OR / BIBLE / LITERA OR’S GUIDE D I U G S ’ R TO C U R T S N I E R U AT R E T I L / E L B I B / RY TO S I H INTRO TO WORLD HISTORY B C One Year Condensed Great Sphinx of Giza Cairo, Egypt

FUN FACT A toga consisted of 9 yards of fabric draped around the body. Thank you for downloading this sample of Sonlight’s History / Bible / Literature B+C Instructor’s Guide (what we affectionately refer to as an IG). In order to give you a full perspective on our Instructor’s Guides, this sample will include parts from every section that is included in the full IG.

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

Ҍ A 3-week Schedule

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

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

Ҍ A schedule for Timeline Figures

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

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

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History Bible Literature

Intro to World History, One Year Condensed by the Sonlight Team

“The fear of the Lord is the beginning of wisdom.” Psalm 111:10 (NIV)

INSTRUCTOR’S GUIDE Sonlight Curriculum® “Intro to World History, One Year Condensed” Table of Contents Instructor’s Guide, Thirtieth Edition Copyright © 1990, and annually 1992–2020 by Sonlight Curriculum, Ltd. 1 Introduction to Your Instructor’s Guide All Rights Reserved. • Table of Contents No part of this publication may be reproduced, stored in a retrieval sys- 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 2 Schedule and Notes the original Sonlight Curriculum Ltd. purchaser only to reproduce as many • A Weekly SCHEDULE for History, Bible, and Read-Alouds copies of the Schedule Pages; Evaluation Form and Certificate of Comple- 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). 3 Reading Assignments & Notes “The worker is worth his keep” (Matthew 10:10). • NOTES for Read-Alouds and Readers

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

Printed in the United States of America.

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

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

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

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

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

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

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

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

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

©2018 by Sonlight Curriculum, Ltd. All rights reserved.

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three-week sample of any of sample three-week

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

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

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

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

Teaching tips Teaching Detailed teaching notes each week Notes the schedule, youImmediately following Vocabulary and Cultural Literacy Literacy Cultural and Vocabulary notes The IG is a guide, not a task master. As you become comfortable teaching your children, you can skip or alter assignment to fit your family’s unique needs. Flexible format Flexible Because many families end up ahead of behind in a subject—at least occasionally—the IGs Some are structured for maximum flexibility. They customers follow the schedule religiously. do everything scheduled each day during Others read ahead, or drop a book, that day. or work through several days’ worth of one or history, or two subjects in a day (reading, for example), and similarly the next day, and so on, until they have completed all the assignments for the week. explain assignments and provide extra youinformation about important topics to help will teach get the most from your materials. You with confidence! Literature Guide, you will find reading andassignments and notes for the Read-Alouds A-CReaders. (In the early elementary Levels programs, Readers are packaged separately paceto allow an adjustable reading level and included them have not for your children. We about Readers more in this sample. Learn the packages at sonlight.com/readers.) Follow notes for Read-Alouds and Readers as you would the History/Bible notes. Note: At the back of your History / Bible / will find each week’s history notes. Bible and notes help you instructThese extensive teaching and ensureyour students with excellence, Notes providethat they grasp key concepts. arguments, clarification, counter-balancing The and commentary. further explanations, about specificIG notes also offer warnings so you can discussbooks or difficult content, as racism andimportant issues—such poverty—with thoughtfulness. Find clear definitions for important vocabulary clear definitions Find Enjoy useful in your reading. that appears depth to your notes that add Cultural Literacy probably explain things students reading and skirt looks like). what a hoop know (e.g., don’t Section Two Schedule and Notes ©2020 by Sonlight Curriculum, Ltd. All rights reserved. For 4. 3. 2. 1. Days 1–5: Days Level B+C: Find notes for theRead-Alouds in thenotesSee for the We RSV/NASBversions inourscheduletablefor your cite convenience, theKJV/ since itcorrelates to theversion usedin listed pages. ontheSchedule please feel free to doso. if you would prefer to have your children memorize theassigned verses from anotherversion oftheBiblethat your familyusesmore frequently, READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Window ontheWorld 104 Poems of Children The Aesop for to CapriRed Sails Geography Songs World Window onthe World History of Book Usborne ProviderOur theWord:Sing God Memorization Reading Date: Whimsy and WisdomWhimsy and Date: ______to ______2,4 History/Bible/Literature 3 2

History

, pleaseusepp. 6–7withinthebookto complete themappingassignments listed. These mappingassignments willonlybe 3 2 titlesbelow. 3 this track theentire week. Track 6 The CDincludes alloftheverses your children over willlearn thecourse oftheyear. Listen to Jesus hascome, andnow Heasksthat You ofyour invite life. to bepart Him door, Iwillcome into him,andwillsupwithheme. Revelation 3:20—Behold, Istandat thedoor, ifany manhearmy voice, andknock: andopenthe Section Three Section “Wolf andtheKid” “Introduction” “Middle East” “Middle Luke 2:1–20 pp. vi–vii pp. 4–7 pp. 2–3 Track 7 chap. I Day 1 Day p. 7 p. N N   . “Mix aPancake”“Mix & “Animal Crackers” Intro to World History, One Year Condensed Luke 2:21–40 pp. 204–205 Additional Subjects: “Judaism” N pp. 4–5 chap. II Day 2 Day 

p. 1 p. Week 1 Parental Notes

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Matthew 2:1–12 Matthew “The Tortoise& “The “Middle East” “Middle “The Twelve“The  the Ducks” pp. 76–77 19  Months” 1 chap. III d pp. 6–7 Track 7

“Israel” Day 3 Day Map PointMap

p. 2 p. 8 p. Israel 20  2

N 21 3 4

22 4

23

5  24 6 Matthew 2:13–18 Matthew

Timeline Figure “Middle East” “Middle 25 pp. 168–169 7 1

 “Turkey” chap. IV Week Overview Track7 pp. 8–9 26 Day 4 Day 8 d Turkey

27  9 | Section Two 28 10 Sing theWord 29 11

d 30 12

Matthew 2:19–23, Matthew “The YoungCrab“The 31 13 and His Mother”and His Timeline Suggestion Luke 2:41–52 32 14 pp. 10–11 | chap. V . However, Day 5 Day 33 15 p. 9 p. Week 1 34 16 35 17 | 36 18 1

©2020 by Sonlight Curriculum, Ltd. All rights reserved. - - - Luke Holzmann Luke symbol on the sched  —Bible Notes by by —Bible Notes using a washable pen. using a washable We begin with the Birth of Christ. Witness His Witness with the Birth begin of Christ. We Behold, I stand at the door, and knock: man if any the door, I stand at Behold, in to I will come and open the door, voice, hear my him, and will sup with him, and he with me. Luke 2:1–20 Luke 3:20 Revelation Jesus Christ (ca. 4 BC–AD 29) (ca.Jesus Christ 4 BC–AD For extra schedule pages, field trip planning sheets, field trip planning sheets, extra schedule pages, For 1: Week When a timeline suggestion denotes a range of dates of dates a range denotes suggestion a timeline When Time on the be found can and figures suggestions All reading the assigned from map suggestions provide We of the included in all the map assignments Complete use like further to If would on how you information 1 Day Day Bible Memorization (Bible) ALL practical life check off lists, and other documents specific and other documents lists, check off practical life the My section guide go to Downloads your of your to only). purchaser original to (available Sonlight Account the hosts of heaven by heralded humble beginnings the Jewish He is the Savior and contemporary prophets. a jump forward we Then for. waiting been people have the political world into He fits see how to of years couple the by and feared away people far by honored of His day, as the one true King. leaders nearby and Map Points Timeline  (e.g., 1865–1890), we recommend that you use the ending the ending use you that recommend we 1865–1890), (e.g., Timeline. on your figure when placing the date in Section Schedule, Four. line Figure Map Points the for Look Guide. in the Study the and the coordinates Use notes. ule page and in the on the find each location to name in the notes location Then, colorful of the guide. laminated maps in the front blank, on your each location note children your have Markable Map are children your the stories to lend context guides to their knowledge of geography. improve and reading Further information and useful documents Sonlight Ac your to login please the instructor guide, the and go the My section Downloads count access to “Getting and Guide” Your of “Understanding the Structure documents. Started” - - - - words are words your your words are words Intro to World History, One Year Condensed Year One History, World to Intro | Vocabulary terms are words that, if defined while that, words are terms Two Section | symbol. Handwrite these suggestions into the these suggestions into Handwrite symbol. symbol indicates it has an accompanying figure figure it has an accompanying symbol indicates dd  Week 1 Week | The Your children will record significant people and events people and events significant will record children Your In the “To Discuss After You Read” section, the compre Read” You Discuss After “To In the Cultural Literacy Cultural In all of our study guides, we categorize the words we we words the categorize we In all of our study guides, Knowing definitions is critical to understanding. That’s That’s Knowing understanding. is critical definitions to To keep track of your progress, simply place a check mark place simply progress, your of keep track To

