WORLD HISTORY Year 1 of 2

OR / BIBLE / LITERA OR’S GUIDE D I U G S ’ R TO C U R T S N I E R U AT R E T I L / E L B I B / RY TO S I H WORLD HISTORY Year 1 of 2

The Colosseum G Rome, Italy

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

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

Ҍ A 3-week Schedule

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

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

Ҍ A schedule for Timeline Figures

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

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

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History Bible Literature (5-Day)

World History, Year 1 of 2 by the Sonlight Team

Train up a child in the way he should go, And when he is old he will not depart from it Proverbs 22:6 (NKJV)

INSTRUCTOR’S GUIDE Sonlight Curriculum® “World History, Year 1 of 2” (5-Day) Instructor’s Guide and Notes, Fifteenth Edition Table of Contents Copyright © 1990, and annually 1992–2020 by Sonlight Curriculum, Ltd. 1 Introduction to Your Instructor’s Guide All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval sys- • Table of Contents tem, or transmitted in any form or by any means—electronic, mechani- • Quick Start Guide cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written permission of the publisher. However, permission is hereby granted to the original Sonlight Curriculum Ltd. purchaser only to reproduce as many 2 Schedule and Notes copies of the Schedule Pages; Evaluation Form and Certificate of Comple- • A Weekly SCHEDULE for History, Bible, and Read-Alouds tion as necessary for his or her immediate family’s use. • NOTES for History and Bible “Do to others what you would have them do to you” (Matthew 7:12). “The worker is worth his keep” (Matthew 10:10). 3 Reading Assignments & Notes • NOTES for Read-Alouds and Readers

Published by 4 Instructor’s Guide Resources Sonlight Curriculum, Ltd. 8042 South Grant Way •“World History, Year 1 of 2”—Scope and Sequence: Littleton, CO 80122-2705 Schedule for Topics and Skills USA • Maps—Answer Keys Phone (303) 730-6292 Fax (303) 795-8668 E-mail: [email protected] NOTE TO PURCHASER Sonlight Curriculum, Ltd. is committed to providing the best homeschool resources on the market. This entails regular upgrades to our curriculum and to our Instructor’s Guides. This guide is the 2020 Edition of the Son- light Curriculum® “World History, Year 1 of 2” (5-Day) Instructor’s Guide and Notes. If you purchased it from a source other than Sonlight Curricu- lum, Ltd., you should know that it may not be the latest edition available. This guide is sold with the understanding that none of the Authors nor the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be addressed to practicing members of those professions. The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation. The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Printed in the United States of America.

For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates. Please notify us of any errors you find not listed on this site. E-mail corrections to [email protected] and any suggestions you may have to [email protected]. Section Two

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

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

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

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

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

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

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

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

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

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

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

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

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

Teaching tips Teaching Detailed teaching notes each week Notes the schedule, youImmediately following Vocabulary and Cultural Literacy Literacy Cultural and Vocabulary notes The IG is a guide, not a task master. As you become comfortable teaching your children, you can skip or alter assignment to fit your family’s unique needs. Flexible format Flexible Because many families end up ahead of behind in a subject—at least occasionally—the IGs Some are structured for maximum flexibility. They customers follow the schedule religiously. do everything scheduled each day during Others read ahead, or drop a book, that day. or work through several days’ worth of one or history, or two subjects in a day (reading, for example), and similarly the next day, and so on, until they have completed all the assignments for the week. explain assignments and provide extra youinformation about important topics to help will teach get the most from your materials. You with confidence! Literature Guide, you will find reading andassignments and notes for the Read-Alouds A-CReaders. (In the early elementary Levels programs, Readers are packaged separately paceto allow an adjustable reading level and included them have not for your children. We about Readers more in this sample. Learn the packages at sonlight.com/readers.) Follow notes for Read-Alouds and Readers as you would the History/Bible notes. Note: At the back of your History / Bible / will find each week’s history notes. Bible and notes help you instructThese extensive teaching and ensureyour students with excellence, Notes providethat they grasp key concepts. arguments, clarification, counter-balancing The and commentary. further explanations, about specificIG notes also offer warnings so you can discussbooks or difficult content, as racism andimportant issues—such poverty—with thoughtfulness. Find clear definitions for important vocabulary clear definitions Find Enjoy useful in your reading. that appears depth to your notes that add Cultural Literacy probably explain things students reading and skirt looks like). what a hoop know (e.g., don’t ©2020 by Sonlight Curriculum, Ltd. All rights reserved. . Find Three thenotes for. Find inSection theRead-Alouds andReaders themintheorder we read them. 3. the notes titles, See for andCurrent theBible,History Events below. 2. to have your children memorize from anotherversion oftheBiblethat your familyusesmore frequently, pleasefeel free to doso. W 1. 1–5:Date:Days ______to ______Level G:History/Bible/Literature

READERS READ-ALOUDS HISTORY & GEOGRAPHY BIBLE e cite the NAS, NKJV and KJV versions for your convenience, andKJV e cite theNAS,NKJV since theycorrelate to theversions usedinSingtheWord. However, ifyou would prefer Credo: IBelieveCredo: … of theNile Mara, Daughter New and Old Favorite Poems The GoldenGoblet TimesAncient oftheWorld:The Story Reading Date: Field Guide Children’s Bible International World History 12,000 Years of Encyclopedia Usborne Memorization World I History Kit: Book Lap Current Events Back The KingdomStrikes

Track 7.Listen to thistrack theentire week. Psalm 90:1–2 Activity 1: Activity The Uni cation ofEgypt Cover inthe and"Where World?" Pocket Report “Me”–”Washing” Mark 1:1–20 Mark chaps. 1–2 pp. 5–7 pp. 1–6 chap. 1 chap. 1 Day 1 Day Intro d N

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1 (allweek) ”I Want to Know”– and Do” problems ”This is My Rock” isMy ”This “To Think About“To Think Mark 1:21–45 Mark Additional Subjects: chaps. 3–4 pp. 10–13 N pp. 7–11 pp. 1–2 chap. 2 chap. 1 Day 2 Day

1–2 Week 1 Parental Notes ol itr,Ya f2 | World History, Year 1of2 and Do” problem 3

“To Think About“To Think ”My Shadow” “The Secret “The  pp. 11–13 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 Cavern”– 1 pp. 7–9 chap. 3 chap. 1 chap. 1 chap. 5

Mark 2 Mark Day 3 Day d Map PointMap 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2

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and Do” problem 4 “To Think About“To Think Timeline Figure 5-Day “The Invisible “The Playmate”– chaps. 6–7 pp. 14–16 pp. 14–15 ”Rathers” pp. 9–13 Week Overview chap. 4 chap. 1 chap. 1 Mark 3 Mark Day 4 Day d  ScinTo We | Week 1 | Section Two |

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and Do” problem 5

“To Think About“To Think Timeline Suggestion “Goblin Feet”– pp. 366–370 Mark 4:1–20 Mark ”Someone” chaps. 8–9 chap. 5 chap. 2 chap. 1 Day 5 Day  1 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. symbol on the sched- symbol on  Mark 1:1–20 There are many helpful Bible-related Notes each week helpful Bible-related each week Notes many are There We provide map suggestions from the assigned reading reading assigned the from suggestions map provide We Complete the map assignments included in all of the included in all the map assignments Complete the use like further to If would on how you information field trip planning sheets, extra schedule pages, For : On your weekly Schedule Mom or Dad: On your to pages, Note the Gospel reading begin you’ll week This Parents: 1 Day Bible ReadingBible after your Schedule pages. Some of these Notes are are Some Schedule of these Notes after pages. your while some are children, your specifically for intended marked in the Instructor’s are Bible Notes These you. for “Students.” or “Parents” Guide as either Map Points the for Look Guide. in the Study ule page and in the notes. Use the coordinates and the the coordinates Use in the notes. ule page and the on location find each to notes name in the location Then, colorful of the guide. laminated in the front maps blank, on your each location note children your have Markable pen. Map using a washable are children your the stories to lend context guides to their knowledge of geography. improve and reading and useful documents information Further Sonlight Account your to please login instructor guide, the "Un- and go the My section Downloads access to Guide" and "Getting Your of derstanding the Structure Started" documents. the My guide go to your specific to and other documents to (available sectionDownloads Sonlight Account of your only). purchaser original The In- The read children your under the Bible section, have When Guide on their own. Bible Field Children’s ternational the actual read Bible passages in the Schedule, time to it’s children. those selections your please read aloud to the shortest of the it’s Since children. of Mark your to 5. Bible Week the end of be done by Gospels you’ll four scholars widely acknowledge Mark as the first of the four when Mark recorded for Gospels Specific dates written. as AD 70. vary as late as early as AD 40 to his words from with the most likely date, 50s is probably late mid to The the mid 60s being another plausible option. Mark likely is evi- This a Gentile audience. the Gospel for intended translate to the fact by he goes out of his way that denced unique Jewish traditions and explain phrases Aramaic Some scholars think the Gospel written was and customs. a matter-of-fact and succinct It’s in Rome. church the to each year begin We of some remarkable events. recording Jesus and learn about can know more with a gospel so we his example. by live to 1 of 2 | Year History, World 5-Day symbol. Handwrite these suggestions into the these suggestions into Handwrite symbol. symbol indicates it has an accompanying figure figure it has an accompanying symbol indicates d Your children will record significant people and events people and events significant will record children Your The In the “To Discuss After You Read” section, the compre- Read” You Discuss After “To In the Knowing definitions is critical to understanding. That’s That’s Knowing understanding. is critical definitions to we the words categorize we In all of our study guides, if defined while that, words are terms Literacy Cultural To keep track of your progress, simply place a check mark simply place progress, of your keep track To When a timeline suggestion denotes a range of dates of dates a range suggestion denotes a timeline When Time- on the can be found suggestions and figures All “How to” Quick Start to” “How Information 2 | 1 Week | Two Section | in a spiral-bound timeline book. Over the years, you’ll fill you’ll timeline book.in a spiral-bound Over the years, knowledge and understanding children’s this book as your of history expands. Timeline hension questions are meant to help your children focus focus children help your to meant hension questions are importanton some of the more aspects you of the stories is to with this additional material Our intent together. read get every need to bit you resources with the you provide a book. possibly can from you of enjoyment To Discuss After You Read You After Discuss To why we’ve included important vocabulary in your terms we’ve why Guide. Instructor’s your words are words Vocabulary ways. in two highlight other texts—not in just encounter will probably students list these words We those included in this curriculum. book in which they the of the text from within an excerpt to students challenge your may you so that found are of in the context using the clues found define the terms these short read Simply aloud quotes of the story. the rest the meaning of the you can tell students and see if your terms. bold italicized and deepen their broaden will reading, are students your gen- are these words understanding of the text. However, expect wouldn’t and we content, course specific to erally You basis. or hear them on a regular read students your a co- by in bold followed formatted use these words, may glossary. like a convenient more lon and their definitions, Vocabulary & Cultural Literacy & Cultural Vocabulary Record Keeping Record on the weekly schedule of each assignment in the corner chart state/country If finish it. requires your children as your - com you date) (what of when a daily record keep to you on a spent hours you many a project, and/or how pleted decide If you as well. information that subject, then record then child, a second Guide with Instructor’s your reuse to next initials check mark the hours. or to add each child’s in the Sonlight Timeline Figure packet. Place these stickers Place packet. Figure Timeline in the Sonlight marked suggestions are Timeline timeline book. your into with a (e.g., 1865–1890), we recommend that you use the ending you that recommend 1865–1890), we (e.g., Timeline. on your when placing the figure date in Section Schedule, Four. line Figure timeline book as well. timeline book as well. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. draw closerto him. time to pray—it’s how we talkto andoneway God we can lessonwe from 1:35isto canlearn take Mark important persons ofthe Trinity caninteract withoneanother. The another. Even thoughthere isonlyoneGod, thethree Trinity, Father, communicate andHolySpirit Son, withone was natural andright for Jesusto pray. Third, withinthe specific timeto pray. Second, asaJewishhumanbeing, it an example to hisfollowers that they, too, shouldsetaside good reasons why Jesusprayed. First, hisprayers as served Was to himself? hejusttalking There are at leastthree miracles really are possible. anything supernatural can’t exists, happen. But ifGod then mainly becausetheybelieve onlymaterial thingsexist, so allthemiraclesthinkers reject intheBible, buttheydoso andpower.healings confirmed hisidentity modern Some andalsotoMessiah draw miraculous peopleto him.His but were miracles meant to actual confirm Jesus’ role as were people, notjustmagic to tricks fool simple-minded blind andeven raising peoplefrom thedead. These signs miraclesformed suchasgiving sight remarkable to the ofJesus. Heper- about theamazinghealingministry 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 onandgettheright 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 happened andcould have discredited any wildclaims. of Christ’s would have ministry remembered what really develop, especiallysince peoplewhowere alive at thetime 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. Day 2 Students: Jesuswas God, why If didheneedto pray? Students: Beginning onDay 2you’ll begin to read Notice in Mark 1:15 that we get a short and Students: 1:15that Notice we inMark getashort Parents: Note that Father, are andHolySpirit Son, all recordedStudents: istheearliest Mark inthe Gospel Mark 1:21–45 Mark ol itr,Ya f2 | World History, Year 1of2 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 andwere easyto remember. Jesusdidn’t come sages. Since theywere told asstories, theycaught people’s moral mes- andspiritual stories hetold that hadimportant his offering to forgive thismanequates JesuswithGod. incarnate,God Jesus was theonewhowas wronged! So something, we that iswronged. have As to betheparty ness to a total stranger. order In for forgiveness to mean forgiveness. would beasthoughyou It orIoffered forgive- to beGod, itwould makenosensefor himto offer this the sinsofamanheencountered. Jesusdidnotclaim If alone?”sins butGod They say thisbecauseJesusforgave by whosay, hiscritics ”He’s blaspheming! Who canforgive 2,forMark instance, Jesusforgives sins. This isnotmissed shows many indications ofChrist’s claimsto divinity. In claimed to beGod. Acareful reading oftheBible, though, show through (butnotalways). inthetext 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 ascloselypossible to thetext the two mainapproaches to Bibletranslation. Oneapproach Bible studyordevotional time. Broadly there speaking, are a translation you andyour children read typically during Children’s Biblealongwiththefieldguide. Feel free to use For Book A Special Children International Children's Bible Field Guide Field Bible Children's International Day Day Day 3 5 1 Students spokeinparables.: Jesusoften These are short Parents willsay critics that: Sometimes Jesusnever Parents: You don’t have to usetheInternational Mark 4:1–20 Mark 2 Mark Chapter 1 5-Day ScinTo We | Week 1 | Section Two | 3 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Many parts of Bible prophecy (pp. 10–11) are parts Many 10–11) are of Bible prophecy (pp. Parents: move- or new religious Some other religions Parents: the Bible about how read On page 12 you’ll Students: also have our moral conscience (Romans which 2:14–16), conscience moral our also have revela- God’s and wrong. of right sense general us a gives is known as general and conscience creation tion through and his thoughts himself . God reveal can also revelation ultimately and Bible, the clearly and directly through more kind second This revelation of Christ on earth.through but only helpful, . Bothis known are as special revelation the full and clear picture. us can give special revelation but about about predictingnot necessarily the future, Such his people. to voice prophetic speaking as God’s often exhortations, are encourage which prophecies so people will turnto back repentance or calls to people, Bible prophecy One of the best books about God. 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 Bible on page 12, the 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 between set things right (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 they agree see if 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 to claims 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 … Jesus Christ of Scripture has done all for his return purposes until he can do in his redemptive that all have earth. the to canon (Bible) we in the available And an with God and for the truths necessary acceptance to 116–117). (pp. life” abundant it’s In other words, learning things.” just a book for ”isn’t not like a dictionary books. or an encyclopedia—reference many and it does have Bible, the can learn things from We get much more to believers for meant factsit’s but in it, today, our lives can apply its lessons to We out of the Bible. meaning that of the Bible can nourish us, and the words it’s In words, other it can help us in our daily spiritual lives. or ”head knowl- not just theoretical 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 1 of 2 | Year History, World 5-Day The preservationthe biblical texts of The is amaz- Parents: 66 biblical books: 39 in the accept Protestants been the Bible’s that Sometimes people say Students: about the ”inspira- read On page 10 you’ll Students: on page 10, On the discussion of revelation Parents: International Children’s Children’s the International have don’t If you Students: Guide and answer Bible Field Children’s will read Children 4 | 1 Week | Two Section | What you should know about the Bible, pp. 8–12 pp. about the Bible, should know What you texts with ancient in comparing Like the book says, ing. This 9). (p. almost no differences” were ”there copies newer When perfect, were the copies though. mean that doesn’t the Bible is perfect they believe Christians say it in what divine- manuscripts the original were they mean that says, do have But copies and perfectly inspired in every way. . This variants in them called some minor errors shouldn’t very are variants though, because errors, minor bother us, in or dot the ”i” the ”t” cross to forgetting to comparable get numbers or the order English, or sometimes variants significantly No variant wrong. in a sentence of words who study People key Christian teaching. changes any in a whole field professionals are manuscripts thoroughly called textual. criticism documents of study about ancient Roman Testament. and 27 in the New Testament Old other writings between also accept however, Catholics, call these books Protestants Testament. the Old and New the Apocrypha. no one times that and re-translated so many translated claim is just This said originally. it really what can be sure of Bible manuscripts and lots of copies have We false! When of Bible writings. or pieces fragments also many copies writings with newer the ancient scholars compare the to text the is almost identical that sure they know for like and there, here little changes are There older copies. but there’s ”i,” or dot your ”t” your cross to forget when you We all. has changed in the text at big that nothing really the manuscript of the Bible and have can trust the words over the Bible has remained accurate how show to proof thousands of years. the people who Remember that of the Bible writings. 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 kinds sometimes reflect of writing in the Bible that Holy Spirit The of the author. the personal background they what of the Bible so that 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, through some things revealing in addition to , don’t worry about it. You probably already have a have already probably You worry about it. , don’t Bible par- with your can check but you translation, good Bible make sure. to want if you ents chapter. the end of each at a day problems one or two Bible readings. questions have These ©2020 by Sonlight Curriculum, Ltd. All rights reserved. he can do them easily next weekhe candothemeasilynext before going”onstage.” daughter thefollowing practice exercises thisweek sos/ their vocal chords andtheirbodies. Helpyour sonor good speakerswill”loosenup.” ought. Therefore, before publicpresentations, making up” andspeakwithlessdynamismordrama thanthey motions, themotionslookunnatural andchoppy. to another),and standstiffly.one section theymakeany If emphasis, orchangeinvolumedynamism (inflection, from failinthisarea.often They speakintiny voices, withlittle overly dramatic, butitshouldbelively andinteresting. tation asnaturally dramatic shouldnotbe aspossible. It expressions to goalongwiththewords. through proper intonation, expression, andphysical Week 8. This memorize verses week, 1–2andwork eight weeks. Plan to present itinpublic at theendof Memorization (Bible) Memorization There are two thingspublic speakersneedto loosen: Even goodspeakershave to anatural ”tighten tendency theyareBecause beginning usuallynervous, speakers Parents: We want your children to maketheirpresen- Students: Plan to memorize Psalm 90over thenext 4. In order In to loosenyour body, swinging and try 4. your How voice aboutworking (andface) through 3. Another looseningexercise for your voice: don’t 2. order In to loosenyour vocal ”singing” chords, try 1. 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 Can you thinkofany otheremotionsto pretend? tend you’re angry. Embarrassed. Excited. … Sad . Ho! Ha!Hee!Hee!” (etc.). Then pre- withabellylaugh:”Ho! various emotions?Start feel relaxed at bothendsofyour vocal spectrum. until you have finishedyour speech,oruntil you per. Continue oscillating from whispersto shouts but letyour voice grow until itisjustawhis- softer until you are shouting. Keepsaying your speech, but beginning inawhisperand buildingvolume sing thepassage;justsay it, withoutexpression, down to itsbottom. and fallfrom itsbottom note to itstop andback Keep ”singing” your passage, lettingyour voice rise thehighestnote you cansing.its fullrange—to you canreach, andthenletyour voice through rise your passage. Begin ”singing” itat thelowest note ol itr,Ya f2 | World History, Year 1of2 and performance. and performance. Tracks 9–16are practice theinstrumental onlyfor memory Apostles Creed (Track 1)andtwo bonus Tracks, 5and8. as theoneyour childislearning. This CDalsofeatures the set to music. We listthetrack withthesameBiblepassage Q: To You After Discuss Read Sonlight online account.Sonlight Find found inyour ofyour Contradictions Downloads section inHistory" information onhistorical dates, "Why pleaseread thearticle You Will with theothersources For packages. inthisandotherSonlight more Fertile Crescent. We have chosento usethedate ca.4000BCto coincide 1. Timeline Points Map and A: Q: To You After Discuss Read A: Q: A:  d ALL ALL The Story ofThe the Story World: Ancient Times IBelieve… Credo: Day Day Day Day

