L iving H istory catalog Christian Learning Resource | 28527 Guys Mills Road | Guys Mills, PA 16327 877-222-4769 | [email protected] | www.christianlearning.org In the mid-1990’s, several teachers at Barnwell Christian School in South Carolina began dreaming about and experimenting with an alternative approach to teaching history at the elementary level. This approach emphasized living books, timelines, maps, and a defined body of knowledge that students ought to know. Ten years later, a group at Faith Builders set out to turn the dreams and ideas into a useable curriculum. The result is Living History Threads. We are delighted to offer this curriculum for the glory of God, for the strengthening of the church, and for the good of our children. Steven Brubaker, Administrator, Faith Builders Educational Programs THE WRITERS Crista Bontrager, Goshen, Indiana Levels 12 and 21 Esther Bean, Tavistock, Ontario Levels 34 and 43 Living History Threads is published by Faith Builders Resource Group and distributed by Christian Learning Resource, a division of Faith Builders Educational Programs, Inc. 28527 Guys Mills Road, Guys Mills, PA 16327 DISTINCTIVE CHARACTERISTICS TABLE OF CONTENTS Introducing Living History Threads . 2 Distinctive Characteristics ..........3 OurPhilosophy ...................4 Scope & Sequence ..................5 SamplePages .....................6 Level 12 ..........................8 Level 21 .........................12 Level 34 .........................16 Level43 .........................24 RecommendedClassroom Resources ...32 Orderforms .....................35 Distinctive Characteristics of Living History Threads † Living Books and Stories are the principal form of content used. † Read-alouds are the primary means used to offer the content. Reading to students is the centerpiece of daily activities. Because the teacher reads aloud the books and stories, these can be on a higher reading level than would otherwise be TABLEpossible. OF CONTENTS Introducing† Formative Living Stories History are Threads emphasized . 2 along with informative stories. Distinctive Characteristics ..........3 Our† Philosophy Multiple Strands ................... of Content—world4 history, American history, church history, Scope & SequenceAnabaptist .................. history, local history,5 and geography—are developed each year in SamplePages the program, ..................... providing content-rich6 exposure to stories, people, and events Level 12 Componentsfrom far and ............... near. Church and8 Anabaptist history receive emphasis from the earliest grades. Level 21 Components ..............12 Level† Key 34 Components Content guides .............. student 16learning by providing a inite body of essential Level43 Components knowledge for .............. mastery. his24 is consistent with the classical education’s model Recommendedof emphasizingClassroom Resources development . 32 of subject grammar in the early years of education. Order forms .....................35 † Maps and Timelines provide a constant spatial and chronological context for the historical content. 3 www.christianlearning.org | email: [email protected] Our Philosophy Living History Threads Living History Threads developed from a shared philosophy among writers, editors, and consultants about what a study of history and geography should look like during the earliest years of schooling. Below we summarize our philosophy, sharing an overview of what we believe about understanding and teaching history during the early elementary years. OUR PHILOSOPHY † We believe with confidence that God holds the ultimate power in history. † We believe the stories of the past repeated in many history texts have wrongly glorified those who conquered with political power, while neglecting to tell of those who lived and died for the kingdom of God. † We believe history presented in a story form serves as a powerful tool in developing identity, vision, and values in students. † We believe a proper understanding of history helps students develop a view of themselves as world Christians, persons who are interested in what God is doing around the globe. This understanding and interest ignites a desire to participate in fulfilling the Great Commission. † We believe the teaching of history in the younger grades should primarily focus on the actors and events of history while beginning to develop in students the skills of historical understanding and investigation. Students should be exposed to a content-rich environment of history and geography from the earliest levels of schooling. kingdom of God global identity values & vision Conestoga Wagon, 1883 4 28527 Guys Mills Road | Guys Mills, PA 16327 | 877-222-4769 SCOPE & SEQUENCE & SCOPE Unit Scope: Levels 12 - 43 (by