“How to” Quick Start to” “How Information 2 into your timeline book. Timeline suggestions are marked suggestions are Timeline timeline book. your into with a timeline book as well. of history expands. these stickers Place packet. Figure Timeline in the Sonlight 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 enjoyment you possibly can from a book. possibly can from you of enjoyment Timeline on some of the more 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 To Discuss After You Read Discuss After You To focus children your help to meant hension questions are may use these words, formatted in bold followed by a co by in bold followed formatted use these words, may glossary. like a convenient more lon and their definitions, understanding of the text. However, these words are 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 and see if your students can tell you the meaning of the you can tell students and see if your terms. bold italicized and deepen their will broaden reading, are students your are found so that you may challenge your students to 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 students will probably encounter in other texts—not just encounter will probably students list these words We those included in this curriculum. book in which they the of the text from within an excerpt Instructor’s Guide. Guide. Instructor’s ways. in two highlight Vocabulary & Cultural Literacy & Cultural Vocabulary included important vocabulary in your terms we’ve why to reuse your Instructor’s Guide with a second child, then child, Guide with a second Instructor’s your reuse to next initials check mark the or hours. to add each child’s chart as your children finish it. If your state/country requires chart state/country If finish it. requires your children as your com you date) of when (what keep a daily record to you on a spent hours you many a project, and/or how pleted decide If you as well. information that subject, then record Record Keeping Record on the weekly schedule of each assignment in the corner ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Timeline Points Map and A: Q: To You After Discuss Read their few clothesto entice dress. others;thisisnormal someone withawestern viewofdress. They donotwear view themselves asclothed. Many ofthem have notmet Please keepinmindthat thepeopleinthesecivilizations people whoare rather underdressed by Western standards. A: Q: A: Q: To You After Discuss Read your children orletthemlookat thebookontheirown. mend you lookthrough thebookbefore you read itwith illustrations. your If children are sensitive to this, we recom underdressed by Western standards. alsoincludesbattle It World History account. History,” found inthe ‘Downloads’ ofyour Sonlight section andhelpitcomeform alive. theirviews ofhistory ofbookswillhelp theyare thesetypes If visuallearners  Usborne Book of World of History Book Usborne Day Day 2 1 Note to orDad: Mom Note to orDad: Mom thearticle See “Why You Will Find Contradictions in Have your childrento you sitnext to lookat thepictures. tionary process,tionary butachoice madeby thepeoples and gathermigrate to getfood. This isnotanevolu topeople raise thecrops. Even today, hunt somepeoples tended agarden, andCain were andAbel someofthefirst ally discovered how to farm. IntheBible, Adam andEve other creative works. The eventu authorclaimspeople a more reliable source and thus theyhadtimefor of food farmedas people andraised animalsforfood, theyhad Why didpeoplesettleandfarm? behind left atwhatancientpeoples the studyofpastby looking What isarchaeology? of time canologists uncover different informationabout periods cities are builtontop often ofoldercivilizationssoarche is found onanarcheological site? Why are archeologists interested inhow deepanitem Fertile Crescent. themapinbox 3onpage4—thisregionSee iscalled the pp. 2–3 pp. 4–5 contains ofpeoplewhoare pictures rather Please note the These pagescontain of pictures Usborne Book of of Book Usborne Intro to World History, One Year Condensed

- - - - 69 feet andbetween 6or7stories high. Timeline Points Map and A: Q: A: Q: To You After Discuss Read standards. of peoplewhoare rather underdressed by Western recording. Please pray for the peoplegroups where they in the there.known a few moments to pray would that God makehisname ofpeoples aroundthe description theworld and take for theworld.heart When scheduled, pleaseread through A: Q: A: Q: To You After Discuss Read Timeline Points Map and A: Q: A: Q: To You After Discuss Read  d  d d Window on the World Day Day Day Day 4 3 1 5

God calledAbrahamGod from Ur. The ziggurat ofUrwas about21meters highorabout Jericho Note to orDad: Mom We matched mostofthecountries that we pray for One ofSonlight’s goalsisto raise upchildren witha Sumer through trade How become didJericho wealthy? they are oftheoldest towns two discovered Why doesthebookhighlight andÇatalhöyük? Jericho for taxes Why measure didscribes theland? for record keeping andtrade Why invent didtheSumerians (cuneiform)? writing as atemple What was aziggurat usedfor? land hadwaterthe people andfertile Why didSumerdevelop into acivilization? Jericho destroyed 1400sBC) by(ca. God (G11); (4000BC) Mesopotamia Sumer (3500–2500BC) Window ontheWorld pp. 8–9 pp. 6–7 “Introduction” pp. 4–7 pp. 10–11 Mesopotamia Mesopotamia (G11); (G9); Çatalhöyük Ur (G11); These pagescontain pictures (G11) Tigris River withthe (F9)

(map 3) |

(map 3) Section Two Geography Songs (F10); Euphrates River | Week 1

| 3

©2020 by Sonlight Curriculum, Ltd. All rights reserved. n Why do we learn about Judaism here? learn here? about Judaism do we Why “Judaism” pp. 204–205 pp. “Judaism” Rationale: 2 Day Our progression begins in the Middle East where three in the Middle three begins East where Our progression start world with the oldest We began. religions significant we Tomorrow one God; Judaism. worshipped that religion Israel. for will pray contains a contains Intro to World History, One Year Condensed Year One History, World to Intro | Window on the World Window Two Section | Week 1 Week | Note to Mom or Dad: to Note It is a great opportunity for your children to learn that learn that to opportunityIt children your is a great for

4 assignments listed on the Schedule page, please refer to to please refer the Schedule on page, listed assignments up each country 6–7 within the book. Look and people pp. them. for pray as you group world map with the people groups shown. For the map For shown. groups map with the people world them lead the prayer, talk about it over dinner, and maybe and maybe dinner, about it over talk the prayer, them lead contacta mission agency with them. Sonlight who works love agencies and would is closely connected with several supportto in that. you people are not all like them—it’s even a good reminder for for good reminder a even not all like them—it’s people are have a people group, to seem drawn children If your us. live, but also consider that the men or women you meet meet you women men or the that consider but also live, these one of from immigrated country have in your may too. them for pray lands and unreached ©2020 by Sonlight Curriculum, Ltd. All rights reserved. men He will specifically train, His disciples.men Hewillspecificallytrain, His gatheringthe12 people flockto hearJesusandHestarts that impressed withhim. “He’s onlyacarpenter’s son.” Still, but thepeoplewhogrew upinJesus’ hometown aren’t ing thecoming People oftheMessiah. generally likeJesus, wavesbigger picture. JohntheBaptistismaking proclaim 6–10: Days Level B+C: Bible Day 6 For today, your story we takeastep backto lookat a READ-ALOUDS HISTORY & GEOGRAPHY BIBLE Red Sails to CapriRed Sails Geography Songs Window ontheWorld TimeUsborne Traveler World History of Book Usborne ProviderOur theWord:Sing God Memorization Reading Date: Whimsy and WisdomWhimsy and 104 Poems of The Aesop forChildren Luke 1:5–13 Date: ______to ______History/Bible/Literature

