History-Bible 120 Parent Guide Sample.Pdf

AMERICAN OR / BIBLE INSTRUCT E D I U G S ’ R TO C U R T S N I E L B I B / RY TO S I H HISTORY Level 120

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FUN FACT At its peak, in 1866, 5000 wagons traveled the Santa Fe Trail.

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CHAT CALL / TEXT EMAIL sonlight.com/advisors 303-730-6292 [email protected] 120 Ages 13–15 Grades 8–10

Bible History, Geography & Biographies

American History by the Sonlight Team

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

PARENT GUIDE Sonlight Curriculum® 120 “American History” Parent Guide, Seventh Edition NOTE TO PURCHASER

Copyright © 2014, and annually 2015–2020 by Sonlight Curriculum, Ltd. Sonlight Curriculum, Ltd. is committed to providing the best homeschool resources on the market. This entails regular upgrades to our curricu- All Rights Reserved. lum and to our Instructor’s Guides. This guide is the 2020 Edition of the No part of this publication may be reproduced, stored in a retrieval sys- Sonlight Curriculum® 120 “American History” Parent Guide and Notes. If tem, or transmitted in any form or by any means—electronic, mechani- you purchased it from a source other than Sonlight Curriculum, Ltd., you cal, photocopy, recording, or any other—except for brief quotations should know that it may not be the latest edition available. embodied in critical articles or printed reviews, without prior written This guide is sold with the understanding that none of the Authors nor permission of the publisher. However, permission is hereby granted to the Publisher is engaged in rendering educational services. Questions the original Sonlight Curriculum, Ltd. purchaser only to reproduce as many relevant to the specific educational or legal needs of the user should be copies of the Schedule Pages, Certificate of Completion, Life Skills Check- addressed to practicing members of those professions. Off Lists, Field Trip Planning Sheets, and Additional Schedule Pages as necessary for his or her immediate family’s use. The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are “Do to others what you would have them do to you” considered and believed to be reliable but cannot be guaranteed insofar (Matthew 7:12). as they apply to any particular classroom or homeschooling situation. “The worker is worth his keep” (Matthew 10:10). 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. Published by Sonlight Curriculum, Ltd. 8042 South Grant Way Printed in the United States of America. Littleton, CO 80122-2705 USA For the latest information about changes in this guide, please visit www.sonlight.com/curriculum-updates. Phone (303) 730-6292 Fax (303) 795-8668 Please notify us of any errors you find not listed on this site. E-mail: [email protected] E-mail corrections to [email protected] and any suggestions you may have to [email protected]. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 1 2 3 Schedule andNotesSchedule Introduction to Introduction Your Instructor’s Guide Instructor’s GuideResources • • • • • • • • • Sonlight Curriculum® “American History” How toUsetheSchedule Introduction Table ofContents Timeline Suggestion—Schedule “American History”—ScopeandSequence:Schedulefor “American History” Why Notes onBiblicalDates • • • • About Overview Instructor’s Guide Further Assistance Y ou FindContradictionsinHistory “American History”Bible Maps Table ofContents Schedule andNotes T American History opics andSkills

Par ent Guide |

Section One

| 1

©2020 by Sonlight Curriculum, Ltd. All rights reserved. “How to Use theSchedule” schedule each week. If anote appearsaboutaconcept If schedule eachweek. in so you’ll what’s know there to andcanturn thissection about specificbooksto helpyou why know we’ve se it’sa book, easyto your finditright after scheduleonthe and more. ofyour ofthestructure Instructor’san overview Guide, a lookat someofthegreat resources in and helpfulaspossible. We have carefully organized your Instructor’s GuideOverview questions are numbered to helpyou reference between ers includingtipsfor gettingorganized, ideasfor adapting organizational tips,addressed, topics andskills thetime difficult concepts orcontent from somebooks. day therelevant reading isscheduled. in one easy-to-find place.in oneeasy-to-find how well your children have comprehended thebook. The hone inonthebasicsofabooksoyou caneasilygauge together! will gainfrom notes with reading marked it. Other the Parent Guideandthe Student Guide. to resources. optimize useofthecurriculum 5-Day schedule,to-use whichhasbeencarefully planned to yourthe curriculum needs, record keepingsuggestions, when needed. the booksyou’ll read, followed by notes, assignments, covered.the subjects For helpreading your schedule, see to makeyour educational experience asstraightforward plot assigned answer locations Map for keys are eachbook. readings, andothereducational For activities. specific materials to helpyou andyour children getthemostoutof What helpfulfeatures canyou from expect your IG? lected a particular resource aparticular andwhat welected trustchildren andgeneral usagetermsliteracy [words printed in located inSection Three oftheParent’s Instructor’s Guide. line figure schedule, andothersuggestionsfor you, take to orDad” Mom tion Four Third, your Instructor’s Guideincludes acomplete ready- Your IGincludesanentire 36-week scheduleof all Sixth, notes labeled Sixth, Second, usingtheblankmapsprovided, students will We’ve designed your Instructor’s Sonlight Guide(IG) If youIf are newto thisyear, Sonlight pleaselookin Finally, don’t forget to have funasyou at learn home F Fourth, “To DiscussAfter You Read” helpyou sections First, you needislocated everything your right after ifth, ifth, “Vocabulary” includesterms related to cultural , where you’ll findhelpfulresources for newus willprovide you withinsights onmore “Rationale” page

just before Week 1. contain information Section Three Section “Note bold Sec -

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- Americas prior to prior Americas thetimeofColumbus. Like Columbus US God values history.God The Bibleitselfisfullofhistory, show Christ sothatChrist you canmakeapositive difference inGod’s Before Columbus, The Landing ofthePilgrims, vant may ofGod bethoroughly good equippedfor every see you andyour children grow in maturity inspiritual correcting andtrainingcorrecting inrighteousness, sothat theser you’ll alsowant to pay careful attention to any supplemen you andyour children ofournation. Several into thestory your children asyou seefit). you oryour children whichoptionto believe (we leave you to theBibletopics you andyour children willcover. you mustdrop itandstickto ourapproach exclusively. But approach provides to education. It theframework we of US arises wherearises there are multipleviableexplanations, we do ers unfolds over thecenturies. Bible About “American History” About “American other cultures, andinspires us. It’s nosurprise, then,that gointooften additionaldetailsorbalance points madein suchas other great portion booksmakeupthehistory our bestto present andwithouttelling allofthem fairly we’ve some sections In expect. alsoincludedNotes to ad dress common questionsorconcerns. Whenever anissue Richard Baxter called Richard Baxter core“mere truths Christianity”—the Please looktheseover aheadoftimesoyou what to know Bible istheauthoritative, inspired Word ofGod: “All Scrip ing God’s gracious handat work ashisplanfor theworld ing. additionto thegreat bookswe’ve In history selected, it andiffitswell withwhat you’d liketo accomplish. kingdom. If you If havekingdom. your own Bibleprogram you are the books. tal notes we’ve includedinyour Instructor’s Guide, asthey we don’t specificallycover orassign readings from Bible that inmind, doeshave Sonlight roots inProtestantism, so the church hasalways heldto throughout itshistory. With those matters upto you, astheparent, to discusswith work” (2 Timothy 3:16–17,NIV2011). ture isGod-breathed andisusefulfor teaching, rebuking, need to make senseofourworld, helpsusunderstand books suchasJoy Hakim’s award-winning series books found Catholic inRoman andEastern Orthodox maybe you’d to liketo seeifyou give like ourmethodatry following asafamily, we don’t want you to feel asthough The history portion of120includesseveral fascinating portion The history You’ll findInstructor’s GuideNotes that willintroduce As a Christian curriculum company,As curriculum aChristian ourdesire isto At we Sonlight taketheBibleseriously. We believe the In otherwords,In to stickto what we thePuritan try History isinmany integral respects History to Sonlight’s , many photos andillustrations helpreenforce learn , andmore. Basedonthebestsellingbook . Interesting photos, text, andillustrations willdraw American History takes an eye-opening look at the history ofthe lookat thehistory takesaneye-opening |Parent Guide | Section One |

Freedom Walk A History of A History 1491 A History A History ,

Before - - - - - 7 - -

sonlight.com/ n sonlight.com/connections to sign up for our free email newsletter. When When email newsletter. our free up for sign to We trust you will heartily jour homeschool you trust your enjoy We visit you that also recommend We ney with your children. If we can be of further If we children. ney with your assistance, contact us or visit our Sonlight to hesitate please don’t interact with other homeschoolers, seek advice, offer your your offer seek advice, with other homeschoolers, interact and more. of encouragement words give insights, Further Assistance agement, news, announcements and be the first to know be the first to and announcements news, agement, special offers. about Sonlight’s you sign up, you’ll receive regular homeschool encour regular receive you’ll up, sign you community of Sonlighter’s provides a place for you to to you for a place provides community of Sonlighter’s subscribe Connections Community ( Connections Community - - Why and American History American God’s Will, God’s Best for Your Life, Bible Study Life, Best for Your God’s Will, God’s We want your children to live out their faith, which is out their live to children your want We Our prayer is that you and your children will develop a will develop children and your you is that Our prayer | Guide One | Parent | Section “American History” course includes several fantastic Bible fantastic several includes course History” “American 8 learning and spiritual growth. faith, and develop the importantfaith, and develop spiritual discipline of build a solid theological framework, explore evidence for for evidence framework, explore build a solid theological prayer. books such as books such tion to your own lives on a daily basis. To this end, each of this end, To on a daily basis. lives own your tion to why the Bible portionwhy practical of 120 emphasizes lessons healthy approach to the Bible, its study, and its applica its study, the Bible, to approach healthy however, respectful includ Christian of various traditions however, in how to study, interpret, and apply the Scriptures in the Scriptures and apply interpret, study, to in how ing Protestant, Orthodox, and Catholic. ing Protestant, Bibles that are omitted from Protestant Bibles. We are, are, We Bibles. Protestant from omitted are that Bibles our Cores seeks to integrate the Bible as a key aspect the Bible as a of integrate seeks to our Cores everyday life. These resources will also help your children children help your will also resources These life. everyday Pray? Sampler, Evidence for Jesus, The Bible Jesus Read, The for Jesus, Evidence Sampler, Section Two Schedule and Notes How to Use the Schedule

Write in the week's date for your records.

The  symbol indicates you will ﬁ nd a map assignment in the notes for that day.

The d symbol indicates there is a timeline suggestion in the notes for that day.

Additional space for your record keeping.

More notes with important information about specifi c books. The N symbol provides you with a heads-up about diﬃ cult content. We tell you what to expect and often suggest how to talk about it with your students. 120 Parent Guide Days 1–5 History/Bible Date: ______to ______

Week 1

Date: Day 1 Day 2 Day 3 Day 4 Day 5 Bible Bible Study Sampler pp. 7, 9 p. 10 p. 11 p. 12 p. 13

Why Pray? Day 1, p. 24 Day 2 Day 3 Day 4 Day 5

Memorization Psalm 139:1–2

History, Geography & Biographies A History of US, Book 1 chaps. 1–3 chaps. 4–5 chaps. 6–8 chaps. 9–10 chaps. 11–12 (3rd & rev. 3rd editions) N  d  

Before Columbus Intro and chap. 1 chap. 2 chaps. 3–4 chap. 5 chap. 6 d  N d  d  d 

Current Events Read the instructions in the notes on the following pages. N Seventh Grade: Two reports; at least one of international concern. Eighth Grade and above: Three reports; at least two of international concern. Other Notes ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by

Bible Study Sampler What I mean: Proverbs 6:16–19 (p. 20) deserves answers along the Angela reached out to us with this question about the following lines: Bible Study Sampler in Core 100: • What analogies does this proverb use? (none. At We are working on Core 100 and are using the Bible least not that I can see) Study Sampler. We did Week 6 Day 2 this week and • What attitude or action does this text praise? were quite confused. The verses and questions did (it doesn’t) not seem to fit with each other. • What benefit does this proverb promise to us if we John’s response: follow its advice? (I don’t see any promises, exactly. I think Sarita and I wanted, through this book, to dem- However, I think it is implied that God will be happy if onstrate that, even if certain basic sets of questions were we avoid the kinds of behaviors mentioned) not always perfectly compatible with a specific passage, one can profitably read the Bible with a few very basic • What attitudes or actions does this text condemn? questions in mind. I think we wanted to help students (haughtiness; lying; murder—or, at least, harm to establish that kind of habit of thought: “How can I suck the people who are innocent; scheming to do wickedness; marrow out of this text?”—The questions we provide (we a heart attitude that desires to do evil; false speech; hope) may serve as a useful set of tools toward that end. any behavior that creates discord unnecessarily)

N Note to Mom or Dad  Map Point d Timeline Suggestion

A . 1

Bible Study Sampler Instructor’s Guide and Notes. Guide and Notes. Instructor’s in our schedule pages. Follow Follow in our schedule pages. become comfortable and familiar tools for for comfortable familiar tools and become by e-mailing by [email protected]. A History of US American HistoryAmerican You have searched me, Lord, me, searched have You know when I sit and when I rise; You and you know me. and you afar. from thoughts my perceive you We have scheduled the 3rd, revised 3rd and 4th 3rd revised scheduled the 3rd, have We

1 2 Chapters 1–3 Chapters Psalm 139:1–2 Psalm We provide a copy of the NIV version for your convenience. However, if if However, convenience. your for of the NIV version a copy provide We Note: Note: books! history? Hakim’s know Read Joy to U.S. want You You won’t always find that every find that will elicit question always won’t You seeking the Bible, the spend reading the time you May Our first memorization/public speaking passage is Psalm 1 Day Day A History US, of Book 1 Memorization ALL an issue to the best of her ability;an issue to sidelights the fascinating perspectives she includes… and alternative 1. from verses the assigned memorize student your have to prefer would you please frequently, family uses more your of the Bible that another version do so. to free feel Do you understand what the passage as a whole is about? what understand Do you editions of pur have may You edition. your applies to that the row chased an earlier edition of the Hakim series (2nd edition most recent use it with Sonlight’s 1999) and plan to from edition of the 2nd edition of can obtain a schedule for You History of US Introductory About Comments A History Series of US I am impressed the more books, I study these more The treat considerate even-handed, with them: their generally of subjectsment and people with whom the author might all sides of look at to commitment the author’s disagree; an answer that bowls you over with new and profitable profitable new and with over you bowls that an answer Army Swiss like the proverbial hand, On the other insight. the questions in this will find that hope you we knife, Study Sampler Swiss of the owner The reading. daily use in Bible your use every every blade for So, project. knife doesn’t Army use every every question for passage won’t you similarly, least one or two find at always will But you of Scripture. results. yield profitable questions that in the the questions to answers in your confidence have to you allow using these tools Word. understand God’s and ability read to 12 as a public speaking pre Week 139. It will be due on times this 139 five Read Psalm audience. a live to sentation know 1 & 2. Do you each day;week—once vv. memorize in the passage as a whole? the meanings of all the words ------(I think American History American (more or less: (more (there are some basic are (there (p. 35). We were asked whether, per whether, asked were We 35). (p. (I’m not convinced there is a direct com is a direct there convinced not (I’m (I’m not sure. How about, simply: How “This not sure. is a gift! (I’m (more or less: “If you won’t trust Me for the seventh won’t or less: “If (more you was in high school, by reading a book reading titled 10 Great by in high school, was a you [“I give us freedom gifts grant to Freedoms—as them!”] … Take of vacation! of 52 days a year minimum .) the laws… embrace can then perhaps they really mately play in their lives. Perhaps, if it is “mere” legalism, if it is “mere” Perhaps, play in their lives. mately On the other the law. from stay away then they need to law—as I learned while I view God’s if they can hand, respect to Sabbath-keeping. But in the midst of this kind Sabbath-keeping. respect to of self-examination, I think I am hoping that students law might legiti biblical what role also will consider What law do you need to take more seriously? take more need to do you law What John: I hope that from Comment will vary. (Answers hearts their own withstudents will examine and lives ment? ment? about what Jesus said: “Man how it!” Or, it! Enjoy Take is not for the Sabbath, but the Sabbath is for man”) find that your labors on the seventh day are fruitless.” — fruitless.” day are your labors on the seventh find that implicit than explicit) more this is probably Again, each command for does God give rationale What What punishment does God promise for disobedi for does God punishment promise What ence? in six days each week, you’ll work doing all your day by needs in six days’ worth of work. You can trust Me to trust Me to can worthneeds in six days’ of work. You will honor Me by six days if you needs in meet your on the seventh”) resting labor and the seventh you shall rest”) you labor and the seventh obedience? for does God give promise What all your implicit than explicit: “I will provide more Rewrite each law in your own words. words. own in your Rewrite each law a Sabbath shall “Keep each week. day Six days you and they are an abomination to him) an abomination to and they are . is… proverb message of this The costs”) all “at almost avoid us to behaviors God wants What curse are we promised if we fail to heed its heed fail to we if promised we are curse What commands? … God these activities He hates says However mand. • • • • • • • Parent Guide | | Parent Two 1 | Section Week Having said that, let me note that legitimate answers answers legitimate that let me note said that, Having Along similar lines, then, similar lines, Along 16:22–30 Exodus I think it is pretty obvious that the answers to the first the to the answers that obvious pretty I think it is | 2 Proverbs 6. For example: example: 6. For Proverbs “protest” on the part who try and parents of students to “protest” try struggling with the questions, When them. answer the questions for I answered how similarly to answer to to the questions for Exodus 16:20–30 on page 35 (as for (as for 16:20–30 on page 35 Exodus the questions for to include a bit of the book) may similar pages throughout make sense without verses 15–21. In 15–21 fact, verses make sense without verses are 13–14, which make sense without verses really don’t 15–21 make part of which verses of the same paragraph portion.up the largest really meant Exodus 16:22–30. However, (I want to say, “of “of say, to want (I 16:22–30. However, Exodus meant really 15–21 verses And the context! read one needs to course”) really 22–30 don’t Verses part definitely are of the context! haps, we really meant Exodus 16:15–30. Answer: No. We We No. Answer: 16:15–30. Exodus meant really we haps, three questions and, even, the fifth one, are not very “satis not very are the fifth even, one, and, questions three answers! legitimate But they are on their own. fying” ©2020 by Sonlight Curriculum, Ltd. All rights reserved. to getinany classroom setting! a better education under your tutelage thantheyare likely that yourbeen written. And know children are stillgetting blessing. Use themfor for thepurpose whichtheyhave don’t have that time:please, usethesequestionswithour could dosomuchbetter …ifyou have thetime. you If our answers are really quite inadequate. books—books that are touching issues— onserious tions, butwhenyou getdown to it, for many ofthe do so!How bothyou muchricher andyour children willbe! your evening? own please onaSunday (every afternoon?), few minutes to read thebooksyour children are reading on beyond thesequestions. you If find yourself ableto steal a line.lowing themainstory Yes, theyare reading thebook(s). Yes, theyare at leastfol to give you (andyour children) that firstlevel ofassurance: being assigned? reading andunderstandinganything ofwhat theyare tions to allow usto judgewhetherornotourchildren are of parents plead:Can’t you pleaseprovide uswithques Note Concerning Questions Discussion young children. become more feels difficult, butherstyle lessoriented to audience. intheselater booksdoesn’t Hervocabulary probably more appropriately addressed to aslightly older ofdepthshecoverscover inthekind is history American grip ontheideathatgets afirmer asetof10booksthat seems, students. by It elementary Volume 3orso, that she wordsand vocabulary that are appropriate to younger Volume 3andfollowing. You’ll ofphrase turns findcertain mind thanitappearsshehasinbeginning with cially, seemsto Ms. have Hakim ayounger audience in of ournation. WASPs hadlittle, ifanything, to dowith thedevelopment engage in WASP-bashing—or asifthe history re-writing from a(narrow) WASP perspective. But sherefuses, too, to runners oftheUnited States. Sherefuses to tell thestory Saxon, andusuallyProtestant (WASP) citizens andfore of the the story “majority” population—the white, Anglo- correct” sheavoids oftoday: texts despisingorignoring most oftheexcesses onefindsinsomany “politically despite this commitment to other side,”“the sheavoids from roots outthestory painstakingly otherside.”“the But the United States anditspeoples. Shedeliberately and God blessyou.God You, discussionwithyour inknowledgeable children, We have provided beginning answers to mostques We encourage you, however, ifyou possiblycan:go goal.This isavalid andnecessary The questionsbelow andinweeks to come are meant Note to Parent orStudent: One slight negative: inthefirsttwo volumes, espe I’m impressed withthecontent. Ithinkyou willbe, too. deliberatelyMs. of seeksto Hakim tell thewholestory We have hadanumber -

