Jubal and Tubal-Cain (7 Generations After Adam)

Library of Congress Control Number: 2009941369 ISBN: 978-1-892427-29-8 Second Edition

All rights reserved. This book may not be duplicated in any way without the express written permission of the publisher, except in the form of brief excerpts or quotations for the purposes of review. Permission is granted to photocopy student activity sheets and other reproducibles for your own family only. Not intended to be copied for an entire school. Making copies of this book, for any purpose other than stipulated, is a violation of the United States copyright laws. For co-op or school licenses, contact the publisher.

Printed in the United States of America

Published by Bright Ideas Press Dover, Delaware

www.BrightIdeasPress.com 1.877.492.8081

’15 ’14 ’13 ’12 ’11 10 9 8 7 6 5 4 3 2

SPECIAL ACKNOWLEDGMENTS The author wishes to thank the Biblical Resource Center & Museum in Collierville, Tennessee, for their permission to use photos of some of the museum’s amazing collection of biblical artifacts and replicas. She wishes also to thank her husband, Ron Hobar, for his many patient hours of photo editing.

Credits Editor: Kathryn M. Dix, Kathryn Dix Publishing Services Illustrations: Amy Pak, Home School in the Woods Maps: Tyler Hogan, Bright Ideas Press

Design and Production by Aptara Corp. Project Manager: Joe Antonio

Photo, illustration, and map credits continue on page 636, which constitutes an extension of this copyright page. Contents

Preface...... xvi Letters to the Students...... xviii Letter to the Teacher...... xxii Methods of Education...... xxxiii Memory Cards...... xxxviii Wall of Fame Timeline Suggestions...... xliv The X File: Tips on Grading...... lii Grade Record...... lv Semester I Creation and Early Civilizations

Quarter 1 — The Mystery Begins (Creation–1199 b.c.)

Around the World...... 3 Week 1 Pretest 1 — What Do You Know?...... 7 Lesson 1: Creation (c. 4004 b.c.)...... 8 Activities...... 9 Lesson 2: Adam and Eve (c. 4004 b.c.)...... 11 Activities...... 13 Lesson 3: Jubal and Tubal-Cain (7 Generations After Adam)...... 14 Activities...... 15 Review 1 — Take Another Look!...... 16 Week 1: Exercise — What Did You Miss?...... 19 Week 2 Pretest 2 — What Do You Know?...... 20 Lesson 4: Noah and the Flood (2349 b.c.)...... 21 Activities...... 22 Lesson 5: The Ice Age (c. 2300–1600 b.c.)...... 23 Activities...... 25 Lesson 6: Dinosaurs (Created on the 5th and 6th Days)...... 26 Activities...... 28 Review 2 — Take Another Look!...... 29 Week 2: Quiz — What Did You Learn?...... 30

Contents v Week 3 Pretest 3 — What Do You Know?...... 31 Lesson 7: The Sumerians (c. 2300 b.c.)...... 32 Activities...... 33 Lesson 8: The Tower of Babel (2242 b.c.)...... 34 Activities...... 35 Lesson 9: The Epic of Gilgamesh (c. 2000 b.c.)...... 36 Activities...... 37 Review 3 — Take Another Look!...... 38 Week 3: Exercise — What Did You Miss?...... 39 Week 4 Pretest 4 — What Do You Know?...... 41 Lesson 10: Stonehenge (c. 2000 b.c.)...... 42 Activities...... 43 Lesson 11: Early Egypt (Date Unknown)...... 44 Activities...... 47 Lesson 12: The Minoan Civilization (c. 2000 b.c.)...... 49 Activities...... 50 Review 4 — Take Another Look!...... 52 Week 4: Quiz — What Did You Learn?...... 54 Week 5 Pretest 5 — What Do You Know?...... 55 Lesson 13: ABRAHAM (1922 b.c.)*...... 56 Activities...... 58 Lesson 14: Jacob and Esau (1836 b.c.)...... 58 Activities...... 59 Lesson 15: Joseph (1728 b.c.)...... 61 Activities...... 62 Review 5 — Take Another Look!...... 64 Week 5: Exercise — What Did You Miss?...... 65 Week 6 Pretest 6 — What Do You Know?...... 66 Lesson 16: Hammurabi (1792 b.c.)...... 67 Activities...... 68 Lesson 17: The Israelites in Slavery (Date Unknown)...... 69 Activities...... 70 Lesson 18: China and the Shang Dynasty (c. 1600–1046 b.c.)...... 70 Activities...... 72

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

The Mystery of History-Volume I vi Review 6 — Take Another Look!...... 74 Week 6: Quiz — What Did You Learn?...... 75 Week 7 Pretest 7 — What Do You Know?...... 78 Lesson 19: Moses and the Exodus (1491 b.c.)...... 79 Activities...... 81 Lesson 20: The Ark of the Covenant and the Tabernacle (1491 b.c.)...... 82 Activities...... 86 Lesson 21: Joshua, Jericho, and Rahab (1451 b.c.)...... 87 Activities...... 88 Review 7 — Take Another Look!...... 90 Week 7: Exercise — What Did You Miss?...... 92 Week 8 Pretest 8 — What Do You Know?...... 93 Lesson 22: Amenhotep IV and Nefertiti (1353 b.c.)...... 94 Activities...... 95 Lesson 23: TUTANKHAMEN (KING TUT) (1333 b.c.)*...... 96 Activities...... 97 Lesson 24: Ramses II (the Great) (1304–1237 b.c.)...... 98 Activities...... 101 Review 8 — Take Another Look!...... 103 Week 8: Quiz — What Did You Learn?...... 104 Week 9 Pretest 9 — What Do You Know?...... 106 Lesson 25: Legend of the Trojan Horse (c. 1200–1184 b.c.)...... 107 Activities...... 109 Lesson 26: Ruth and Naomi (c. 1200 b.c.)...... 110 Activities...... 112 Lesson 27: Gideon (1199 b.c.)...... 113 Activities...... 114 Review 9 — Take Another Look!...... 116

Worksheet 1 — Put It All Together, Lessons 1–27...... 117

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

Contents vii Quarter 2 — The Mystery Expands (1117 b.c.–629 b.c.)

Around the World...... 121 Week 10 Pretest 10 — What Do You Know?...... 123 Lesson 28: Samson (1117 b.c.)...... 124 Activities...... 126 Lesson 29: Zhou Dynasty (Chou) (c. 1046–c. 256 b.c.)...... 126 Activities...... 128 Lesson 30: Samuel (1095 b.c.)...... 129 Activities...... 130 Review 10 — Take Another Look!...... 132 Week 10: Exercise — What Did You Miss?...... 134 Week 11 Pretest 11 — What Do You Know?...... 136 Lesson 31: King Saul (1095 b.c.)...... 137 Activities...... 138 Lesson 32: DAVID (1055 b.c.)*...... 138 Activities...... 141 Lesson 33: Solomon (1015 b.c.)...... 142 Activities...... 144 Review 11 — Take Another Look!...... 146 Week 11: Quiz — What Did You Learn?...... 147 Week 12 Pretest 12 — What Do You Know?...... 149 Lesson 34: The Phoenicians (c. 1000 b.c.)...... 150 Activities...... 151 Lesson 35: THE KINGDOM OF ISRAEL DIVIDES (975 b.c.)*...... 152 Activities...... 153 Lesson 36: Elijah, the Fiery Prophet (896 b.c.)...... 154 Activities...... 156 Review 12 — Take Another Look!...... 158 Week 12: Exercise — What Did You Miss?...... 159 Week 13 Pretest 13 — What Do You Know?...... 160 Lesson 37: Elisha (Israel’s Prophet) (895 b.c.)...... 161 Activities...... 162

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

The Mystery of History-Volume I viii Lesson 38: Joel and Obadiah (Exact Date Unknown, 587 b.c.)...... 163 Activities...... 165 Lesson 39: Homer (c. 800 b.c.)...... 167 Activities...... 168 Review 13 — Take Another Look!...... 169 Week 13: Quiz — What Did You Learn?...... 170 Week 14 Pretest 14 — What Do You Know?...... 171 Lesson 40: India and Hinduism (Date Unknown)...... 172 Activities...... 174 Lesson 41: The Olympic Games (776 b.c.)...... 175 Activities...... 176 Lesson 42: Jonah and Amos (c. 760 b.c., 808 b.c.)...... 177 Activities...... 178 Review 14 — Take Another Look!...... 180 Week 14: Exercise — What Did You Miss?...... 181 Week 15 Pretest 15 — What Do You Know?...... 183 Lesson 43: The City of Rome (748 b.c.)...... 184 Activities...... 185 Lesson 44: Isaiah and Micah (Judah’s Prophets) (740 b.c., 735 b.c.)...... 186 Activities...... 188 Lesson 45: Israel Falls to Assyria (721 b.c.)...... 188 Activities...... 190 Review 15 — Take Another Look!...... 192 Week 15: Quiz — What Did You Learn?...... 193 Week 16 Pretest 16 — What Do You Know?...... 197 Lesson 46: Hosea (Israel’s Prophet) (c. 721 b.c.)...... 198 Activities...... 199 Lesson 47: Hezekiah and Sennacherib (710 b.c.)...... 201 Activities...... 202 Lesson 48: Ancient Native Americans (c. 700 b.c.)...... 203 Activities...... 205 Review 16 — Take Another Look!...... 206 Week 16: Exercise — What Did You Miss?...... 207 Week 17 Pretest 17 — What Do You Know?...... 208 Lesson 49: The Rise of Athens and Sparta (c. 700–500 b.c.)...... 209 Activities...... 210

Contents ix Lesson 50: Manasseh (677 b.c.)...... 211 Activities...... 212 Lesson 51: The Powers of Mesopotamia (668–626 b.c.)...... 213 Activities...... 214 Review 17 — Take Another Look!...... 216 Week 17: Quiz — What Did You Learn?...... 218 Week 18 Pretest 18 — What Do You Know?...... 220 Lesson 52: King Josiah (630 b.c.)...... 221 Activities...... 222 Lesson 53: Nahum and Zephaniah (c. 630 b.c., 629 b.c.)...... 223 Activities...... 224 Lesson 54: Jeremiah (Judah’s Prophet) (629 b.c.)...... 225 Activities...... 227 Review 18 — Take Another Look!...... 229

Worksheet 2 — Put It All Together, Lessons 28–54...... 230

Semester I Test, Lessons 1–54...... 233

Semester II The Classical World

Quarter 3 — The Mystery Builds (626 b.c.–431 b.c.)

Around the World...... 239 Week 19 Pretest 19 — What Do You Know?...... 241 Lesson 55: Nineveh Destroyed (626 b.c.)...... 242 Activities...... 244 Lesson 56: Habakkuk and Huldah (609 b.c., 7th Century b.c.)...... 244 Activities...... 246 Lesson 57: THE BABYLONIAN CAPTIVITY (605, 599, 588 b.c.)*...... 246 Activities...... 249 Review 19 — Take Another Look!...... 250 Week 19: Exercise — What Did You Miss?...... 251

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

The Mystery of History-Volume I x Week 20 Pretest 20 — What Do You Know?...... 252 Lesson 58: Nebuchadnezzar II and the Hanging Gardens (605 b.c., 570 b.c.)...... 253 Activities...... 255 Lesson 59: Daniel (604 b.c.)...... 255 Activities...... 257 Lesson 60: Aesop’s Fables (c. 600 b.c.)...... 258 Activities...... 259 Review 20 — Take Another Look!...... 261 Week 20: Quiz — What Did You Learn?...... 263 Week 21 Pretest 21 — What Do You Know?...... 265 Lesson 61: Ezekiel (595 b.c.)...... 266 Activities...... 267 Lesson 62: Shadrach, Meshach, and Abed-Nego (Mid-6th Century b.c.)...... 268 Activities...... 269 Lesson 63: BUDDHA (c. 563 b.c.)*...... 270 Activities...... 272 Review 21 — Take Another Look!...... 274 Week 21: Exercise — What Did You Miss?...... 275 Week 22 Pretest 22 — What Do You Know?...... 279 Lesson 64: Pythagoras and the Temple of Diana (547 b.c., 550 b.c.)...... 280 Activities...... 281 Lesson 65: CONFUCIUS (547 b.c.)*...... 282 Activities...... 283 Lesson 66: Belshazzar and Cyrus the Great (539 b.c., 538 b.c.)...... 284 Activities...... 286 Review 22 — Take Another Look!...... 289 Week 22: Quiz — What Did You Learn?...... 291 Week 23 Pretest 23 — What Do You Know?...... 294 Lesson 67: Darius I (522 b.c.)...... 295 Activities...... 296 Lesson 68: Zerubbabel (520 b.c.)...... 297 Activities...... 299 Lesson 69: Haggai and Zechariah (520 b.c.)...... 300 Activities...... 302 Review 23 — Take Another Look!...... 304 Week 23: Exercise — What Did You Miss?...... 306

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

Contents xi Week 24 Pretest 24 — What Do You Know?...... 307 Lesson 70: The Roman Republic (510 b.c.)...... 308 Activities...... 309 Lesson 71: The Battle of Marathon (490 b.c.)...... 310 Activities...... 312 Lesson 72: Herodotus (c. 484 b.c.)...... 313 Activities...... 314 Review 24 — Take Another Look!...... 316 Week 24: Quiz — What Did You Learn?...... 317 Week 25 Pretest 25 — What Do You Know?...... 318 Lesson 73: Xerxes I (480 b.c.)...... 319 Activities...... 321 Lesson 74: Esther (Date Unknown)...... 322 Activities...... 324 Lesson 75: THE GOLDEN AGE OF ATHENS (478–399 b.c.)*...... 324 Activities...... 326 Review 25 — Take Another Look!...... 328 Week 25: Exercise — What Did You Miss?...... 330 Week 26 Pretest 26 — What Do You Know?...... 332 Lesson 76: Socrates (c. 469–399 b.c.)...... 333 Activities...... 334 Lesson 77: Hippocrates and the Statue of Zeus (?–377 b.c., c. 456 b.c.)...... 335 Activities...... 337 Lesson 78: Ezra and Artaxerxes (467 b.c.)...... 337 Activities...... 339 Review 26 — Take Another Look!...... 341 Week 26: Quiz — What Did You Learn?...... 342 Week 27 Pretest 27 — What Do You Know?...... 344 Lesson 79: Nehemiah (454 b.c.)...... 345 Activities...... 346 Lesson 80: Pericles (443–429 b.c.)...... 347 Activities...... 348 Lesson 81: Peloponnesian War (431–404 b.c.)...... 349 Activities...... 352

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

The Mystery of History-Volume I xii Review 27 — Take Another Look!...... 353

Worksheet 3 — Put It All Together, Lessons 55–81...... 354

Quarter 4 — The Mystery Is Revealed (c. 427 b.c.–c. a.d. 33)

Around the World...... 359 Week 28 Pretest 28 — What Do You Know?...... 361 Lesson 82: Malachi (Mid-5th Century b.c.)...... 362 Activities...... 363 Lesson 83: Plato and Aristotle (c. 427–347 b.c., 384–322 b.c.)...... 364 Activities...... 366 Lesson 84: Philip II of Macedonia and the Mausoleum of Halicarnassus (359–336 b.c., 353 b.c.)...... 367 Activities...... 368 Review 28 — Take Another Look!...... 370 Week 28: Exercise — What Did You Miss?...... 371 Week 29 Pretest 29 — What Do You Know?...... 373 Lesson 85: ALEXANDER THE GREAT (336 b.c.)*...... 374 Activities ...... 376 Lesson 86: The Division of Alexander’s Empire (323 b.c.)...... 377 Activities...... 379 Lesson 87: Archimedes and the Lighthouse of Alexandria (c. 287–212 b.c., c. 285 b.c.)...... 379 Activities...... 381 Review 29 — Take Another Look!...... 383 Week 29: Quiz — What Did You Learn?...... 385 Week 30 Pretest 30 — What Do You Know?...... 387 Lesson 88: Emperor Asoka of India (273–232 b.c.)...... 388 Activities...... 389 Lesson 89: The Septuagint and the Colossus of Rhodes (277 b.c., 292 b.c.)...... 390 Activities...... 392 Lesson 90: The Qin Dynasty (Ch’in) (221–206 b.c.)...... 393 Activities...... 395

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

Contents xiii Review 30 — Take Another Look!...... 396 Week 30: Exercise — What Did You Miss?...... 398 Week 31 Pretest 31 — What Do You Know?...... 399 Lesson 91: Hannibal, Elephants, and the Punic Wars (218 b.c.)...... 400 Activities...... 401 Lesson 92: The Han Dynasty (206 b.c.–a.d. 220)...... 402 Activities...... 404 Lesson 93: The Maccabean Revolt (165 b.c.)...... 405 Activities...... 406 Review 31 — Take Another Look!...... 408 Week 31: Quiz — What Did You Learn?...... 410 Week 32 Pretest 32 — What Do You Know?...... 413 Lesson 94: Spartacus (Date Unknown–71 b.c.)...... 414 Activities...... 415 Lesson 95: The First Triumvirate (60 b.c.)...... 416 Activities...... 418 Lesson 96: JULIUS CAESAR (49 b.c.)*...... 418 Activities...... 420 Review 32 — Take Another Look!...... 422 Week 32: Exercise — What Did You Miss?...... 424 Week 33 Pretest 33 — What Do You Know?...... 426 Lesson 97: The Second Triumvirate (43 b.c.)...... 427 Activities...... 429 Lesson 98: Cleopatra (37 b.c.)...... 429 Activities...... 431 Lesson 99: Herod the Great (37 b.c.)...... 432 Activities...... 435 Review 33 — Take Another Look!...... 436 Week 33: Quiz — What Did You Learn?...... 437 Week 34 Pretest 34 — What Do You Know?...... 440 Lesson 100: The Battle of Actium (31 b.c.)...... 441 Activities...... 443 Lesson 101: AUGUSTUS CAESAR AND THE ROMAN EMPIRE (27 b.c.)*..... 443 Activities...... 445

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

The Mystery of History-Volume I xiv Lesson 102: John the Baptist (c. 5 b.c.–c. a.d. 32)...... 446 Activities...... 449 Review 34 — Take Another Look!...... 450 Week 34: Exercise — What Did You Miss?...... 451 Week 35 Pretest 35 — What Do You Know?...... 453 Lesson 103: JESUS CHRIST, HIS BIRTH (c. 4 b.c.)*...... 454 Activities...... 456 Lesson 104: Jesus, His Teachings and Miracles (c. a.d. 30–33)...... 457 Activities...... 458 Lesson 105: Tiberius Caesar, Pilate, and Herod (c. a.d. 14–37, a.d. 26–36, c. 4 b.c.–a.d. 39)...... 459 Activities...... 462 Review 35 — Take Another Look!...... 464 Week 35: Quiz — What Did You Learn?...... 466 Week 36 Pretest 36 — What Do You Know?...... 469 Lesson 106: The Twelve Disciples of Christ (c. a.d. 30–33)...... 470 Activities...... 472 Lesson 107: Jesus, His Death and Resurrection (c. a.d. 33)...... 473 Activities...... 476 Lesson 108: Jesus, the Mystery of History (“Yesterday, Today, and Forever”)...... 477 Activities...... 479 Review 36 — Take Another Look! ...... 481 Worksheet 4 — Put It All Together, Lessons 82–108...... 483 Semester II Test, Lessons 55–108...... 487

Outline Maps...... 493 Review Answer Key Maps...... 513 Appendix...... 543 Section A: Would You Like to Belong to God’s Family?...... 545 Section B: Activity Supplement...... 548 Section C: Supplemental Books and Resources...... 570 Section D: Bible Reading List...... 597 Section E: Bibliography...... 599 Section F: Pronunciation Guide...... 603 Section G: Pretest Answer Key...... 607 Section H: Answer Key...... 611 Index...... 627 Credits (continued from copyright page)...... 636

* Lesson titles in all caps indicate key dates and people or events to memorize. There are 12 key dates in this volume.

