Intro to World History, One Year Condensed - Sonlight Bible Literature... · Intro to World...

INSTRUCTOR’S GUIDE

Intro to World History, One Year Condensed Level B+C

Dear Prospective Sonlighter,

Thank you so much for downloading this sample Sonlight Instructor’s Guide (what we affectionately refer to as an IG). Here’s a quick overview of what you’ll find in the full IG . . . and in this sample.

Early elementary Sonlight History / Bible / Literature IGs consists of three main pieces:

• A weekly SCHEDULE for History, Bible, and Read-Alouds

• NOTES for History and Bible

• NOTES for your Read-Alouds and Schedule and Notes for your children’s Readers

SCHEDULE Overview• The Sonlight IG schedule lets you see your

entire week at a glance.

• The first column indicates the various subjects or topics you will be studying. (i.e. Bible, History, Read-Alouds, etc.)

• The second column lists the titles of each book or assignment.

• The remaining columns include the day-by-day assigned pages or tasks. (Depending on the IG you purchase, you will enjoy a 5- or 4-day schedule).

• Check off or date each assignment as you go to create instant records of what you and your children have done.

Some customers follow the schedules religiously. They do everything scheduled each day during that day. Others read ahead, or drop a book, or work through several days’ worth of one or two subjects in a day (Reading, or History, for example), and similarly the next day, and so on, until they have completed all the assignments for the week.

It’s your Instructor’s Guide. Use it as best suits your needs.

©2017 by Sonlight Curriculum

, Ltd. All rights reserved.

22 | Week 6 | Section Two | 5-Day | Intro to World History, Year 1 of 2

Memorization (Bible)Day

All Psalm 1:1–6

1 Blessed is the man Who walks not in the counsel of the ungodly, Nor stands in the path of sinners, Nor sits in the seat of the scornful;2 But his delight is in the law of the LORD, And in His law he meditates day and night.3 He shall be like a tree Planted by the rivers of water, That brings forth its fruit in its season, Whose leaf also shall not wither; And whatever he does shall prosper.4 The ungodly are not so, But are like the chaff which the wind drives away.5 Therefore the ungodly shall not stand in the judgment, Nor sinners in the congregation of the righteous.

6 For the LORD knows the way of the righteous, But the way of the ungodly shall perish.

Around the World with Kate and MackDay

26 pp. 1–2

Wycliffe Bible Translators began in the 1930’s when Cameron Townsend recognized the need for Bibles to be available in peoples’ “heart” languages. This came about because he had attempted to sell Spanish Bibles to vari-ous Indian peoples in Guatemala. One Indian asked Cam, “If your God is so smart, why doesn’t he speak my lan-guage?”

Cam then formed an agency that used linguistics to translate the Bible. He coupled translating the Bible with building schools, hospitals, and businesses that would aid the community.

In the 1990’s Wycliffe authorized the formation of The Seed Company which uses people who live in the country to translate their neighbors’ languages, coupled with the knowledge, skill and expertise Wycliffe has used over the years.

According to The Seed Company website, as of 2015, Mexico still has two people groups that need portions of the Bible in their heart language: the Mixteco de Jica-ltepec need the Old Testament translated and the Gajup Dius need portions of the Bible translated. Beyond these groups, the Deaf of Mexico also need the Bible they can read. Please pray that these peoples would receive the Bible soon.

Point out the location of each country highlighted on the map in the book. Feel free to also find the location on your world map.

A Child’s History of the WorldDay

26 Chapter 5

The best way to study World History is to focus on key civilizations. Each chapter in Hillyer and each two-page spread in Usborne does that.

We choose to read the narrative text first, then follow with visual portrayal of the same events if available. We want our children to first “see” history in their minds’ eyes and then see an artist’s view.

Christ was not actually born in “Year 1” (and not on December 25, despite the celebration), but most likely sometime between 4 and 6 BC. The fact that much of the world marks its calendar with reference to Christ is an ar-tifact of the influence the Christian movement had in the West, and the influence of the West in world cultures over the last few centuries.

Clearly, the Christian (BC/AD) calendar is not used everywhere in the world and many modern scholars have pushed for the use of CE (for “Common Era”) and BCE (for “Before [the] Common Era”) as a culturally/religiously more neutral expression, though, obviously, for anyone who thinks about it, still an oblique reference to or acknowl-edgement of the influence of Christianity and the West upon world culture. For more on Christian influences on the calendar, including holidays, see the final chapter in How Christianity Changed the World by Alvin Schmidt. [p. 21]

To Discuss After You Read

Q: What do BC and AD stand for?A: BC stands for “Before Christ”; AD stands for “Anno Domini”

which is Latin for the “year of the Lord”—i.e. the time since the life of Christ

Q: What do BCE and CE stand for?A: BCE stands for “Before [the] Common Era”; CE stands for