1 3 Listen to Track 7theentire week. This CDincludesallthememorizationverses for theyear Fertile Crescent (C7) (map1) The Story oftheWorld:The Story Times hasadate Ancient ofca.7000BCfor the Define ”history.”Define had eaten all of the food thatwashad eaten allofthefood easyto hunt orfind because theyhadlived after inoneplace forawhile, they Why didnomadsmove frequently? behind left people archaeologists studyartifacts historians read accounts ofthingswritten inthepast; an archaeologist. Explain thedifference between ahistorian and ahistorian writes thepast about the story Nomads settleFertile Crescent 4000BC) (ca. Introduction pp.Introduction 1–6 Track 7 Psalm 90:1–2 Chapter 1pp. 7–9 2 1 Before themountains were born LORD, You have beenourdwelling place in Even from everlasting to everlasting, You are God. Or You and the world, to gave theearth birth all generations. 5-Day ScinTo We | Week 1 | Section Two | 1 5 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. pp. 10–13 pp. 14–15 pp. 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, to and animals blankets, easily meet their needs more they could from differ system protection did Jericho’s How Hüyük? Çatal the city it all around protect to wall Jericho built a huge in houses Hüyük lived people of Çatal The outsiders. from pull up and they could the roofs, from which they entered ever get in if they were the ladders so enemies couldn’t in trouble 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 in order the gate fit through possessions simply had to 6 that even Joshua know from we however be protected, not foolproof was wall Jericho’s What major change occurred in this time period that in this time period that major change occurred What and develop build cities and towns could people meant this important? was Why civilizations? great it meant because crops; and grow farm they learned to all their food around follow people to no longer had and build more the time—they stay in one place could and develop time to and had more permanent structures, as writing in other areas—such advance this time period? know about people from do we How pots of cloth, and fragments tools, weapons, have we help us learn about these peopleancient writing to Enjoy reading from a different angle of history from a different from reading Enjoy the Quicklinks make use of the Usborne for Please given 2 4

Day Day Usborne Encyclopedia 12,000 Years of World… of 12,000 Encyclopedia Years Usborne To Discuss After You Read Discuss After You To Q: A: Q: A: Q: A: To Discuss After You Read Discuss After You To Q: A: Q: A: what you have studied this week. studied this have you what History on Usborne’s book Usborne Encyclopedia of World experience. the add to as they website

2 1 of 2 | Year History, World 5-Day pp. 1–2 pp. Chapter 2 Chapter Chapter 1 pp. 9–13 1 pp. Chapter enes Egypt (Narmer) Upper and Lower unites (ca. 3100 BC) Who are the two main characters the two in the Bible? are Who and Satan Yahweh) God (or a story is the Bible essentially What about? God wins his kingdom Satanhow back from How did Egyptian farmers keep flood waters to use in to farmers keep flood waters did Egyptian How the dry season? capture to the river from that led away canals they dug block the ends of the canals and then would flood water again until they away flow couldn’t so the flood water it to wanted 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? to irrigate—develop ways to move water from the river to to the river from water irrigate—develop move to to ways water move used a shaduf to Farmers their crops. Why was it easy for nomadic people to first settle in the first settle in the people to nomadic 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 do to learn to What riverbanks? from M King Narmer, also called King Menes, of Upper Egypt also called King of Upper Egypt Menes, King Narmer, Jericho(D7) (map 5) city (6800 BC) Jericho built as walled 2 5 4

Day Day Day The KingdomThe Strikes Back d  2. Story The than date of the World: Sonlight uses a different Again, Ancient. Times 6 | 1 Week | Two Section | Q: A: Q: A: To Discuss After You Read Discuss After You To Timeline and Map Points Timeline A: Q: on, the King then From Egypt. the king of Lower defeated over control symbolize to a double crown wore of Egypt (ca. 3000 BC). Egypt Upper and Lower Q: A: To Discuss After You Read Discuss After You To Timeline and Map Points Timeline A: A: Q: To Discuss After You Read Discuss After You To Q: ©2020 by Sonlight Curriculum, Ltd. All rights reserved. events isover thedinnertable. orothercultures.familiar from theirstudiesofhistory parallel situations withwhichyour children might be and otherbackground you can,aswell astalkaboutany explain it. Give your children whatever historical, cultural, children’s understanding. and addbackground information to aidinyour and ninth grades, three reports. eighth In eachweek. should maketwo suchverbal reports (issues aswell seventh assideissues)?In grade, students another? What are thetwo (ormore) sidesarguing about potential effects ofthematter outoneway turning or case andwhat makesthematter significant. What are the week. They muststate whotheprotagonists are inthe concern that theyhave read theprevious aboutduring ter ofsignificant local, regional, national, orinternational verbally graders onsomemat- mustreport andsixth fifth or magazine. Once onthelastday eachweek, oftheweek, theyhavetelling you read aboutanarticle inanewspaper issue; theymustsimplyprove that theyare informed by students to state apositionorargue for apositiononany feel grades, astheydo. andsixth we fifth don’t In require the issuesofday andexplain why theybelieve and to begin to addastatement oftheirown positionon ofthisworld. and kingdoms (and, therefore, informed) ambassadorsto thepeoples of God’s theyare Kingdom, calleduponto begracious ing biblicallyappropriate opinionsaboutthem.As citizens informed aboutthesematters, andtheyought to beform- political, economic, andcultural concern. They shouldbe to begin aboutworld learning affairs—matters ofsocial, around theworld. ably andeffectively for ourbrothers andsisters elsewhere or related events. future aboutthesamepeopleor to read articles with thesenamesandevents, theyare better ableinthe events that are inthenews. become familiar When kids is to helpchildren become familiarwiththenamesand A Rationale Current forStudying Events Timeline Points Map and    ALL Current Events Current Day The besttimeto holdthesediscussionsaboutcurrent youIf cameacross anuncommon orunfamiliarterm asyourPlease children read read thesamearticle Beginning inseventh grade, we believe students ought We grade believe students that andsixth need by fifth And, we keepup oncurrent events to pray knowledge- Why studycurrent events? There are many reasons. One Çatal Hüyük(F8);Memphis(G8) (map3) Nile(E4);Egypt (E4)(map2) Jericho (D7)(map5) Jericho Report ol itr,Ya f2 | World History, Year 1of2 have over. incase you abackup needto start trouble, we acopy recommend ofthepagesoyou making in justtheright places. you If thinkyour childmay have forinstructions eachweek’s before activity theybegin. recommend that you andyour childread over thefull are scheduledacross activities Some multipleweeks. We follow specificsteps to complete correctly theproject. willrequireMany activities oftheLapBook your child to semble theCover andthe inthe “Where World?” pocket. moreor learn abouttheLap Book! toplicable). Go www.sonlight.com/hands-on to purchase ditional tipsto helpyou (whenap- complete theactivities guide. Along withtheschedule, thisguideprovides ad- whichareactivities, scheduledthroughout theyear inthis andmaterials for that 30+ includesInstructions as akit your child’s studies. history The ispackaged LapBook tor’s program isanoptionalhands-on to Guide. enhance It that corresponds directly withyour World IInstruc- History nevermanner ofoptionswe consider. would otherwise places, we broaden ourhorizons andopenourmindsto all else doingthesamethingbefore. anewideaifyou’velikely to try never heard ofanyone people group you’ve never heard of?Hardly! Norare you to leadusinnewdirections. opportunity current events, by reading thenewspaper we give the God sisters around theworld enjoy becausewe keepupon to from learn otherpeople’sus theopportunity mistakes. givecurrent ingeneral—can events—as astudyofhistory experiences: ”We don’t have itsobad.” Finally, astudyof We see, for instance, that we are notalone insomeofour context. It’s similarto what we gainby studyinghistory. the world, we getto seeourlocalsituation inabroader activity. World Kit: Book Lap I History All All Day Day Some activities requireNote: activities Some careful folding andcutting toThis as- follow week, instructions Kit theLapBook I) History offersSonlight (World anOptionalLapBook becomingBy informed aboutotherpeoplein Imagine. Are you a likelyto gosomeplace orserve benefitswe thedirect Besides andourbrothers and Another reason: by reading of news from otherparts Follow to complete instructions theLapBook this Cover inthe and"Where World?" Pocket Activity 1: Activity The Unification ofEgypt n 5-Day ScinTo We | Week 1 | Section Two | 7 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 6–10:Date:Days ______to ______Level G:History/Bible/Literature

READERS READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Old and New and Old Favorite Poems of theNile Mara, Daughter The GoldenGoblet World I History Kit: Book Lap Current Events World History 12,000 Years of Encyclopedia Usborne TimesAncient oftheWorld:The Story Reading Date: Field Guide Children’s Bible International Credo: IBelieveCredo: … Memorization Activity 2:Egyptian Mummies Activity Report Track 7.Listen to thistrack theentire week. Psalm 90:1–4(allweek) 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 chaps. 10–11 (skip p.(skip 17) pp. 20–21 chap. 6 chap. 2 Day 6 Day and Do” problems April”–”Hold FastApril”–”Hold “The Day Before “The “To Think About“To Think Your Dreams” Mark 5:1–20 Mark Additional Subjects: pp. 16–17 pp. 20–22 N chap. 12 chap. 7 chap. 3 chap. 2 Day 7 Day

1–2 Week 2 Parental Notes

 ol itr,Ya f2 | World History, Year 1of2 and Do” problem 3 of God”–”The Lord of God”–”The “AChild’s Thought

is My Shepherd”is My “To Think About“To Think Mark 5:21–43 Mark  pp. 25–28 pp. 23–25 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 chap. 13 1 chap. 8 chap. 4 chap. 2