Contents xv Preface

It is with great joy that I welcome you to The Mystery of History. Before you get any further into this text, there are a few simple but important disclaimers I would like to make. First, if I waited for this book to be perfect in every aspect, it would never make it to print. The history of the world is beyond the reach of any of us because I believe that only the Creator knows every detail of His Creation. But even with the unintended flaws and oversights, I think you’ll still find much beauty in this book — not because I wrote it, but because the Lord is the author of the original script! He is the perfect One. Second, for the sake of easier reading, I frequently use the terms “man” or “mankind” (and sometimes “his” or “him”) to refer to male and female alike. This is in no way intended to make one gender sound superior to the other. Nor is it intended to disrespect the unique makeup and design of the sexes. Third, almost all Scripture used in this text was selected from the New King James Version. With the numerous choices there are today, as well as the various viewpoints toward different versions of the Bible, I tried to choose one that would appeal to a wide range of readers without compromising my own standards for the accuracy of the Word. Fourth, in regard to dates used in this book, let me first say that the methodology of dating ancient historical events is very complex and far beyond the scope of this children’s text. My resources for providing dates in this book are wide and varied. However, because I believe in the literal “days” of Creation in the Bible, I do present here a “young earth,” as is evident by the dates I have provided for Creation (c. 4004 b.c.). In the first edition of this volume (2002), I used “spans” of time to date many of my lessons (rather than specific dates) to allow for differing views and provide cushion for discrepancies. However, as I have grown in experience and scholarship, I have in this second edition (2010) dated the events of the lessons in much more specific terms. One of my primary resources for dates used in this edition was The Annals of the World, a phenomenal work by Bishop James Ussher. (History enthusiasts will certainly want to be familiar with this resource.) Even with my upgrades, I still reserve the right to adjust and revise the dates in this text for future editions. Finally, on dates: Please know that the order of lessons in this edition is reasonably chronological but not perfectly so. In revising the dates of the lessons, a few of them will now appear “out of order.” Though it is only a slight inconvenience, I apologize. For ease of publication, the lessons have been kept in the original order in which they were written. Fifth, although I have tried to write this text as a true history of the world, it would be negligent of me not to mention that I undoubtedly have left my own bias in the book as a natural result of my heritage. Though it is not intentional, this book leans much more heavily toward the history of the Western Hemisphere because it more directly relates to the development of my own culture as well as that of most of my readers. Sixth, without apology, this book is quite obviously written from a Christian worldview because of my own personal faith in Jesus Christ. Much care was taken in accurately explaining opposing faiths in this text with dignity and respect yet through the grid of what I believe the Bible says is true. The Mystery of History-Volume I xvi With that in mind, I hope that you not take my words as your final source on the Scriptures but rather look to the Word itself by conducting as much of your own Bible study as possible. I suggest that owning or having easy access to a thorough Bible encyclopedia, an illustrated Bible dictionary, and/or a Bible concordance may prove to be very helpful in executing the many research possibilities in this curriculum. Even younger students can benefit from sketches and photos found in these special resources. (There are so many available that it would be unfair of me to recommend one over another.) Last, in closing, the second edition of this book is longer than the first. I would apologize except that I think this book is now the length it should be! What I’ve heard the most from my readers over the last few years has been a desire for more of The Mystery of History, not less. So I’ve worked diligently to give you more depth, richer activities, and improved mapping exercises (with answer keys!). Besides, at every thought of giving you anything less than what is here, I found myself pale and weak in the knees. I think it’s all here for a purpose, a purpose that is beyond me. The story isn’t mine — it’s the Lord’s. To Him be the glory and may He guide and direct you into a greater knowledge of the Lord Jesus Christ through your study of the ancient world.

For the sake of the Mystery, Linda Lacour Hobar

Preface xvii Letter to the Teacher

Dear Friend, First, I want to warmly welcome you to this program. Second, I commend you for teaching world history. Whether you have a classroom of 30, or a homeschool of 3, it can be a challenge! My desire is not to overwhelm you with yet another curriculum, but to make your teaching as smooth as possible. So what you will find in this volume is an easy-to-use format, with me (a friendly author) to guide you through it! With years of researching and writing this material, I’ve done the hard work for you — so that you might enjoy the magnificent study of ancient times with your students. Is that too much to ask? I don’t think so. It is in fact my hope and prayer that you, as well as your students, will be enriched through this series. In the following sections, I want to share three things with you: why I wrote this curriculum, how it is laid out (step by step), and various suggestions for its use.

I. Why I Wrote This Curriculum I have been homeschooling for 16 years and am still going. During that time I have learned many heart lessons about patience, anger, love, and sacrifice. I have also learned many head lessons, like the names of cloud formations, how to dissect a cow’s eye, and when Cleopatra lived. One thing I figured out was that my children and I could learn just about anything at one sitting. However, to remember that information and use it again was an entirely different matter. I began to feel discouraged at the end result of my children’s education. What content were they really absorbing after all the countless hours we had put in for the sake of a “better education”? Of course, they could remember their math facts and how to read. Those were skills they acquired at young ages and then kept using over and over again. But what about other pieces of information? Why was I bothering to teach some things that were good only for their short-term memory banks? Granted, some learning is useful only for the short term. Like the parts of a flower, for example. Students may not need to know the parts of a flower to get by in this world, but they can learn the information in one afternoon to appreciate God’s perfect design of plants. But weren’t there SOME things really worth their time to have a greater knowledge of and to remember for the long run? To me, all these questions run along the path of man’s bigger question of “why” he exists. For a kid it comes out as, “Why do I have to learn this stuff?” It’s a great question! (Please don’t scold them for asking.) The only answer I can come up with as to why we are even here on earth is to know God and to make Him known. I believe that IS why we are here and that IS why we learn. If that is the case, then the STORY of God and man is worth our extra attention. I concluded that I wanted my own children to get the whole story and to have a deep knowledge and appreciation of world history. In my opinion, it is the story of God and man at its best. As others have already put it, history is “HIS-Story.” I believe that throughout the ages God has revealed Himself and His purposes through an exact plan in time. It is really beyond our comprehension. But, by studying history, we can appreciate this awesome God and be better prepared to make Him known. That, my friends, is why I write. I named this course The Mystery of History because according to the Scriptures, the Gospel of Jesus Christ IS the mystery behind all history.

The Mystery of History-Volume I xxii I also wrote because I discovered in college a deep passion for the topic of world history. At Baylor University, I sat under two outstanding world history professors who had the gift of storytelling (Dr. James Vardaman and Robert L. Reid). They were the first to open my mind to this fascinating subject and to awaken feelings in me for the people of history! Like many of you, growing up in America in the 1960s and 1970s, I had little to no instruction in world history prior to graduation. I had no idea it was so entertaining! After college, as I taught my own children, I found at times that I was moved to tears over the history we were learning. It kept me up at night. Who can be untouched by the story of Joseph revealing himself to his brothers with sobbing and forgiveness? Who cannot be moved by the burning of Joan of Arc on the stake? Who cannot empathize with Native Americans on the Trail of Tears they were forced to walk with their little ones? History is oftentimes tragic, but it is real and therefore immensely meaningful. When not tragic, it is uplifting and inspiring. I am enthused by the great stories of God’s justice, of man’s patriotism, and of ordinary heroism. The good and the bad all help to give me perspective.

II. The Curriculum Layout With that in mind, please consider now how I have laid out this curriculum. There is a specific reason for every aspect of it. I will begin by explaining a typical layout for a 4th through 8th grader. However, in the next section I have provided adaptations for both Younger and Older Students. This curriculum could be a framework for all grade levels. Step #1 — “Around the World” Summaries You will observe that at the beginning of each quarter, there is a summary of events “Around the World” to introduce the time period. This is also a place to make mention of some great and wonderful things that just didn’t make the final cut. For example, the Seven Wonders of the Ancient World were scattered throughout different times and countries. The man who categorized the Seven Wonders is introduced in an “Around the World” section. In the big scheme of things, he was not significant enough to include in a lesson of his own. There will not be any test questions from this material nor are there activities for these summaries. These pages are just bonus materials to help students grasp the incredible world in which we live. Step #2 — Pretests (“What Do You Know?”) Students begin each week by taking a Pretest — titled “What Do You Know?” — to expose them to new terms and names that they may never have heard before (such as The Epic of Gilgamesh). These pretests are no longer than eight questions and are broad-based in content. They are not meant to discourage students but to prick their curiosity. All the answers will be revealed as they continue their study. The pretests are also designed to somewhat stump the students who “think” they know it all. (You may or may not have one of these kids in your home. Most do.) I don’t recommend recording grades on these pretests. Many of them we only do orally with no record kept at all as to right or wrong answers. Step #3 — Lessons There are 108 lessons in this volume. Approximately three lessons should be covered each week to accommodate a traditional 36-week school year. These lessons are written on about a Letter to the Teacher xxiii 6th-grade level. They may be read out loud by the teacher, the student, or both. On some hectic days (which we all have), the lesson may only be read independently by the student. I would prefer that to be the exception. Reading and learning the lessons together will be more beneficial. (As a family, or individually, you might opt to listen to me read the lessons via the audio book I have recorded. More on that later!) In the hope of making world history more interesting, I have written all the lessons in a conversational style. Pardon at times my casual speech with words like “wow” and “cool.” I don’t use these slang terms to “dumb down” your children, but to sound like I’m there with them, telling a story in person. (I tend to be animated in person and it comes out in my writing style!) Since the lessons appear chronologically, you will benefit the most by reading them in order. I frequently refer back to previous lessons learned in order to “connect the dots” of history. You will notice that most (but not all) of the lessons are written as mini-biographies. My point with biographies is to highlight the good and bad character of mankind and to help students see the ramifications of one’s choices. No matter the time period, history is full of life lessons to learn from. Many I’ll point out, but some I’ll leave to you for discussion. Last, I chose lesson topics that I hoped would help a child from a Christian home to incorporate his or her beliefs into a historical framework. From my observation, we are most often locked into a Sunday school-only mentality toward people such as Joshua, Ruth, and Jonah, for example. We usually treat these fascinating Bible stories separately from other history. But isn’t it interesting to know that Joshua lived in the same century as the legendary King Tut? Ruth lived about the same time as Helen of Troy. And Jonah lived just about when the first Olympics were taking place in Greece. I firmly believe that this kind of knowledge helps the people of the Bible to seem more real. And in a world that so often criticizes the authenticity of the Bible, that’s important. Though it has been a tremendous undertaking, I have researched and written for you what I believe are the key things that a student ought to know for each lesson. I had many choices of topics but felt these were some of the most significant for developing a Christian worldview. Step #4 — Activities After every lesson, there is a corresponding Activities section. You will quickly see that the activities are broken down by age groups. This is done simply to accommodate families or schools with children at various grade levels. I will elaborate in the next section on my definition of the age groups and my deeper reason behind the breakdown. For now, note that the activities are written as a means to REINFORCE the material just learned in the lesson. I believe that younger children, in particular, will learn and retain information better if they can touch, taste, smell, burn, dye, or do whatever with it. The activities were created to involve many of the senses and to be fun for the little ones. This is their first exposure to school and learning. I want them to love it! The activities should also appeal to various learning styles. The teacher and student may want to choose the activities that most interest them. Skip the ones that will cause them to grumble. (Unless it’s just time to force-feed some research!) Some busy days just won’t allow time for any activity with the lesson. Don’t worry about it!

The Mystery of History-Volume I xxiv Last, if you are not familiar with Bloom’s Taxonomy, you might want to read more about it in the next section, “Methods of Education.” Bloom’s Taxonomy is simply an approach to education that involves thinking on many levels, from simple to more complex. I have kept Bloom’s theories in mind in creating the activities, as many of them require the children to process the information learned in the lesson by application, analysis, and synthesis. I particularly do so for the older children. An example would be found in Lesson 19 when students are asked to relate each of the 10 plagues against Egypt during the Exodus to one of 10 false Egyptian gods. Other examples include asking students to defend creationism and the historical evidences of the resurrection. These are obviously not “fill-in-the-blank” issues but ones that demand deeper thinking. Step #5 — Memory Cards At the start of the Activities section for every third lesson, I remind students to make their Memory Cards. These are simply fact cards made by the students on 3-by-5-inch cards (larger cards may work better for younger students). They are designed to help students handle information learned earlier in the week. They will also use these cards for future games and drills and as a study aid. I’m not expecting the children to memorize everything they write down, but rather to use the cards like flashcards for review. There are, however, 12 dates in the course that I recommend students memorize. These lesson titles and dates are in all caps in the table of contents, and I will remind you of them throughout the course when making timeline figures and Memory Cards. I have more information on these cards and how to make them in the section titled “Memory Cards.” Step #6 — Reviews (“Take Another Look!”) Upon completion of three lessons (and hopefully after a few activities have been done), the students are ready for a review time. The Review section — titled “Take Another Look!” — offers guidelines for “Wall of Fame” timeline work and map work that correspond to the material just studied. Though some families may prefer to do some timeline and map work each history day, I personally prefer to “pull out” the necessary supplies, timeline, and maps only once a week on a review day. Furthermore, by spreading out the activities in the Review section, you are allowing more time for the students to absorb the material. You will particularly want to utilize the map work for the sake of geography skills. However, some map exercises are more advanced than others. Just do the ones you feel are appropriate for your students. As for timelines, don’t be surprised if you enjoy making a “Wall of Fame” timeline more than your children do. You see, for your kids, it’s all new information that happens to be taught in order. But for most adults, it’s a revelation experience to see history put on a timeline because most of us received a smattering of history here and a dose of Sunday school there. When we mesh the two together, we are amazed. Most American adults have also learned far more American history than world history. It’s exciting to put into perspective things that we have only had glimpses of in our own education. There is so much to say regarding the building of a timeline that I have a separate section — titled “Wall of Fame Timeline Suggestions” — for you with tips, ideas, and photos. For the mapping exercises, I’m including nine outline maps that have been especially designed for The Mystery of History. You’ll find these in the “Outline Maps” section at the back of this book.

Letter to the Teacher xxv Because each map is used several times, you’ll want to photocopy or print them in the quantities recommended for each student. (You’ll find a breakdown on the second page of the “Outline Maps” section.) You’ll also need to have on hand atlases from which to obtain the information to record on your maps. I recommend both a Bible atlas and a historical atlas. My favorites are: • The Student Bible Atlas by Tim Dowley (ISBN 978-0-8066-2038-1) • Rand McNally’s Historical Atlas of the World (ISBN 978-0-5288-3969-6) Both of these resources can be found on my Web site as well as on my publisher’s (www. themysteryofhistory.com or www.brightideaspress.com). A globe is also helpful for seeing the big picture. Encourage your students to be creative with fine-tip markers, colored pencils, neat hand- writing, symbols, drawings, and so forth. You may want to copy a few maps for yourself and color right along with your students in the beginning to help set a standard for neatness and creativity. Have fun with it! A well-done map is a piece of art! Step #7 — Exercises (“What Did You Miss?”) At the end of every three lessons, you will find an Exercise (or a Quiz; I explain those next) titled “What Did You Miss?” My point in including these is for the review of the material already studied. Please appreciate the great value of this approach. I feel the exercises will help pull together the individual cultures that have been taught in chronological order. For example, there will be multiple lessons on famous Egyptians, but they won’t all be taught at the same time. They will be taught in the order in which the people lived. But I think it will benefit a student to stop and put these people all together on a page under the kingdoms in which they ruled. On the flip side, the exercises will also help to place famous people with their contemporaries from other parts of the world. You will find that I am not a stickler for the memorization of dates (apart from the 12 that I recommend they memorize), but I am very much concerned that children have a broad grasp of time periods. For example, the period of the prophets from the Old Testament is the same time period during which the Mound Builders were active in America. Last, the exercises are designed for the children to use the book for assistance. So if I do ask for a date, they can look it up. This should help them develop basic study skills. Step #8 — Quizzes (“What Did You Learn?”) The next item in the curriculum layout is a Quiz titled “What Did You Learn?” (The quizzes alternate weekly with the exercises.) Pay close attention to what I have to say about these quizzes. To me, this is THE MOST unique feature of this curriculum. Each and every quiz is designed to review material from the very beginning of the course. They are cumulative reviews. I have never come across this format in any other history curriculum. I have seen the idea of cumulative review only in other subjects, such as math. I would expect a child in 3rd or 4th grade and up to begin to receive real grades for his quiz performance to motivate good study habits and to develop test-taking skills, which are sometimes lacking in the homeschool environment. I don’t believe in testing for the sake of busy work. Nor do I believe that tests can always reflect true learning. However, these cumulative quizzes will help a child to practice the retention of those facts that I believe are worth remembering. (For grading suggestions and format, see the section titled “The X File: Tips on Grading.”)

The Mystery of History-Volume I xxvi I tried to avoid overly specific questions that would discourage the average student but to include questions challenging enough to captivate the brighter student. Overall, the quizzes are not so difficult that most students couldn’t perform well. They are meant to BRING BACK to mind topics and names that a student might otherwise forget. Generally, the selected questions are asked in the chronological order in which the content was studied so that even at a glance, the children see an outline of when events took place. You will observe that the quizzes become longer throughout the text and appear more complex. However, the questions are not necessarily harder. The format is just more intimidating. By all means, give assistance to those students who might be overwhelmed. Step #9 — Quarterly Worksheets (“Put It All Together”) By the end of each quarter, students will have learned many lessons. To help them sum it all up without confusing who is who, the students are asked to complete a worksheet at the end of each nine-week quarter. They ARE expected to use the lessons to answer the questions! The worksheets are similar to the exercises but vary in length and depth. Step #10 — Semester Tests At the conclusion of each semester, the students are given a long test. The test covers material just from the previous two quarters studied. The semester tests vary from the quizzes only in length. Each semester (which is two quarters, or half of one school year) covers one major time period. There are ultimately eight time periods to study in The Mystery of History, spanning four volumes. Each volume contains two time periods. For planning purposes, this is the sequence of the volumes. 1. Volume I: Creation to the Resurrection Creation–c. a.d. 33 2. Volume II: The Early Church and the Middle Ages a.d. 29–1456 3. Volume III: The Renaissance, Reformation, and Growth of Nations 1455–1707 4. Volume IV: Revolutions to Rising Times 1708–Present Day Step#11 — Supplemental Reading Though I’ve sought to make The Mystery of History a “complete” curriculum, it’s utterly impossible. There is always more information to be found than what is contained here. For that reason, I’ve provided a section in the Appendix titled “Supplemental Books and Resources.” None of these additional books or resources is required to complete this course, but I do hope you find more for your students to read or to view. (For high school students, more reading is expected to round out this course to a credit.) Listed are picture books, nonfiction and historical fiction books, biographies, classics, primary source materials, and numerous quality films to complement your studies of ancient times. Of course, as this list is extensive, I have not had the opportunity to read or view every resource listed. Please preview all materials for their suitability for your family or classroom. Step #12 — Student Notebooks Besides The Mystery of History book, which students and teachers use together, each student should have their own Student Notebook in the form of a three-ring binder. I recommend a 2-inch- wide binder to begin with. Ideally, this binder will need to be replaced with a wider one if the student continues with other volumes and adds to his previous work. This notebook should contain eight dividers, one for each of the seven continents and one for miscellaneous items. As students complete an activity or map that is on paper, they file it under the appropriate continent. Letter to the Teacher xxvii Subsequent dividers can be made out of regular notebook paper and labeled with individual country names, such as “China” or “Ancient Greece.” I often tell the student to file a project under the continent name and the country name, for instance, “Asia: China” or “Europe: France.” I want the student to sincerely “own” the notebook as a scrapbook of his or her studies. In it, students will file maps, reports, photos of activities, and some exercise pages. It would also be a great place to file pictures of family vacations and brochures from special places. Step #13 — Grade Record For those of you who will be keeping grades for this course, I have provided a convenient grade record sheet just following a section titled “The X File: Tips on Grading.” I hope the grade record sheet and my further notes on education will be useful in your preparations.