“[the] Common Era”

Timeline and Map Points

Indus River (D8); China (D10); Yellow River (D10); Central America (E2) (map 1)

Egypt (G6); Nubia (I7); Mesopotamia (E9); Crete (E5) (map 2)

Day

28 Chapter 6

Worship or belief in more than one god is known as polytheism. Christians hold to monotheism, or, belief in one God. [p. 38]


Q: How were Egyptian Hieroglyphics translated?A: The Rosetta Stone was a rock that had the same message

carved into it in three languages, one of which was still recognizable





All Psalm 1:1–6




26 pp. 1–2







26 Chapter 5













Day

28 Chapter 6





©20

17 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Intro to World History, Year 1 of 2 | 5-Day | Section Two | Week 3 | 11

Level B: History/Bible/Literature

N Parental Notes Map Point Timeline Figure d Timeline Suggestion

Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Leading Little Ones to GodDay

11 Lesson 5, pp. 9–10 ”God Talks to Us”

This week Leading Little Ones to God is about God talking to us (Lesson 5) and introduces children to Jesus (Lesson 6).


All Psalm 1:1–3

1 Blessed is the man Who walks not in the counsel of the ungodly, Nor stands in the path of sinners, Nor sits in the seat of the scornful;2 But his delight is in the law of the LORD, And in His law he meditates day and night.

3 He shall be like a tree Planted by the rivers of water, That brings forth its fruit in its season, Whose leaf also shall not wither; And whatever he does shall prosper.

THUMBDay

All Unreached/Unchurched Chinese

China and India (please refer to (D10); (D9) (map 1) have over one billion people each—about a fifth of the world’s population each. In 1948, a new government took control in China. It is a Communist government. And it teaches that there is no God. At first, the Communist government outlawed all religions, including Christianity. It threw many Christians into prison. But the Christians kept talking

Days 11–15: Date: _______ to _______

Week 3Date: Day 11 Day 12 Day 13 Day 14 Day 15

BIBL

E

Leading Little Ones to God

Lesson 5 pp. 9–10

“God Talks to Us”

Lesson 6 pp. 10–12

“God Sent His Son”Reading 1 Peter 1:24, 25 1 Kings 3:4–14 John 14:8–10 1 Timothy 2:1–8 Matthew 1:18–25

Memorization Psalm 1:1–3 (Find it in this week's notes).

Sing the Word: A New Commandment

Track 1 —Listen to this track the entire week.

HIS

TORY

&

GEO

GRA

PHY

THUMB Day One: Unreached/Unchurched Chinese

Wonderful Houses Around the World

pp. 30–31 pp. 32–33 pp. 34–37 pp. 38–39 pp. 40–42

REA

D-A

LOU

DS Charlotte’s Web chap. 12 chap. 13 chap. 14 chap. 15 chap. 16

National Geographic Book of Animal Poetry

p. 21 p. 24 (skip pp. 22–23)

p. 25

Additional Subjects:

Subject Book

The amount/task that needs to be done each day

Date: Day 51 Day 52

BIBL

E

Leading Little Ones to GodLesson 11pp. 20-21

“God is Holy”

Lesson 12pp. 20-21

“God is Almighty”

Illustrations from the Sonlight 2017 History / Bible / Literature B Instructor’s Guide

Immediately following the schedule pages, you will find each week’s Bible and History notes.

Your primary task: read the assigned pages from the schedule, then do the activities in the notes for each assignment. —See the “How to” Quick Start Information (immediately after the first week’s Schedule page in your sample) for complete instructions.

After the History and Bible notes, you’ll find the reading assignments and notes for the Read-Alouds and Readers. (In the early elementary Levels A-C programs, Readers are packaged separately to allow an adjustable reading level and pace for your children. We have not included them in this sample. Learn more about Readers packages at sonlight.com/readers.) Follow the notes as you would the History/Bible notes.

Finally, at the end of your sample, we include a Scope and Sequence Schedule of Topics and Skills your children will be developing throughout the school year as a quick reference. You’ll also find a PDF sample of one of the full-color laminated maps we include in History / Bible / Literature IGs to help your children locate key places mentioned in your History, Reader and Read-Aloud books.

Enjoy your sample. We look forward to serving you in the very near future. If you like what you see in this sample, visit sonlight.com/hbl to order your History / Bible / Literature package.

Sincerely,

Sarita Holzmann, PresidentPS: For more information about Sonlight’s Instructor’s Guides, please visit sonlight.com/IGs

NOTES Overview©

2017 by Sonlight Curriculum, Ltd. A

ll rights reserved.



