Ltd. All rights reserved. The Sphinx ______scribe whoistravelingscribe Riverfrom to uptheNile Memphis setting really like? C: Research for Travel Journal your trip. Today, identify andwrite aninteresting or fact McGraw, thesettingbegins inMenfe Egypt. (Memphis), Pyramids ofGiza Prior to thestory’s opening, Thutmose IIIreigned asking Egypt. As shetravels, what see? doesMara What was the in the1400’s B.C. The Egyptians builtmany structures two aboutthefollowing places: would you go? world. To travel from to Memphis Thebes, whichdirection of the city Thebes. Riverto the Nile Thebes, whichwas thecapitalofAncient before that timeperiod. theprotagonist, Mara, travels up Tomorrow, you willwriteabout atravel entry journal Travel backto Ancient Egypt andtaketherole ofa by Eloise Jarvis thebookMara,In oftheNileby Daughter EloiseJarvis Look River, at themapofNile thelongestriver inthe LA LA Week Sheet 2Activity oeGadLnug rsG Week Sheet 2Activity | Core G GandLanguage Arts This helpstravelers remember more abouttheirexperi- ______Saqqara spatial organization. Give your readers mental imagesof atmosphere. What doesitsound like, smelllike, taste like, Use colorful adjectives and action verbs inyour and action adjectives descrip- Use colorful Write abouttwo oftheplaces atravel you entry journal ences andshare andfamily. withfriends theirmemories Deir el-Bahari Deir if you were there. actually your using Describe journey recreateHistorians events withtheaidoftravel journals. D: Write the Travel Journal which sideoftheboat youobjects? saw certain the scenes. tion. Write at leastoneparagraph abouttwo oftheplaces. researched onDay 3. feel like, andlooklike? As you write, concentrate theplaces ondescribing as Use your five sensesto give your reader asensefor the Mara seescrocodilesMara andsmellsfishmixed withmud. People keeptravel to journals record theirjourneys. If you’reIf traveling south,canyou tell thereader on 7 This page intentionally left blank. ©2014 by Sonlight Curriculum, Ltd. All rights reserved. The GoldenGoblet Read-Alouds Hittite Warrior Readers O 5-Day: Favorite Poems Other Subjects (Math, Science, Subjects Other etc) Current Events Years ofWorld History 12,000 Encyclopedia 5-Day: Usborne Encyclopedia The KingfisherHistory TimesAncient oftheWorld:The Story History/Geography Reading Bible N Date: Old and New and Old Favorite Poems 5-Day: TheTrojan War Guide Children’s BibleField Credo: IBelieveCredo: … Memorization C ld and Newld and ore

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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 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. ing. implicationThe doesn’t isthat God not-so-subtle exist claim that theuniverse cameabout onitsown, from noth- science. Problems whensomeunbelievingscientists arise creation inlinewiththeconsensus ofmodern isactually beginning, account whichmeansthat theGenesis of exactly. The Bible agrees that theuniverse hadadefinite well designed God ourworld for life! 2010). Planet Media, (Illustra You’ll beamazed withhow to watch It’s about thisfine-tuning. calledThe Privileged processes. Ask your parents if theycanfindavideofor 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 About andDo” eachday. activities Children’s BibleField Guide|Chapter 3 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 changeinside, notjusttheway ontheoutside. we act otherwords, needs In ter—people ofvirtue. ourheart ofcharac- things. kind Jesuswants peopleofacertain we docanmakeus”unclean” becausewe doorsay wrong words, that ourinnercharacter 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 Guide aseither “Parents” or “Students.” for you. These BibleNotes are intheInstructor’s marked intended specificallyfor your children, whilesomeare your pages.after oftheseNotes Schedule Some are aloudtoplease read your thoseselections children. it’s timeto BiblepassagesintheSchedule, read theactual ternational Children’s BibleField Guideontheirown. When haveunder theBiblesection, your children read The In- Bible Day 1 W Parents: IstheBigBanganenemyNot ofChristianity? Students: peoplethink Didyouthat many know smart ChapterRead 3today, thendooneortwo ”To Think ofmoralStudents: stressed Jesusoften theimportance There are many Notes eachweek helpfulBible-related Note pages, to orDad:Onyour Mom Schedule weekly eek 3 N otes Core G GandLanguage Arts 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 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 A: Q: A: Q: To After Discuss You Read pp. 39–45 oftheWorld:The Story Times Ancient |Chapter 6 IBelieveCredo: …|Track7 verses 1–6.Don’t forget to work ondramatic expression. Memorization |Psalm 90:1–6 History/Geography

Parents: have ofChristians Aminority argued that Parents: Were thedays ofcreation literal 24-hourdays Listen to Track 7theentire week. Continue Psalm memorizing 90. This memorize week, (and so, thenation ofIsrael) to live inEgypt to survive toldJoseph themto bringtheirfamilies andtheir livestock How didthenation ofIsrael come to live inEgypt? into slavery less, his brothers were stilljealousofhimandsold his father andbrothers would bow down to him.Regard- did have dreamstold himthatoneday, inwhichGod didn’tJoseph brag his coat about to hisbrothers, buthe inyour book? and the story inGenesis story 37:1–11. What differences doyou seebetween the ofJosephandhiscoat inGenesis thestory Read

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33 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. 1 H (ca. 1600–1200BC) Civilization ittite Mar all Egyptians are evil, cruel, and treacherous; all Canaan- and treacherous; cruel, evil, are all Egyptians and dishonorable cowardly are ites after with the battle the does Uriah well sleep Why robbers? 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 the start hold at stereotypes What of the and Canaanites? Egyptians book, especially towards Read through the dictation passage with your students. students. the dictationRead passage with your through Find a map on pp. xii–xiii. Locate the various places the various places xii–xiii. Locate a map on pp. Find In 1200 BC (200 years before Saul), a young Hittite, Hittite, Saul), a young before In 1200 BC (200 years