This concludes our look at the steps of the curriculum contained in this volume. But there is more to The Mystery of History! Due to the popularity of this program, several amazing products have been created in recent years to enhance and extend your studies. Available on my Web site, and on that of my publisher, they include: • CD of Reproducibles — For your convenience, a CD of “reproducibles” has been created by Bright Ideas Press. It contains the items you are likely to print for multiple students. With the click of a mouse, you can print quality maps, quizzes, and more from your home or classroom computer in the exact amount you need. • The Mystery of History Audio Book — Using a newly mixed CD audio set, you can listen to the stories of Volume I through the voice of the author. With text in hand, you can read along as I personally narrate the stories. Without the text, you can relax and listen as I speak directly to you and your students. Beautifully mixed background music adds life, drama, and more meaning to these timeless historical lessons. (A non-music version is available in an MP3 format. See The Mystery of History Web site for details.) • The Mystery of History Coloring Pages (available as a download) — Students of all ages will enjoy these beautifully designed coloring pages. Each page of the 36-page set has been expertly drawn to capture one week of lessons in a unique collage of outline figures. (This set goes well with The Mystery of History Audio Book, as students can listen and color at the same time!) • Folderbooks (also known as Lapbooks™, Shutterbooks, or Project Books) — These are visually appealing paper/cardstock keepsakes that students can cut, fold, color, and assemble as part of their studies. Folderbooks are especially helpful to the visual and kinesthetic learners, who better grasp concepts that can be felt, seen, and organized. Bright Ideas Press Folderbooks, designed by Stacey Lane exclusively for The Mystery of History, Volume I, are easy to assemble, provide a review of lessons, and contain quality artwork, whether students color individual pieces or not. • Enrichment4You Art Pak — This CD-ROM craft pack contains eight exquisite historical art projects to complement Volume I. Students will fossilize a fern, sculpt a Sumerian relief, create a working ancient oil lamp, construct a 3-D Greek facade, arrange a Roman mosaic, and more. Beautifully illustrated mini-lessons, along with directions,

The Mystery of History-Volume I xxviii coloring pages, and materials list, are provided for each project. (Supplies are not included.) These supplemental projects are most suitable for middle and older students. • Illuminations Ye a r 1 — Bright Ideas Press has now branched into Language Arts, Fine Arts, and more with the creation of Illuminations Year 1. Using The Mystery of History, Volume I, as its spine, this complete Language Arts program includes rich and inspiring schedules for Bible, Literature, Humanities, Geography, and much more. Designed for two levels (3rd–8th grade or high school), Illuminations Year 1 covers all subjects except mathematics for a Comprehensive, Classical, Christian education. For additional resources, encouragement, fellowship, or questions to the author and publisher, please visit any of The Mystery of History and Illuminations Yahoo! support groups. To subscribe, visit: Volume I: http://groups.yahoo.com/group/MysteryofHistory1/ Volume II: http://groups.yahoo.com/group/MysteryofHistory2/ Volume III: http://groups.yahoo.com/group/MysteryofHistory3/ High School: http://groups.yahoo.com/group/MysteryofHistoryHighSchool/ Illuminations Year 1: http://groups.yahoo.com/group/Illuminations1/ Illuminations Year 2: http://groups.yahoo.com/group/IlluminationsYear2/

III. Suggested Schedules and Adaptations Younger Students For those whose oldest students are still in the kindergarten-to-3rd-grade stage, I would consider choosing two to three lessons a week to read and doing one to three corresponding activities. (The curriculum would last more than one year at this pace.) Some children with shorter attention spans may prefer one small bit of work a day. That could mean reading the lesson one day and doing the corresponding activity the next day. I would not necessarily suggest that Younger Students take pretests or complete the exercises or the quizzes unless they are particularly inclined to sit-down work. The questions of the pretests, exercises, or quizzes could be skipped altogether or presented orally instead and kept “fun” like a game show. Memory Cards could be made by the teacher and pulled out for games or drills. Timeline figures could be made for favorite figures in history, but not for all. Maps could be done on an “as-interested” basis. Many of the geography skills involve only “finger mapping,” meaning that a student finds a spot on a globe or map with his finger but is not required to transfer this information to paper. These exercises would be very appropriate for children to learn about the basic makeup of their world without stressing them out over more paperwork. To summarize, here might be a typical week for a family with the oldest child being the age of kindergarten up through 3rd grade.

Monday Tuesday Wednesday Thursday Friday Oral Pretest; Activity 1 Listen to Activity 2 Color or write Listen to the the reading of Memory reading of Lesson 2 Cards; Build a Lesson 1 Folderbook

Letter to the Teacher xxix Another variation: Monday Tuesday Wednesday Thursday Friday Oral Pretest; No history Listen to No history Work on Listen to Lesson 2; timeline figures Lesson 1; Activity 2 and/or simple Activity 1 mapping

Another variation: Monday Tuesday Wednesday Thursday Friday Listen to Listen to Listen to Choose only one Work on Lesson 1 Lesson 2 Lesson 3 activity from the timeline figures entire week and take an oral quiz

Middle and Older Students For the family who has the oldest child in 4th–8th grade, a schedule for Week 3 might be as follows:

Monday Tuesday Wednesday Thursday Friday Review previous Read Lesson 8; Read Lesson 9; Review day to Off day for lessons with Activity 8; Make Memory include timeline co-op or Memory Cards; Supplemental Cards and mapping; supplemental Pretest; reading from Do quiz or reading from Read Lesson 7; book list exercise book list Activity 7

The activities may be skipped sometimes, as in the example above on Wednesday. The other activities are chosen based on what is best for the 4th–8th grader as well as any younger siblings. If the activities are simple, a family may have two children doing a fun, hands-on project and two working on more challenging research — whatever accommodates the family as a whole. Another sample week (that fits what we most often did) would look like the one below. We preferred separate days for science and history. Our supplemental reading was spread out sporadically through the week, depending on our course load.

Monday Tuesday Wednesday Thursday Friday Review previous Science Day (no Read Lessons 8 Science Day (no Review day to lessons with history) and 9; Choose history) include timeline Memory Cards; one activity from and mapping; Pretest; Lesson 8 or 9; Do quiz or Read Lesson 7; Make Memory exercise Activity 7 Cards

The Mystery of History-Volume I xxx Older Students I define Older Students as primarily those from 9th grade and up. This means that most Older Students are seeking to count The Mystery of History as a credit for high school. It can be done. Allow me to elaborate on credits. In high school, a “credit” is a unit of measurement. A credit usually reflects the number of hours needed to complete a course of study. An acceptable high school credit ranges from 135 to 180 hours of instruction per school year. For example, a science course that meets 4 days a week (for an hour each day) would provide a student with 144 hours of instruction in a 36-week school year. This course would receive one “credit” on a high school transcript. A drama course that meets only 2 hours a week for 36 weeks would provide a student with only 72 hours of instruction. In that case, the drama course would receive a “half credit” on a high school transcript. In most states, high school history requirements include: World History 1 credit American History 1 credit Government ½ credit Economics ½ credit Total 3 credits World history, by definition, can be the study of any time period of history, ranging from ancient times to modern times. It is not necessarily the entire history of the world in one course. Therefore, a student may choose any volume of The Mystery of History, or more than one volume, for their world history studies. For example, on a transcript, Volume I may be recorded as “Ancient World History.” Volume II could be listed as a study of “The Early Church and the Middle Ages.” Volume III could be a study of “The Renaissance and Reformation.” These are broad definitions of the time periods covered. Bright students may choose to use two volumes of The Mystery of History in one school year by reading the lessons at a rapid rate and choosing activities accordingly. Calculating a high school credit for any volume of The Mystery of History is easy. To meet the minimum requirement of 135 hours of instruction in a 36-week school year, a student would need to spend 3.75 hours per week on the course. To meet the maximum of 180 hours of instruction, a student would need to spend 5 hours per week on the course. An average of those figures would require a student to spend 4.3 hours per week on the course to qualify as a standard “credit.” To simplify your planning, round that figure to somewhere between 4 and 5 hours per week, giving more time or less time as your schedule dictates. The basic course can be completed in 1 to 3 hours per week, depending on the ability of the student. This includes pretests, lessons, timeline work, mapping exercises, quizzes, exercises, and semester tests. Students working without younger siblings (homeschool or private school) may arrange the basic course any way that suits their needs. For example, independent students may prefer to read all three weekly lessons in one sitting and the review pages on another day, freeing up the rest of the week for additional reading and activities. A homeschool high school student working within the confines of a family with younger siblings would do better to read the lessons at the same pace as the family and spread additional readings and activities in between the lessons. It will be easier on the family to be at the same pace.

Letter to the Teacher xxxi No matter how the student completes the basic course, the high school student should then look at doing a combination of two things to meet the requirements of a credit. These two things are Additional Literature and Older Student Activities. 1. Additional Literature. As mentioned earlier, books and films are recommended in the Appendix to challenge students to a higher reading level and to broaden their studies. Classics, original works, nonfiction, and historical fiction are all included. This resource list is ever growing and being added to by other MOH users on the Yahoo! discussion group for high schoolers. Visit: http://groups.yahoo.com/group/MysteryofHistoryHighSchool Original works in literature are highly recommended and will be most satisfying and challenging to those bent toward a classical education. Older Students should pick and choose additional literature according to their interests and needs. If a student struggles with this added component, I recommend structuring the reading assignments with deadlines and points for completion. Even avid readers may benefit from such a structure. You know your student(s) best. Do your part to help set them up for success with whatever tools of accountability will be most effective. 2. Older Student Activities. Unlike Younger and Middle Students, Older Students should be “required” to complete a number of activities through the school year with a grade to reflect performance and completion. The number of activities may be determined by student and teacher, depending on the difficulty of the activities chosen and the time it will take to complete them. Remember, students are trying to put in at least 4 to 5 hours of study per week to meet the requirements of a credit. Choose activities that will fit this criterion. In some months, students may choose one large project. In other months, they may work on several small ones. Enjoy the flexibility to craft this course to suit the interests of your student. In grading activities, I suggest you use a scale of 1 to 100, giving points for various elements of the project. For example, on a large research project, out of 100 points, a student may earn 10 points for neatness, 30 points for content, 20 points for research, 20 points for oral presentation, and 20 points for timeliness. This point system naturally rewards students who are willing to work hard, regardless of their abilities. These grades can be factored along with the accumulation of quizzes, exercises, worksheets, tests, and reading assignments to give a fair grade for the course.

This concludes my Letter to the Teacher. I hope this lengthy letter will help you feel prepared and inspired to teach. Please be encouraged to know that I pray regularly for the students, teachers, parents, grandparents, and friends who join me in The Mystery of History. It’s my privilege to write for you. For the Sake of the Mystery, Linda Lacour Hobar

The Mystery of History-Volume I xxxii Week 31 What Do You Know? Pretest 31

Jeopardy! I provide the answers; you give me the right question for each from the list below. Draw neat lines in different colors to connect them. 1. Elephants 5. Paper

2. The Alps 6. Antiochus Epiphanes

3. Salt 7. Oil

4. Silk 8. Dedication

What Seleucid ruler sacrificed a pig on the Jewish altar? What was the greatest trade item made by the Chinese? What animal did Hannibal use to fight against the Romans? What was miraculously provided at Hanukkah? What mountains did Hannibal cross with his war elephants? What substance was scattered across Carthage to ruin it? What does the word “Hanukkah” mean? What did the Chinese invent during the Han dynasty?

Quarter 4, Week 31 399 Lesson 91 218 b.c. Hannibal, Elephants, and the Punic Wars ar away from China at about the same time that Qin started the Great Wall, trouble was stirring F between two important cities, Rome and Carthage. The city of Rome was determined to rule over the entire Mediterranean world. Carthage, however, wasn’t going to let this happen very easily. Carthage (KAR thij), an ancient city and state located in northern Africa, was a threat to Rome because it was in an ideal location for trading. Look on a historical map now and find both Carthage and Rome. They were really quite close to one another although they were on two different continents. Only the waters of the Mediterranean Sea separated them. The fighting between these cities became known as the Punic (PEW nick) Wars. It was called that because the Romans used the word “Punic” for “Phoenicians.” What do the Phoenicians have to do with it? Glad you asked that question. It was the Phoenicians of long ago who first settled the city of Carthage on the Mediterranean. Carthage was what we would call a “colony” of Phoenicia for many years. During the First Punic War, the Carthaginians fought with the Romans over the island of Sicily. That is the small island that looks like it is being “kicked” by the peninsula of Italy. (Archimedes was from there.) Carthage lost that battle. Twenty years later, though, a brilliant general named Hannibal rose to power in Carthage. He would greatly challenge the Roman rule. While just a boy, Hannibal developed an intense hatred for Rome. His father once asked him to make an oath that he would never be friends with a Roman. Hannibal kept that oath all his life. The most amazing thing Hannibal ever did was to completely surprise the Romans in an attack. You will have to look at a map to appreciate this strategy. Rather than trying to attack Rome from the south where Carthage was, Hannibal marched to Rome in 218 b.c. by heading west through Africa, north at the Strait of Gibraltar (ji BROL tur), and east across the perilous Alps — one of the highest mountain ranges in the world! This man and his army, who lived south of Rome and across a sea, attacked Rome from the northwest. It was a brilliant idea. To make the endeavor even more astounding, Hannibal took 37 war elephants with him! Can you imagine elephants climbing the Alps? To be honest, they didn’t In an incredible effort to attack Rome, Hannibal crossed rivers and scaled the Alps with 37 war elephants! do a very good job. On the way, all but one

The Mystery of History-Volume I 400 died, from either the freezing conditions or falls from great heights. One-third of Hannibal’s men died for the same reasons, as well as from starvation, on the long and perilous journey. Still, Hannibal was very courageous. It is said that he himself would serve as a scout — hiking or riding his horse to the next highest peak, yelling back to his men that it was safe for passage. I can picture him shouting and waving. Both he and his men were subject to slippery ice, deep snow, and freezing weather. It is incredible that they made it at all. Over the next 15 years, the brave and gallant Hannibal managed to defeat the Romans at three different battlefronts in Italy, but he was yet to meet up with the best that Rome had to offer in generals. His name was Scipio (SIP ee oh). While Hannibal was in Italy far from home, Scipio moved his men to attack Carthage by way of the sea. News of that forced Hannibal to sail back home. In 202 b.c., Scipio and Hannibal finally met face to face to fight at theBattle of Zama (ZEE muh or ZAH muh). At stake was the fate of the Mediterranean world. The result of this battle was to shape the rest of history! Since you’ve probably never heard of Carthage before this lesson, that might give you a clue as to who won this decisive battle. Hannibal and his men just couldn’t do it — they could not squelch Scipio. The Romans went on to claim the final victory in theSecond Punic War. This was just the beginning of Rome’s showing how strong she could be. Hannibal, on the other hand, left the army and worked instead on rebuilding the city of Carthage. He was so successful that he again posed a threat to the Romans. They set out to have Hannibal ousted from Carthage once and for all. He had to flee far from home to save his life. After 10 years, the Romans finally caught up to Hannibal while he was in hiding on the island of Crete. That is the same island where the Minoans once lived. Rather than suffer the humiliation of being captured, Hannibal ended his own life in 183 b.c. He supposedly drank poison that he kept stored secretly in a ring on his finger. Some of Hannibal’s last words were “Let us now put an end to the great anxiety of the Romans, who have thought it too lengthy, and too heavy a task, to wait for the death of a hated old man.”1 Ironically, Hannibal’s old enemy, Scipio, died that same year. Both men died without the knowledge that Carthage was later obliterated by the Romans in the Third Punic War (149–146 b.c.). The destruction was among the worst in all of history, as the entire city was burned over two weeks and any survivors were carried away into slavery. As a final act of cruelty, the Romans contaminated the burned city with salt. Why salt? Salt was sure to ruin the land for farming. Without farmland, Carthage was made uninhabitable. This devastation of the great trade city of Carthage certainly would have broken Hannibal’s heart.

Activities for Lesson 91

91A—Younger Students Write a story about what it would be like to have a pet elephant. What would you want him to do for you? Where could he take your family? Where would he sleep, and how much would he eat? To make your story believable, read some information about elephants in the encyclopedia and weave

1. As quoted in Don Nardo, The Punic Wars. (San Diego: Lucent Books, 1996), 82.

Quarter 4, Week 31 401 these facts into your story. Dictate the story to your teacher and include it in your Student Notebook under “Africa: Tunisia.” (Tunisia is the modern country in Africa where Carthage used to be.)

91B—Middle Students Pretend you are a soldier with Hannibal’s army. Write a diary page of what it is like to travel with the elephants. Although it was not a funny expedition, you could write your diary page in a humorous fashion. Use your imagination. File your page under “Africa: Tunisia.”

91C—Older Students 1. Write a synopsis of each of the three Punic Wars. These wars were considered pivotal to history, and the tactics of Hannibal were ingenious. Pay attention to the name Scipio. There was more than one. File your research under “Africa: Tunisia.” 2. Are you a war buff? If you like battle scenes, research the details on the Battle of Zama, Scipio versus Hannibal. It was quite a showdown.

Lesson 92 206 b.c.–a.d. 220 The Han Dynasty hen you think of images of ancient China, what comes to your mind? Do you picture bustling W streets, ornate palaces, and beautiful works of art? I hope so because all of these are part of China’s rich past. Much like the Greeks in Athens, the Chinese experienced a time period during which their cultural achievements greatly blossomed. It was during the Han dynasty that the more creative side of the Chinese emerged. In review, the Qin dynasty was rather short. It lasted just a few years beyond the life of Shi Huang Ti, who oversaw the building of the Great Wall of China. After his death and a few years of civil war, the Han dynasty ruled over China from 206 b.c. to a.d. 220. That is more than 400 years!2 If you remember, the Qin dynasty unified the warring states of China into one big country. This is the land that the Han dynasty inherited. They made it even bigger underEmperor Wu Ti (woo dee), who ruled from 141 to 86 b.c. He added parts of central Asia and the southeast coast of China, and conquered the Mekong Valley. Chang’an, the bustling capital city during this time period, was second only to Rome in size and magnificence. Even with all this new land, China remained somewhat isolated from the rest of the world. The Chinese didn’t really need anything from the Western world except horses. These animals didn’t breed well in China and had to be imported. Otherwise, the Chinese had their own natural resources and plenty of farmland for food. But the Western world sure wanted something that China had. And that was silk!