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- - American History 4. 3. and Bronze comes before Iron. Stoneperiod; generally comes before Copper andBronze, material from whichcuttingtools are each madeduring successive namescome timeperiods; from theprimary Stone Age, Bronze Age, andIron Age: Washington dating putitsageat 9,000years. —radio-carbon Kennewick Man understand humanmigration patterns. makeup ofvarious peoplegroups around theworld to DiversityHuman Genome Project: what othersources offer asdefinitions. toalso want compare to lookupwords inadictionary we provide. From timeto timeyou andyour children may how your children’s definitionscompare to thedefinitions them guessthemeaningsof aloudto your sections children, thenhavethe vocabulary depth to stories butmay Read notbecommonly known. by, where applicable, terms cultural that provide literacy that your children are may notknow listed first, followed terms inyour Instructor’s Guide. More common terms ing. That’s why we’ve vocabulary includedimportant Vocabulary 5. 2. 1. To You After Discuss Read teratorns: regions. northern ptarmigan: Lord andBCBefore Christ. designationsChristian ofAD Anno Domini—Year ofour secular, religiously neutral replacement for thetraditional CE/BCE: sphere was covered withglaciers. Ice Age: glacier: Rationale: the Constitution ever existed—freedom, justice, opportunity thor? What isthethemeofthisbookaccording to theau mon heritage;to appreciate ourheritage from themistakes othersmade; Americans have acom mysterious—we can the past;we puzzle about can learn Why studyhistory? What isthe “top” law oftheUnited States? Constitution was thefirstwritten constitution intheworld government; nooneisconsidered theU.S. above thelaw; States mentions? that Ms. Hakim What oftheUnited are someoftheuniqueaspects a Why callhistory doesMs. Hakim ice blanket. Common Era/Before theCommon Era: amodern, period of time when much of the northern hemi oftimewhenmuchthe northern period  great birds. vulture-like theU.S.ismostremarkable nationthathas a type ofgrouse atype ofmountainous andcold Knowing definitions is critical to definitionsiscritical understand Knowing |Parent Guide |Section Two | : human skeleton found near Kennewick, humanskeleton found nearKennewick,  fullofstories =interesting; itis bold italic bold  studyofthegenetic mystery?

ours isademocratic designations for words. See 

Week 1 |

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R 

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 Inuit—

they stam  they could not they could

; Canada  Asia

 E

Eskimo means

  ; Alaska W

; Bering Sea (map 1)

(map 4) continents crashing into each other created created each other into crashing continents

wooden (usually cedar) pole with symbolic (usually cedar) wooden  Q

huge party given by Indians in the Pacific huge party Indians by in the Pacific given wealthy. As with chapters 2 and 3—and even as she 2 and 3—and even with chapters As Chapters 6–8 Chapters Bering Strait Greenland meat provides vitamins and minerals meat provides cooking? do the Eskimos and for light What burn for Why is it important for Eskimos to eat raw meat? is it important meat? Eskimos raw eat Why for to animal fat blubber, place? to place from do EskimosHow travel and boats Why did Columbus call the first Americans “Indians” “Indians” Americans the first call did Columbus Why Indies in the he was he thought did early animals? Americans hunt How be they could or bogs ditches peded where into them easily speared extinct? become did mammoths Why survive to foodget enough or water Indian animal changed the How? What lifestyle? easily hunt more horse they could horse; when riding the and travel theory geological does current about teach What Mountains were and Appalachian the Himalayan how formed? the “wrinkles” did the Eskimos where come? From did EskimosHow get their name? meat” they eat of the raw in an Indian language; “eater and raw their meat both cooked which so-called is the name by What Eskimos refer does it mean? what themselves—and to people” ”the Note: Note: Siberia 3 Day   26. totem pole: totem carved in it. (“totems”) figures potlatch: Northwest. affluent: 25. 27. Hakim’s almost admits within the section Ms. itself—read way by merely “Thoughts on Dinosaurs and the Earth” thinking about “orthodox” the latest for of gaining a feel say she has to What and paleontology. geology historical It revi open to is quite wisdom.” “received is the current years overthrow—in sion—and possible complete come. to and Map Points Timeline Vocabulary 17. 18. 19. 20. 21. 22. 23. 24. - - - -

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American History American   corn, potatoes, potatoes, corn,

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a gatherer simply locates food that grows food that grows simply locates a gatherer 

 . Now no one is sure when the ancestors of the ancestors when the no one is sure . Now land that stays partly frozen all year round. all year partly stays land that frozen Chapters 4–5 Chapters a dart thrower used for hunting. used for a dart thrower hammocks, canoes, snowshoes, lacrosse, rubber, rubber, lacrosse, snowshoes, canoes, hammocks, brains and hands brains

Parent Guide | | Parent Two 1 | Section Week rubber balls but very of technology significant, simple piece What did American Indiansuse? not Name some of the other products that American IndiName some of the other products that Europeans. by adopted later were that ans developed  sweet potatoes, squash, cocoa, popcorn, tobacco, tobacco, popcorn, cocoa, squash, potatoes, sweet tomatoes peppers, plants, cultivate them, and harvest cultivate plants, that crops World some of the New were What World? unknown in the Old were farmer? off of the food they gather; and lives area in an a naturally they plant the a crop; ensure to works contrast, by farmer, What is the difference between a gatherer and a a gatherer between is the difference What Could you walk across the Strait today? today? the Strait across walk you Could the sea Who do historians think these people are? think these people are? do historians Who Indians American Where is the Bering Strait? is the Bering Strait? Where the Bering Strait? did the first humans cross Why hunt animals to following they were pologists? pologists? strong are there other so-called indeed, Americans; Native Europe! been from he may have indications were made of stone made were anthro to interest Man is Kennewick of such great Why What made early human beings different than animals? animals? than early made different human beings What  Age? is this period called the Stone What I think the main thing to keep in mind: throw in large in large keep in mind: throw I think the main thing to As Ms. Hakim Ms. the bot admits in an extendedAs sidebar at 2 Day | 4 16. 15. 14. To Discuss After You Read Discuss After You To 13. Vocabulary atlatl: tundra: neither do we). Read these chapters simply by way of be way simply by Read these chapters neither do we). and anthropologists many about what informed coming believe. archeologists how they got here.” how dashes of salt with everything about all say she has to truth is, The pre-historic matters. about 12,000 years ago—and that they all came by way of ago—and way about 12,000 years they all came by that Beringia… or this continent, came to hunters mammoth Verde Monte tom of pages 16 and 17, chapters 2 and 3 are based largely largely based are 3 and 2 chapters 17, and 16 pages of tom Verde, Monte the find at “Before on fanciful hypotheses: experts in North people first arrived that thought America 12. 11. 9. 10. 8. 6. 7. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 41. 40. 39. 38. 37. 36. 35. 34. 33. 32. 31. 30. 29. 28. To You After Discuss Read have potential sources ofrevenue ready to hand! concentrated wealth alsomeansthataspiringgovernors ing theneedforprotection (or organized government); wealth meansthepotential payoff rises, for theft increas wealth compared to hunting/gathering; concentrated ment? What istherelation andgovern between farming halls andspiritual centers What were steam hutsinCalifornia usedfor? heownedbelongings, sometimeseverything at theconclusion, thehostwould give away hisfinest What would we findunusualaboutpotlatches? wassociety dividedinto classesandtheyowned slaves their theIndiansvaluedNorthwest, theirprivate property; communally, sharedIndian tribes everything butinthe comparedNorthwest tribes? to otherIndian How didwealth andpower differ for ofthe theIndians and rank What didtotem polessymbolize? How didtheytravel? fishermen andnotfarmers, andhadanabundance offood that oftheAnasazi Indians? How didlife for differ intheNorthwest theIndians from artwork, etc. culture at large? (for example: dance, theater, music, Discuss: markers(identifying theowner ofapiece ofproperty) ofpower,symbol authority, andgreatness); boundary (another doorways entombed within);fancy the person deceased); carved tombs (demonstrating thegreatness of dic symbols—family crests; tombstones (identifyingthe achieveIndians through theirtotem poles? similarto thosethenorthwestern American functions What that are Europeans someobjects useto fulfill amount ofwork relatively mild;itisrelatively easyto live withaminimal wealthy? Why are thePacific considered Indians Northwest they could irrigate their fieldseasier died;othersmovedpeople Grande closeto theRio so River homes? [chap. 6] Why abandontheiroriginal didtheAnasazi Indians conduct community businessorcelebrate What are kivas? homes built?[chap. 6] Where live? didtheAnasazi Indians Where were their decay inthejoints thritis (forexample) generates formsofbone specific very such asarthritis? hundreds ofyears agomay have suffered from diseases How canscientists today living determine that Indians  How doesapeople’s food supplyaffect farming tends to increase theconcentration of  because offood, there theclimate isplenty is   

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American History 51. competitors?superior won theallegiance ofcustomers over theirtechnically other technologies inferior, that, thoughfunctionally have preference worked to theirdetriment! Can you thinkof When itcameto guns vs. bows andarrows, theIndians’ was superior, even though,asamatter itwas not. offact, ter. cametoThe thinktheEuropean Indians technology bet even technology was thoughtheIndian functionally preferred theIndians America: theEuropean technology technologies—such asguns—that Europeans brought to other similarcomments aboutcertain will findhermaking these advantages, preferred theIndians steel knives. You andkeeptheiredgeslonger.”than steel knives Despite 46. To You After Discuss Read 50. 49. 48. 47. Timeline Points Map and 45. 44. 43. 42.  d Day 4 Ms. Hakim mentions are thatMs. obsidianknives Hakim “sharper

about diseases about densities, and/orbone shapes in bone whichalsotell theirdiet);theycansomething about alsoseedifferences inpeople’scavities (or teeth (whichsays lackthereof) health from examining skeletons? What andhow doarcheologists about learn horses, knives, guns teepee? Whose jobisitto putupandtakedown theIndian What thingsdo theSpanishtrade withtheIndians? the Plains Indians’ gold? Why doyou thinksomehistorians calledthebuffalo they are stupid(i.e., easyto catch andkill) for hunting? Why thinkthebuffalowere didthePlains Indians good containers, fuel pees, clothes, shoes, ropes, wool, thread, tools, drinking killed? What dowiththebuffalothey didthe Plains Indians North America North Why? What callthe river dosomeIndians “Father of Waters?” the Spanish Who were thefirstEuropeans to arrive inCalifornia? speak inthe15thcentury? Indians American How many languagesdidNorth andtaxation? morally—between extortion, theft, Why? What, inyour and opinion,isthedifference—practically St. Louis U Rio GrandeRio River New Mexico Anasazi were cliffdwellers (1100–1300) ; California Chapters 9–10   Mississippi, because Mississippi, itisthelargest river in 

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  Introduction 1 and Chapter 1491: New Revelations of the Americas Before Colum Before of the Americas 1491: New Revelations and packaged it for a broader audience. As a result, his a result, As audience. and packaged a broader it for What are wampum? wampum? are What stories that tell designs into woven are the Iroquois comprised nations many How confederacy? society? in Iroquois women of the role was What the nations and did for sachems, the chiefs, they chose very respected well were the women farming; most of the were women Iroquois why for is one hypothesis What high esteem? held in relatively contri economic depended uponabsolutely the women’s farming bution through majority rule? have Did the Iroquois of talk! a lot unanimity—which required sometimes best known Hiawatha and Deganwidah are What for? and daughters Hiawatha’s do to Tadodaho did What why? saying was Hiawatha did the IndiansWhat call North America? Before Columbus Before Sometimes we forget that the Americas and their in that forget Sometimes we Mom or Dad: to Note 1 Day Before Columbus 62. 63. 64. 65. 66. 67. 68. 69. hold to a young earth position, feel free to adapt large adapt large earth to a young free hold to position, feel in For style. teaching suit your numbers in the text to ago” years “many or long time ago” “a can say, you stance, also may You old earth encounter passages. when you the author is coming that children your to explain wish to an old earth from into deeply delving too position prior to in information the historical the text. Keep in mind that posi of your regardless and interest the book is of value Initial Comments Columbus long before existed and civilizations habitants on our in a lot of misconceptions resulting in 1492, arrived part. of Such is the basic premise his larger Charles and adapted C. Mann has condensed work bus often eye-opening are insights under and help us better contem by challenges faced stand the interpretational and more. scientists, porary anthropologists, historians, often textbooks present all too traditional instance, For as tech Columbus the peoples of the Americas before they In reality, but Mann disagrees. primitive, nologically infrastructures, technology, cultures, had well-developed Consequently, offer. artistic to and much more pursuits, Columbus Before will deepen understanding of that relevance and historical of contributions as the diversity as well our view of history, offer. to have peoples and cultures different of

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a dish of mixed vegetables: beans, corn, and corn, beans, vegetables: a dish of mixed beads on a leather cord, woven in a design to to in a design woven cord, beads on a leather  a chief in one of the Iroquois nations. nations. a chief in one of the Iroquois Chapters 11–12 Chapters Stinkards