All Psalm 1:1–6




26 pp. 1–2







26 Chapter 5













Day

28 Chapter 6





Title

Day & Task

To DiscussEngage your children with what they’re learning and grow their comprehension

SymbolsIndicates a special resource or activity

NotesEach new book comes with an overview and insightful notes about the text





All Psalm 1:1–6




26 pp. 1–2







26 Chapter 5













Day

28 Chapter 6









All Psalm 1:1–6




26 pp. 1–2







26 Chapter 5













Day

28 Chapter 6





Illustrations from the Sonlight 2017 History / Bible / Literature B Instructor’s Guide

https://www.sonlight.com/homeschool/subjects/readers/?utm_source=sonlight.com&utm_medium=referral&utm_campaign=sl-afa-igs-170401-igsample-hblac

https://www.sonlight.com/homeschool/subjects/readers/?utm_source=sonlight.com&utm_medium=referral&utm_campaign=sl-afa-igs-170401-igsample-hblac

https://www.sonlight.com/homeschool/subjects/history-bible-literature/?utm_source=sonlight.com&utm_medium=referral&utm_campaign=sl-afa-igs-170401-igsample-hblac

https://www.sonlight.com/homeschool/ig/?utm_source=sonlight.com&utm_medium=referral&utm_campaign=sl-afa-igs-170401-igsample-hblac

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

HistoryBible LiteratureIntro to World History, One Year Condensed

by John and Sarita Holzmann

B+CAges 7–9

Grades 2–4

INSTRUCTOR’S GUIDE

Table of Contents

1 Introduction to Your Instructor’s Guide

2 Table of Contents

3 “Intro to World History, One Year Condensed”— Book List

3 How to Assemble Your Instructor’s Guide (IG)

4 Quick Start Guide

2 Schedule and NotesSonlight Curriculum® “Intro to World History, One Year Condensed”

3 Reading Assignments and Notes1 Read-Alouds

4 Instructor’s Guide Resources1 “Intro to World History, One Year Condensed”—

Summary of Scope and Sequence: Schedule for Topics and Skills

5 Timeline Figure—Schedule

How to Assemble Your Instructor’s Guide (IG)

Have you ever thought about opening an envelope? It’s not hard, and there are different ways to do it: tear the flap, use a letter opener, open on the short end, or, if you’re a private investigator or inordinately curious, steam open the envelope. But, in any case, you’re just trying to get the contents out of the envelope.

Putting together your IG is like opening an envelope. There is more than one possibility for getting the content, but the most obvious choice is to put all of Week 1 after Tab 1, going in order: history, language arts, readers, science (with the sci-ence activity sheets immediately following).

The Introductory material goes in front of Tab 1, and appendices go behind.

We recommend that you keep the read-aloud and reader book notes at the back, and pull them out week by week, as needed. In our families, we often find ourselves reading ahead (and sometimes falling behind). Having the notes easily accessible at the back allows for some varia-tion as you go through your year. You can find those notes in the back, put in [alphabetical order? by week? I couldn’t remember …] order.

If you feel this binder of materials appears too daunting, either emotionally or physically, you might opt to pull four weeks of notes to a smaller, “working” binder.

Sonlight Curriculum® “Intro to World History, One Year Condensed” Instructor’s Guide, Twenty-Eighth Edition

Copyright © 1990, and annually 1992–2018 by Sonlight Curriculum, Ltd.

All Rights Reserved.

No part of this publication may be reproduced, stored in a retrieval sys-tem, or transmitted in any form or by any means—electronic, mechani-cal, photocopy, recording, or any other—except for brief quotations embodied in critical articles or printed reviews, without prior written permission of the publisher. However, permission is hereby granted to the original Sonlight Curriculum Ltd. purchaser only to reproduce as many copies of the Schedule Pages; Evaluation Form and Certificate of Comple-tion as necessary for his or her immediate family’s use.

“Do to others what you would have them do to you” (Matthew 7:12).

“The worker is worth his keep” (Matthew 10:10).

Published by

Sonlight Curriculum, Ltd. 8042 South Grant Way Littleton, CO 80122-2705 USA

Phone (303) 730-6292 Fax (303) 795-8668

E-mail: [email protected]

NOTE TO PURCHASER

Sonlight Curriculum, Ltd. is committed to providing the best home-school resources on the market. This entails regular upgrades to our curriculum and to our Instructor’s Guides. This guide is the 2018 Edition of the Sonlight Curriculum® “Intro to World History, One Year Condensed” Instructor’s Guide. If you purchased it from a source other than Sonlight Curriculum, Ltd., you should know that it may not be the latest edition available.

This guide is sold with the understanding that none of the Authors nor the Publisher is engaged in rendering educational services. Questions relevant to the specific educational or legal needs of the user should be addressed to practicing members of those professions.

The information, ideas, and suggestions contained herein have been developed from sources, including publications and research, that are considered and believed to be reliable but cannot be guaranteed insofar as they apply to any particular classroom or homeschooling situation.