2. The Chinese divide this long span into two major time periods, the Former (or Western) Han from 206 b.c. to a.d. 9 and the Later (or East- ern) Han from a.d. 25 to 220. The name change reflects the move of the capital city from Chang’an (in the west) to Luoyang (in the east).

The Mystery of History-Volume I 402 Remember learning about the simple little silkworm that the Chinese learned to harvest? I told you that they kept the worm a secret for about 3,000 years. They were very smart to do that. The art of making silk was a mystery to the people of Rome, Greece, and other countries. That made the demand for silk great and the price of it exorbitant. The desire for silk was so great that a group of roads from China to Syria was later nicknamed the “Silk Road.” The Silk Road trade routes stretched for 2,500 miles and basically connected the East with the West. It has been said that the value of silk was so high in Rome that it was equal to gold. No wonder men were willing to travel over mountains and through deserts to trade this fine cloth. Within China itself, travel became more interesting during the Han dynasty as many villages were connected by long canals or waterways. Some families lived on houseboats to make a way of life out of moving goods from village to village. It was not uncommon to see the babies and toddlers who lived on the houseboats wearing bamboo floats to protect them should they fall overboard. Culturally, many beautiful things were built during the Han dynasty, though few remain intact. Art was becoming more appreciated for its beauty. The Chinese became famous for their delicate pottery that we still call “fine china” today. It refers to a type of porcelain made from fine white clay. As for inventions, it was during the later Han dynasty that paper was invented by the Chinese. It is hard for us to believe that paper, as we know it, didn’t come into existence until about a.d. 100! The Chinese are also responsible for inventing the first seismograph, a device that detects and measures earthquakes. Though the first seismograph looked like an ornate toy in comparison to today’s version, the Chinese were thinking way ahead of themselves. The Han dynasty was not known only for silk trading, porcelain, and inventions. The During the Han dynasty of China, beautiful art blossomed, porcelain emperors of this era took China back to some pottery was refined, paper was invented, and seismographs were devised to detect and measure earthquakes. of its former roots. Remember when Shi Huang Ti burned the ancient history books and teachings of Confucius? He couldn’t really burn them all. The writings of Confucius were rediscovered under the Han rule and brought back into the arena of Chinese politics. One of the principles of Confucianism was the idea that men should be appointed to rule based on their abilities, not on their birth. So people who wanted to serve in the government in China had to take a test that showed they understood politics. This rule, however, did not apply to emperors. There were, at times, babies who inherited the throne. In that case, their mothers were often the real rulers. Overall, though, the Han dynasty was good for the people of China. For 400 years, the Chinese were prosperous and stable. In the course of history, that is a long time. When we get to the study of Jesus Christ and the early church, remember that the Han dynasty would still have been ruling over China.

Quarter 4, Week 31 403 Activities for Lesson 92

92A—Younger Students Does your family have any dishes that are made of fine china? If so, compare them to regular dishes. Of course, you will need to handle the china carefully! Fine china can break very easily. With permission, eat a snack or your lunch on the china dishes. Research with your teacher how these dishes are made. Talk about what makes them so easy to break.

92B—Middle Students The Chinese traders depended on camels for the long journeys across the Silk Road. Research the interesting characteristics of these animals that make them perfect for such travel. Write three paragraphs on “Camels Caravan the Silk Road.” File this paper in your Student Notebook under “Asia: China.”

92C—Middle and Older Students Update your list of Chinese dynasties with the following information on the Qin and Han dynasties. For the “Special notes” column, review the lesson for each dynasty and list what you consider the most significant achievements of each. Keep your list filed under “Asia: China.”

The Dynasties of China

Date of power (years ruling) Name of dynasty Special notes

221–206 b.c. (15 yrs.) Qin

206 b.c.–a.d. 220 (426 yrs.) Han

92D—Older Students 1. Investigate the short-lived Hsin dynasty. It is based on one man who overthrew an infant on the throne of China to fight for the peasants’ rights. Find out who the “Red Eyebrows” were in the story. Record your findings under “Asia: China.” 2. Research the recent discovery (1972) of the tomb of Lady Dai. She lived sometime during the Han dynasty and probably died about 150 b.c.

The Mystery of History-Volume I 404 Lesson 93 165 b.c. The Maccabean Revolt t about the time the Han dynasty was being established in China, the Lord was at work A protecting His people in Israel from a very cruel man. The history of the Jews never ceases to amaze me. Over and over again, God kept His hand on the Jews in order to bring about His plan to send Jesus Christ. In Israel, the Jews were being seriously oppressed by a man named Antiochus Epiphanes (an tee OCK us eh PIFF uh neez), or Antiochus IV. He was the eighth ruler of the Seleucid (suh LOO suhd) dynasty. Do you remember the Seleucids? They were one of the four families we studied earlier who gained part of Alexander the Great’s empire after he died. Antiochus Epiphanes was a ruthless man. He had no respect for the beliefs of the Jews. He wanted them to adopt the Greek way of life. This is calledHellenization , the term given to the practice by many nations of adopting Greek ideas, style, and customs after the spread of Alexander’s empire. Antiochus Epiphanes was so cruel that at one point he took over the Jewish Temple and sacrificed a pig on the altar to mock the Jews. He also put up a statue of the Greek god Zeus right there in the Temple. You can imagine the rage and the hurt of the Jews to have the house of the Lord defiled in that way. This was the same Temple that Zerubbabel had worked so hard to restore. Furthermore, Antiochus IV forbade the custom of circumcision, and he destroyed as many copies of Old Testament Scripture as he could find. The Jews who opposed him were killed. God was watching, though. He raised up a man named Judas Maccabee who was able to stop the tyranny of Antiochus IV, but it wasn’t easy. Judas Maccabee was the son of a priest named Mattathias (mat uh THIGH us). It was Mattathias who first led a rebellion against Antiochus. Mattathias refused to give sacrifice to a pagan god and was forced to flee for his life to the hills. He died shortly after that, so Judas, his son, took his place in leading an all-out revolt against Antiochus Epiphanes. This has become known as the Maccabean Revolt. Interestingly, Judas had far fewer men and probably fewer weapons than his enemy had, yet time and time again, he was victorious in defeating Antiochus. In fact, Judas earned the name Maccabee, which means “hammerer,” from this series of victories. It is apparent to me that the Lord was on their side for the three years they fought. Finally, in 165 b.c., Judas Maccabee gained control of the sacred Temple. The Jews immediately went to the task of cleaning up the mess the intruders had made. TheTalmud (TAHL mood), a special collection of Jewish writings, tells an amazing story that happened during the cleanup. The Talmud says that during the Temple rededication, the Jews found only one small bottle of oil with which to light holy lamps for what was probably a belated celebration of the

Quarter 4, Week 31 405 Feast of Tabernacles (when the Jews remembered their temporary dwelling in the wilderness).3 Miraculously, the oil that should only have lasted one day — lasted for eight! It was as if the Lord extended the life of the oil just long enough for the Feast of Tabernacles and rededication of the Temple. It is from this meaningful event that the custom of Hanukkah was started. The word “Hanukkah” means “dedication.” To this day Jewish people remember the eight days of worship and the burning of the oil lamps. In the Book of John in the New Testament, it is called the “Feast of Dedication.” (See John 10:22.) In the celebration of Hanukkah, Jews light one additional candle each night on a lampstand called a “menorah.” By the eighth night, all the candles are lit together, and this Scripture is recited: “ ‘Not by might nor by power, but by My Spirit,’ says the Lord.” (Zech. 4:6) The Jews also give gifts to one another and to the poor on this special holiday that falls near Christmas. Judas Maccabee himself died in battle just a few years after the Temple In remembrance of the Feast of Tabernacles and rededication of the rededication. His brothers, however, Temple, people of the Jewish faith light candles on a menorah at carried on the tradition of fighting for the Hanukkah. Jews’ independence. How little did they know Who was soon to come to bring His message of peace to the whole world!

Activities for Lesson 93

Memory Cards Make your Memory Cards for Lessons 91–93.

93A—Younger Students 1. Obtain a real menorah as used by the Jews on Hanukkah (or make one out of eight candleholders). With adult supervision, light the eight candles from left to right. It is a tradition to recite these words in addition:

“We kindle these lights because of the wondrous deliverance You performed for our ancestors.”

Take a picture of your candles and place it in your Student Notebook under “Asia: Israel.” Title the page “The First Hanukkah.”

3. The Feast of Tabernacles is also called the Feast of Booths or Sukkot. See Leviticus 23:33–44. See also in the Apocrypha: 1 Maccabees 4:52–59 and 2 Maccabees 10:6.

The Mystery of History-Volume I 406 2. Play the Hanukkah game of dreidel. Directions are in Activity 93A in the Appendix Activity Supplement.

93B—Middle Students Make a traditional Hanukkah dish. A recipe can be found in Activity 93B in the Appendix Activity Supplement.

93C—Older Students Original Works. Obtain a copy of the Apocrypha. Then look up 1 Maccabees 4:52–59 and 2 Maccabees 10:6 to follow the story of Hanukkah.

Quarter 4, Week 31 407 Take Another Look! Review 31: Lessons 91–93

Wall of Fame • Hannibal, Elephants, and the Punic Wars (218 b.c.) — Find or draw a picture of an elephant. Of course, write Hannibal’s name and the date on it. [From History Through the Ages, use The Punic Wars, Hannibal, and Scipio Africanus.] • Han Dynasty (206 b.c.–a.d. 220) — Tape a small sample of silk (or imitation silk) on a card marked “Han Dynasty.” Add the date for your timeline. [Use The Han Dynasty.] • Maccabean Revolt (165 b.c.) — Sketch or photocopy a small menorah, the eight-candle lampstand used by the Jews to celebrate Hanukkah. Or, tape eight small birthday candles to a card for the timeline. Title and date the card appropriately. [Use Antiochus Epiphanies & the Maccabean Revolt and The First Hanukkah.]

SomeWHERE in Time

Younger Students 1. In a Bible atlas (in Tim Dowley’s Student Bible Atlas, see “The Roman Empire in the Time of Christ”), find the cities of Rome and Carthage. Trace with your finger the route of Hannibal and his elephants. Find this same route on a globe with raised elevation. Can you feel the mountains with your finger?

Middle Students 2. Tim Dowley’s Student Bible Atlas has a beautiful map of Palestine while under the Maccabees. Compare this map to Outline Map 7, “Israel.” On the outline map, find and label the Sea of Galilee, the Dead Sea, and the Mediterranean Sea. Then, using light pencil lines, do your best to transfer the borders of Palestine under the Maccabees to your outline map. This may take a few tries. You can always erase the lines and start over. When you have things in about the right place, go over your light pencil lines with a dark pen. Label the land “Palestine.” Find and label the city of Jerusalem. Lightly shade in orange the area you outlined. Title the map “Palestine After the Maccabean Revolt.” File your map in your Student Notebook under “Asia: Israel.”

Older Students 3. Using a reference book or historical atlas (Rand McNally’s Historical Atlas of the World, “Human Emergence on the Changing Face of Earth”), find the Silk Road. Transfer and label the route onto Outline Map 4, “East Asia.” Find and mark the city of Ch’iasha (Kashgar). This city is not in the index of Rand McNally’s atlas, but it can be found on the map titled “Eastern and Southern Asia About 750 a.d.” The city of Ch’iasha was a popular stop for caravans traveling along the Silk Road. In addition, using the Rand McNally map titled “Earlier and Later Han Dynasty” as a guide, mark the Tien Mountains, the Takla Makan Desert, and the Kunlun Mountains.

The Mystery of History-Volume I 408 Last, systematically use four different colors to shade the generalphysical terrain. This will require the use of a physical map as can be found in Rand McNally’s atlas. Shade the deserts in light brown, the higher mountains in light purple, the lower mountains in dark green, and other land areas in light green. Create a key indicating your colors for the topography. Title your map “The Silk Road to China” and file it in your Student Notebook under “Asia: China.”

Quarter 4, Week 31 409 Name: Date:

What Did You Learn? Week 31: Quiz

I. True or False? Circle your answer. 1. Sir Richard Owen first used the term “dinosaur,” which means “megalithic lizard.” T F 2. According to the Bible, man’s language was confused at Stonehenge. T F 3. Ancient Egyptians built pyramids as tombs. T F 4. Hammurabi, who wrote a code of 300 laws, was the king of Crete. T F 5. The Tabernacle was a worship tent used for about 40 years in the Wilderness. T F 6. Rahab protected the Hebrew spies in the city of Jericho. T F

II. Multiple Choice. Circle the correct answer for each question. 1. Samson delivered Israel from the ______just as an angel foretold to his mother. a. Phoenicians b. Midianites c. Philistines d. Egyptians 2. When the kingdom of Israel divided, how many tribes became known as Judah? a. 12 b. 10 c. 2 d. 14 3. In the Old Testament, Elisha helped to cure Naaman of ______. a. blindness b. leprosy c. bone disease d. mental illness

The Mystery of History-Volume I 410 4. The prophet Hosea was brokenhearted over the unfaithfulness of his wife, ______. a. Bathsheba b. Jezebel c. Delilah d. Gomer 5. Sennacherib of Assyria tried to defeat Judah under the reign of ______. a. David b. Gideon c. Hezekiah d. Daniel 6. The prophet Jeremiah suffered being ______. a. silenced b. imprisoned c. exiled d. placed in “stocks” e. All of the above.

III. Matching. Match the people on the left with the places on the right by putting the correct letter next to the number.

1. Nebuchadnezzar a. Israel

2. Aesop b. India

3. Buddha c. Babylonia

4. Confucius d. Greece

5. Artaxerxes e. Persia

6. Haggai f. China

Quarter 4, Week 31 411 IV. Fill in the Blanks. Use the Word Bank provided at the end of this section. 1. Alexander the Great had a beautiful and spirited horse named ______.

2. ______was an intelligent Greek scientist who discovered the principle of displacement while soaking in the tub.

3. Emperor Asoka of India planted ______across his country for travelers.

4. Shi Huang Ti, the emperor of the Qin dynasty, was responsible for the building of the ______of China.

5. To try to defend the city of ______from Rome, Hannibal marched across the Alps with elephants.

6. Judas Maccabee was successful in ridding the Jews of ______and his ruthless rule.

WORD BANK

banyan trees Archimedes Carthage Bucephalus Great Wall Antiochus Epiphanes

V. Answer these questions in complete sentences. Use a separate sheet of paper. 1. Why did the Egyptians believe it to be so important to mummify the human body at death? What did this reflect of their understanding of life after death? 2. What features of the Septuagint make it such a special book?

The Mystery of History-Volume I 412 Week 32 What Do You Know? Pretest 32

Circle Sense. Circle the choice that you think makes the most sense to complete the sentence. 1. Spartacus was the name of a Roman (slave, king).

2. The word “gladiator” in Latin means (“happy,” “sword”).

3. The Roman (Republic, Empire) came first in history.

4. The word “triumvirate” means rule by (two, three) persons.

5. Pompey was a famous Roman general known for getting rid of (sharks, pirates) in the Mediterranean Sea.

6. Crassus, a Roman consul, put down a rebellion of (slaves, students).

7. Caesar fell in love with the queen of Egypt named (Cleopatra, Sheba).

8. The month named Quintiles was renamed (February, July) by Julius Caesar to memorialize his name.

Quarter 4, Week 32 413 Lesson 94 Date Unknown–71 b.c. Spartacus f from time to time I were able to rewrite parts of history to give it a happier ending, this lesson I would be one of those times. The story is about a Roman slave namedSpartacus (SPAR tuh kuss) who was courageous enough to try to change the miserable life that he was forced to live. Let’s back up first and review what life was like during theRoman Republic. If you remember, there were two main classes of people, the patricians (puh TRISH unz) and the plebeians (pli BEE unz). The patricians were the upper class and the plebeians were the lower class. But besides these two groups, there were thousands and thousands of people who were slaves. In the early days of the Roman Republic, only a few of the rich kept slaves. However, over the years, the Romans defeated more and more countries around them. With each victory, the Roman soldiers carried back men, women, and children as prisoners of war who were sold as slaves. The number of slaves in Italy grew to be as much as one-fifth of the population! In the city of Rome alone, there were 200,000 slaves out of the one million people who lived there. The life of a slave was horrendous for most. It was common to be beaten and treated like an animal. Many slaves were used as gladiators who provided entertainment for the Romans. The term “gladiator” comes from the Latin word gladios, which means “sword.” A gladiator was trained with swords and other weapons to fight until death against other gladiators. It was a gruesome way to live or to die! Seneca, a Roman philosopher of the first century, wrote this about the gladiator events, which he saw with his own eyes: The other day, I chanced to drop in at the midday games, expecting sport and wit and some relaxation to rest men’s eye from the sight of human blood. Just the opposite was the case. Any fighting before that was as nothing; all trifles were now put aside — it was plain butchery. The men had nothing with which to protect themselves, for their whole bodies were open to the thrust . . . The crowd cries for the Gladiators were trained to fight to the killers to be paired with those who will kill them, death with swords and other weapons. Tragically, this horrid quest for survival and reserves the victor for yet another death. This became a form of entertainment for is the only release the gladiators have.1 the Romans.

1. The Mammoth Book of How It Happened, ed. by Jon E. Lewis. (New York: Carroll & Graf Publishers, 2006), 27.

The Mystery of History-Volume I 414 Because of this barbaric treatment, the slaves tried over and over to revolt against the Romans. The largest uprising that ever took place was led by Spartacus, a slave from Thrace, which today is Bulgaria and Turkey. Spartacus, whose birth date is unknown, had once been a free man. He became a slave as a result of war with the Romans. I imagine that the memory of living “free” helped motivate Spartacus to fight against his captors. A famous historian named Plutarch (PLOO tark) said of him, “Spartacus . . . was a man not only of high spirit and valiant, but in understanding, also, and in gentleness superior to his condition.”2 He sounds like an incredible man to me. And he proved to be a real threat to the Romans. It was while Spartacus was in gladiator school near Rome that he first managed to escape from slavery. After setting thousands of other slaves free, Spartacus formed a huge army of freed slaves! These men acquired their own weapons and trained for full war. For almost two years, Spartacus and his men fought off the Romans in what was called the Servile War. (“Servile” is derived from a Latin word meaning “slave.”) Roman armies large and small were unable to bring these daring men, women, and children back into submission. Unfortunately, there were some powerful men in Rome who began to get pretty nervous over the conquests of Spartacus and his men. The Roman leaders feared that all the slaves in Italy would be made free and attack Rome itself. In their minds, it was time for serious war. A rich man named Marcus Licinius Crassus (CRASS uhs) stepped up to lead the fight. The year was71 b.c. when Crassus and his army met up face-to-face with Spartacus and his army of 90,000. Plutarch wrote that in full view of all his men, Spartacus stood bravely next to his own horse and killed it with his sword. He claimed that if they won that day, he would pick a new horse from the Romans. But if they lost that day, he wouldn’t need a horse anymore. With that, he fought his last fight. The Roman army killed nearly the entire group of slaves, including Spartacus, the fearsome and unwavering leader of them all. Adding to the gruesomeness of the situation, the 6,000 slaves who managed to survive the battle were put to death through crucifixion. That is the same excruciating way that Jesus died. The slaves who were hung this way were lined up for miles along the Appian Way, a long, well-traveled road across the Roman Republic. This cruel death sentence was meant to scare the other slaves from the idea of ever rebelling again. I suppose it worked, too, as there was never again an uprising of Roman slaves to this degree. I told you ahead of time that this was a sad story. Perhaps we would all do well to think about the incredible bravery and courage of Spartacus and his men rather than dwell on their final defeat.