Language Arts Grammar/Mechanics Vocabulary Development Vocabulary Expression Creative Readers A: Dictation Passage of or matters capitalizations, words, any note them Have 5, you On Day special attention. punctuation require that it down. write students it aloud as your will read 1. 217–218. a, DaughteroftheNile, pp. A: Q: A: and Map Activities Timeline d Uriah mentions. 6 Good 6 | Lesson to Language Optional: Keys 2B 3000, Book 6 | Exercise Wise Optional: Wordly | “Her Words”–”Father’s Old | “Her and Poems New Words”–”Father’s Favorite 32–34 pp. Story” xv–Chapter2 | pp. Warrior Hittite Setting 1200 BC Land of Canaan; Overview Tyre, in a stay After Canaan. for Hatti Uriah, flees the Great hill countryhe ends up in the Hebrew finally meets and leader of the friend Sisera, father’s the man he seeks: his but with Sisera, Uriah Barak fights armies. Canaanite and the chariots useless, the Canaanite render rains great Uriah sur- die. himself, Sisera later, and, soldiers, Canaanite and girl marries a Hebrew and eventually though, vives, the one true God. worships Read You Discuss After To Q: ore G and Language Artsore G C

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not to 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 What promise does the Ancient extract does the Ancient Ranofer? promise from What Hequet? from not Why mapbelow) anaan (see

C A B D Read–Alouds 34 eek 3 A: To Discuss After You Read You Discuss After To Q: Vocabulary and hold attract (to on Ranofer. riveted was attention Their engrossingly) the old man looking and He found both thoughtful undecided) dubious. (doubtful, hauteur conceited of such He assumed an expression laughing. burst out and the Ancient both Ranofer that manner) or condescending (arrogant old man cackled, the shaking value,” of inestimable ”Aye, or be measured to or excellent valuable (too his head. appreciated) . as his salve a magic His seemed as great touch gentle (a healing ointment) an intermi- seemed what for sight into He did not come protracted) (wearisomely nable length of time. | Chapter 9 The Golden Goblet | Chapter Current Events | Report Events Current among court one of the highest offices of- Fanbearer: served the 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 Katherine, by of Dress Morris Lester). Accessories (source: and bottom with a flat boat narrow a long, punt: water is usually pushed along shallow ends that square with a pole. Timeline and Map Activities Timeline d  ©2014 by Sonlight Curriculum, Ltd. All rights reserved. is why we have includeditinour listofnounsinthisweek’s passage. Beetle’s anchorage. However, at it’s mostbasic level, it’s stillanoun,which e Warrior, pp. xvi–xvii. to thenounanchorage describe withintheprepositional phrase to the 3. 2. Answers: Sheet. nouns. For more information, seetheWeek 3Activity PracticeMechanics Dictation Optional:

2. passage.line allofthenounsindictation 1. Today your studentsaboutseveral willlearn of types 3. T Hittit o beprecise, Beetle’s isapossessive asanadjective nounthat acts

N tostone theBeetle’s wharfs M for masculine, Nfor neuter andIfor indefinite. Label thegenderofeachnoun.U 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 me whenIwas 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 coppershoulders burnished inthebrilliant over thegunwale, propped hisarms wide, his to theBeetle’swharfs anchorage.hung Nekonkh line, Sheftu, shadow, hull, ladder, reflections, glare, sun, Nekonkh, gunwale, arms, shoulders, copper, sunlight, c 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,

oncrete—(Possible) Beetle’s, wharfs, anchorage, My story willtell muchofthat littlestrip story My An hourlater hewas crossing theworn stone

An An N N N N N

hour later hewas crossing theworn

N N N N 2

N N NM

anchorage. Nekonkh

se Ffor feminine, N N

Core G GandLanguage Arts 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 Q: A: Q: A: Q: A: Q: To After Discuss You Read oftheWorld:The Story Times Ancient |Chapter 7 IBelieveCredo: …|Track7 Memorization |Psalm 90:1–6 1–2 Children’s BibleField Guide|Chapter 3,problems 8 Reading |Mark Bible History/Geography Day 2

Students: Peter’s confession 8:27–30is inMark ofChrist 3. Why didBabylonians watch the stars? tal oruncontrollable harsh punishmentsforsomethings thatcould acciden- be soundreasonable, Some possible: otherssoundlike very book that Hammurabi wrote? What doyou thinkofthesamplelaws listed inyour theCode,obey even Hammurabi himself him receiving Everyone hadto themfrom thesun-god. instonehad theminscribed onamonument thatshowed firstsetofwritten lawsthatwe knowof.people—the He they were thelawsHammurabi wrote to govern the it? What was theCode ofHammurabi? Who hadto obey madethem the military follow rulesbecause theywanted to, andnotjustbecause he wanted to treat fairly. hispeople Hewanted themto he wanted hisempire to governed be by justlaws, and How was Hammurabi adifferent ofking? kind

isn’t oneinthispassage. (Possible) gunwale, sunlight;collective noun —there —hour, abstract compounddeck; noun— anxiety; line, Sheftu, shadow, hull, ladder, reflections, glare, sun, Nekonkh, gunwale, arms, shoulders, copper, sunlight, c this passage. gunwale, sunlight;collective noun—there isn’t onein compound noun—(Possible)—hour; abstract deck; oncrete—(Possible) Beetle’s, wharfs, anchorage,

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35 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. What did the Hittites use in warfare that gave them them the Hittites did use in warfareWhat gave that an advantage? iron chariots, region? in their did the Hittites play role What conquerors warlike they were kind What Hammurabi? ruler was of and helped of laws, a code efficient, put together he was times during difficult Babylon stabilize defend use to did the Babylonians key weapon What themselves? arrow and bow

Read–Alouds Q: A: Q: A: Q: A: Q: A: | Report Events Current 10 | Chapter The Golden Goblet Vocabulary 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 crony with some the privacy courtyards. (a longtime close friend of their own or companion) and with relief staggered the ground, to dropped Ranofer flung himself out the gate 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 they shed fell light faint What familiar transforming of vine, strand or a waving corner eerily unfamiliar phantoms. (an appari- shapes to daytime tion or specter) nothing but the light nothing but blackness, heard He saw (something that is feet. frightened of his own staccato brief sharp bursts) up into broken the hideous reverberations not hear it over But he could of repeated (a sound persisting because other noise. of that has been cut off)reflections after the source as enigmatic as as black, was street as threatening, The puzzling) (inexplicable, before. of his nocturnal nothing He had mentioned to fiasco (nocturnal: glad. he was and now Heqet or the Ancient, and an utter in the night; fiasco: or occurring held, done, especially of an ambitious or preten- often ridiculous failure tious undertaking) ore G and Language Artsore G C