Day 8 Day p. 22 Map PointMap  2 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3

and Do” problem 4 “Song for“Song aLittle “To Think About“To Think 5-Day House”–”When House”–”When Timeline Figure Mother Reads Reads Mother chaps. 14–15 Mark 6:1–29 Mark pp. 26–32 pp. 28–31 Week Overview chap. 9 chap. 4 chap. 2 Aloud” Day 9 Day p. 23 ScinTo We | Week 2 | Section Two | d

and Do” problem 5

People”–”Cornish “To Think About“To Think Timeline Suggestion Mark 6:30–56 Mark “The Pointed“The pp. 371–372 pp. 18–19 chap. 10 chap. 16 chap. 5 chap. 2 Magic” Day 10 d d

  9 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. all generations. birth earth the gave to and the world, You Or God. are You everlasting, to everlasting from Even LORD, You have been our dwelling place in place been our dwelling have You LORD, born were mountains the Before 1 2 Psalm 90:1–4 Psalm Is it right for God to send disasters? (p. 14) (p. disasters? send God to for Is it right Parents: a fasci- on page 16. He’s is mentioned David Students: in the book of Acts? (p. begin Did the church Parents: Day Memorization (Bible) ALL science can help us with testing and understanding reality and understanding with testing help us can science uscan tell it what including ways in some limited it’s today, existence. came into world and our our universe about how but some people on Egypt, with the plagues He did this least not as or at bad, God if this means is really wonder all the objections answer can’t we While think.good as we in the recorded God based on some of the behavior to Godis sovereign. First, insights. a few can offer we Bible, of it. but in control of all the cosmos, He is not only creator Third, and sinful. fallen the ones who are are we Second, right. what’s do just; he’ll but also God is holy and merciful, on, going picture of what’s only see a limited we Fourth, he that trust to need We picture. but God sees the entire on answers insights more For is best. do what will always these sortsto objections of God about see the book Is God God by Making Monster? Sense of the Olda Moral Testament 2011). (Baker, Copan Paul he that interesting It’s reasons. many for Bible hero nating him and continue forgive but God would did bad things, but God, follow to truly wanted David Why? use him. to though, did not stay sin. David, sometimes fall into would and repent in his sin but knew sincerely needed to he that us is that, important An God. for turn back to lesson here but forgiveness, can seek God’s we things, do wrong if we just Also, not just ”fake it.” about it, be sincere need to we mean that doesn’t forgiveness can ask God’s because we just it with away get and want thing we bad any do can we in Christ, but not the freedom have We later. repenting by want! we whenever laws moral God’s violate to freedom on this more book of Galatians for Testament See the New is about the Testament much of the Old By way, the topic. then repent- sinning, God by from straying of Israel nation and repent to books call Israel of the prophetic Many ing. do the same. often need to We God. turn back to marking the Pentecost with 18) Some Christians think so, are birth we that and a new era of the Christian church existed always still in. Others people of God have believe the Christian history church in this sense, throughout and, already that of the church marked the continuation out who’s Figuring times. Testament Old back to stretched importantin keep to What’s right is not our goal here. As now. active in the world people are God’s mind is that will in our own do God’s do our best to need to such, we us. around and in the world lives

1 of 2 | Year History, World 5-Day Chapter 2 Chapter Mark 6:1–29 Mark 4:21–41 Broadly speaking, the ”Bible History Highway” speaking, the ”Bible History Broadly Highway” Parents: when the uni- present was today No one alive Parents: : Prophets rarely have an easy life, but they an easy life, have rarely : Prophets Parents : In Mark 4:35–41 we witness the power of : In power witness the MarkStudents we 4:35–41 6 9 6 Day Day Day International Children's Bible Field Guide Bible ReadingBible 10 | 2 Week | Two Section | What’s in our Bible? pp. 13–19 in our Bible? pp. What’s and restora- redemption, fall, of creation, the path follows in need of fall and are human beings tion. God creates, Christ—and through God provides redemption—which he the condition all things to God will restore ultimately be in. them to intended based Scientists can speculate, existence. came into verse the universe work, is that on detective and the consensus us? ”In Genesis just what 1:1 tells that Isn’t had a beginning. are some scientists sticking The for point …” the beginning it make much But doesn’t created.” ”God the next words: two made the universe creator an intelligent sense that more from on its own, existence into it came than saying rather While keep in mind the limits of science. rate, any nothing? At follow God’s calling and say what he moves them to say. say. them to he moves what calling and say God’s follow as was of the prophet, in the death Sometimes this results God’s John proclaimed the case with John the Baptist. in persecution and finally his death. truth, which resulted an easy God that did not call us to remember need to We persecution, promised we’re If as Christians. anything, life be martyred, as mean we’ll doesn’t This it. not escape from and our chil- ourselves should prepare but we John was, will bring us as Christians. life the struggles that for dren in knowing no matter that can rejoice we Fortunately, God is in control. happens, what Jesus over nature when he calms a storm on command. command. on he calms a storm when nature Jesus over ”Who wind and the the respond, Even is this? His followers disciples think his might We (Mark 4:41). obey him!” waves they know In who Jesus was? real- Didn’t a bit dense. were like Jesus before. anyone encountered they had never ity, teacher him as a great they no doubt viewed this time At of authorityand someone with but their views teach, to Some expected a Messiah to mixed. the Messiah were of the Ro- the oppression from immediately them deliver expect the didn’t They politically. free, mans and set them be GodMessiah incarnate—the to person of the second the realize they began to that later until It wasn’t Trinity. clues Jesus left about his them all the different Then truth. such as his predictions about dying mind, claims came to life. back to and coming ©2020 by Sonlight Curriculum, Ltd. All rights reserved. ca. 2500 BC). During the New Kingdom, (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, which hadasingleelevated plat- eventually thebodiesinto turned fossils. Later, Egyptians their bodieswithpilesofrock. sand The heat anddesert the poor, Egyptians theirdeadinpitsandcovered buried Egyptian Tombs: days, theearliest In andespeciallyfor Cultural Literacy A: Q: A: Q: To You After Discuss Read A: Q: A: Q: A: Q: To You After Discuss Read Usborne Years Encyclopedia 12,000 of World … Day Day Day

9 8 7 priest collected it.We thedeaddidn’t know eatit! wildanimalsate itremainedMaybe it,maybe until the would needsuppliesandsomethingto eatintheafterlife. the Egyptians believed thespiritofdeadpharaoh do you thinkhappenedto thefood? [p. 22] Why would food bring apriest to atomb daily? What tobegan studythepyramids, andthetreasure was looted most tombs were raided longagobefore archaeologists tombs? [p. 22] Where isallofthetreasure that was once inthese that surrounded it had itsown temple. controlled Each city thefarm land the citieshadwalls around themforprotection, andeach walled-city. abasicSumerian Describe [pp. 16–17] 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?[pp. 16–17] could grow more food thantheyneededto 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?[pp. 16–17] How irrigate theircrops? didSumerians What other p. 23 p. 22 pp. 16–17 4 3 For athousandyears in Your sight You manbackinto turn dust And say, Ochildren“Return, ofmen.” Or asawatch inthenight. Are likeyesterday whenitpassesby, ol itr,Ya f2 | World History, Year 1of2 A: Q: A: Q: To You After Discuss Read A: Q: To You After Discuss 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. Timeline Points Map and A: Q: org/wiki/Ancient_Egyptian_burial_customs “Ancient Egyptian Customs,” Burial 1. https://en.wikipedia. Wikipedia, A: Q: To You After Discuss Read  d d d The Story ofThe the Story World: Ancient Times 10 Day Day

7 Amorites conquer theSumerianKingdom Sumerianscreate temple-towers, ziggurats called 3500–2500BC) Sumer(ca.

goods into andoutoftheareagoods riversthe two could meantpeople more easilytransport together to trade theirgoods?[p. 18] would thislocation beagoodplace for peopleto come Think aboutthegeography of Mesopotamia. Why where they lived metal andwood because theydidn’t have any available made intheirmetalworkshops. They traded forstone, Sumerianshadgrain, wool, andthethingsthey pots What exchange goodsdidSumerians intrade? [p. 18] planningcould onwhattheperson pending afford elaborate andsecure tombs were builtforthedead, de- the earlygraves were underground, andover timemore forlarly royalty? Why? [p. 23] 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 [p. 19] and soundsonstone tablets they usedpictures, called hieroglyphs, to represent words they write? What form did Egyptians ofwriting use?Onwhat did (map 3) Sumer (G11); Persian Gulf(H12); Mediterranean (F5) Sea (2000 BC) (2000 BC) pp. 18–19 Chapter 3 5-Day ScinTo We | Week 2 | Section Two | 1 [p. 23] . (Accessed July2,2015). 11 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. n Activity Mummies 2: Egyptian Chapter 4 pp. 28–31 4 pp. Chapter 5 Chapter (2335 BC) Describe how Sargon rose to power. to rose Describe Sargon how cup-bear- the king’s and became up in the palace he grew However, servants. one of his most trusted which was er, Sargon made friends with the most powerful people in and of the army, including the commanders the palace, kill them to be the king so he could convinced eventually ruler instead last so long? empire did Sargon’s Why He cre- all cities with dictatorship. he controlled because and used the army follow had to laws that all citizens ated the laws enforce to Why did Egyptians embalm the dead? embalm did Egyptians Why departed that the believed they an- to on because went the afterworldother life in intact if their bodies were intend- Egyptians the way look today Do the pyramids not? or why Why ed them to? and probably limestone in white covered once they were no, at the top stone the pointed covering had a golden cap (Khufu) did Cheops feat architectural great Which Why? complete? Pyramid for his tomb he built the Great call the early cities of Mesopotamia do we Why ”city-states”? protect to with towers each city had high walls because like acted more and therefore king and army, its own itself, than cities countries separate Follow the Lap Book instructions to complete this the Lap Book instructions complete to Follow (D6) (map 2) Akkad (map 3) Kish (G10) Sargon’s babyhood story babyhood story the sounds similar to of Sargon’s in Mesopotamia city-states Sargon unites (ca. Pyramid 2550 BC) builds Great Cheops 9

Day Day Day 10 All World History I Lap Book Kit: World d   d activity. Q: A: Q: A: and Map Points Timeline A: Read Discuss After You To Q: A: Q: A: and Map Points Timeline Read Discuss After You To Q: A: 2. Moses; see Exodus baby Q: 1 of 2 | Year History, World 5-Day Chapter 4 pp. 25–28 4 pp. Chapter Describe process. the mummification embalmed him. The the priests 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: of linen and placed layers and stone wood, possible: After today’s reading, thinking of God inscribing reading, possible: today’s After an instructions tablets provides for his people on stone to and commitment his permanence sense of awesome He laid out with the Israelites the covenant Name some detriments to keeping records on paper. keeping records to Name some detriments 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 God that first inscribed the tablets is it significant Why on Mount stone? Sinai in Testimony of How was ink on paper (papyrus) an improvement over over an improvement ink on paper (papyrus) was How tablets? clay on, carry write and store easier to much it was they were lighter and easier to carry around; they could 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 on paper before wrote think Egyptians do you Why Sumerians did? papyrus) paper (or develop learned to Egyptians because on the banks of the that grows a reed which is made from ink make to also learned how They Nile. Why did Sumerians write on clay tablets (rather than tablets (rather did Sumerians clay on write Why did? Egyptians the before stone) was there between where twoSumerians lived rivers had have wouldn’t Egyptians plenty damp clay around. of this material to the same access stone? over an improvement tablets clay were How What is Sumerian writing called? How does it differ is Sumerian it differ does writing called? How What writing? Egyptian from stylus a wedge pressed from cuneiform; it is formed clay into Why was the area of the Fertile Crecent called called Crecent Fertile of the area the was Why ”Mesopotamia”? River this land lies between and the Tigris the because means ”between and ”Mesopotamia” River, Euphrates two rivers” Mesopotamia (F9–G11) (map 3) (map 5) River (C9) Euphrates (2800 BC) cuneiform Sumerians invent 8

Day   12 | 2 Week | Two Section | A: To Discuss After You Read Discuss After You To Q: Timeline and Map Points Timeline A: Q: Q: A: Q: A: A: Q: Q: A: A: Q: Q: A: A: Q: ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 11–15:Date:Days ______to ______Level G:History/Bible/Literature

READERS READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Old and New and Old Favorite Poems of theNile Mara, Daughter The GoldenGoblet World I History Kit: Book Lap Current Events Back The KingdomStrikes World History 12,000 Years of Encyclopedia Usborne TimesAncient oftheWorld:The Story Field Guide Children’s Bible International Reading Date: Credo: IBelieveCredo: … Memorization Activity 3: Activity The Battle ofQadesh Report Track 7.Listen to thistrack theentire week. work ondramatic expression. Psalm 90:1–6(allweek) Continue Psalm memorizing 90. This memorize vv. week, 1–6.Don’t forget to ”Father’s Story” “Her Words”– chaps. 17–18 pp. 32–34 pp. 35–38 chap. 11 pp. 3–5 chap. 6 chap. 3 Mark 7 Mark Day 11  d and Do” problems “Father”–”To My “To Think About“To Think chaps. 19–20 Son, Aged…”Son, Additional Subjects: pp. 34–37 pp. 39–45 N chap. 12 chap. 3 chap. 6 Mark 8 Mark Day 12 d

1–2 Week 3 Parental Notes

 ol itr,Ya f2 | World History, Year 1of2 and Do” problem 3

Go-Cart So Tiny”So Go-Cart “To Think About“To Think “Infant Joy”–”In Joy”–”In “Infant chap. 14,p. 216 Mark 9:1–24 Mark  pp. 37–39 pp. 38–39 chap. 13– 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 chap. 21 123 chap. 3 chap. 7

Day 13 Map PointMap

 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4

and Do” problem 4 5-Day Silly LittleSister” “To Think About“To Think “Slippery”–”Our “Slippery”–”Our p. 217–chap. 15 Timeline Figure Mark 9:25–50 Mark chaps. 22–23 pp. 39–40 pp. 51–53 chap. 14, Week Overview chap. 8 chap. 3 Day 14 ScinTo We | Week 3 | Section Two | d



“Bugle Song”–”The “Bugle Song”–”The and Do” problem 5

Man Who Hid…” Who Man “To Think About“To Think Timeline Suggestion Mark 10:1–31 Mark chaps. 24–25 pp. 373–375 pp. 53–58 chap. 16 chap. 8 chap. 3 Day 15 d 13 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. all generations. birth the earth gave to and the world, You Or God. are You everlasting, to everlasting from Even when it passes by, like yesterday Are in the night. Or as a watch it fades and withers away. evening Toward And say, “Return, O children of men.” “Return, O children say, And they fall asleep; In the morning they are anew. which sprouts like grass LORD, You have been our dwelling place in place dwelling been our have You LORD, born were the mountains Before dust turn man back into You sight Your in a thousand years For like a flood, them away swept have You In anew; the morning it flourishes and sprouts 1 2 3 4 5 6 Psalm 90:1–6 Psalm 35–38 6 pp. Chapter How did God fulfill his promise to Abraham? to did God promise fulfill his How at least ninety when she was Isaac, had a baby, Sarah who had and Isaac had a son named Jacob, old, years Why did Abram and Sarai move from Ur to Haran? Haran? Ur to from move and Sarai did Abram Why apart. fall began to death, his empire after Sargon’s Haran to his family move decided to Terah father, Abram’s tribes of Gutians had been attackingbecause Ur and cities nearby Were the days of creation literal 24-hour days days 24-hour literal of creation the days Were Parents: that argued A minority of Christians have Parents:

Day Day 11 The Story of the World: Ancient Times Ancient World: Story the The of Memorization (Bible) ALL Q: A: To Discuss After You Read Discuss After You To Q: A: or not? That’s a question many Christians haven’t come to to come Christians haven’t many a question That’s or not? known earth are creationists Young about. a consensus days, creation of literal and defense proclamation their for ”days” these old earth believe while many creationists Rather try than periods time. of lengthy and solve were out the point just like to we’d here, these disagreements spec-in something pretty fact camps believe both that God and he made everything exists tacular—God created! of agreement big point a really That’s in all the universe. forget. shouldn’t we that Satan God but that or even existed, really dinosaurs never make a don’t explanations These their remains. created remains fossil God leave would Why whole lot of sense. Satan would Why actually he never created? of creatures clearly demonstrates have we best evidence The do so? creatures. on this planet as real lived once dinosaurs that lived dinosaurs and people never Some Christians believe while others think they did. the same time, at together wonderfully is how designed interesting far more What’s artist. God especially boys, is a great Kids, dinosaurs were! some for so be prepared with dinosaurs, fascinated are beasts. large questions about these ancient - 1 of 2 | Year History, World 5-Day Chapter 3 Chapter Mark 8 Mark 7 Did you know that many smart know many that Did you people think Students: of Christianity? Is the Big Bang an enemy Not Parents: : Peter’s confession of Christ in Mark 8:27–30 is confession : Peter’s Students :the importance oftenJesus stressed Students of moral Day Day Day 11 12 11 International Children's Bible Field Guide Bible ReadingBible 14 | 3 Week | Two Section | In the beginning pp. 20–23 In the beginning pp. mean? It does that What is fine-tuned our world life? for fall into factors had to that many are there means that on live us to allow to in order way in just the right place behind the design suggests intelligent strongly This Earth. or undirected chance not random plan of our universe, you if they can find a video for parents your Ask processes. Privileged called The about this fine-tuning. It’s watch to with how be amazed You’ll (Illustra Media,Planet 2010). life! for our world God designed well had a definite the universe that Bible agrees The exactly. of creation the Genesis which means that account beginning, is actually of modern science. in line with the consensus arise claim when some unbelieving scientists Problems The nothing. from came about on its own, the universe that or doesn’t exist not-so-subtle God is that doesn’t implication But the itself. began all by because the universe exist need to - about the begin mythology some weird teach Bible doesn’t fits perfectly with well ”In the beginning” ning of the universe. majority the vast what of modern believe. scientists an important It to Jesus claimed passage. that confirmed also important because we be the Messiah (the Christ). It’s ”everyone is not what matters What today. can apply it to personally think we but what thinks about Jesus, else” ”Who asks Jesus. do you about you?” about him. ”But what a Jesus wants most. matters what really That’s I am?” say with us. personal relationship character over whether or not people follow every little people follow whether or not character over outside a man ”Nothing In Mark7:15 he says, rule exactly. it is what Rather, him. into going by ‘unclean’ can make him In other words, ‘unclean.’” makes him out of him that comes do can in the things we out comes our inner character that things. the wrong do or say because we make us ”unclean” people of a certainJesus wants kindof character—people our heartof virtue. change on the In needs to other words, is some This act we on the outside. not just the way inside, especially again, over and over thing Jesus emphasized (see, hypocrites people he considered when encountering God but rules, okay follow to Matthew 23). It’s instance, for inside and out. the right reasons, do so for us to wants ©2020 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: A: Q: A: Q: A: Q: To You After Discuss Read Timeline Points Map and A: Q: A: Q: To You After Discuss Read Timeline Points Map and  d d 13 12 Day Day

Joseph (ca. 1914BC) Joseph(ca. Abraham 2100BC) (ca. Canaan (D7)(map5) into 24hours, andanhourinto 60minutes this information,theydivided ayear into 12months, aday decided thatthetimeittakes to dosowas ”one year.” From they discovered moves around thattheEarth theSun,and What from didtheylearn theirstarstudies? were doingby watching the stars because theythought theycould findoutwhatthegods Why didBabylonians watch thestars? tal oruncontrollable harsh punishmentsforsomethingsthatcould acciden- be soundreasonable, Some possible: otherssound like 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 What was theCode ofHammurabi? Who hadto obeyit? 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 (and so, thenationofIsrael) to live inEgypt to survive toldJoseph themto bringtheirfamilies andtheirlivestock How didthenation ofIsrael come to live inEgypt? into slavery less, hisbrothers were stilljealousofhimandsold his father andbrothers would bow down to him.Regard- did have dreams told himthatoneday, inwhichGod didn’tJoseph brag hiscoat about to hisbrothers, buthe inyour book? andthestory inGenesis story 37:1–11. What differences doyou seebetween the ofJosephandhiscoat inGenesis thestory Read nation ofIsrael (or people) theJewish became him,andthepeople named after knownasthe twelve sons. Eventually, thesetwelve sonseachhadatribe Chapter 7 Chapter 6 pp. 39–45 ol itr,Ya f2 | World History, Year 1of2 Q: To You After Discuss Read Timeline Points Map and A: Q: A: Q: To You After Discuss Read Timeline Points Map and to thefloodofNoah. Utnapishtim, themanwho haseternal life, similar remarkably tells astory The oftheGilgamesh story. bookleaves outthemostamazingpart 1. A: Q: To You After Discuss Read Timeline Points Map and A: Q: A:  d  d The Kingdom Strikes Back Strikes The Kingdom 15 14 11 Day Day Day

Assur (F10)(map3) Assur Babylon (G10) (map3) Hammurabi writes Code ofLaw 1792BC) (ca. story ofGilgamesh? story Why doyou thinkancient peopletold stories likethe faith inhimto leadwell were afraid ofhimanddidnotfollow because theyhad he ruledby fearandviolence. People whofollowed him why not? Would you want to follow aleaderlikehim? Why or anyonekilled whodidn’t agree withhim Shamshi-Adad was notajustruler, who butadictator Why was Shamshi-Adad powerful? 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 3000–1200 BC.) was story told between but hedidnotachieve it.(This andGilgameshsought eternal Enkidu life, killed gods Gilgamesh become awiseand gracious king. Later, the They fought, thenbecame friends, helped andEnkidu people, sentEnkidu, thegods ahalf-manandhalf-beast. was hewas When to his half-manandhalf-god. unkind tell who the ancientpeople stories ofGilgamesh,aking ofGilgamesh. Retell thestory to understand to teach morals; to explainthingsthatwere difficult Assyrian Civilization 1170–612BC) (ca. The iswritten 3000–1200 BC) ofGilgamesh (ca. Story Chapter 8pp. 53–58 Chapter 8 pp. 51–53 pp. 3–5 1 5-Day ScinTo We | Week 3 | Section Two | 15 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. n Activity 3: The Battle of Qadesh Battle The Activity 3: Why were the Hittites successful warriors? the Hittitessuccessful were Why had iron and on chariots battle into rode they because bronze than the stronger which were and armor, weapons their enemies used weapons Hint: Hittites did the not conquer? people group Which of Qadesh. Battle the Egyptians BC? 1195 the Hittites around defeated Who the Sea Peoples The Battle of Qadesh is one of the best documented documented of Qadesh is one of the best Battle The

Day All World History I Lap Book Kit: World A: Q: A: Q: A: the between this time period of occurred and it battles It in Syria. Hittites and Egypt, is an important in his- event first known treaty peace tory the world’s because it led to nations. two between Q: 1 of 2 | Year History, World 5-Day pp. 38–39 pp. How long was Hammurabi’s empire strong? What What strong? empire Hammurabi’s long was How caused its collapse? after he took 197 years invaded Hittites The while he lived. the throne How did the Amorites take control of Sumer and Akkad take control Amorites did the How BC? 2000 around then and cities, of several control and took they invaded rule each cityhad an Amorite family possible: so those of us who also struggle may have an may have possible:also struggle so those of us who with us, God interacts us how by;teach to live to example do mess up we when even to Abram and his family and hear the message about hear the message and the and his family Abram to one God Fathers” the ”Founding think God allowed do you Why qualities and failings? human have to of Israel

Day 13 Usborne Encyclopedia 12,000 Years of World … World of 12,000 Encyclopedia Usborne Years 16 | 3 Week | Two Section | Q: A: A: To Discuss After You Read Discuss After You To Q: Q: A: Section Three

Reading Assignments and Notes Read-Alouds Read-Alouds Weeks 1–36: Favorite Poems of Old and New

Day Another hint about serious poems: they are more com- 1 “Me”–“Washing” pp. 5–7 pact than regular prose writing. A good poem is one that packs far more thought and feeling into a set of words It is easy when reading a poem, especially when read- than one might expect from a common set of sentences of ing a metered and rhymed poem (a poem with a regular the same length. Because of their condensed nature, most ”beat” or meter and lines that rhyme), to overemphasize poems merit more than one read–through at a time. As the patterns and lose the meaning. A serious poem— you read the poems in Favorite Poems Old and New, take even a highly regular poem—should be read primarily the time—the re-reading, the questioning, the musing, for the sense and not for the meter and rhyme. Therefore, the imagining—to savor the full significance of what the when reading a poetic sentence that has no punctuation poets are trying to say. mark at the end of a line—no period, colon, semicolon, dash or comma—don’t slow down, place extra emphasis Note: We do not provide any discussion questions for on, or extend the final word. Read as you would if you this title. Please read and enjoy. n were reading a sentence in a normal book. At first, this style of reading may feel strange, but after a while you will find it is the best way. See ”Barter” [p. 21] for an example of a poem that would be far the worse for reading if you emphasized its regularity. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

World History, Year 1 of 2 | 5-Day | Section Three | Favorite Poems of Old and New | 1 Read-Alouds Weeks 1–3: The Golden Goblet

Day neck; a thin, curved snout; rectangular, upraised ears; and 1 Chapter 1 a stiff, forked tail. Seth was often portrayed with a human body and the head of this beast. 1 Vocabulary Read the sentences below and then ask your children to Osiris ”the Merciful”: Egyptian fertility god who became explain what they think each bold word means (based on the chief god of the underworld. As son of the earth god the context and/or any other information they may have). Geb, Osiris was regarded as a source of the earth’s fertility. If your children obviously understand the concept, move Egyptians sometimes compared him to the Nile River. In on. If not, or if you would like to stress dictionary skills, Egyptian royal theology, the king was considered living have your children look the words up in a dictionary. Horus, who was the son of Osiris. After the king died, he became Osiris. After Egyptian funeral practices became Ibni only edged closer, ducked his head even farther more democratic, every Egyptian expected to become an between his shoulders, and scrubbed his hands together Osiris after death. ingratiatingly. (pleasingly, flatteringly) Thoth’s ”mercy”: ancient Egyptian moon god. He was a ”Welcome, friend Eyes-on-the-Ground,” said a voice half- patron of civilization and such intellectual arts as writing, amused, half-diffident. (characterized by modest reserve) astronomy, mathematics, law, magic, and healing. Thoth’s He turned to Heqet more brusquely than he intended. most important role in the underworld was to oversee the (in a markedly short and abrupt manner) scales on which the souls of the dead were weighed to determine innocence or guilt.2 He grudged admitting even that relationship. (to give or allow with reluctance or with resentment) To Discuss After You Read Q: Why is Ranofer so bothered by anyone seeing that his Cultural Literacy half brother beats him? crucibles: a vessel or melting pot that is used for melt- A: the stripes seem like the mark of a slave, and he doesn’t ing and purifying a substance (as metal and ore) which want anyone to think he is weak and unable to requires a high degree of heat. defend himself sibilant: having, containing, or producing the sound of or Q: How did Ranofer suspect Ibni was stealing from a sound resembling that of the /s/ or the /sh/ in sash. the goldsmith? ”By Amon” and ”neb”: one of the most important gods in A: as Ibni washed the raw gold, he would sneak a bit at a ancient Egyptian mythology. ”By Amon” would be a form time and hide it in the wineskin—the loss would be writ- of swearing. ”Neb” means ”Lord.” ten off as the rummel that came in with the gold youth-lock hairstyle: thick strand of hair left to grow Q: Why does Ranofer not want to tell anyone his suspi- ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by from one side of a shaven head that fell in a curl to cions? What would you do in his situation? the shoulder. A: because Ranofer carried the wineskin, he was part of the crime and his half brother would kill him amulet: charm often inscribed with a magic spell or symbol, believed to protect the wearer against evil or aid him. When Hapia says, ”I vow I’ve been pulling wire since the First Hill rose off the waters of time, and still I’ve not done” drawplate: a die with holes through which wires are he means that he feels like he’s been working at the task pulled and formed. since the dawn of time. He refers to the Egyptian story of annealing: heating and then cooling metal to soften it creation. Each culture seeks to explain how life began. The and make it less brittle. Egyptian creation story tells that in the beginning there was only water, a chaos of churning, bubbling water. Even- khefts: evil demons, ghosts. tually the floods receded and out of the chaos of water bas: the divine soul in Egyptian religious belief represent- a hill of dry land emerged. First one, then more. On this ed as a bird with a human head and believed to leave the first dry hilltop, on the first day came the first sunrise.3 For body at death and return eventually to revivify the body further research, use your favorite serach engine to search if preserved. for the phrase, “Egyptian Creation Myths.” son of Set: also called Seth, was an ancient Egyptian god of storms, violence, darkness, and desert land. He was also a god of desert animals, serpents, pigs, hippopotamuses, 1. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). and crocodiles. Seth was identified with an animal that had the body of an elongated jackal or greyhound; a long 2. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 3. “Egyptian Creation Myths,” Egypt and Art, http://www.egyptartsite. com/crea.html. (Accessed July 2, 2015). World History, Year 1 of 2 | 5-Day | Section Three | The Golden Goblet | 3 Day ”Black Land”: Egypt; every year the Nile overflowed and 2 Chapter 2 deposited a strip of rich, black soil along each bank.6 Vocabulary Queen Tiy: 1385 BC, wife of Amenhotep III. Of humble He stood a moment, took an irresolute step backward, origin, she was remarkable for her influence in state affairs then swerved suddenly and ran down a lane … (uncertain in the reigns of her husband and of Ikhnaton, her son. The how to act or proceed) occurrence of her name with that of Amenhotep III shows an official recognition of a queen—most usual for Egypt.7 With fumbling hands he extricated the wilting blossom from the folds of his sash. (to draw out from or forth from To Discuss After You Read and set free of a tangled, jumbled, confused, or otherwise Q: involved heap, mass, or situation) What types of artisans did Thebes boast? A: glassmakers, papermakers, weavers, carpenters, potters, … the knees, the dusty rag of a shenti that always hung sculptors, painters, embalmers, masons, and coffin builders askew on his hips. (out of line, to one side) Q: Why were the workshops and laboratories on the west- Instantly he was aghast at his own temerity. (aghast: ern bank called the City of the Dead? struck with amazement, bewilderment, disgust, or surprise; A: the artisans here produced things for the tombs of the dead temerity: unreasonable or foolhardy contempt of danger or opposition) Day 3 Chapter 3 The heavy hand slapped back and forth across Ranofer’s face, almost negligently, yet with a force that twisted a crick Vocabulary into his neck and set his ears ringing. (unstudied, offhand) Ranofer admired his handiwork a moment, then changed ”Take care I do not apprentice you to some fishmonger. the kneeling man to a sitting woman, obliterated the Ingrate!” (an ungrateful person) stroke and replaced it with a bread loaf. (to do away with ©2020 by Curriculum, Sonlight Ltd. All rights reserved. The invariable reaction to a scene with Gebu had begun completely so as to leave no trace) to set in, a fatigue so deep it penetrated mind and body With a grin and mock obeisance, Heqet began to arrange alike. (invariable: consistent, unchanging; fatigue: weari- logs in the firing box … (an attitude of respect) ness from labor or exertion) Mollified by the courteous tone, Meryra shrugged his big shoulders. (soothed in temper or disposition) Cultural Literacy jocular: given or disposed to jesting. Cease gawking at the gold, and use it. (to look without intelligent awareness) Lord Sobk: crocodile-god. … Ranofer’s rapt face and hurrying small body radiated 4 Maat: goddess personifying law and righteousness. such joyful hope that a contagion of laughter and joking sedge: a grass-like plant that grows in wet places. swept over the whole courtyard. (the spread of an emotional state) papyrus: a tall reed with a triangular stem. ”Dancing, parties, mad frivolity.” (lack of seriousness) umbel: flower parts used for paper and other items. In spite of himself there rose in his mind the image of obsidian: volcanic glass; a hard, dark, glassy stone that a golden-brown bulti fish, crisp without and succulent forms when lava cools. within … (full of juice) fishmonger: fish dealer. Cultural Literacy waif: a stray person or animal. annealing: to heat up glass. vindictively: intended for or involving revenge. Anubis: an important Egyptian god of the underworld. lotus: the Egyptian water lily. This plant has white or rose- purple flowers that may be 1 foot [30 centimeters] across. ferment: a state of unrest. The leaves spread out on the water’s surface. The lotus was natron: a salt used to embalm. a sacred flower to the people of Egypt, India, and China. A species of the lotus appears in ancient Egyptian art.5 embalmers: one who prepares a dead body for burial. aura: a distinctive and often subtle sensory stimulus. temple of Amon: Known as Karnak, is a temple from the ancient city of Thebes that is 61 acres long, dedicated the

6. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 4. “Dictionary: Maat,” Infoplease, http://dictionary.infoplease.com/maat. 7. “Encyclopedia: Queen Tiy,” Infoplease, http://www.infoplease.com/ (Accessed July 2, 2015). encyclopedia/people/tiy-queen-ancient-egypt-wife-amenhotep-iii.html. 5. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). (Accessed July 2, 2015). 4 | The Golden Goblet | Section Three | 5-Day | World History, Year 1 of 2 Amon-Ra.8 For more information and pictures, use your irascibly: marked by hot temper and resentful anger. your favorite search engine to look up the phrase, “temple of Amon.” To Discuss After You Read bulwarks: strong support or protection in danger. Q: How were the poor dead buried, compared to artisans? A: the poor were buried in the sandy ground, whereas the solder: a metal used to join metallic surfaces. wealthy were put in rock hewn tombs carved into the side urchin: a mischievous small boy or youngster. of a cliff Nuit: goddess said to protect the world from the darkness Q: Why does Ranofer bring an offering to his outside it and all the demonic creatures that dwell in that father’s tomb? darkness.9 A: he is convinced that his father’s ba, or spirit, brought him the good idea while he slept Amon: depicted as a man with a ram’s head, he was king of the gods who became even more powerful later on as Timeline and Map Points Amon-Ra (or Amun-Re). His name means ”the hidden one” or ”the secret one” because—according to mythology—  Hermonthis (Armant, Egypt) (I8) (map 3) both his name and physical appearance were unknown.10 Day 5 Chapter 5 To Discuss After You Read Q: How does Ranofer monitor when its time to change Vocabulary activities when working with gold (say, when an ingot Gebu’s joviality lasted for several days, and as was usual is cool or when annealing in a fire is complete)? during these periods, Ranofer fared better as to food. A: he watches to see what color the gold turns (marked good humor especially as exhibited in mirth, hilarity, or conviviality) Day 4 Chapter 4 … he noticed Heqet standing close beside Rekh’s work- table, ostensibly watching the goldsmith raise a bowl, but Vocabulary actually whispering to him under cover of the hammer Scrupulously he divided the food in half, taking pains taps. (to all outward appearances) even with the crumbs. (conscientiously, painstakingly) Confused and jostled, Ranofer was swept along by the ”As the worm said when the lark bit its head off,” Heqet crowd … (pushed and shoved) supplied glibly. (easily, smoothly, readily) Ranofer slowed his pace, ashamed of his surliness. Before Ranofer had time to wonder what he meant he (gloomy ill nature) beckoned peremptorily. (haughtily, imperatively) He whirled the rings on his finger tip, then tucked them The moment the sound of raucous singing had faded away, patting his sash complacently. (marked by some- ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by around the corner, he slipped out of the gate and ran in times unwarranted, uncritical, and irritating satisfaction the opposite direction. (disagreeably harsh or strident) and pleasure at one’s own personality, accomplishments, or situation) Cultural Literacy He found his way back to the goldhouse furtively, Ptah: in ancient Egypt, the chief god of Memphis, father through the alleys. (in a stealthy manner) of men and gods and ruler of the world.11 He scrambled to his feet and darted over to Ranofer with leather hinges: Egyptians used leather hinges on their his most obsequious smile. (prompt and dutiful in atten- doors because the metal-workers didn’t have the capacity dance on the wishes of one in authority) of working with metals that would be hard enough and ”Him and his paltry wineskins.” (something useless strong enough to support the weight of a door. Unlike met- or worthless) al, leather was available and did not have to be imported. Deciding that what he wished now was the obscurity of his funerary: of, used for, or associated with burial. corner, he started for the acacia tree. (the quality of being obscure, inconspicuous, or unknown, or uncomprehending)

8. “Karnak.” Wikipedia, Wikimedia Foundation, 23 Sep. 2018, retrieved on 27 Sep. 2018 from en.wikipedia.org/wiki/Karnak. Cultural Literacy 9. “Egypt: The Gods of Ancient Egypt–Nut (Nuit),” Egypt Travel Guide, ”stoke an oven”: to poke or stir up the fire, supply retrieved on 27 Sep. 2018 from http://www.touregypt.net/godsofegypt/ with fuel. nut.htm. 10. “Egypt: The God Amun and Amun-Re,” Egypt Travel Guide, retrived on kohl: soot mixture used in Arabia and Egypt to darken the 27 Sep 2018 from http://www.touregypt.net/featurestories/amun-re.htm. edges of the eyelids. 11. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). World History, Year 1 of 2 | 5-Day | Section Three | The Golden Goblet | 5 To Discuss After You Read alabaster: compact variety of fine-textured gypsum, usu- Q: Why were tomb robbers despised? ally white and translucent but sometimes yellow, red, or A: the Three Thousand Years of the dead person would lack gray, that is carved into objects. the luxuries needed to live in paradise, plus the protection akimbo: in a position in which the hand is placed usually of amulets would be gone, and if his mummy was de- on or near the hip so that the elbow projects outward at stroyed, the soul would have no body to return to—which an angle. would lead to the murder of the very soul Q: Where did the Ancient sell his papyrus? What do you To Discuss After You Read think was it used for? The Golden Goblet takes place while Pharaoh is still A: to the sailmakers—probably to make sails and ropes for building the addition to the temple. In Mara’s time, Queen the important ships that transported all goods of Egypt Hatshepsut removes the roof on the addition to make room for her obelisks, so the story of The Golden Goblet Timeline and Map Points came first.  Kush (F4) (map 2) Q: Why did Egyptians not travel abroad at night? A: the evil spirit of the unburied roamed and would Day 6 Chapter 6 do damage Q: Why does Ranofer dislike the stone cutting shop? Vocabulary A: Gebu is there, it is noisy, dirty and can lead to deaths, Ranofer stood well aside, his teeth on edge, and looked and mostly unskilled and dangerous—bodily injuries disconsolately at the great inert slab. (disconsolately: were common deeply dejected and dispirited; inert: not able to move itself) Q: Why would Gebu constantly change the shopworkers? Ranofer recoiled so hastily that he stumbled and all but A: to keep some from getting too fatigued, to train more men ©2020 by Curriculum, Sonlight Ltd. All rights reserved. dropped the box. (to shrink back quickly) in other skills, to keep the workers from creating alliances The longer he knelt there, scrubbing away tediously Day with his glum companion, the more he desired to raise 7 Chapter 7 his chunk of sandstone and bring it down with a crack on Nebre’s head. (tediously: tiresome because of slowness, or Vocabulary continuance; glum: sullenly ill-humored or displeased) No longer was he the budding craftsman who in spite of a Pai rained curses and blows indiscriminately on his al- menial position in the goldhouse could teach apprentices ready aching back. (haphazardly, randomly) their tasks. (lowly, humble) During this respite some of the men ate food they had Then he saw the familiar lithe figure, so much better brought from their homes. (temporary intermission of labor) fleshed than his own. (agile and lissome, easily flexed) Each evening he appropriated the boy’s scanty wages They followed the meandering path into the thicket. doled out by Pai at the close of every long day. (appropri- (winding, turning) ated: took without permission; doled: to deal out scantily ”I do!” Ranofer flashed him a belligerent look. (inclined or grudgingly) to or exhibiting assertiveness, hostility, truculence, or Other than a few furious cuffings to vent an ill humor, combativeness) or mocking taunts to enhance a good one, he ignored Jubilant, he tucked one of them into his sash, along Ranofer completely. (augment, increase) with half the loaf. (manifesting or expressing exultation There had even been a furtive sound about the way the or gladness) hinge squeaked, as if he were cautiously easing it shut. Heqet stood up too, an impatient scowl on his usually (taking pains to avoid being observed) amiable face. (generally agreeable) The malevolent spirits of the unburied roamed at will ”What gift?” asked the Ancient, pursing his lips judiciously. seeking mischief they could do. (intense, often vicious, (wisely, with good judgment) ill will) Something in his thoughts had stirred an elusive memory Cultural Literacy in Ranofer’s mind. (not easily comprehended or defined) scythes: an implement used for mowing grass, grain, or other crops and composed of a long curving blade fas- Cultural Literacy tened at an angle to a long handle. sarcophagi: plural of sarcophagus; a coffin made of stone, desiccated: dried up. often ornamented with sculpture, and usually placed in a church, tomb, or vault.

6 | The Golden Goblet | Section Three | 5-Day | World History, Year 1 of 2 beading: to trim, furnish, or adorn with beads. Cultural Literacy nelumbo: water lilies. drover: one that drives cattle or sheep to pasture or to market. falling sickness: epilepsy. Myth of Osiris, and Isis: Set (or Seth) became jealous of anise: sweet, aromatic herb that smells like licorice. Osiris who was king of the gods, and had a sarcophagus philosophically: imbued with or characterized by the at- secretly made to Osiris’s measurements. He then threw a titude of a reflective thinker. feast in honor of Osiris and announced that whoever fit in the sarcophagus would win it. Several others tried, but voluminous: consisting of many folds, coils, when Osiris tried, Seth locked the lid in place and threw or convolutions. it into the Nile. When Isis heard the news, she set out to foliage: the mass of leaves of a plant as produced look for Osiris because she feared he would not be able to in nature. enter the afterlife without a proper burial. She found the sarcophagus and hid it in the marshes, but Set discovered bower: a leafy shelter or recess, arbor. it while hunting, cut Osiris’s body into 14 pieces and scat- tered them across Egypt. Isis once again searched for the To Discuss After You Read pieces of Osiris’s body and when she found 13 of them, Q: How does the changing seasons affect work at the she made the 14th piece out of gold and used magic to stonecutting shop? bring him back to life. As a result, he could have a proper A: during harvest time, work on the temples stopped so burial and became Lord of the Dead and the Afterlife.12 workers could be devoted to the fields. This meant that Gebu was around the shop more to oversee the work To Discuss After You Read Q: Q: Why does Ranofer not want to accept Hequet’s food When the Nile shrinks to a red-brown trickle at the and why does Hequet want Ranofer to take some? end of the summer season, the Egyptians imagine it is A: Ranofer hates it when his friend feels pity for him— the last feeble flowing of blood from the beloved, god his pride is all he feels he has left; Hequet believes that Osiris. Does this seem reasonable? when Ranofer doesn’t eat, Hequet’s food is less pleasur- Q: What happens to Ranofer’s day dreams as his visit to able to him Zau approaches? Why? A: Q: What do you think gives Ranofer hope in this chapter? they become more realistic; the book mentioned that ”re- A: he has something to look forward to: midday meals with ality kept creeping in, ruining [his day dreams] with stony two friends who are willing to share their food with him, facts”—it is as though Ranofer has a harder time dream- and Hequet offers to teach Ranofer what he learns at ing of what is pleasant in his harsh work environment; the goldhouse he has also had several of his day dreams dashed, so reality intrudes

Day Q: Why does Zau offer to take on Ranofer as a pupil for 8 Chapter 8 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by no money? A: because Ranofer showed skill and his father had been Vocabulary Zau’s friend for twenty years ”It is a trade that spoils a man’s hands and makes him a dullard and near breaks his back every day.” (a Timeline and Map Points stupid person)  Lower Egypt (E4) (map 2) I must not pour it out like some imbecile and make

him think I ask for pity, Amon forbid it! (one marked by Day mental deficiency) 9 Chapter 9

The familiar and well–loved details receded into the back– Vocabulary ground, as they approached the austere old man. (severe Their attention was riveted on Ranofer. (to attract and or stern in disposition or appearance; somber and grave) hold engrossingly) He stood tongue–tied, feeling his very existence an intru- He found the old man looking both thoughtful and sion. (a trespassing or encroachment) dubious. (doubtful, undecided) He forgot even his self–recrimination as his eye fell on He assumed an expression of such conceited hauteur the object lying on Zau’s table. (the act of accusing or that both Ranofer and the Ancient burst out laughing. blaming oneself) (arrogant or condescending manner) ”Because you lacked skill, or aptitude?” (a tendency, capacity, or inclination to learn or understand) 12. “Osiris Myth,” Wikipedia, https://en.wikipedia.org/wiki/Osiris_myth. (Accessed July 2, 2015). World History, Year 1 of 2 | 5-Day | Section Three | The Golden Goblet | 7 ”Aye, of inestimable value,” the old man cackled, shaking One of these latter drawings contained a detail he found his head. (too valuable or excellent to be measured or in none of the others, either a truncated passage or a appreciated) small room in a location which seemed either senseless or mistaken. (cut short) His gentle touch seemed as great a magic as his salve. (a healing ointment) ”Impudent mongrel!” Gebu flung the words at him like stones. (impudent: marked by contemptuous or cocky bold- He did not come into sight for what seemed an intermi- ness or disregard of others; mongrel: a person of mixed birth nable length of time. (wearisomely protracted) or tendencies or of undefined status)

Cultural Literacy Halfway there an audacious thought stopped him. (reck- Fanbearer: one of the highest offices among court offi- lessly venturesome, presumptuously bold) cials. These attendants served standing at the right and left Ranofer hurried up the worn and slanting steps, his mind of the monarch as he sat in state; they attended him when full of enticing images. (alluring, attractive, beguiling) he rode forth and during ceremonies in the temple.13 punt: a long, narrow boat with a flat bottom and square ends Cultural Literacy that is usually pushed along shallow water with a pole. dom palm tree: also spelled doom or doum, the dom palm grows in Arabia, Upper Egypt, and Central Africa. To Discuss After You Read Each branch ends in a tuft of deeply lobed, fan–shaped Q: What promise does the Ancient extract from Ranofer? leaves. The tree bears an irregularly oval fruit about the Why not from Hequet? size of an apple. The fruit has a red outer skin and a thick, A: not to go out and about after dark, for the Khefts could fly spongy, and rather sweet inner substance that tastes like away with half grown boys—Hequet is locked in at night gingerbread. Large quantities of these fruits have been and couldn’t go out even if he wanted to found in the tombs of the Egyptian pharaohs. The seeds ©2020 by Curriculum, Sonlight Ltd. All rights reserved. are a source of vegetable ivory.14