Wyoming Dakota Plains States (east of the Rocky (east Mountains): Texas States Plains Oklahoma Parent Guide | | Parent Two 1 | Section Week Which Indians their Which tribes did the Algonquian consider enemies? How did they get rid of trees to plant their fields? plant to did they get rid of trees How the trunk, around which they cut the bark all the way kills the tree eventually be deer by wearing deer antlers and sometimes skins wearing be deer by kinds did they grow? What of crops and pumpkinssquash, What role did grandmothers play in Iroquois play did grandmothers role What society? did these Indians deer? How hunt What did the mound builders use their mounds for? use their mounds for? did the mound builders What burying treasures their dead … along with their today? today? in the Indian called city slaves of Cahokia? were What  mounds? in Ohio exists still called that is the mound What How did Woodland Indians mounds? build their Woodland did How of dirt hills baskets make and dumped them to carried learn about these to wanted president U.S. Which

p. 50—Ms. Hakim notes that about 25,000 people live Hakim 25,000 people live about that 50—Ms. notes p. 5 Day |  6 61. 60. 59. 57. 58. To Discuss After You Read Discuss After You To matters of mutual concern. matters matrilineal: the mother. confederacy: co to but agrees identity, individual its own maintains to regard or with with the others in times of war operate sachem: wampum: a story. tell around a tree; that kills a tree, which permits easy felling which permits easy felling kills that a tree; a tree, around later. of years a couple of the tree succotash: Algonquian. is from squash; the word a tree): girdle (as in, to girdle Vocabulary Timeline and Map Points Timeline in Cahokia. You need to read that in the historical context: context: in the historical that read need to You in Cahokia. standards. any time by that citylarge is a for that 56. 55. 54. 52. 53. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. forensic science, detectives applywhen muchlikemodern ed guessesaboutwhat theyfind. Alotoftimesthis involves many ways archaeologists mustspeculate ormakeeducat past, we cannot always discover what theymean.” exactly In from thedistant minds usthat even whenwe findartifacts on page11.Hewrites: gourd re caseofthecarved “The on your owninto ifyou’d itfurther like. the detailsofradiocarbon dating here, butfeel free to look ortheuniverse. It’sthe earth beyond ourscope to getinto billions ofyears useto scientists often refer to theageof others aren’t sopleased with theallegedmillionsoreven dates resulting from methodssuchasradiocarbon dating, generally perspective have noqualmswithancientearth reliable suchmethodsare. While thosewhoholdto anold scientific dating exist, agrees butnoteveryone onhow ancient Egyptians. and theafterlife differ inkeyareas from thoseof, say, the overburial cremation. However, views Christian ofdeath body, whichiswhy have historically Christians preferred value. alsoteaches afuture Christianity resurrection ofthe man beingsare madeinGod’s imageand, therefore, of respected thebody, even death, believingthat after hu from viewpoint. have theChristian Christians historically ancestors are honored. are Suchpractices quite different in Japan.Shinto shrines, for instance, are places where some beliefs honorthedeadinotherways, suchasShinto fication inancient practiced Egypt. Religiously speaking, children are nodoubtaware ofmummi ofthepractice limited to theancient Chinchorro people. You andyour note abouttheauthor’s perspective. old-earth time frames, Comments seeourInitial ofthisbookfor a page 3, “12,000 years ago” onpage4,andothersimilar 70. To You After Discuss Read Loewen (Touchstone, 1996). get thingswrong see high schoolreaders, bookssometimes onhow history 800 or900BC,thoughhistorians differ dates. onexact enced the Romans. The Etruscan civilization beganaround Italy,lization, located inwhat isnow that influ northern Introduction instance, pages16,71,74,and 83). your children to browse through thebookfreely (see, for wish to be aware ofsuch illustrations to prior allowing since the bookisintended for ages8andup. Still, you may the authorwould mildnudity, nodoubtconsider very tion onthequestionofageearth. The author brings up an important point in the sidebar point inthesidebar The upanimportant authorbrings Is radiocarbon dating reliable? Various methodsof the dead isnotapractice orpreserving Honoring referenceIn to thementions of “11,000 years ago” on For anadditional perspective, intended for adultor “Etruscan” refers to anancient thepeopleofEtruria, civi Note, too, that inafew places illustrations feature what Squanto whatBy nameis Tisquantum [Intro] usuallyknown? Lies My TeacherLies My Told Me by James - - -  - -

- American History Map referMap to notes found in Timeline Points Map and 74. 73. 72. 71. represents ormeans.ago orwhat theythinkanartifact to come upwithwhat theythinkmay have happenedlong Archaeologists mustinstead lookfor cluesanddotheirbest truth, butby definitionhistorical events are notrepeatable. method prefers testable, repeatable ways ofdiscovering scene that alsooccurred inthepast. scientific The so-called attempting to determine what hastakenplace at acrime 75. instance, whichthebodyneedsto maintain ahealthy diet. properties. nutritional They helpmake upproteins, for the book your children seethechapter ongenetictechnologies in questions that may helpyou discussthesematters with in thefirstplace? For of anintroduction to thesesorts tions that could save lives? Isitright to usethoseembryos to useor “harvest” itsorgans for useintransplant opera For example, inorder isitright to cloneahumanembryo cally pursuing suchthings? The realm ofethics, more specifi organism). How farisitmorally right orwrong to goin acopyvia techniques ofaliving suchascloning(making scientists now have ofmanipulating life thecapability understand thanthemore precise technical term probably withtheintention ofusingaphrase simplerto the book. To You After Discuss Read   d d Day 2 To refresh onhow to dothetimelinesandMarkable Amino acids(p. to life 17)are dueto important their engineering ofplantsGenetic isonething(p. 15),but On page15theauthorusesphrase “Plant scientists,” On “11,500 years ago” (p. Comments 13)seeourInitial of Massachusetts trace Chico gods oftheNorte writes about?[chap. 1] What’s gourd theauthor specialaboutthecarved [chap. 1] What are thebigmoundsfound at Huaricanga? since somethinghasdied [chap. 1] How isradiocarbon dating supposedto work? [chap. 1] How didthe things like plantlifeorbiological life whenhumanshappens deliberately make changesin What isgeneticengineering? (map 3) Mountains Andes Tisquantum/Squanto 1585–1622) (ca. Pilgrims/Mayflower (1620) bioethics Chapter 2 Moral Choices    , tries to address these kinds ofquestions. to, tries address thesekinds |Parent Guide |Section Two |

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 Chapter 5 Chapter Olmec sculpture in Tres Zapotes, Mexico (1938) Mexico Zapotes, Tres in Olmec sculpture (750 BC) than 5,000 Inca Atawall and capture more defeat 16, 1532) pa (November (map 2) Peru Picchu, Machu American archaeologist Matthew Stirling visits visits Stirling Matthew archaeologist American burned temple attacked, Zapotec settlement the IncaChanka (1438) attack 200 Spanish men and less than Pizarro Francisco Mexico Veracruz, (Tabasco/Veracruz) Why did the Triple Alliance sacrifice humans? sacrifice Alliance Triple did the Why needs of the sun god satisfy the by they could believed of life giving it the energy Triple the defeated have Cortes and his forces Could on their own? Alliance either Span needed additional forces, Cortes have would Alliance defeat the Triple to ish or other natives, really did it! (p. 47) Why did this happen? What did they What did this happen? Why 47) did it! (p. really their history destroying and by accomplish hope to writing one? a new mission so he people needed a glorious past and a sacred this history create to wanted Setting aside the issue of whether or not capital pun executions think European do you is justified, ishment on the same level? and Aztec are human sacrifices will vary answers later in 1519, then cityWhat did the Spanish enter conquer? You’ve probably heard the term “rewriting history,” but history,” “rewriting the term heard probably You’ve Mexica and the people they Tlacaelel in the case of How did Pizarro and less than 200 men defeat more more defeat 200 men less than and did Pizarro How 4] 5,000 Inca?than [chap. and horses, fire, cannon the gunfire, overwhelmed by them to all new which were In “Feeding the Sun” (p. 47), the author claims “the Eu 47), the author claims (p. the Sun” “Feeding In 49) by (p. the name Motecuhzoma recognize might You

4 Day  d d d d d d d d  87. 88. ropeans and the Triple Alliance [Aztecs] were surprisingly were [Aztecs] Alliance Triple and the ropeans alike—violent part was death of the social landscape on claim author is essentially The both sides of the Atlantic.” to in order motivated religiously human sacrifice, ing that as criminal the sun, is on the same level for “food” provide same thing the But is this really in Europe. executions one it’s all, a false analogy? After dealing with we or are the calls for that in place system a judicial have thing to human offer to another of criminals and quite execution it? the sun, isn’t to sacrifices 85. including Moctezumaits other forms and Montezuma. 86. To Discuss After You Read Discuss After You To 84. 83. and Map Points Timeline - - - - - the Olmec

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 Chapters 3–4 Chapters Parent Guide | | Parent Two 1 | Section Week have reflected the sun reflected have What do archaeologists think the plaza called Awkay think the plaza called do archaeologists What 4] like? [chap. in Qosqo was pata would it, sheets of gold on buildings around temples sand, What is chuno? [chap. 4] is chuno? [chap. What for years be stored flour that can one another, sort siblings do in a family of like one another, groups are called sister cultures? [chap. 3] [chap. cultures? called sister are groups cul just daughter weren’t but other cultures first, came influenced cultures different Instead, of the Olmec. tures tions about the Maya, their origins, and the extent of their origins, tions about the Maya, civilization in the Americas when Olmec and other Mesoamerican is meant What Why is the Olmec sculpture found in Tres Zapotes, Zapotes, Tres in found is the Olmec sculpture Why 3] important?Mexico [chap. possible that this was just a technological blind spot just a technological possible that this was is a milpa? What at the same time crops different sons. It may be that they did not have livestock to pull carts to It livestock may bedid not have that they sons. and a lot of mud, with no roads in areas Also, with wheels. also It’s around. wheeled carts move be difficult to would Ancient toys with wheels have been found in Mexico, but in Mexico, been found wheels have with toys Ancient the wheel in used those civilizations appear that it doesn’t not? Why other ways. Do we know for certain genetically know was Do for we maize that engineered? case that this is the speculated A brief comment is in order in reference to the incident the incident to in reference is in order A brief comment On page 36 the author mentions the language Runa On page 36 the author mentions 3 Day | 8 82. 81. defeat the so-called Triple Alliance. The broader lesson broader The Alliance. Triple the so-calleddefeat Christianity is not that and Christianshere do nothing but human beings but that true, which is far from war, spread and conflict. strife inclined to nature by are the Inca took place, often among family members fight the Inca place, took pages will demonstrate, as later Moreover, power. ing over help to times Indiansat allied with the Spanish in order and persecution, sometimes in the name of Christianity, it and persecution, sometimes in the name of Christianity, peaceful. people like the Inca that were state is not true to and conflicts wars among many author has noted, the As violent Christian invaders who spread their warlike ways ways their warlike spread who Christian invaders violent true it’s While such as the Inca. savages” “noble peaceful, to acts committed of violence explorers some European that between Spanish conquistador Pizarro and his attack and his attack Pizarro Spanish conquistador between 37–39). More and the Incan soldiers (pp. on Atawallpa depicted as are often as Pizarro individuals such than not, single, pure form of this language does not really exist, exist, of this language does not really form pure single, different known made its influence in many but instead dialects of the same language). (varieties than pointing out its importancethan pointing as the primary language Simi is Runa the Inca use. people to wanted Pachakuti sometimes called Quechua. Some experts a that believe Simi, but does not really say anything else about it, other else about it, anything say Simi, but does not really 80. To Discuss After You Read Discuss After You To 79. 78. 77. 76. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. questions andpuzzlesare notexclusive to Christianity. mately spread throughout of theworld, sothese sorts grapple withquestionsabout how human beingsulti account ofNoah. Even evolutionists, for instance, must lation alsoapplyto the distribution thosewhoreject later, scientists would prove himright.” somewhere” and, states, asthetext “Hundreds ofyears as Acosta (p. surmised andAsia 54),America “must join of biblicaldata that may beat fault, Besides, notthefacts. the sameasamystery. many In casesit’s our events as saying that what we thinkwe abouthistorical know Furthermore, ahistorical puzzleormystery isnotthesame onthebasisoflimiteding to data. piece together history keep inmindthemany challengesthat we face when try Bible (we shouldn’t!), butitdoesmeanthat we needto simply ignore apparent problems withthe that conflict in theway, too. This doesnotmeanthat can Christians science, and, at times, presuppositions and prejudices get what happenedusingalotofeducated guessing, forensic long agoand, asaresult, we’re to piece together trying ber, we’re dealingwithhistorical events that took place account ofNoah’s floodasinaccurate ormythical. Remem withoutentirely across dismissingthe tribution theearth than 200millionyears ago. lieves thissupercontinent, asPangea, known existed more time since scientific thecontemporary establishment be for isoneofgeologic thosewhoholdto ayoung earth, Noah’s timewould makesense. The problem here, though, nent, ofthehumanpopulation thenthedistribution after today were in thepastjoinedinto onelarge superconti viewpoint. If, for instance, continents aswe them know but there isnoreal withthetraditional Christian conflict come from? interesting,These questionsare certainly spread to otherplaces suchasAfrica, Asia, andEurope. mountains ofArarat and, (Turkey) from that point, humans the basisofbeliefthat Noah’s cameto ark rest onthe to explain population across distribution theglobeon had viewofworld Christian history 53–54) that adistinctly global population distribution? The authorsuggests(pp. withwhat weabout thefloodofNoahconflict after know To You After Discuss Read Timeline Points Map and  d d d Day 5 Keep inmind, too, that questionsabouthumanpopu Still, there are ways ofexplaining humanpopulation dis But what aboutpeopleintheAmericas? Where didthey account theChristian Does oftheworld anditspeoples Caribbean Sea Tenochtitlan, Mexico Triple Alliance surrenders to Cortez andhisforces Aztec Triple Alliance formed (1428) Hernan Cortes andMotecuhzoma meet at (August 21,1521) Tenochtitlan (November 8,1519) contradicts Chapter 6 biblicalteachings, Acontradiction isnot

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American History longer becalled New ‘the World.’” (p. 61)However, regard Comments of similar orlongertimeframes inthischapter seeourInitial times makesasignificant difference inhow we interpret it. How wethe discussioninbook. approach evidence at helpful to uptheseissuesdueto bring theirrelevance to against stratigraphy orcatastrophism, butwe dothinkitis mind that we’re thecasehere for notpersonallymaking or interpreting what we Keepin findinlayers oftheearth. that stratigraphy isnotnecessarily thebestmethodof thispositionistrue, If thenit’sthe earth. quite possible could easily disruptnotonlythelandscape, butlayers of geological events,that large-scale suchasaglobalflood, adherents, for instance, whoholdto catastrophism believe interpretation ofthem,astheauthoradmits. Young earth could theselayers, disturb causingconfusion inour though, natural disasters andothergeological events coverlayers olderlayers. ofearth Geologically speaking, itappearstoprinciple makesense. As timepasses, new (pp. Comments 54–55),seeourInitial of them now, we reduce theneedfor usto helpthemlater. need ourhelp, thenwe shouldgive itto helping them.By out loud reading. thenstart article, looking current news chooseanappropriate- magazinetogether; events, andterms, read together! Browse through a Parents: How to “Teach” (or Learn!) Current Events Timeline Points Map and 90. 89. “new world” to Europeans ofthe15thcentury. before Columbus, it’s truethat were theAmericas indeeda less ofhow longagohumanspopulated theAmericas  d d ALL Current Events Current Day The authorsuggests, “Maybe shouldno theAmericas On “13,500 and12,900years ago” (p. 56)andother Is stratigraphy (p. 55)avalid archeological In practice? On “tens oreven hundreds ofthousandsyears ago” If yourIf children are unfamiliar with keypeople, dates, in the Bering Straitin theBering that thefirstAmericans came from viaalandbridge Asia didC. What theory Vance Haynes propose in1964? the Americas howtheories about settledin andwhenthefirstpeople or difficultto answer? Why? Is thequestion, were thefirstAmericans?”“Who easy Mountains StraitBering C. Vance Haynes proposed that thefirstAmericans Jose deAcosta speculates that Asia andAmerica bridge (1964) crossed to land theAmericas viatheBeringia “must joinsomewhere” (1590) Two orthree reports . There shouldbenoshame inthis. ourchildren If |Parent Guide |Section Two | Before Columbus

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oral Section Three Two reports; least one of at Two what makes each matter significant each matter makes what n Many people wonder what magazines or newspapers we might sug might we magazines or newspapers what people wonder Many Be sure to present your oral or written reports or written oral the at your present to Be sure The “textbook” for your study of current events should should events of current study your for “textbook” The verbal make three be able to should you believe We about add a statement be able to should you believe We or Parent: Student to Note Grade: Seventh and above: Grade Eighth 2. perspective on well-rounded more a broader, provide could gest that See In subscribing. currently which they are than those to events current ( Guide Resources structor’s two of international concern. of international two end of the week. be articles found in current newspapers and magazines. and be articles newspapers in current found local, of significant reports matter on some week per have you that concern or international national, regional, details of the should recount You about this week. read the story talking authors are the understand what and who the pro state able to should also be you But about. and tagonists are of the mat effects the potential are What care? should we (or the two are What or another? turning out one way ter as side issues)? as well about (issues arguing sides more) (how position on the issues of the day own your should be turn out) and you matter see the like to would do. as you and feel believe you why explain able to it is not assignments, these written these re write to be required will children or your you ports. We recommend concern. international - - - American History American Parent Guide | | Parent Two 1 | Section Week | We believe students need to learn that world affairs— world learn that to need students believe We After you finish reading, have your children try children your to have finish reading, you After This process may be rather slow at the start, at slow rather be but it will may process This As you read, ask your children if they understand what what understand if they children your ask read, you As 10 and kingdoms this world. of informed about these matters, and they ought to be form to and they ought about these matters, informed citizens about them. As opinions ing biblically-appropriate be gracious called upon to Kingdom, they are of God’s the peoples ambassadors to informed) therefore, (and, matters of social, political, economic, and cultural con cultural and economic, political, of social, matters they should be their interest: for appropriate cern—are best time to hold current event discussions is either over over discussions is either event hold current best time to daily during your older students, for the dinner table or, time. student-teacher information they would otherwise would they information know nothing about. the that found have We just read. you what summarize from their studies of history their studies of from cultures. or other have would they understand what to children enable your of them a wealth Itotherwise will give understood. never give your children whatever historical, cultural, and other cultural, historical, whatever children your give can. In appear talk about what addition, you background be familiar with which they might situations be parallel to the author is talking about. If you come across an uncom is talkingthe author across If come about. you to Try it or look it up. explain term, mon or unfamiliar 120 Parent Guide Days 6–10 History/Bible Date: ______to ______

Week 2

Date: Day 6 Day 7 Day 8 Day 9 Day 10 Bible Bible Study Sampler p. 14 p. 15 p. 16 p. 17 p. 18

Why Pray? Day 6 Day 7 Day 8 Day 9 Day 10

Memorization Psalm 139:1–4

History, Geography & Biographies A History of US, Book 1 chaps. 13–15 chaps. 16–17 chaps. 18–20 chaps. 21–22 chaps. 23–25 (3rd & rev. 3rd editions) d  d  d  d  d 

Before Columbus chap. 7 chap. 8 chap. 9 chap. 10 chap. 11  d   d  d 

Current Events Seventh Grade: Two reports; at least one of international concern. Eighth Grade & above: Three reports; at least two of international concern.