Track 7Listen to thistrack theentire week. whose landyou dwell; butasfor meandmy house, theLORD.” we willserve intheregionwhether thegodsyour fathers served beyond theRiver, orthegodsofAmorites in Joshua 24:15—And ifyou beunwilling theLORD, to serve choosethisday whomyou willserve, “The Frogs“The and “North Africa”“North “The Months” “The Luke 1:5–13 pp. 44–46 pp. 12–13  chap. VI “Egypt” the Ox” Track 9 Day 6 Day Egypt p. 3 p. 9 p. N

Matthew 3:1–6& Matthew Intro to World History, One Year Condensed cf. Luke 3:1–6 Additional Subjects:  pp. 14–15 pp. 82–83  N chap. VII “Kabyle” d 13–17 Day 7 Day Algeria

Week 2 Parental Notes  - N called. Will you?called. Will God. Jesuscame, disciplesfollowed andHis whenHe Him meet inafew weeks—said that hisfamilywould follow ALL Memorization (Bible) Memorization Day In theOld In Testament, amannamedJoshua—who you’ll Rises”& “Morning”

theCat”“Belling “When theSun “When cf. 6:1–6 Mark “North Africa”“North Luke 4:14–22  pp. 98–101 Joshua 24:15 19 chap. VIII 1 Track 9

Day 8 Day p. 11 Map PointMap p. 4 p. 20  2 21 3 22 4

23 5  24 6

Timeline Figure “North Africa”“North Luke 4:23–37 25 pp. 102-105 7 chap. IX Week Overview Track 9 26 Day 9 Day 8 | 27 9 Section Two 28 10 29 11

d 30 12

Cock andtheFox” 31 13 Timeline Suggestion “The Dog, the “The Luke 5:1–11 32 14 pp. 16–17 | chap. X Day 10 Day Week 2 p. 10 33 15 N 34 16 35 17 | 36 18 5

©2020 by Sonlight Curriculum, Ltd. All rights reserved. - -

(map 3)

(H8)

Egypt Egypt n (I9);

(capital) Thebes (H8); “North Africa” Track 9 Track “North Africa” pp. 102–105 pp. the map in the book on pp. 6–7. the map in the book on pp. For each country or people group, find where they live on on they live find where each country or people group, For Nile River to water their crops in the hot, dry their crops and land water to for transportation farm? the land they used to for pay did peasants How and landowners the land of wealthy peasants farmed part giving the landowner paid for use of the land by of the food they grew Why is the desertWhy val the Red called the river Land and ley the Black Land? black from the desert valley and the river in color soil is red the rich soil left behind the Nile recedes when use the Nile? did Egyptians what For We spend the next seven weeks on the countries in on the countries weeks spend the next seven We we region, by the book does not list the nations Since Algeria; Tunisia; North Libya; Egypt; nations: African Your children will capture the feeling of Egyptian history of Egyptian the feeling will capture children Your Christ and BC means before that children Remind your read we a time line, book following use this Because we 6 9 Day Day Geography Songs Geography   Q: A: track the assigned to listen you recommend We Africa. at be amazed You’ll tracks. plus the previous each week know. children your what assigned. on the first day of each region list the countries understand the un you’ll along with the list, If read you easily. known names more Sahara. Western CanaryMorocco; Islands; and Map Points Timeline through this book. It gives your children the flavor of how of how the flavor this book. children through your It gives during this time. people lived the that after Christ. Show Domini Anno AD means for Christ (during the before existed empire Egyptian Ancient Testament). Old of the days knights about read we before the pages on the Egyptians and Godfrey Baron “met” haven’t we Therefore, and castles. the section from before. the group his family, Q: A: and Map Points Timeline Read Discuss After You To Q: A: - - - -

Intro to World History, One Year Condensed Year One History, World to Intro | (map 3)

These pages contain pictures pages contain These These pages contain pictures of pages contain These These pages contain pictures of pages contain These (H8) Delta Two Section | (H8); And if you be unwilling to serve the LORD, chose chose serve to the LORD, unwilling be if you And fathers served in the region beyond the River, or the River, the beyond served fathers in the region as but dwell; you in whose land Amorites gods of the will serve we the LORD. house, me and my for this day whom you will serve, whether the gods you will serve,you the gods whether you whom this day  pp. 98–101 pp. pp. 16–17 pp. pp. 14–15 pp. pp. 12–13 pp. area where a river splits into many outlets, eventu outlets, many splits into a river where area (3200 BC) Upper and Lower Egypt join to form one land form join to Egypt Upper and Lower Narmer, first Egyptian king first Egyptian (ca. 3100 BC) Narmer, Week 2 Week pictures and writings that described how they lived and writings that describedpictures how Why do we know Egyptians? so much about the Ancient do we Why behind leave among the first people to were Egyptians Describe one thing in Egyptian life that caught caught that Describe life Egyptian one thing in attention. your Why was Egypt a fertile Egypt was country? Why nutri brought or floodingthe inundation, of the farmland an otherwise to dryents and water land State one thing you found interesting about life in Sumer. about life interesting found you one thing State | Note to Mom or Dad: to Note Egypt Egypt

Note to Mom or Dad: to Note Note to Mom or Dad: to Note

8 7 6 Day Day Day Day

10 Usborne TimeUsborne Traveler Usborne Book History of World  dd 6 To Discuss After You Read Discuss After You To Q: A: Delta: body of water. a larger ally into Cultural Literacy Cultural To Discuss After You Read Discuss After You To Q: of people who are rather underdressed by Western Western by underdressed rather of people who are standards. Timeline and Map Points Timeline  A: Western standards. Western Read Discuss After You To Q: violence and of people who are rather underdressed by by underdressed rather and of people who are violence Q: ting suicide on p. 13 “The royal graves of Ur.” “The graves royal 13 ting suicide on p. Read Discuss After You To people who are rather underdressed by Western stan Western by underdressed rather people who are commit of people of a group is also mention There dards. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. to betheonesHeteaches to helpothers. Jesuscanuse If (a Zealot), ahated government taxcollector, andatraitor 11–15: Days Level B+C: Bible 11 Day Jesus choosesuneducated apoliticalrebel fishermen, READ-ALOUDS HISTORY & GEOGRAPHY BIBLE The School Story The School Memorization Geography Songs Window ontheWorld World History of Book Usborne ProviderOur theWord:Sing God Memorization Reading Date: Whimsy and WisdomWhimsy and 104 Poems of The Aesop forChildren TimeUsborne Traveler Luke 6:12–16 Date: ______to ______History/Bible/Literature

decided onapoem,have themread thepoemten timesthisweek—twice eachday. assignment isyour memorization/public speaking Our child’s favorite poem.Once your childhas Track 8Listen to thistrack theentire week. 6:9(FindMatthew thepassagewithinnotes). “Northern Central “Northern “The Boy andthe “The “Four ona Ducks “Ducks’ Ditty” & the Jackdaw” & “The Eagleand “The Track 11and9 Filberts” p. 12 Luke 6:12–16 pp. 106–107 chaps. 1–3 pp. 32–33  “Chad” Africa” Day 11 Day Pond” p. 5 p. Chad 

Matthew 14:22–36 Matthew Intro to World History, One Year Condensed “King “King Tut” p. 50; “Not TheyWho Pyramid” p. 54 pp. 108–109 “Sphinx and Additional Subjects: chaps. 4–6 pp. 20–21 N  Day 12 Day “Beja” Soar” Sudan

p. 6 p. N Week 3  Parental Notes

day surroundings. Hemeetsuswhere we are. their attitudes. Jesustaught peopleintheirevery normal andinspireshomes. peopleto change Jesushealssickness ings to listen to Jesus teach …allofthishappens inside side somehomesofJesus’ day. biggather Meals, parties, people aswell. This week we willalsoexperience thingsin men likethat to changetheworld, Hecanuseusto bless Matthew 9:9–13& Matthew “Northern Central “Northern “Hercules andthe

“Hope isa Thing Track 11and9 with Feathers” Luke 14:1–14 pp. 110–111  chaps. 7–8 Wagoner” 19 1