The Authors and Publisher specifically disclaim any liability, loss, or risk, personal or otherwise, incurred as a consequence directly or indirectly of the use and application of any of the suggestions or contents of this guide.

Printed in the United States of America.

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



4 | Section One | Intro to World History, One Year Condensed

The Sonlight Instructor’s Guide (IG) is designed to make your educational experience as easy as possible. We have carefully organized the materials to help you and your children get the most out of the subjects covered. Sub-jects are interwoven to avoid redundancy and to get the most out of your day.

This IG includes an entire 36-week schedule, notes,assignments, readings, and other educational activities. Sonlight’s unique literature based approach to learning promotes an enjoyable learning experience that will keep your children asking for “just one more chapter, please.” What helpful features can you expect from the IG?

Easy to useSchedule pages are laid out so a quick glance will tell you exactly what to do each day. Check off each assignment as you go to create instant records. Bible and History notes follow directly behind the schedule page. Read-Aloud notes are located in Section Three. Readers are packaged separately to allow an adjustable reading level and pace for your children.

Instructor’s Guide Resources and New User InformationDon’t forget to familiarize yourself with some of the great helps you get when purchasing a guide from Sonlight. In the My Downloads section of your Sonlight Account, you will find New User Information, extra schedule pages, field trip planning sheets and so much more. An overview of topics covered is located in Section Four of the guide.

NotesWhen relevant, you’ll find notes about specific books to help you know why we’ve selected a particular resource and what we hope children will learn from reading it. Keep an eye on these notes to also provide you with insights on more difficult concepts or content (look for “Note to Mom or Dad”).

Vocabulary Built into the reading notes of each guide, vocabulary sec-tions identify unfamiliar words (Cultural Literacy) along with general vocabulary words to aid and grow comprehension.

To Discuss After You Read Need help checking your student’s comprehension? Discussion questions are already created for you so you can have some great conversations that also let you see how much your student is learning.

Colorful MapsColorful maps, which double as bookmarks, will help you easily find relevant map locations. You will find the coordinates and the location name in your notes.

TimelineSonlight’s timeline book becomes a visual compilation of the history you are studying. Color and add the stickers of significant people and events when indicated by the notes to give chronological context to history.

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Intro to the World: Cultures | 5-Day | Section Two | Week 1 | 1


Level A: History/Bible/Literature Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36Days 1–5: Date: _______ to _______

Week 1

Date: Day 1 Day 2 Day 3 Day 4 Day 5

BIBL

E

Egermeier’sBible Story Book

pp. 10–12 pp. 12–16

pp. 16–18

pp. 18–21

pp. 22–27

Memorization A: All have sinned and fall short of the glory of God. (Romans 3:23)1

Sing the Word: From A to Z

“All have Sinned”—Track 1. Listen to this track the entire week.

HIS

TORY

&

GEO

GRA

PHY

The Usborne Internet-Linked Children's Encyclopedia2

pp. 114–115 pp. 116–117

The Usborne Book of Living Long Ago2

pp. 2–3 pp. 26–27 pp. 50–51

REA

D-A

LOU

DS

The Boxcar Children3 chap. I chap. II chap. III chap. IV chap. V

The Llama Who Had No Pajama3

p. 7 p. 8

The Arnold Lobel Book of Mother Goose3

pp. 5–6 p. 7

MIS

CELL

AN

EOU

S Create-a-Calendar Weekly and Monthly Activities.

Field Trip/Practical Life Skills

Monthly Activities.


1. We cite the KJV versions in our schedule table for your convenience, since it correlates to the version used in Sing the Word. However, if you would prefer to have your children memorize the assigned verses from another version of the Bible that your family uses more frequently, please feel free to do so.2. See the notes for the History titles below, following the schedule.3. Assignment notes for the Read-Alouds will be found in Section Three.

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Intro to the World: Cultures | 5-Day | Section Two | Week 2 | 5


Level A: History/Bible/Literature Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36Days 6–10: Date: _______ to _______

Week 2

Date: Day 6 Day 7 Day 8 Day 9 Day 10

BIBL

E

Egermeier’s Bible Story Book

pp. 28–31 pp. 32–34

pp. 35–39 pp. 39–41 pp. 41–42

Memorization B: Believe in the LORD Jesus, and you will be saved—you and your household. (Acts 16:31)

Sing the Word: From A to Z

“Believe in the Lord Jesus”—Track 2. Listen to this track the entire week.

HIS

TORY

&

GEO

GRA

PHY

The Usborne Book of Living Long Ago

pp. 74–75 pp. 4–5

pp. 28–29

The Usborne Internet-Linked Children's Encyclopedia

pp. 118–119 pp. 120–121

REA

D-A

LOU

DS

The Boxcar Children chap. VI chap. VII chap. VIII chap. IX chap. X

The Llama Who Had No Pajama

p. 9

The Arnold Lobel Book of Mother Goose

pp. 8–9 pp. 10–11 pp. 12–13

MIS

CELL

AN

EOU

S Developmental Activity

Sort.