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Hammur Babylon Babylon | (ca. 1792BC) ofLaw Code abi writes

they discovered that the Earth moves around the Sun, and that the Earth around moves they discovered From year.” ”one do so was to the time it takes decided that a day 12 months, into a year they divided this information, 60 minutes and an hour into 24 hours, into because they thought they could find out what the gods out what find they could thought they because stars the watching by doing were their star studies? learn did they from What Hittites are mentioned throughout the Bible in books the Bible throughout mentioned Hittites are encyclopedia the SeaThe has mentioned Peoples times in the Bible (300 many is mentioned Babylon the same thing. far from are and astronomy Astrology of the the laws invalidate of Hammurabi Does the Code G10) (map 3)

36 eek 3 To Discuss After You Read You Discuss After To 2 Joshua, Judges, Deuteronomy, Exodus, such as Genesis, with encounters many had Early Israel more. and Samuel, and Mesopota- as with the Egyptians as well the Hittites, at obviously the Hittites were Being polytheists, mians. odds with the monotheistic Hebrews. on insights more any offer to again fails but yet before, the Hittites. defeated have to said they are them. Here with some sketchy, are about the Sea Peoples Records rather of various cultures be a group to them considering People” ”Sea term The than a specific or distinct kingdom. introduced one, is a recent these groups to in reference In sometimes the documents ancient in the 19th century. indicating with certain named, records tribes Egyptian are An among islands. the sea or from the people came from will turn Peoples” and ”Sea People” ”Sea for search internet about learn more wish to if you up a variety of sources conquerors. these mysterious in the ESV!). times in 265 verses in interest to can be traced modernAlthough astronomy activity is an occult the latter seeking know to astrology, study- such as by on the basis of the heavens, the future argument One ancient bodies. ing stars or other celestial who pointed set forth was Augustine, by against astrology lives very in some cases twinsout that lived different both born of one within moments though they were even lead then all twins would true, If were astrology another. of the the movements dictated by nearly lives, identical planets and stars. or ”bor- simply ”stole” the Bible or does it mean that Bible, speak- Biblically Hardly. other cultures? from laws rowed” since all people, truths to his moral God has revealed ing, a (Romans 2:15). As on the heart” ”written are these laws through- cultures be expected different that it is to result, C.S. Lewis very develop similar laws. would out the world his book these similaritiesdocuments in the appendix to AbolitionThe of Man. d  The Kingfisher History 20–21 Encyclopedia | pp. Timeline and Map Activities Timeline A: A: Q: ©2014 by Sonlight Curriculum, Ltd. All rights reserved. orld Book Encyclopedia orld Book 5. 4. A: Q: A: Q: A: Q: A: Q: To After Discuss You Read the head. orattachment forheadrest: supporting shaped part waning: ofthemoon. barque: any smallsailingship. ago, about1490–1436BC. Thutmose theConqueror: Pharaoh over ahundred years and rulesonourIGlinkspage. hounds–and–jackels: a board game, seeadescription are asource ofvegetable ivory. found inthetombs oftheEgyptian pharaohs. The seeds gingerbread. Large quantities ofthesefruitshave been spongy, andrather sweet innersubstance that tastes like size ofanapple. The andathick, fruithasared outer skin leaves. The tree bearsanirregularly oval fruitaboutthe ofdeeplylobed,Each branch fan–shaped endsinatuft palm grows inArabia, UpperEgypt, andCentral Africa. dom palmtree: also spelleddoomordoum,thedom images.full ofenticing (alluring, attractive, beguiling) uptheworn andslantingRanofer hurried steps, hismind lessly venturesome, presumptuously bold) Halfway there thought anaudacious stopped(reck- him. or tendencies orofundefinedstatus) ness ordisregard ofmixed ofothers;mongrel:aperson birth stones. (impudent:marked by contemptuous bold- orcocky ”Impudent mongrel!” flung thewords Gebu at himlike mistaken. (cut short) small room inalocation whichseemedeithersenselessor in noneoftheothers, eitheratruncated passageora One ofthesela

2003 2003 mose–Nefer–Kheperu, a long-dead pharaoh along-dead mose–Nefer–Kheperu, Etched into thecurive was ofapetal thename ofThut- with abandofsilver around therim,andsilver foritsstem. the gobletwas pure gold, like shaped alotusblossom, thegoldengoblet. Describe unusualthings look the street hadnolights, 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 ofthepeople,is thelifeblood andtheyneeditto survive ofthegod’sthe gloom theNile deathandjoy athisrebirth; meanor to rise? Why causeeveryone’s oftheNile doestherising de- World Encyclopedia Book W tter drawings contained adetailhefound 5 * 4 Core G GandLanguage Arts A: Q: A: Q: A: Q: To After Discuss You Read Hittite Warrior |Chapters 3–5 Aged Three Years andFive Months” pp. 34–37 Favorite New Poems and | Old “Father”–”To Son, My Answers: Sheet withtheassignedActivity point ofview. paragraphs under”B:Point of View” ontheWeek 3 point ofviewconsistent. Today, have themrewrite the of thepaper, point itoutandwork withthemto keepthe yourtion). If students switch point ofviewinthemiddle Sheetforson point ofview(seetheActivity more informa- have your students rewrite thesentences usingthird per- or yourself inyour students’ writing, delete thewords and appropriate point ofview. you If findthewords you, B: Point of View Readers Creative Expression Language Arts