Day 13 Day Africa” p. 13 Map PointMap p. 7 p. 20  2 21 3 22 4

23 5

 24 6 “Northern Central “Northern

Timeline Figure Track 11and9 Luke 19:1–10 25 pp. 112–113 chaps. 9–10 7 Week Overview Day 14 Day Africa” 26 8  | 27 9 d Section Two 28 10 29 11

d 30 12

“The Kid andthe Kid “The 31 13 Timeline Suggestion Mark 2:1–12 Mark Wolf” p. 13 32 14 pp. 20–21 | chap. 11 Day 15 Day Week 3 33 15 34 16 35 17

| 36 18 - 7 -

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- - n (map 3)

where many of the Pharaoh’s of the Pharaoh’s many where (I9)

“Chad” pp. 32–33 pp. “Chad” 11 and 9 Tracks “Northern Africa” Central pp. 110–111 pp. 112–113 ppp. The Great Pyramid (ca. Pyramid 2900 BC) Great The of the Kings Valley The located are tombs Why did the Ancient Egyptians build the pyramids? Egyptians did the Ancient Why of Egypt as burial chambers for the pharaohs command to enough power having imagine you Can stone 2 million, 2 ton cut and move enough people to burial monument? your blocks for The book states that “temples were like small cities.” cities.” like small were “temples that states book The means. that Explain what and storerooms; a library, a school, they had workshops, and copying at the temple scribesscholars and worked studying important officials at sons of temple scrolls; read learned to they where school, the temple tended and write the differ on and explain write did the Egyptians What writing two the between styles. ence or they pottery (ostraca), broken of or pieces on stone had two Egyptians The paper. make to reeds used papyrus a kind of shorthand was Hieratic that kinds of writing. they used for day-to-day were Hieroglyphics business. writings and inscriptions on monu used for religious of a combination was language hieroglyphic The ments. sounds that stood for different and characters pictures Please read through the list of country through so your names read Please 6–7 find the country to on the map on pp. forget Don’t Day Day Day Day 11 11 13 14 Window on the World the on Window Songs Geography d d  children can correctly hear the names: Central African African can correctly hear the names: Central children Cameroon. Sudan, Chad, Republic, To Discuss After You Read Discuss After You To Q: A: Q: and Map Points Timeline in the book. a sticky remind Use to on the map pages note do so. to you To Discuss After You Read Discuss After You To Q: A: Read Discuss After You To Q: A: - - - -

104 Poems of Whimsy and 104 Poems Intro to World History, One Year Condensed Year One History, World to Intro | These pages contain idol pages contain These Two Section | After this manner therefore pray ye: Our Father Our Father ye: pray therefore this manner After which art in heaven, Hallowed be thy name. be thy which art Hallowed in heaven, for poems to memorize as well. Their poem will be Their as well. memorize poems to for  9 pp. 108–109 pp. pp. 106–107 pp. pp. 20–21 pp. Matthew 6:9 Week 3 Week together, but single boys and girls had to sit apart. and girls had to but single boys Egyp together, with they ate Instead tians did not use forks and knives. of water in bowls which they washed their fingers, Describe party. an Egyptian sat couples Married hall. in the central guests gathered ered the exterior ered with no machines nor with a wheel; men would drag the drag would with no machines nor with a wheel; men use wooden they would where cut blocks up a ramp huge cov limestone white place; into the stones move poles to How did the Egyptians build the pyramids? did the Egyptians How | Note to Mom or Dad: to Note The height of Khufu’s pyramid was 148 meters, or about 148 meters, was pyramid of Khufu’s height The We also assign poem memorization over the next 6 over poem memorization also assign We Jesus taught His disciples how to pray when they when pray His to Jesus taught disciples how the Matthew 6:9–16 over will memorize children Your Day Day Day Day

12 11 15 Usborne TimeUsborne Traveler Usborne Book History of World Memorization (Bible) ALL 8 worship. To Discuss After You Read Discuss After You To Q: A: A: 485 feet. The blocks used weighed on average 2,300 kilo on average blocks used weighed The 485 feet. or 5071 pounds each. grams, Q: To Discuss After You Read Discuss After You To your child to think about the meanings of the words and of the words think about the meanings child to your Do understand it completely? they the poem as a whole. ones. You can also look through can also look through You ones. Wisdom the child read your 8. Have Week on presentation due for Encourage each day. times everypoem ten week—twice orize. We recommend a poem at least 12 lines long, but no least 12 lines long, at a poem recommend We orize. attention— your captures one that for Look than 70. more some particularly writes Robert Stevenson good Louis next 6 weeks. They will learn a verse a week. will learn a verse They next 6 weeks. mem poem to a favorite will choose children Your weeks. asked Him. Section Three

Read-Alouds Read-Alouds Weeks 1–2: Red Sails to Capri

Day Day 1 Chapter I 2 Chapter II

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

Timeline and Map Points Cultural Literacy Find the laminated maps at the beginning of this guide. jackanapes: monkeys, apes. We print them back to back. sirocco: a wind that is so full of dust that it sends every-  Capri (E5); Naples (E5); Venice (D4); Rome (E5) (map 3) one indoors.

Intro to World History, One Year Condensed | Section Three | Red Sails to Capri | 1 To Discuss After You Read Day 8 Chapter VIII Q: “Monsieur Jacques paced the floor like a caged animal.” What does this sentence mean? Vocabulary A: he walked back and forth in an agitated manner like a Signora Pagano looked particularly jubilant. (expressing restless caged animal that can’t go anywhere great joy) Q: According to Signor Pagano what comes with the price of a fisherman’s boat? Does he like his job? To Discuss After You Read A: the fish he will catch, his love of the sea, the feel of the Q: What does Mamma mean by: “Sometimes it takes a wind on his face, the excitement, the danger, and his pride brave man to run away”? in the haul; yes! A: sometimes it takes more courage to do what is right than to do what is expected of you Q: How does the cove relate to philosophy according to Herre Nordstrom? Q: Why does Angelo decide to go at noon to the cove? A: they will find the truth by gaining knowledge A: at noon the men’s behavior would not be at all suspicious

Day Day 6 Chapter VI 9 Chapter IX

To Discuss After You Read To Discuss After You Read Q: What is Angelo’s opinion of a “smart fool”? Why? Q: We are told that “Michele felt as if he had been chasing A: there is nothing in the world as dangerous; they will do tomorrows all his life.” What does that mean? anything A: it seemed like he had been waiting for things to happen Q: According to Angelo, why do the people of Capri not Q: Why does Michele ask if Pietro can come too? A:

mention the cove? they are brothers of the heart; Pietro didn’t go to Naples ©2020 by Curriculum, Sonlight Ltd. All rights reserved. A: due to an old superstition, a solemn pledge to the church, without him—bringing him along would only be fair and a great fear of the mysterious cave Day Chapter X Day 10 7 Chapter VII Vocabulary Vocabulary Even the air they breathed was blue. And their bodies, “It has tormented me for many years.” (caused suffering) filled with it, felt light and buoyant. (floating) Every ripple was edged with gleaming bubbles; every Cultural Literacy wave carried with it a trail of spangles. (sparkling or curlicues: fancifully curved figures. glittering light effects) concoction: crudely mixed together. Three by three the boats continued to take their turns, and imbeciles: not smart. with every trip the hilarity mounted. (intense laughter)

To Discuss After You Read To Discuss After You Read Q: Q: Why does Signora Pagano take to bed? As they traveled to the cove “no one said a word. There A: she hopes that by refusing to work in the inn, the men will was nothing to say. All the talking was over; only doing leave and not go to the cove remained.” What does this mean? A: all the plans had been discussed, now they just needed to Q: Why is it important for Signor Pagano to take Michele carry them out to the cove? Q: A: Papa has a chance to give Michele something precious— All three men came to Capri for something. What did an adventure to make him feel brave and important they each find in the cave? A: adventure, beauty, and truth Q: Of what was the journey just the beginning? A: a huge tourist industry: people have come by the hun- dreds and thousands from all over the globe to see one of the most beautiful places in all the world n

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

Day Day 1 “The Wolf and the Kid” p. 7 15 “The Kid and the Wolf” p. 13

Rationale: We include this book to make children aware of To Discuss After You Read their cultural heritage—of famous stories. We also want them Q: Why did the Kid feel free to speak unkindly to the Wolf? to be aware of stories told to teach a lesson; a moral tale. A: the Kid knew he was out of the Wolf’s reach—he wouldn’t say such things if he wasn’t in a safe place Cultural Literacy Day kid: a young goat. 16 “The Town Mouse and the Country …” pp. 14–15

To Discuss After You Read To Discuss After You Read Have your children retell the story of the country mouse Q: How did the Kid avoid being eaten by the Wolf? and the town mouse. A: he asked the Wolf to pipe him a tune; the shepherd dogs

heard it and came back to rescue the Kid Day 18 “The Fox & the Grapes” p. 16 Day 3 “The Tortoise & the Ducks” p. 8 To Discuss After You Read Q: Cultural Literacy The phrase “sour grapes” comes from this story. What do you think people mean by the phrase? Jupiter: the ruler of the gods in Roman mythology.