Field Trip/Practical Life Skills




6 | Week 2 | Section Two | 5-Day | Intro to the World: Cultures

Egermeier’s Bible Story Book

Day

7 pp. 32–34


Isaac (ca. 2100–2000 BC)

Day

10 pp. 41–42


Jacob (ca. 2100–2000 BC)

Memorization (Bible)

Day

ALL Acts 16:31

This week memorize a bible verse that starts with the letter B:

Believe in the LORD Jesus, and you will be saved—you and your household.

The Usborne Book of Living Long Ago

Day

6 pp. 74–75


Q: Which boat would take the least amount of time to make? Which would take the longest?

Q: Discuss with your Mom or Dad the different kinds of boats you’ve seen or been on. How do they compare to the ancient boats discussed on the book? Try to make a model coracle using the instructions found in the book.

Day

9 pp. 4–5


Q: Both men and women wore make-up and jewelry in Ancient Egypt. What about where you live today? Do men and women still wear make-up and jewelry? Do you? [p. 4]

Q: Why do you think the ancient Egyptians wore make-up and jewelry in the first place? Why do people still wear make-up and jewelry today? [p. 4]

For fun, try making an Egyptian collar using the instruc-tions in the book. [p. 5]


Ancient Egyptians (2000–1000 BC) [pp. 4–5]

Day

10 pp. 28–29


When the Hebrews were slaves in Egypt, they made mud bricks for the Pharaoh. When Moses asked permis-sion for them to leave, Pharaoh made them search for their own straw and their bricks. See Exodus 5. [p. 29]

Q: How do the Egyptians’ beliefs about what happens when we die differ from our beliefs today? [p. 29]

The Usborne Children’s Encyclopedia

Day

7 pp. 118–119

You may like to know in advance that your reading this week in The Usborne Internet-Linked Children’s Encyclo-pedia briefly addresses “The first people” from a subtle evolutionary perspective. While the book does not openly discuss the theory of evolution, it does use a range of dates (20,000 to 12,000 years ago) that some may feel uncomfortable with from a biblical perspective.

Rationale: One of our values at Sonlight is to help you raise your children to be ambassadors for Christ, by teach-ing them as they mature to defend themselves against evil, and to learn even from an early age to contend for that which is good. Therefore, we sometimes select books that have Sub-Christian themes in them because we believe their excellent and praiseworthy content far out-weighs their blemishes. It is our hope that these books will present you with many opportunities to have meaningful discussions with your children through the years—to help them weigh information they’ll encounter in the world, and eventually learn to successfully debate and defend their beliefs in an environment that is safe and not bent on their destruction.

So what should you do when you encounter ideas that you object to? Discuss them! Simply start by asking some questions. For example, this week you can remind your children of the story of creation you read last week during your Bible time. Did God create ape-like creatures to turn into humans, or could he have created Adam and Eve to look just like we do? Let your children do the thinking and provide them with guidance when needed. Remember, you’re just beginning your educational adventure to-gether, so please don’t feel like you have to have all of the answers today. Use this time to practice discerning what you believe is right and good.


Q: What do farmers in your area grow?

Q: Why did people farm and tame animals?A: it allowed them to stay in one place rather than moving

around constantly to find food and freed people who didn’t need to gather food to try new skills




God’s Word tells us that Jesus’ blood has “purchased men for God from every tribe and language and people and nation.” (Rev. 5:9) Bible translation allows people from around the world to hear God’s Good News in their heart language and to turn to Him as the Spirit works.

Please pray that the peoples of the world will hear God’s Good News and turn to Jesus as their Savior.

Usborne Book of World HistoryDay

1 pp. 2–3

Due to the extensive notes and help we include for A Child’s History of the World (coming up!), we have not added many notes for this book. Just enjoy Usborne’s unique presentation. Have your children sit next to you to look at the pictures. If they are visual learners these types of books will help form their views of history and help it come alive.

See the article “Why You Will Find Contradictions in His-tory," found in the 'Downloads' section of your Sonlight account.

Note to Mom or Dad: Please note the Usborne Book of World History contains pictures of people who are rather underdressed by Western standards. It also includes battle illustrations. If your children are sensitive to this, we recommend you look through the book before you read it with your children or let them look at the book on their own.


Q: Why are archeologists interested in how deep an item is found on an archeological site?

A: cities are often built on top of older civilizations so arche-ologists can uncover information about different periods of time

Day

2 pp. 4–5

Note to Mom or Dad: These pages contain pictures of people who are rather underdressed by Western stan-dards. Please keep in mind that the people in these civi-lizations view themselves as clothed. Many of them have not met someone with a western view of dress. They do not wear their few clothes to entice others; this is normal dress.