Day crony: a longtime close friend or companion. 10 Chapter 10 hounds–and–jackals: an ancient Egyptian board game. Vocabulary For a description of the game, use your favorite search The Ancient’s seamed face appeared through the fringe of engine to look up the phrase, “hounds and jackals”. reeds and his one eye rolled from Ranofer to Heqet with phantoms: an apparition or specter. an expression of exaggerated stealth. (seamed: wrinkled, furrowed; stealth: furtiveness, slyness) staccato: something that is broken up into brief sharp bursts. Ranofer dropped to the ground, staggered with relief and treacherously numbed toes, flung himself out the gate Thutmose the Conqueror: Pharaoh over a hundred years 15 and closed it. (characterized by usually hidden dangers, ago, about 1490–1436 BC. hazards, or perils) barque: any small sailing ship. He kept a faithful, if intermittent, eye on Setma too. (not waning: of the moon. continuous, periodic) headrest: shaped part or attachment for supporting They explained the inexplicable. (unable to be explained) the head. But he could not hear it over the hideous reverberations of that other noise. (a sound persisting because of repeated To Discuss After You Read reflections after the source has been cut off) Q: Why does the rising of the Nile cause everyone’s demeanor to rise? The street was as black, as threatening, as enigmatic as A: the gloom of the god’s death and joy at his rebirth; the Nile before. (inexplicable, puzzling) is the lifeblood of the people, and they need it to survive He had mentioned nothing of his nocturnal fiasco to Heqet Q: Why could Ranofer not imagine Gebu sneaking into or the Ancient, and now he was glad. (nocturnal: done, held, rich men houses? or occurring in the night; fiasco: an utter and often ridiculous A: Gebu is too heavy to sneak, and rich men had guards failure especially of an ambitious or pretentious undertaking) and dogs

14. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 13. Katherine Morris Lester, Accessories of Dress: An Illustrated Encyclope- dia, (Dover Publications: New York, 2004). 15. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 8 | The Golden Goblet | Section Three | 5-Day | World History, Year 1 of 2 Q: Why was the street so scary after dark? then smoothed it over the crack. With a palm fiber from A: the street had no lights, and the stars made even familiar the torch, he re-scratched the missing parts of the design things look unusual on the seal Q: Describe the golden goblet. Q: Why is Ranofer flabbergasted when Gebu seems to A: the goblet was pure gold, shaped like a lotus blossom, bring the goblet to the stonecutting shop? with a band of silver around the rim, and silver for its stem. A: there is no place to hide an item like that in the shop Etched into the curve of a petal was the name of Thut- mose–Nefer–Kheperu, a long-dead pharaoh Timeline and Map Points  Phoenicia (F1–F9) (map 3) Day  Crete (E6–E7); Mycenae (D5) (map 4A) 11 Chapter 11 Day Chapter 12 Vocabulary 12 ”Yesterday’s baking,” he remarked laconically. (spoken or Vocabulary expressed briefly) The Ancient gave his high–pitched chortle of laughter. The Ancient nodded in a conspiratorial manner, winked (a sound expressive of pleasure or exultation) his one eye, and chuckled again as he led Ranofer into the lane where his donkey was snuffling morosely along the Heqet said wryly, ”Do I make myself unpleasant, as the vi- baked road. (conspiratorial: as if agreeing to do an unlaw- per said to the asp?” (wryly: marked by a clever twist, often ful act or use unlawful means to do an act which is lawful; with a hint of irony; asp: a small venomous snake of Egypt) morosely: sullenly) Then suddenly, on the day before the Festival, his wish He dared not count on Setma’s malice to help his own came devastatingly true. (overpoweringly, overwhelmingly) cause. (intention or desire to harm another usually seriously Heqet’s face fell ludicrously. (amusing or laughable by doing something unlawful or otherwise unjustified) through obvious absurdity, incongruity, exaggeration, or eccentricity) Cultural Literacy He knew quite well that only one thing could lure Gebu fire drill: a primitive device for kindling fire consisting from the prospect of free barley beer: the gold of the of a stick that is revolved rapidly between the hands or tombs. (tempt with a promise of pleasure or gain) by means of a bow or thong with the stick’s lower end pressed into a hole in a piece of wood. Ranofer’s bare toes dug convulsively into the mud. (frantically, spasmodically) tinder: flammable substance that readily takes spark or fire and is adaptable for use as kindling. Ranofer was beginning to feel alarmingly transparent. (easily detected or seen through) cubit: a unit of length based on the length of the forearm

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by from the elbow to the tip of the middle finger and usually Cultural Literacy equal to about 18 inches. castor–bean oil: colorless to amber or greenish thick non- rogues: dishonest unprincipled persons. drying fatty oil extracted from castor beans. Used chiefly skulduggery: dishonest, under-handed, unfair, or unscru- as a cathartic and as a lubricant and drying oil. pulous behavior or activity. daubing: to coat with something that smirches or stains. High Nile Festival: celebration of the inundation, when To Discuss After You Read the water flooded the land, and the festival was a day off ”Son of a pig” would be considered a curse because pigs of work for everyone, with everyone being fed at Pha- were considered dirty. Pigs also were connected with Set, raoh’s expense and drinking barley beer for free. an evil god of chaos.16 Q: Why must Ranofer have the goblet as evidence before To Discuss After You Read he can accuse Gebu of tomb raiding? Q: Why does Ranofer not speak of his suspicions to Heqet? A: without it, no one would believe him because he has A: Ranofer worries that Heqet will do something foolish, and no authority the deed is so unspeakable Q: Describe how Ranofer patched the scarab seal. Q: Why is Ranofer so miserable with the knowledge that A: Ranofer lit a torch from a neighbor, then collected the the thief Gebu walks free? crumbled clay from the floor. He spat on it to moisten it A: Ranofer feels guilty that he could put a thief behind bars—the only question is how

16. “Egypt: Pigs in Ancient Egypt,” Egypt Travel Guide, http://www. touregypt.net/featurestories/pigs.htm. (Accessed July 2, 2015). World History, Year 1 of 2 | 5-Day | Section Three | The Golden Goblet | 9 Day ”quarter of a league”: a league is any of various units of 13 Chapter 13–Chapter 14, p. 216 distance from about 2.4 to 4.6 statute miles, so a quarter of a league would be about .5 to 1.15 miles. Vocabulary He did not like the walls that pressed in on either side with plaits: braids. no crevices in which a boy might hide. (narrow openings of necropolis: a large elaborate cemetery of an ancient city. some depth caused especially by a split or cleavage) jamb: an upright piece that forms the side of an opening. High above him in the brazen sky a lone falcon wheeled. (brazen: as bright or shiny as polished brass; falcon: any of To Discuss After You Read various hawks distinguished by their long wings and how Q: they dive down on their prey when hunting) Why did Gebu plan for secret chambers in the tombs he built? Licking his parched lips, Ranofer tiptoed nervously across A: the chambers would give him access to the tomb after the the sands. (dried to extremity) dead had been put into the tomb In consternation he scanned the cluster of rocks where Q: Why are Ranofer’s friends concerned after the trumpet he had seen them only a moment before. (amazement or sounds to mark the start of the festival and Ranofer dismay that hinders or throws into frustration) doesn’t appear? A: He could hear crunching and scraping, an occasionally because the trumpet should have awakened him, and it guttural curse. (a sound or utterance having sounds that are seemed unlikely that a boy who was always hungry would strange, unpleasant, or disagreeable low in the throat) miss a chance to eat free food Q: Poor Master of Storehouses, he thought distractedly. (with Why does the Ancient worry about Ranofer following attention diverted due to anxiety) the robbers? A: because the task is very dangerous and Ranofer doesn’t ©2020 by Curriculum, Sonlight Ltd. All rights reserved. From behind the rock pile a huge black form with out- have a charm or an amulet to keep the khefts away stretched wings rose cumbersomely. (awkwardly) Q: Why do the friends decide to go to Ranofer’s aid? The two friends waiting on the fish dock began to get res- A: the Ancient is too old and Heqet is too young, but Ranofer tive. (marked by uneasiness and lack of quietness or atten- has no one else tive interest, fidgety) Q: Describe the Valley of the Tombs. ”Aye,” the Ancient said in a somewhat dubious voice. A: in the desert; hot; dry; rocky; hilly; dusty (fraught with uncertainty or doubt; undecided; doubtful) Q: Ranofer felt the sunlight hit him like a blow—can you As he hesitated, eyes stretched wide in a futile effort to think of another way to describe this? [chap. 14] see something … (serving no useful purpose)

Day Heqet nodded, but his nod carried no more conviction 14 Chapter 14, p. 217–Chapter 15 than did the Ancient’s voice. (a strong persuasion or belief) Vocabulary Cultural Literacy Her expression was one of serenity and joy. (calmness, vulture: type of large birds of prey who feed chiefly on peacefulness, repose) carrion (dead and decaying animal flesh).17 It was like seeing some innocent, happy creature lying funerary: associated with burial. murdered, victim of Gebu’s callous greed. (hardened in mason: skilled workman who builds with stone or sensibility, feeling no emotion) similar material. Their folded hands eloquent of the same defenseless trust hillock: a small hill. that had caused them to order a sweet–faced servant girl as their only guardian. (clearly and forcefully indicative of gilded palanquins: a gold-covered, box-shaped enclosed some feeling, condition, or character) litter with wooden shutters used to transport one person at a time. At any moment those thieves would be in here to wreck and pillage. (to strip of money or goods by open violence) trumpet: for pictures, videos and more of the history of a trumpet from the Tutankhamun Collection, use your favor- The two men began methodically to search the room. ite search engine to search for the phrase, “Tutankhamun (systematically, painstakingly) trumpet”. As coherently as he could Ranofer panted out his story. (logically consistent and ordered)

17. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 10 | The Golden Goblet | Section Three | 5-Day | World History, Year 1 of 2 He swayed precariously outward on a thick frond and Q: Why does Ranofer decide to go to the palace to try to dropped to the top of the wall. (dangerous due to being get help? [chap. 15] insecure or unsteady) A: everyone has left the City of the Dead, and the Pharaoh A burly gardener emerged on the path ahead of him. doesn’t cross the Nile until midday, hopefully he can find (strongly built) someone to listen Q: ”Insolent!” the gardener roared. (lacking usual or proper Why did Ranofer avoid the main gate? [chap. 15] A: respect for rank or position) he didn’t think the guards would believe him Q: The soldier arrived, brandishing his curved sword at all Why did the queen have a dwarf as part of her retinue? three of them. (shaking or waving menacingly) [chap. 15] A: his unusual size and appearance probably appealed to ”Out of here, riffraff!” (persons of the lowest or most disrepu- her as something different and exotic table class) Q: Irony is when something occurs that is strikingly ”Remove him,” the overseer said indifferently. (marked different than what is expected, or language that is by impartiality) humorously sarcastic. Why is the dwarf’s name ironic? He was being marched relentlessly across the grass to- [chap. 15] A: ward a wooden gate and oblivion. (the quality or state of his name means ”tall and beautiful,” but as a dwarf, he is being forgotten) shorter than most

He examined Ranofer’s face minutely for a moment. Day (with precision; closely) 15 Chapter 16

Cultural Literacy Vocabulary ventilated: to cause fresh air to circulate through. Had he been frightened by his own interference with the overseer’s orders? (the act of meddling in or hampering an homage: a reverential regard, respect shown by activity or process) external action. The queen’s voice was abrupt and husky, with a peculiar personage: a person of rank, note, or distinction. timbre, like a young boy’s. (distinctive character, quality, or tone) To Discuss After You Read The queen straightened and loosed Ranofer’s shoulders Q: What does it mean that Gebu was as strong as without taking her eyes off his agitated face. Set himself? (disturbed, excited) A: Set was a god of wind, storms, and chaos with supposed super–human strength The queen obliterated the dwarf with a gesture and nodded to Ranofer. (to remove or destroy all traces of) Q: How does Ranofer determine whose tomb the robbers ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by are desecrating? They had almost reached the door when a peremptory A: he sees wine jars that are sealed with the seal of the voice stopped them. (expressive of urgency or command) Queen’s father His manner was impassive and assured. (giving no sign of Q: Why does Ranofer decide that the tomb robbers must feeling or emotion) be stopped? The sky was flaming when the door of the room behind A: he realizes the tomb is like a peaceful house for the dead him opened and Qa–nefer beckoned him imperiously. (in and it is wrong to disturb and steal from them a commanding, dominant, lordly manner) Q: Describe how Ranofer managed to escape. Ranofer lifted wide, incredulous eyes. (indisposed to admit A: he first throws a jewel box in Gebus’ face, then extinguishes or accept what is related as true) the torch with wine. He flees the room and climbs out of the tunnel and is lucky that the top step crumbles on his ”Your Majesty,” he said tremulously, ”could I have a don- way out. Lastly, he pushes a heavy stone over the entrance key?” (affected with fear or timidity) Q: Why is Ranofer surprised that Heqet saw a vulture? [chap. 15] Cultural Literacy A: Ranofer decides the kheft he was so afraid of was prob- cedarwood: large evergreen trees with fragrant, durable ably a vulture—it is a new thought wood. The people of early Middle East civilizations used it for building palaces, ships, temples, and tombs.

World History, Year 1 of 2 | 5-Day | Section Three | The Golden Goblet | 11 ebony: hard, black wood. This wood can be polished to To Discuss After You Read an almost metallic luster. Ebony is used mainly for black Q: How must Ranofer prove he is telling the truth? Why piano keys, flutes, handles of knives and brushes, wood does this work? inlays on furniture, and other ornamental objects. A: he must tell the queen what object was leaning against leopard pelt: the skin of a leopard. A leopard is a large the north wall of the burial chamber—which was her fa- member of the cat family. Only the lion and tiger are ther’s staff. Only people who had been inside the chamber larger. The coat of most leopards is light tan with many would know the answer to her question dense black spots. The tail has dark rings around it. The Q: Why does Ranofer’s requested reward make the court handsome markings of the leopard make its fur valuable laugh? What does the request tell you about Ranofer? for coats.18 A: when Ranofer could ask for anything from the queen, he anteroom: a room placed before or forming an entrance simply asks for a donkey so he can carry out his previous to another and often used as a waiting room. plan to be apprenticed to Zau. His request shows how pure, simple and humble his heart truly is ”a veritable pharaoh of a donkey”: possessing the char- Q: acteristics of a king among donkeys; the finest. How does Ranofer decide on the direction underground? A: the coffins point west—toward the Land of the Gods n High Chamberlain: manages the household of a king or great noble. surgeons of Egypt: Egyptian surgeons were known throughout the world for their skill. Documents from ancient Egypt have been found that prove that they knew much about medicine that was forgotten or not passed down for hundreds of years, until it was re–discovered in ©2020 by Curriculum, Sonlight Ltd. All rights reserved. more recent history .

18. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 12 | The Golden Goblet | Section Three | 5-Day | World History, Year 1 of 2 Section Three

Reading Assignments and Notes Readers Readers Weeks 1–3: Mara, Daughter of the Nile

Day his own half-sister. As an adult ruler, Thutmose III conduct- 1 Chapters 1–2 ed 17 successful campaigns which served him a position as the most successful Pharaoh ever—in military terms. He Setting extended Egyptian territory and power considerably, into Egypt; 1400s BC Mesopotamia and Nubia. The conquered territories were put under control of vassal kings and chiefs, who paid high Overview taxes to Egypt. He extended the temple at Karnak, as well Mara, a slave, becomes a spy for Queen Hatshepsut as constructed new monuments at Abydos, Aswan, Heliop- (?–1469 BC), the pharaoh, whose extravagant building olis, and Memphis. His mummy was found in 1881 at Dayru projects and excursions inflict heavy taxes on the Egyp- l-Bahri. He was succeeded by Amenhotep II.2 [chap. 1] tians. Shortly thereafter, Sheftu, a young nobleman, enlists gamin: street boy. [chap. 2] Mara’s help as a spy for Thutmose, the true king, a man im- prisoned by the powerful Queen. Mara prefers to help the scarab: a stone beetle used as a talisman or ornament. King, but must continue to serve the Queen, lest she be [chap. 2] sold. A traitor to the King finally betrays Mara, and Sheftu, thinking Mara betrayed him, although he loves her, seeks To Discuss After You Read to kill her. When he discovers that Mara serves the king Q: Once Nekonkh realizes he’s been speaking poorly of as whole-heartedly as he does, Sheftu purposefully walks Hatshepsut, what does he do? Why? [chap. 1] into a trap to save her, and then the revolution occurs, A: he denies making a statement that he would like to over- quickly and easily. Thutmose takes the throne, Hatshepsut throw the Pharaoh and immediately makes statements to drinks poison, and Sheftu, now Count, marries Mara. show he supports her. He does this because it was treason Cultural Literacy to speak against the Queen, and the punishment for doing so was harsh Use the following words as you discuss today’s reading to enhance your children’s understanding of the story. Q: What makes Mara a valuable spy? [chap. 2] A: she speaks Babylonian, reads and writes well, is sharp-wit- Set: or Seth; an ancient god of the desert, storms, dark- ted, does not look like a slave, is proud, and desires freedom ness and chaos. [chap. 1]

shenti: a loincloth or scarf worn by men, wrapped around Timeline and Map Points their waists and held by a belt. [chap. 1] d Queen Hatshepsut rules Egypt (ca. 1503–1482 BC) kheft: a lost soul or demon. [chap. 1] [chap. 1]  Egypt (E4); Nile River (E4); Abydos (E5) (map 2) Kush: a kingdom south of Egypt. Pharaohs took control of  Memphis (G8); Thebes (H8) (map 3) [chap. 1] Kush during the New Kingdom, so a ”son of Kush” would ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by be someone from this land. Since they were a conquered Day people group, an Egyptian would consider this phrase less 2 Chapters 3–4 than flattering. [chap. 1] Cultural Literacy Hatshepsut (1503–1482 BC): the fourth female pharaoh in Egyptian history. The daughter of King Thutmose I and carnelian: pale, red quartz. [chap. 4] his chief wife, Queen Ahmose, Hatshepsut married her gambits: moves early in a game in which a player sac- half-brother, King Thutmose II. When Thutmose died unex- rifices lesser pieces in order to obtain an advantageous pectedly about 1490 BC, Hatshepsut’s stepson, Thutmose position. [chap. 4] III, inherited the throne. But because he was too young to rule, Hatshepsut served as regent (temporary ruler). To Discuss After You Read Within a few years, and with the support of the priests of the god Amon, Hatshepsut had herself crowned pharaoh Khofra mentions that the Euphrates ”flows the wrong alongside her stepson. Because Egyptians believed their way” (p. 26). Since the Euphrates flows in a south-easterly kings were divine, she justified her new role by claiming to direction, whereas the Nile River flows in a northward be the god Amon’s daughter. She also had herself repre- direction, a river that flows in nearly the opposite direction sented as a man on monuments.1 [chap. 1] would seem backwards to him. Thutmose III: Egyptian Pharaoh that reigned from 1504– 1450 BC. Thutmose III was son of Thutmose II, and son-in- law to Queen Hatshepsut, as he married her daughter— 2. “Tuthmosis 3,” LookLex Encyclopaedia, http://i-cias.com/e.o/ 1. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). thutmose_3.htm. (Accessed July 2, 2015). World History, Year 1 of 2 | 5-Day | Section Three | Mara, Daughter of the Nile | 63 Q: Why did Sheftu threaten Mara at the end of their con- Q: What was clever about Sheftu’s response to the order versation? [chap. 4] from Hatshepsut? [chap. 8] A: because Mara said she intended to discover his secrets if A: he gave praise to Pharaoh without specifying which she could—clearly Sheftu would rather remain secretive pharaoh he meant and somewhat anonymous Q: Why is Mara’s meeting with Thutmose difficult? [chap. 9] A: she must not only speak in two languages and carry on Day 3 Chapter 5 two conversations, but Inanni’s hopes and Thutmose’s pacing and expression made her job more difficult To Discuss After You Read Q: Why was Mara concerned about the message she was Q: Why do you think Mara is not happy with her first job? to take to Sheftu? [chap. 9] [chap. 5] A: because he was being asked to rob the tomb of a A: possible: she is beginning to like Sheftu; she dislikes the pharaoh—a crime not only punishable in the human Queen’s extravagance; perhaps she is intrigued by the idea world but also believed to anger the ka of the departed of doing something for Egypt rather than just for herself one—something Egyptians believed would bring harm to tomb robbers Q: At the end of the chapter, who do you think has the upper hand—Mara or Sheftu? Why? [chap. 5] A: Day realistically, Mara still does—she already knows the name 6 Chapters 10–11 of the other member in Pharaoh’s court that is leading the rebellion, and her present course of action hasn’t changed To Discuss After You Read from the time she boarded the ship Q: What relieves Inanni at the end of her long day? [chap. 10] Day 4 Chapters 6–7 A: she will not marry Thutmose, she can return to Canaan ©2020 by Curriculum, Sonlight Ltd. All rights reserved. and her brothers, and she will visit the Syrian woman in Cultural Literacy the Court of the Weavers El Karnak ruins (Thebes), Egypt: Thebes is located along Q: How could Mara tell by looking around the Queen’s the Nile River at the site of what is now the city of Luxor.3 court who the most important people were? [chap. 11] [chap. 6] A: the more important a person was—those the Queen valued— stood closer to her throne loggia: a roofed open gallery, especially at an upper story overlooking an open court. [chap. 7] Q: What does Mara learn during her audience with her master? [chap. 11] To Discuss After You Read A: Thutmose’s servants are all loyal to the Queen Q: How did the wharfs of Abydos differ from those at Menfe? Why? [chap. 6] Day 7 Chapter 12 A: they had more funeral barges because the god Osiris was thought to be buried in Abydos, and all who could To Discuss After You Read afford it would arrange for their funeral processions to Q: take a pilgrimage to this ”Gate of the Underworld” before Think about the steps Mara had to take before she met their entombment with Sheftu again. What does it tell you about the orga- nization of the rebellion that is brewing? [chap. 12] Q: How does Mara keep cool in the Egyptian heat? [chap. 6] A: it’s highly organized—there seems to be many supporters A: she does not wear wool except in the cool nights; wears with useful ways they can contribute thin, light garments; stays slender; sleeps on an ebony Q: headrest, not a hot pillow Why do you think Sheftu goes by Sashai at the Inn of the Falcon? [chap. 12] A: to conceal his identity to those he’s working with. In case Day 5 Chapters 8–9 some were captured, they wouldn’t be able to identify their true leader To Discuss After You Read Q: Why did Hatshepsut like what she saw in Inanni? Day 8 Chapter 13 [chap. 8] A: because she knew her half-brother, the King, would NOT Cultural Literacy like marrying Inanni languid: slow, sluggish. [chap. 13] chicanery: deception, trickery. [chap. 13] 3. “Karnak Temple,” Discovering Ancient Egypt, http://discoveringegypt. com/karnak-temple/. (Accessed January 2006). guile: deceitful, cunning. [chap. 13] 64 | Mara, Daughter of the Nile | Section Three | 5-Day | World History, Year 1 of 2 insouciance: lighthearted, unconcern. [chap. 13] Q: Consider the news Sheftu gives Khofra in a modern light: The President of the United States regularly To Discuss After You Read receives intelligence of uprisings on our Canadian and Q: What does Mara learn about the proprietors of the Inn Mexican borders. On top of that, he gets word of several of the Falcon? [chap. 13] European countries that are banding together against A: the inn keeper’s wife was Sheftu’s childhood nurse, and her us. Then, a news report tells you that the President has husband was the head of his father’s stables dismissed the entire Army branch of the military (and hasn’t paid the Marines in a month) so he can put more Q: How does Thutmose prepare to take the throne? money toward carving his face into a mountain near Mt. [chap. 13] Rushmore. How would you feel? Is Sheftu’s anger over a A: he stages a miracle where, during a festival, ”Amon” similar situation justified? [chap. 15] proclaims him pharaoh—the people remember and think it true; the priests are mostly on his side, as are many Q: Even queens need to acquire gold—we all have limited young nobles and commoners concerned with the state dollars. What does she spend her gold on? [chap. 15] of the country A: to cover the obelisks in electrum Q: What do you think of Sahure, the juggler? Do you trust Q: How does Mara deliver her message, even though the him? Why or why not? [chap. 13] spies were not dismissed? [chap. 15] A: possible: he presses for information in a rather sly way: A: she draws symbols of the message onto a vase design Sheftu is clearly not completely forthcoming with him, Q: Do you think the king’s opinion of Inanni has changed though he was claimed as useful at all? Why or why not? [chap. 15] A: somewhat—she admired his drawings of vases so he is Day 9 Chapters 14–15 beginning to see her as more that a ”barbarian”

Day Cultural Literacy 10 Chapter 16 balustrade: a low parapet (railing) or barrier. [chap. 14] major-domo: a head butler or steward of a large house- To Discuss After You Read hold. [chap. 14] Q: Why is it important for the king to become pharaoh? A: for Egypt, for the sake of the people obelisks: an upright, 4-sided pillar that is topped with a pyramid. [chap. 14] Day 11 Chapters 17–18 To Discuss After You Read Q: What has Sheftu learned in the last six years about Cultural Literacy mankind? Do you think he is correct? [chap. 14] time immemorial: time that extends beyond memory A: no man or woman lives whom gold cannot buy—only the or record. [chap. 17] ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by prices differ leonine: lion-like. [chap. 17] Q: Do you think Hatshepsut is extravagant? Why or why lee: the side that is sheltered from the wind or weather. not? [chap. 14] [chap. 17] A: yes—This chapter describes obelisks the Queen had added to the temple of Amon. They were 97 feet tall ”needles of mien: dignified manner or conduct. [chap. 17] stone,” cut from single blocks of granite, and so tall the Hall of Double Truth: After death, a soul first went to the roof of the hall had to be removed so they could be in- Hall of Double Truth for judgment. The soul had to make a stalled. Once there, the queen thought they were too dull ”negative confession” before 42 gods. The deceased souls so she ordered them covered with priceless electrum—all would list all of the evil deeds they did not commit during for her own glory their lifetime in order to convince the gods to allow them Q: Why do you think Sheftu asked the priest to obtain the to enter the netherworld. If the souls successfully passed Royal Seal? [chap. 14] this test, they would move to the Weighing of the Heart A: when tombs were shut, priests would seal the door shut ceremony.4 [chap. 18] and mark the seal with a particular mark so it would be hawser: a thick, heavy rope or cable used for mooring or easy to tell if the tomb had been disturbed. Once Sheftu towing a ship. [chap. 18] raided the old Pharaoh’s tomb, they would have more time to finish their plans if the tomb looked as if it was never disturbed, so they’d need the Royal Seal with the right mark on it to reseal the door

4. Pat Remler, Egyptian Mythology A to Z, Third Edition, (Chelsea House: New York, 2010). World History, Year 1 of 2 | 5-Day | Section Three | Mara, Daughter of the Nile | 65 To Discuss After You Read Q: Why did Sheftu comment to Nekonkh on the riverboat Q: Why does Pesiur’s jab about Sheftu’s notice of Mara ”Till now, I understood your allegiance to be to myself bother Sheftu? [chap. 17] and to the king—and no one else. Was I mistaken?” A: he worries that his meetings with Mara and the Canaan- [chap. 20] ite princess have been noticed, and that the feelings he A: because Nekonkh had been defending Mara’s actions, and has for Mara that he thought he’d kept hidden had been Sheftu needed to remind him that their cause was really noticed by a casual observer more important than another player—should that player be a spy for the queen Q: How does Sheftu enter the Valley of the Kings? [chap. 17] Q: How does Sheftu plot to uncover Mara’s treachery? A: he arrives with a priest; they claim they’ve heard reports [chap. 20] of tomb robbery; one guard believes them, one does not, A: Nekonkh tells her the ”whereabouts” of the gold in the and this one follows them, even though his duty ends in presence of others; if the location is raided, he will know another half hour she is a spy for the other side Q: What does Sheftu do to the diligent guard? [chap. 17] Q: What potential problems does the trap have? A: at first, he strangles him to knock him out, hoping they A: Nekonkh wasn’t told to tell Mara privately. If another per- can send him away on Nekonkh’s boat until the revolution son who is unfaithful to the cause overhears, they could is over, but the guard starts to escape so Sheftu has to raid the ship, even if Mara didn’t give up her information kill him Q: Day In addition to Sheftu and companions, fear of their 13 Chapter 21 gods and the knowledge they have of crime they are about to commit, what else could make the trip inside Cultural Literacy

the tomb a stressful experience for these characters? ©2020 by Curriculum, Sonlight Ltd. All rights reserved. checking a ship’s trim: a ship’s captain should check a [chap. 18] ship’s trim to determine if it’s perpendicular to the water A: it is incredibly dark, their one torch doesn’t seem to push making sure the cargo is evenly balanced in the ship so it the darkness back very far; it is hot, the air is stale and won’t capsize as it travels. [chap. 21] probably hard to breathe—they risk running out of air as they work deep underground; the tomb is built like a maze, intended to be confusing to make it harder to plun- To Discuss After You Read der; they realize as their torch dies that they don’t have Q: How do Nekonkh and Sheftu respond once the raiders another torch with them boarded the ship? [chap. 21] A: Nekonkh pleads to take Mara away again—Sheftu’s

Day demeanor was such that even the burly riverboat captain 12 Chapters 19–20 was afraid of him. Sheftu curtly reminds Nekonkh that he should strictly follow orders Cultural Literacy Q: What do you think of Sheftu’s stubbornness to stick flagon: a large pitcher made from metal or pottery, with a to his plan for Mara’s fate, even when Nekonkh offers handle and a spout, and often a lid. [chap. 20] to take her out of Thebes for a second time? Do you think he would have the same response if another had To Discuss After You Read betrayed him? [chap. 21] Q; How does Mara feel about Sahure? Why do you think A: possible: he is angry, but perhaps more so this time be- this is so? [chap. 19] cause he is also hurt and disappointed in Mara. Therefore, A: she loathes him and she’s afraid of him; Possible: because he falls back on his blind devotion to the caus, and makes she’s nearly almost run into him once as she’s fulfilling the best determination in that light as the logical and the role of her other identity, she doesn’t trust him to keep reasonable course of action. He is a kind man and may quiet about her if it would serve his purposes better, he have let Nekonkh take another lesser person away, if he or seems to constantly pry and doesn’t easily take ”no” for an she hadn’t wounded him as Mara had answer Q: How does Sheftu respond to Mara’s mistake of keeping the ring? [chap. 19] A: his words seem to say he doesn’t think any more of the matter, but he lets go of her hand as he speaks, as though he’s not sure he trusts her again. Even at the end of the chapter, Mara is unsure if the issue is over or not