Day Day “The Ass and His Driver” p. 18 8 “Belling the Cat” p. 11 21 Cultural Literacy To Discuss After You Read ass: a donkey. Q: Why do you think none of the mice wanted to “bell the Cat”? A: because if they got near enough to put a bell on the cat, To Discuss After You Read the cat could catch them Q: What happened to the ass who didn’t listen to his mas- ter? Could this be applied to directions given by our Day 10 “The Dog, the Cock and the Fox” p. 10 parents? A: he tumbled head over heels down the mountainside; yes, Cultural Literacy they often keep us from trouble cock: a rooster. Day The Shepherd Boy and the Wolf” p. 20 porter: a doorkeeper. 26 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by To Discuss After You Read Day 11 “The Eagle and the Jackdaw” p. 12 Q: What happened the third time the boy shouted, “Wolf! Cultural Literacy Wolf!”? A: the villagers didn’t come to help him because they jackdaw: a black bird similar to a crow. thought he was trying to fool them again

Day “The Boy and the Filberts” p. 12 Day 11 36 “The Owl and the Grasshopper” pp. 26–27 Cultural Literacy Cultural Literacy filberts: hazelnuts. Olympus: a mountain in Greece believed by ancient Day 13 “Hercules and the Wagoner” p. 13 Greeks to be the dwelling place of the gods.

Cultural Literacy Apollo: one of the gods in Greek and Roman mythol- ogy—he pulled the Sun across the sky each day in Hercules: a hero of Roman mythology known for his his chariot. great strength.

Timeline and Map Points  Mount Olympus (E6) (map 3)

Intro to World History, One Year Condensed | Section Three | The Aesop for Children | 3 Day Day 51 “The Ass and the Load of Salt” pp. 32–33 126 “Three Bullocks and a Lion” p. 126

Hands-On Activity Cultural Literacy Dip a spoonful of salt in water. See if it melts away like it bullock: a young bull. did for the donkey. Now try wetting a dry sponge. Why is it Day so much heavier when it’s wet? 128 “Mercury and the Woodman” pp. 66–67

Day 53 “The Leap at Rhodes” p. 34 Cultural Literacy Mercury: a god in Roman mythology. Timeline and Map Points Day  Rhodes (F8) (map 3) 141 “The Milkmaid and Her Pail” p. 74

Day 61 “The Birds, the Beast, and the Bat” p. 37 To Discuss After You Read Q: What plans did the milkmaid have for her milk? To Discuss After You Read A: she was going to make butter with it to sell and with the Q: Why could the Bats side with either the Birds or the money buy eggs for hatching, when the eggs hatched she Beasts? planned to sell the chicks to buy a new dress to wear to the A: because they can fly like the Birds but are actually mam- fair to impress the young men mals like the Beasts Day “The Mole and His Mother” p. 90 Day 170 78 “The Peacock” pp. 42–43 Cultural Literacy Cultural Literacy frankincense: a sweet-smelling tree resin, used for Juno: queen of the gods in Roman mythology. incense or perfume. n ©2020 by Curriculum, Sonlight Ltd. All rights reserved.

Day 108 “The Mule” and “The Fox and the Goat” p. 57

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

4 | The Aesop for Children | Section Three | Intro to World History, One Year Condensed Read-Alouds Weeks 1–36: 104 Poems of Whimsy and Wisdom

Day Day 2 “Mix a Pancake” & “Animal Crackers” p. 1 8 “When the Sun Rises” & “Morning” p. 4

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

Day short poem. It sounds lovely in Italian, but we owe a debt of 3 “The Twelve Months” p. 2 gratitude to the translator who put the words into English. Q: To Discuss After You Read What does it mean to be “illuminated by immensity”? [“Morning”] The author plays with language in this poem. Some A: one of the meanings could be that the sun lights up the words are real words, like “snowy” and “breezy.” But most of world. We can’t see much in the dark, but when the sun the rest normally don’t end in “y.” Poets are allowed to adjust rises, we can see all around. But poems can have more language to fit their poems. There’s even a name for this: than one meaning, so if you think of something else, that poetic license. Poets have a license to play with language! works, too! The word “bower” isn’t used much anymore, but it Day means a pleasant shady place outdoors, or a summer- 11 “Ducks’ Ditty” & “Four Ducks on a Pond” p. 5 house. A summerhouse is a small building in a park or garden where people might sit in the summer time. To Discuss After You Read

Day If you have ever been near a pond with a lot of ducks, 6 “The Months” p. 3 you know that they can be very noisy! [“Ducks’ Ditty”] A “stanza” is a set of lines in a poem that are separated

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

Intro to World History, One Year Condensed | Section Three | 104 Poems of Whimsy and Wisdom | 5 It is a simple thing, but sometimes we do remember Each line has exactly eight syllables. little, unexpected moments. There was probably noth- Alliteration is the word for different words that share ing very important about that memory, which is why the the same first sound. Look how many words alliterate in speaker seems almost surprised to still remember it. these 48 syllables! He, hands. Clasps, crag, crooked, close, But why does he remember that moment with tears? crawls. Sun, stands, sea. Lonely, lands, like. Ring’d, wrinkled. It’s a little unsolved mystery! Did his family move away World, watches, walls. from the pond and he never saw it again? Was that a mo- And then there’s this completely unexpected word thun- ment of happy peace before a beloved parent died? Is the derbolt. He’s used no other th sounds in the poem. (Note that speaker sad that youth has gone, crying simply because so the letter combination th makes two separate sounds: one much time has passed? like in the and one in th. One uses the vibrations in the voice We don’t know, but it’s interesting to think about! [“Four box, and the other doesn’t. He used one type in the, but not Ducks on a Pond”] the other type in thunderbolt.) He’s used no other b sounds. The sound of the word itself is completely unexpected. Day 12 “Not They Who Soar” p. 6 And he ends with the word falls. Again, no other f sounds previously in the poem. It’s a beautiful, dramatic word. To Discuss After You Read What a poem! Q: In this poem, how many different sounds at the end of Day words can you find? 18 “The Tyger” p. 9 A: only three: words that rhyme with sod and plod, word that rhyme with care and air. And the two ends of the two To Discuss After You Read stanzas: soar “Did he who made the Lamb make thee?” I love this question because it highlights the diversity This poem basically says, “If you’re soaring, you’re not a in the world—carnivore vs. herbivore, predator vs. prey, hero. Yes, nice to be you, free up there. But the ones who ©2020 by Curriculum, Sonlight Ltd. All rights reserved. terrifying vs. cuddly—without saying outright, “Look how keep going, despite whipping and bare feet and thorns different all the animals are!” and rocks—these are the true heroes.” The poet uses far better language!

Day 13 “‘Hope’ Is the Thing with Feathers” p. 7 Day 21 “The Crocodile” p. 10 To Discuss After You Read To Discuss After You Read To be “abashed” is to be ashamed or embarrassed. To be In real life, I think of crocodiles as terrifying, menacing “in extremity” is to be in a condition of extreme adversity creatures. This poetic crocodile, though, seems completely or difficulty. different. This delightful poem is an extended metaphor, compar- Q: What words does the speak use that make the croco- ing hope to a bird that sings without stopping. Perhaps in dile seem cheerful and friendly? an extremely bad situation, the bird might be embarrassed, A: little, improve, shining, pour, golden, cheerfully, grin, but usually it sings and cheers the hearts of the listeners. neatly, welcomes, gently, smiling The speaker claims to have heard it in very cold times and With this set of words, the crocodile almost sounds like very odd times, but no matter how hard a situation, the bird a friendly grandmother. Which makes the poem fun to didn’t need anything (“ask a crumb”) from the speaker. read. But also kind of scary, because crocodiles are actually

Day none of those things, yet the speaker managed to make 16 “The Eagle” p. 8 the crocodile sound appealing. Amazing!