Q: Why did people settle and farm?A: as people farmed and raised animals for food, they had

time for other creative works

Day

3 pp. 6–7

Note to Mom or Dad: These pages contain pictures of people who are rather underdressed by Western standards.


Q: Why does the book highlight Jericho and Çatalhöyük?A: they are two of the oldest towns discovered


Directions for Timeline and Map Point activities can be found under in the 'Downloads' section of "My Account".

Jericho destroyed by God (ca. 1400s BC)


4 Chapter 4

Before and as you read A Child’s History of the World this year, we encourage you to pay attention to the “Staircase of Time” that Hillyer outlines on page xvii. We believe Hill-yer is correct that a child can acquire a solid appreciation for the progress of history through regular and repeated contact with the “Staircase.”

Our timeline book provides the same benefit on a more detailed level over the course of all the educational years to come.

We begin with Chapter 4 because, prior to that chapter, the text is filled with speculation and fanciful thinking. You may want to skim the pages and introduce your children to common thinking.

The Tigris and Euphrates Rivers are mentioned in the Old Testament (see, for instance, Genesis 2:14). [p. 17]


Q: Why did people move around?A: they were forced to leave after the war; they wanted better

land and they wanted to trade goods with others


Mesopotamia (4000 BC) Egypt (G6); the Nile River (H7); Nubia (modern-day

Sudan) (I7); Mesopotamia (E9); the Mediterranean Sea (E4); the Tigris River (E9); Euphrates River (E9); the Persian Gulf (G12) (map 2)

Quick Start Guide—History/Bible/Literature

Schedule and Notes

Section Two

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Intro to World History, One Year Condensed | Section Two | Week 1 | 1


Level B+C: History/Bible/Literature

This page intentionally left blank.

Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36Days 1–5: Date: _______ to _______


BIBL

E

Reading Luke 2:1–20

Luke 2:21–40 Matthew 2:1–12 Matthew 2:13–18 Matthew 2:19–23, Luke 2:41–52

Memorization Revelation 3:20— Behold, I stand at the door, and knock: if any man hear my voice, and open the door, I will come in to him, and will sup with him, and he with me.1

Jesus has come, and now He asks that You invite Him to be part of your life.

Sing the Word: God Our Provider

Track 6 The CD includes all of the verses your children will learn over the course of the year. Listen to this track the entire week.

HIS

TORY

& G

EOG

RAPH

Y Usborne Book of World History2

pp. 2–3N

pp. 4–5 N

pp. 6–7d N

pp. 8–9d

pp. 10–11

Window on the World2,4

“Introduction”pp. 8–11

“Judaism”pp. 208–209

“Israel”pp. 90–91 Israel4

“Turkey”pp. 168–169 Turkey

Geography Songs2 “Middle East”Track 7

“Middle East”Track 7

“Middle East” Track 7

REA

D-A

LOU

DS

Red Sails to Capri3 chap. I

chap. II chap. III chap. IV chap. V

The Aesop for Children3

“Wolf and the Kid”p. 7

“The Tortoise & the Ducks”

p. 8

“The Young Crab and His Mother”

p. 9Cornstalks: A Bushel of Poems3

pp. 6–7 pp. 8–11


1. We cite the KJV/ RSV/NASB versions in our schedule table for your convenience, since it correlates to the version used in Sing the Word. However, if you would prefer to have your children memorize the assigned verses from another version of the Bible that your family uses more frequently, please feel free to do so.2. See the notes for the History titles below.3. Find notes for the Read-Alouds in Section Three.4. For Window on the World, please use the map on pp. 112–113 within the book to find each location.



2 | Week 1 | Section Two | Intro to World History, One Year Condensed

“How to” Quick Start Information

Record Keeping

To keep track of your progress, simply place a check mark in the corner of each assignment on the weekly schedule chart as your children finish it. If your state/coun-try requires you to keep a daily record of when (what date) you completed a project, and/or how many hours you spent on a subject, then record that information as well. If you decide to reuse your Instructor’s Guide with a second child, then add each child’s initials next to the check mark or hours.

Vocabulary & Cultural Literacy

Knowing definitions is critical to understanding. That’s why we’ve included important vocabulary terms in your Instructor’s Guide.

In all of our study guides, we categorize the words we highlight in two ways. Vocabulary words are words your students will probably encounter in other texts—not just those included in this curriculum. We list these words within an excerpt of the text from the book in which they are found so that you may challenge your students to define the terms using the clues found in the context of the rest of the story. Simply read these short quotes aloud and see if your students can tell you the meaning of the bold italicized terms.

Cultural Literacy terms are words that, if defined while your students are reading, will broaden and deepen their understanding of the text. However, these words are gen-erally specific to course content, and we wouldn’t expect your students read or hear them on a regular basis. You may use these words, formatted in bold followed by a co-lon and their definitions, more like a convenient glossary.


