OR / BIBLE/LITERA OR’S GUIDE D I U G S ’ R TO C U R T S N I E R U AT R E T I L / E L B I B / RY TO S I H

WORLD HISTORY Year 1 of 2

The Colosseum G Rome, Italy

FUN FACT was the f rst female pharaoh.

4-DAY G Ages 12–14 Grades 7–9

History Bible Literature (4-Day)

World History, Year 1 of 2

By the Sonlight Team

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

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

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

Ҍ A 3-week Schedule

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

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

Ҍ A schedule for Timeline Figures

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

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

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CHAT CALL / TEXT EMAIL sonlight.com/advisors 303-730-6292 [email protected] Sonlight Curriculum® “World History, Year 1 of 2” (4-Day) Instructor’s Guide and Notes, Second Edition Table of Contents Copyright © 2018, and annually 2020 by Sonlight Curriculum, Ltd. 1 Introduction to Your Instructor’s Guide All Rights Reserved. • Table of Contents No part of this publication may be reproduced, stored in a retrieval sys- tem, or transmitted in any form or by any means—electronic, mechani- • Quick Start Guide cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written permission of the publisher. However, permission is hereby granted to 2 Schedule and Notes the original Sonlight Curriculum Ltd. purchaser only to reproduce as many copies of the Schedule Pages; Evaluation Form and Certificate of Comple- • A Weekly SCHEDULE for History, Bible, and Read-Alouds tion as necessary for his or her immediate family’s use. • NOTES for History and Bible “Do to others what you would have them do to you” (Matthew 7:12). “The worker is worth his keep” (Matthew 10:10). 3 Reading Assignments & Notes • NOTES for Read-Alouds and Readers

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

Printed in the United States of America.

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

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

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

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

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

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

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

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

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

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

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three-week sample of any of sample three-week

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

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

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

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

Teaching tips Teaching Detailed teaching notes each week Notes the schedule, youImmediately following Vocabulary and Cultural Literacy Literacy Cultural and Vocabulary notes The IG is a guide, not a task master. As you become comfortable teaching your children, you can skip or alter assignment to fit your family’s unique needs. Flexible format Flexible Because many families end up ahead of behind in a subject—at least occasionally—the IGs Some are structured for maximum flexibility. They customers follow the schedule religiously. do everything scheduled each day during Others read ahead, or drop a book, that day. or work through several days’ worth of one or history, or two subjects in a day (reading, for example), and similarly the next day, and so on, until they have completed all the assignments for the week. explain assignments and provide extra youinformation about important topics to help will teach get the most from your materials. You with confidence! Literature Guide, you will find reading andassignments and notes for the Read-Alouds A-CReaders. (In the early elementary Levels programs, Readers are packaged separately paceto allow an adjustable reading level and included them have not for your children. We about Readers more in this sample. Learn the packages at sonlight.com/readers.) Follow notes for Read-Alouds and Readers as you would the History/Bible notes. Note: At the back of your History / Bible / will find each week’s history notes. Bible and notes help you instructThese extensive teaching and ensureyour students with excellence, Notes providethat they grasp key concepts. arguments, clarification, counter-balancing The and commentary. further explanations, about specificIG notes also offer warnings so you can discussbooks or difficult content, as racism andimportant issues—such poverty—with thoughtfulness. Find clear definitions for important vocabulary clear definitions Find Enjoy useful in your reading. that appears depth to your notes that add Cultural Literacy probably explain things students reading and skirt looks like). what a hoop know (e.g., don’t ©2020 by Sonlight Curriculum, Ltd. All rights reserved. . Find thenotes for Three theRead-Alouds. Find andReadersinSection themintheorder we read them. 3. thenotes titles, See for andCurrent theBible,History Events below. 2. prefer to have your children memorize from anotherversion oftheBiblethat your familyusesmore frequently, pleasefeel free to doso. versions for your convenience, We andKJV cite theNAS,NKJV since theycorrelate to theversions usedinCredo: IBelieve ….However, ifyou would 1. 1–4:Date:Days ______to ______Level G:History/Bible/Literature

READERS READ-ALOUDS HISTORY & GEOGRAPHY BIBLE World I History Kit: Book Lap Current Events of theNile Mara, Daughter New and Old Favorite Poems The GoldenGoblet TimesAncient oftheWorld:The Story Reading Date: Credo: IBelieveCredo: … Back The KingdomStrikes Bible Field Guide International Children’s Memorization

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

 1 (allweek)

Additional Subjects: N

“To Think About and Week 1 Parental Notes ”I Want to Know”– Do” problems 1–2 ”This is My Rock” isMy ”This ol itr,Ya f2 | World History, Year 1of2 chaps. 3–4 pp. 7–11 pp. 7–9 pp. 1–2 chap. 1 chap. 2 chap. 1 Mark 2 Mark Day 2 Day d

 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 1

Map PointMap 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 “The Secret Cavern”–“The “To Think About and Do” problems 3–4 ”My Shadow”

pp. 11–13 pp. 9–13 chap. 1 chap. 5 chap. 3 chap. 1 Mark 3 Mark Day 3 Day d

4-Day Timeline Figure  Week Overview ScinTo We | Week 1 | Section Two |

“To Think About and Playmate”–”Rathers” d

Do” problem 5

“The Invisible “The Timeline Suggestion chaps. 6–7 pp. 14–16 chap. 2 chap. 4 chap. 1 Mark 4 Mark Day 4 Day  1 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. - symbol on the sched- symbol on  Mark 1 There are many helpful Bible-related Notes each week helpful Bible-related each week Notes many are There weekly Schedule Mom or Dad: On your to pages, Note the Gospel of Mark reading to begin you’ll week This We provide map suggestions from the assigned reading reading the assigned from map suggestions provide We use the in- like further to If would on how you information field trip planning sheets, extra schedule pages, For All suggestions and figures can be found on the Time- the on found can be and figures suggestions All Complete the map assignments included in all of the included in all the map assignments Complete 1 Day Bible ReadingBible after your Schedule pages. Some of these Notes are are Some Schedule of these Notes after pages. your while some are children, your specifically for intended marked in the Instructor’s are Bible Notes These you. for “Students.” or “Parents” Guide as either Inter- The read children your under the Bible section, have it’s When Guide on their own. Bible Field national Children’s the actual read Bible passages in the Schedule, time to children. those selections your please read aloud to Parents the shortest Gospels of the four it’s Since children. your scholars widely 5. Bible Week the end of be done by you’ll acknowledge Gospels Mark written. as the first of the four vary his words from when Mark recorded for Specific dates 50s late mid to The as AD 70. as late as early as AD 40 to with the mid 60s being the most likely date, is probably another plausible option. Mark the Gospel likely intended the fact by he is evidenced that This a Gentile audience. for and ex phrases Aramaic translate to goes out of his way Some scholars and customs. plain unique Jewish traditions a It’s in Rome. the church to think the Gospel written was some remarkable of matter-of-fact and succinct recording can know with a gospel so we each year begin We events. his example. by live about Jesus and learn to more Map Points the for Look Guide. in the Study Further information and useful documents and go Sonlight Account your to please login structor guide, the "Understanding thethe My section Downloads access to Guide" and "Getting Started" documents. Your Structure of the My guide go to your specific to and other documents to (available sectionDownloads Sonlight Account of your only). purchaser original line Figure Schedule, in Section in Schedule, Four. line Figure ule page and in the notes. Use the coordinates and the the coordinates Use in the notes. ule page and on the find each location to name in the notes location Then, colorful the guide. of laminated maps in the front blank, on your location each note children your have Markable pen. Map using a washable are children your the stories to lend context guides to their knowledge of geography. improve and reading 1 of 2 | Year History, World 4-Day symbol. Handwrite these suggestions into the these suggestions into Handwrite symbol. symbol indicates it has an accompanying figure figure it has an accompanying symbol indicates d Your children will record significant people and events people and events significant will record children Your The In the “To Discuss After You Read” section, the compre- Read” You Discuss After “To In the Knowing definitions is critical to understanding. That’s That’s Knowing understanding. is critical definitions to we the words categorize we Inour study guides, all of if defined while that, words are terms Literacy Cultural To keep track of your progress, simply place a check simply place progress, of your keep track To When a timeline suggestion denotes a range of dates of dates a range suggestion denotes a timeline When “How to” Quick Start to” “How Information 2 | 1 Week | Two Section | Timeline in a spiral-bound timeline book. Over the years, you’ll fill you’ll timeline book.in a spiral-bound Over the years, knowledge and understanding children’s this book as your of history expands. To Discuss After You Read Discuss After You To focus children help your to meant hension questions are importanton some of the more aspects you of the stories is to with this additional material Our intent together. read get every need to bit you resources with the you provide a book. possibly can from you of enjoyment Vocabulary & Cultural Literacy & Cultural Vocabulary why we’ve included important vocabulary in your terms we’ve why Guide. Instructor’s your words are words Vocabulary ways. in two highlight other texts—not in just encounter will probably students list these words We those included in this curriculum. book in which they the of the text from within an excerpt to students challenge your may you so that found are of in the context using the clues found define the terms these short read Simply aloud quotes of the story. the rest the meaning of the you can tell students and see if your terms. bold italicized and deepen their broaden will reading, are students your gen- are these words understanding of the text. However, expect wouldn’t and we content, course specific to erally You basis. or hear them on a regular read students your a co- by in bold followed formatted use these words, may glossary. like a convenient more lon and their definitions, Record Keeping Record on the weekly mark each assignment of in the corner chartschedule state/coun- If finish it. your children as your date) of when (what keep a daily record to try you requires hours you many and/or how a project, completed you If well. as information that a subject, on spent record then Guide with a second Instructor’s your reuse to decide you initials nextthe check mark to each child’s then add child, or hours. in the Sonlight Timeline Figure packet. Place these stickers Place packet. Figure Timeline in the Sonlight marked suggestions are Timeline timeline book. your into with a (e.g., 1865–1890), we recommend that you use the ending you that recommend 1865–1890), we (e.g., Timeline. on your when placing the figure date timeline book as well. timeline book as well. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. draw closerto him. time to pray—it’s how we talkto andoneway God we can lessonwe from 1:35isto canlearn take Mark important persons ofthe Trinity caninteract withoneanother. The another. Even thoughthere isonlyoneGod, thethree ity, Father, communicate andHolySpirit Son, withone natural andright for Jesusto pray. Third, withinthe Trin- time to pray. Second, asaJewishhumanbeing, itwas to hisfollowers that they, too, shouldsetasidespecific why Jesusprayed. First, hisprayers asanexample served to himself? talking There are at leastthree goodreasons are possible. natural can’t exists, happen.ButifGod thenmiracles really they believe onlymaterial thingsexist, soanything super- the miracles intheBible, buttheydosomainlybecause andpower.his identity all thinkersreject modern Some to draw miraculous peopleto healingsconfirmed him. His miracles meant to confirm Jesus’ role andalso asMessiah people, to butweretricks fool simple-minded actual people from thedead. These signs were notjustmagic miracles suchasgiving sight to theblindandeven raising remarkable ofJesus. Heperformed ing healingministry to God’s change, andseeking helpto repent. aware ofoursin,confessing oursin,showing areal desire 51, where you’ll that learn repentance involves being want to read agreat passageaboutrepentance seePsalm the wrong path we are onandgettheright one. you If It’s sotoin direction, speak. astrong desire to from turn What isrepentance? Repentance involves areal change presentation ofonethingJesuswants usto do:repent. and could have discredited any wildclaims. would haveministry remembered what really happened cially since peoplewhowere alive at thetime ofChrist’s decades isnotenoughtimefor legendsto develop, espe- time, butby historical standards it’s short. Two orthree timeofChrist’sactual ministry. We may thinkthat’s along wroteMark only20or30years hisGospel the orsoafter ment, probably written intheAD50sor60s. This means Students revealed himselfinthree persons. ofthe the doctrine Trinity—that there whohas isoneGod these, andmany others, that resulted intheformulation of ispassageslike 1:10–11).It the baptismofJesus(Mark If Jesuswas God, whyIf didheneedto pray? Was hejust Beginning onDay 2you’ll begin to read abouttheamaz- andclear 1:15thatNotice we in Mark getashort recorded istheearliest Mark intheNew Gospel Testa- Note that Father, are andHolySpirit Son, allpresent at ol itr,Ya f2 | World History, Year 1of2 and coming backto life. claims cameto mind, aboutdying suchashispredictions truth. Then allthe different themabouthis cluesJesusleft Trinity. wasn’t It until later that theybeganto realize the second personofthe to incarnate—the Messiah beGod and setthemfree, politically. They didn’t the expect them immediately from theoppression oftheRomans wereMessiah mixed. to aMessiah deliver expected Some to teach, buttheirviewssomeone withauthority ofthe time theynodoubtviewed himasagreat teacher and had never encountered anyone likeJesusbefore. At this dense. Didn’t reality, whoJesuswas? In theyknow they him!” 4:41). (Mark We might thinkhisdiscipleswere abit isthis?Evenrespond, thewindandwaves ”Who obey nature whenhecalmsastorm oncommand. followers His he said. ing by hislisteners andalsohelpedthemremember what needle. These remarks were probably thought ofasamus- to getacamelthroughunder abowl, the eye ortrying ofa like lighting alampandputtingitunderbedorhiding the parables carefully you’ll alsofindsomefunny remarks, ways that we could understandandremember. you If read to give lectures, usboring butto share truths in practical interest andwere easyto remember. Jesusdidn’t come sages. Since theywere told asstories, theycaught people’s moral mes- andspiritual stories hetold that hadimportant his offering to forgive thismanequates JesuswithGod. incarnate,God Jesus was theonewhowas wronged! So something, we that iswronged. have As to betheparty ness to a total stranger. order In for forgiveness to mean forgiveness. would beasthoughyou It orIoffered forgive- to beGod, itwould makenosensefor himto offer this the sinsofamanheencountered. Jesusdidnotclaim If alone?”sins butGod They say thisbecauseJesusforgave by whosay, hiscritics ”He’s blaspheming! Who canforgive 2,forMark instance, Jesusforgives sins. This isnotmissed shows many indications ofChrist’s claimsto divinity. In claimed to beGod. Acareful reading oftheBible, though, Day Day 4 2 In Mark 4:35–41we Mark witnessthepower In ofJesusover Students: spokeinparables. Jesusoften These are short Parents: willsay critics that Sometimes Jesusnever Mark 4 Mark 2 Mark 4-Day ScinTo We | Week 1 | Section Two | 3 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Many parts of Bible prophecy (pp. 10–11) are not neces- partsMany are 10–11) prophecy of Bible (pp. movements or new religious Some other religions , don’t Bible , don’t Children’s the International have If don’t you Guide and answer Bible Field Children’s will read Students been translated the Bible’s that Sometimes people say sarily about predicting the future, but about speaking but sarily as predicting about the future, are Such prophecies his people. to voice prophetic God’s or calls to people, often exhortations, encourage which of the One God. will turn so people to back repentance that Jesus to about Bible prophecybest books in relation Jewish Answering is called Objections to across come we’ve Objections Michael 3: Messianic Prophecy by Jesus: Volume 2003). (Baker Books, Brown But all need. we that new revelation they have claim that 12, the Bible is the only on page as the book explains book.divinely inspired know It need to about has all we to and about how about Jesus, about God, our condition, us and God between set things right (his plan of salvation other to in response say So can we what and redemption). the Bible to them in comparison can test We revelations? example, For the Bible says. what with see if they agree to is involved and is personal, God exists, the Bible says since changes God’s that other revelation any in his creation, Also, with biblical revelation. be reconciled can’t nature the Bible or ”fix” override claims to that new revelation puts God in a position of not being powerfulBible errors make just doesn’t This words! preserve his own enough to can- scripture ”the John 10:35 says, As a whole lot of sense. (KJV). Lewis and Gordon Demarest Bruce not be broken” (Zondervan, Theology 1 of Integrative in Volume put it well is there biblical books, of the the completion 1987): ”Since no further the writing … of Scripture for divine inspiration he can do in his redemptive Jesus Christ has done all that the earth. to his return purposes until in the available And all the truths necessary accep- have to canon (Bible) we 116–117). (pp. life” an abundant with God and for tance Students a good Bible have already probably You worry about it. if you parents can check with your but you translation, make sure. to want of each chapter. the end at a day problems one or two Bible readings. questions have These no one can be sure times that and re-translated so many We claim is just false! This said originally. it really what of Bible manuscripts and also many of copies lots have scholars com- When of Bible writings. or pieces fragments they know copies for writings with newer the ancient pare the older copies. to the text is almost identical that sure like when you and there, little changes here are There nothing but there’s ”i,” or dot your ”t” your cross to forget can trust We all. in the text has changed at big that really to the manuscript proof of the Bible and have the words thou- over the Bible has remained accurate how show sands of years. - 1 of 2 | Year History, World 4-Day Chapter 1 Chapter International Children’s Bible Children’s use the International to have don’t You Like preservation of the biblical textsThe is amazing. - Testa 66 biblical books: 39 in the Old accept Protestants On the discussion of revelation on page 10, keep in On the discussion of revelation 1 Day International Children's Bible Field Guide 4 | 1 Week | Two Section | Parents use a translation to free Feel the field guide. along with during typically Bible study or read children and your you main ap- two are speaking, there Broadly time. devotional trans- tries to One approach Bible translation. to proaches the actual the text to as closely as possible late structure formal equiva- called are These languages. of the original lency like the New American and include Bibles translations . Another Version Bible and the English Standard Standard in mod- try to is get the meaning across to approach more Ver- like the New International Translations ern language. A approach. dynamic equivalency this follow to sion tend but is sometimes a strictall, at translation isn’t paraphrase Message. Just is The A popular modern paraphrase useful. be to tends there with a paraphrase keep in mind that through show biases to or theological error for room more in the text (but not always). cop- texts with newer ancient in comparing the book says, doesn’t This 9). (p. almost no differences” were ies ”there Chris- When perfect, were the copies though. mean that the Bible is perfect they believe tians say it says, in what divinely manuscripts the original were they mean that do have But copies and perfectinspired every in way. . This in them called variants some minor errors shouldn’t very are variants though, because errors, minor bother us, in or dot the ”i” the ”t” cross to forgetting to comparable get numbers or the order English, or sometimes variants significantly No variant wrong. in a sentence of words who study People key Christian teaching. changes any in a whole field professionals are manuscripts thoroughly called textual. criticism documents of study about ancient how Roman Catholics, Testament. and 27 in the New ment ever, also accept other writings the Old and New between also accept ever, call these books the Apocrypha. Protestants Testament. God has communicat- ways broad two are there mind that some truths through God reveals First, us. ed his truths to in addition to 19, Romans 1:20). Second, (Psalm creation our also have we creation, some things through revealing us a gen- (Romans gives 2:14–16), which conscience moral through revelation God’s and wrong. sense of right eral . revelation is known as general and conscience creation clearly more himself and his thoughts God can also reveal through and ultimately the Bible, and directly through is known kind as second This of revelation Christ on earth. revela- but only special helpful, . Both are special revelation us the full and clear picture. tion can give ©2020 by Sonlight Curriculum, Ltd. All rights reserved. he can do them easily next weekhe candothemeasilynext before going”onstage.” daughter thefollowing practice exercises thisweek sos/ their vocal chords andtheirbodies. Helpyour sonor good speakerswill”loosenup.” ought. Therefore, before publicpresentations, making up” andspeakwithlessdynamismordrama thanthey motions, themotionslookunnatural andchoppy. to another),andstandstiffly.one section theymakeany If emphasis, orchangeinvolumedynamism (inflection, from failinthisarea.often They speakintiny voices, withlittle overly dramatic, butitshouldbelively andinteresting. tation asnaturally dramatic shouldnotbe aspossible. It expressions to goalongwiththewords. through proper intonation, expression, andphysical Week 8. This memorize verses week, 1–2andwork eight weeks. Plan to present itinpublicat theendof many andlearn with Christ insights from theBible. rize. isreal. God Hewants usto have apersonalrelationship not justtheoretical or”headknowledge” for usto memo lives.daily spiritual otherwords, In it’s incredibly practical, us,the Biblecannourish meaningthat itcanhelpusinour We canapplyitslessonsto ourlives today, andthewords of it’s meant for believers to getmuchmore outoftheBible. things from theBible, anditdoeshave manyinit, but facts oranencyclopedia—referencetionary books. We canlearn book for things.” learning otherwords, In it’s notlikeadic fectly reflected God’s thoughts. the writers oftheBiblesothat what theyrecorded per- background oftheauthor. The worked HolySpirit to guide intheBiblethat thepersonal writing sometimesreflect write. That’s why there are stilldifferent of orkinds styles movedbut God themto write what hewanted themto Bible didn’t from justtakedictation God, likesecretaries, Bible writings. that Remember thepeoplewhowrote the Memorization (Bible) Memorization There are two thingspublicspeakersneedto loosen: Even goodspeakershave to anatural ”tighten tendency theyareBecause beginning usuallynervous, speakers Parents: We want your children to maketheirpresen- Students: Plan to memorize Psalm 90over thenext On page12you’ll read abouthow theBible”isn’t justa On page10you’ll read aboutthe”inspiration” ofthe . Another looseningexercise for your voice: don’t 2. order In to loosenyour vocal ”singing” chords, try 1. but letyour voice grow until itisjustawhis- softer until you are shouting. Keepsaying your speech, but beginning inawhisperandbuildingvolume sing thepassage;justsay it, withoutexpression, down to itsbottom. and fallfrom itsbottom note to itstop andback Keep ”singing” your passage, letting your voice rise thehighestnote you cansing.its fullrange—to you canreach, andthenletyour voice through rise your passage. Begin ”singing” itat thelowest note - - ol itr,Ya f2 | World History, Year 1of2 Bible that your familyusesmore frequently, pleasefeel free to do so. would prefer to have your children memorize from anotherversion ofthe they correlate to theversions usedin Credo: IBelieve ….However, ifyou versions for your convenience, We andKJV cite theNAS,NKJV since 1. A: Q: To You After Discuss Read A: Q: A: Q: To You After Discuss Read Listenand performance. to Track 7theentire week. Tracks 9–16are practice theinstrumental onlyfor memory Apostles Creed (Track 1)andtwo bonus Tracks, 5and8. as theoneyour childislearning. This CDalsofeatures the set to music. We listthetrack withthesameBiblepassage ALL ALL Credo: IBelieve… Credo: The Story ofThe the Story World: Ancient Times Day Day Day Day