strand) 12 21 34 43 World • World History • World History Intro- • World History Intro- • World History Intro- History Introduction duction duction duction • God (Creation) • Noah (he Flood) • Ancient Greece • Renaissance • Moses (Ancient Egypt) • Abraham (Ancient • Ancient Rome • England and Russia • Christ (Ancient Rome) Mesopotamia) • Medieval Times • World Wars and the • India • David (he Hebrews) • Exploration Holocaust • Year Review • Mexico • China • Canada • Year Review • Year Review • Year Review American • American History • American History • American History • American History Introduction Introduction Introduction Introduction History • Sitting Bull (First • Montezuma (Mayas, • he hirteen Colonies • Westward Expansion Americans) Incas, Aztecs) • American Revolution • Slavery & the Civil War • Christopher Columbus • Squanto (Maylower • he Constitution • Age of Invention Pilgrims) • Pocahontas • Civil Rights ( Jamestown) • Abraham Lincoln • George Washington (Civil War) (Amer. Revolution) • America Today • homas Edison (Age of Invention) Church • Polycarp (Early Church) • Martin Luther • Early Church • Reformation (Reformation) History • he Medieval Church • Revival • he Bible • Missions • Twentieth-Century Servants Anabaptist • Conrad Grebel (Swiss • Menno Simons (Dutch • Anabaptist Beginnings • Dutch Mennonite Brethren) Beginnings History Mennonites) • Mennonites in America • Christopher Dock • Annie Funk • Mennonites in Russia (Coming to America) • My Community (Com- • My Family • My Church • My Community (Com- State/Local/ munity Helpers) munity History) Personal History Geography • Continents • Continents • Review 12/21 geography • Review 12/21 geography • Oceans • Oceans concepts concepts • Directions • Directions • Map skills • Map skills • Globe and map skills • Globe and map skills • Countries and selected • American states and capitals of Europe capitals • Major geographic • Major geographic and selected features features features • Canadian provinces and directly relating to capitals • Countries of North • Countries of North the units of study America America 5 www.christianlearning.org | email: [email protected] These sample pages are taken from the Level 34 Teacher’s Guide, Anabaptist Beginnings Unit. The images highlight the materials needed for this lesson. Felix Manz SAMPLE PAGES SAMPLE 3 PREPARING THE LESSON Goals Materials ♦ Appreciate the courage and ♦ book: Our Heritage (story: “regina’s determination of Felix Manz visit to Zurich”) ♦ sing a song written by Felix Manz ♦ story: “Felix Manz” ♦ student booklet: Anabaptist Beginnings Objectives ♦ song: “i Will delight in singing” (Anthology) ♦ Memorize Amsterdam, the netherlands ♦ A glass or pitcher of water ♦ recall facts about Felix Manz: leaders met at his mother’s house Pronunciation Key for the first rebaptism ♦ Felix Manz [mahnz] first of original Anabaptists to be martyred ♦ limmat river [li MAhT] drowned in limmat river ♦ identify limmat river as the river in Zurich where Felix Manz was drowned TEACHING THE LESSON Mastering the Facts 9 Review Key Content from the previous lessons 9 Sing “Western Europe” geography song 9 Memorize Amsterdam, the Netherlands (capital) ll RigHtS RESERvEd. A Roup. Roup. g E C TODAY’S LESSON O ESouR Hold up a glass of water. Explain that water played a crucial role in today’s story. PENING R Water was used to baptize Felix Manz as a baby. That was one of the major points of contention that led to Felix Manz being baptized as an adult. Then the authorities uildERS B threatened to give him a “third baptism.” How did they intend to baptize Manz a third time? CopyRigHt © 2010 By FAitH CopyRigHt © 2010 By FAitH 11 Books used in this lesson 6 28527 Guys Mills Road | Guys Mills, PA 16327 | 877-222-4769 SAMPLE PAGES SAMPLE Read aloud “Felix Manz.” Read only through the paragraph that begins, “I will sing with gladness!” Instead of reading the rest of his message, teach class a song that he wrote, “I Will Delight in Singing.” It is translated from the Ausbund. Notice the joy he expresses. Read aloud the selected portion of “Regina’s Visit to Zurich” from Our Heritage. Remind students that this is historical fiction. It is based on historical facts, but details are added. Background: This story is taken from the book Not Regina by Christmas Carol Kauffman. The main character, Regina, has heard of the Anabaptists, but is confused about whether they are correct or not. She is in Zurich to buy a bowl for the lady she works for and happens upon the execution of Felix Manz. y Begin reading on page 43 with the paragraph, “Carefully Regina followed Michel’s directions.” Read through the end of the story (page 50). y Death by drowning was customary for women. This method may have been chosen to shame Manz. y Look