2. homeasagreatas driving snowstorm beganto 1. Help your students to develop goodhabitsinusingthe are fedlittle die who stumblesisbeaten; theoarsmenwhowillsoon ple dye firstare blinded, thenworked to death;aworker and sleep;thestrong menwhocrushsnailsto make pur- in unendurable heatfor longhoursadaywithlittlefood 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 think peopleinthistimeperiod the hills war, slave traders orcaptured desert Hebrews from traded forthemfrom foreigners, purchased prisonersof Where dotheslaves of Tyre come from? [chap. 3]

person deserved it. person deserved ing themedal, shedecidedto confess that another to give anacceptance speech,butinstead ofaccept- wholovedthem oldfriends her. Shewas supposed it. Shestood infront ofalarge audience, many of that shereallymedal, didnotdeserve butsheknew had to doinherlife. Shereceived animportant T far from homeanddidn’t reallywhere know hewas. where hewas going. Suddenly hiscarstalled. Hewas whiteturning andconfusing. Hecould barely see rage. He was worried. around Everything himwas He w his was thehardest, mostdifficultthingshe’d ever

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7 xt page) * * * Mycenae (D5) (map 5A) Mycenae (see map on ne (E6–E7); Phoenicia Phoenicia Crete Crete Why must Ranofer have the goblet as evidence before before the goblet as evidence have must Ranofer Why raiding? Gebu of tomb he can accuse he has no because him believe without it, no one would authority 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 when Gebu seems to flabbergasted is Ranofer Why shop? the stonecutting bring the goblet to that in the shop like hide an item to is no place there w ”Son of a pig” would be considered a curse considered be would of a pig” ”Son Note:

7. ww.touregypt.net/featurestories/pigs.htm To Discuss After You Read You Discuss After To con- also were Pigs dirty. considered because pigs were nected with Set, an evil god of chaos. Q: A: Q: A: Q: A: and Map Activities Timeline   manner, winked winked manner, conspiratorial in a nodded Ancient The chuckled and the into Ranofer as he led again eye, his one morosely snuffling along the was his donkey lane where unlaw- do an to as if agreeing conspiratorial: ( baked road. ful act an act do to or use unlawful means which is lawful; morosely: sullenly) it is sure be may you rogues fall out, two like that When the do for one is to some skulduggery of the price over (rogues: persons; dishonest unprincipled skuldug- other. or unscrupulous unfair, gery: dishonest, under–handed, behavior or activity) help his own to malice on Setma’s count not He dared seriously harm another usually to or desire (intention cause. unlawful or otherwise doing something by unjustified) 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 inflammable 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 ore G and Language Artsore G C

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(map 3) |

(F10) 6 W

Assyrian Civilization (ca. 1170–612 BC) Civilization Assyrian Story (ca. of Gilgamesh 3000– is written The 1200 BC) Assur |

Retell the storyRetell Gilgamesh. of of Gilgamesh, a king stories the ancient people who tell half-man and half-god. unkind his to Whenwas he was the gods a half-man and half-beast. sent Enkidu, people, and Enkidu helped Gil- friends, then became fought, They the gods Later, king. a wise and gracious gamesh become but he did killed life, Enkidu eternal and Gilgamesh sought it. (Thisnot achieve between told story 3000–1200 was BC.) to teach morals, to explain things that were difficult explain things that were to morals, teach to understand to Why do you think ancient people told stories like the stories told people think ancient do you Why story of Gilgamesh? Would you want to follow a leader like him? Why or Why a leader like him? follow to want you Would not? why him who followed People fear and violence. he ruled by they had because of him and did not follow afraid were lead well in him to faith Why was Shamshi-Adad powerful? Shamshi-Adad was Why but a dictator who not a just ruler, was Shamshi-Adad with him agree who didn’t killed anyone T

Day 3 Day Read–Alouds History/Geography Bible 38 eek 3 6. a story tells remarkably life, similar Utnapishtim, the man who has eternal outthemostamazingpart he bookleaves oftheGilgameshstory. the flood of Noah. to Vocabulary or . (spoken laconically he remarked baking,” ”Yesterday’s briefly) expressed | Chapter 11 The Golden Goblet | Chapter The Kingfisher History 22 Encyclopedia | p. | Report Events Current  Timeline and Map Activities Timeline d d Q: A: A: Q: Q: A: Q: A: | Chapter 8 | Chapter Ancient Times The Story of the World: Read You Discuss After To Reading | MarkReading 9:1–24 3 problem 3, Guide | Chapter Bible Field Children’s 90:1–6 | Psalm Memorization 7 … | Track Credo: I Believe ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Credo: IBelieveCredo: …|Track7 Memorization |Psalm 90:1–6 Children’s BibleField Guide|Chapter 3,problem 4 9:25–50 Reading |Mark Write aPeace Treaty” ontheWeek Sheet . 3 Activity verbs. withactive ”C: See languageinthearticles Pre- aPeaceC: Pre-write Treaty WordlyOptional: Wise 6|Exercise 3000,Book 2C KeysOptional: Language to 6|Lesson Good 7 Q: A: Q: 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 Bible Creative Expression Vocabulary Development Readers Day 4 Grammar/Mechanics Language Arts D B A C

Discuss withyour students how to simplifythe (1350–1334)BCbelievedAkhenaton inonetrueGod. 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, 8 7 6 5 4 3 2 1 Phoenicia AFRICA

Core G GandLanguage Arts Q: A: Q: A: Q: A: Q: A: Q: To After Discuss You Read oftheWorld:The Story Times Ancient |Chapter 9 The Kingfisher History Encyclopedia |pp. Encyclopedia 14–15 The KingfisherHistory   d Timeline Activities andMap A: (a soundexpressive ofpleasure orexultation) The Ancient oflaughter. gave hishigh–pitched chortle or stains) with cool mud. (to coat with somethingthatsmirches required much rubbingwithcastor–bean oilanddaubing had gonelameinonefoot afew days before, andhad abouttheAncient’sHe launchedinto astory donkey, who Vocabulary The GoldenGoblet|Chapter 12 Current Events |Report A: Q: A: Q: To After Discuss You Read History/Geography Read–Alouds

rabian (F7);India(E9);IndusValley Sea (D7–E8); ”modern?” what waysIn could we consider Indus Valley cities was attacked asastronghold to keepit served ifthecity safe thepeople Why were to Indus citadelsimportant Valley cities? grew grain, cotton andfruit herethe people usedelephantsandwater buffalo to farm; from thoseinMesopotamia? How intheIndus practices didfarming Valley differ these watery trade routes to wouldthe people oneanotheralong theirgoods peddle andtheHarappan civilization?Mesopotamia How didthese”streets” thepeopleof helpconnect cities between and goods rivers forpeople offered easierandbetter transportation people? what waysIn were rivers better thanroads for ancient baths kept clean people had courtyards, wells, toilets, anddrains. Large public the housesinIndusValley were madeofbricks. They made things like pottery andstone toolsmade thingslike pottery they farmed various crops like wheatandbarley. They also ofthingsdidtheIndus What kinds Valley peopledo? inthisarea it isbelieved thatthefirstcivilizationstarted What makesthe Indus Valley inhistory? important ndus Valley 2000 BC) (ca. Mohenjo-Daro city Assyria Assyria Mohenjo-Daro (E8)(map2) Mohenjo-Daro A I (F10) (map3)