In the “To Discuss After You Read” section, the compre-hension questions are meant to help your children focus on some of the more important aspects of the stories you read together. Our intent with this additional material is to provide you with the resources you need to get every bit of enjoyment you possibly can from a book.

Timeline

Your children will record significant people and events in a spiral-bound timeline book. Over the years, you’ll fill this book as your children’s knowledge and understanding of history expands.

The symbol indicates it has an accompanying figure in the Sonlight Timeline Figure packet. Place these stickers into your timeline book. Timeline suggestions are marked with a d symbol. Handwrite these suggestions into the timeline book as well.

When a timeline suggestion denotes a range of dates (e.g., 1865–1890), we recommend that you use the ending date when placing the figure on your Timeline.

All suggestions and figures can be found on the Time-line Figure Schedule, in Section Four.

Map Points

We provide map suggestions from the assigned reading in the Study Guide. Look for the symbol on the sched-ule page and in the notes. Use the coordinates and the location name in the notes to find each location on the laminated colorful maps in the front of the guide. Then, have your children can note each location on your blank Markable Map using a washable pen.

Complete the map assignments included in all of the guides to lend context to the stories your children are reading and improve their knowledge of geography.

Further information and useful documents

If you would like further information on how to use the instructor guide, please login to your Sonlight Account and go the My Downloads section to access the "Un-derstanding the Structure of Your Guide" and "Getting Started" documents.

For extra schedule pages, field trip planning sheets, practical life check off lists, and other documents specific to your guide go to the My Downloads section of your Sonlight Account (available to original purchaser only).

BibleDay

1 Luke 2:1–20

Week 1: We begin with the Birth of Christ. Witness His humble beginnings heralded by the hosts of heaven and contemporary prophets. He is the Savior the Jewish people have been waiting for. Then we jump forward a couple of years to see how He fits into the political world of His day, honored by people far away and feared by the leaders nearby as the one true King.

—Bible Notes by Luke Holzmann


Jesus Christ (ca. 4 BC–AD 29)


ALL Revelation 3:20

Behold, I stand at the door, and knock: if any man hear my voice, and open the door, I will come in to him, and will sup with him, and he with me.


1 pp. 2–3

Have your children sit next to you to look at the pictures. If they are visual learners these types of books will help form their views of history and help it come alive.

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


See the article “Why You Will Find Contradictions in His-tory," found in the 'Downloads' section of your Sonlight account.

Note to Mom or Dad: Please note the Usborne Book of World History contains pictures of people who are rather underdressed by Western standards. It also includes battle illustrations. If your children are sensitive to this, we recommend you look through the book before you read it with your children or let them look at the book on their own.


Q: Why are archeologists interested in how deep an item is found on an archeological site?

A: cities are often built on top of older civilizations so arche-ologists can uncover information about different periods of time

Q: What is archaeology?A: the study of the past by looking at what ancient peoples

left behind

Day

2 pp. 4–5

Note to Mom or Dad: These pages contain pictures of people who are rather underdressed by Western standards. Please keep in mind that the people in these civilizations view themselves as clothed. Many of them have not met someone with a western view of dress. They do not wear their few clothes to entice others; this is normal dress.


Q: Why did people settle and farm?A: as people farmed and raised animals for food, they had

a more reliable source of food and thus they had time for other creative works. The author claims people eventu-ally discovered how to farm. In the Bible, Adam and Eve tended a garden, and Cain and Abel were some of the first people to raise the crops. Even today, some peoples hunt and gather and migrate to get food. This is not an evolu-tionary process, but a choice made by the peoples


See the map in box 3 on page 4—this region is called the Fertile Crescent.

Day

3 pp. 6–7



Q: Why does the book highlight Jericho and Çatalhöyük?A: they are two of the oldest towns discovered

Q: How did Jericho become wealthy?A: through trade


d Jericho destroyed by God (ca. 1400s BC) Jericho (G9); Çatalhöyük (F9) (map 3)

Day

4 pp. 8–9

The ziggurat of Ur was about 21 meters high or about 69 feet and between 6 or 7 stories high.

God called Abraham from Ur.


Q: Why did Sumer develop into a civilization?A: the people had water and fertile land

Q: What was a ziggurat used for?A: as a temple


d Sumer (3500–2500 BC)d Mesopotamia (4000 BC) Sumer (G11); Ur (G11); Tigris River (F10); Euphrates River

(G11); Mesopotamia (G11) (map 3)

Day

5 pp. 10–11


Q: Why did the Sumerians invent writing (cuneiform)?A: for record keeping and trade

Q: Why did scribes measure the land?A: for taxes

Window on the WorldDay

1 “Introduction” pp. 8–11

One of Sonlight’s goals is to raise up children with a heart for the world. When scheduled, please read through the description of peoples around the world and take a few moments to pray that God would make his name known there.