Activities for Lesson 94

94A—Younger Students Slavery is not a humorous matter at all. In order to somewhat feel the bondage that the Roman slaves felt, make yourself “a slave for an hour” to your family. For example, over a one-hour

2. Plutarch quote from Will Durant, Caesar and Christ. (New York: Simon and Schuster, 1944), 137.

Quarter 4, Week 32 415 time period, do for your parents or siblings whatever they request of you. Do it without questioning them. (They should keep it to menial tasks around the house!) How does it feel to be told what to do over and over again?

94B—Middle Students One of the practices of keeping slaves in the days of Rome was to hang a sign around a slave’s neck with a list of his or her qualifications on it during a slave trade. That way, slave masters could barter for slaves with specific qualities or skills that they were looking for. Out of paper and string, design for yourself a sign that would describe your strengths. For example, “strong hands, good teeth, works well with numbers.” Or, “sings well, obedient, likes to cook.” On your sign, use the letter “v” to replace the letter “u” because there was no letter “u” in Latin. It will make the sign look more authentic. Thanks be to God that our “value” is not dependent on what skills or talents we possess but on the fact that a loving Lord created us.

94C—Older Students With parental approval, watch the film titledSpartacus, starring Kirk Douglas. It is a gripping drama of the life Spartacus led. Some parts of the movie are dramatized for effect rather than based on historical accuracy. However, one scene in the movie clearly shows a slave wearing a sign like the one described in the above activity. Watch for the sign when Tony Curtis, playing the part of a slave, is sent to Crassus. (Caution: Though this movie is old and not in any way as graphic as today’s films, it does contain references to immoral themes that are common to all time periods.)

Lesson 95 60 b.c. The First Triumvirate it back and hold on tight because we are about to launch deep into the complex history of S Rome. You have already learned quite a few things about the Roman Republic. But our next six or seven lessons will be key to understanding the founding of the more powerful Roman Empire. It began with the formation of the First Triumvirate, a ruling body of three. The rise and growth of Rome really began with three men. The men wereMarcus Licinius Crassus (CRASS uhs), Pompey (PAHM pea) the Great, and Julius Caesar (SEE zer). You have already learned something about Crassus. He was the rich and powerful Roman who managed to end the rebellion of Spartacus and the other slaves. Crassus served Rome as a consul and a censor. A consul was like a president and was voted to serve for one year with another consul. A censor was a person who watched the conduct of the Roman Senate. We still use the word “censor” today to refer to those who examine public materials (such as books and the like) and remove any objectionable or forbidden content.

The Mystery of History-Volume I 416 Like Crassus, Pompey the Great also served as a consul to Rome. Pompey was well admired by his countrymen for fighting against pirates in the Mediterranean Sea. Pirates had been a serious threat to sailors and traders in the sea until Pompey came along. In just 40 days, Pompey destroyed 1,300 pirate ships without losing a single Roman ship! He was also a war hero for conquering the country of Syria in the east. Before I go on to introduce Julius Caesar, the third man in this lesson, we have to do a little review. If you remember from earlier in our study, the Romans decided a long time ago that they didn’t like having one king rule over them. So they appointed two consuls to rule at the same time. That was when they founded the Roman Republic. A “republic” refers to a country without a king. This was the kind of government still found in Rome in the first century before Christ. The two strongest leaders in Rome about 60 b.c. were Crassus and Pompey. Each was struggling to gain ultimate power. However, there was one guy who just wasn’t patient enough to wait for Pompey or Crassus to settle their disputes. That man was Julius Caesar. Through bribes and violence, Caesar cunningly swayed Pompey and Crassus to join a coalition with him. One plus two equals three. So the Roman Marcus Licinius Crassus and Pompey the Great were serving as consuls to Rome when Julius Caesar swayed them into joining with him to form the First Republic was then ruled by Triumvirate, a ruling body of three persons. three men instead of two, making up what has become known in Roman history as the “First Triumvirate.” (Once again, the word “triumvirate” means “rule by three persons or parties.”) Three is an odd number, of course, and that just about describes the arrangement of these ambitious men. Each leader was powerful in his own way, and probably not one of them completely trusted the other two. To add to the complexity of the situation, Caesar’s daughter was married to Pompey! So Caesar and Pompey were “in-laws.” Julius Caesar was a brilliant man on many different levels. He was born in Rome but went to Greece to study philosophy and speech. Before he was elected consul, Caesar served Rome as the director of public works and games. Julius Caesar became very popular in this role because he was willing to spend a lot of money on spectacular entertainment and recreation for the people. He spent so much on entertainment that he took Rome into debt, but the Romans didn’t mind. They forgave him and enjoyed their amusements. To further his career even more, Caesar chose to serve Rome as a military general. He went to the land northwest of Italy called Gaul (GAWL). That is where France is now. For nine years, Caesar fought practically undefeated in the Gallic Wars through Gaul, Germany, and even into Great Britain. Caesar was hungry for land and power. Though he was a military genius, he was also cruel.

Quarter 4, Week 32 417 He attacked village after village across Europe and swallowed them up under his control. Thousands upon thousands lost their lives trying to stand up against Caesar and his army. What you will soon learn is that the power of Julius Caesar grew frightening. He scared not only the non-Romans that he conquered but some of the Romans as well. In our next lesson, we’ll see just how far Julius Caesar got in taking complete control of the Roman world.

Activities for Lesson 95

95A—Younger Students Pompey was known for dealing with the problem of pirates in the Mediterranean Sea. Did you know that pirates were real? Dress up today like a pirate by rubbing dark makeup on your face for a beard and wrapping a bandana around your head. Add a gold-hoop earring if you can. Hide some “gold” around your house and then make a treasure map to lead someone to it. “Wrinkle” the map a little to make it look old. In the process of hunting for buried treasure, bump into Pompey and pretend to fight him. (Don’t hurt each other, though!)

95B—Middle Students Much of the strength of Rome came from its well-organized army. Turn to Activity 95B in the Appendix Activity Supplement to find out more information about the structure of the Roman army. Copy and color the chart provided and file it under “Europe: Italy.”

95C—Older Students William Shakespeare loved history and wove it into his numerous plays. Read one of his most famous plays, titled Julius Caesar. Another option would be to view Julius Caesar, the 1953 film starring Marlon Brando.

Lesson 96 49 b.c. Julius Caesar have already introduced you to Julius Caesar. But because he was such a powerful man, I want I you to learn much more about him. Some people would say Julius Caesar was one of the greatest men who ever lived! I think that depends on how you define greatness. You already know that Julius Caesar was one of the three men who made up the First Triumvirate. That was a new system of leadership for Rome. I told you, too, that Caesar had moved to Gaul and other parts of Europe to fight as a general for the Roman army. Caesar was extremely successful fighting abroad, though at times he was ruthless in his victories. A lot of blood was shed at his command.

The Mystery of History-Volume I 418 In the last lesson, I told you that even the Romans were beginning to fear Caesar. In fact, when Caesar was ready to return home to Rome, he was told by the Roman Senate not to show up with his army. They told him he was only allowed to return to Rome as a private citizen, not as a general or ruler. Why? Julius Caesar was beginning to appear unstoppable. At the time of this mandate, Julius Caesar was near the Rubicon (ROOB ih kahn). The Rubicon is a river that back then ran as a border between Gaul and Italy. If Caesar disobeyed the Senate’s mandate by crossing the river with his army, he would essentially be declaring war against Rome itself! What do you think he did? Historians say that Caesar crossed the water without a second thought. Within minutes, he was well on his way toward Rome with the ambition of taking complete control of it. To this day, the expression “crossing the Rubicon” refers to someone making a strong decision that can’t be reversed. Caesar’s defiant act was so threatening to Pompey that he ran right out of Rome. Pompey’s wife, who I mentioned before was Caesar’s daughter, had died earlier in childbirth. So the two men, Caesar and Pompey, were no longer willing to pretend to get along. Pompey actually fled to Egypt where he was later murdered! Crassus, the other man of the triumvirate, died in 53 b.c., previous to Caesar’s crossing of the Rubicon. These “vacancies” in the triumvirate left Caesar’s lone position wide open to his ambition. In 49 b.c.,

he single-handedly took over as ruler of Once Julius Caesar crossed the Rubicon, there was no hiding his ambition. Rome. It was quite a turning point in Essentially, he took on Rome and succeeded in becoming its sole ruler. the Roman Republic that had never wanted a “single” king. I will say, however, that once Caesar assumed the leadership of Rome, he did do some amazing things. Being the brilliant man that he was, Julius Caesar oversaw many improvements in Rome. For one, he saw to it that the calendar, which had been in confusion for awhile, was updated. In the process, Caesar had two more months inserted into the year and renamed another month after himself. (That would be “July,” of course. It replaced the month called “Quintiles.”)

Quarter 4, Week 32 419 Even though Caesar had a reputation for being callous toward his enemies, he provided good care for the citizens of Rome. He tried to replace dishonest politicians with respectable ones. He also worked hard for the poor people of Rome. He established a system for them to receive free grain. As a speaker and writer, Caesar had few equals. He wrote extensively about his war experiences in Gaul. Serious students of Latin today are familiar with his works, titled Seven Commentaries on the Gallic War. One of Caesar’s downfalls, however, was in the matter of romance. His life story really gets interesting here. It seems that while he was in pursuit of Pompey, who had fled to Egypt, Julius Caesar met the enchanting Cleopatra. Though he was already married, Caesar fell in love with Cleopatra and helped her to secure the throne of Egypt. Even with all their faults, these two were a formidable duo! Cleopatra was rich, powerful, intelligent, and ruthless in her efforts to become queen. Caesar was equally smart, strong, and ambitious. Together they dreamed of ruling the entire world as it was known back then. One problem, though, was that Caesar began to spend more time in Egypt than in Rome. This masterful leader was failing to be a great ruler from far away. You will learn in the next lesson that the Romans had some very mixed feelings about Julius Caesar. Though Caesar had never called himself a “king,” he was acting like one. In arrogance, he gave himself the title “dictator for life.” Caesar most enjoyed the term “Imperator,” which is how the Roman army addressed him. From that term came the word “emperor.” Though Caesar may have had the title of dictator for life, he couldn’t have known just what little “life” he had left!

Activities for Lesson 96

Memory Cards Make your Memory Cards for Lessons 94–96. Julius Caesar (49 b.c.) is a date to memorize; highlight the Memory Card.

96A—Younger Students Re-enact the crossing of the Rubicon. Create a “river” out of a blue blanket or sheet. Lay it in a doorway between two rooms. Along with some “army men” (toy action figures) and play horses, stand by the river. Have a messenger inform you of the situation in Rome. If you and your men cross the river instead of turning back, you will be declaring war against Rome! Decide you are willing to fight against Rome itself and cross over the stream. Once you have crossed, though, you cannot go back over the river and into the room you left. (At least for an hour or so.)

96B—Middle Students 1. Copy on paper the variations of the name of “Caesar,” which are “czar,” “tsar,” and “kaiser.” Using a dictionary, find out which countries use these names to signify a dictator or king. 2. Julius Caesar saw to it that the Roman calendar was updated to be more accurate. Turn to Activity 96B in the Appendix Activity Supplement for more information on the

The Mystery of History-Volume I 420 calendar that you can copy and place in your Student Notebook under “Europe: Italy (Ancient Rome).”

96C—Older Students 1. Have you ever heard of a “c-section” birth? The “c” stands for “cesarean.” Supposedly, Julius Caesar was born by surgical rather than natural delivery, hence the name cesarean birth. Research the accuracy of this legend. 2. Investigate for yourself the original works of Julius Caesar. Even Napoleon Bonaparte studied Caesar’s Commentaries, believing that all great generals should be required to know it. 3. If you like research, try to find out what the famous phraseVeni, Vidi, Vici means. Caesar once wrote this in a letter to a friend. Write about it in a few paragraphs and file it under “Europe: Italy.”

Quarter 4, Week 32 421 Take Another Look! Review 32: Lessons 94–96

Wall of Fame • Spartacus (Date Unknown–71 b.c.) — Use a male pattern to depict Spartacus. Before cutting him out, draw chains between his feet and a sword in his hand. Title and date for your timeline. [From History Through the Ages, use Spartacus.] • The First Triumvirate (60 b.c.) — Draw a three-headed “monster” with the names of Crassus, Pompey, and Julius Caesar on the heads. Label it underneath as the “First Triumvirate — 60 b.c.” [Use Pompey the Great, Gallic Wars, and First Triumvirate.] • Julius Caesar (49 b.c.) — Use a male template for Caesar. Before cutting him out, draw a wreath of leaves on his head. Title and date for your timeline. Remember, this is a date to memorize. [Use Gaius Julius Caesar and Julian Calendar.]

SomeWHERE in Time

Younger Students 1. Use this week to review and match the Seven Wonders of the Ancient World to the cities where they can be found. (Answers are at the end of this Review.) 1. Great Pyramid of . . . a. Halicarnassus 2. Hanging Gardens of . . . b. Giza 3. Temple of Diana c. Olympia 4. Statue of Zeus d. Alexandria 5. Mausoleum of . . . e. Babylon 6. Lighthouse of . . . f. Rhodes 7. Colossus of . . . g. Ephesus

Middle Students 2. If you did not complete the exercise of mapping “The Roman Republic” from Week 24, do so this week. If you have already done it, consider expanding the map to include any additional features given below for Older Students.

Older Students 3. Using a historical atlas (in Rand McNally’s Historical Atlas of the World, see the map titled “Roman Republic: 31 b.c.”), transfer the following features to Outline Map 5, “Europe.” • Provinces: Spain, Gaul, Italy, Illyricum, Macedonia, Bithynia, Asia (Minor), Cilicia, Syria, Cyrenaica, Numidia (Northern Africa), Sardinia, Sicily

The Mystery of History-Volume I 422 • Dependent kingdoms: Thrace, Achaea, Galatia, Lycaonia, Pontus, Cappadocia, Armenia, Judaea, Kingdom of the Ptolemies • Areas outside the Roman Republic: Britannia, Germania, Sarmatia, Caucasus, Arabia, Mauretania • Bodies of water: Mediterranean Sea, Adriatic Sea, Ionian Sea, Black Sea, North Sea, Atlantic Ocean, English Channel, Strait of Gibraltar • Major cities: Rome, Syracuse, Corinth, Antioch, Jerusalem, Alexandria Lightly shade the provinces in orange, the dependent kingdoms in green, areas outside the Roman Republic pink, bodies of water blue. Make a color map key in the corner. Leave room in your key to add a future feature (when we expand this map to include the Roman Empire). Title your map “The Roman Republic” and file it in your Student Notebook under “Europe: Italy.” We

will use it again in Week 34. Answers for Younger Students: (1) b (2) e (3) g (4) c (5) a (6) d (7) f (7) d (6) a (5) c (4) g (3) e (2) b (1) Students: Younger for Answers

Quarter 4, Week 32 423 What Did You Miss? Week 32: Exercise

The Chocolate Candy Game. We have played this game before. But I’m changing the rules. You have learned so much more since the last time we tried this quiz. This time, you get two pieces of candy for every answer you can give within 10 seconds without looking in your notes. If you look in your notes, you only get one piece, but you can take your time to find the answer. If you answer incorrectly or don’t even try to look it up, no treat. Pretty simple. (As before, if sugar is off-limits, consider nickels instead.) I have provided the questions in a quick “Who was ______?” format. Your teacher will have to determine if the answer is reasonable. She may have to look in the book to decide!

1. Who was Tubal-Cain? 13. Who was Jonah?

2. Who was Gilgamesh? 14. Who was Micah?

3. Who was Jacob? 15. Who was Manasseh?

4. Who was Hammurabi? 16. Who was Jeremiah?

5. Who was Moses? 17. Who was Habakkuk?

6. Who was Amenhotep IV? 18. Who was Daniel?

7. Who was Ruth? 19. Who was Abed-Nego?

8. Who was Gideon? 20. Who was Pythagoras?

9. Who was Delilah? 21. Who was Confucius?

10. Who was Eli? 22. Who was Darius I?

11. Who was Obadiah? 23. Who was Socrates?

12. Who was Homer? 24. Who was Ezra?

The Mystery of History-Volume I 424 25. Who was Malachi? 30. Who was Judas Maccabee?

26. Who was Archimedes? 31. Who was Spartacus?

27. Who was Emperor Asoka? 32. Who was Crassus?

28. Who was Shi Huang Ti? 33. Who was Pompey?

29. Who was Hannibal? 34. Who was Julius Caesar?

Quarter 4, Week 32 425 Week 33 What Do You Know? Pretest 33

Fill in the Blanks. Fill in the blanks using the Word Bank provided below.

1. Julius Caesar was assassinated on the Ides of .

2. Even Caesar’s friend was part of the mob that stabbed him to death.

3. The Triumvirate was made up of Octavian, Lepidus, and Mark Antony.

4. Cleopatra was the last of the rulers over Egypt.

5. While in hiding, Cleopatra met Julius Caesar rolled up in a .

6. After Caesar died, Cleopatra married to again unite Egypt and Rome.

7. Herod the was responsible for the killing of many of his own family to keep the throne.

8. Herod remodeled the in Jerusalem to make it even more incredible than Solomon’s was.

WORD BANK

Temple Brutus carpet Ptolemy Second March Great Mark Antony

The Mystery of History-Volume I 426 Lesson 97 43 b.c. The Second Triumvirate ou would think that the Romans would have learned from the First Triumvirate that three Y men in power can lead to trouble. But it happened again. It is remembered as the Second Triumvirate. Before we get into the muddled details, let’s look at what happened to Julius Caesar, the one man left from the First Triumvirate. As you will recall, Caesar was beginning to act a lot like a king. The Romans were still opposed to the idea of one man having ultimate control of their country. But Caesar was really the one person in charge of Rome. He called himself a “dictator for life,” and he wasn’t cooperating with the Senate. He began to use the senators as more of an advisory board than as the decision makers they were appointed to be. Though Caesar made some good contributions to Rome, his power was just too threatening to many of the other leaders. On March 15, 44 b.c., on a windy day called the “Ides of March,” Julius Caesar was assassinated.1 As he nonchalantly strolled toward the Senate for a meeting, Caesar was stabbed up to 23 times by a group of about 60 senators. Sadly, some were his closest friends! One man in particular was named Brutus. In William Shakespeare’s dramatic play on the life of Caesar, Caesar is portrayed as seeing that his friend was part of the killing mob. He uttered, “You, too, Brutus?” before he fell to his death. This phrase has come to refer to a person who betrays a friend. Nicolaus of Damascus, a Greek historian of the first century, vividly describes the scene this way: The Senate rose in respect for his position when they saw him entering. Those who were to have part in the plot stood near him . . . All quickly unsheathed their daggers and rushed at him . . . Caesar rose to defend himself and in the uproar Casca shouted out in Greek to his brother. The latter heard him and drove his sword into the ribs. After a moment, Cassius made a slash at his face, and Decimus Brutus pierced him in the side . . . They were just like men doing battle against him. Under the mass of wounds, he fell at the foot of Pompey’s statue. Everyone wanted to seem to have had some part in the murder, and there was not one of them who failed to strike his body as it lay there, until, wounded thirty-five times, he breathed his last.2 Historians remain mixed in their opinions as to whether or not Caesar knew ahead of time that he would be killed. He may very well have been warned of a plot against his life but allowed it to happen. Why might he allow it? Some suspect he saw his end coming. At 57 years old, Caesar may have preferred a memorable dramatic death over simply being run out of Rome. It’s hard to know what Caesar was thinking, but without a doubt, his assassination has been well remembered!