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39 ©2014 by Sonlight Curriculum, Ltd. All rights reserved. f there is any disagreement between family mem- between disagreement is any f there I Usborne Encyclopedia 12,000 Years of World of World Usborne Encyclopedia 12,000 Years

If two family members agree to share something share to If agree family members two as shall take place the division of said item evenly, as as evenly will divide the item one person follows: to while the other person will be allowed possible, In this choose which portion will receive. he or she be as fair as to each person will be motivated way, issue. at possible in the division of the item resolve to diligently work those members must bers, Scrip- to according bedtime, before their differences if ther not the sun go down Let ture. they invaded and took control of several cities, and then cities, of several control and took they invaded city rule each had an Amorite family What strong? empire Hammurabi’s long was How caused its collapse? after he took 197 years invaded Hittites The while he lived. the throne warriors? the Hittites successful were Why battle on chariots and had iron into they rode because How did the Amorites take control of Sumer and Akkad take control did the Amorites How 2000 BC? around Today, your students will pull topics from their notes notes their from will pull topics students your Today, some sample articles what look like: might Here’s

Day 5 Day Language ArtsLanguage Grammar/Mechanics History/Geography Bible Vocabulary Development Vocabulary Expression Creative Q: A: Q: A: 5-Day: 5-Day: 38–39, 24–25 History | pp. Read You Discuss After To Q: A: Reading | Mark 10:1–31 5 3, problem Guide | Chapter Bible Field Children’s 90:1–6 | Psalm Memorization 7 … | Track Credo: I Believe | Lesson 8 Good| Lesson 6 to Language Optional: Keys 2D 3000, Book 6 | Exercise Wise Optional: Wordly Treaty a Peace Write D: See ”D: treaty. peace their own create and yesterday from 3 Activity for Sheet on the Week Treaty” a Peace Write information. more ore G and Language Artsore G C

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get rid of the golden idol; God when judges the Hebrews other gods they worship What does Samuel keep that Deborah suggests he give suggests he give Deborah does Samuel keep that What 11] does she suggest it? [chap. and why up, he lives in the ark and travels with the people in the ark and travels he lives Why can the Canaanites abuse the Hebrews? [chap. 9] [chap. abuse the Hebrews? the Canaanites can Why scattered no leader and are have the Hebrews dwell- about their God’s believe do the Hebrews What Is it dwelling? think about God’s do you What ing place? 10] idea? [chap. than Barak’s different Why is Ranofer so miserable with the knowledge so miserable is Ranofer that Why the thief Gebu free? walks feels guilty put a thief behindRanofer that he could only question is how bars—the Why does Ranofer not speak of his suspicions to Heqet? suspicions to not speak of his does Ranofer Why foolish, that Heqet will do something and worries Ranofer the deed is so unspeakable See Judges 4–5 to find out who Deborah is. [chap. 11] [chap. is. See find out who Deborah Judges 4–5 to

Readers 40 eek 3 A: Q: A: Q: A: Q: | Chapters 9–11 | Chapters Warrior Hittite Read You Discuss After To Favorite Poems Old | “Slippery”–”Our and Poems New Favorite Silly 39–40 pp. Little Sister” Q: A: Q: A: To Discuss After You Read You Discuss After To colorless to amber or greenish thick non- or greenish amber castor–bean to oil: colorless drying chiefly Used fatty beans. oil extracted castor from as a cathartic and as a lubricant and drying oil. when of the inundation, celebration High Nile Festival: off a day was and the festival land, flooded the the water Pha- at everyone with being fed everyone, for of work and drinking expense free. barley beer for raoh’s Heqet said wrylyHeqet as the vi- unpleasant, , ”Do make myself I ?” the asp to per said twist, (wryly: a clever often by marked of Egypt) snake of irony;with a hint a small venomous asp: his wish the Festival, before day on the suddenly, Then overwhelmingly) (overpoweringly, true. came devastatingly ludicrously or laughable . (amusing fell face Heqet’s exaggeration, incongruity, absurdity, obvious through or eccentricity) lure Gebu only one thing could He knew that well quite barley beer: the prospect of free of the the gold from or gain) of pleasure a promise with (tempt tombs. the mud. into convulsively dug toes bare Ranofer’s spasmodically) (frantically, alarmingly transparent. feel to beginning was Ranofer or seen through) detected (easily ©2014 by Sonlight Curriculum, Ltd. All rights reserved. Q: A: Q: A: Q: To After Discuss You Read 5-Day: TheTrojan War |Part 2,Chapters 1–2 Current Events |Report A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: Read–Alouds