2 1 This CDincludesallthememorizationverses for theyear had eaten all of the food thatwashad eaten allofthefood easyto hunt orfind because theyhadlived after inoneplace forawhile, they Why didnomadsmove frequently? behind left people archaeologists studyartifacts historians read accounts ofthingswritten inthepast; an archaeologist. Explain thedifference between ahistorian and ahistorian writes thepast about the story ”history.”Define 4. In order In to loosenyour body, swinging and try 4. your How voice aboutworking (andface) through 3. Psalm 90:1–2 Chapter 1pp. 7–9 pp.Introduction 1–6 Track 7 2 1 ever planto dothembefore anaudience. broader, faster, more dramatic thanyou would with exaggerated motions:makethemotionsfar jacks, etc. Another exercise: saying your speech try your your shoulders, legs, shaking doingjumping your arms,shaking rolling your headincircles on Can you thinkofany otheremotionsto pretend? tend you’re angry. Embarrassed. Excited. … Sad . Ho! !Hee!Hee!” (etc.). Then pre- withabellylaugh:”Ho! various emotions?Start feel relaxed at bothendsofyour vocal spectrum. until you have finishedyour speech,oruntil you per. Continue oscillating from whispersto shouts Before themountains were born LORD, You have beenourdwelling place in Even from everlasting to everlasting, You are God. Or You and the world, to gave theearth birth all generations. 4-Day ScinTo We | Week 1 | Section Two | 1 5 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Report pp. 1–2 pp. Who are the two main characters the two in the Bible? are Who Satan and Yahweh) God (or a story is the Bible essentially What about? God his kingdom wins Satanhow from back We believe that by fifth by need and sixth that students believe grade We ought students believe we grade, in seventh Beginning the same article read read children Please as your or unfamiliar term an uncommon If came across you about current hold these discussions best time to The Day 2

Day ALL The KingdomThe Strikes Back Current Events To Discuss After You Read Discuss After You To Q: A: Q: A: to begin learning about world affairs—matters of social, of social, affairs—matters learning about world begin to should be They concern. and cultural economic, political, be form- to and they ought about these matters, informed citizens opinions about them. As ing biblically appropriate be gracious called upon to Kingdom, they are of God’s the peoples ambassadors to informed) therefore, (and, and kingdoms this world. of position on of their own a statement add to begin to and they believe why and explain the issues of the day require In don’t fifth we and sixth as they do. grades, feel any a position on for a position or argue state to students by informed they are that issue; they must simply prove in a newspaper about an article read you telling they have of the week, each week, the last day on Once or magazine. fifth and sixth must report on some mat- graders verbally or international national, regional, local, of significant ter about during the previous read they have that concern in the are who the protagonists must state They week. the are What significant. makes the matter case and what or turning out one way of the matter effects potential about sides arguing (or more) two the are What another? students grade, as side issues)? In seventh (issues as well reports such verbal should make two each week. In eighth reports. three grades, and ninth your aid in to information and add background understanding. children’s cultural, historical, whatever children your Give it. explain as talk about any can, as well you and other background be might children with which your situations parallel their studies of historyfamiliar from or other cultures. the dinner table. is over events

2 3 1 of 2 | Year History, World 4-Day Chapter 2 Chapter Chapter 1 pp. 9–13 1 pp. Chapter enes (Narmer) Upper and Lower unites (ca. 3100 BC) Nomads settle Fertile Crescent (ca.BC) 4000 Crescent Fertile settle Nomads has a date of ca. 7000 BC for the of ca. 7000 BC for Ancient has a date Times he Story of the World: How did Egyptian farmers keep flood waters to use in to farmers keep flood waters did Egyptian How the dry season? flood capture to the river from that led away canals they dug so the block the ends of the canals would and then water it to again until they wanted away flow couldn’t flood water How did farmers near the Nile River farm differently did farmers near the NileHow River farm differently Why? than farmers in other places? learned here farmers the Nile River floods everysince year, they left rich silt receded, that when the flood waters simply Farmers crops. good for growing behind that was planting before go down to for the flood waters waited soil in healthy grow could and then their crops their crops, in a flood away without washing What did farmers learn to do to grow crops further crops grow did farmers do to learn to What riverbanks? from to the river from water irrigate—develop move to to ways water move used a shaduf to Farmers their crops. Why was it easy for nomadic people to first settle in the first settle in the nomadic people to it easy for was Why Crescent? Fertile find food to easy and the people didn’t it was because move need to T M King Narmer, also called King Menes, of Upper Egypt also called King of Upper Egypt Menes, King Narmer, Jericho (D7) (map 5) (map 1) (C7) Crescent Fertile city (ca. walled Jericho built as 1400 BC) 4 3