To Discuss After You Read Day 23 “A Narrow Fellow in the Grass” p. 11 “Azure” is another word for “blue.” So “Ringed with the azure world, he stands,” means that the eagle stands, sur- To Discuss After You Read rounded by blue sky. Female poet Emily Dickinson uses a male speaker Q: What’s the rhyme scheme for this poem? (“when a Boy and Barefoot”) to describe what it’s like to A: AAA BBB come across a snake.

6 | 104 Poems of Whimsy and Wisdom | Section Three | Intro to World History, One Year Condensed In the last two stanzas, the speaker says something like, Day 28 “Composed Upon Westminster Bridge…” p. 14 “Some of the animals I meet, I really like. I feel cordial, or warm and friendly, toward them. But whenever I see a To Discuss After You Read snake, even if I’m with someone else [or, alternate reading: Westminster Bridge is a bridge in London. Early on a whether I see one snake or two], I can’t help it. I catch my September morning, before the business of the city be- breath and feel ‘Zero at the Bone.’” gan, the speaker stood on the bridge and grew astonished Literally, of course, the idea of “zero at the bone” makes by the beauty of the sleeping city, by the glory of the no sense. Our bodies aren’t made of little numbers, all peaceful morning. connected together. So think about it figuratively. What do you think it means to have “zero at the bone”? This poem is a sonnet, a type of poem that follows If a zero is emptiness, and your bones go to zero, maybe specific rules. Sonnets all have 14 lines, with ten syllables a sense of weakness? Or maybe zero is a temperature, like per line. Sonnets divide into eight lines and six lines, called a chill, and there’s a sense of shock or coldness. the octave, for eight, and sestet, for six. In this poem, the It’s a fabulous word, even without a specific definition. octave is more about the sleeping city, and the sestet is more about the peace of nature around the city (though Day 26 “High Flight” p. 12 this division isn’t as clear-cut as some sonnets). Sonnets also follow a specific type of rhyme scheme, To Discuss After You Read though there is some variation. This poem has this rhyme scheme: ABBA ABBA CDCDCD. The early pilots experienced flight in a way that we don’t It’s a lovely meditation on how nature and city create a today—in airplanes open to the sky. I don’t know that new form of loveliness. there is anything comparable to soaring through the air in

one of those early, dangerous planes. But clearly this pilot Day loved everything about flight. 31 “The Rainbow” p. 15 Q: Do you remember the name of the type of poem this To Discuss After You Read is? Fourteen lines, ten syllables each? Q: What does this poem compare? A: it’s a sonnet! This rhyme scheme is different (and a bit A: boats and ships compared to clouds, and bridges com- untraditional): ABAB CDCD EFEGFG pared to a rainbow

Day Q: 27 “The Swing” p. 13 Can you pick out some of the rhyming words? A: seas, these, please, trees. With the repeated words, the To Discuss After You Read rhyme scheme looks like this: ABCBABDBCB

This is a poem that sounds like swinging! Can you hear it? Day “The Negro Speaks of Rivers” p. 16 HOW do you LIKE to go UP in a SWING? 33 UP in the AIR so BLUE? OH i do THINK it the PLEAsantest THING To Discuss After You Read ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Ever a CHILD can DO. Today we would say “African American” instead of “Negro.” The words in capitals are accented. If words have more In this luminous poem by African American poet, Langs- than one syllable, some of the syllables are accented and ton Hughes, he uses, as his speaker, different stories from some are unaccented. Sometimes a word changes mean- different rivers: ing, depending on which syllable is accented. • The Euphrates, in the Middle East, called the cradle of For example, the word “permit.” If you have a PERmit, it civilization. means you have a piece of paper than grants you permis- sion. If you want to go to a friend’s house, you might ask if • The Congo in central Africa. your parents will perMIT you to go. • The Nile in Egypt. Or “present.” A PRESent is a gift. But you might want to • And, told in greater detail, the Mississippi River. This preSENT, or introduce, your new friend to your family. river runs to New Orleans, where it opens into the Really talented poets use accents for emphasis and to Gulf of Mexico. In the days when enslaved people deepen the meaning of what they are saying. (Amazing!) were bought and sold in the United States, Abraham Lincoln visited New Orleans and saw humans put up for sale. Had the poem ended here, this would have been a sad poem. Instead, though, this ends with “My soul has grown deep like the rivers.” Which can mean: even though we have lived through horrible injustice, we survive and thrive.

Intro to World History, One Year Condensed | Section Three | 104 Poems of Whimsy and Wisdom | 7 Read-Alouds Weeks 3–5: The School Story

Day Day 11 Chapters 1–3 13 Chapters 7–8

Vocabulary Cultural Literacy There was just a trace of sarcasm, but Zoe heard it loud slush pile or unsolicited submissions: unasked for and clear. (use of caustic or stinging remarks) [chap. 3] manuscripts that an editor often ignores. [chap. 7] Zoe shook her head and put on an air of superiority. (sur- characters: people in a story. [chap. 7] passing in excellence or worth) [chap. 3] plot: the pattern of events in a book. [chap. 7]

Cultural Literacy originality: freshness in writing style. [chap. 7] bodega: a wine shop. [chap. 1] style: the manner of expressing thought. [chap. 7] literary agent: promotes a new author or illustrator to a To Discuss After You Read publishing house. [chap. 7] Q: According to the author, all writers are first what? [chap. 2] A: readers Lincoln Tunnel: a tunnel under the Hudson River that runs between New York City and New Jersey. For further Q: What did Natalie do to teach herself to write? [chap. 2] research and more information about this tunnel, we rec- A: she would imitate her favorite authors ommend using your favorite search engine to look up the Q: Why does Natalie think she couldn’t get her book phrase, “Lincoln Tunnel.” [chap. 7] published? [chap. 3] brownstone: a building covered with reddish-brown A: there are too many writers with manuscripts already stone. [chap. 8]

Timeline and Map Points To Discuss After You Read  Hudson River (D10); New York City (D11) (map 2) Q: How many unasked for manuscripts does Hannah’s [chap. 3] office receive? [chap. 7] A: Day nine or ten each day and twice as many on Monday 12 Chapters 4–6 Q: What does the phrase “Zoe had her ducks all in a row” Cultural Literacy mean? [chap. 8] morgue: a place where bodies are kept until they are A: she had her affairs in meticulous order released for burial; plus, in publishing houses, where manuscripts are kept. [chap. 6] Timeline and Map Points

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by  Connecticut (D11) (map 2) [chap. 8] To Discuss After You Read Day Q: List some of the ways Natalie traveled safely in the busy 14 Chapters 9–10 city of New York. [chap. 4] A: if she got in trouble she was to talk to a policeman or a Vocabulary woman with kids; she knew how to call collect and 911; Kids burst from their walled containers all over the school, she carried a whistle, extra money, and a cell phone; and and for seven minutes a cheerful chaos shook both she had extra people to call in case of an emergency buildings of the Deary School. (containers: boxes or crates designed for storage and/or shipping; chaos: a state of utter Q: What resources does Natalie use to look up Ted Geisel? confusion) [chap. 10] [chap. 4] A: a dictionary and an encyclopedia on the computer Cultural Literacy Q: What is a pseudonym? [chap. 5] United Nations: an organization founded after WWII to A: sometimes called a pen name, a name an author makes promote peace and cooperation among the world’s na- up to keep his or her real name private tions. For further research and to see the initiatives that the UN is working on, we recommend using your favorite Timeline and Map Points search engine to look up the name, “United Nations.” They  Manhattan (D11) [chap. 4]; California (E1); Illinois (D8); have some great articles on their own website the show Texas (F5); Florida (G8) (map 2) [chap. 6] what they are currently working on. [chap. 10]