Laodamia to despair?[chap. 2] Why would thevisionofherhusband’s death notdrive mia thinkstimewillnever pass the parents knowthattimepasses, Laoda- though slowly; than Laodamia?[chap. 2] How doProtesilaus’ parents thinkdifferently about time she can foretell thefuture, butisnever believed What isCassandra’s andpunishment? [chap. gift 1] in 1500BC rels cities, between natural invaded disaster? The Aryans we aren’t sure why—land was ruined from farming, quar- Why didtheIndus Valley civilization end? ley buriedinSumer madeintheIndusVal- andbeads we have foundpottery with Sumer? How dowetheIndus know Valley peopletraded cloth forthefirsttime learnedtopeople grow cotton andharvest to weave into Valley?Indus what wayIn was clothingandclothuniqueinthe to saved be forhardcity times oftheircrop tohad specialized the jobs;farmers gave part community? the worked togetherof Mohenjo-Daro to support What evidence canyou findthat shows thepeople Peoplesthe Sea Who defeated around theHittites 1195BC? the Egyptians Battle ofQadesh. Which peoplegroup notconquer? didtheHittites Hint: weapons theirenemiesused weapons andarmor, whichwere stronger thanthebronze Core G GandLanguage Arts A: Q: A: Q: To After Discuss You Read Hittite Warrior |Chapters 12–14 Man Front Own His Who”The Hid Door” pp. 373–375 Song”– 5-Day: Favorite New Poems and |“Bugle Old  Timeline Activities andMap A: a, Daughter oftheNile,pp.a, Daughter 217–218. 8. students write thepassageonaseparate piece ofpaper. 5-Day: Dictation Readers Creative Expression Language Arts

Read the dictation passagealoud, thedictation andhaveRead your knows Hittite warfare withhorsesandchariots handed headofapredator city, agreat warrior who chief ofHarosheth, captain ofthe hostsofCanaan, 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] of thedead her 3hourswithhusband before hewent to theland muchShe thenspent timepraying to forthegods grant her since theygranted heravisionofthefuture tragedy. gave would thatthegods It on herhope have somepity Mar Thebe of Gibraltar (F1)(map3)[chap. 1] 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 coppershoulders burnished inthebrilliant over thegunwale, propped hisarms wide, his to theBeetle’swharfs anchorage.hung Nekonkh An hour later hewas crossing theworn stone (E7); thePillars ofHeracles (Hercules) (F1);Straits 8 n

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41 Core G—Scope and Sequence: Schedule for Topics and Skills Bible Week Memory Work Reading History/Social Studies Geography Biography 1 Psalm 90:1–2 What You What is History; Nomads; Fertile Crescent; Egypt; Queen Hatshep- Should Know Egypt; 5-Day: The Trojan Mesopotamia; Middle sut; King Narmer About the War East; North America; South Bible America; Asia 2 Psalm 90:1–4 What’s In Our Egyptians; Mummies and Egypt; Mesopotamia; Bible? Pyramids; Sumerians; Europe; Africa Early Civilizations; 5-Day: The Trojan War 3 Psalm 90:1–6 In the Begin- Hittites; Hammurabi; Mesopotamia; Babylonia; Hammurabi ning Indus Valley; Egypt, Indus Valley, Central 5-Day: The Trojan War Asia, India, Middle East 4 Psalm 90:1–9 God Creates Ancient China; Shang Egypt, Indus Valley; Medi- Huang Di Man and Dynasty; Hittites; Indus terranean Woman Valley; 5:Day: The Trojan War 5 Psalm 90:1–11 Father Abra- Nubian and Greece; Israel; Africa; Tutankhamen; ham Egyptian Cultures; Greek Middle East Taharka; Sen- Myths; Assyrians; He- nacherib; King brews; Hezekiah 5-Day: Egyptian Pharaohs; Canaanites 6 Psalm 90:1–13 Safe in Egypt Phoenicians; Assyrian Mediterranean Sea; Greece; Nebuchadnezzar Empire; Greece; Europe; North Africa; Baby- Greek Myths; lon; Britain; Asia Minor 5-Day: The Trojan War 7 Psalm 90:1–15 Freedom from Greece; The Medes; Persia; Greece; Persia; Middle East; Homer; Cyrus the Slavery Trojan War; 5-Day: My- India; Scotland Great cenaens; Persia 8 Psalm 90:1–17 Law and the Greece; Greek Gods; Europe; China; Greece; Mid- Plato

©2014 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2014 by Holy Tent Romans; 5-Day: Spartans; dle East; Turkey; Scotland; Athenians; The Trojan War Africa; North America; South America 9 1 Corinthians Living in the Roman Empire; Rome; India; Greece; Troy Archimedes 13:1–2 Wilderness India; Archimedes; Trojan War 10 1 Corinthians Victory The Founding of Rome; Greece; Rome; Carthage; Alexander the 13:1–4 Roman Empire; The Punic Mediterranean Sea Great; Hannibal; Wars; The Roman Re- 5-Day: Julius public; 5-Day: The Rise of Caesar Romans 11 1 Corinthians When Judges The Aryans of India; The Ganges River; India; China; Buddha; Asoka; 13:1–6 Ruled Mauran Empire; China: The Great Wall of China Qin Zheng writing and the Qin; 5-Day: The Ideas of India (continued on the following page)

Core G and Language Arts G | Section Three | Instructor’s Guide Resources | 15 Core G—Scope and Sequence: Schedule for Topics and Skills Bible Week Memory Work Reading History/Social Studies Geography Biography 12 1 Corinthians 13 Israel’s First The Zhou Dynasty; China; Rome; Britain; Egypt Qin Shi Huangdi; King Confucius; Julius Caesar; Confucius; Lao- 5-Day: The People of Early Tzu; Julius Cae- China; The Han Dynasty; sar; Cleopatra The Roman Army 13 1 Corinthians 13 Israel’s Great- Augustus Caesar; Jesus; Rome; Mediterranean Sea; Augustus Caesar; est Kings Fall of Jerusalem; Africa; Jerusalem; Judea; Africa; Jesus; Shapur I The Han Dynasty; Parthi- China; Persia ans and Sassanias; 5-Day: Roman Culture; Early Christianity 14 1 Corinthians 13 Worship and Nero; Roman Empire; Rome; Constantinople; Nero; Constan- Be Wise Boadicea; Attila Britain; Europe; Hungary tine; Boadicea; the Hun; 5-Day: Early Attila the Hun Christianity 15 Psalm 15 Kings and Barbarians; Fall of Rome; Rome; Europe; Germany; Prophets in 500 BC–500 AD: Art, Greece; China