Day Day ALL Psalm 139:1–4 6 Chapters 13–15

Continue working with Psalm 139. Memorize vv. 1–4. Vocabulary Read the psalm as a whole at least twice this week. Leif Eriksson: is regarded as the first European to land in North America (excluding Greenland), nearly 500 years 1 You have searched me, Lord, and you know me. before Christopher Columbus. 2 You know when I sit and when I rise; Prince Henry of Portugal: Henry the Navigator, he en- you perceive my thoughts from afar. couraged exploration by sea. 3 You discern my going out and my lying down; you are familiar with all my ways. Eratosthenes: Greek scientific writer, astronomer, 4 Before a word is on my tongue and poet, the first man known to have calculated the you, Lord, know it completely. Earth’s circumference. Ptolemy: astronomer, geographer, and mathematician who considered the Earth the center of the universe. runes: ancient Norse writing. prey: to hunt, victimize, plunder, or pillage.

N Note to Mom or Dad  Map Point d Timeline Suggestion

they  latitude

  he thought they were the they were he thought  hand-copied zero degree line of latitude degree zero  the route through Turkey and the Middle and Turkey through the route Ptolemy   King Ferdinand and Queen Isabella of Spain King Ferdinand  able type (1452) and prints the first printed Bible able type printed the first (1452) and prints (1454) line of North (ca. America AD 986) (ca. AD 1000) Vineland Gutenberg perfectsGutenberg with move press his printing Henry (1394–1460) Portugal of Prince (ca. 276–194 BC) Eratosthenes is uncertain) 100–168—this date (AD Ptolemy (1492) America sails to Columbus Christopher Bjarni Herjolfsson, Viking sailor, sights the coast sights sailor, Viking Bjarni Herjolfsson, called settlement Viking Eriksson establishes Leif make it easy to read maps—find certain places, compare compare certain maps—find read it easy to places, make distances is the equator? What that led him to believe the earth believe led him to smaller than it that was actually is? countryWhich (King Queen) and supported Colum bus? page was printed from a combined set of individual let of individual set a combined from printed was page invention Gutenberg’s speaking, practically indeed, ters; peoplemeant that actually started books; printing before him, virtually all books were Henry go to his sailors did Prince want of Portugal Why and India? China, Japan, to and they had gold, civilizations; most advanced world’s and spices jewels, trying to Europeans find another route to were Why the Indies? and of warfare because dangerous had become East thieves the Earth believe round? did Columbus was Why round it was books proved in which scientists read lines on maps? and longitude latitude are Why known (lines equal distance lines are as parallels Which apart or longitude? touch)—latitude never that study Columbus did Christopher research Whose p. 74—Ms. Hakim says, “Finally, Ferdinand and Isabella Ferdinand “Finally, Hakim 74—Ms. says, p. happening in the Iberian was what If look at Penin you d d d d d d d d d d d d d d 12. 15. for if they had been reluctant help”—as to had agreed they changed their and then, suddenly, personal reasons such an that indicate seems to record historical The minds. is incorrect. interpretation dis you time, that at are) Spain and Portugal sula (where Iberi on the end of Muslim the political power that cover on January place took 2, 1492, when Boabdil an Peninsula officially surrendered Allah) ‘Abd Muhammad Abu (Arabic: conflict. Prior of bitter and Isabella after years Ferdinand to and Isabella had been deeply involved, Ferdinand 1492, to the war in prosecuting both financially and mentally, they were out of the way, he was Once against Boabdil. other matters. to turn their attention able to and Map Points Timeline 8. 9. 10. 11. 13. 14. -

  - -

Vikings Vikings American History American  from each from illustrate.  . “—Sorry! That is a faith state That “—Sorry! . archeology (studying physi archeology Leif’s brother, Thorvald, because he because Thorvald, brother, Leif’s 



1100s

rebirth.  other name for lines of longitude. lines other name for the conceptual lines that run from pole to pole to run from lines that the conceptual another name for the lines of latitude. the another name for the conceptual lines that run parallel to one to parallel run lines that the conceptual Parent Guide | | Parent Two 2 | Section Week How did printing technology change in the west when the west change in technology did printing How the Bible? printed Johannes Gutenberg as a single piece—each be handcarved page having to What years would the 12th century would include—the years What 1100s or 1200s? people, languages, etc.), zoology (studying animals and etc.), languages, people, animal remains) learn the past? about (studying ancient up), literature dug objects that are cal documents), (studying fossils and living anthropology had discovered some Indians sleeping under canoes and sleeping under canoes some Indians had discovered one killed all of them except can use to historians some of the tools are What Who was the first white man to be killed man to Indians? the first white was by Who he killed? was Why were on their way to Greenland and were blown off course blown and were Greenland to on their way were America? explore to Vikings sent the two were Who and Erik the Red the Lucky,” Eriksson, “Leif Leif Who were the first Europeans to discover America? discover to Europeans the first were Who Vikings mistake? by America discovered was How The Bible tells us (Deuteronomy 18:10–12), “Let no one “Let 18:10–12), us (Deuteronomy Bible tells The On p. 65—Ms. Hakim says, “In the old, old days almost old days “In the old, Hakim 65—Ms. says, On p. | 12 7. 6. omens, engages in witchcraft, or casts spells, or who is a or casts spells, engages in witchcraft, omens, who Anyone the dead. medium or spiritist or who consults the LORD.” to does these things is detestable be found among you who sacrifices his son or daughter his son or daughter who sacrifices among you be found interprets or sorcery, who practices divination in the fire, that some have been charged with (flying around on with (flying around been charged some have that in do engage but they really example), for broomsticks, with evil spirits. commerce ment of my own: there really were—and are—witches. really there own: of my ment that proclaim proudly modern witches many Interestingly, they practice witchcraft (they call it the practice of the not do some of the things may Witches religion). Wiccan everybody believed in witches. Then people learned there people learned there Then everybody in witches. believed witches… any weren’t really part. I will make a faith state And Hakim’s on Ms. ment 5. 4. 3. 1. 2. parallels: Read Discuss After You To indicate distances from 0 to 90 degrees north 90 degrees 0 to or south. from distances indicate meridians: through Greenwich, England. Greenwich, through latitude: these the Equator; at beginning another east and west longitude: pole—360 the Earth; around these indicate degrees Meridian runs that Prime of the and west east distances renaissance: respect (with manuscripts): to illuminate ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 23. 22. 21. 20. 19. 18. Exodus (See these practices? 21:16.) stealing orkidnapping. What doesScripture say about the natives” Scripture, In thisiscalledman- ofHispaniola. that he no qualmsaboutthefact) “took by force someof 17. 16. To You After Discuss Read in whichgreen seaweed grows thick. Sargasso Sea: Vocabulary    Day 7 p. 79—Columbus “confesses” (thoughheseemsto have China Norway and theSpanishdidn’t want to dothewor workers were neededto tend thefields;Indianswere dying Why were Africans brought to in1503? America why not? tising aformofbragging Isitwrong? orboasting? Whyor built abetter mousetrap!—What doyou think?Isadver door.” But thatisnottrue…iftheydon’t knowyou have a better mousetrap andtheworld apathto will beat your and notjustconceited. a reason why “bragging” might sometimesbeuseful accomplishments.” Shethenasksifyou canthinkof gal saidColumbus was “a bigtalkerandboastfulinhis notes JohnofPortu On page83,Ms. that King Hakim technology was way aheadoftherest oftheworld and better educated else; Chinese anywhere thanpeople the Chinesewere better fed, better housed, better clothed, On what grounds doesshemakethisstatement? advanced civilization intheworld? According to in1492,whichwas themost Ms. Hakim, potato World thanallthegoldinbothAmericas?” from America uct “proved more valuable to theOld World” from the “Old”; listsomeofthem. Which prod thatas products theEuropeans brought to the “New that Europeans gainedfrom the “New World” aswell listssomeoftheproducts On page82,Ms. Hakim disagree? Why? ferent from thoseinEurope.” you Do agree withheror ancient civilizations andpeoples. They were justdif ‘new world’—but itwas anotheroldworld withitsown saysMs. (p. Hakim 80), “Europeans a calledAmerica determinehelped latitude Starwas abovehow hightheNorth the horizon, which How didanastrolabe helpColumbus? gold andspices What doesColumbus hopeto backto bring Spain? Germany Nova Scotia Chapters 16–17

(map 4) T anarea inthemiddleofAtlantic Ocean ; Sweden

; Portugal Y ; Newfoundland

Y ; Finland  ; Genoa there isanoldphrase, “Build

U E

; Denmark (map 1)  ; Spain China’s  k itmeasured

(map 3)  ;

 the 

- 

- - -

American History Ferdinand Magellan: shore ofthePacific Ocean. Vasco NuñezdeBalboa: Vocabulary Timeline Points Map and (Exodus 21:16)? What was that verse we read aboutkidnapping backtoa boatload Spainto ofIndians besoldasslaves.” 24. 29. he was ontheeastern edgeofthePacific Ocean. had reached thewestern landmass; sideoftheAmerican the knew “eastern side” quite well. This meansthat Balboa see thePacific’s “American explorers andtraders coast”; 28. 27. 26. 25. To You After Discuss Read whose shipsfirstsailedaround theworld.    d Day 8 Japan p. 80—The continue: crimes “Columbus sent p. says 87—Ms. Balboawas Hakim the firstEuropean to flowers reminded himofaparadise ofEden,Garden because colored thebeautifully birds and What didColumbus was? America thinkSouth Why? through thestrait ashesailedto theOrient the Strait ofMagellan? Why named America isthestrait nearthetipofSouth his words? Did theyneedto repent? Why orwhy not? Was he peace ofmind?” What was doyou Comaco think, wise? you sogreatly value solittlegoldmore thanyour own as saying, isthematter,“What you men,that Christian quotesOn page87,Ms. Comaco, Hakim chief, anIndian Nuñez deBalboa Which explorer “discovered” thePacific Ocean? Giovanni Caboto, Cabot John America? giving Englandaclaimto allofNorth sailedto for America Which Italian England;therefore, 12:22–23.) Acts of thelie? What badorevilcameofit?(Consider him food. Was theliejustified? What goodcameout would makethemoondisappeariftheydidnotbring about alieColumbus abouthow told he theIndians: What doyou tells think?Onpage86,Ms. us Hakim Canary Islands Canary Y ti Salvador/TheSan Bahamas First African slaves come to theCaribbean Islands (1503), by 1574there were 12,000 E

(map 5) Chapters 18–20 andDominican Republic

E biblical |Parent Guide |Section Two |

(map 4) ? ShouldtheSpaniards have considered

(map 6) Portuguese navigator andexplorer firstSpaniard to seetheeastern  Ferdinand Magellansailed

R ; Cuba ; Jamaica

W ; HispaniolaHai

T Week 2 |

; Panama

 

Vasco

 13

- - 



for some time  German man who wrote German wrote man who  : a book that has been written or written has been that : a book ; peoples who were oppressed by the by oppressed ; peoples who were a sign; a symbolic figure figure a symbolic a sign; Roman Catholicism codices)

to learn from the mistakes of the past, in order of the past, in order the mistakes from learn to   they hated the Aztecsthey hated and of their children many because the Aztec to had been sacrificed other relatives gods it was unbelievably clean; it was centered on a centered clean; it was unbelievably it was bloodthirsty religion villagers help Cortés did the the Aztecs? battle Why many well-meaning people do terrible (painful) things well-meaning many They Often doing good. they are others. to they believe them they people tell certainly Many do good. mean to doing good? are mean they Does that doing good. are knowis truly good? what do you How Why do? think as you others to try to Is it right force to as you think others to force not? Is it possible to or why do? other people to force can you What do? to some of the factors contributed that were What against the Aztecs? success Cortés’ they so they thought Quetzalcoatl, he was they thought to how sure honor and obey him; they weren’t needed to new sights the overwhelmed by him; they were to respond men riding horses, armor, shining Cortés’ band created: … ships large horses, Aztecs joined Cortés’ army a disease Cortés suffered he and his companions said much truth How with gold. only be cured could that a disease? Did they suffer statement? in that there was of a dis in terms describe their condition to If were we not? or why Why with gold? it be cured could ease, Tenochtitlan? about most impressive was What filled with man standards, city European a huge by was a zoo; fountains, made marvels: floating gardens, In 15th century Europe what religion did most people In religion what 15th century Europe practice? Martin was Who Luther? Church the Catholic he thought a list of 95 things that the beginning Protestant of the which was should change, Reformation studying important is one of the most What for reasons history? them repeat not to happened during the Spanish Inquisition?What Queen Isabella had a special people court to force to the country be tortured, or leave Catholic, become HakimOn page 99, Ms. asks a number of important history, Throughout discuss them: Please questions. 45. 41. 42. 43. 44. codex (plural: codex a book vs. manuscripta book in form hand; i.e., by copied has been printed. that hieroglyph): glyph (or or character. Read Discuss After You To 36. 37. 38. 39. 40. - - - - he 

; Magellan’s ; Magellan’s he wrote he wrote American History American R 

; Philippine ; Philippine (map 3) T

(map 4)

; Indonesia killed in a war with the en killed in a war R 

; Straits of Magellan ; Straits ; Seville, Spain ; Seville, E

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an Indian woman who had learned an Indian Spanish woman feathered serpent god of the Aztecs. god serpent feathered the Aztecs’ capital city. the Aztecs’ ; Papua New Guinea ; Papua ruler of the Aztecs. an early form of writing a stylized in which an early form T one ship and eighteen men one ship and eighteen

Y ; Patagonia

 W a creature from Greek mythology, half horse and mythology, Greek from a creature