Day Day d  d  6 | 1 Week | Two Section | Fertile Crescent. We have chosen to use the date ca. 4000 BC to coincide with coincide ca. 4000 BC to use the date chosen to have We Crescent. Fertile information more in this and other Sonlight packages. For the other sources Contradictions Find Will You the article please read "Why dates, on historical in History" section Downloads Sonlight online account. of your in your found 3. Story The than date of the World: Sonlight uses a different Again, Ancient. Times 2. Timeline and Map Points Timeline A: Q: defeated the king of Lower Egypt. From then on, the King then From Egypt. the king of Lower defeated over control symbolize to a double crown wore of Egypt (ca. 3000 BC). Egypt Upper and Lower A: To Discuss After You Read Discuss After You To Q: Timeline and Map Points Timeline A: A: Q: To Discuss After You Read Discuss After You To Q: Timeline and Map Points Timeline ©2020 by Sonlight Curriculum, Ltd. All rights reserved. manner of options we would otherwise nevermanner ofoptionswe consider. would otherwise places, we broaden ourhorizons andopenourmindsto all else doingthesamethingbefore. anewideaifyou’velikely to try never heard ofanyone people group you’ve never heard of?Hardly! Norare you to leadusinnewdirections. opportunity current events, by reading thenewspaper we give the God sisters around theworld enjoy becausewe keepupon to from learn otherpeople’sus theopportunity mistakes. givecurrent ingeneral—can events—as astudyofhistory experiences: ”We don’t have itsobad.” Finally, astudyof We see, for instance, that we are notalone insomeofour context. It’s similarto what we gainby studyinghistory. the world, we getto seeourlocalsituation inabroader around theworld. ably andeffectively for ourbrothers andsisters elsewhere or related events. future aboutthesamepeopleor to read articles with thesenamesandevents, theyare better ableinthe events that are inthenews. become familiar When kids is to help children become familiarwiththenamesand A Rationale Current forStudying Events By becomingBy informed aboutotherpeoplein Imagine. Are you a likelyto gosomeplace orserve benefitswe thedirect Besides andourbrothers and Another reason: by reading of news from otherparts And, we keepuponcurrent events to pray knowledge- Why studycurrent events? There are many reasons. One ol itr,Ya f2 | World History, Year 1of2 have over. incaseyou abackup needto start trouble, we acopy recommend ofthepagesoyou making in justtheright places. you If thinkyour childmay have forinstructions eachweek’s before activity theybegin. recommend that you andyour childread over thefull are scheduledacross activities Some multipleweeks. We follow specificsteps to complete correctly theproject. willrequireMany activities oftheLapBook your childto semble theCover andthe inthe “Where World?” pocket. moreor learn abouttheLapBook! toplicable). Go www.sonlight.com/hands-on to purchase ditional tipsto helpyou (whenap- complete theactivities guide. Along withtheschedule, thisguideprovides ad- whichareactivities, scheduledthroughout theyear inthis andmaterials for that 30+ includesInstructions as akit your child’s studies. history The ispackaged LapBook tor’s program isanoptionalhands-on to Guide. enhance It that corresponds directly withyour World IInstruc- History activity. World Kit: Book Lap I History All All Day Day Some activities requireNote: activities Some careful folding andcutting toThis as- follow week, instructions Kit theLapBook I) History offersSonlight (World anOptionalLapBook Follow to complete instructions theLapBook this Cover inthe and"Where World?" Pocket Activity 1: Activity The Unification ofEgypt n 4-Day ScinTo We | Week 1 | Section Two | 7 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 5–8:Date:Days ______to ______Level G:History/Bible/Literature

READERS READ-ALOUDS HISTORY & GEOGRAPHY BIBLE World I History Kit: Book Lap Current Events of theNile Mara, Daughter New and Old Favorite Poems The GoldenGoblet Back The KingdomStrikes TimesAncient oftheWorld:The Story Reading Date: Bible Field Guide International Children’s Credo: IBelieveCredo: … Memorization

Activity 2:Egyptian Mummies Activity Report Track 7.Listen to thistrack theentire week. Psalm 90:1–4(allweek) Continue Psalm memorizing 90. This memorize vv. week, 1–4. ”Primer Lesson” skip “A WordFitly…”– “The Cave-Boy” Cave-Boy” “The (skip p.(skip 17) chaps. 8–9 pp. 16–19 chap. 5 chap. 3 chap. 2 Mark 5 Mark Day 5 Day 

 Additional Subjects: N April”–”Hold Fast Your April”–”Hold

“To Think About and Week 2 Parental Notes Do” problems 1–2 “The Day Before “The chaps. 10–11 Mark 6:1–29 Mark ol itr,Ya f2 | World History, Year 1of2 pp. 20–22 Dreams” chap. 4 chap. 6 chap. 2 Day 6 Day d

 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 1

Map PointMap 2 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 God”–”The Lord isMy God”–”The “A Child’s Thought of “To Think About and Do” problems 3–4 Mark 6:30–56 Mark

Shepherd” pp. 23–25 chap. 12 chap. 5 chap. 7 chap. 2 Day 7 Day d 4-Day

Timeline Figure  Week Overview ScinTo We | Week 2 | Section Two |

House”–”When Mother Mother House”–”When “To Think About and d “Song for“Song aLittle

Do” problem 5

Reads Aloud”Reads Timeline Suggestion pp. 35–38 pp. 26–32 chap. 13 pp. 3–5 chap. 6 chap. 8 chap. 2 Mark 7 Mark Day 8 Day  d 9 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. David is mentioned on page 16. He’s a fascinating Bible a fascinating on page 16. He’s is mentioned David Is it right for God to send disasters? (p. 14) He did this (p. send disasters? God to for Is it right 18) Some in the book of Acts? (p. begin Did the church Students he did bad that interesting It’s reasons. many for hero use to him and continue forgive but God would things, would but God, follow to truly wanted David Why? him. in his though, did not stay sin. David, sometimes fall into and turn repent sin but knew sincerely needed to he that if we us is that, important An God. for back to lesson here but we forgiveness, can seek God’s we things, do wrong just be- Also, not just ”fake it.” about it, be sincere need to we mean that doesn’t forgiveness can ask God’s cause we with it just and get away want bad thing we can do any in Christ, but not the freedom have We later. repenting by want! we whenever laws moral God’s violate to freedom on this more book of Galatians for Testament See the New is about the Testament much of the Old By the way, topic. then repent- sinning, God by from straying of nation and repent to books call Israel of the prophetic Many ing. do the same. often need to We God. turn back to more sense that an intelligent creator made the universe universe made the creator an intelligent that sense more from on its own, existence into it came saying than rather of science. in mind the limits keep rate, any At nothing? and understand- help us with testing can science While what including in some ways limited it’s today, ing reality came and our world our universe how us about it can tell existence. into if people wonder but some Egypt, with the plagues on not as good as least or at bad, this means God is really all the objections God answer to can’t we While think.we we in the Bible, recorded behavior based on some of the He is not God is sovereign. First, insights. a few can offer Sec- of it. but in control of all the cosmos, only creator God Third, sinful. fallen and the ones who are are we ond, right. do what’s but also just; he’ll is holy and merciful, on, going picture of what’s only see a limited we Fourth, he that trust to need We picture. but God sees the entire answers on insights more For is best. do what will always these sortsto of objections about God see the book Is God God by MakingMonster? Sense of the Olda Moral Testament 2011). (Baker, Copan Paul marking the birth with Pentecost of Christians so, think still in. Oth- are we that and a new era the Christian church throughout existed always people of God have ers believe marked the the Christianhistory church in this sense, and, back to stretched already that church of the continuation is not our right out who’s Figuring times. Testament Old important God’s that keep in mind is to What’s goal here. need to such, we As now. active in the world people are and in the lives will in our own do God’s do our best to us. around world

1 of 2 | Year History, World 4-Day Chapter 2 Chapter Mark 7 Mark 6:1–29 Broadly speaking, the ”Bible History Highway” follows follows speaking, the ”Bible HistoryBroadly Highway” came when the universe present was today No one alive Jesus often stressed the importance the Jesus often stressed character of moral Prophets rarely have an easy life, but they follow God’s God’s but they follow an easy life, have rarely Prophets 5 8 6 Day Day Day International Children's Bible Field Guide Bible ReadingBible 10 | 2 Week | Two Section | Parents God and restoration. redemption, fall, of creation, the path in need of redemp- human beings fall and are creates, ultimately Christ—and through God provides tion—which he intended the condition all things to God will restore be in. them to based on detec- Scientists can speculate, existence. into had a the universe work, is that and the consensus tive us? ”In Genesis just what 1:1 tells that the Isn’t beginning. the are some scientists stickingThe for point …” beginning it make much But doesn’t created.” ”God next words: two Students over whether or not people follow every little rule exactly. every little rule exactly. whether or not people follow over ”Nothing outside a man can make In Mark 7:15 he says, comes it is what him. Rather, going into by ‘unclean’ him our In other words, ‘unclean.’” makes him out of him that do can out in the things we comes inner character that things. the wrong do or say because we make us ”unclean” people of a certainJesus wants kind of character—people our heartof virtue. change on In needs to other words, This act we on the outside. just the way not the inside, again, and over over is something Jesus emphasized people he considered especially when encountering okay fol- to Matthew 23). It’s instance, for (see, hypocrites reasons, the right do so for us to but God wants rules, low inside and out. Parents Sometimes say. to them he moves what say calling and the case as was of the prophet, in the death this results truth, which God’s John proclaimed with John the Baptist. need to We and finally his death. in persecution resulted as Chris- life an easy God that us to did not call remember persecution, not escape promised we’re If anything, tians. martyred, be was, as John mean we’ll doesn’t This it. from the for children and our ourselves prepare should but we Fortunately, will bring Christians. us as life struggles that happens, what in knowing no matter that can rejoice we God is in control. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: A: Q: To You After Discuss Read ALL The Story ofThe the Story World: Ancient Times (Bible) Memorization Day Day

5 once they started recording onpaper once everything theystarted hundreds ofyears. We don’t knowmuch Egyptians about isn’tpaper durable, very soitisn’t ableto keep records for Name somedetriments to keepingrecords onpaper. it was much easierto andstore write on, carry clay tablets? How was inkonpaper(papyrus) animprovement over Nile. They alsolearnedhow to make ink which ismadefrom areed thatgrows onthebanksof because Egyptians learned to develop (or paper papyrus) did? Sumerians Why doyou thinkEgyptians wrote onpaperbefore Stonepermanent. was heavierandtook longerto carve marked outorbaked upandwiped to make thewriting they were lighter around; andeasierto carry theycould be How were clay tabletsanimprovement over stone? the sameaccess to thismaterial ofdampclayaround.plenty Egyptians wouldn’t have had riversSumerians lived two where between there was stone) before theEgyptians did? Why write onclay didSumerians tablets(rather than into clay cuneiform; itisformedfrom pressed awedge stylus from Egyptian writing? What called?How writing doesitdiffer isSumerian rivers”two Euphrates River, and”” means”between because theTigris andthe thislandliesbetween River ”Mesopotamia”? Why was thearea oftheFertile Crecent called and soundsonstone tablets they usedpictures, called hieroglyphs, to represent words they write? What form didEgyptians ofwriting use?Onwhat did Chapter 3 Psalm 90:1–4 2 1 4 3 Before themountains were born LORD, You have beenourdwelling place in For athousandyears in Your sight You manbackinto turn dust And say, Ochildren“Return, ofmen.” Even from everlasting to everlasting, You are God. Or You and the world, to gave theearth birth all generations. Or asawatch inthenight. Are likeyesterday whenitpassesby, ol itr,Ya f2 | World History, Year 1of2 A: Q: A: Q: To You After Discuss Read Timeline Points Map and A: Q: A: Q: baby seeExodus Moses; 2. A: Q: To You After Discuss Read Timeline Points Map and A: Q: A: Q:   d Day Day

6 7 Cheops buildsGreat 2550BC) Pyramid (ca. Euphrates (C9) River (map5) (map3) (F9–G11) Mesopotamia Sumeriansinvent cuneiform (2800BC) Sargon’s of soundssimilarto thestory babyhood story other life in the afterworld if their bodies were iftheir bodies intact other lifeintheafterworld wentbecause onto an- theybelieved thatthedeparted Why didEgyptians embalmthedead? wood, andstone layers oflinenandplaced itinaseriesofcoffins: gold, for over amonth.Then, theywrapped inmany thebody in canopic insaltandspices jarsandleavingthebody priests madeamummy theinternal organs by preserving apharaohafter died, thepriestsembalmedhim.The themummification process.Describe the covenant HelaidoutwiththeIsraelites awesome senseofhispermanence andcommitment to onstone forhispeople tabletsprovidesinstructions an After today’spossible: reading, inscribing ofGod thinking of Testimony Sinaiinstone? onMount Why isitsignificant thetablets firstinscribed that God ruler instead eventually convinced sohecould theking be themto kill the palace, includingthecommanders ofthearmy, and in people madefriendswiththemostpowerful Sargon er, whichwas oneofhismosttrusted servants. However, he grew upinthepalace andbecame theking’s cup-bear- how SargonDescribe rose to power. separate countries thancities itself, itsown andarmy, king andtherefore more acted like because hadhighwalls eachcity withtowers to protect ”city-states”? Why dowe citiesofMesopotamia calltheearly he builttheGreat forhistomb Pyramid complete? Why? Which great architectural feat didCheops(Khufu) had agoldencap covering thepointed stone atthetop no, theywere once covered inwhite limestone andprobably ed themto? Why orwhy not? thepyramidsDo today looktheway Egyptians intend- Chapter 4 Chapter 5 4-Day ScinTo We | Week 2 | Section Two | 11 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. n pp. 3–5 pp. Activity Mummies 2: Egyptian Why did God move Abram to ? What strategic strategic What Canaan? to Abram did God move Why purpose did it fulfill? between route trade of a huge in the middle was Canaan filled with travel- northern was and Asia. Canaan Africa than needing so rather and wide, far countries ers from simply come the people could missionaries, send out to and hear the message about the and his family Abram to one God Fathers” ”Founding the think God allowed do you Why human qualities and failings? have to of Israel an may have possible: us who also struggle so those of us, with God interacts us how by; teach to live to example up do mess when we even Follow the Lap Book instructions to complete this the Lap Book instructions complete to Follow 8

Day Day All The KingdomThe Strikes Back History I Lap Book Kit: World To Discuss After You Read Discuss After You To Q: A: Q: A: activity. 1 of 2 | Year History, World 4-Day Chapter 6 pp. 35–38 6 pp. Chapter (2335 BC) How did God fulfill his promise to Abraham? to did God fulfill his promise How at least ninety when she was Isaac, had a baby, Sarah who had Jacob, and Isaac had a son named old, years sons each had a tribe these twelve Eventually, sons. twelve known as the named after him, and the people became the Jewish people) (or nation of Israel Why did Abram and Sarai move from to Haran? Haran? Ur to from move and Sarai did Abram Why apart. fall began to death, his empire after Sargon’s Haran to his family move decided to Terah father, Abram’s tribes of Gutians had been attackingbecause Ur and cities nearby Why did Sargon’s empire last so long? last so empire did Sargon’s Why He cre- dictatorship. all cities with controlled he because used the army and follow to had laws that all citizens ated laws the enforce to (D6) (map 2) Akkad (map 3) Kish (G10) (ca. 2100 BC) Abraham in Mesopotamia city-states Sargon unites 8