66 | Mara, Daughter of the Nile | Section Three | 5-Day | World History, Year 1 of 2 Day 14 Chapters 22–23 Q: What does Mara learn from Innani (the princess)? Q: Juxtaposition means to place close together or side by To Discuss After You Read side, especially for comparison or contrast. In literature, Q: Why does Mara run away from Nekonkh? [chap. 22] juxtaposition occurs when one theme or idea or person A: to find her other master, learn his plans, and then try to is parallel to another. The author of Mara, Daughter of slip away from him and warn the revolution the Nile juxtaposes the ”daughter of the Nile” (Mara) with the ”daughter of the sun god” (Hatshepsut). Com- Q: How has Mara’s game ”tumbled about her ears?” pare and contrast these women: think about their titles [chap. 22] and origins, their personalities, their view of Egypt, A: Sahure had been spying on her, and names her and all of their positions, and their value of other people. How the regular attendees at the Inn as traitors. Nahereh plans are they the same and how are they different? If they another raid and locks Mara in her room with an armed are the same at some point in the book, but different at guard so she has no way to escape another point of the book, describe that. n Q: Why was Mara—who seems to be able to wriggle out of most scrapes—captured? [chap. 23] A: because she told Nekonkh that she would stay in the courtyard until he returned, and for once she meant to keep her word

Day 15 Chapters 24–25

To Discuss After You Read Q: How does Mara change as a person throughout the story? A: she learns the value of loving and trusting other people, such as friends and family, and why it is worthwhile to remain loyal to them. In exchange, she has made valuable friends and wants to treat them well in the end Q: How does slavery affect Mara and her relationships with others, such as Innani the princess, Reshed the guard, or Sheftu? ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

World History, Year 1 of 2 | 5-Day | Section Three | Mara, Daughter of the Nile | 67 Section Four

Instructor’s Guide Resources “World History, Year 1 of 2”—Scope and Sequence: Schedule for Topics and Skills

Week Memory Work Bible Reading History/Social Studies Geography Biography 1 Psalm 90:1–2 What You Should What is History; Nomads Fertile Crescent; Queen Know About the Bible Egypt; Mesopota- Hatshepsut; mia; Middle East; King Narmer North America; South America; Asia 2 Psalm 90:1–4 What’s In Our Bible? Egyptians; Mummies and Egypt; Mesopotamia; Pyramids; Sumerians; Mediterranean Sea Early Civilizations 3 Psalm 90:1–6 In the Beginning Hittites; Hammurabi Mesopotamia; Hammurabi Babylon; Egypt; India; Africa; Middle East 4 Psalm 90:1–9 God Creates Man Indus Valley; Ancient Egypt; Indus Valley; Huang Di and Woman China; Shang Dynasty; Mediterranean; Hittites; The Trojan War India; China 5 Psalm 90:1–11 Father Abraham Nubian and Egyptian Egypt; Greece; Tutankhamen Cultures; Hittites; The Mediterranean Trojan War 6 Psalm 90:1–13 Safe in Egypt Hebrews; Phoenicians; Egypt; Jerusalem; Assyrian Empire; Red Sea; Carthage; The Trojan War; Spartans Greece; North Africa; Asia Minor 7 Psalm 90:1–15 Freedom from Slavery Assyrians; Assyrian Egypt; Greece; Nebuchadnez- Empire; Greece; Greek Babylon; Crete; zar; Taharka; Myths; Spartans Middle East; Africa Sennacherib; King Hezekiah 8 Psalm 90:1–17 Law and the Holy Tent Greece; Greek Gods; Greece; Persia; Cyrus the Great; The Medes; Persia; Babylon; Middle Homer ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Trojan War; Spartans; East; Africa Greek Myths; Romans 9 1 Corinthians Living in Spartans; Greek Myths; Greece; Rome; Plato; Socrates; 13:1–2 the Wilderness Roman Empire; Persia; Troy; Middle Alexander Trojan War East; Africa the Great; Pythogoras 10 1 Corinthians Victory Roman Empire; Trojan Greece; Rome; 13:1–4 War; Mayans; Aztecs Jerusalem; Mexico; South America; North America; Peru 11 1 Corinthians When Judges Ruled The Founding of Rome; Rome; Jerusalem; 13:1–6 Roman Empire; The Italy; Carthage; Punic Wars; The Roman Pompeii Republic 12 1 Corinthians Israel’s First King The Punic Wars; China; Rome; Israel; Hannibal; 13:1–8 The Aryans of India; Jerusalem; Cathage; Buddha; Asoka The Mauryan Empire Africa; Ganges River; Mediterranean Sea; India (continued on the following page)

World History, Year 1 of 2 | 5-Day | Section Four | Scope and Sequence: Schedule for Topics and Skills | 1 Week Memory Work Bible Reading History/Social Studies Geography Biography 13 1 Corinthians Israel’s Greatest Kings China: writing and the Rome; Israel; Qin Zheng 13:1–10 Qin; The Zhou Dynasty; Mediterranean Sea; (Shi Huangdi); Confucius Jerusalem; Africa; Confucius India; Britain; China; The Great Wall of China Persia 14 1 Corinthians Worship and Be Wise Julius Caesar; Africa Rome; Israel; Spain; Julius Caesar; 13:1–13 Constantinople; Cleopatra; Africa; India; Britain; King Ezana Southern Arabia 15 Psalm 15:1–3 Kings and Prophets Augustus Caesar; Jesus; Rome; Israel; Octavian (Au- in Israel Fall of Jerusalem; The Jerusalem; gustus Caesar); Han Dynasty; Parthians Constantinople; Jesus; Nero; and Sassanias; Nero Judea; Britain; Constantine; Europe Theodosius 16 Psalm 15:1–5 Adventures of Elijah Roman Empire; Rome; Italy; Britain Boadicea; and Elisha Boadicea; Attila the Hun; Romulus Barbarians; Fall of Rome Augustus; Attila the Hun; Odoacer ©2020 by Curriculum, Sonlight Ltd. All rights reserved. 17 Psalm 15:1–5 Kings and Prophets Middle Ages 800 AD– Rome; Egypt; Diocletian; in Judah 1100 AD; Celts; Ireland; The Alps; Augustine; Anglo-Saxons; Italy; France; Britain; Julius Caesar Augustine; Monasteries England; Europe; Asia Minor 18 Exodus 20:1–2 In a Strange Land Monasteries; The Ganges River; Justinian; Byzantine Empire; The Ireland; Europe; Chandragupta; Medieval Indian Empire Constantinople; Skandagupta Japan; India 19 Exodus 20:1–4 Rebuild Jerusalem Monasteries; Islam Japan; Korea; Muhammad and Wait Arabian Peninsula; Baghdad; Mecca; Medina; England; Ireland 20 Exodus 20:1–6 The World of Jesus Dynasties of China; China; Japan; Korea; Li Yuan Dynasties of Japan; Australia; England Australia 21 Exodus 20:1–8 Jesus’ Birth The Polynesians; New Zealand; Hun- Clovis; Charles and Boyhood Kingdom of the Franks; gary; Paris; France; “The Hammer” The Islamic Invasion; England; Germany; Charlemagne; Kings of France; The Europe; Spain; Italy; Martel Carolingians; The Holy Constantinople; Roman Empire Northern Africa; Mediterranean Sea 22 Exodus 20:1–10 Jesus’ Baptism Vikings; Alfred the Great; Norway; Denmark; Leif Ericksson; and Temptation The Battle of Hastings Sweden; Iceland; Alfred the Britain; England; Great; William Europe; France; the Conqueror Normandy (continued on the following page)

2 | Scope and Sequence: Schedule for Topics and Skills | Section Four | 5-Day | World History, Year 1 of 2 Week Memory Work Bible Reading History/Social Studies Geography Biography 23 Exodus 20:1–12 The Power and Love The English Language; Europe; Japan; William the of Jesus Serfs, and Noblemen; Jerusalem; Conqueror Castles; Knights and The Holy Land Samurai; 500–1100 AD: Arts, Architecture, Science and Technology 24 Exodus 20:1–14 The Parables and Middle Ages 1101– Jerusalem; Europe; Richard the Teachings of Jesus 1460 AD; Crusades Constantinople; Lionhearted; Spain John Lackland 25 Exodus 20:1–16 Disciples and Magna Carta; Wales; France; England; King John; Followers of Jesus Scattering of the Jews; United States; William Wallace; Scotland, Burgundy Canada; Russia Robert Bruce; Edward I; Edward II 26 Exodus 20:1–17 Enemies and Genghis Khan; Kublai Beijing; Japan; Genghis Khan; Opponents of Jesus Khan; Forbidden City; China; Europe; India; Kublai Khan; The Age of Exploration; Middle East Marco Polo World Religion 27 Poem The Death and Ottoman Empire; Constantinople Vladimir; Ivan Resurrection of Jesus Ivan III; Mohammed Ireland; Russia the Great; Ivan Captures Constantinople; the Terrible; The Seljuk Turks Mehmed II; Suleiman 28 Poem The Church Begins The Black Death; England; France; Henry V; Joan The Hundred Years’ War; Europe; China; of Arc; Henry VI Joan of Arc Africa; Hungary; Ethiopia; Zimbabwe 29 Poem The Church Grows War of the Roses; Isabella England; Europe; Henry VI; Gil and Ferdinand; Prince Spain; Portugal; Eannes; Isabella Henry; Louis XI; Edward Ghana; Africa and Ferdinand; IV; Henry Tudor Richard III;

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Henry Tudor; Prince Henry 30 Poem Paul’s Missionary The Songhay Empire; England; Ghana; Mansa Musa; Adventures Babur the Turk India; Spain; Mali; Ibn Battuta; Africa; Morocco Babur 31 Poem Under Arrest! Christopher Columbus; Spain; Philippines; Christopher Magellan; Mayan, Aztec, India; Central and Columbus; and Incan Empires South America; Magellan; John Morocco Cabot; Amerigo Vespucci; Vasco da Gama; Huayna Capac; Francisco Pizarro 32 Poem Paul’s Letters to Cortés and Montezuma; Spain; Portugal; Hernando Troubled Churches Martin Luther; Central America; Cortés; Martin Reformation Switzerland; Luther Wittenberg; Germany; England; France; Japan (continued on the following page)

World History, Year 1 of 2 | 5-Day | Section Four | Scope and Sequence: Schedule for Topics and Skills | 3 Week Memory Work Bible Reading History/Social Studies Geography Biography 33 Proverbs 3:1–3 Paul’s Letters to King Henry VIII; The Spain; Europe; King Henry VIII; Strengthen Christians Renaissance; 1101–1460 London; Germany; Martin Luther; AD: Art, Architecture, Japan Michelangelo; Science and Technology; Leonardo da Walter Raleigh Vinci 34 Proverbs 3:1–6 Letters to Young Johannes Gutenberg; London; England; Johannes Leaders Reformation; Nicholas Europe; Poland; Gutenberg; Copernicus; Galileo Japan Martin Luther; Nicholas Copernicus; John Calvin; Galileo Galelei; King Henry VIII 35 Proverbs 3:1–9 Letters to Encourage Queen Elizabeth; William London; England; Philip II; Queen Christians Shakespeare Spain Elizabeth; Mary Tudor; William Shakespeare; Walter Raleigh 36 Proverbs 3:1–12 Things to Come Dutch Independence; London; England; John Cabot; Lost Colony; John Cabot; Europe; France; Jacques Cartier; ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Jacques Cartier; Spanish- Newfoundland; King Philip; English War; 16th North America; Hernando de Century; 1461–1600 AD: Canada; Spain; Soto; Queen Arts, Architecture, China; India Elizabeth; Science and Technology Francisco Vasquez de Coronado; Francis Drake

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A GREENLAND Scandinavia

ICELAND

CANADA Newfoundland (Vineland) IRELAND ASIA B St. John’s World History, Year 1of 2(5-Day)—Map 1 Minnesota Calais MONGOLIA NORTH Gulf of St. Lawrence Silk Road AMERICA Maine Fertile Crescent KOREA JAPAN Grand Canyon Kyoto C UNITED STATES Bermuda Florida Islamic Empire MEXICO Gulf of Mexico Sahara Desert West Indies INDIA CHAD BARBADOS AFRICA Mariana Islands 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

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KENYA

BENIN G G

AFRICA

GHANA Ife

ETHIOPIA

NIGERIA

Adulis Punt SUDAN

Aksum (Axum) Aksum

Songhay Empire Songhay SENEGAL

F F

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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 Yangtze River Yangtze

Agra

Ganges River Ganges

Lower Egypt Lower

Delhi

Indus Valley Indus Judea

Persepolis

Nile Delta Nile Tibet Akkad Kangjin

Ch’ang-an

MOROCCO Salt Sea Salt Samaria PERSIA IRAN PERSIA

D D Assyrian Empire Assyrian

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Kum River Kum

Rock of Gibraltar of Rock

CHINA Seoul

Panmunjom Yellow River Yellow

Kaesong GREECE TURKEY

Beijing

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

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Black Sea Black

Ravenna Savoy

Poitou

Venice

C C

Danube River Danube FRANCE

AUSTRIA HUNGARY

CZECH REPUBLIC CZECH WALES UKRAINE Agincourt

BRITAIN

POLAND IRELAND Virconium

B B —Map 2 —Map 2 (5-Day) 1 of Year History, World RUSSIA

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Baltic

NORWAY

SWEDEN

A A

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

NORTH DENMARK Moscow IRELAND PRUSSIA LITHUANIA British Isles Trent B HOLLAND/NETHERLANDS World History, Year 1of 2(5-Day)—Map 3 Meath Lough of StrangfordLeicester MagdeburgVerden POLAND Bosworth Cleves Wittenburg Mansfeld Oder River GERMANY BELGIUM Erfurt Kiev Sorviodunum Cambrai Mainz Cracow C Narrow Sea/English Channel Crécy Eisenach Elbe River Champagne Rhine River UKRAINE Normandy Clairvaux Augsburg Anjou Tours FRANCE Alps HUNGARY Poitiers Bourges Geneva Lombardy ROMANIA D Aquitaine Pavia Burtigala(Bordeaux) Mantua Ca a Pyrenees Mountains Septimania BOSNIA Pisa Bosphorus Navarre ITALY Adriatic Sea BULGARIA Hellespont Aragon E Phrygia ARMENIA SPAIN ALBANIA Thurii Aegean Sea Thebe Anatolia/Asia Minor Assyria Córdoba (Cordova) Seville Tegea Tauris Andalusia Sicily Marathon Çatal Hüyük Carthage F Cadiz Antioch Mesopotamia Nineveh Pillars of Heracles Lycia Strait of Gibraltar Assur Fez Mediterranean Sea Byblos Babylonia Damascus Baghdad Atlas Mountains Acre Babylon Kish G Jerusalem Phoenicia Alexandria Askelon Tanis Sumer Memphis Palestine Persepolis

H Persian Gulf EGYPT Coptos Hermonthis Thebes

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B World History, Year 1of 2(5-Day)—Map 5 Tigris River Ugarit

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