Chapters 21–22 Chapters Parent Guide | | Parent Two 2 | Section Week continent (1513) continent (1519–1522) first global circumnavigation first permanent European settlement and was the the and was settlement European first permanent the American from Ocean see the Pacific first to gave England claim to North claim to England (1497) America gave Journey Moluccas/Spice Islands Moluccas/Spice Islands Iberian Ferdinand Magellan (ca. 1480–1521) leads Iberian Ferdinand Iberian Peninsula Vasco Nuñez de Balboa (1475–1519) established Vasco John Cabot landed in Newfoundland and landed in Newfoundland John Cabot ciated with the lands about which he wrote and his name with the lands about which he wrote ciated and it stuck put on a map of the “New World” was Why was America named after Amerigo Vespucci when Vespucci America named after was Amerigo Why him? the land before to others had come asso was the others had not. He whereas about his trips, How many ships and men were still alive when Magel alive still ships and men were many How Spain after nearly back to three returned voyage lan’s years? come in order to share the Gospel wanted you to partici to you the Gospel wanted share to in order come enemies? (We against ancient war in their will bepate looking in the future.) some of these questions at with your new friends’ enemies?—What do you think? do you enemies?—What friends’ new with your had whom you to if the people respond you would How emies of Filipinos he had befriended emies of Filipinos other with a problem faced was told, are Magellan, we deal do you how face: missionaries!) (and would explorers thought the Pacific Ocean was very small, much smaller much very small, Ocean was the Pacific thought than the Atlantic did Magellan die? How What mistaken idea did Magellan have that led him to to led him that did Magellan idea mistaken have What find would he Africa from west if he went that believe a short-cut Islands (the Moluccas)? the Spice to Peru

| 9 Day   d d  d d d d 14 pictograph: an idea, or a thing. a sound, “means” or picture stands for centaur: half man. Moctezuma: Doña Marina: his goals. and who helped Cortés achieve Hernando Cortés: Hernando Tenochtitlan: Vocabulary Quetzalcoatl: Timeline and Map Points Timeline 35. 34. 33. 32. 31. 30. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. 49. 48. 47. 46. To You After Discuss Read mulatto: heritage. mestizo: Francisco Pizarro: ing for theFountain of Youth. and explored Bimini(Bahamas)andFlorida whilesearch Juan Ponce deLeón: unbelievably wealthy cities. Cíbola: expedition that lookedfor Cities theSeven of Cíbola. Golden Fray Marcos deNiza: Cities ofCíbola.Golden and wholater sought to helptheSpaniards findtheSeven Esteban: Mexico before findingaSpanishoutpostin1536. northern then wandered through Texas andwhat would become aSpanishshipwrecksurvived onFlorida’s coast in1528,he Álvar NúñezCabeza de Vaca: Vocabulary Timeline Points Map and   d d d 10 Day Tenochtitlan killed him anywaykilled would fillahuge room withgold. They did, butPizarro captured him,andpromised to release himifthe Incas What ruler, happenedto theInca Atahualpa? Scripture? Why orwhy not(pay specialattention to v. 25)? so,If doyou thinktheydidfulfilltherequirements ofthat commands suchasthosewe findinDeuteronomy 7? today, doyou thinktheSpaniards to were fulfill trying Whether ornotyou believe Deuteronomy 7hasforce any legitimate place intoday’s world? Why orwhy not? you 7:6,25–26)?Do believe(Dt. thesecommands have onomy 7:1–5,25–26? Why didHetell themto dothis tellGod theIsraelites to doinsuchpassagesasDeuter times over.” Well, letusevaluate thisbehavior. What did says theSpaniards destroyed cultural symbols “many and that itssymbolsshouldbedestroyed” (p. 113).She civilizations werethe Indian paganandtherefore false, saysMs. that Hakim “[the Spaniards’] religion told them destroyed mostoftheircultural andworks symbols ofart the Incans’ culture? What are someofthereasons we solittleabout know Incan, Aztec &MayanIncan, Territory Aztec (1466–1520) Doña Marina (1466–1520) Moctezuma Hernando Cortés (1485–1547) Chapters 23–25 anarea inwhichthere were supposedto beseven peopleofmixed SpanishandNative American peoplewithmixed SpanishandAfrican heritage. ablackslave whoaccompanied Cabeza de Vaca

U conquered empire theIncan inPeru.

(map 5) Franciscan whohelpedleadthe friar explored Rico, andsettledPuerto 

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- - American History For example: she mentions that they “encouraged truth- were compared withtheothercolonial powers ofthe day. how that were good. Shedoesnotmention, however, very the Spaniards alsoblessedLatin anddidthings America from perspective,rather amodern shortcomings glaring 54. 53. 52. 51. 50. young earth creationistsyoung would earth disagree. beforewhether ornotdinosaursbecame extinct humans, Commentsframes seeourInitial of To You After Discuss Read Timeline Points Map and 55. thedeath penalty! thatsedition—a crime could carry Crown,wishes oftheBritish theywould becharged with be written orprinted. someonedared If to goagainstthe press.” monarchs to refused Its reports to critical permit eral” policy. Englanddidnot encourage “freedom ofthe even today, stillis, inmany places—an unbelievably “lib about what was happeninginAmerica.” This was—and telling: theylettheirhistorians write thegoodandbad   d d d d Before Columbus Before Day 6 On page115,theauthorpoints outthat, despite some On “millions ofyears” (p. 62)andothersimilartime Florida they did in South America they didinSouth ica? Why Amer didSpainnotcolonize muchlandinNorth  andNative mostMexican What Indians? American killed is true? What evidence doyou have for your opinion? agree, for themselves.” withoutthinking you Do thinkthis leaderssay“when somethingisallright, mostpeople endsthechapterMs. withthecomment that Hakim have we objects? lostbecausetheydiddestroy alltheart and destroyed alltheIncans’ Put what anotherway: art? gained iftheyhadnotmelted down allthegoldobjects What we, benefitmight theSpaniards—or today—have melted themdown into goldbars What didPizarro goldobjects? dowithalltheIncan cities thought to be in North America cities thought to inNorth be legend ofseven priestswhohadfoundedseven wealthy What were theseven citiesofCibola? Puerto Rico Puerto Fray Marcos 1495–1558) (ca. deNiza Álvar NúñezCabeza de Vaca 1490–1560) (ca. Francisco Pizarro 1475–1541) (ca. Ponce deLeón (1460–1521) unbelievably uniqueand “advanced” theSpaniards diseasesbrought to Mexico from Europeans andAfricans Chapter 7  they did not find anywhere nearasmuch theydidnotfindanywhere goldas

p |Parent Guide |Section Two | (map 2)

(map 5) Before Columbus  aEuropean Week 2 | . As to  - - 15

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; Cape Cod Bay Cod ; Cape E Chapter 11 Chapter Chapter 9 Chapter 10 Chapter John Adams (1735–1826) John Adams (1540–1596) Drake Francis epidemic begins near Boston (1774) Smallpox New Mexico Santa Fe, Bay San Francisco Massachusetts Bay, Plymouth (map 5) (1590–1657) Bradford William (1775–1781) War Revolutionary Henry David Thoreau (1817–1862) Thoreau Henry David (1803–1806) Clark and Lewis golden age (ca. AD 950–1250) Cahokia’s Plains Great Washington Mount St. Helens, New York Hudson River Valley, Amazon River (map 3) Where did Tisquantum learn to plant fish alongside plant learn to Tisquantum did Where fertilize the crop? better to corn in Europe travels Why? passenger pigeons? happened to What humans by hunting of over extinct,went because probably What are the two main sources of fire? of fire? main sources the two are What people What is swidden? is swidden? What burn the fallen plot or small field, clear a farmers wherein the soil Ash improves then plant their crops. and brush, trees swidden that think do some modern researchers Why possible in the early not Americas?was for cutting not practical at the time were available tools in a timely way trees large down is a zarabatana? What for hunting succession? mean by do ecologists What goes through a series of stages that an ecosystem to refers as open land is filled Patuxet

9 8 Day Day Day 10 d d d d d d   d d d d d d d d d d     To Discuss After You Read Discuss After You To 66. 67. and Map Points Timeline 65. and Map Points Timeline To Discuss After You Read Discuss After You To 61. 62. 63. and Map Points Timeline Read Discuss After You To 64. - - - - -

- -

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Parent Guide | | Parent Two 2 | Section Week Florida (1539) Florida civil war as his sons fight for power (1526) power for as his sons fight civil war of Hispaniola, later spreading throughout the throughout spreading of Hispaniola, later (1518) Americas Florida (map 1) Incan emperor Wayna Qhapaq dies, resulting in resulting Qhapaq dies, Wayna Incan emperor in de Soto arrives Hernando Spanish explorer Smallpox breaks out on the Spanish island colony out on the Spanish island colony breaks Smallpox Bighorn Basin, Wyoming W no built up immunity such diseases to harmful to native Americans? native harmful to and tuberculosis such as anthrax diseases pigs carried had Americans native The humans. to transfer that can son, but a key component may have been his commitment may have component son, but a key Christianityto and Christian principles of compassion Florida Hernando de Soto to by pigs brought were Why A former conquistador, Bartolome later Casas de Las conquistador, A former Amer of the native spoke out against the harsh treatment Why? the Spanish. icans by previously been exposed to such diseases, they had not they been such diseases, exposed to previously Americans the native built up an immunity them. Also, to certain to susceptible diseases genetically more were Why were native Americans more susceptible to diseas to susceptible Americansmore native were Why Europeans? by es introduced and influenza ally are extinctally are disease? is a zoonotic What such as smallpox humans pass to but can in animals, What is the overkill is the theory?What popula animal hunted the that animals killsand many so eventu result, as a and, recover time to have tion doesn’t |

Bartolome de Las Casas (p. 73), incidentally, became a 73), incidentally, Bartolome (p. de Las Casas Keep in mind that the author is merely offering a pos offering the author is merely Keep in mind that

7 Day  d d d d d d  16 Timeline and Map Points Timeline 60. 59. and openly spoke out against their mistreatment. 58. Dominican friar. Moved by his Christian ideals, de Las Ca his Christian ideals, by Moved Dominican friar. Americans Native the oppressed for sas had compassion to suggest that Native Americans are somehow inferior to to inferior somehow Americans are Native suggest that to or Asians. Africans, Europeans, sible scientific explanation for why many Native Ameri Native many why for explanation sible scientific 71–72). diseases (pp. European to susceptible cans were or as racist across come to way in any not intending He’s To Discuss After You Read Discuss After You To Timeline and Map Points Timeline 57. 56. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. of the week. of theweek. two ofinternational concern. international concern. Events instructions. ALL Current Events Current Day Be sureBe to present your at theend oral orwritten reports Eighth Grade andabove: Seventh Grade: thenotesSee in Week One, Day Onefor Current Two orthree reports n Two at leastoneof reports; Three at least reports;

American History |Parent Guide |Section Two | Week 2 | 17

120 Parent Guide Days 11–15 History/Bible Date: ______to ______

Week 3

Date: Day 11 Day 12 Day 13 Day 14 Day 15 Bible Bible Study Sampler p. 19 p. 20 p. 21 p. 22 p. 23

Why Pray? Day 11 Day 12 Day 13 Day 14 Day 15

Memorization Psalm 139:1–6

History, Geography & Biographies A History of US, Book 1 chaps. 26–27 chaps. 28–30 chaps. 31–33 chaps. 34–36 chaps. 37–39 (3rd & rev. 3rd editions) d  d  d  d  d 

The Landing of the pp. 1–9 pp. 10–26 pp. 27–40 pp. 41–55 pp. 56–73 Pilgrims d  d   

Current Events Seventh Grade: Two reports; at least one of international concern. Eighth Grade & above: Three reports; at least two of international concern.

Day Day ALL Psalm 139:1–6 11 Chapters 26–27

Continue working with Psalm 139. Memorize vv. 1–6 Vocabulary and read the psalm as a whole another two or three times. Francisco Vasquez de Coronado: Spanish explorer who discovered the Grand Canyon, but also found that tales of 1 You have searched me, Lord, and you know me. the Seven Golden Cities of Cíbola were false. 2 You know when I sit and when I rise; Hernando de Soto: Spanish explorer who participated you perceive my thoughts from afar. in Pizarro’s conquest of Peru and then explored the North 3 You discern my going out and my lying down; you are familiar with all my ways. American continent from southwestern Florida north, 4 Before a word is on my tongue through areas that are now part of Georgia, Alabama, you, Lord, know it completely. Louisiana, across the Mississippi, into what is now Texas; the results of his explorations, together with Coronado’s, 5 You hem me in behind and before, and you lay your hand upon me. convince the Spanish that the North American continent 6 Such knowledge is too wonderful for me, was hardly worth their trouble. too lofty for me to attain.

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the Moors—Mus they would have have they would  the Indians were not the Indians were   caused inflation and taxes inflation and taxes caused  in 30 years they had acquired more more they had acquired in 30 years  What do you think of Hatuey’s statement that he would he would that statement think of Hatuey’s do you What think do you hell than convert?”—What go to “rather chapters a few asked, We behind those words? was do. think as you people to about trying force ago, to torture use physical tried to Spanish conquistadors The other means by there Are minds. people’s change to know— Christians you which Christians today—even want things they don’t believe people to “force” try to believe? to What is amazing about the amount of land conquered of land conquered is amazing about the amount What the Spaniards? by territory than the Romans had in 500 years Spaniards happened if the have probably would What gold in Northhad found America? be speaking probably would and we it also, conquered Spanish today Spain shipped back to was did all the gold that How affect their economy? increase to acquisi of the Spaniards’ happened as a result What tion of so much gold in such a short period of time? industry inflation upheaval: declined, economic it caused peasants left America for up, went set in, taxes cause similar think sudden riches might Do you (on either a personal or a national elsewhere problems not? or why Why level)? made the Inquisition that suddenly occurred What powerful 1492? in Spain in the year in out of power finally thrown Morocco—were lims from Spain after some 700 years Many people through the centuries have believed that that believed have centuries the people through Many said Sepulveda what much pretty teaches the Bible adults, to [inferior] are “[C]hildren 136): (see Hakim, p. think? do you What men.” to inferior] [are [and] women 5:22ff; 14:34–35; Ephesians Corinthians up 1 (Look Co these are 2:11ff;Timothy etc.—What lossians 3:18ff; 1 saying?) passages work Venezuela in modern day the colony didn’t Why planned? had Las Casas the way Other with the Spaniards. Spaniards in farming interested was Casas Las thought in the area slaves who still owned the colony Indians attacked a troublemaker. Remember what I wrote concerning chapter 24: that the that 24: chapter concerning I wrote Remember what 15. … as we shall see. … as we 9. 10. 11. 12. 13. 14. 7. 8. of their con very any open than much more Spanish were almost the very writings are best Las Casas’ temporaries. kingThe an of Spain permitted of this openness. examples and Sepul Las Casas between debate open dialogue and evidence, with eyewitness complete Such debates, veda. Ha Ms. countries. in other colonial permitted never were kim about the English: with a comment closes the chapter the cruel Spaniards,’ the Indians protect need to from “‘We they added. them differently,’ treat ‘We’ll the English said. they did not no, is, answer think they did?)”—The (Do you - - - it -  - American History American (map 2)

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married Isabel de Tolosa Cortés Moct Tolosa married Isabel de Las Casas: the Indians are human beings; it is human the Indians are Casas: Las a papal judicial organization that was was that a papal judicial organization the Grand Canyon, quicksand, too hot and too hot and too too quicksand, Canyon, the Grand   Chapters 28–30 Chapters Parent Guide | | Parent Two 3 | Section Week dition to America (1497) America dition to sets off to find Cibola (1540) find Cibola sets off to Coronado’s journey Coronado’s Francisco Vasquez de Coronado (ca. 1510–1554) de Coronado Vasquez Francisco de Soto (ca.Hernando 1496/97–1542) leads first English expe (1450?–1498?) John Cabot veda: some races are “naturally” oriented toward being toward oriented “naturally” are some races veda: mastery; inferior to Indians are others toward enslaved, do them what to tell they need someone to Spaniards, that Las Casas and Sepulveda used for their respective their respective used for and Sepulveda Las Casas that views? others; God enslave lust for riches that leads us to our own them; Sepul cause will judge us for the suffering we North American West? the key arguments Hakim, to were what According What was the first permanent European colony in the colony European the first permanent was What open, but hid behind trees and shot their arrows and shot open, but hid behind trees kind de Soto Indians? the to Was and killed many did not work against the Indians?did not work of the because the enemy not charge on horseback could the Indians did not fight in the and swamps; thick forests was supposed to be full of gold; nothing but mud huts—a be supposed nothing but mud full of gold; to was disappointment great style of fighting the European reasons two are What cold temperatures, Indian ambushes, starvation, sickness Indian ambushes, temperatures, cold in the city of interested the Spaniards were Why they got there? did they find when What Quivira? What were some of the hardships of Coronado’s jour of Coronado’s hardships of the some were What ney? |