Day d d   12 | 2 Week | Two Section | Timeline and Map Points Timeline Q: A: A: To Discuss After You Read Discuss After You To Q: Timeline and Map Points Timeline Q: A: ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Days 9–12:Date:Days ______to ______Level G:History/Bible/Literature HISTORY & READERS READ-ALOUDS BIBLE GEOGRAPHY World I History Kit: Book Lap Current Events Credo: IBelieveCredo: … Memorization Old and New and Old Favorite Poems of theNile Mara, Daughter The GoldenGoblet Ancient TimesAncient oftheWorld:The Story Bible Field Guide International Children’s Reading Date: Activity 3: Activity The Battle ofQadesh Report Track 7.Listen to thistrack theentire week. to work ondramatic expression. Psalm 90:1–6(allweek) Continue Psalm memorizing 90. This memorize vv. week, 1–6.Don’t forget “Her Words”–”Father’s chaps. 14–15 pp. 32–34 pp. 39–45 chap. 9 chap. 6 chap. 3 Mark 8 Mark Story” Day 9 Day d

Additional Subjects: N “Father”–”To Son, My

“To Think About and Week 3 Parental Notes Do” problems 1–2 ol itr,Ya f2 | World History, Year 1of2 Mark 9:1–24 Mark pp. 34–37 chap. 16 chap. 10 Aged…” chap. 7 chap. 3 Day 10

 92 12 32 52 72 93 13 33 536 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 123

Map PointMap “To Think About and “Infant Joy”–”In Go- Joy”–”In “Infant Do” problems 3–4 01 21 41 61 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 Mark 9:25–50 Mark

Cart So Tiny” So Cart pp. 37–39 chap. 17 chap. 11 chap. 8 chap. 3 Day 11 d 4-Day 

Timeline Figure  Week Overview ScinTo We | Week 3 | Section Two |

“To Think About and “Slippery”–”Our Silly “Slippery”–”Our d

Do” problem 5

Mark 10:1–31 Mark Little Sister” Timeline Suggestion pp. 39–40 chap. 12 chap. 18 chap. 9 chap. 3 Day 12

 13 ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Toward evening it fades and withers away. evening Toward all generations. birth the earth gave to and the world, You Or God. are You everlasting, to everlasting from Even when it passes by, like yesterday Are in the night. Or as a watch they fall asleep; In the morning they are anew. which sprouts like grass And say, “Return, O children of men.” “Return, O children say, And You have swept them away like a flood, like a flood, them away swept have You In anew; the morning flourishes it and sprouts LORD, You have been our dwelling place in place been our dwelling have You LORD, born were the mountains Before dust turn man back into You sight Your in a thousand years For 5 6 1 2 3 4 Chapter 6 pp. 39–45 6 pp. Chapter Psalm 90:1–6 Psalm Read the story in Genesis of Joseph and his coat the see between do you differences What 37:1–11. story in Genesis and the story book? in your but he his brothers, to about his coat brag Joseph didn’t in which God him that one day, told dreams did have him. Regard- to down bow would and brothers his father still jealous of him and sold him were his brothers less, slaveryinto in Egypt? live to come of Israel did the nation How and their livestock bring their families them to Joseph told survive to in Egypt live to the nation of Israel) (and so, (D6–D7) (map 5) Canaan A minority of Christians have argued that dinosaurs nev- dinosaurs that argued A minority of Christians have Joseph (ca. 1914 BC) 9

Day Day The Story of the World: The Ancient Times Ancient The World: Story the The of Memorization (Bible) ALL  d To Discuss After You Read Discuss After You To Q: A: Q: A: and Map Points Timeline er really existed, but that God or even Satan created their their created Satan God that but or even existed, er really lot of make a whole don’t explanations These remains. he of creatures remains fossil God leave would Why sense. best The do so? Satan would Why actuallynever created? dinosaurs that clearly demonstrates have we evidence Some Christians creatures. this planet as real on lived once the at together lived people never dinosaurs and believe far more What’s they did. while others think same time, wonderfully is how dinosaurs were! designed interesting fascinated are artist.God especially boys, is a great Kids, some questions about for so be prepared with dinosaurs, beasts. large these ancient 1 of 2 | Year History, World 4-Day Chapter 3 Chapter Mark 8 Is the Big Bang an enemy of Christianity? Not exactly. of Christianity? Not exactly. Is the Big Bang an enemy or not? 24-hour days literal of creation days the Were Did you know that many smart know many that Did you people think our world Peter’s confession of Christ Mark in is an impor- 8:27–30 confession Peter’s 9 9 Day Day International Children's Bible Field Guide Bible ReadingBible 14 | 3 Week | Two Section | Parents begin- had a definite the universe that Bible agrees The of creation the Genesis means that which account ning, is actually of modern science. in line with the consensus claim arise when some unbelieving scientists Problems nothing. from came about on its own, the universe that or exist not-so-subtle God is that doesn’t The implication all by began because the universe exist need to doesn’t mythology some weird teach But the Bible doesn’t itself. ”In the beginning” of the universe. about the beginning fits perfectly majority the vast with what of modern well believe. scientists a con- to come Christians haven’t a question many That’s their known earth for are creationists Young sensus about. while days, creation of literal and defense proclamation were these ”days” old earth believe many creationists Rather than try periods of time. lengthy these and solve out the fact point just like to we’d here, disagreements spectacu- in something pretty both camps believe that God and he made everything exists lar—God in created! that of agreement big point a really That’s all the universe. forget. shouldn’t we Students is fine-tuned for life? What does that mean? It does that What means that is fine-tuned life? for in just place into fall factors had to that many are there This on Earth. live us to allow to in order way the right behind the plan of design suggests intelligent strongly processes. or undirected chance not random our universe, watch to you can find a video for if they parents your Ask (Il- Planet Privileged called The about this fine-tuning. It’s God well with how be amazed You’ll Media,lustra 2010). life! for our world designed Students It be the to Jesus claimed passage. that confirmed tant also important can because we Messiah (the Christ). It’s else” ”everyone is not what matters What today. apply it to think about personally we but what thinks about Jesus, ”Who asks Jesus. say do you about you?” him. ”But what a per- Jesus wants most. matters what really That’s I am?” with us. sonal relationship ©2020 by Sonlight Curriculum, Ltd. All rights reserved. A: Q: A: Q: A: Q: A: Q: To You After Discuss Read Timeline Points Map and A: Q: A: Q: A: Q: A: Q: A: Q: To You After Discuss Read  11 10 Day Day

Babylon (G10) (map3) Hammurabi writes Code ofLaw 1792BC) (ca. people, sentEnkidu, thegods ahalf-manand half-beast. was hewas When to his half-man andhalf-god. unkind tell who the ancientpeople stories ofGilgamesh,aking ofGilgamesh. Retell thestory to understand to teach morals; to explain thingsthatwere difficult ofGilgamesh? story Why doyou thinkancient peopletold stories likethe faith inhimto lead well were afraid ofhimanddidnotfollow because theyhad he ruledby fearandviolence. People whofollowed him why not? Would you want to follow aleaderlikehim? Why or anyonekilled whodidn’t agree withhim Shamshi-Adad was notajustruler, who butadictator Why was Shamshi-Adad powerful? into 24hours, andanhourinto 60minutes this information,theydividedayear into 12months, aday decided thatthetimeittakes to dosowas ”one year.” From they discovered moves around thattheEarth theSun,and What from didthey learn theirstarstudies? were doingby watching thestars because theythought theycould findoutwhatthegods Why didBabylonians watch thestars? tal oruncontrollable harsh punishmentsforsomethingsthatcould acciden- be soundreasonable, Some possible: otherssoundlike very book that Hammurabi wrote? What doyou thinkofthesamplelaws listed inyour theCode,obey even Hammurabi himself him receiving Everyone hadto themfrom thesun-god. instonehad theminscribed onamonument thatshowed firstsetofwritten lawsthatwe knowof.people—the He they were thelawsHammurabi wrote to govern the What was theCode ofHammurabi? Who hadto obeyit? madethem the military follow rulesbecause theywanted to, andnotjustbecause he wanted to treat fairly. hispeople Hewanted themto he wanted hisempire to governed be by justlaws, and How was Hammurabi adifferent ofking? kind Chapter 8 Chapter 7 ol itr,Ya f2 | World History, Year 1of2 Q: A: Q: A: Q: To You After Discuss Read Timeline Points Map and to thefloodofNoah. Utnapishtim, themanwho haseternal life, similar remarkably tells astory The oftheGilgamesh story. bookleaves outthemostamazingpart 1. Timeline Points Map and A: Q: A: Q: A: complete thisactivity. between two nations. Follow to instructions theLapBook becauseitledto theworld’story peace treaty firstknown event inhis- isanimportant andEgypt,Hittites inSyria. It battles anditoccurred ofthistimeperiod between the  d d   World Kit: Book Lap I History All 12 Day Day

Assur (F10)(map3) Assur Arabian Sea (F7);India(E9);IndusValley Arabian Sea (D7–E8); Indus Valley 2000BC) (ca. Mohenjo-Daro city The Battle ofQadeshisonethebestdocumented (F9)(map3) from thoseinMesopotamia? How intheIndus practices didfarming Valley differ these watery trade routes to wouldthe people oneanotheralong theirgoods peddle andtheHarappan civilization?Mesopotamia How didthese”streets” thepeopleof helpconnect cities between and goods rivers forpeople offered easierandbetter transportation ancient people? what waysIn were rivers better thanroads for 3000–1200 BC.) was story told between but hedidnotachieve it.(This andGilgameshsought eternal Enkidu life, killed gods Gilgamesh become awiseandgracious king. Later, the They fought, thenbecame friends, helped andEnkidu baths kept clean people had courtyards, wells, toilets, anddrains. Large public the housesinIndusValley were madeofbricks. They cities ”modern?” what waysIn could we consider Indus Valley wascity attacked asstrongholds to keepthey served ifthe safe thepeople Why were to Indus citadelsimportant Valley cities? grew grain, cotton andfruit herethe people usedelephantsandwater buffalo to farm; The iswritten ofGilgamesh Story Assyrian Civilization 1170–612BC) (ca. Mohenjo-Daro (E8)(map2) Mohenjo-Daro (ca. 3000–1200BC) (ca. Chapter 9 Activity 3: Activity The Battle ofQadesh 1 4-Day n ScinTo We | Week 3 | Section Two | 15 Section Three

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

You will notice that we skip around this anthology extend the final word. Read as you would if you were read- when you are doing your scheduled readings. This is ing a sentence in a normal book. At first, this style of read- purposeful—we have selected poems that we feel are ing may feel strange, but after a while you will find it is the age-appropriate and are simply fun readings. best way. See ”Barter” [p. 21] for an example of a poem that would be far the worse for reading if you emphasized

Day its regularity. 1 “Me”–“Washing” pp. 5–7 Another hint about serious poems: they are more com- pact than regular prose writing. A good poem is one that It is easy when reading a poem, especially when read- packs far more thought and feeling into a set of words ing a metered and rhymed poem (a poem with a regular than one might expect from a common set of sentences of ”beat” or meter and lines that rhyme), to overemphasize the same length. Because of their condensed nature, most the patterns and lose the meaning. A serious poem—even poems merit more than one read–through at a time. As a highly regular poem—should be read primarily for the you read the poems in Favorite Poems Old and New, take sense and not for the meter and rhyme. Therefore, when the time—the re-reading, the questioning, the musing, reading a poetic sentence that has no punctuation mark the imagining—to savor the full significance of what the at the end of a line—no period, colon, semicolon, dash or poets are trying to say. n comma—don’t slow down, place extra emphasis on, or ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

World History, Year 1 of 2 | 4-Day | Section Three | Favorite Poems of Old and New | 1 Read-Alouds Weeks 1–4: The Golden Goblet

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

6. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 4. “Dictionary: Maat,” Infoplease, http://dictionary.infoplease.com/maat. 7. “Encyclopedia: Queen Tiy,” Infoplease, http://www.infoplease.com/ (Accessed July 2, 2015). encyclopedia/people/tiy-queen-ancient-egypt-wife-amenhotep-iii.html. 5. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). (Accessed July 2, 2015). 4 | The Golden Goblet | Section Three | 4-Day | World History, Year 1 of 2 temple of Amon: Known as Karnak, is a temple from the funerary: of, used for, or associated with burial. ancient city of Thebes that is 61 acres long, dedicated the irascibly: marked by hot temper and resentful anger. Amon-.8 For more information and pictures, use your your favorite search engine to look up the phrase, “temple of Amon.” To Discuss After You Read Q: How were the poor dead buried, compared to artisans? bulwarks: strong support or protection in danger. A: the poor were buried in the sandy ground, whereas the solder: a metal used to join metallic surfaces. wealthy were put in rock hewn tombs carved into the side of a cliff urchin: a mischievous small boy or youngster. Q: Why does Ranofer bring an offering to his Nuit: goddess said to protect the world from the darkness father’s tomb? outside it and all the demonic creatures that dwell in that A: he is convinced that his father’s ba, or spirit, brought him 9 darkness. the good idea while he slept Amon: depicted as a man with a ram’s head, he was king of the gods who became even more powerful later on as Timeline and Map Points Amon-Ra (or -Re). His name means ”the hidden one”  Hermonthis (Armant, Egypt) (I8) (map 3) or ”the secret one” because—according to mythology— 10 both his name and physical appearance were unknown. Day 5 Chapter 5 To Discuss After You Read Vocabulary Q: How does Ranofer monitor when its time to change activities when working with gold (say, when an ingot Gebu’s joviality lasted for several days, and as was usual is cool or when annealing in a fire is complete)? during these periods, Ranofer fared better as to food. A: he watches to see what color the gold turns (marked good humor especially as exhibited in mirth, hilarity, or conviviality)

Day … he noticed Heqet standing close beside Rekh’s work- 4 Chapter 4 table, ostensibly watching the goldsmith raise a bowl, but actually whispering to him under cover of the hammer Vocabulary taps. (to all outward appearances) Scrupulously he divided the food in half, taking pains even with the crumbs. (conscientiously, painstakingly) Confused and jostled, Ranofer was swept along by the crowd … (pushed and shoved) ”As the worm said when the lark bit its head off,” Heqet supplied glibly. (easily, smoothly, readily) Ranofer slowed his pace, ashamed of his surliness. (gloomy ill nature) Before Ranofer had time to wonder what he meant he He whirled the rings on his finger tip, then tucked them