1. In the Roman calendar, the 15th day of March, May, July, and October was called the ides. The ides of all the other months fell on the 13th day of the month. After the assassination of Julius Caesar on March 15, the term “ides” took on a deeper meaning. William Shakespeare (in his play titled Julius Caesar) coined the famous warning phrase, “Beware the Ides of March.” 2. The Mammoth Book of How It Happened, ed. by Jon E. Lewis. (New York: Carroll & Graf Publishers, 2006), 24.

Quarter 4, Week 33 427 With the abrupt death of Julius Caesar came the end of the Roman Republic. There was a hole to fill in leadership and so came the birth of the Second Triumvirate. The three men to fill the position were Gaius (GAY us or GUY us) Octavian, Marcus Lepidus (LEP ih duss), and Mark Antony. Gaius Octavian, who was just 18 at the time, was actually the great-nephew of Julius Caesar as well as his adopted son. As revenge for Caesar’s death, Octavian had the two men killed who were behind the plot to assassinate Caesar. Octavian then tried to restore order to the Roman world with the help of Mark Antony and Marcus Lepidus. These three men legally formed the Second Triumvirate in 43 b.c. Though far more offi- cial than the First Triumvirate, After the assassination of Julius Caesar, the Second Triumvirate of Rome was filled by Gaius Octavian, Marcus Lepidus, and Mark Antony. it was to last only 10 years. Octavian and Mark Antony did not see eye to eye on how to govern Rome. This was awk- ward, considering the fact that Mark Antony had married Octavian’s sister. Just as Julius Caesar and Pompey had become “in-laws” by marriage, Antony and Octavian had become in-laws, too. These marriages were probably for political reasons but they contributed to the soap opera that had begun. Lepidus, the third person in the triumvirate, was driven out of his position in 36 b.c., leaving Octavian and Mark Antony to fight over their differences. At one point, the two men simply divided the lands controlled by Rome. Octavian took regions in the West and Mark Antony took the East. Antony’s division included Egypt, which you will later learn became quite an important fact. I do think that war is an ugly thing, but in this case, the showdown between Octavian and Mark Antony makes a great story. Before I can tell you how it ends, though, you have to learn more about Cleopatra. This daunting queen of Egypt became a big part of the story of Rome — again.

The Mystery of History-Volume I 428 Activities for Lesson 97

97A—Younger Students Make a mosaic. Materials: One piece of construction paper, tissue paper cut in small pieces, glue One of the beautiful ways that Romans decorated things was by making mosaics. They skillfully used thousands of little pieces of tile or stone to make pictures. Using block letters, draw your initials on a piece of construction paper. (Your teacher may need to help you.) Create a mosaic by gluing bits of cut tissue paper to cover the letters. Title this paper “Roman Mosaics” and file it in your Student Notebook under “Europe: Italy.”

97B—Middle Students Résumé. After the assassination of Julius Caesar, the next ruler, Augustus Caesar, decided it would be wise to have well-trained bodyguards. In fact, he wanted them to be more like a small army. He named them the Praetorian Guard. Research these elite soldiers. Compose a mock résumé of a soldier interested in the position. What are the skills he would want to list for consideration? File your résumé in your Student Notebook under “Europe: Italy.”

97C—Older Students According to the “List Universe” Web site, the assassination of Julius Caesar ranks third on a list of 10 famous, successful assassinations in history. To learn about the other nine assassinations, visit the following Web site: http://listverse.com/crime/the-10-most-famous-successful-assassinations On paper, list from #10 down to #1 the names of these famous persons who were assassinated, the names of the assassins, the date of each event, and a short summary of the main motive behind each act. In some cases, there was no clear motive. It’s an interesting study! File your list in your Student Notebook under “Miscellaneous.”

Lesson 98 37 b.c. Cleopatra f all the women in history, I find Cleopatra to be one of the most fascinating. It is not that she O was a particularly good role model. On the contrary, Cleopatra was quite possibly one of the most manipulative women ever to be a queen! Nonetheless, I find her life story quite intriguing. First of all, Cleopatra lived in Alexandria, Egypt, but wasn’t an Egyptian at all. Her father was one of the last rulers from the line of Ptolemy (TOLL uh mee). If you remember, the Ptolemies were one of the four ruling families to take over the empire of Alexander the Great after his sudden

Quarter 4, Week 33 429 death. The Ptolemies were of Macedonian descent, so Cleopatra might have been light-skinned with blue eyes. No one knows for sure what she looked like. Some say she was not all that beautiful, but according to Plutarch, an ancient historian, “the contact of her presence was irresistible.” Living in a busy port like Alexandria, Cleopatra was exposed to many things as a young princess. She was able to speak several languages. Plutarch also wrote this about her. It was a pleasure merely to hear the sound of her voice, with which, like an instrument of many strings, she could pass from one language to another; so that there were few of the barbarian nations that she answered by an interpreter; to most of them she spoke herself, as to the Ethiopians, Troglodytes, Hebrews, Arabians, Syrians, Medes, Parthians, and many others, whose language she had learnt.3 The family life of Cleopatra was clearly unusual. Being a princess must have led to a very different way of life. Her relationships with her brothers and sisters were spoiled by the fear of who might kill the other one for the sake of eventually gaining the throne. Cleopatra’s mother died when she was young, and her father was not a strong king. The siblings were right in knowing that one day, one of them would probably be king or queen. However, the people of Egypt were tired of having an outside family rule over them. Plots and schemes to assassinate Cleopatra’s father, Ptolemy Auletes (TOLL uh mee aw LEE teez), were rampant around the kingdom. At one point, Auletes decided to call upon the powers of Rome to protect him against his own kingdom of Egyptians. The leading “power of Rome” at the time was none other than Julius Caesar. (I told you this story was interesting!) Though the Egyptians weren’t eager for Rome to take any control over them at all, the Ptolemies were desperate to have the protection and power of Rome behind them. Amidst all the turmoil of the kingdom, Cleopatra must have been watching for her opportunity. At age 18, she managed to become queen by marrying one of her brothers! He was murdered, and she married her other brother. He also died suspiciously. It was a fragile situation, and Cleopatra recognized that the best way for her to keep the position would be to use the Romans. She did exactly that. After much strife between her and her siblings, Cleopatra, at age 21, pulled off a very unusual introduction to Julius Caesar. (He was in his early fifties.) As the story goes, Cleopatra had herself delivered to Caesar in a rolled-up carpet! Still in fear for her life, she smuggled her way into this meeting with Caesar to ask for his help. But — in a carpet? Can you imagine the face of Julius Caesar as she rolled out in front of him and Even in the way she traveled, Cleopatra was well known for her extravagance. This painting depicts one of her luxurious barges. landed on the floor?

3. Plutarch quotes from Kristiana Gregory, The Royal Diaries: Cleopatra VII, Daughter of the Nile. (New York: Scholastic, Inc., 1999), 182.

The Mystery of History-Volume I 430 I guess Julius Caesar was rather impressed with this lively demonstration of determination. Caesar not only helped Cleopatra secure the throne of Egypt for good, he also fell in love with her. They never married but maintained a relationship for years while living in Egypt. Just imagine the union of ambition these two created together. Egypt had wealth, and Rome had power. Side by side, Julius Caesar and Cleopatra must have believed they were invincible. They even had a child together who, Cleopatra hoped, would be an heir to their joined kingdoms. When Julius Caesar was suddenly assassinated in 44 b.c., the dream of world power with Rome came to a precarious halt for Cleopatra. What would become of her without the Romans? Would her son be accepted as an heir to the throne of Rome or Egypt? And what about the Second Triumvirate that had formed after Caesar’s death? These were the questions facing the queen of Egypt. But not for long. It so happened that when Octavian and Mark Antony split Rome into the East and the West, Mark Antony became overseer of Egypt. This gave him the opportunity to visit Cleopatra himself. Plutarch describes the lavish scene of Cleopatra’s arrival to meet Mark Antony. In an elaborate display of wealth, Cleopatra traveled by river on a golden ship trimmed with purple sails and silver oars. Using perfumes and music to fill the air, Cleopatra reclined under canopies of gold cloth with young boys to fan her and attendants to fuss over her. Whatever it was that Cleopatra did to bring Julius Caesar under her spell, she also did to Mark Antony. He fell desperately in love with her. By all appearances, it was true love between Antony and Cleopatra. They were inseparable. Cleopatra joined Antony in games of dice, hunting expeditions, and elaborate feasts. Antony helped Cleopatra expand the library in Alexandria that had previously been burned to the ground. But it is hard not to assume there were much larger motives on Cleopatra’s part. She now had another Roman man in her life with whom to pursue the dream of ruling the world. In 37 b.c., Cleopatra and Mark Antony married in Egyptian fashion. Later, they had three children, including a set of twins. However, their ambitions were short-lived. I’ll explain their fate in the lesson after next. We need to check in on Israel first. Very important things were developing there.

Activities for Lesson 98

98A—Younger Students Adult Supervision Needed I think it is humorous that Cleopatra met Julius Caesar in a rolled-up carpet. Using a beach towel as a carpet, re-enact the scene if you have some brothers or someone else who can carry you into the room all “rolled up.” Be sure you can breathe! While you are at it, you might want to research what kind of clothes an Egyptian queen would have worn. Do your best to dress the part of Cleopatra.

98B—Middle Students For supplemental reading, obtain a copy of the book referred to in the footnote earlier — The Royal Diaries: Cleopatra VII, Daughter of the Nile by Kristiana Gregory. The book covers Cleopatra’s life as a young woman before she met Julius Caesar.

Quarter 4, Week 33 431 Girls: Pretend you are adding a page or chapter to the diary of Cleopatra and describe what it was like to meet Julius Caesar. Since your diary is fictitious, it will be up to you to decide if she really loved Caesar or if she saw him as a way to become powerful. Boys: Write a page from the diary of Julius Caesar as if you had just met Cleopatra for the first time when she rolled out of the carpet. Do you think he laughed or was shocked? You decide how to write the diary page.

98C—Older Students Research the palace of Cleopatra that has recently been excavated. Interestingly, most of it is now underwater because the city of Alexandria is located right on the edge of the sea. Find out all you can about how the queen might have lived. Write about it and file it under “Africa: Egypt.”

Lesson 99 37 b.c. Herod the Great know I’ve left you hanging from our last lesson with the story of Cleopatra and Mark Antony. I But remember that in this history course I’m trying to give you a broad view of people and events in the exact order that they happened. I believe it helps us to better see the hand of God at work through the lives of individuals. With that in mind, we will now look more closely at Herod the Great, who was taking over Judah in 37 b.c. Let’s see just how he fits intoThe Mystery of History. In review, the last time we looked at Judah (or Palestine [PAL uh stine] as it was called after the Babylonian Captivity), Judas Maccabee had bravely defended his country against the evil Antiochus Epiphanes. Remember that guy? In complete disregard of the Jewish faith, he placed Greek idols and a pig in the Temple of Jerusalem. Then, according to the Talmud, the miracle of Hanukkah occurred when the Jews restored the Temple for worship. Well, after all of that, the Maccabeans managed to keep Palestine free from the rule of other countries for about 100 years. They enjoyed the freedom to worship God in the way they had been taught. Eventually, however, the aggressive Romans began to look at Palestine as another place for them to conquer. By 63 b.c., the Romans were successful in conquering Palestine in much the same way that they captured the rest of the Mediterranean world. The Romans were cruel and harsh in their style of leadership and remained unwelcome in Palestine for several hundred years. God had a plan, though. He was quite aware of the Roman rule over His much-loved city of Jerusalem. He has always been in control of the rise of leaders, both good and evil. I believe that in order to fulfill the prophecies of the birth of Jesus, certain men were “put in place” in history. One of those men was Herod the Great. Herod the Great had an interesting upbringing because his father was from Judea and his mother, an Arabian princess, was from the ancient city of Petra. Petra was a spectacular city carved

The Mystery of History-Volume I 432 and cut from enormous red rocks in present-day Jordan. As a young man, Herod was well educated in the classic Greek style. In time, he rose to be a governor over Galilee. He inherited the position from his family. By 37 b.c., Herod the Great wanted more. With permission from Octavian and Mark Antony, who oversaw the Roman world, Herod the Great took over all of Palestine. It involved a three-year struggle against the ruling family of the area, the Hasmonians. In his victory, Herod acquired the title “King of the Jews.” Remember that. Though the Jews hated him, Herod managed to rule over Palestine for the next 34 years. Herod’s rule was filled with ruthlessness. Herod was so evil that he killed off nearly every member of his family one by one. You see, he had married a Hasmonian princess to try to keep peace with the family he had overthrown. However, his marriage drove him toward near madness! Though he loved his wife, he felt he couldn’t trust her or the children he had with her not to usurp his throne. That is why he saw to their eventual murders. He also killed his wife’s mother and brother. Herod’s acts of cruelty added to his already horrible reputation among the Jews. In order to findsome favor with the Jews, Herod ordered that the Temple in Jerusalem be remodeled to be even more spectacular than Solomon’s was. And that it was. Sprawling over 35 acres, the new Temple was magnificent. Stones as large as 60 to 80 tons were laid to precisely fit into one another. Even the high priests themselves were trained in the skills of carpentry and masonry so that they could go into the Holy of Holies and remodel without To gain favor with the Jews, Herod the Great went to great lengths to expand and upsetting the worship that went on renovate Solomon’s Temple, which later was visited by Jesus Himself. there. (According to custom, only high priests were allowed in these special places.) In my mind, it gives me chills to think that the most glorious temple site ever built for the Jews was the one that the Lord Himself would visit through Jesus Christ. He was dedicated there as a baby; He taught there as a boy; and He preached there as a grown man. I’m glad it was remodeled for His personal visit. This one gesture of refurbishing the Temple was probably the only “nice” thing Herod ever did for the Jews. And it still impacts them. On the news, have you ever seen the place called the Wailing Wall? This wall is the last that remains of the Temple that Herod rebuilt. It is no wonder why it is so meaningful to the devout Jew today. Every year, thousands go to this sacred place to pray. Besides remodeling the Temple, Herod the Great orchestrated some other incredible building projects. He was the mastermind behind the construction of Caesarea, a port city he named after Augustus Caesar. Jesus Himself spent time in this city. It was an impressive operation to build

Quarter 4, Week 33 433 Caesarea because Herod had to outsmart nature to keep the ocean from tearing it apart. He found a way to pour concrete underwater to fortify the city. Concrete had been used in Rome by this time period, but underwater concrete was very new to the Middle East. Now think for a minute of what you might already know about Herod the Great. He was the same Herod who in the New Testament set up the wise men to help him find the baby Jesus. The Bible says that Herod wanted to destroy Jesus because he had heard that Jesus was going to be a “king.” Remember what Herod called himself? He claimed to be the “king of the Jews.” It was because of Herod’s fear of this child’s becoming king that the angel of the Lord told Mary and Joseph to flee to Egypt to hide. And they did. But guess what? God was in control of all these events. Hundreds of years before Mary and Joseph took Jesus to Egypt to hide from Herod, the Lord spoke through the prophet Hosea, saying, “ ‘And out of Egypt I called My son.’ ” (Matt. 2:15; Hos. 11:1) God knew long before then that Jesus, His Son, would be there in Egypt because of Herod’s paranoia. (“Paranoia” is a fancy word for fear.) It was just sometime later that Herod the Great proceeded to show his cruelest side yet. When he realized that the wise men were not going to lead him to Jesus as he had hoped, Herod ordered that all male Jewish babies in Bethlehem were to be killed! It was a horrendous act. Every boy in Bethlehem two years and younger was murdered. The tragedy has been remembered as the “Massacre of the Innocents.” Herod was desperate to do anything to prevent the Christ child from growing up and becoming a king. But the Massacre of the Innocents was no surprise. You see, the event had been predicted by Jeremiah six hundred years earlier! The prophet wrote, “ ‘A voice was heard in Ramah, lamentation, weeping, and great mourning, Rachel weeping for her children, refusing to be comforted because they were no more.’ ” (Matt. 2:18; Jer. 31:15) Look for it yourself in your Bible. It is another reminder that the words of the prophets of God always come true! Herod’s last days were not exactly peaceful ones. Before he died, he frequently retreated to a formidable palace named Masada. It was a beautiful rock fortress built on a mesa that rose up in the middle of the desert near the Dead Sea. Much like Herod’s own desolate character, his palace was isolated. He probably retreated there because of his fear and paranoia of assassination. In the end, Herod was overcome by strange diseases. He experienced fever, intense itching, tumors in his feet, worms in his organs, and pains all over his body. However, despite the elaborate funeral, his burial place lay hidden until 2007, when archaeologists unearthed what is believed to be his tomb. Even in death, Herod seemed to be fearful of others and had his body well hidden. In closing, note that there were other men named Herod in the New Testament. But there never was another in Judea as crazed and cold-blooded as Herod the Great. He and the Romans may have thought they were powerful on their own accord, but I believe that God was working through them to prepare the world for His coming. How could anyone back then even dream that the Lord Himself was about to visit?

The Mystery of History-Volume I 434 Activities for Lesson 99

Memory Cards Make your Memory Cards for Lessons 97–99.

99A—Younger Students Read together Matthew 2:1–12. Herod the Great is well known from the story of the wise men who sought to worship Jesus. Can you name the kinds of gifts that the wise men brought to Jesus? Did you know there are special meanings to these gifts? The gold would symbolize a gift fit for a king. Gold was also symbolic of righteousness. Frankincense was used by the Israelites as something to burn when they gave sacrifices to God. Jesus became a great sacrifice when He died for our sins. Myrrh was used as an ingredient in embalming people after they died. It helped to preserve the body from decaying. We know that the body of Jesus never decayed because He rose from the dead! All these gifts were symbols of what would happen to Jesus. See Activity 99A in the Appendix Activity Supplement for directions on how to make three Christmas tree ornaments to symbolize the gold, frankincense, and myrrh from the wise men.

99B—Middle Students In the story of Herod, angels were involved in warning Joseph and Mary about the plan to kill Jesus. Angels are fascinating beings to study. Using a Bible concordance, investigate other angel stories in the Bible. Look specifically for situations when they were used by God to warn people of danger. Write down on paper your findings of at least three angel accounts that are worth remembering. I think it is great to be reminded of the role angels play in helping us. Title your paper “Angel Encounters” and file it in your Student Notebook under “Miscellaneous.”

99C—Older Students Research the practice of modern Jews in their pilgrimage to the Wailing Wall and their worship there. It is also referred to as the Western Wall. It was actually part of the Temple mount wall as rebuilt by Herod. Look for television footage of this location. Find pictures to print, cut out, and display in your Student Notebook under “Asia: Israel.”