Day 12  d d d d d d 20 6. To Discuss After You Read Discuss After You To 5. designed to discover hidden heretics within the Church; within the Church; hidden heretics discover to designed (most secular political figures it soon became used by further to agendas notably the Spanish crown) their own against people who opposed them. perfectly proper. Inquisition: lords. Juan Ginés de Sepulveda: of the American Indians was enslavement the case that New Mexico in 1598. New Mexico Bartolomé de Las Casas: the American Indians against their Spanish over out for Juan de Oñate: famous conquistador of a descendant ezuma, who was of the province Hernán the Aztec and founds emperor; Vocabulary Timeline and Map Points Timeline 4. 3. 2. To Discuss After You Read Discuss After You To 1. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Timeline Points Map and regimes oftheSoviet UnionandChina… of thosegreat organizations, humanitarian theCommunist And letusnoteven begin to discusstherecords Reign of”). orwithouttrial”prison ( arrested; 17,000were officiallyexecuted, andmany diedin Reign of Terror,” we are told, “at least300,000 erhood),” theanti-religious French Revolution. the “During point inthefight for “liberty, equality, and probably compare to, theSpanishInquisition say, that high religion—has humanrights record, aterrible we should thors liketo suggestthat theChristian religion—especially an insignificant number, butsince somany secularau tion. The at thestake. The andkilling.” inquisitors went wildtorturing in theirbelief, theywere andburned by tried theInquisition they converted to Catholicism, butwere notseento betrue choice: theycould become Catholic orleave thecountry. If 16.  d d d I don’t want to suggestthatat 2,000burnings thestakeis There isalotoftruthhere. There isalsosomeexaggera says,Ms. Hakim 1492SpanishJews were“In given a How many years last? didtheSpanishInquisition Santa Fe,Santa NewMexico Casas deLas (1474–1566) Bartolomé FeSanta founded (1610) Juan deOñate (1550?–1630) exaggerated, butitwas probably about2,000. athistenureof burnings thestakeduring hasbeen and confiscation to terrorize hisvictims. The number become the symboloftheinquisitor whousestorture was theDominican Tomás de Torquemada, whohas power oftheInquisition. The firstgrand inquisitor gon, Valencia, andCatalonia were placed underthe inquisitor for Castile, thesameyear andduring Ara the namingby theSpanishgovernment ofagrand without avail. 1483hewas induced In to authorize the Pope to limitthepowers were oftheInquisition weapon too precious to give up, of andtheefforts But theSpanishcrown now hadinitspossessiona proved sosevere IVhadto interfere. that Sixtus rized theSpanishInquisition. the Alumbrados. Thus in1478Pope IVautho Sixtus former Jews aswell andMuslims assuchheretics as requested aspecialinstitutionto combat apostate termined to enforce religious and andpoliticalunity out, theCatholic monarchs ofAragon andCastile de hadbeendriven theMuslims but, after occasionally; conquista inSpain,theCatholic powers useditonly France. andsouthern Italy theRe northern During Europe;way itwas mostemployed innorthern in onlyinalimited The functioned medieval Inquisition Encyclopaedia BritannicaEncyclopaedia The firstSpanishinquisitors, operating inSeville, Encyclopaedia BritannicaEncyclopaedia

(map 2) says, . fraternity (broth suspects were suspects , “Terror, -  - - - - 300 - - American History 20. 19. 18. 17. To You After Discuss Read the 15thor16thcenturies. Huguenot: tion ofany state. mitted jurisdic on theseasorinairoutsidenormal ends andwithoutauthorization by publicauthority, com piracy: now Carolina. South French inwhat is Charlesfort America: colony inNorth Jean Ribaut: foundland, andtheSt. Lawrence River. Jacques Cartier: Vocabulary ply thewaters China Sea. oftheSouth the caseat all. Even today there are many pirate shipsthat iscompletely athingofthepast.as if—piracy This isnot 25. 24. 23. 22. 21. 13 Day Until afew years agoIthought—and writes Ms. Hakim Why did people call Queen Mary Why Mary didpeoplecallQueen “Bloody Mary?” why not? youDo thinkthiswas alegitimate motive? Why or Anglican church? What Henry was King VIII’s motivation for founding the was stillCatholic tions hadgrowing Protestant religions, whereas Spain were jealousofitswealth andpower. Also, theotherna Why didotherEuropean nations dislikeSpain? pirate andaprivateer? Why orwhy not? Morally, doyou thinkthere isa difference between a “outlaws”labeled split theirbooty, kept itallforthemselves, andwere thus with theblessingoftheirgovernment; pirates refused to ing,  What isthedifference between pirates andprivateers? New World? Why didEnglandandFrance to hire explore Italians the France over religion? From 1562to 1598,how many civilwars were fought in queen? Why were thepeoplehappy whenElizabethbecame many Protestants she triedto make EnglandCatholic againby killing they both engaged in the same behavior: captur engagedinthesamebehavior: theyboth stealing, andplunderingships;butprivateers didit any robbery or other violent action, for orotherviolent any action, private robbery Chapters 31–33  thestandard namefor aFrench Protestant in |Parent Guide |Section Two | French Protestant whoestablishedthefirst shewas anAnglican  French New explorer ofNewBrunswick, they were very good sailors theywere good very  hewanted freedom to divorce hiswife  eight Week 3 |   -

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it marked the beginning of the end of it marked the colonists had vanished and the had vanished the colonists

   a favorite of Queen Elizabeth, had a favorite English admiral who circumnavigated the who circumnavigated English admiral 20,000 Spanish men killed vs. 100 English; 20,000 Spanish men killed vs.

used small, fast ships and did not fight in fast used small,   they didn’t think an English ship would reach reach think an English ship would they didn’t

 a narrow neck of land joining two larger larger of land joining two neck a narrow Chapters 37–39 Chapters How bad was the British defeat of the Spanish the British defeat bad was How Armada? 63 ships lost vs. none of the Spanish Armada so significant defeat is the Why history?in world and New worlds in the Western Spanish hegemony opportunities for sneak attacks the infe despite the advantage Europeans gave What riority of their muskets? the musket that they and the Indians believed because a superior weapon was go White, John did the leader of Roanoke Island, Why England? back to on food running low when he returned the colony had happened to What later? years three “CRO” on a tree had been carved letters World— the New to come Drake did Sir Francis Why coast? West the especially to un the ships were Coast Spanish ships—on the West easier were so his targets guarded West on the the Spanish ships unguarded were Why coast? the first was Drake’s coast; the West with the Spanish did England win the battle How Armada? the sea sent burning ships into way—they the traditional set them afire the Spanish ships to towards What were the first three permanent European colonies colonies European permanent three first the were What in North they established? America, were and when St. Augustine—1565; Quebec—1608; Santa Fe—1610 with their bows did the Indians advantages have What with their muskets? the Europeans over and arrows be shot could accurately, more farther, traveled arrows silent, providing and were than a musket, six times faster Day 15 42. 43. 36. 37. 38. 39. 40. 41. Vocabulary Raleigh: Sir Walter the AmericasNorth (both for dreams and South) but great to attempt fund the failed helped naught; to they all came in Roanoke Island. a colony establish Drake: Frances an important in defeating globe (1577–80), played role the most renowned the Spanish Armada (1588), and was Age. seaman of the Elizabethan isthmus: landmasses. Read Discuss After You To 34. 35.

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beaver  Chapters 34–36 Chapters ; Iowa after Queen Elizabeth, who was called the Virgin Queen Virgin the called after Queen Elizabeth, who was Parent Guide | | Parent Two 3 | Section Week English colonies in NorthEnglish colonies (1585–1587) America (1673) claim land for France claim land for expedition up the St. Lawrence River (1535) River Lawrence up the St. expedition Marquette-Joliet’s journey Marquette-Joliet’s Arkansas LaSalle for France: H Elizabethan Age (1558–1603) Elizabethan Age Raleigh first (1554?–1618) establishes Walter Sir Marquette and Joliet travel down the Mississippi down and Joliet travel Marquette Elizabeth I (1533–1603) Quebec founded (1608) Quebec founded him to (1669–1673) allow adventures LaSalle’s Island, South Carolina) Island, Jean Ribaut (ca. 1529–1565) (1565) founded Augustine St. Charlesfort on the southern part (probably of Port Royal Jacques Cartier (1491?–1557) Jacques Cartier first European (1491?–1557); leads Jacques Charlesfort established (1562) Drake’s ship Drake’s What happened to Raleigh’s first attempt at coloniz at first attempt Raleigh’s happened to What ing Virginia? England on Sir Francis back to so they went and hungry, Why did Sir Walter Raleigh name the territory Virginia? Virginia? Raleigh name the territory Walter did Sir Why  married she never because What were the two dreams of Europeans who came to who came to of Europeans dreams the two were What America? of Europe would lose no rights when they moved to the new to when they moved lose no rights would Hakim right does Ms. in especially mention What land.” this chapter? Ms. Hakim certainMs. keeps stressing unique attributes in this America. Here, become would of the land that men and women “English that she notes chapter, Which animal was almost hunted to extinction to its almost hunted animal was for Which fur? Where did the French move after being beaten in after being beaten move the French did Where in Florida? battle What is the significance of St. Augustine? Augustine? St. of is the significance What North settlement on the the first permanent European continent American What three things was Pedro Menendez de Aviles to to Menendez de Aviles Pedro things was three What Spain? for World the New do in build a fort fleet, and explore the Spanish protect to |

Day 14  d d d d d d d d d d d d d d d d  d d d d d d 22 Timeline and Map Points Timeline 33. 32. 31. 30. 29. To Discuss After You Read Discuss After You To 28. Timeline and Map Points Timeline 27. 26. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. Timeline Points Map and 45. To You After Discuss Read Timeline Points Map and 44. To You After Discuss Read New World. understandable account oftheirfirstthree years inthe the Pilgrims’ own words at times, andcreates areadable, the challengesfaced by thePilgrims at Plymouth. Heuses Initial Comments Timeline Points Map and  d  d d d   d The Landing of the Pilgrims of the Landing The 13 11 Day Day Note: doesanexcellent jobsummarizing James Daugherty England Dutch lifeiftheystayedDutch there zens; theywere afraid theircolony would into absorbed be America? Why didtheSeparatists decideto leave Hollandfor separate from it Puritans wanted to reform theChurch ofEnglandbutnot entirely separate from theState Church ofEngland. The the Puritans? What was thedifference between theSeparatists and Amsterdam, Holland Separatists leave for America (1620) Scrooby, England Separatists leave for Holland (1608) Persecution comes to Separatists at Scrooby William Brewster (1560–1643)aPilgrim colonist Roanoke Island defeatsBritish navy theSpanishArmada (1588) (1607) leader pp. 1–9 pp. 10–26 there are nonotes for Day 12.Just read andenjoy!

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(map 1) - American History 50. 49. Timeline Points Map and Timeline Points Map and 48. 47. 46. To You After Discuss Read of the week. of theweek. two ofinternational concern. international concern.   ALL Current Events Current 15 14 Day Day Day Eastham Virginia Be sureBe to present your at theend oral orwritten reports Eighth Grade andabove: Seventh Grade: Why did William Brewster suggestacompact? Where diditanchorinstead? own lawandagree to abideby it bybound thelawsofVirginia, sotheyshouldmake their the Mayflower didn’t landinVirginia theywouldn’t be Where was theMayflower supposedto land? miles atanaverage hour of2milesper speed How fastdidtheshiptravel? Atlantic? How longdidittaketheMayflower to cross the (map 2) pp. 56–73 pp. 41–55 Two orthree reports

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American History | Parent Guide | Section Three | Instructor’s Guide Resources | 25 Why You Will Find Contradictions in History

We at Sonlight hear from customers who are confused So how do you know what is true? How do you know by contradictions they find in our history books. You might what is right to teach your children? read something in one of our books, and then see the op- We recommend that you teach all the sides of a story posite, or at least something different, in another book, on as well as you know how. Help your children understand television, or from another source that contradicts what that history is not always black and white. So maybe you’ll you read. say to your children: “We’re really not sure what happened Debbie, a Sonlight user, put it this way: here. There are a bunch of reports, but they don’t all I guess I am just a little disappointed that the infor- agree with each other. Some say this happened because mation may not be accurate that we are reading to ______… . Others say that’s not what happened, but our children. I would have thought the information rather this did because ______. What do you think?” Even would have been researched before being used in more importantly: “Why do you think that?” one of the curriculums… . While such statements and questions may seem to The problem is that often there is no way to find out make things more confusing (to remove the "absolute the “right” answer. We cannot call up George Washington, truth"), you are actually teaching your children to think Napoleon, or Julius Caesar. We can’t ask them directly critically, to look at every side of an issue, to evaluate what what really happened during their lives and, even if we they think is right, and to explain reasons for why they could, they would only give us their own biased view think as they do. These are all important skills to learn! of events. Your children might end up disagreeing with you about So, the only way we can know about what happened in what really happened. Remember: that’s ok. It's key that their lives is to read reports that were written at the time, they explain the reasons behind their viewpoints and and read research that historians have done since. argue their positions logically. There are a lot of very smart Unfortunately, the research and reports often don’t people who disagree with each other about how things agree. One source will say one thing happened, and an- happened in history; so it is all right for you and your chil- other will say something completely different happened. dren to end up with different opinions. For example, if you research William Shakespeare, there Try to be patient with your children and with yourself as are so many different reports of what he was like, where you experiment in this new style of learning. It may seem he lived, what he did and didn’t do—like write plays!— easier to say, “This is the way it happened. Memorize these that finding the historical truth is impossible. Some people facts and know what is true and false.” But, by digging even argue that Shakespeare never existed at all! deeper, you will help broaden your children’s perspectives Even though books will often speak authoritatively and challenge their critical thinking skills. about exactly what his life was like, no one really In the end, that’s what you really want, isn’t it? Not just knows for sure. for your children to learn facts, but to understand concepts and to think critically. ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by —Note by Michael Ballard n

American History | Parent Guide | Section Three | Instructor’s Guide Resources | 81 Notes on Biblical Dates

About Biblical Dates But similar problems in translation and interpretation The Bible, we believe, is God’s Word. As such, we believe, occur in many areas that we, in our culture, think ought to it must have been without error in its original manuscripts be crystal clear and beyond misunderstanding. not only when it spoke of spiritual issues, but also in mat- Let us return to the issue at hand: the chronology— ters of history and science. or timeline—of events in the Old Testament. Having said this, however, we immediately come upon R.K. Harrison notes in his Introduction to the Old a problem. While the Bible itself may, as we believe, be Testament, without error in its original manuscripts, 1) we no longer In any attempt to establish a sequence of Old Testa- possess those manuscripts, and, 2) more importantly, we ment chronology it must always be remembered that are not God; therefore, we do not have an automatic un- the Bible was not designed primarily as a textbook of derstanding of what those manuscripts really meant—what history or culture; hence, it can hardly be expected they were intended to communicate. to present a carefully formulated and internally con- sistent pattern of chronological sequences as under- Anyone who has engaged in any type of serious trans- stood by the occidental [i.e., Western] mind. In some lation work—especially a translation between widely of the earlier sources from Mesopotamia it is appar- divergent cultures—can understand the difficulties of the ent that dates, numbers, and the general computa- task. In case you are not aware of the kinds of difficulties tion of time follow certain symbolic configurations cultural differences may create, let me illustrate. whose ratio and overall significance are evidently quite clear to the ancient writers employing them, A Bible translator, working with a tribal group in south- but whose meaning is completely unknown east Asia, had come to Luke 13:32 where Jesus is said to to the modern western mind. There are still other have referred to Herod as a “fox.” The translator, as all good occasions when the Biblical writers employed dates translators do, would regularly read his work to a group of and numbers as a means of illustrating profound 1 informants to see if they understood his translation to be spiritual concepts. conveying what he thought the original text meant. We, in our Western, American English way of looking As he read his translation of Luke 13:32, the men who at things, may want to think that Harrison is simply were listening burst forth with laughter. And not just a trying to “hide” his “real” intention (which is to say that the little laughter. Some of the men were holding their bellies Bible can’t be trusted). But that is not what he is saying as they rolled around on the ground. at all! What he is saying is that the same words in different “‘Herod, that fox’ is a funny turn of phrase,” the Bible languages really and legitimately may have completely dif- translator said to himself, “but it is not that funny! I wonder ferent meanings. No one is “lying.” No one need charge the why these men are laughing so hard?”—So he asked other with “misleading.” The fact is, we really do use both them: “Why are you laughing so hard?” literal and figurative forms of speech in different ways. One of the men was able to control himself long Herod may be a figurative fox in one language and moun- enough to choke out a reply: “If a man is a ‘fox,’” he tain lion in another. A baby that has just passed through ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by said, “it means”—and here the informant spoke in a the birth canal may be zero years old (literally speaking) high falsetto—”he speaks with a high voice.” And the im- in one culture and a full year old (literally speaking) in plications of a man speaking with a high voice? Why, another (go to China and you’ll discover the truth of he is effeminate! that statement). “No! No!” the missionary protested. “Jesus didn’t mean My purpose in saying these things is not to suggest that that! He was saying Herod was sly, crafty, deceitful.” “everything is relative.” I am merely attempting to illustrate “Oh!” the men replied. “Well, in that case, then, you need that translation and interpretation is not a “simple” or “me- to say ‘that mountain lion’! Herod was a mountain lion.” chanically accurate” function. It takes real skill, knowledge, Ah. Exactly. Just so… . Or not? For our purposes here, we insight, and research. And sometimes we just don’t know. will try to sidestep the theological and practical difficul- As Harrison expresses it concerning biblical dates ties that the informants’ reply raised (would it be a sin to and times: use the linguistically-equivalent word for mountain lion It would seem evident that while the numbers as- in place of fox? Would it be better to translate fox in more signed to the ages of the patriarchs in Genesis had literal terms: “that sly and crafty man?”). real meaning for those who were responsible for My point is simply this: people around the world often their preservation in the first instance, they cannot use linguistically identical words to achieve very different be employed in a purely literal sense as a means of purposes. Clearly, Herod was neither a mountain lion nor computing the length of the various generations mentioned in the text.2 a fox. But in one culture he could be characterized as the one animal, and in the other culture he could be characterized as the other. Was Jesus lying when he referred to Herod as “that fox?” Was he seeking to mislead those of 1. Roland Kenneth Harrison, Introduction to the Old Testament (Grand us who are alive today by using this figure of speech? My Rapids, MI: William B. Eerdmans Publishing Company, 1969), p. 152. conviction: no, on both counts. 2. Ibid. American History | Parent Guide | Section Three | Instructor’s Guide Resources | 83 The upshot? We cannot simply decide to trust a man’s Society do. And despite the apparently “clear” testimony of interpretation of Scripture (say, Archbishop Ussher’s cal- verses like 1 Chronicles 16:30, Psalm 93:1 and Psalm 96:10, culations) and say, “He is right, and whoever questions his most modern Christians are unwilling to be bound by the conclusions is a scoffer and an infidel!” idea that the Earth is at the immovable center of the uni- Tas Walker, a Young-Earth creationist who is on staff with verse with all the stars and planets revolving around it on Answers in Genesis of Australia, prefers Ussher’s chronol- a solid (metal?) vault (the “obvious” reading of Job 37:18, ogy. He points out that “Biblical chronologies developed Isaiah 45:12 and 48:13, etc.). by other workers following the same line [as Ussher] agree But why do I mention these things? with Ussher to within 50 years.” Despite this agreement, I mention them not to confuse you, but to point out however, “Larger differences exist between the various that, 1) despite the claims of many scholars that the Bible biblical source texts.”3 is “clear” about the times and dates that various things Thus, for example, while Ussher, using the Massoretic occurred, the evidence—even the Scriptural evidence text, urges that Adam was created on Sunday, 24 October apart from any science—is not without difficulty of inter- 4004 BC, if one uses other biblical manuscripts but the pretation. 2) No matter what date I suggest for Adam or same method of calculation that Ussher did, one comes Noah—or even Moses or David—I know I will be skewered up with the following dates for creation and Noah’s Flood4: by some unhappy person who “knows” I am wrong. And, 3) the reason we include “ca.” (circa—“about”) in front of most Manuscript Source Date of Creation Date of the Flood dates, and sometimes include even different dates, is not Massoretic 4004 BC 2348 BC because we question the trustworthiness of Scripture, but, Samaritan 4305 BC 2998 BC rather, because we question our interpretation of Scripture and of the other sources of information that might help us 5470 BC 3228 BC LXX Vatican better understand the Scriptures at this time. LXX Alexandrian 5390 BC 3128 BC Therefore, I would like to suggest a few things.