Intro to World History, One Year Condensed | Section Three | The School Story | 21 To Discuss After You Read Day 18 Chapter 15 Q: The sentence, “Asking Zoe to stop something halfway was like asking a chimp to lay off the bananas,” is a Vocabulary simile. Come up with a similar simile. [chap. 9] “My mom raved about it last night, and she even men- Q: What does this sentence mean? “Natalie’s face was a tioned it again this morning—I think she really wants to dictionary of emotions.” [chap. 9] publish it!” (rapturously praised) A: she showed a wide variety of clearly defined emotions on her face Cultural Literacy carrel: a small desk that is usually enclosed on three sides, Q: Why was Laura Clayton’s job so tough? [chap. 10] designed for individual study. A: she had to grade a large pile of student writing all in addi- tion to teaching five classes a day To Discuss After You Read Day Q: 15 Chapter 11 Why does Hannah prefer working with new authors? A: she gets to put them on the map, that is, she discovers them Vocabulary Day The novel was intense, but it was also funny. (highly con- 19 Chapter 16 centrated: exhibiting deep feeling) Vocabulary The desk is a barrier. (obstacle) “Talking to me that way … giving me an ultimatum!” (a It lies there smoldering. (burning and smoking without final demand: one whose rejection will end negotiations and flame) result in force or other direct action)

“Because you want her mom to be objective—not be ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Cultural Literacy influenced one way or the other, right?” (impartial: not distorted by personal feelings) Titanic: a large steamship. It was built in 1912 and was the largest moving object ever constructed at that time. The Titanic sank on her maiden voyage and of the more Cultural Literacy than 2,200 men, women, and children aboard, only 705 fraud: an instance of trickery or deceit. survived.1 For further information we recommend using

Day your favorite search engine to look up the name, “Titanic.” 16 Chapter 12 [chap. 16] Cultural Literacy Empire State Building: a tall building in New York City. mince: moderate or restrain. When it was built in 1930, it was the tallest building in the world. For further research, we recommend using your headmaster: the man at the head of the staff of a favorite search engine to look up the title, “Empire State private school. Building.” [chap. 16]

To Discuss After You Read steamroller: a steam-driven piece of construction equip- ment that has large smooth rollers, which is driven over the Q: How does Zoe make her agency a reality? surface of a construction site to compact soil and asphalt. A: she rents a part-time office with an answering service

Day To Discuss After You Read 17 Chapters 13–14 Q: What does Ms. Clayton mean when she asks Zoe to play Vocabulary poker? Is Zoe a strong enough player to bluff her hand? Hannah shook her head and gave Natalie a wry smile. A: she’s asking Zoe to play a game with Letha with the stakes (twisted slightly to show an emotion usually of disgust or being “The Cheater.” She wants Zoe to press her advan- displeasure) [chap. 13] tage (of having the book) to get what all the girls want: Hannah to edit it To Discuss After You Read Q: How does Zoe get Natalie’s mom to read the manu- Timeline and Map Points script? [chap. 13]  Titanic sinks (April 14 & 15, 1912) A: she leaves Natalie’s mom a phone message about a great new manuscript Q: Why does Hannah not want to talk about the manu- script with Natalie? [chap. 14] A: because the dad in the story is strong and she is afraid 1. Tikkanen, Amy. “Titanic.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 13 Aug. 2018, retrieved on 9 Oct. 2018 from www. Natalie will miss her dad more britannica.com/topic/Titanic. 22 | The School Story | Section Three | Intro to World History, One Year Condensed Day To Discuss After You Read 20 Chapter 17 Q: How did the girls keep Hannah from discovering who Cultural Literacy Cassandra was? Ringling Brothers: five brothers who founded the most A: they never met in person, and Zoe wrote all the notes so successful circus in American history. The Ringling Broth- Hannah wouldn’t recognize Natalie’s penmanship ers and Barnum and Bailey preformed their last show in Notice that a careful editor reviews all of the following: May 2017 after operating for over a hundred years. It was a careful look at every word, every sentence, revolving door: usually has 4 upright panels connected at paragraph, and chapter. It was a methodical tracing right angles to form an X. This makes 4 sections. You step of each character, each storyline, each rise and fall of into one section and push on the panel in front of you. the action, each of the points along the path that led to the end of the book. And always, everything had This pushes the door around in a circle and then your sec- to be judged to see if it supported the overall theme tion opens up on the other side of the wall. Several people and the deeper ideas that made her book more than can go in and out of such a door at one time, each using a just a story. different section. Day 23 Chapter 20 To Discuss After You Read Vocabulary Q: How does Zoe get Hannah to edit the manuscript? A: she sends the manuscript to the president of the company The walk was one long question-and-answer session, punctuated by bursts of laughter, half a dozen hugs, and Day outrageous impersonations of Zee Zee the agent and 21 Chapter 18 Letha the fire-spitting boss. (punctuated: interrupted at Vocabulary intervals; outrageous: extravagant, fantastic; imperson- … for “the full duration of copyright” (the period of time ations: the act of pretending to be another person) during which something exists or is in effect) Cultural Literacy I think I can find someone to vouch for Zee Zee. (to sup- dedication of a book: a message at the beginning of a port or give testimony in favor of) book by the author that expresses admiration for, or ap- preciation of a particular cause or person. Cultural Literacy triplicate: made with three identical copies. Labor Day: the first Monday in September . affidavit: sworn, written statement made under oath. commendation: expressing approval. notarized: signed and sealed by a public official [notary] embodying: incorporating and representing. as testimony that the signatures are genuine. the Grand Canyon: located in Arizona; people visit to enjoy the spectacular rock formations and incomparable

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by To Discuss After You Read vistas . Q: Why did Natalie visit a lawyer? A: to make sure her contract was legal To Discuss After You Read Q: Day What does the author mean when he says “Ms. Clayton 22 Chapter 19 felt as if she’d just won the New York Marathon”? A: Ms. Clayton would like to be brave and athletic like one Cultural Literacy of her co-teachers—with the party, she felt like she too editorial suggestions: ideas to improve a book. was a winner grammar questions: notes that point out errors in Q: What does Zee Zee do to draw attention to the book? sentence structure. A: she arranges a publication party at the publishing house galley-proof: a pre-publication print of the book to and gets the television news station to come n review and allow detection and correction of errors before final printing.

Intro to World History, One Year Condensed | Section Three | The School Story | 23 Section Four Instructor’s Guide Resources "Intro to World History"­—Scope and Sequence: Schedule for Topics and Skills

Week Memory Work Bible Reading History Geography Biography 1 Revelation 3:20 Birth of Christ Archeology; Mesopo- Middle East; Israel; Capri; Jesus Christ & His life in tamia; Sumer Naples; Venice; Rome context 2 Joshua 24:15 Jesus' life; 12 Ancient Civilizations; Nile River; Thebes; Egypt; Disciples Ancient Egypt Delta, Iraq; Saudi Arabia 3 Matthew 6:9 Jesus trans- Ancient Egypt Egypt; Oman; Qatar; United forms people Arab Emirates; New York; Connecticut; California; Texas; Illinois; Florida 4 Matthew 6:9-10 How Jesus Ancient Egypt; Pha- Egypt; Yemen; Turkey; Syria Tutankhamen wants us to live raohs 5 Matthew 6:9-11 Jesus shares His Ancient Egypt; Egypt; Iceland; Greenland; message Pennsylvania 6 Matthew 6:9-12 Jesus' miracles Minoans; Crete; Indus Senegal; Mali; Anatolia and parables Valley; history of the (Turkey); British Isles Red Cross 7 Matthew 6:9-13 Jesus enters New Kingdom; King Pakistan; Ghana; Pennsylva- Jerusalem Tut nia; Western Europe 8 Matthew 6:9-13 Crucifixion and Ancient Greece; My- Greece; Bulgaria; Spain; resurrection cenaeans; Canaanites New York; Turkey; Israel; and Philistines Eastern Europe 9 James 1:5 Ascension; Saul Assyrians; Phoeni- Albania, Romania becomes Paul cians; Babylon 10 2 Timothy 3:16-17 The Bible; God Europe; Athens; Dark Russia; Uzbekistan; China; Darius I uses children Ages Kazakhstan; India; Greece 11 2 Timothy 3:16-17 Genesis Alexandria; Great Kyrgyzstan; Azerbaijan; Alexander the Wall of China; An- Siberia Great