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by beckoned peremptorily. (haughtily, imperatively) away, patting his sash complacently. (marked by some- The moment the sound of raucous singing had faded times unwarranted, uncritical, and irritating satisfaction around the corner, he slipped out of the gate and ran in and pleasure at one’s own personality, accomplishments, the opposite direction. (disagreeably harsh or strident) or situation)

Cultural Literacy He found his way back to the goldhouse furtively, through the alleys. (in a stealthy manner) : in , the chief god of Memphis, father of men and gods and ruler of the world.11 He scrambled to his feet and darted over to Ranofer with his most obsequious smile. (prompt and dutiful in atten- leather hinges: Egyptians used leather hinges on their dance on the wishes of one in authority) doors because the metal-workers didn’t have the capacity of working with metals that would be hard enough and ”Him and his paltry wineskins.” (something useless strong enough to support the weight of a door. Unlike met- or worthless) al, leather was available and did not have to be imported. Deciding that what he wished now was the obscurity of his corner, he started for the acacia tree. (the quality of being 8. “Karnak.” Wikipedia, Wikimedia Foundation, 23 Sep. 2018, retrieved on obscure, inconspicuous, or unknown, or uncomprehending) 27 Sep. 2018 from en.wikipedia.org/wiki/Karnak. 9. “Egypt: The Gods of Ancient Egypt– (Nuit),” Egypt Travel Guide, retrieved on 27 Sep. 2018 from http://www.touregypt.net/godsofegypt/ nut.htm. 10. “Egypt: The God Amun and Amun-Re,” Egypt Travel Guide, retrived on 27 Sep 2018 from http://www.touregypt.net/featurestories/amun-re.htm. 11. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). World History, Year 1 of 2 | 4-Day | Section Three | The Golden Goblet | 5 Cultural Literacy Something in his thoughts had stirred an elusive memory ”stoke an oven”: to poke or stir up the fire, supply in Ranofer’s mind. (not easily comprehended or defined) with fuel. Cultural Literacy kohl: soot mixture used in Arabia and Egypt to darken the edges of the eyelids. sarcophagi: plural of sarcophagus; a coffin made of stone, often ornamented with sculpture, and usually placed in a To Discuss After You Read church, tomb, or vault. Q: Why were tomb robbers despised? alabaster: compact variety of fine-textured gypsum, usu- A: the Three Thousand Years of the dead person would lack ally white and translucent but sometimes yellow, red, or the luxuries needed to live in paradise, plus the protection gray, that is carved into objects. of would be gone, and if his mummy was de- akimbo: in a position in which the hand is placed usually stroyed, the soul would have no body to return to—which on or near the hip so that the elbow projects outward at would lead to the murder of the very soul an angle. Q: Where did the Ancient sell his papyrus? What do you think was it used for? To Discuss After You Read A: to the sailmakers—probably to make sails and ropes for The Golden Goblet takes place while Pharaoh is still the important ships that transported all goods of Egypt building the addition to the temple. In Mara’s time, Queen Hatshepsut removes the roof on the addition to make Timeline and Map Points room for her , so the story of The Golden Goblet  Kush (F4) (map 2) came first. Q: Why did Egyptians not travel abroad at night?

Day A: ©2020 by Curriculum, Sonlight Ltd. All rights reserved. 6 Chapter 6 the evil spirit of the unburied roamed and would do damage Vocabulary Q: Why does Ranofer dislike the stone cutting shop? Ranofer stood well aside, his teeth on edge, and looked A: Gebu is there, it is noisy, dirty and can lead to deaths, disconsolately at the great inert slab. (disconsolately: and mostly unskilled and dangerous—bodily injuries deeply dejected and dispirited; inert: not able to move itself) were common Ranofer recoiled so hastily that he stumbled and all but Q: Why would Gebu constantly change the shopworkers? dropped the box. (to shrink back quickly) A: to keep some from getting too fatigued, to train more men in other skills, to keep the workers from creating alliances The longer he knelt there, scrubbing away tediously with his glum companion, the more he desired to raise Day his chunk of sandstone and bring it down with a crack on 7 Chapter 7 Nebre’s head. (tediously: tiresome because of slowness, or continuance; glum: sullenly ill-humored or displeased) Vocabulary Pai rained curses and blows indiscriminately on his al- No longer was he the budding craftsman who in spite of a ready aching back. (haphazardly, randomly) menial position in the goldhouse could teach apprentices their tasks. (lowly, humble) During this respite some of the men ate food they had brought from their homes. (temporary intermission Then he saw the familiar lithe figure, so much better of labor) fleshed than his own. (agile and lissome, easily flexed) Each evening he appropriated the boy’s scanty wages They followed the meandering path into the thicket. doled out by Pai at the close of every long day. (appropri- (winding, turning) ated: took without permission; doled: to deal out scantily ”I do!” Ranofer flashed him a belligerent look. (inclined or grudgingly) to or exhibiting assertiveness, hostility, truculence, or Other than a few furious cuffings to vent an ill humor, combativeness) or mocking taunts to enhance a good one, he ignored Jubilant, he tucked one of them into his sash, along Ranofer completely. (augment, increase) with half the loaf. (manifesting or expressing exultation There had even been a furtive sound about the way the or gladness) hinge squeaked, as if he were cautiously easing it shut. Heqet stood up too, an impatient scowl on his usually (taking pains to avoid being observed) amiable face. (generally agreeable) The malevolent spirits of the unburied roamed at will ”What gift?” asked the Ancient, pursing his lips judiciously. seeking mischief they could do. (intense, often vicious, (wisely, with good judgment) ill will)

6 | The Golden Goblet | Section Three | 4-Day | World History, Year 1 of 2 Cultural Literacy He forgot even his self–recrimination as his eye fell on scythes: an implement used for mowing grass, grain, or the object lying on Zau’s table. (the act of accusing or other crops and composed of a long curving blade fas- blaming oneself) tened at an angle to a long handle. ”Because you lacked skill, or aptitude?” (a tendency, capac- desiccated: dried up. ity, or inclination to learn or understand) beading: to trim, furnish, or adorn with beads. Cultural Literacy nelumbo: water lilies. drover: one that drives cattle or sheep to pasture or falling sickness: epilepsy. to market. anise: sweet, aromatic herb that smells like licorice. Myth of Osiris, and : Set (or Seth) became jealous of Osiris who was king of the gods, and had a sarcophagus philosophically: imbued with or characterized by the at- secretly made to Osiris’s measurements. He then threw a titude of a reflective thinker. feast in honor of Osiris and announced that whoever fit voluminous: consisting of many folds, coils, in the sarcophagus would win it. Several others tried, but or convolutions. when Osiris tried, Seth locked the lid in place and threw it into the Nile. When Isis heard the news, she set out to foliage: the mass of leaves of a plant as produced look for Osiris because she feared he would not be able to in nature. enter the afterlife without a proper burial. She found the bower: a leafy shelter or recess, arbor. sarcophagus and hid it in the marshes, but Set discovered it while hunting, cut Osiris’s body into 14 pieces and scat- To Discuss After You Read tered them across Egypt. Isis once again searched for the pieces of Osiris’s body and when she found 13 of them, Q: How does the changing seasons affect work at the she made the 14th piece out of gold and used magic to stonecutting shop? bring him back to life. As a result, he could have a proper A: during harvest time, work on the temples stopped so burial and became Lord of the Dead and the Afterlife.12 workers could be devoted to the fields. This meant that Gebu was around the shop more to oversee the work To Discuss After You Read Q: Why does Ranofer not want to accept Hequet’s food Q: When the Nile shrinks to a red-brown trickle at the and why does Hequet want Ranofer to take some? end of the summer season, the Egyptians imagine it is A: Ranofer hates it when his friend feels for him— the last feeble flowing of blood from the beloved, god his pride is all he feels he has left; Hequet believes that Osiris. Does this seem reasonable? when Ranofer doesn’t eat, Hequet’s food is less pleasur- Q: able to him What happens to Ranofer’s day dreams as his visit to Zau approaches? Why? Q: What do you think gives Ranofer hope in this chapter? A: they become more realistic; the book mentioned that ”re-

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by A: he has something to look forward to: midday meals with ality kept creeping in, ruining [his day dreams] with stony two friends who are willing to share their food with him, facts”—it is as though Ranofer has a harder time dream- and Hequet offers to teach Ranofer what he learns at ing of what is pleasant in his harsh work environment; the goldhouse he has also had several of his day dreams dashed, so reality intrudes Day 8 Chapter 8 Q: Why does Zau offer to take on Ranofer as a pupil for no money? Vocabulary A: because Ranofer showed skill and his father had been ”It is a trade that spoils a man’s hands and makes Zau’s friend for twenty years him a dullard and near breaks his back every day.” (a stupid person) Timeline and Map Points  I must not pour it out like some imbecile and make Lower Egypt (E4) (map 2) him think I ask for pity, Amon forbid it! (one marked by mental deficiency) The familiar and well–loved details receded into the back– ground, as they approached the austere old man. (severe or stern in disposition or appearance; somber and grave) He stood tongue–tied, feeling his very existence an intru- sion. (a trespassing or encroachment) 12. “Osiris Myth,” Wikipedia, https://en.wikipedia.org/wiki/Osiris_myth. (Accessed July 2, 2015). World History, Year 1 of 2 | 4-Day | Section Three | The Golden Goblet | 7 Day But he could not hear it over the hideous reverberations 9 Chapter 9 of that other noise. (a sound persisting because of repeated reflections after the source has been cut off) Vocabulary Their attention was riveted on Ranofer. (to attract and The street was as black, as threatening, as enigmatic as hold engrossingly) before. (inexplicable, puzzling) He found the old man looking both thoughtful and He had mentioned nothing of his nocturnal fiasco to Heqet dubious. (doubtful, undecided) or the Ancient, and now he was glad. (nocturnal: done, held, or occurring in the night; fiasco: an utter and often ridiculous He assumed an expression of such conceited hauteur failure especially of an ambitious or pretentious undertaking) that both Ranofer and the Ancient burst out laughing. (arrogant or condescending manner) One of these latter drawings contained a detail he found in none of the others, either a truncated passage or a ”Aye, of inestimable value,” the old man cackled, shaking small room in a location which seemed either senseless or his head. (too valuable or excellent to be measured or mistaken. (cut short) appreciated) ”Impudent mongrel!” Gebu flung the words at him like His gentle touch seemed as great a magic as his salve. stones. (impudent: marked by contemptuous or cocky bold- (a healing ointment) ness or disregard of others; mongrel: a person of mixed birth He did not come into sight for what seemed an intermi- or tendencies or of undefined status) nable length of time. (wearisomely protracted) Halfway there an audacious thought stopped him. (reck- lessly venturesome, presumptuously bold) Cultural Literacy Ranofer hurried up the worn and slanting steps, his mind Fanbearer: one of the highest offices among court offi- full of enticing images. (alluring, attractive, beguiling) ©2020 by Curriculum, Sonlight Ltd. All rights reserved. cials. These attendants served standing at the right and left of the monarch as he sat in state; they attended him when he rode forth and during ceremonies in the temple.13 Cultural Literacy dom palm tree: also spelled doom or doum, the dom punt: a long, narrow boat with a flat bottom and palm grows in Arabia, Upper Egypt, and Central Africa. square ends that is usually pushed along shallow water Each branch ends in a tuft of deeply lobed, fan–shaped with a pole. leaves. The tree bears an irregularly oval fruit about the size of an apple. The fruit has a red outer skin and a thick, To Discuss After You Read spongy, and rather sweet inner substance that tastes like Q: What promise does the Ancient extract from Ranofer? gingerbread. Large quantities of these fruits have been Why not from Hequet? found in the tombs of the Egyptian pharaohs. The seeds A: not to go out and about after dark, for the Khefts could fly are a source of vegetable ivory.14 away with half grown boys—Hequet is locked in at night crony: a longtime close friend or companion. and couldn’t go out even if he wanted to hounds–and–jackals: an ancient Egyptian .

Day For a description of the game, use your favorite search 10 Chapter 10 engine to look up the phrase, “hounds and jackals”.