Josephus 5323 BC 3058 BC First, with respect to Adam and Eve, let us say that ©2020 by Curriculum, Sonlight Ltd. All rights reserved. they came on the scene at least 4,000 years before Christ. Other researchers, using textual clues alone, come up That is the absolute, rock-bottom minimum anyone can with much older dates than those suggested by Ussher possibly claim. Noah’s Flood: it must have occurred at 5 (for example, an unidentified student suggests, “[O]n the least 2,340 years before Christ. Again, this is an absolute Modern, Gregorian calendar, constructed with a year zero, minimum date. the first day of the first year of Adam’s life is November 17, If you prefer a specific date, I will leave it in your hands 10975 BC.” The Flood, according to his calculations, oc- to supply it. curred in 4954 BC). If it were up to me to explain these earliest dates to Enter the Old-Earth creationists. These people sug- my children, I would say, simply, “We really don’t know.” gest that, while there is no question that God created the And if my children pressed me, I would gladly tell them heavens and the earth, and while there is no question what I happen to believe. If I were you and I believed the Scriptures are trustworthy, it is not at all clear that we that the Earth is quite young, then I would say so: “I really should trust our interpretation of the biblical text without can’t be sure, but I believe the Earth is about __-thousand attention to scientific data. years old.” And if I were oriented to an older interpretation, They suggest that we need to adjust our interpretation then I would say much the same thing: “I really can’t be of the age of the Earth and the times of Adam and Noah, sure. No one knows for sure. But, based on the information etc. not by mere thousands of years, but by at least tens of that I believe, I think it is about _____ years old.” thousands and possibly hundreds of thousands of years You probably ought not to burden your elementary- (not to mention millions and billions of years when it age children with the finer difficulties and complexities of comes to the first few “days” [Hebrew: yomim] of creation). interpreting data and weighing the evidence for various In support of their “scientific” view, they point out that interpretations of ancient history. With respect to some of we no longer read verses like Joshua 10:12 the way Martin the later figures of Old Testament history, we are able to 6 Luther did. Nor do we read passages like Daniel 4:10–11 make informed guesses that bring us much closer to the and Matthew 4:8 the way members of the Flat Earth real date: often within a decade or two, and, at worst, within one or two centuries (the date of the Exodus is the most 3. http://student.uq.edu.au/~s938345/chronol.html. contentious). But even here, our point is that the dates we 4. Ibid. mention are informed guesses. They are not “gospel.” n 5. Ibid. 6. This fool Copernicus wishes to reverse the entire science of astronomy [by claiming that the Earth spins on its axis and that the Earth revolves around the Sun]; but sacred Scripture tells us that Joshua commanded the sun to stand still and not the earth,” he wrote. —Cited by A.D. White in his A History of the Warfare of Science with Theology in Christendom, 1896, republished Appleton, New York & London 1932, vol. I, p. 126; quoted and referenced in Alan Hayward, Creation and Evolution (Min- neapolis, MN: Bethany House Publishers, 1985), p. 71. 84 | Instructor’s Guide Resources | Section Three | Parent Guide | American History "American History"—Scope and Sequence: Schedule for Topics and Skills

Memory Bible Week Work Reading History/Social Studies Geography Biography 1 Psalm Genesis 22; History? Why?; Away with Andes Mountains; Peru; Chile (Atacama Squanto, Matthew 139:1–2 Proverbs Time; In the Beginning; Desert); Bering Strait; Bering Sea; Alaska; Stirling, Francisco 6:6–11; How the First Americans Canada; Siberia; Africa; New Mexico; Pizzarro, Herman OT Prophe- Became Indians; Put on Arizona; Mesa Verde, Colorado; Rio Grande Cortes cies; John Your Earmuffs; Cliff Dwellers River; Washington; Oregon; Utah; Califor- 3:1–21; Luke and Others; the Show-Offs; nia; Sierra Nevada; Rocky Mountains; St. 6:46–49 Taking a Tour; Plains Indians Louis; Great Lakes; Appalachian Moun- Are Not Plain at All; Mound tains; Veracruz, Mexico; Gulf of Mexico; La for Mound, Those are Heavy Venta, Mexico (Tabasco/Veracruz); Yucatan Hills; Indians of the Eastern Peninsula; Oaxaca; Machu Picchu, Peru; Forests; People of the Long Qosqo (Cusco, Peru); Plains States (east of House the Rocky Mountains): Texas; Oklahoma; Colorado; Kansas; Nebraska; Wyoming; South Dakota; Montana; North Dakota; Tenochtitlan, Mexico; Teotihuacan, Mexico; Caribbean Sea; Bering Strait; Alaska; Yukon River; Rocky Mountains;Washington 2 Psalm Genesis 4:1– Let’s Turn North; the Power Scandinavia, Newfoundland, Germany, Leif Eriksson, John 139:1–4 15; Psalm 15; of the Press; a Boy Named East Asia, Spain, Caribbean Islands, Pa- Cabot, Vasco Nunez Matthew Christopher Has a Dream; cific Ocean, the Americas, Mexico, Florida, de Balboa, Wayna 1:1–17; a New Land is “Discov- New Guinea, Peru, Wyoming, California, Qhapaq, Hernando Luke 3:23– ered”; the Next Voyage; Panama, Arkansas, Texas, Mississippi River do Soto, Henry Da- 35; Matthew Stowaways: Worms and a vid Thoreau, Lewis 5:1–16; Dog; Sailing Around the and Clark, Squanto, Luke 2:1–20 World; What’s in a Name?; Prince Henry of About Beliefs and Ideas; Portugal, Magellan, New Spain; Ponce de Leon, Moctezuma, Ponce Pizarro, and Spanish Colo- de Leon, Frances nies; Gloom, Doom, and a Drake Bit of Cheer; North of New Spain 3 Psalm Exodus 20:1– Looking for Cibola with California, Florida, New Mexico, England, Jacques Cartier, 139:1–6 17; Proverbs Coronado; Conquistado- France, Canada, Holland Elizabeth I, Sir ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 6:16–19; res: California to Florida; a Walter Raleigh, Luke 2:22– Place Called Santa Fe; Las William Brewster, 52; Matthew Casas Cares; the Big Picture; William Bradford, 6:1–4, 16–34; From Spain to England to John Cabot, LaSalle, Luke 5:33–39 France; France in America: Marquette, Joliet Pirates and Adventurers; Rain, Ambush, and Murder; New France; Elizabeth and Friends; Utopia in America; Lost: a Colony; an Armada is a Fleet of Ships; the End: Keep Reading (continued on the following page)

American History | Parent Guide | Section Three | Instructor’s Guide Resources | 159 Memory Bible Week Work Reading History/Social Studies Geography Biography 4 Psalm Jonah 1–4; Our Mixed-Up Civilization; England, Virginia, Holland, West Indies John Smith, James 139:1–8 Psalm 1; a Sign in the Sky; Across the I of England, Matthew 7; Ocean; the First Virginians; Samoset, Massa- Luke 1:39– English Settlers Come to soit, Squanto, John 56; Acts Stay; John Smith; the Starv- Winthrop 4:36–37; Acts ing Time; a Lord, a Hurri- 4:12–25; Acts cane, a Wedding; a Share in 9:26–27; Acts America; Jamestown Makes 11:19–30; It; 1619—a Big Year; Indians Acts 13:1–4; vs. Colonists; Massacre in Acts 15:25– Virginia, Poverty in England; 26; Acts the Mayflower: Saints and 15:35–41 Strangers; Pilgrims, Indians, and Puritans 5 Psalm Numbers Puritans, Puritans, and Massachusetts, original 13 New England Cotton Mather, 139:1–10 13–14; More Puritans, Of Towns colonies, Connecticut, New Hampshire, Oliver Cromwell, Proverbs and Schools and Sermons; Maine, New York, New Jersey, Pennsylvania William Penn, 16:7; Roger Williams; “Woman, Jonathan Edwards, 25:21–22; Hold Your Tongue”; Statues James Madison John 5:1–47; on the Common; Of Witches Luke 15:1–7; and Dinosaurs; Connecti- Acts 2:14–41 cut, New Hampshire, and Maine; King Philip’s War; ©2020 by Curriculum, Sonlight Ltd. All rights reserved. the Indians Win This One; What’s a Colony?; Silvernails and Big Tub; West to Jersey; Cromwell and Charles; Wil- liam the Wise 6 Psalm Psalm 139; Ben Franklin; Maryland’s Maryland, Williamsburg, South Carolina, Benjamin Franklin, 139:1–12 Exodus Form of Toleration; Carry Appalachian Mountains, Holland, Pennsyl- George and Leonard 16:22–30; Me Back to Ole Virginny; the vania, Ohio, 13 colonies, Quebec, Montreal, Calvert, Daniel John 6:22– Good Life; Virginia’s Capital; Barbados Boone, Benedict Ar- 71; Luke Pretend Some More; South nold, Amos Fortune 7:11–15; Carolina: Riches, Rice, Slaves; John 2:1–11; North Carolina: Dissenters Mark 1:40– and Pirates; Royal Colonies 42; Mark and a No-Blood Revolution; 4:35–41; a Nasty Triangle; Four and John 9:1–7; Nine Make Thirteen; Over Matthew the Mountains; Westward 17:14–18; Ho; the End—and the Matthew Beginning 12:10–13; Romans 1:18–32 7 Psalm Ruth; Prov- From Colonies to Coun- England, Canada, Boston, Concord, Middle John Peter Zenger, 139:1–14 erbs 27:5–6, try; Freedom of the Press; East, Michigan, Illinois, New York, Quebec, George Whitefield, 17:17; Luke Jenkins’ Ear; Frenchmen and Montreal, Pennsylvania, Virginia Jonathan Edwards, 17:1–10; Indians; a Most Remarkable King George III, Luke 19:11– Man; Pitt Steps In; Au Revoir John Hancock, Paul 27; Romans (Goodbye), France; Staying Revere, Benedict 5:1–11 in Charge; What Is an Ameri- Arnold, Samuel Ad- can?; a Girl Who Always ams, Patrick Henry, Did Her Best; the Rights of Thomas Paine Englishmen; a Taxing King; the Firebrands; a Massacre in Boston; One If By Land, Two If By Sea (continued on the following page)

160 | Instructor’s Guide Resources | Section Three | Parent Guide | American History Memory Bible Week Work Reading History/Social Studies Geography Biography 8 Psalm Joshua 6; an American Original; On New England; Southwest, Virginia John Locke, Jean- 139:1–16 Psalm 2; the Way to the Second Con- Jaques Rousseau, Luke 7:1–10; tinental Congress; Naming George Washington, John 1:14; a General; the War of the Abigail Adams, Romans Hills; Fighting Palm Trees; James Madison, 7:7–25 Declaring Independence; Thomas Jefferson, Signing Up; Revolutionary Patrick Henry, Ethan Women and Children; Free- Allan, Marquis de dom Fighters; Soldiers from Lafayette Everywhere; Black Soldiers; Fighting a War 9 Psalm Exodus 32:7– Howe Billy Wished France New York, Valley Forge, California, North- Nathanael Greene, 139:1–18 14; Proverbs Wouldn’t Join In; Valley west Ordinance, Virginia, Philadelphia, Alexander Hamilton, 4:23–27; Forge to Vincennes; the Norwich, New Haven, New Hampshire Roger Sherman, Mark 2:15– States Write Constitutions; Dolley Madison, An- 17; Mark More About Choices; When drew Jackson, Lord 4:3–20; It’s Over, Shout Hooray; Ex- Charles Cornwallis, Romans perimenting with a Nation; Thomas Jefferson 8:26–31 Looking Northwest; a Man with Ideas; a Philadelphia Welcome; Summer in Philly; a Slap on the Back; Roger to the Rescue; Just What Is a Constitution?; Good Words and Bad; No More Secrets; If You Can Keep It 10 Psalm Joshua Getting a Nation Started; Mount Vernon, Washington D. C., Louisi- George Washington, 139:1–20 1:8–9; Psalm the Father of Our Country; ana Territory, Mississippi River John Adams, John 90; Matthew About Being President; the Marshall, Napoleon 10:24–33; Parties Begin; a Capital City; Bonaparte, Aaron Matthew Counting Noses; the Adams Burr, Thomas Jeffer- 5:17–48; Family Moves to Wash- son, Sagoyewetha Romans ington; About President 12:1–21 Adams; Alien and Sedition: Awful and Sorry; Something Important: Judicial Review; ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Meet Mr. Jefferson; Meri- wether and William or Lewis and Clark; an Orator in a Red Jacket Speaks 11 Psalm 2 Samuel the Great Tekamthi, Also Florida, Erie Canal, Baltimore, North Africa William Henry Har- 139:1–22 12:1–23; Called Tecumseh; Osceola; rison, Frances Scott Proverbs the Revolutionary War Part Key, James Monroe, 15:1; Mark II, or the War of 1812; the John Quincy Adams, 3:20–35; Other Constitution; That Andrew Jackson, Eli Matthew Great President Monroe; Whitney, Sacajawea, 25:1–13; JQA vs. AJ; a Day of Celebra- Meriweather Lewis, 1 Corinthi- tion and Tears; Old Hickory; Willam Clark, Robert ans 1:18–31 Yankee Ingenuity: Cotton Fulton, Sequoyah and Muskets; Going Places; Teakettle Power; Making Words (continued on the following page)

American History | Parent Guide | Section Three | Instructor’s Guide Resources | 161 Memory Bible Week Work Reading History/Social Studies Geography Biography 12 Psalm 2 Kings a Time to Weep; the Second Trail of Tears, Mexico Osceola, Nat Turner, 139:1–24 22–23; Psalm Seminole War; History’s Martin Van Buren, 150; Mark Paradox; a Man Who Didn’t William Henry Har- 7:1–23; Mat- Do As his Neighbors Did; rison, John Tyler, thew 6:5–15; African-Americans; the King James Knox Polk, 1 Corinthi- and His People; Abolition- Zacary Taylor, Mil- ans 12:1–11 ists Want to End Slavery; lard Fillmore, Frank- Frederick Douglass; Naming lin Pierce, James Presidents; a Triumvirate Buchanan, Henry is Three People; the Great Clay, Daniel Webster, Debate; Liberty for All? John C. Calhoun 13 Speech Exodus 3; Antebellum—Say Aunty Mississippi River, New Mexico, Santa Fe Jedediah Smith, Proverbs Belle and Add um; the Long Trail, Oregon Trail, Salt Lake City, Get- Jim Bridger, Daniel 26:18–19; Way West; Mountain Men; tysburg, China, Ireland, Missouri, Missouri Boone, Zebulan Matthew Riding the Trail to Santa River, Iowa Pike, Stephen Watts 16:21–28; Fe; Susan Magoffin’s Diary; Kearny, Joseph Matthew Pioneers: Taking the Trail Smith, Brigham 18:21–35; West; Getting There; Latter- Young 1 Corinthi- Day Saints; Coast-to-Coast ans 12:12–31 Destiny 14 Speech Micah 6:8; a Hero of His Times; Texas: Texas, Mexico, California, Nevada, Cape Stephen Austin,