Israel Architecture, Science and ©2014 by Curriculum, Sonlight Ltd. All rights reserved. Technology 16 Psalm 15 Adventures Middle Ages 800 AD– France; Germany; Britain Augustine of Elijah and 1100 AD; Celts; Anglo- Elisha Saxons; Augustine; 5-Day: The Celtic Tribes; The Medieval World 17 Psalm 15 Kings and Monasteries; The Byzan- Egypt, Italy; France; Eng- Prophets in tine Empire; The Medieval land; Constantinople; India Judah Indian Empire 18 Exodus 20:1–2 In a Strange Islam; Dynasties of China Arabian Peninsula; Mecca; Muhammad; Land Medina; Bagdad; China Yang Chien; Li Yuan 19 Exodus 20:1–4 Rebuild Jerusa- Dynasties of Japan; Aus- China, Japan, Korea, Aus- lem and Wait tralia; The Polynesians; tralia, New Zealand, Pacific 5-Day: The People of the Islands Pacifics 20 Exodus 20:1–6 The World of Kingdom of the Franks; France; Germany; Spain; Clovis; Charles Jesus The Islamic Invasion; Northern Africa the Hammer; Kings of France; The Charlemagne Carolingians; The Holy Roman Empire; 5-Day: Charlemagne’s Empire 21 Exodus 20:1–8 Jesus’ Birth and Vikings; Alfred the Great; Norway; Denmark; Alfred the Great Boyhood The Battle of Hastings Sweden; Britain; Ireland; Normandy; Italy (continued on the following page)

16 | Instructor’s Guide Resources | Section Three | Core G and Language Arts G Core G—Scope and Sequence: Schedule for Topics and Skills Bible Week Memory Work Reading History/Social Studies Geography Biography 22 Exodus 20:1–10 Jesus’ Baptism The English Language; England; France; Middle William the Con- and Tempta- Castles, Serfs, and Noble- East; China; Europe queror tion men; Capetian France; The Seljuk Turks; Song Dynasty; 500–1100 AD: Arts, Architecture, Science and Technology; 5-Day: Middle Age Culture 23 Exodus 20:1–12 The Power and Middle Ages 1101–1460 Europe; Japan; Jerusalem; Love of Jesus AD; Knights and Samurai; The Holy Land Crusades 24 Exodus 20:1–14 The Parables Ottoman Empire; the Constantinople, Europe, Ivan III, Moham- and Teachings Black Death; Ivan III; Asia, Russia med II of Jesus Mohammed Captures Constantinople 25 Exodus 20:1–16 Disciples and The Hundred Years’ War; France, England Joan of Arc, Louis Followers of War of the Roses; Louis XI; Edward IV; Jesus XI; Edward IV; Mary of Mary of Burgan- Burgandy; Henry Tudor dy; Henry Tudor 26 Exodus 20:1–17 Enemies and The First Russians; The Ot- Constantinople; Russia; Ivan III; Mehmet Opponents of toman Empire; The Plague Middle East; Europe II; Suleiman Jesus 27 Poem The Death and The Hundred Years’ War; England; France; Europe; Joan of Arc Resurrection of Joan of Arc; Ireland; Sho- Ireland; Japan; Vietnam Jesus guns and Samurai; Khmer Empire; 5-Day: Europe 1100–1500 AD 28 Poem The Church 1101–1460 AD: Art, Europe; England Henry VI; Richard Begins Architecture, Science and III; Henry Tudor

©2014 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2014 by Technology; Renaissance 1461–1600 AD; War of the Roses 29 Poem The Church Isabella and Ferdinand; Spain; Portugal; Ghana; Isabella and Grows Prince Henry; Kingdoms Mali; Ethiopia; Zimbabwe Ferdinand; Prince of Africa; 5-Day: King- Henry doms of Eastern Europe 30 Poem Paul’s Mission- The Songhay Empire; The Ghana; India; Spain; the Babur; Akbar; ary Adventures Moghul Dynasty; Akbar; Americas; Southeast Asia Christopher Christopher Columbus; Columbus 5-Day: Kingdoms of Southeast Asia 31 Poem Under Arrest! Magellan; Mayan, Aztec, Portugal; Marianas; Philip- Magellan and Incan Empires; 5-Day: pines; India; Central and The People of Ancient South America; Peru 32 Poem Paul’s Letters Cortés and Montezuma; Portugal; Central America; Cortés; Mont- to Troubled The Hapsburgs; Martin Switzerland; Wittenberg; ezuma; Martin Churches Luther; Henry VIII; 5-Day: Germany; England Luther; Henry VIII The Rise of Burgundy (continued on the following page)

Core G and Language Arts G | Section Three | Instructor’s Guide Resources | 17 Core G—Scope and Sequence: Schedule for Topics and Skills Bible Week Memory Work Reading History/Social Studies Geography Biography 33 Proverbs 3:1–3 Paul’s Letters The Renaissance; Jo- Europe; Persia; Germany; Johannes to Strengthen hannes Gutenberg; Safa- Poland Gutenberg; John Christians vid Persia; Reformation; Calvin; Nicholas Nicholas Copernicus Copernicus 34 Proverbs 3:1–6 Letters to Galileo; Queen Elizabeth; Italy; England; France; The Galileo; Queen Young Leaders French Wars of Religion; Netherlands; Japan; China Elizabeth; Cath- Dutch Independence; erine de Médi- Japan and China cis; William of Orange 35 Proverbs 3:1–9 Letters to William Shakespeare; Wal- England; Roanoke Island; William Shake- Encourage ter Raleigh; Lost Colony; Newfoundland speare; Walter Christians John Cabot; 5-Day: Voy- Raleigh; John ages of Discovery Cabot 36 Proverbs 3:1–12 Things to Jacques Cartier; Spanish- North America; Canada; Jacques Cartier; Come English War; 16th Cen- France; Spain; England; Francis Drake tury; 1461–1600 AD: Arts, Europe Architecture, Science and