Vocabulary phantoms: an apparition or specter. The Ancient’s seamed face appeared through the fringe of staccato: something that is broken up into brief reeds and his one eye rolled from Ranofer to Heqet with sharp bursts. an expression of exaggerated stealth. (seamed: wrinkled, Thutmose the Conqueror: Pharaoh over a hundred years furrowed; stealth: furtiveness, slyness) ago, about 1490–1436 BC.15 Ranofer dropped to the ground, staggered with relief and barque: any small sailing ship. treacherously numbed toes, flung himself out the gate and closed it. (characterized by usually hidden dangers, waning: of the moon. hazards, or perils) headrest: shaped part or attachment for supporting He kept a faithful, if intermittent, eye on Setma too. (not the head. continuous, periodic) They explained the inexplicable. (unable to be explained)

14. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 13. Katherine Morris Lester, Accessories of Dress: An Illustrated Encyclope- dia, (Dover Publications: New York, 2004). 15. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 8 | The Golden Goblet | Section Three | 4-Day | World History, Year 1 of 2 To Discuss After You Read To Discuss After You Read Q: Why does the rising of the Nile cause everyone’s de- ”Son of a pig” would be considered a curse because pigs meanor to rise? were considered dirty. Pigs also were connected with Set, A: the gloom of the god’s death and joy at his rebirth; the Nile an evil god of chaos.16 is the lifeblood of the people, and they need it to survive Q: Why must Ranofer have the goblet as evidence before Q: Why could Ranofer not imagine Gebu sneaking into he can accuse Gebu of tomb raiding? rich men houses? A: without it, no one would believe him because he has A: Gebu is too heavy to sneak, and rich men had guards no authority and dogs Q: Describe how Ranofer patched the seal. Q: Why was the street so scary after dark? A: Ranofer lit a torch from a neighbor, then collected the A: the street had no lights, and the stars made even familiar crumbled clay from the floor. He spat on it to moisten it things look unusual then smoothed it over the crack. With a palm fiber from the torch, he re-scratched the missing parts of the design Q: Describe the golden goblet. on the seal A: the goblet was pure gold, shaped like a lotus blossom, with a band of silver around the rim, and silver for its stem. Q: Why is Ranofer flabbergasted when Gebu seems to Etched into the curve of a petal was the name of Thut- bring the goblet to the stonecutting shop? mose–Nefer–Kheperu, a long-dead pharaoh A: there is no place to hide an item like that in the shop

Day Timeline and Map Points 11 Chapter 11  (E6–E7); (D5) (map 4A)  Vocabulary Phoenicia (F1–F9) (map 3) ”Yesterday’s baking,” he remarked laconically. (spoken or Day expressed briefly) 12 Chapter 12 The Ancient nodded in a conspiratorial manner, winked his one eye, and chuckled again as he led Ranofer into the Vocabulary lane where his donkey was snuffling morosely along the The Ancient gave his high–pitched chortle of laughter. baked road. (conspiratorial: as if agreeing to do an unlaw- (a sound expressive of pleasure or exultation) ful act or use unlawful means to do an act which is lawful; Heqet said wryly, ”Do I make myself unpleasant, as the vi- morosely: sullenly) per said to the asp?” (wryly: marked by a clever twist, often He dared not count on Setma’s malice to help his own with a hint of irony; asp: a small venomous snake of Egypt) cause. (intention or desire to harm another usually seriously Then suddenly, on the day before the Festival, his wish by doing something unlawful or otherwise unjustified) came devastatingly true. (overpoweringly, overwhelmingly) ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Cultural Literacy Heqet’s face fell ludicrously. (amusing or laughable through obvious absurdity, incongruity, exaggeration, fire drill: a primitive device for kindling fire consisting or eccentricity) of a stick that is revolved rapidly between the hands or by means of a bow or thong with the stick’s lower end He knew quite well that only one thing could lure Gebu pressed into a hole in a piece of wood. from the prospect of free barley beer: the gold of the tombs. (tempt with a promise of pleasure or gain) tinder: flammable substance that readily takes spark or fire and is adaptable for use as kindling. Ranofer’s bare toes dug convulsively into the mud. (frantically, spasmodically) cubit: a unit of length based on the length of the forearm from the elbow to the tip of the middle finger and usually Ranofer was beginning to feel alarmingly transparent. equal to about 18 inches. (easily detected or seen through) rogues: dishonest unprincipled persons. Cultural Literacy skulduggery: dishonest, under-handed, unfair, or unscru- castor–bean oil: colorless to amber or greenish thick non- pulous behavior or activity. drying fatty oil extracted from castor beans. Used chiefly as a cathartic and as a lubricant and drying oil. daubing: to coat with something that smirches or stains.

16. “Egypt: Pigs in Ancient Egypt,” Egypt Travel Guide, http://www. touregypt.net/featurestories/pigs.htm. (Accessed July 2, 2015). World History, Year 1 of 2 | 4-Day | Section Three | The Golden Goblet | 9 High Nile Festival: celebration of the inundation, when funerary: associated with burial. the water flooded the land, and the festival was a day off mason: skilled workman who builds with stone or of work for everyone, with everyone being fed at Pha- similar material. raoh’s expense and drinking barley beer for free. hillock: a small hill. To Discuss After You Read gilded palanquins: a gold-covered, box-shaped enclosed Q: Why does Ranofer not speak of his suspicions to Heqet? litter with wooden shutters used to transport one person A: Ranofer worries that Heqet will do something foolish, and at a time. the deed is so unspeakable trumpet: for pictures, videos and mosre of the history Q: Why is Ranofer so miserable with the knowledge that of a trumpet from the Tutankhamun Collection, use your the thief Gebu walks free? favorite search engine to search for the phrase, “Tutankha- A: Ranofer feels guilty that he could put a thief behind mun trumpet”. bars—the only question is how ”quarter of a league”: a league is any of various units of distance from about 2.4 to 4.6 statute miles, so a quarter Day 13 Chapter 13–Chapter 14, p. 216 of a league would be about .5 to 1.15 miles. plaits: braids. Vocabulary He did not like the walls that pressed in on either side with necropolis: a large elaborate cemetery of an ancient city. no crevices in which a boy might hide. (narrow openings of jamb: an upright piece that forms the side of an opening. some depth caused especially by a split or cleavage) High above him in the brazen sky a lone falcon wheeled. To Discuss After You Read (brazen: as bright or shiny as polished brass; falcon: any of Q: Why did Gebu plan for secret chambers in the tombs ©2020 by Curriculum, Sonlight Ltd. All rights reserved. various hawks distinguished by their long wings and how he built? they dive down on their prey when hunting) A: the chambers would give him access to the tomb after the dead had been put into the tomb Licking his parched lips, Ranofer tiptoed nervously across the sands. (dried to extremity) Q: Why are Ranofer’s friends concerned after the trumpet sounds to mark the start of the festival and Ranofer In consternation he scanned the cluster of rocks where doesn’t appear? he had seen them only a moment before. (amazement or A: because the trumpet should have awakened him, and it dismay that hinders or throws into frustration) seemed unlikely that a boy who was always hungry would He could hear crunching and scraping, an occasionally miss a chance to eat free food guttural curse. (a sound or utterance having sounds that are Q: Why does the Ancient worry about Ranofer following strange, unpleasant, or disagreeable low in the throat) the robbers? Poor Master of Storehouses, he thought distractedly. (with A: because the task is very dangerous and Ranofer doesn’t attention diverted due to anxiety) have a charm or an amulet to keep the khefts away From behind the rock pile a huge black form with out- Q: Why do the friends decide to go to Ranofer’s aid? stretched wings rose cumbersomely. (awkwardly) A: the Ancient is too old and Heqet is too young, but Ranofer has no one else The two friends waiting on the fish dock began to get res- tive. (marked by uneasiness and lack of quietness or atten- Q: Describe the Valley of the Tombs. tive interest, fidgety) A: in the desert; hot; dry; rocky; hilly; dusty ”Aye,” the Ancient said in a somewhat dubious voice. Q: Ranofer felt the sunlight hit him like a blow—can you (fraught with uncertainty or doubt; undecided; doubtful) think of another way to describe this? [chap. 14] As he hesitated, eyes stretched wide in a futile effort to Day see something … (serving no useful purpose) 14 Chapter 14, p. 217–Chapter 15 Heqet nodded, but his nod carried no more conviction than did the Ancient’s voice. (a strong persuasion or belief) Vocabulary Her expression was one of serenity and joy. (calmness, Cultural Literacy peacefulness, repose) vulture: type of large birds of prey who feed chiefly on It was like seeing some innocent, happy creature lying carrion (dead and decaying animal flesh).17 murdered, victim of Gebu’s callous greed. (hardened in sensibility, feeling no emotion)

17. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 10 | The Golden Goblet | Section Three | 4-Day | World History, Year 1 of 2 Their folded hands eloquent of the same defenseless trust Q: Describe how Ranofer managed to escape. that had caused them to order a sweet–faced servant girl A: he first throws a jewel box in Gebus’ face, then extinguishes as their only guardian. (clearly and forcefully indicative of the torch with wine. He flees the room and climbs out of some feeling, condition, or character) the tunnel and is lucky that the top step crumbles on his At any moment those thieves would be in here to wreck way out. Lastly, he pushes a heavy stone over the entrance and pillage. (to strip of money or goods by open violence) Q: Why is Ranofer surprised that Heqet saw a vulture? The two men began methodically to search the room. [chap. 15] A: (systematically, painstakingly) Ranofer decides the kheft he was so afraid of was prob- ably a vulture—it is a new thought As coherently as he could Ranofer panted out his story. Q: (logically consistent and ordered) Why does Ranofer decide to go to the palace to try to get help? [chap. 15] He swayed precariously outward on a thick frond and A: everyone has left the City of the Dead, and the Pharaoh dropped to the top of the wall. (dangerous due to being doesn’t cross the Nile until midday, hopefully he can find insecure or unsteady) someone to listen A burly gardener emerged on the path ahead of him. Q: Why did Ranofer avoid the main gate? [chap. 15] (strongly built) A: he didn’t think the guards would believe him ”Insolent!” the gardener roared. (lacking usual or proper Q: Why did the queen have a dwarf as part of her retinue? respect for rank or position) [chap. 15] A: The soldier arrived, brandishing his curved sword at all his unusual size and appearance probably appealed to three of them. (shaking or waving menacingly) her as something different and exotic Q: ”Out of here, riffraff!” (persons of the lowest or most disrepu- Irony is when something occurs that is strikingly table class) different than what is expected, or language that is humorously sarcastic. Why is the dwarf’s name ironic? ”Remove him,” the overseer said indifferently. (marked [chap. 15] by impartiality) A: his name means ”tall and beautiful,” but as a dwarf, he is He was being marched relentlessly across the grass to- shorter than most ward a wooden gate and oblivion. (the quality or state of being forgotten) Day 15 Chapter 16 He examined Ranofer’s face minutely for a moment. (with precision; closely) Vocabulary Had he been frightened by his own interference with the Cultural Literacy overseer’s orders? (the act of meddling in or hampering an activity or process) ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by ventilated: to cause fresh air to circulate through. homage: a reverential regard, respect shown by The queen’s voice was abrupt and husky, with a peculiar external action. timbre, like a young boy’s. (distinctive character, quality, or tone) personage: a person of rank, note, or distinction. The queen straightened and loosed Ranofer’s shoulders To Discuss After You Read without taking her eyes off his agitated face. (disturbed, excited) Q: What does it mean that Gebu was as strong as Set himself? The queen obliterated the dwarf with a gesture and nod- A: Set was a god of wind, storms, and chaos with supposed ded to Ranofer. (to remove or destroy all traces of) super–human strength They had almost reached the door when a peremptory Q: How does Ranofer determine whose tomb the robbers voice stopped them. (expressive of urgency or command) are desecrating? His manner was impassive and assured. (giving no sign of A: he sees wine jars that are sealed with the seal of the feeling or emotion) Queen’s father The sky was flaming when the door of the room behind Q: Why does Ranofer decide that the tomb robbers must him opened and Qa–nefer beckoned him imperiously. (in be stopped? a commanding, dominant, lordly manner) A: he realizes the tomb is like a peaceful house for the dead and it is wrong to disturb and steal from them Ranofer lifted wide, incredulous eyes. (indisposed to admit or accept what is related as true)

World History, Year 1 of 2 | 4-Day | Section Three | The Golden Goblet | 11 ”Your Majesty,” he said tremulously, ”could I have a don- To Discuss After You Read key?” (affected with fear or timidity) Q: How must Ranofer prove he is telling the truth? Why does this work? Cultural Literacy A: he must tell the queen what object was leaning against cedarwood: large evergreen trees with fragrant, durable the north wall of the burial chamber—which was her fa- wood. The people of early Middle East civilizations used it ther’s staff. Only people who had been inside the chamber for building palaces, ships, temples, and tombs. would know the answer to her question ebony: hard, black wood. This wood can be polished to Q: Why does Ranofer’s requested reward make the court an almost metallic luster. Ebony is used mainly for black laugh? What does the request tell you about Ranofer? piano keys, flutes, handles of knives and brushes, wood A: when Ranofer could ask for anything from the queen, he inlays on furniture, and other ornamental objects. simply asks for a donkey so he can carry out his previous plan to be apprenticed to Zau. His request shows how leopard pelt: the skin of a leopard. A leopard is a large pure, simple and humble his heart truly is member of the cat family. Only the lion and tiger are larger. The coat of most leopards is light tan with many Q: How does Ranofer decide on the direction underground? dense black spots. The tail has dark rings around it. The A: the coffins point west—toward the Land of the Gods n handsome markings of the leopard make its fur valuable for coats.18 anteroom: a room placed before or forming an entrance to another and often used as a waiting room. ”a veritable pharaoh of a donkey”: possessing the char- acteristics of a king among donkeys; the finest. ©2020 by Curriculum, Sonlight Ltd. All rights reserved. High Chamberlain: manages the household of a king or great noble. surgeons of Egypt: Egyptian surgeons were known throughout the world for their skill. Documents from ancient Egypt have been found that prove that they knew much about medicine that was forgotten or not passed down for hundreds of years, until it was re–discovered in more recent history .

18. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). 12 | The Golden Goblet | Section Three | 4-Day | World History, Year 1 of 2 Section Three

Reading Assignments and Notes Readers Readers Weeks 1–4: Mara, Daughter of the Nile

Day Thutmose III: Egyptian Pharaoh that reigned from 1504– 1 Chapters 1–2 1450 BC. Thutmose III was son of Thutmose II, and son-in- Setting law to Queen Hatshepsut, as he married her daughter— Egypt; 1400s BC his own half-sister. As an adult ruler, Thutmose III conduct- ed 17 successful campaigns which served him a position as the most successful Pharaoh ever—in military terms. He Overview extended Egyptian territory and power considerably, into Mara, a slave, becomes a spy for Queen Hatshepsut Mesopotamia and Nubia. The conquered territories were (?–1469 BC), the pharaoh, whose extravagant building put under control of vassal kings and chiefs, who paid high projects and excursions inflict heavy taxes on the Egyp- taxes to Egypt. He extended the temple at Karnak, as well tians. Shortly thereafter, Sheftu, a young nobleman, enlists as constructed new monuments at Abydos, Aswan, Heliop- Mara’s help as a spy for Thutmose, the true king, a man im- olis, and Memphis. His mummy was found in 1881 at Dayru prisoned by the powerful Queen. Mara prefers to help the l-Bahri. He was succeeded by Amenhotep II.2 [chap. 1] King, but must continue to serve the Queen, lest she be sold. A traitor to the King finally betrays Mara, and Sheftu, gamin: street boy. [chap. 2] thinking Mara betrayed him, although he loves her, seeks scarab: a stone beetle used as a talisman or ornament. to kill her. When he discovers that Mara serves the king [chap. 2] as whole-heartedly as he does, Sheftu purposefully walks into a trap to save her, and then the revolution occurs, To Discuss After You Read quickly and easily. Thutmose takes the throne, Hatshepsut Q: drinks poison, and Sheftu, now Count, marries Mara. Once Nekonkh realizes he’s been speaking poorly of Hatshepsut, what does he do? Why? [chap. 1] Cultural Literacy A: he denies making a statement that he would like to over- Use the following words as you discuss today’s reading throw the Pharaoh and immediately makes statements to to enhance your children’s understanding of the story. show he supports her. He does this because it was treason to speak against the Queen, and the punishment for do- Set: or Seth; an ancient god of the desert, storms, dark- ing so was harsh ness and chaos. [chap. 1] Q: What makes Mara a valuable spy? [chap. 2] shenti: a loincloth or scarf worn by men, wrapped around A: she speaks Babylonian, reads and writes well, is sharp-wit- their waists and held by a belt. [chap. 1] ted, does not look like a slave, is proud, and desires freedom kheft: a lost soul or demon. [chap. 1] Timeline and Map Points Kush: a kingdom south of Egypt. Pharaohs took control of Kush during the New Kingdom, so a ”son of Kush” would d Queen Hatshepsut rules Egypt (ca. 1503–1482 BC) ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by be someone from this land. Since they were a conquered [chap. 1] people group, an Egyptian would consider this phrase less  Egypt (E4); Nile River (E4); Abydos (E5) (map 2) than flattering. [chap. 1]  Memphis (G8); Thebes (H8) (map 3) [chap. 1]