Psalm 103; Tempting and Beautiful; Horn, Panama, Azores, Cairo, Mozam- Davy Crockett, Sam ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Matthew Fighting Over a Border; bique, Madagascar, Brazil, Guiana, West Houston, Henry 18:1–11; There’s Gold in Them Hills; Indies David Thoreau, Walt Luke 19:1– Clipper Ships and Pony Ex- Whitman, Henry 10; 1 press; Flying by Stagecoach; Clay, James Mar- Corinthians Arithmetic at Sea; Thar She shall, Levi Strauss, 15:12–58 Blows! Samuel F. B. Morse, Nathaniel Bowditch 15 Speech 2 Kings 5; a Japanese Boy in America; Japan, Hawaii, West Virginia, Massachu- Commodore Mat- Proverbs Cities and Progress; a Land setts thew Perry, Susan 3:27–28; of Movers; Workin’ on the B. Anthony, John Matthew Railroad; “She Wishes to Deere, Cyrus Mc- 18:15–20; Ornament Their Minds”; Cormick, Elias Howe, Luke 10:25– “Do Girls Have Brains”; Charles Goodyear, 37; Acts Seneca Falls and the Rights Sojourner Truth, 10:34–48 of Women; a Woman Names Harriet Beecher Truth; Life in the Mills; Work- Stowe ing Women and Children 16 Speech Daniel 1; American Writers; Mr. New England, Kansas Territory, Nebraska John James Psalm 100; Thoreau—at Home with Territory, Gettysburg, Africa Audobon, John C. Matthew the World; Melville and Calhoun, Henry 20:20–28; Company; If a Poet Writes Clay, Stephen A. Luke You a Letter, Pay Attention; Douglas, John 2:22–35; Painter of Birds and Painter Brown, Dred Scott, Galatians 3 of Indians; Amistad Means Frederick Doug- Friendship; Webster Defends lass, Ralph Waldo the Nation; Big Problem and Emerson, Henry a Little Giant; a Dreadful De- David Thoreau, Na- cision; Fleeing to Freedom; thaniel Hawthorne, Over the River and Under- Louisa May Alcott, ground; Seven Decades Henry Wadsworth Longfellow, Herman Melville, James Fenimore Cooper, Washington Irving, Edgar Allen Poe, Walt Whitman, Emily Dickenson (continued on the following page) 162 | Instructor’s Guide Resources | Section Three | Parent Guide | American History Memory Bible Week Work Reading History/Social Studies Geography Biography 17 Speech 1 Kings Dinner at Brown’s Hotel; a South Carolina, Manassas, Kentucky, Harriet Beecher 3:5–28; Prov- Divided Nation; Americans Illinois, Gettysburg, Indiana, Louisiana, Stowe, Harriet erbs 9:7–9; Fighting Americans; the War Mississippi , Haiti Tubman, Abraham Matthew Begins; Harriet and Uncle Lincoln, Jefferson 22:15–46; Tom; Harriet, Also Known as Davis, Nat Turner Matthew Moses; Abraham Lincoln; 13:44–50; New Salem; Mr. President Ephesians Lincoln; President Jefferson 4:1–16 Davis; Slavery 18 Speech Proverbs John Brown’s Body; Lin- Harpers Ferry, Virginia, Antietam, Union John Brown, Robert 31:10–31; coln’s Problems; the Union States, Confederate States, Border States, E. Lee, George B. Psalm 19; Generals; the Confederate Nebraska, China, Manchuria, Sierra McClellan, Ulysses Luke 7:36– Generals; President Davis’s Nevada Mountains, San Francisco, New S. Grant, Thomas 50; Matthew Problems; Choosing Sides; Orleans, Vicksburg (Stonewall) Jackson 9:37–38; the Soldiers; Willie and Tad; Ephesians General McClellan’s Cam- 6:10–20 paign; War at Sea; Emanci- pating Means Freedom 19 Speech Obadiah; Determined Soldiers; Gettysburg, Petersburg, Appomattox Court George Pickett, Proverbs Marching Soldiers; Awe- House William Tecumseh 3:9–10; some Fighting; Lee the Fox; Sherman, Philip Mark 12:41– Speeches at Gettysburg; Sheridan, John Wil- 44; Luke More Battles—Will It Ever kes Booth, Andrew 15:11–32; End?; the Second Inaugural; Johnson Philippians Closing In on the End; Mr. 2:1–18 McLean’s Parlor; a Play at Ford’s Theatre; After Words; Songs of the Civil War 20 Speech 1 Samuel Are We Equal? Are We Alaska, Chisholm Trail, Chicago Andrew Johnson, 16:7; Psalm Kidding?; Reconstruction William Seward, 8; Luke Means Rebuilding; Who Was James Butler “Wild 9:57–62; Andrew Johnson?; Presiden- Bill” Hickok Luke 5:4–11; tial Reconstruction; Slavery Luke 8:43– and States’ Rights; Con- 48; Mark gressional Reconstruction; 5:1–15; Mark Thaddeus Stevens: Radical; ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by 5:22–24, Impeaching a President; 38–43; Welcome to Meeting Street; John 5:1–9; a Southern Girl’s Diary; a John 6:5–13; Failed Revolution; Mean- Colossians while, Out West; Riding the 3:1–17 Trail 21 Speech Judges 4; Rails Across the Country; Promontory Point, Panama, Suez Canal, Joseph Glidden, Proverbs Taking the Train; Fencing Europe, Montana John Wesley Powell, 12:15, 19:20; the Homestead; Reaping a Cyrus McCormick, Luke 11:5– Harvest; the Trail Ends on a Chief Joseph, Wil- 13; Matthew Reservation; the People of liam Marcy “Boss” 22:1–14; the Pierced Noses; a Villain, Tweed, Archduke Philippians a Dreamer, a Cartoonist; Ferdinand, Pancho 4:6–7 Phineas Taylor Barnum Villa, John J. Persh- ing, Thomas Nast, P.T. Barnum (continued on the following page)

American History | Parent Guide | Section Three | Instructor’s Guide Resources | 163 Memory Bible Week Work Reading History/Social Studies Geography Biography 22 Speech Judges Huck, Tom, and Friends; Germany, Ireland, Ellis Island Mark Twain, Jacob 13–16; Psalm Immigrants Speak; More Riis, Susan B. An- 27; Luke About Immigrants; the thony, Carry Nation, 12:49–59; Strange Case of the Chinese Alexander Graham Matthew Laundry; Going to Court; Bell, Bernard Baruch, 4:1–11; Tea in Wyoming; Are You a Herbert Hoover 1 Thess. Citizen If You Can’t Vote?; 5:12–28 Mary in the Promised Land; One Hundred Candles 23 Speech Malachi 3: How Were Things in 1876; Alabama Cornelius Vander- 8–12; Prov- the Wizard of Electricity; Jim bilt, Thomas Edison, erbs 17:22, Crow—What a Fool!; Ida B. Ida B. Wells, Baron 14:30; Luke Wells; Lynching Means Kill- Manfred, George 14:25–35; ing by a Mob; a Man and His von Richthofen, Luke 16:1–3; Times; a Man Ahead of His Booker T. Washing- 2 Thess. 3 Times; End Words ton Carver, W.E.B DuBois, Orville and Wilbur Wright 24 Speech Haggai; an Age of Extremes; Carn- Virginia Andrew Carnegie, Psalm 32; egie; a Bookkeeper Named John D. Rockefeller, John 4:1–42; Rockefeller; Mr. Storyteller; L. Frank Baum, Jo-

Matthew Powerful Pierpont; Monop- seph Pulitzer, John ©2020 by Curriculum, Sonlight Ltd. All rights reserved. 19:16–30; oly—Not Always a Game; Pierpont Morgan, 1 Timothy 2 Builders and Dreamers; Lady Alvin C. York, Fred- L; Presidents Again erick Law Olmsted, John Roebling, Louis Sullivan, Frank Lloyd Wright 25 Isaiah 1 Samuel the People’s Party; Making Klondike, Alaska, North Dakota, South Jacob Coxey, Wil- 53:1–2 20; Proverbs Money; Hard Times; Gold Dakota, Washington, Montana, Idaho, liams Jennings 16:18; John and Silver; a Cross of Gold; Wyoming, Utah, Sicilly Bryan, Mark Hanna, 7:14–44; Some Bad Ideas; Producing Samuel Grompers, Mark Goods; Harvest at Haymar- Helen Keller 12:1–12; 2 ket; Workers, Labor (and a Timothy Triangle) 2:14–26 26 Isaiah 2 Chronicles Rolling the Leaf in Florida; Florida, Panama, Canada, California, Gua- Don Vincente Marti- 53:3–4 16:9; Psalm Catching the Day; Telling It temala, Massachusetts, Central America nez Ybor, Jose Marti, 42; John Like It Is; Bread and Roses, Eugene V. Debs, 8:12–30; Too; the Fourth Estate; Ida, Elizabeth Cochrane Matthew Sam, and the Muckrakers; “Nellie Bly,” Ida 21:18–22; a Boon to the Writer; In Wil- Tarbell, John Muir, Mark 2:3–14; derness Is Preservation; the Cameron Townsend Matthew Gilded Age Turns Progres- 17:24–27; sive; Teedie Mark 8:22–26; John 11:1– 44; Mark 7:31–37; Titus 3:1–11 (continued on the following page)

164 | Instructor’s Guide Resources | Section Three | Parent Guide | American History Memory Bible Week Work Reading History/Social Studies Geography Biography 27 Isaiah 1 Chronicles From Dude to Cowboy; Cuba, Hawaiian Islands, Panama Canal, Theodore Roosevelt, 53:5–6 17:16–27; the Spanish-American Europe, Puerto Rico, Guam, Philippines, Captain James Proverbs War; Aloha Oe; Teddy Bear Texas, Mexico, South Pacific, New Zea- Cook, Jane Addams, 23:20–21; President; Jane Addams, land, Peru, Andes Mountains, Ohio, North Henry Ford, William John 8:31– Reformer; Henry Ford; the Carolina, Australia, Nigeria, Ghana, India, Howard Taft, Wood- 59; Luke Birdmen; William Howard Pakistan, Caucasus region, Black Sea, row Wilson 12:13–34; Taft; a Schoolteacher Presi- Caspian Sea Acts dent; War 17:16–34 28 Isaiah Numbers War and the Start of a Europe Georges Clem- 53:7–8 22–24; New Century; War’s End; enceau, Warren Psalm 43; Fourteen Points; Another G. Harding, Calvin John 10:1– Kind of War; the Prohibition Coolidge, George 21; Luke Amendment; Mom, Did Herman “Babe” Ruth, 9:23–25; You Vote?; Red Scare; Soft- Jesse Owens, Joe Philemon Hearted Harding; Silent Cal Louis and the Roaring Twenties; Everyone’s Hero; Only the Ball Was White 29 Isaiah Gen- American Music; Hubba, New Orleans Edwin Hubble, Al- 53:9–10 esis 50:20; Hubba, Hubble!; Space’s bert Einstein, Robert Proverbs Pioneer; the Lone Eagle; the Goddard, Charles 16:32; John Prosperity Balloon; Getting Lindberg, Herbert 10:22–42; Rich Quickly; Down and Out; Hoover, Al Smith Matthew Economic Disaster; a Boy 21:28–32; Who Loved History; How Hebrews 7 About This?; a Lonely Little Girl; First Lady of the World 30 Isaiah Job 1–2, Handicap or Character Pearl Harbor, Manchuria, French Indochina Franklin Delano 53:11–12 42:10–17; Builder; Candidate Roos- Roosevelt, Adolf Psalm 46; evelt; President Roosevelt; Hitler, Benito Mus- John 13:1– Twentieth-Century Mon- solini, Joseph Stalin, 20; Luke sters; a Final Solution; War Francisco Franco, 10:38–40; and the Scientists; Fighting Father Coughlin, John Wolves; Pearl Harbor; Taking Albert Einstein, En- 11:1–12:11; Sides; World War rico Fermi, Winston ©2020 by Sonlight Curriculum, Ltd. All rights reserved. All Ltd. Sonlight Curriculum, ©2020 by Hebrews 11 Churchill, Charles de Gaulle 31 Matthew 1 Kings a Two-Front War; Forget- Guadalcanal, Europe, Southeast Asia, Dwight D. Eisen- 5:17–18 17–2 Kings ting the Constitution; a Hot Philippines, Pacific Islands, Pearl Harbor, hower, Douglas 2; Proverbs Island; Axing the Axis; Going Manzanar, North Africa, Iwojima, Japan, MacArthur, Erwin 21:13, 19:17; for D-Day; a Wartime Diary; Hiroshima, Nagasaki Rommel, James John 14:1– April in Georgia; President Joyce 14; Matthew HST; a Final Journey; Day 25:31–4; by Day; a Little Boy; Peace; Hebrews Picturing History 12:1–17 32 Matthew Exodus 23:1– About Democracy and Alaska, Hawaii, New York, Indochina, Harry S. Truman, 5:19–20 9; Psalm 91; Struggles; the Making of a Philippines Jackie Robinson, John 14:15– President; a Major Leaguer; Vladimir Ilych Lenin, 31; Matthew a (Very Short) History of Karl Marx, Winston 16:20–28:20; Russia; a Curtain of Iron; Churchill, J. Edgar James 1 the Marshall Plan; a “Lost” Hoover, Ho Chi Election; Spies; Tail Gunner Minh, Joe; Liking Ike; Houses, Kids, Cars, and Fast Food; French Indochina (continued on the following page)

American History | Parent Guide | Section Three | Instructor’s Guide Resources | 165 Memory Bible Week Work Reading History/Social Studies Geography Biography 33 Matthew Joshua Separate But Unequal; Linda Cuba, Kansas, Alaska, Alabama, Arkansas Rosa Parks, Nikita 5:38–40; 24:14–15; Brown—and Others; MLKs, Kruschev, John F. Review Proverbs Senior and Junior; Rosa Kennedy, Lyndon 17–20 2:2–6; Parks Was Tired; Three Boys B. Johnson, Martin John 15; and Six Girls; Passing the Luther King Matthew Torch; Being President Isn’t 20:1–16; Easy; Some Brave Children 1 Peter Meet aw Roaring Bull; 3:8–22 Standing With Lincoln; the President’s Number; LBJ 34 Matthew Judges 6–7; the Biggest Vote in History; Montgomery Thurgood Marshall, 5:41–42; Psalm 121; Salt and Pepper the Kids; Martin Luther King Review Luke 10:1– a King Gets a Prize and Jr, David Wilkerson 17–20, 24; Matthew Goes to Jail; From Selma 38–40 11:28–30; to Montgomery; War in 1 John 4 Southeast Asia; Lyndon in Trouble; Friedan, Schlafly, and Friends; As Important as the Cotton Gin; Picking and Picketing 35 Matthew Psalm “These Are the Times That Memphis, Vietnam, China, Russia, Smoky Robert F. Kennedy,

5:43–45; 119:9,11; OT Try Men’s Souls”; Up to the Mountains, New York, Alcatraz Island, Richard M. Nixon, ©2020 by Curriculum, Sonlight Ltd. All rights reserved. Review Prophecies; Mountain; a New Kind of South Dakota, Tennessee, Cape Canaveral, Yuri Gagarin, Neil 17–20, Matthew Power; the Counterculture Persian Gulf, Europe, Somalia, Grenada Armstrong, Gerald 38–42 19:16–30; Rocks; Nixon: Vietnam, Ford, James Earl Luke 18:1–8; China, and Watergate; a Carter, Ronald Revelation 5 Congressman and a Peanut Reagan, George H. Farmer; Taking a Leading W. Bush Role; Living on the Edge; the End of the Cold War; a Quilt, Not a Blanket 36 Matthew 1 Samuel Is It Me or We?; the Land Balkan Peninsula, Louisiana, Gulf of Bill Clinton, Jean- 5:46–48; 15:10–23; That Never Has Been Yet; a Mexico, Vietnam, Korea, Hawaii, New Bertrand Aristide, Review Psalm 127; Boy From Hope; Politics and Jersey, Massachusetts, Kansas, Kenya Al Gore, George W. 17–20, Acts 1:1–11; Values; Electing the 21st Bush, John McCain, 38–45 Matthew Century’s First President; Albert Einstein, Alan 28:19–20; Of Colleges and Courts; Big Greenspan, Barack Revelation Ideas; Catastrophe, War, and Obama, Hillary 21:1–8 a New Century; New York Clinton, Sarah Palin, and the American Way; the Joseph Biden, Sonia Best in US (and Some Civics); Sotomayor, Walter Religious Freedom: It’s Free- Houser Brattain dom to Think For Yourself

166 | Instructor’s Guide Resources | Section Three | Parent Guide | American History f'l · an tt\sto E.xp\or\ngJ\men?s: s-6 garten-1 \ As Grades. Kinder

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