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by cient China; Mongols 12 Psalm 24:1 Abraham Celts; Rome; Mayans Egypt; Morocco; Rome; Tiber Petronius; River; Roman Empire; Gaul; Buddha; Julius Alexandria; North Africa Caesar; Octavius 13 Psalm 24:1-2 Reconciliation The Roman Empire Chad; Sudan; Niger; Pom- peii; Macedonia 14 Psalm 24:1-3 Joseph The Roman Empire Romania; Equatorial Africa 15 Psalm 24:1-4 Passover and The Roman Empire; Europe; Mediterranean Sea; Moses Byzantine Empire; Ethiopia; Djibouti; Carthage; Fall of Rome Somalia; Eritrea 16 Psalm 24:1-5 Escape from Vikings Rhine River; Gaul; Guinea slavery & Ten Bissau; Guinea; Gambia; Command- Scandinavia; Denmark; ments Iceland; Faroe Islands; Shetland Islands; Ireland; West Africa (continued on the following page)

Intro to World History, One Year Condensed | Section Four | 1 Week Memory Work Bible Reading History Geography Biography 17 Psalm 24:1-6 Wandering in Vikings Norway; Ireland; Kenya; the desert Uganda; Burundi; Rwanda; Tanzania; Bissau; Niger; Burkina Faso 18 Proverbs 16:3 Wandering in Norway; Middle East Lesotho; Madagascar; the desert Zimbabwe; Southern Africa; Greenland 19 Romans 6:23 The Promise Vikings; Eric the Red; China; Japan; North Korea; Land; Joshua; Knights and Castles; Sherwood Forest; Northwest Judges Middle Ages Europe 20 2 Chronicles 16:9 Deborah; Barak; Knights; Medieval Tibet; Mongolia; London; Samson; Gideon Times Asia 21 Isaiah 40:31 Samson; Ruth; The Crusades; Castles Constantinople; Indonesia; Naomi; Boaz Vietnam; Bali; Italy; France; Southeast Asia 22 Proverbs 18:9 King Saul; King Middle Ages; Castles Afghanistan; Sri Lanka; Ban- David gladesh; Oxford; Flanders; Italy; France; Europe; South

Asia ©2020 by Curriculum, Sonlight Ltd. All rights reserved. 23 Proverbs 16:24 David's life Mongols; Genghis India; Bhutan; Columbia Khan; African Na- River; Cambodia; Japan; tions; Marco Polo; Ethiopia; Germany; Samurai Warriors 24 Psalm 121:1 Solomon and Aztecs; Incans; Ma- Florence; Venice; Rome; Ita- God's Temple in yans; Renaissance; ly; Fiji; Samoa; Papua New Jerusalem Slavic people Guinea; Oceania; Russia; 25 Psalm 121:1-2 Proverbs Martin Luther; Incan Peru; New Zealand; China; Empire; Spanish England; Alaska; Italy; Explorers; Muslim Alaska; Yugoslavia; Empire Australia; New Zealand; Spain; Portugal 26 Psalm 121:1-3 Proverbs: how Kingdom of Benin; Colombia; Venezuela; to treat others Henry VIII; Queen Uruguay; Russia; Canada; Elizabeth; Benin; South America; Jamestown; the Austria Hapsburg; Peter the Great 27 Psalm 121:1-5 Prophets: Elijah Monarchs; Classical Central America; New York; and Elisha Composers; Louis Texas; Connecticut; XIV; King Charles California I and II; Cromwell; Japanese Shoguns 28 Psalm 121:1-6 Nineveh Industrial Revolution; Prussia; Cuba; Trinidad; George Müeller Wright Brothers Haiti; West Indians 29 Psalm 121:1-7 Judah; Esther; Devon; Bristol; Venezuela; George Müeller Daniel Brazil; Peru; San Francisco; Calcutta; Pacific Ocean; Atlantic Ocean; Mexico (continued on the following page)

2 | Section Four | Intro to World History, One Year Condensed Week Memory Work Bible Reading History Geography Biography 30 Psalm 121:1-8 Esther; Namibia; Botswana; San George Müeller Nehemiah Francisco; New York; Lon- don; Paris; Southern United States 31 Romans 8:1 How God saves Potato famine in Nepal; Burma; Sunda Strait; George Müeller us through Ireland Philippines; China; Asia; Jesus Christ Borneo; Northern United States 32 Psalm 100:1 Live in Christ Napoleon; American India; China; Eastern United James Cook; Revolutionary War; States; France; Italy; Germa- Henry Morton George Washington; ny’ Australia; New Zealand; Stanley British-Boer War Suez Canal; Cape Colony 33 Psalm 100:1-2 Death and life Queen Victoria; Indonesia; Mid-United Russian Revolution; States Crimean War 34 Psalm 100:1-3 God's salvation Conflict along trans- Chita; Poland; China; Russia; Gladys Aylward for everyone Siberian railroad Tientsin; Siberia; Germany; between Russia and Manchuria; Moscow; War- China in the 1930; saw; Berlin; Japan; Afghani- Tartars from Central stan; Middle East; Turkey; Asia; Great Wall; Saskatchewan; Urual Japanese invasion of Mountains Manchuria 1931– 1932; scorched earth policy 35 Psalm 100:1-4 Love each other Chinese Civil Was China; South Africa; Indone- Gladys Aylward (before and after sia; Ontario; Canada WWI) Nationalist government vs. Communist Party; Nationalist govern-

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by ment defeated, 1949 36 Psalm 100:1-5 Share the good China; Taiwan; Maldives Gladys Aylward news

Intro to World History, One Year Condensed | Section Four | 3

©2020 by Sonlight Curriculum, Ltd. All rights reserved.

I

Aleutian Islands Aleutian

Juneau

H

Territory Anchorage

Yukon Yukon

Alaska

Fairbanks

G G Florida

Texas

F F

California

E E Jamestown

Virginia

San Francisco San

Coney Island Coney

Hudson River Hudson

Manhattan

Connecticut D D Harrisburg

State College State

New York City York New Pennsylvania

Plymouth

New York New Niagara Falls Niagara Massachusetts

Toronto

C C

Columbia River Columbia

B B Saskatchewan

—Map 2 —Map Condensed Year One History, World to Intro Ontario

A A Saskatoon

8 7 6 5 4 3 2 1 12 011 10 9 ©2020 by Sonlight Curriculum, Ltd. All rights reserved.

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

NORWAY SWEDEN St. Petersburg A

SCOTLAND Intro to World History, One Year Condensed—Map 3 DENMARK Moscow Copenhagen B ENGLAND RUSSIA Cherwell River IRELAND Berlin Sherwood Forest Warsaw Oxford WALES Bristol Holland Prussia Empire POLAND Stonehenge London Devon Hastings BELGIUM GERMANY English Channel Waterloo C Paris Flanders Scyth Normandy AUSTRIA Tours Alps HUNGARY ROMANIA Venice SLOVENIA Caspian Sea D Gaul FRANCE Poitiers ITALY Florence Tiber River Black Sea Rome/Field of Mars MACEDONIA E Naples Hellespont Constantinople SPAIN Capri Pompeii Mt. Olympus PORTUGAL GREECE Troy Lydia TURKEY Athens Marathon Olympia Çatal Höyük Carthage Mycenae Bay of Salamis F Sparta ASSYRIA Phoenicia SYRIA Nineveh Zama Knossos Tigris River RHODES Mediterranean Sea CRETE Mesopotamia PERSIA TUNISIA G Delta Jerusalem Northern Kingdom Babylon Sumer Jericho Southern Kingdom Alexandria Euphrates River ISRAEL Ur Nile River H EGYPT Valley of the Kings Arabia Thebes Mecca I f'l · an tt\sto E.xp\or\ngJ\men?s: s-6 garten-1 \ As Grades. Kinder

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