Day Hatshepsut (1503–1482 BC): the fourth female pharaoh 2 Chapters 3–4 in Egyptian history. The daughter of King Thutmose I and his chief wife, Queen Ahmose, Hatshepsut married her Cultural Literacy half-brother, King Thutmose II. When Thutmose died unex- carnelian: pale, red quartz. [chap. 4] pectedly about 1490 BC, Hatshepsut’s stepson, Thutmose III, inherited the throne. But because he was too young gambits: moves early in a game in which a player sac- to rule, Hatshepsut served as regent (temporary ruler). rifices lesser pieces in order to obtain an advantageous Within a few years, and with the support of the priests of position. [chap. 4] the god Amon, Hatshepsut had herself crowned pharaoh alongside her stepson. Because Egyptians believed their To Discuss After You Read kings were divine, she justified her new role by claiming to Khofra mentions that the Euphrates ”flows the wrong be the god Amon’s daughter. She also had herself repre- way” (p. 26). Since the Euphrates flows in a south-easterly sented as a man on monuments.1 [chap. 1] direction, whereas the Nile River flows in a northward direction, a river that flows in nearly the opposite direction would seem backwards to him.

2. “Tuthmosis 3,” LookLex Encyclopaedia, http://i-cias.com/e.o/ 1. 2003 World Book Encyclopedia (World Book, Inc.: Chicago, 2002). thutmose_3.htm. (Accessed July 2, 2015). World History, Year 1 of 2 | 4-Day | Section Three | Mara, Daughter of the Nile | 55 Q: Why did Sheftu threaten Mara at the end of their con- Q: What was clever about Sheftu’s response to the order versation? [chap. 4] from Hatshepsut? [chap. 8] A: because Mara said she intended to discover his secrets if A: he gave praise to Pharaoh without specifying which she could—clearly Sheftu would rather remain secretive pharaoh he meant and somewhat anonymous Q: Why is Mara’s meeting with Thutmose difficult? [chap. 9] Day A: she must not only speak in two languages and carry on Chapter 5 3 two conversations, but Inanni’s hopes and Thutmose’s To Discuss After You Read pacing and expression made her job more difficult Q: Why do you think Mara is not happy with her first job? Q: Why was Mara concerned about the message she was [chap. 5] to take to Sheftu? [chap. 9] A: possible: she is beginning to like Sheftu; she dislikes the A: because he was being asked to rob the tomb of a Queen’s extravagance; perhaps she is intrigued by the idea pharaoh—a crime not only punishable in the human of doing something for Egypt rather than just for herself world but also believed to anger the ka of the departed one—something Egyptians believed would bring harm Q: At the end of the chapter, who do you think has the up- to tomb robbers per hand—Mara or Sheftu? Why? [chap. 5] A: realistically, Mara still does—she already knows the name Day Chapters 10–11 of the other member in Pharaoh’s court that is leading the 6 rebellion, and her present course of action hasn’t changed To Discuss After You Read from the time she boarded the ship Q: What relieves Inanni at the end of her long day? Day [chap. 10] Chapters 6–7 4 A: she will not marry Thutmose, she can return to Canaan ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Cultural Literacy and her brothers, and she will visit the Syrian woman in the Court of the Weavers El Karnak ruins (Thebes), Egypt: Thebes is located along the Nile River at the site of what is now the city of Luxor.3 Q: How could Mara tell by looking around the Queen’s [chap. 6] court who the most important people were? [chap. 11] A: the more important a person was—those the Queen loggia: a roofed open gallery, especially at an upper story valued— stood closer to her throne overlooking an open court. [chap. 7] Q: What does Mara learn during her audience with her To Discuss After You Read master? [chap. 11] A: Q: How did the wharfs of Abydos differ from those at Thutmose’s servants are all loyal to the Queen

Menfe? Why? [chap. 6] Day A: they had more funeral barges because the god Osiris 7 Chapter 12 was thought to be buried in Abydos, and all who could To Discuss After You Read afford it would arrange for their funeral processions to Q: take a pilgrimage to this ”Gate of the Underworld” before Think about the steps Mara had to take before she met their entombment with Sheftu again. What does it tell you about the orga- nization of the rebellion that is brewing? [chap. 12] Q: How does Mara keep cool in the Egyptian heat? A: it’s highly organized—there seems to be many supporters [chap. 6] with useful ways they can contribute A: she does not wear wool except in the cool nights; wears Q: thin, light garments; stays slender; sleeps on an ebony Why do you think Sheftu goes by Sashai at the Inn of headrest, not a hot pillow the Falcon? [chap. 12] A: to conceal his identity to those he’s working with. In case Day some were captured, they wouldn’t be able to identify 5 Chapters 8–9 their true leader To Discuss After You Read Day Q: Why did Hatshepsut like what she saw in Inanni? [chap. 8] 8 Chapter 13 A: because she knew her half-brother, the King, would NOT Cultural Literacy like marrying Inanni languid: slow, sluggish. [chap. 13] chicanery: deception, trickery. [chap. 13] guile: deceitful, cunning. [chap. 13] insouciance: lighthearted, unconcern. [chap. 13] 3. “Karnak Temple,” Discovering Ancient Egypt, http://discoveringegypt. com/karnak-temple/. (Accessed January 2006). 56 | Mara, Daughter of the Nile | Section Three | 4-Day | World History, Year 1 of 2 To Discuss After You Read us. Then, a news report tells you that the President has Q: What does Mara learn about the proprietors of the Inn dismissed the entire Army branch of the military (and of the Falcon? [chap. 13] hasn’t paid the Marines in a month) so he can put more A: the inn keeper’s wife was Sheftu’s childhood nurse, and her money toward carving his face into a mountain near Mt. husband was the head of his father’s stables Rushmore. How would you feel? Is Sheftu’s anger over a similar situation justified? [chap. 15] Q: How does Thutmose prepare to take the throne? [chap. 13] A: he stages a miracle where, during a festival, ”Amon” Q: Even queens need to acquire gold—we all have limited proclaims him pharaoh—the people remember and think dollars. What does she spend her gold on? [chap. 15] it true; the priests are mostly on his side, as are many A: to cover the obelisks in electrum young nobles and commoners concerned with the state Q: How does Mara deliver her message, even though the of the country spies were not dismissed? [chap. 15] Q: What do you think of Sahure, the juggler? Do you trust A: she draws symbols of the message onto a vase design him? Why or why not? [chap. 13] Q: Do you think the king’s opinion of Inanni has changed A: possible: he presses for information in a rather sly way: at all? Why or why not? [chap. 15] Sheftu is clearly not completely forthcoming with him, A: somewhat—she admired his drawings of vases so he is though he was claimed as useful beginning to see her as more that a ”barbarian”

Day Chapters 14–15 Day 9 10 Chapter 16 Cultural Literacy To Discuss After You Read balustrade: a low parapet (railing) or barrier. [chap. 14] Q: Why is it important for the king to become pharaoh? major-domo: a head butler or steward of a large house- A: for Egypt, for the sake of the people hold. [chap. 14] Day Chapter 17 obelisks: an upright, 4-sided pillar that is topped with a 11 pyramid. [chap. 14] Cultural Literacy time immemorial: time that extends beyond memory To Discuss After You Read or record. Q: What has Sheftu learned in the last six years about leonine: lion-like. mankind? Do you think he is correct? [chap. 14] A: no man or woman lives whom gold cannot buy—only the lee: the side that is sheltered from the wind or weather. prices differ mien: dignified manner or conduct. Q: Do you think Hatshepsut is extravagant? Why or why not? [chap. 14] To Discuss After You Read Q: ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by A: yes—This chapter describes obelisks the Queen had added Why does Pesiur’s jab about Sheftu’s notice of Mara to the temple of Amon. They were 97 feet tall ”needles of bother Sheftu? stone,” cut from single blocks of granite, and so tall the A: he worries that his meetings with Mara and the Canaan- roof of the hall had to be removed so they could be in- ite princess have been noticed, and that the feelings he stalled. Once there, the queen thought they were too dull has for Mara that he thought he’d kept hidden had been so she ordered them covered with priceless electrum—all noticed by a casual observer for her own glory Q: How does Sheftu enter the Valley of the Kings? Q: Why do you think Sheftu asked the priest to obtain the A: he arrives with a priest; they claim they’ve heard reports Royal Seal? [chap. 14] of tomb robbery; one guard believes them, one does not, A: when tombs were shut, priests would seal the door shut and this one follows them, even though his duty ends in and mark the seal with a particular mark so it would be another half hour easy to tell if the tomb had been disturbed. Once Sheftu Q: What does Sheftu do to the diligent guard? raided the old Pharaoh’s tomb, they would have more A: at first, he strangles him to knock him out, hoping they time to finish their plans if the tomb looked as if it was can send him away on Nekonkh’s boat until the revolution never disturbed, so they’d need the Royal Seal with the is over, but the guard starts to escape so Sheftu has to right mark on it to reseal the door kill him Q: Consider the news Sheftu gives Khofra in a modern light: The President of the United States regularly receives intelligence of uprisings on our Canadian and Mexican borders. On top of that, he gets word of several European countries that are banding together against

World History, Year 1 of 2 | 4-Day | Section Three | Mara, Daughter of the Nile | 57 Day 12 Chapter 18 A: because Nekonkh had been defending Mara’s actions, and Sheftu needed to remind him that their cause was really Cultural Literacy more important than another player—should that player be a spy for the queen Hall of Double Truth: After death, a soul first went to the Hall of Double Truth for judgment. The soul had to make a Q: How does Sheftu plot to uncover Mara’s treachery? ”negative confession” before 42 gods. The deceased souls [chap. 20] would list all of the evil deeds they did not commit during A: Nekonkh tells her the ”whereabouts” of the gold in the their lifetime in order to convince the gods to allow them presence of others; if the location is raided, he will know to enter the netherworld. If the souls successfully passed she is a spy for the other side this test, they would move to the Weighing of the Heart Q: What potential problems does the trap have? ceremony.4 A: Nekonkh wasn’t told to tell Mara privately. If another per- hawser: a thick, heavy rope or cable used for mooring or son who is unfaithful to the cause overhears, they could towing a ship. raid the ship, even if Mara didn’t give up her information

To Discuss After You Read Day 14 Chapter 21 Q: In addition to Sheftu and companions, fear of their gods and the knowledge they have of crime they are Cultural Literacy about to commit, what else could make the trip inside the tomb a stressful experience for these characters? checking a ship’s trim: a ship’s captain should check a A: it is incredibly dark, their one torch doesn’t seem to push ship’s trim to determine if it’s perpendicular to the water the darkness back very far; it is hot, the air is stale and making sure the cargo is evenly balanced in the ship so it probably hard to breathe—they risk running out of air won’t capsize as it travels. [chap. 21] ©2020 by Curriculum, Sonlight Ltd. All rights reserved. as they work deep underground; the tomb is built like a maze, intended to be confusing to make it harder to plun- To Discuss After You Read der; they realize as their torch dies that they don’t have Q: How do Nekonkh and Sheftu respond once the raiders another torch with them boarded the ship? [chap. 21] A: Nekonkh pleads to take Mara away again—Sheftu’s

Day demeanor was such that even the burly riverboat captain 13 Chapters 19–20 was afraid of him. Sheftu curtly reminds Nekonkh that he should strictly follow orders Cultural Literacy Q: What do you think of Sheftu’s stubbornness to stick flagon: a large pitcher made from metal or pottery, with a to his plan for Mara’s fate, even when Nekonkh offers handle and a spout, and often a lid. [chap. 20] to take her out of Thebes for a second time? Do you think he would have the same response if another had To Discuss After You Read betrayed him? [chap. 21] Q; How does Mara feel about Sahure? Why do you think A: possible: he is angry, but perhaps more so this time be- this is so? [chap. 19] cause he is also hurt and disappointed in Mara. Therefore, A: she loathes him and she’s afraid of him; Possible: because he falls back on his blind devotion to the caus, and makes she’s nearly almost run into him once as she’s fulfilling the best determination in that light as the logical and the role of her other identity, she doesn’t trust him to keep reasonable course of action. He is a kind man and may quiet about her if it would serve his purposes better, he have let Nekonkh take another lesser person away, if he or seems to constantly pry and doesn’t easily take ”no” for an she hadn’t wounded him as Mara had answer

Q: How does Sheftu respond to Mara’s mistake of keeping Day 15 Chapters 22–23 the ring? [chap. 19] A: his words seem to say he doesn’t think any more of the To Discuss After You Read matter, but he lets go of her hand as he speaks, as though Q: he’s not sure he trusts her again. Even at the end of the Why does Mara run away from Nekonkh? [chap. 22] A: chapter, Mara is unsure if the issue is over or not to find her other master, learn his plans, and then try to slip away from him and warn the revolution Q: Why did Sheftu comment to Nekonkh on the riverboat Q: ”Till now, I understood your allegiance to be to myself How has Mara’s game ”tumbled about her ears?” and to the king—and no one else. Was I mistaken?” [chap. 22] A: [chap. 20] Sahure had been spying on her, and names her and all of the regular attendees at the Inn as traitors. Nahereh plans another raid and locks Mara in her room with an armed 4. Pat Remler, Egyptian Mythology A to Z, Third Edition, (Chelsea House: guard so she has no way to escape New York, 2010). 58 | Mara, Daughter of the Nile | Section Three | 4-Day | World History, Year 1 of 2 Q: Why was Mara—who seems to be able to wriggle out Q: Juxtaposition means to place close together or side by of most scrapes—captured? [chap. 23] side, especially for comparison or contrast. In literature, A: because she told Nekonkh that she would stay in the juxtaposition occurs when one theme or idea or person courtyard until he returned, and for once she meant to is parallel to another. The author of Mara, Daughter of keep her word the Nile juxtaposes the ”daughter of the Nile” (Mara) with the ”daughter of the sun god” (Hatshepsut). Com-