18 | Instructor’s Guide Resources | Section Three | Core G and Language Arts G Language Arts G—Scope and Sequence: Schedule for Topics and Skills Week Mechanics Practice Creative Expression 1 proper adjectives, common adjectives, and Write Your Own Descriptive Paragraph (Description/Writing compound adjectives Process) 2 hyphens and dashes Spatial Organization (Spatial Skills/Organization) Research for Travel Journal (Research) Write the Travel Journal (Creative Expression) 3 common and proper nouns; gender of nouns; Point of View (Writing Process) concrete, abstract, compound and collective Pre-write a Peace Treaty (Writing Process) nouns Write a Peace Treaty (Writing Process 4 action verbs; helping verbs; singular and plural Topic Sentences (Paragraph Organization) verbs Write a Paragraph with Unity (Paragraph Fluency) Write a Paragraph with Coherence (Paragraph Fluency) 5 commas Identify Elaboration (Paragraph Organization) Write a Paragraph to Elaborate (Paragraph Organization) Add Elaboration in Your Paragraph (Paragraph Organization) 6 pronouns and antecedents; gender of pro- Dialog and Attributions (Narrative) nouns Add Dialogue to the Myth (Narrative) 7 synonyms Comparison/Contrast (Analysis) Comparison/Contrast Outlines (Analysis) Write a Comparison/Contrast Essay (Analysis) 8 Interrogative and demonstrative pronouns Transitions (Paragraph Fluency) Revise Comparison/Contrast Essay (Writing Process) The Final Draft (Writing Process 9 continuous verb tenses: past, present, and Symbolism (Analysis) future Symbolism in Literature (Analysis) Symbolism in Poetry (Analysis) 10 capital letters Avoiding Clichés (Word Choice) Choice and Tone (Word Choice) The Mystery—Planning (Narrative) 11 complete sentences, linking verbs, predicate Character Development (Narrative) nouns and predicate adjectives. Write the Plot (Narrative) ©2014 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2014 by Writing the Mystery (Narrative) 12 person of pronouns Pre-writing the Classification Essay (Classification) Write the Classification Essay (Classification) Revise the Classification Essay (Classification) 13 apostrophes Poetry Dissection (Analysis) Sound Devices (Analysis) Comparison/Contrast Poems (Analysis) 14 demonstrative and Indefinite adjectives Imagery (Analysis) The Apostrophe in Poetry (Analysis) Use of Theme in Poetry (Analysis) 15 transitive verbs, intransitive verbs, direct ob- Coming Soon to a Bookshelf Near You! (Book Commercial) jects and indirect objects The Book Review (Summary) Summarize the Plot (Persuasion) 16 prepositions, object of the preposition and Novel Log for Literary Analysis (Analysis) prepositional phrases Characterization Diagram (Analysis) The Plot Diagram (Analysis) (continued on the following page)

Core G and Language Arts G | Section Three | Instructor’s Guide Resources | 19 Language Arts G—Scope and Sequence: Schedule for Topics and Skills Week Mechanics Practice Creative Expression 17 active and passive voice The Newspaper Article (Analysis) Extra! Extra! Read All About It! (Research) Write a Hard News Article (Informative) 18 ellipses and parentheses Headlines (Critical Thinking) Research for Interview (Research) Knightly News (Informative) 19 independent clauses; coordinating and cor- The Speaker in the Poem (Diagnostic) relative conjunctions Dramatic Interpretation of a Poem (Interpretation) Present the Poem (Creative) 20 noun phrases, adverb phrases, verb phrases, Fairy Tales with a Twist (Creative) appositives, verbal phrases and prepositional phrases 21 simple, complete, and compound subjects; Start with a Thesis Statement (Research Process) simple, complete and compound predicates Begin Your Research (Research Process) Source Cards (Research Process) Cause and Effect Essay 22 dependent clauses, subordinating conjunc- Note Cards—Quotations (Research Process) tions and relative pronouns; complex sen- Note Cards—Paraphrase (Research Process) tences More Note Cards & Works Cited (Research Process) ©2014 by Curriculum, Sonlight Ltd. All rights reserved. 23 subject-verb and noun-pronoun agreement The Research Paper Online (Research Process) Refine Thesis and Begin Body Paragraphs (Research Process) Complete the Body Paragraphs (Research Process) 24 adverbs of time, place, manner, and degree; The Introduction and the Conclusion (Research Process) conjunctive adverbs Revision (Research Process) The Final Draft (Research Process) 25 sentence structure: simple, compound and Change the Tone (Exploratory) complex Change the Setting (Exploratory) Creating Setting and Tone (Productive) 26 colons and semicolons Ad Copy (Critical Thinking) The Head is the Heart (Writing Process) The Body (Writing Process) 27 rules for writing titles Aphorisms (Inquiry) The Kigo (Symbolism) The Tanka (Creative) 28 intensive, reflexive and indefinite pronouns Prepare for the Definition Essay (Writing Process) Write the Definition Essay (Writing Process) Revision of the Definition Essay (Writing Process) 29 verbals: gerunds, participles and infinitives Hear Ye, Hear Ye … (Public Speaking) Vivacious Visuals (Public Speaking) The Presentation (Public Speaking)

30 quotation marks Persuasion (Persuasive) Please, Please, Please, Let Me Get What I Want (Persuasive) Smooth Talker (Persuasive) 31 spelling rules The Biographical Summary (Research) Write the Bio/Leo-graphy (Biographical Writing) Revise the Bio/Leo-graphy (Revision) 32 adjective and adverb forms: positive, com- Preparation (Writing Process) parative, and superlative Write the Cause and Effect Essay (Writing Process) Revise the Cause and Effect Essay (Writing Process) (continued on the following page)

20 | Instructor’s Guide Resources | Section Three | Core G and Language Arts G Language Arts G—Scope and Sequence: Schedule for Topics and Skills Week Mechanics Practice Creative Expression 33 writing numbers Eliminate Redundancy (Sentence Fluency) Eliminate Wordy Sentences (Sentence Fluency) Revise Your Writing (Sentence Fluency) 34 types of sentences: declarative, imperative, The Definition of a Hero (Definition) interrogative, and exclamatory The Protagonist as a Hero (Analysis) Other Types of Characters (Analysis) 35 rules for making words plural The Introduction (Writing Process) The Conclusion (Writing Process) Revising Introductions and Conclusions (Revision) 36 identify commonly misused words Careers—I want to be … (Research) Business Letter (Communication) Reflective Essay (Reflection) ©2014 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2014 by

Core G and Language Arts G | Section Three | Instructor’s Guide Resources | 21