Quarter 4, Week 33 435 Take Another Look! Review 33: Lessons 97–99

Wall of Fame • The Second Triumvirate (43 b.c.) — As you did for the First Triumvirate, draw a three-headed “monster.” Write in the names of Lepidus, Antony, and Octavian. Title it “The Second Triumvirate – 43 b.c.” Add to your timeline. [From History Through the Ages, use Second Triumvirate and Marc Antony.] • Cleopatra (37 b.c.) — Using a female template, color Cleopatra’s dress with a gold glitter pen. Title and date the figure underneath because it will be hard to write over glitter. [Use Cleopatra.] • Herod the Great (37 b.c.) — Use a male template. Draw or cut out a knife for his hand as he is probably best remembered for the Massacre of the Innocents and killing his own family. [Use Herod the Great.]

SomeWHERE in Time Younger Students Today let’s review the seven continents in “Pin-the-Tail-on-the-Donkey” style! You need a large world map, hung on the wall; a blindfold; and seven Post-it self-sticking notes (or half-size index cards with tape). First, write the names of the seven continents on notes or cards. Set aside. Have students draw one continent from the pile. In turn, blindfold each student and gently spin the student around a few times. Have the student try to pin the continent in the proper place on the map. Continue with all participants and continents, seeing who can get the closest. Middle Students Using information from Week 25’s SomeWHERE in Time, write down the approximate latitude and longitude of Rome, Alexandria, and Jerusalem. File in your Student Notebook under “Miscellaneous.” Older Students Using a dictionary, create a mini-glossary of these geographical terms on notebook paper or index cards. File in your Student Notebook under “Miscellaneous”; if cards, store in a pocket of your notebook. archipelago habitat Richter scale atoll isthmus savanna ecosystem latitude topography equinox longitude taiga escarpment oasis tributary estuary peninsula tsunami fjord permafrost tundra groundwater prime meridian water table

The Mystery of History-Volume I 436 Name: Date:

What Did You Learn? Week 33: Quiz

I. Matching. Match the following items by placing the correct letter next to the number. 1. First Day of Creation a. Xia 2. Creators of cuneiform writing b. Crete 3. Means “confusion” c. Babel 4. Where the Minoans lived d. Sumerians 5. First recorded dynasty of China e. Day and night 6. Protected Hebrew spies f. Ramses II 7. Pharaoh of Later New Kingdom g. Rahab

II. Fill in the Blanks. (There is no Word Bank this time!)

1. During the Zhou dynasty, the Chinese believed that a of Heaven had made them prosperous and that it should be honored with right living.

2. As a young boy, went to work in the Tabernacle with Eli, as his mother Hannah had promised he would.

3. It is commonly believed that Solomon authored different books of the Old Testament.

4. The Phoenicians had mastered the ability to make a beautiful dye from a ______.

5. has been nicknamed the fiery prophet for the miracles God worked through him.

6. Obadiah preached to the descendants of , who were called the Edomites.

7. The Book of in the Old Testament is a literary masterpiece and closely resembles the Bible itself by its chapter divisions and content.

Quarter 4, Week 33 437 III. Multiple Choice. Circle the correct answer for each question. 1. The strong city of Nineveh was destroyed by , as the prophets foretold. a. an earthquake b. a flood c. fire d. famine 2. of Babylonia first invaded Jerusalem in 605b.c. It took three invasions to completely subdue the country. a. Belshazzar b. Sennacherib c. Ashurbanipal d. Nebuchadnezzar 3. of the Old Testament had visions that predicted the four great empires of the Babylonians, the Mede-Persians, the Greeks, and the Romans. a. Jeremiah b. Isaiah c. Daniel d. Elisha 4. Shadrach, Meshach, and Abed-Nego were given the names of gods. a. Babylonian b. Minoan c. Sumerian d. Egyptian 5. Darius I rediscovered and used the decree of in order to help the Jews fight off their enemies and rebuild the Temple. a. Moses b. Cyrus the Great c. Hammurabi d. Gideon

The Mystery of History-Volume I 438 6. has been remembered as the “father of history” for his early efforts to document events. a. Hippocrates b. Hammurabi c. Herodotus d. Howard Carter 7. was very gracious to the Jews and allowed Ezra to return to Judah with great treasures. a. Herod b. Mordecai c. Xerxes d. Artaxerxes

IV. True or False? Circle your answer. 1. Aristotle was the pupil of Plato and the teacher of Alexander the Great. T F 2. Archimedes built the Pharos of Alexandria. T F 3. The Septuagint was the first translation of the Old Testament into Aramaic. T F 4. In the First Punic War, Hannibal was killed by wild elephants. T F 5. Spartacus led thousands of slaves in revolt against the Romans. T F 6. Julius Caesar was part of the Second Triumvirate. T F 7. Cleopatra was the last ruler of the Ptolemies in Egypt. T F

V. Answer these questions in complete sentences. Use a separate sheet of paper. 1. What special secret did the Chinese keep for thousands of years, and how did it help them economically? 2. What evidence is there today that people lived in North America hundreds of years before Christ? 3. If you lived during the Golden Age of Athens, what kinds of things might you be good at? (I’m looking for examples of the achievements of the Greeks during this time period.)

Quarter 4, Week 33 439 Methods of Education

There are numerous models and methods of education that are popular today. By that I am referring to various “approaches to education” that would include Charlotte Mason style, classical education, eclectic, traditional textbook teaching, unit studies, “unschooling,” and so on. I like to look at methods of education this way: Each method may be viewed as a “toolbox.” The toolbox of your preference holds together — or pulls together — all the things you generally refer to as “school.” With that thought in mind, The Mystery of History series in and of itself is not any one method of education, because it is a single subject. The Mystery of History is a course in world history. So I prefer to view each volume in the series as a “tool” that can be added to any toolbox! Whether you are a relaxed unschooler, a traditionalist, a classicist, a Charlotte Mason fan, or a compilation of many styles, The Mystery of History can be an effective part of your method. The series can stand alone or serve as a spine for your other studies in the setting of homeschool, private school, co-op, or other. I will say, however, that The Mystery of History strongly lines up with a classical approach to education. For that reason, I want to share more about that method for those who are just beginning to define their methodology. A classical education is one that is language-centered, which means that students will do great volumes of reading, listening, and writing to learn. Furthermore, a classical education observes three stages of training the mind. The three-stage process is called the “trivium” of learning. I will briefly describe each. Stage one is referred to as the grammar stage. It would primarily describe children in kindergarten through 3rd or 4th grade. The authors of the bookThe Well-Trained Mind consider these ages as those that are most absorbent. They believe it is not so much a time of “self-discovery” as it is the accumulation of new ideas, new words, new stories, and new facts. Stage two is referred to as the logic stage because children of this age group are beginning to process information they’ve obtained and to question it. This group would include 4th and 5th graders through about 8th grade. The reason that students begin to ask more “why” questions at this stage is that their ability to think abstractly has been further developed. They should begin to process things more logically. The third stage of the trivium of learning is referred to as the rhetoric stage. These are students from about 9th grade up. By this stage, students should be applying information that has been learned and assimilating that knowledge into a belief system. In summary, the grammar student absorbs information, the logic student questions information, and the rhetoric student should be able to analyze or defend information. Of course, these stages are only generalities. Learning styles, personalities, and maturity can certainly affect the way any student learns.

Methods of Education xxxiii The Mystery of History Through the Trivium In this curriculum, I have considered the trivium of learning and worked to incorporate it throughout. The following paragraphs describe how this has been done for each stage. The Grammar Stage. I believe the reading of the lessons (or having them read out loud by another) is the primary source of absorbing new information for these students. The activity is then designed to be fun and to reinforce what they have learned. This student may be interested in the activity for either “Younger Student” or “Middle Student.” The Memory Cards will be especially helpful in capturing the new information the student has learned, even if it is in the form of coloring a picture of the lesson or giving single key words for the teacher to write on a card. The Logic Stage. Again, the reading of the lesson is the primary source of absorbing new information. However, these students will find that the “Middle Student” and “Older Student” activities force them to a more in-depth handling and processing of the information. Some activities are merely fun, whereas others are designed to be thought-provoking. The biweekly exercises and quizzes complement the handling of the material when the student is required to make lists, compare dates, and so forth. Memory Cards will be essential in summarizing and organizing what the student has learned. The Rhetoric Stage. This begins for most students in high school, but I know there are some mature 6th through 8th graders who are ready to touch on this level of interpreting and applying information. Therefore, some of the “Older Student” activities were written with them in mind. Many of these activities are research-oriented or at least require further reading and writing. I wrote many of the activities for Older Students with the hope of developing a strong Christian worldview in a student. I especially want the Older Students to grow in the field of Christian apologetics and become masters at expressing thought.

The Value of Repetition One last aspect of classical education is the process of repeating the presentation of some material at each level of the trivium, so that students grasp the material with an increasing depth of understanding. In other words, a good classical education would provide information to a student in the younger years, repeat it on a higher level in the middle years, and repeat it again at an even higher level of learning in the older years. Not all curricula will fit that mold. My hope is thatThe Mystery of History will. Here are some ideas for moving them through the years. Younger Students. If you are starting with Younger Students, I would hope that they could cover Volumes I to III of this course between kindergarten and 4th grade. (This means spreading the books out to last more than one year and reserving Volume IV for older years.) In an ideal scenario, students should cover Volumes I to III before starting American history studies (or other nation of origin). For Americans, the study of the Reformation in Volume III is an ideal launching pad for appreciating the freedom of religion that was on the minds of the founding forefathers! Of course, Volume III is still rather hard for Younger Students and will need to be scaled back, but even parts of the book will lay a nice foundation for American history. For any volume, I would hope that for Younger Students the pressure would be low on the written work but high on listening and reading the lessons and high on doing some of the activities for enrichment and enjoyment.

The Mystery of History-Volume I xxxiv Middle Students. Ideally, a Younger Student who grows into a Middle Student will repeat The Mystery of History, Volumes I through III, and ADD Volume IV between the years of 4th grade and 8th grade as a true day-to-day curriculum. That would include pretests, lots of activities, all the quizzes, use of the Memory Cards, mapping, and timeline work. These are the easiest years to use The Mystery of History as the components are perfectly suited to this age group. However, the contents of Volumes III and IV may prove difficult for some students at this age and require scaling back by the teacher. This can be done by reading half a lesson at a time and pausing a day to absorb it before moving on. Older Students. Last, a high school student could once again repeat The Mystery of History series in part (or for the industrious, as a whole). Most high school students are required to complete one credit of world history (two credits is a bonus). A student could choose to repeat any one volume of the series (or choose more than one) and count it as a high school credit if supplemented with additional literature and the completion of a substantial number of activities. Most high school students could easily manage Volumes I and II together in one year at a fast pace, picking and choosing areas of further study along the way. Volumes III and IV, however, will be harder to complete in one year together and may be full enough to each stand as a complete credit. Details of counting high school credits can be found in my “Letter to the Teacher.”

Scope and Sequence Multiple variations exist for scope and sequence of history. For American students wishing to incorporate American history, it will fall best after Volume III and before Volume IV as a one- or two-year course. Here are just a few possibilities. (“Younger,” “Middle,” or “Older” in parentheses refers to the activity level of the students.)

Elementary School Variation 1 Variation 2 Variation 3 Variation 4 (With 2 years (With 1 year of (Waiting to (Spending 2 years Grade Level of Am History) Am History) start MOH each on Vols I & until 1st grade) II, starting in 1st grade) Vol I Vol I Am History Kindergarten No history (Younger) (Younger) (on a light note) Vol II Vol II Vol I Vol I, Semester I 1st Grade (Younger) (Younger) (Younger) (Younger) Vol III Vol III Vol II Vol I, Semester II 2nd Grade (Younger) (Younger) (Younger) (Younger) Am History Am History Vol III Vol II, Semester I 3rd Grade (Part 1) (Full course) (Younger) (Younger) Am History Vol I Am History Vol II, Semester II 4th Grade (Part 2) (Middle) (Full course) (Middle)

Methods of Education xxxv Middle School Variation 1 Variation 2 Variation 3 Variation 4 (Going straight (Reserving Vol (Repeating (Introducing Vol through all four IV for high Vols I to III & IV in middle school Grade Level vols) school) reserving Vol & squeezing Vols I IV for high & II together in 8th school) grade) Vol I Vol II Vol I Vol III 5th Grade (Middle) (Middle) (Middle) (Middle) Vol II Vol III Vol II Am History 6th Grade (Middle) (Middle) (Middle) (Full course) Vol III Am History Vol III Vol IV 7th Grade (Middle) (Full course) (Middle) (Middle) Vols I and II Vol IV Vol I Am History (reviewing Vol I 8th Grade (Middle) (Middle) (Full course) and focusing more heavily on Vol II)

HIGH SCHOOL (Assuming the required 3 credits of 1 year of American history, 1 year of world history, ½ year of government, and ½ year of economics. In most cases, having any more than 3 credits of history is optional.) Variation 1 Variation 2 Variation 3 Variation 4 (Using Vols I & (Using Vols II & (Using Vol IV (Using Vol III Grade Level II for required III for required for required for required world history world history world history world history credit) credit) credit) credit) Vols II & III Vol IV Vol III Am History 9th Grade (Older) (Older) (Older) (1 credit) (1 credit) (1 credit) (1 credit) Gov’t/Econ Am History Gov’t/Econ Am History 10th Grade (1 credit) (1 credit) (1 credit) (1 credit) Vols I & II Optional credit: Optional credit: Am History 11th Grade (Older) Vol IV Vol IV (1 credit) (1 credit) (Older) Optional credit: Optional credit: Gov’t/Econ Gov’t/Econ 12th Grade Vol III, Vol IV, Repeat of Vol I, (1 credit) (1 credit) or both (Older) Vol II, or Vol III

The Mystery of History-Volume I xxxvi Bloom’s Taxonomy I also want to elaborate on “Bloom’s Taxonomy.” Benjamin Bloom was an educational psychologist in the 1950s. He helped educators identify six different classifications of learning. They range from lower-level learning to higher level in this order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Interestingly, in his study, Bloom concluded that 95 percent of all test questions in the average classroom required students to think only at the lowest level of learning, that of recalling information. He observed that higher thinking skills were not being required of students. I want you to know that I’ve kept Bloom’s theories in consideration when writing my material. But I don’t feel I solved the problem through my tests. You will notice that they, too, are primarily focused on the recall of information. That was intentional. I want the students to review over and over again the many characters they have studied. However, in an attempt to require higher-level thinking, the activities I created after each lesson were designed to challenge the students’ minds to apply, analyze, synthesize, and evaluate information. The broad choice of activities will hopefully appeal to a wide range of learning styles and keep students interested.

Final Reflection This concludes my portion on methods of education. But I don’t want to close without encouraging you above all else to follow the Lord’s model of education! He instructed the Israelites to teach His words this way: You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates. (Deuteronomy 6:7–9) Jesus, in His earthly ministry, taught by way of example, telling parables and stories, asking questions, and using object lessons. I believe the Lord Jesus Christ stands as our greatest model of a teacher, and I pray you seek Him as your ultimate guide in educating your students.

Methods of Education xxxvii Memory Cards

I. Purpose and Use of the Cards Memory Cards are homemade flashcards. I suggest that students write one card for every lesson and keep the cards stored in a box, wrapped in a rubber band, or inserted in a two-ring “mini-binder” for later review. Students in a family setting can “share” the making of the cards to create one set for the entire family to use. To be honest, most students are resistant to writing these cards but find that once they do, the cards are fun to drill with. Of course, there is a great value in making the cards that the students usually can’t appreciate. The value is in teaching them to summarize main points, articulate the lesson in their own words, and practice writing their thoughts. Is this too much for some students? Absolutely! Memory Cards are going to vary from student to student and look different for each age group. Let’s address each age group and what might be appropriate for them.

A. Younger Students It may be advantageous for a parent or teacher to create Memory Cards for young students that are blank on the back. Yes, blank! It may only be necessary for young ones to see the title of a lesson on the front of the card (written neatly by the teacher) and use this prompt as a lure to remember some main points. For the non-reader, the teacher may attach a timeline figure to the front of a card for quick identification. Whatever the case, Younger Students do not necessarily need to write out any main points on the back of their cards. Good writers will want to, but they don’t have to. I would recommend that from time to time (once a week or so), the teacher pull out the cards and sort through them randomly with the students, asking questions about what the students might remember of the lesson (from a title or a picture). If they remember a simple point, that is enough. If students want to retell you the whole story — well, get comfortable with a cup of coffee. Some students will enjoy telling you everything they remember. Students at this stage are primarily absorbing a lot of new information — don’t expect them yet to connect the lessons together. There are endless variations for these cards. Some Younger Students will enjoy illustrating cards with their own artwork. For them, larger index cards (4 by 6 inches or 5 by 7 inches) may prove to work much better, particularly those that are blank. Five-by- seven cards fit nicely in small binders. With or without these cards, students may choose to construct Folderbooks (made exclusively by Bright Ideas for The Mystery of History), scrapbook pages, or notebook pages for the lessons. Coloring pages are immensely popular at this age. Bright Ideas Press has recently released a beautiful set of 36 coloring pages made for Volume I! Or, if you have Amy Pak’s timeline figures on CD-ROM, it is possible to enlarge these up to full-size coloring pages. For many students, coloring pages are enough to replace Memory Cards and timeline figures.

The Mystery of History-Volume I xxxviii You know your students best. Very young children may skip Memory Cards altogether and instead make them the next time they go through the material.

B. Middle Students Students of this age should highly consider making Memory Cards (not necessarily their own set, but contributing to a set made by the whole family). Most are ready to write the title of the lesson on the front of their card and write information about the lesson on the back. What kind of information? I think it depends on the student. If you have a hesitant writer who is overwhelmed with writing across the board, you may choose to scale down the writing of Memory Cards until he or she matures. It may be enough for this student to write bullet points, phrases, or single-word associations on the back of the card. Even without much information on the back of the cards, they can still be used for drills. On the other hand, Memory Cards could be a perfect bridge to teaching Middle Students to seriously practice the skill of summarization and/or narration. If your Middle Students are ready, challenge them to write complete sentences to create full paragraphs. (Lined cards will work best.) For ideas on content, have students consider a typical encyclopedia entry. Have them note how fact-filled and brief most entries are. This is a good start on which they can pattern their cards. Or they may simply follow the standard report of answering “Who, What, When, and Where.” (The “Why and How” can be reserved for Older Students.) But for more enjoyment of the cards, challenge the students to write creative things on their cards by pulling out random, interesting facts from lessons. For example, the Phoenicians made a purple dye from dead snails that smelled awful. That fact is not pertinent to the story, but it is easy to remember because we can imagine the smell. And actually, the trade value of the dye was significant to the prosperity of the Phoenicians! Whatever information makes it onto the cards, use it! At least once a week, if not every day that you use the course, use the flashcards for drill work. Flip through the cards randomly, asking students to spit out a fact or two that they remember reading or writing down. Question them orally on the significance of the lesson and/or its correlation to other parts of history. (Students of this age may not be ready to write these kinds of conclusions, but they are ready to articulate them out loud.) It is fun, too, to trade roles and allow the students to drill the teacher. My children were just competitive enough that they truly enjoyed our review time as they sought to outdo their siblings with trivia. As with Younger Students, variations to the cards can be endless. Many choose to replace the cards altogether with Folderbooks (made exclusively by Bright Ideas for The Mystery of History), scrapbook pages, notebooking, or coloring pages. The coloring pages created by Bright Ideas Press are not the least bit juvenile and may be enjoyed by many ages.