Day pare and contrast these women: think about their titles 16 Chapters 24–25 and origins, their personalities, their view of Egypt, their positions, and their value of other people. How To Discuss After You Read are they the same and how are they different? If they Q: How does Mara change as a person throughout are the same at some point in the book, but different at the story? another point of the book, describe that. n A: she learns the value of loving and trusting other people, such as friends and family, and why it is worthwhile to remain loyal to them. In exchange, she has made valuable friends and wants to treat them well in the end Q: How does slavery affect Mara and her relationships with others, such as Innani the princess, Reshed the guard, or Sheftu? Q: What does Mara learn from Innani (the princess)? ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

World History, Year 1 of 2 | 4-Day | Section Three | Mara, Daughter of the Nile | 59 Section Four

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

Week Memory Work Bible Reading History/Social Studies Geography Biography 1 Psalm 90:1–2 What You Should What is History; Nomads; Fertile Crescent; Queen Know About the Bible Egyptians Egypt; Mesopota- Hatshepsut; mia; Middle East; King Narmer North America; South America; Asia 2 Psalm 90:1–4 What’s In Our Bible? Egyptians; Mummies Egypt; Mesopotamia; and Pyramids; Sumeri- ans; Early Civilizations; Hittites 3 Psalm 90:1–6 In the Beginning Hammurabi; Indus Valley; Mesopotamia; Hammurabi ; Egypt; India; Africa; Middle East; Indus Valley; Mediterra- nean; India 4 Psalm 90:1–9 God Creates Man Ancient China; Shang Egypt; China Huang Di and Woman Dynasty; Hittites; Nubian and Egyptian Cultures; The Trojan War 5 Psalm 90:1–11 Father Abraham Nubian and Egyp- Egypt; Greece; Tutankhamen; tian Cultures; Hittites; Mediterranean; Moses Hebrews; Phoenicians; Egypt; Jerusalem; Assyrian Empire; The Red Sea; Carthage; Trojan War 6 Psalm 90:1–13 Safe in Egypt The Trojan War; Assyr- Greece; North Africa; Nebuchadnez- ians; Assyrian Empire; Asia Minor; Egypt; zar; Taharka; Greece; Greek Myths Greece; Babylon; Sennacherib Crete

©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 7 Psalm 90:1–15 Freedom from Slavery The Trojan War; Spartans; Greece; Crete; Cyrus the Great; Greek Myths Middle East; Africa Homer 8 Psalm 90:1–17 Law and the Holy Tent Greece; Greek Gods; Greece; Persia; King Hezekiah; The Medes; Persia; Babylon; Mexico; Plato; Socrates; Trojan War; Spartans; South America; Alexander Greek Myths; Romans; North America; Peru the Great; Mayans; Aztecs Middle East; Africa Pythogoras 9 1 Corinthians Living in Greek Myths; Roman Greece; Rome; 13:1–2 the Wilderness Empire; The Founding of Persia; Middle East; Rome; Roman Empire; Africa The Punic Wars; The Ro- man Republic 10 1 Corinthians Victory Roman Empire; Trojan Greece; Rome; Jeru- Hannibal; 13:1–4 War; The Aryans of India salem; India Buddha

11 1 Corinthians When Judges Ruled The Mauryan Empire; The India; China; Great Asoka; Qin 13:1–6 First Chinese Emperor; Wall of China; Egypt; Zheng (Shi Great Wall of China Jerusalem; Rome Huangdi) (continued on the following page)

World History, Year 1 of 2 | 4-Day | Section Four | Scope and Sequence: Schedule for Topics and Skills | 1 Week Memory Work Bible Reading History/Social Studies Geography Biography 12 1 Corinthians Israel’s First King China; Confucius; Julius China; Rome; Israel; Confucius; 13:1–8 Caesar Jerusalem; Mediter- Julius Caesar; ranean Sea; Africa Cleopatra 13 1 Corinthians Israel’s Greatest Kings Augustus Caesar; Jesus; Rome; Israel; Jerusa- Octavian (Au- 13:1–10 Fall of Jerusalem lem; Galilee gustus Caesar); Jesus 14 1 Corinthians Worship and Be Wise Nero; Roman Empire; Rome; Constanti- Nero; Constan- 13:1–13 Constantine; British nople; Britain; Italy; tine; Attila the Rebellion; Fall of Rome- Jerusalem; Galilee Hun Attila the Hun 15 Psalm 15:1–3 Kings and Prophets Barbarians; Fall of Rome; Rome; Britain; Jeru- Romulus in Israel Middle Ages 800 AD– salem; Galilee Augustus 1100 AD; Celts 16 Psalm 15:1–5 Adventures of Elijah Legend of Beowulf; Rome; Britain; Italy; Augustine and Elisha Anglo-Saxons; Spain; Africa Augustine; Monasteries;The Byzantine Empire

17 Psalm 15:1–5 Kings and Prophets The Byzantine Empire; Constantinople; Justinian; ©2020 by Curriculum, Sonlight Ltd. All rights reserved. in Judah The Medieval Indian Ganges River; Ire- Empress Empire land; Europe Theodora; Chandragupta; Skandagupta 18 Exodus 20:1–2 In a Strange Land Monasteries; Islam Japan; Korea; Muhammad Arabian Peninsula; Baghdad; Mecca; Medina; England; Ireland 19 Exodus 20:1–4 Rebuild Jerusalem Dynasties of China; China; Japan; Korea; Li Yuan; and Wait Dynasties of Japan Ireland St. Patrick 20 Exodus 20:1–6 The World of Jesus Australia; Australia; England; Clovis; Tariq The Polynesians; New Zealand; Kingdom of the Franks; Hungary;Northern The Islamic Invasion Africa; Mediterra- nean Sea; Spain 21 Exodus 20:1–8 Jesus’ Birth Kings of France; The Paris; France; Eng- Charles “The and Boyhood Carolingians; The Holy land; Germany; Eu- Hammer” Roman Empire; Vikings rope; Italy; Constan- Charlemagne; tinople; Norway; Martel; Leif Denmark; Sweden; Ericksson Iceland 22 Exodus 20:1–10 Jesus’ Baptism Vikings; Alfred the Great; Britain; England; and Temptation The Battle of Hastings Europe; France; Alfred the Normandy Great; William the Conqueror (continued on the following page)

2 | Scope and Sequence: Schedule for Topics and Skills | Section Four | 4-Day | World History, Year 1 of 2 Week Memory Work Bible Reading History/Social Studies Geography Biography 23 Exodus 20:1–12 The Power and Love The English Language; Europe; Japan; William the of Jesus Serfs, and Noblemen; Jerusalem; Conqueror Castles; Knights and The Holy Land Samurai; 500–1100 AD: Arts, Architecture, Science and Technology 24 Exodus 20:1–14 The Parables and Middle Ages 1101– Jerusalem; Europe; Richard the Teachings of Jesus 1460 AD; Crusades Constantinople; Lionhearted; Spain John Lackland 25 Exodus 20:1–16 Disciples and Magna Carta; Wales; France; England; King John; Followers of Jesus Scattering of the Jews; United States; Can- William Wallace; Scotland, Burgundy; ada; Russia; Beijing; Robert Bruce; Genghis Khan; Kublai Japan; China Edward I; Khan Edward II; Genghis Khan; Kublai Khan; Marco Polo 26 Exodus 20:1–17 Enemies and Forbidden City; The Age Beijing; Japan; Vladimir; Ivan Opponents of Jesus of Exploration; World Re- China; Europe; India; the Great; Ivan ligion; Ottoman Empire Middle East the Terrible 27 Poem The Death and Ottoman Empire; Constantinople Mehmed II; Resurrection of Jesus Ivan III; Mohammed Ireland; Russia; Suleiman Captures Constantinople; England The Seljuk Turks; The Black Death 28 Poem The Church Begins The Hundred Years’ War; England; France; Henry V; Joan Joan of Arc Europe; China of Arc; Henry VI 29 Poem The Church Grows War of the Roses; Isabella Africa; Hungary; Henry VI; Gil and Ferdinand; Prince Ethiopia; Zimbabwe Eannes; Isabella Henry; Louis XI; Edward England; Europe; and Ferdinand; IV; Henry Tudor Spain; Portugal; Richard III; ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Ghana; Africa Henry Tudor; Prince Henry 30 Poem Paul’s Missionary The Songhay Empire; Ba- England; Ghana; Mansa Musa; Adventures bur the Turk; Christopher India; Spain; Mali; Ibn Battuta; Columbus Africa; Morocco Babur; Christo- pher Columbus 31 Poem Under Arrest! Magellan; Mayan, Aztec, Spain; Philippines; Magellan; John and Incan Empires India; Central and Cabot; Amerigo South America; Vespucci; Morocco Vasco da Gama; Huayna Capac; Francisco Pizarro 32 Poem Paul’s Letters to Cortés and Montezuma; Spain; Portugal; Hernando Troubled Churches Martin Luther; Central America; Cortés; Martin Reformation Switzerland; Luther Wittenberg; Germany; England; France; Japan (continued on the following page)

World History, Year 1 of 2 | 4-Day | Section Four | Scope and Sequence: Schedule for Topics and Skills | 3 Week Memory Work Bible Reading History/Social Studies Geography Biography 33 Proverbs 3:1–3 Paul’s Letters to King Henry VIII; The Spain; Europe; King Henry VIII; Strengthen Christians Renaissance; 1101–1460 London; Germany; Michelangelo; AD: Art, Architecture, Japan Leonardo da Science and Technology; Vinci; Johannes Walter Raleigh; Johannes Gutenberg Gutenberg 34 Proverbs 3:1–6 Letters to Young Reformation; Nicholas London; England; Nicholas Leaders Copernicus; Galileo Europe; Poland; Copernicus; Japan John Calvin; Galileo Galelei; King Henry VIII; Philip II; Queen Elizabeth; Mary Tudor 35 Proverbs 3:1–9 Letters to Encourage Queen Elizabeth; William London; England; William Shake- Christians Shakespeare Spain; Virginia speare; Walter Raleigh 36 Proverbs 3:1–12 Things to Come Dutch Independence; London; England; John Cabot; Lost Colony; John Cabot; Europe; France; Jacques Cartier; Jacques Cartier; Spanish- Newfoundland; King Philip; ©2020 by Curriculum, Sonlight Ltd. All rights reserved. English War; 16th North America; Hernando de Century; 1461–1600 AD: Canada; Spain; Soto; Queen Arts, Architecture, China; India Elizabeth; Science and Technology Francisco Vasquez de Coronado; Francis Drake

4 | Scope and Sequence: Schedule for Topics and Skills | Section Four | 4-Day | World History, Year 1 of 2 ©2020 by Sonlight Curriculum, Ltd. All rights reserved.

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A GREENLAND Scandinavia

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CANADA Newfoundland (Vineland) ASIA B Minnesota St. John’s World History, Year 1of 2(4-Day)—Map 1 NORTH Gulf of St. Lawrence

AMERICA Maine Fertile Crescent KOREA JAPAN Grand Canyon C UNITED STATES Bermuda Florida MEXICO Sahara Desert

Caribbean Sea BARBADOS AFRICA Mariana Islands Indian Ocean PHILIPPINES D Central Atlantic Ocean Paci c Ocean America Guiana

PERU SOUTH E AMERICA

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AUSTRALIA F

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

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

I

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Songhay Empire Songhay

F F

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Sea Nubia (Kush) Nubia

MALI

Napata Arabian Arabian Red Sea Red

Dongola

Arabian Peninsula Arabian

INDIA Mecca

Taghaza EGYPT

Gulf

E E

Nile River Nile

Persian Persian ARABIA

Abydos

Mohenjo-Daro Yangtze River Yangtze

Agra

Ganges River Ganges

Lower Egypt Lower

Delhi

Indus Valley Indus Judea

Nile Delta Nile Akkad Kangjin

MOROCCO Salt Sea Salt Samaria

D D Assyrian Empire Assyrian

Tangier

Kum River Kum

Rock of Gibraltar of Rock

CHINA Seoul

Panmunjom Yellow River Yellow

Kaesong GREECE

Beijing

PORTUGAL

SPAIN NORTH KOREA NORTH Great Wall of China of Wall Great

Black Sea Black Ravenna

C C

AUSTRIA

WALES Agincourt

BRITAIN

IRELAND Virconium

B B —Map 2 —Map 2 (4-Day) 1 of Year History, World RUSSIA

SCOTLAND

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

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DENMARK Moscow

British Isles Trent B HOLLAND/NETHERLANDS World History, Year 1of 2(4-Day)—Map 3 Meath Lough of StrangfordLeicester Verden POLAND Bosworth Cleves Oder River GERMANY Kiev Sorviodunum Cambrai Mainz Cracow C Narrow Sea/English Channel Elbe River Rhine River UKRAINE Normandy Augsburg Tours FRANCE Alps Lombardy D Pavia Burtigala(Bordeaux) Mantua Ca a Pyrenees Mountains Septimania Pisa ITALY Hellespont

E Phrygia Thebe /Asia Minor Assyria Córdoba (Cordova) Marathon Carthage F Cadiz Mesopotamia Pillars of Heracles Lycia Strait of Gibraltar Assur

Baghdad Atlas Mountains Babylon Kish G Jerusalem Phoenicia Askelon Tanis Memphis

H EGYPT Coptos Hermonthis Thebes

I Libyan Desert ©2020 by Sonlight Curriculum, Ltd. All rights reserved.

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

A

B World History, Year 1of 2(4-Day)—Map 5 Tigris River

Euphrates River C Tyre Tiberias Canaan Gadora Ekron Jericho Gath D Gaza Judah ISRAEL Sinai Desert E

F

G

H

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