Memory Cards xxxix C. Older Students Obviously, Older Students should take the writing of Memory Cards most seriously. They should be able to articulate a few main points of each lesson on a card AND as a bonus, write a sentence on the significance of the event or its correlation to other events. In other words, after summarizing “Who, What, When, and Where,” Older Students should contemplate the “Why and How” of the lesson. How did this event or person influence history? Why did this event or person have such an influence? These types of bonus sentences will be the hardest to come up with and may take some time to draft. Be patient! It may take time for some students to draw conclusions with depth, but hopefully they’ll get there with your help. Use these cards to refine student abilities. As with Middle Students, use the cards to drill your Older Students. But keep it fun. For them, the highest value is in making the cards, not in drilling with them. So, keep the drills light. Drills may in fact “feel” too juvenile for some Older Students. Be sensitive to their maturity.

II. Format of the Cards The front of the card is simply the name of the lesson as listed in the Contents. (A color code is suggested below for using different-colored markers to identify time periods.) For neatness, efficiency, and consistency, I chose to write the lesson titles in bold-colored markers for my students well before they were needed. You may choose to do the same, especially if Younger Students are involved. It might be helpful if the back of the card contained the following four items (but these are optional): • The upper left corner could give the volume number and either an “A” or a “B.” An “A” refers to the first semester or first time period of that volume. A “B” refers to the second semester or time period of the same volume. Each volume will cover two time periods of study. This might be done ahead of time by the teacher. • The upper right corner could give the number of the lesson as listed in the Contents and on the lesson page itself. Teachers may opt to do this ahead of time as well. • The middle of the card allows ample space for a simple summary of the lesson. (I suggest pencil for this to remedy mistakes and because markers will be too broad.) Beginners may choose to narrate their sentences to the teacher, copy sentences from the lesson, or create their own. Middle and Older Students should be able to put their own thought into the summary — perhaps with some prompting by the teacher. I encourage the use of the text as a reference. • The very bottom of the card could give the date of the lesson or its approximate time span. It’s probably a good idea to allow the student to copy this from the lesson for reinforcement. Color-coding the cards is one way to quickly identify time periods. It’s not necessary for the success of the cards to color-code the titles, but keep in mind that if your students stay with The Mystery of History, they will one day have about 400 cards to keep straight — so you might

The Mystery of History-Volume I xl want to consider the color-coding now! If you are choosing to color-code them, you can follow my suggested color scheme below (or make your own). • Volume I-A Creation and Early Civilizations Dark green • Volume I-B The Classical World Red • Volume II-A The Early Church Light purple • Volume II-B The Middle Ages Gray • Volume III-A The Renaissance and Reformation Light green • Volume III-B The Growth of Nations Dark blue • Volume IV-A (Not yet titled) Dark pink • Volume IV-B (Not yet titled) Black The following are samples of what might be expected from Younger, Middle, and Older Students, respectively.

Vol I A 32 David was a good king. As a boy he fought Goliath. He David played the harp. He wrote Psalms. David loved the Lord.

1055 b.c.

Memory Cards xli Vol I A 32 David was the second king of Israel. As a boy, he killed Goliath and played the harp for Saul. Saul became his enemy, but David cared for him and cried when Saul and David Jonathan died. David followed Saul as king. He was not perfect, but he loved the Lord and was sorry when he sinned.

1055 b.c.

Vol I A 32 Even as a boy, David had a calling on his life. He was anointed by Samuel; he killed Goliath; and he ministered to Saul. When Saul died, David grieved his death but went on to become one of David the most beloved kings of Israel. We know much about the heart of David from the many Psalms he wrote of joy, pain, and suffering. The lineage of Jesus Christ can be traced to David.

1055 b.c.

The Mystery of History-Volume I xlii III. Storing the Cards Index cards can easily be kept handy using a rubber band or card box. But for using them as flashcards, I highly recommend storing them in a two-ring mini-binder or using a spiral-bound, index-card holder. These can be found in an assortment of shapes and sizes at most office supply stores. In whatever style you may find, most come with 50 cards. If using a mini-binder, you can buy additional predrilled cards or make your own out of ordinary index cards by using a standard three-hole punch. (The spacing of this hole punch will match.) Most mini-binders will hold 108 cards to match the number of lessons in this volume.

Memory Cards xliii Wall of Fame Timeline Suggestions

As described in my Letter to the Teacher, the “Take Another Look!” Review for each week consists of adding illustrated timeline figures to the “Wall of Fame.” Because I receive so many questions about timelines, I want to elaborate rather extensively on suggestions for putting one together. Understand first that there are many different methods for assembling attractive and functional timelines. I’ve seen them in notebooks, on walls, on butcher paper, wrapped around stairwells, mounted in bathrooms, and placed on pattern cutting boards (my personal favorite). The important thing is to make a timeline for your family or classroom that will work for you this year with this volume based on your students’ interests and the space you have available. Inevitably, students’ learning styles, interests, and abilities will change over the years (along with how much wall space you have!). It is conceivable that a large timeline on a wall or pattern cutting board might appeal to a visual learner or a younger student now. But this same student might prefer a timeline notebook in the future when he or she is older. I suggest you adapt your methods of keeping a timeline as you go rather than stress out over choosing one that will work for the next 5 to10 years. Think one year at a time! I bring this up because I know from experience that some of you will stress out (as I have) over starting a timeline. I, too, have been trying to create a perfect system that will work for years to come. It is a worthy goal, but I’m not yet sure if it is attainable. I have 16 years of homeschool experience to draw from, but at the time of this second edition of Volume I, I don’t have all the volumes written yet for The Mystery of History. So I suggest you plan a timeline for only one volume at a time and bear with me please, volume by volume, as I tweak, adapt, and modify my suggestions. I’ll elaborate now on my two favorite timelines — the pattern cutting board and the notebook. First, the pattern cutting board.

I. The Pattern Cutting Board One great way to make a foldable, portable, attractive timeline is to use a pattern cutting board (also called a sewing board). These large pieces of cardboard can be found at fabric and craft stores. When held vertically, it is the inside of the board (the plain brown side) that serves as the backdrop for the placement of timeline strips and illustrated figures. I like this timeline because I can lay it on the floor while we’re working on it (for little ones to hover over); I can hang it on a wall to display our work and conduct drills (Photo 1), and I can fold it up and put it away when not in use. It is also easy to transport to co-op, Sunday school, Grandma’s house, or history fairs. When I can’t hang it from a wall, I can display it on a portable aluminum easel. Photo 1

The Mystery of History-Volume I xliv One plan, which I will call “Plan A,” follows my ideas for making your own decorative timeline figures as described on each “Take Another Look!” Review page. This plan might appeal to students who are artistically inclined, or who really favor hands-on work. There is a little bit of built-in fun as some figures require wrinkling, burning, tearing, etc. The work required to make these pieces helps students to remember curious details of the character or Photo 2 event at hand. Thus, the advantage of this plan is its built-in reinforcement and the personal satisfaction gained from all the hard work put into it. (Photo 2) The other plan, which I will refer to as “Plan B,” uses the beautifully illustrated figures by Amy Pak from History Through the Ages. For your convenience, I reference these figures by name in italics on each “Take Another Look!” Review page. This plan might appeal to children who like to color, to older Photo 3 students, or to those who are just too busy or bogged down to make their own figures. The advantage of this plan is that it is quick, easy, and visually attractive. (Photo 3) For effect, I chose to photocopy these figures on tan-colored paper to match the cover of Volume I. These could easily be left in black and white for students to fill in with colored pencils. Regardless of whether you use Plan A or Plan B, I suggest you set up a pattern cutting board or something similar using a cardboard “project board” or scraps of a refrigerator box. It’s a great visual. I recommend that families or classrooms share one board and build it together.

A. Preparing the Timeline Board In my first edition of Volume I, I gave elaborate directions for setting up a pattern cutting board, which included dated strips. Timeline figures were added to the strips throughout the course. Since then, I have learned some things. Predating the strips requires a lot of preliminary work. And I found that my strips were blank in some places and quite jumbled up in others since we have no control over who lived when. (See Photo 4 for a peek at my original timeline, the one with “dated” strips. Because my children and I built it years ago, it is still a precious keepsake!) But to remedy the jumbling Photo 4

Wall of Fame Timeline Suggestions xlv problem, I experimented in later years with making a timeline with strips that are not dated at all. Rather, each figure added to the timeline is dated. It was a simple adjustment, but one that proved to make a very neatly organized timeline. I also found ways to make a cardboard sewing board more attractive by covering it with decorative adhesive paper. Last, I simplified everything by using packing tape or duct tape for the time strips rather than laminated poster board. Here are steps and materials to make these improvements should you so desire. (Compare Photos 1 and 4 to see my improvements.)

B. Materials Needed • 1 foldable pattern cutting board. To my knowledge, there exist two brands of these boards. The Wright’s brand, available at most Hobby Lobby stores, is the smaller of the two at 36 by 60 inches. The Dritz brand board, found at most Wal-Mart stores, is larger at 40 by 72 inches. (Photo 5) My directions will work for either, except that the larger board will give you much more space to work with and will require more than one roll of adhesive paper for covering. • 1 to 2 rolls of self-adhesive, multipurpose decorative covering, more commonly referred to as Con-Tact paper. Purchase 1 or 2 rolls, depending on which cutting board you are using. Choose a color or motif of your liking. The marbled ones are a great Photo 5 choice. • 1 roll of colored packing tape or duct tape (1.88 inches by 20 yards) to match your choice of adhesive paper. • 1 yard of ropey cord or ribbon to make a closure for the board. • 1 foot of clear adhesive tape (for securing the closure on the board) • A yardstick • Scissors • A helper (I’m not kidding on this one!) C. Covering the Board (It will take approximately 45 minutes to complete this preliminary task.) 1. You will not want to begin this project without the extra hands of an older child or another adult to help you lay the adhesive paper. Otherwise, it will take you much longer to lay the adhesive paper without crinkling it. (I tried!) Photo 6

The Mystery of History-Volume I xlvi 2. Lay the pattern cutting board open on the floor. Unroll the adhesive paper, and measure a strip the width of your board (the short direction, not the long direction). Cut the strip, peel off the backing, and with your helper, lay down the adhesive paper. If it is crooked, or has folds, it will lift off for a second try. Repeat these steps for both the front and the back of the cutting board, overlapping each strip a few inches over the last. When you reach the ends of the board, it is easiest to stop the adhesive paper at the edge, rather than attempt to wrap it around the edges. The exposed edges of raw cardboard will not present a problem. (Photo 6) 3. With both sides of the board covered, some will find that the board is “tight” and hard to fold up. To correct this problem, use a sharp pair of scissors to “score” the outside of the cutting board in several places. By that I mean to run the scissors down a few outside creases to cut a slight gap in the adhesive paper. (Photo 7) It will cause a small part of the board to be exposed, which is why I suggest doing this on the outside rather than the inside. Photo 7 It is the inside of the cutting board that will serve as the place for placing all the timeline figures. 4. Open the cutting board so that the inside is facing up. It is now time to mark the places for the tape strips. 5. For the Wright’s brand cutting board: Use a yardstick and pencil to mark 2 inches, 4 inches, 6 inches, and 8 inches from the top of each panel on the edge of the cutting Photo 8 board. Make the marks evenly on both edges of the board. (Photo 8) Unwind a length of duct tape or packing tape that will go across the width of the cutting board with a little length to spare. Carefully lay the tape strip down horizontally between the 2-inch mark and the 4-inch mark. The tape is fairly forgiving should you need to lift and reapply. Trim the excess. Repeat this step, laying down tape between the 6-inch mark and the 8-inch mark. You are laying two parallel strips on each panel. There will be 12 tape strips in all. (Photo 9) 6. For the Dritz brand cutting board: Use a yardstick and pencil to mark 2½ inches, 4½ inches, 7 inches, and 9 inches from the top of each panel on the edge Photo 9

Wall of Fame Timeline Suggestions xlvii of the cutting board. (Remember, this board is larger and requires the strips to be spaced farther apart.) Make these marks evenly on both edges of the board. Unwind a length of duct tape or packing tape that will go across the cutting board with a little length to spare. Carefully lay the tape strip down between the 2½-inch mark and the 4½-inch mark. The tape is fairly forgiving should you need to lift and reapply. Trim the excess. Repeat this step, laying down tape between the 7-inch mark and the 9-inch mark. You are laying two parallel strips on each panel. There will be 12 in all. 7. To make a decorative closure for the board, fold it all the way shut. Mark the center point of the spine of the board. Find the middle of the length of one yard of ropey cord. Use clear packing tape to adhere the ropey cord at its middle to the center point of the spine of the board. (Photo 10) This cord can be tied and untied by students when getting the board out to work on it. 8. Last, I suggest that a title cover be attached to the outside of the board to identify its time period. It should read “The Mystery of History, Volume I. Creation to the Resurrection.” You might consider scanning and printing the cover of Volume I and attaching it with clear tape, as pictured here on a partially closed board. (Photo 11)

Photo 10 D. Preparing the Figures Now that your board is assembled, remember that you have two plans to choose from for adding figures to your timeline. You can make your own figures following my suggestions (Plan A) or use pre-drawn figures fromHistory Through the Ages (Plan B). I have a few tips for each.

1. Plan A figures (making your own) I find it easiest to make my own figures on white card-stock paper using colorful markers and pencils to outline and decorate with. Blank 3-by-5-inch and 4-by- 6-inch index cards will work for most figures. On “Take Another Look!” Review pages, I give ideas for making and decorating your figures. (Feel free to elaborate!) Your children’s interest level may dictate how extensive you get Photo 11 on adding these details. I have certainly helped make several figures myself over the years to move my students along in the process. When I request that students make a person, I have provided a pattern of a male and a female. I recommend that you photocopy these or simply trace the basic outline and cut it out. It would be wise to trace the pattern ahead of time for students, putting several on a page with ample space around each character. However, I would not cut out the patterns ahead of time because I often ask the students to add something to their

The Mystery of History-Volume I xlviii character (like a harp, a book, or a crown). In those instances, it is far easier for students to draw these items around the pattern, and then cut them out. Of course, not all the figures will be “people.” I will also ask students to make boats, mountains, documents, maps, and the like. (See Photo 2.) If you make your figures approximately 2 to 4 inches by 2 to 4 inches, then you can get 9 to 11 figures per line, with possible space for adding other characters from other subjects you might be studying. Note, too, that occasionally I have the students add figures out of order, so please leave spaces or only tape them on loosely until the timeline is complete.

2. Plan B figures (using pre-drawn figures) Rather than make your own figures, you may choose to use the pre-drawn ones from History Through the Ages. (See Photo 3.) These figures, which are a separate purchase, can be photocopied onto colored paper to match the theme of the time period or used as is. (Or you may purchase the figures on CD-ROM and choose to click and print the ones you need.) Students can color and/or cut out the figures prior to hanging them on the timeline. You can make this option as simple or as complicated as you want. Some students may even want to incorporate some of the creative ideas from Plan A into Plan B by decorating the pre-drawn figures with a few “extras.” For all of Amy Pak’s pieces to fit on the smaller pattern board (Wright’s brand), place about 12 figures per line.

Wall of Fame Timeline Suggestions xlix E. Attaching the Figures I found it most convenient to work on our timeline only once a week. Though some families prefer to make the timeline figures on the day that they study the corresponding lesson, I like to do the exercise later in the week as a means of bringing characters back to mind from days earlier. (And if I were to be perfectly honest, I like to “drag out timeline supplies” only one day a week instead of three.) On review day, we usually needed to create just three figures, one from each lesson of the week. If using History Through the Ages figures, occasionally there is more than one figure for each lesson. Either way, after creating a timeline figure, we would tape it on at the appropriate place on the pattern cutting board. The timeline strips for Volume I run from the bottom up to help a student grasp that b.c. time is counted backward. (Future timeline boards will run from the top down. This makes sense when they are all lined up together.) The first figures placed on the board will be from Lessons 1, 2, and 3 of “Week 1.” The following is an excerpt from Week 1 that indicates my suggestions for homemade figures (Photo 12) or pre-drawn Photo 12 figures (Photo 13). Please know that the first week of “making your own timeline figures” might take the longest because I do ask the students to create a figure for each of the seven days of Creation. So plan a little extra time at the start for this. Later on, things will go faster as I usually have students making only one figure per lesson. You will notice in my sample

below that for your convenience the Photo 13 names of Amy Pak’s pre-drawn figures are in italics. Homeschool in the Woods timeline packets include hundreds of figures — so this information will streamline your hunt for the figures that best correspond toThe Mystery of History. • Creation (c. 4004 b.c.) — Cut seven circles from cardstock or index cards (each circle being about 3 inches in diameter). Label the circles “Day 1,” “Day 2,” etc. Follow the Bible to draw on each circle something symbolic of what God created on each day of Creation. Line up these circles on the bottom (beginning) of your timeline. [From History Through the Ages, use The Creation.] • Adam and Eve (c. 4004 b.c.) — Create the figures of Adam and Eve (using the template or pattern provided in “Wall of Fame Timeline Suggestions” in the front of this book). Write The Mystery of History-Volume I l the names Adam and Eve on your figures and give them each a gold cross to indicate that they are in the lineage of Christ. Add the date. If you are industrious, glue small leaves on the figures to represent the covering of nakedness that God provided. Place Adam and Eve just after Creation on your timeline. [Use Adam and Eve and also, if you wish, Cain and Abel.] • Jubal and Tubal-Cain (7 Generations After Adam) — Use the template provided to create two male figures. Before cutting them out, sketch one figure holding a harp and the other an iron rod. Cut them out and label the figures properly. Place these on your timeline after Adam and Eve. Since we are not giving them an exact date, you may choose to write “10 Generations After Adam” on a small strip of paper. Attach the strip below both figures on your timeline. [Use Jubal and Tubal-Cain.] My directions should be self-explanatory, and as stated before, they may serve as a springboard for your own ideas. I suggest that the rows of figures run from left to right as students work their way all the way up from the bottom of the board to the top. It is a great visual that helps students “see” their progress through the course by the growing number of figures that are added to their timeline. As a final note, on the top center point of my timeline, I used a hole punch to create a hole just large enough so that I can “hang” my timeline on a nail on the wall while we are using it. (See Photo 1.) I highly recommend this if space allows. When not in use, your timeline board can be folded with the closure cord wrapped around it and tucked away behind a cabinet or under a sofa. From time to time, we made a game of searching for a character on the board or pointing blindly to a random character and asking the student to supply some information about him or her. Remember, your timeline may not turn out perfectly, but it is just one of many ways to observe and appreciate God’s marvelous hand in history. I hope you enjoy it!

II. Timeline Notebooks In my opinion, mature Middle Students and most Older Students will find a wall timeline too juvenile for their taste. For them, I would strongly recommend building a timeline notebook. There are many on the market, or you can make your own out of a binder. But my personal favorite is the one designed by Amy Pak of Homeschool in the Woods, titled “History Through the Ages, Record of Time.” Amy has also created an affordablePlacement Guide to show you exactly who needs to go where so that all her timeline figures will fit in the notebook. Both of these products, as well as timeline figures, are available on my Web site (www.themysteryofhistory.com). Or you can visit www.homeschoolinthewoods.com. Students of my program may not be studying all of Amy Pak’s timeline figures (she has hundreds!). But they are there for your reference in the Placement Guide and may be of interest for your student to add.

Wall of Fame Timeline Suggestions li