We matched most of the countries that we pray for in the Window on the World with the Geography Songs recording. Please pray for the people groups where they live, but also consider that the men or women you meet in your country may have immigrated from one of these unreached lands and pray for them too.

It is a great opportunity for your children to learn that people are not all like them—it’s even a good reminder for us. If your children seem drawn to a people group, have them lead the prayer, talk about it over dinner, and maybe contact a mission agency who works with them. Sonlight is closely connected with several agencies and would love to support you in that.




As this book was printed several years ago, some of the information has changed. If you have heard of some new update from a country, feel free to share it with your chil-dren. While some information may be out-of-date, this is still a wonderful resource to expose your children to many nations.

Window on the World contains a world map with the people groups shown. For the assignments listed on the Schedule page, please refer to pp. 112–113 within the book. You can place a bookmark here, and look up each country and people group as you pray for them.

Day

2 “Judaism” pp. 208–209

Rationale: Why do we learn about Judaism here? Our progression begins in the Middle East where three significant religions began. We start with the oldest world religion that worshipped one God; Judaism. Tomorrow we will pray for Israel. n

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Level B+C: History/Bible/Literature Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36


ALL Joshua 24:15

In the Old Testament, a man named Joshua—who you’ll meet in a few weeks—said that his family would follow God. Jesus came, and His disciples followed Him when He called. Will you?

Days 6–10: Date: _______ to _______


BIBL

E

Reading Luke 1:5–13 Matthew 3:1–6 & 13–17

cf. Luke 3:1–6

Luke 4:14–22cf. Mark 6:1–6

Luke 4:23–37 Luke 5:1–11

Memorization Joshua 24:15— And if you be unwilling to serve the LORD, choose this day whom you will serve, whether the gods your fathers served in the region beyond the River, or the gods of the Amorites in whose land you dwell; but as for me and my house, we will serve the LORD.”


Track 7 Listen to this track the entire week.

HIS

TORY

& G

EOG

RAPH

Y

Usborne Book of World History

pp. 12–13N

pp. 14–15d N

pp. 16–17N

Usborne Time Traveler pp. 98–101

pp. 102-105

Window on the World “Egypt”pp. 54–55 Egypt

“Riffi Berbers”pp. 144–145 Morocco

Geography Songs “North Africa”Track 9

“North Africa”Track 9

“North Africa”Track 9

REA

D-A

LOU

DS

Red Sails to Capri chap. VI chap. VII chap. VIII chap. IX chap. X

The Aesop for Children “The Frogs and the Ox”

p. 9

“Belling the Cat” p. 11

“The Dog, the Cock and the Fox”

p. 10Cornstalks: A Bushel of Poems

pp. 12–13 pp. 14–15


BibleDay

6 Luke 1:5–13

For your story today, we take a step back to look at a bigger picture. John the Baptist is making waves proclaim-ing the coming of the Messiah. People generally like Jesus, but the people who grew up in Jesus’ hometown aren’t that impressed with him. “He’s only a carpenter’s son.” Still, people flock to hear Jesus and He starts gathering the 12 men He will specifically train, His disciples.




And if you be unwilling to serve the LORD, chosse this day whom you will serve, whether the gods you fathers served in the region reyond the River, or the gods of the Amorites in whose land you dwell; but as for me and my house, we will serve the LORD.


6 pp. 12–13



Q: State one thing you found interesting about life in Sumer.

Day

7 pp. 14–15

Note to Mom or Dad: These pages contain pictures of violence and of people who are rather underdressed by Western standards.


Q: Why was Egypt a fertile country?A: the inundation, or flooding of the farmland brought nutri-

ents and water to an otherwise dry land


Narmer, first Egyptian king (ca. 3100 BC)d Upper and Lower Egypt join to form one land

(3200 BC) Egypt (H8); Delta (H8) (map 3)

Day

10 pp. 16–17



Q: Describe one thing in Egyptian life that caught your attention.

Usborne Time TravelerDay

8 pp. 98–101

Cultural Literacy

Delta: area where a river splits into many outlets, eventu-ally into a larger body of water.


Q: Why do we know so much about the Ancient Egyp-tians?

A: Egyptians were among the first people to leave behind pictures and writings that described how they lived

Your children will capture the feeling of Egyptian history through this book. It gives your children the flavor of how people lived during this time.

Remind your children that BC means before Christ and AD means Anno Domini for after Christ. Show that the Ancient Egyptian empire existed before Christ (during the days of the Old Testament).

Because we use this book following a time line, we read the pages on the Egyptians before we read about knights and castles. Therefore, we haven’t “met” Baron Godfrey and his family, the group from the section before.

Q: Why is the desert called the Red Land and the river val-ley the Black Land?

A: the desert soil is red in color and the river valley black from the rich soil left behind when the Nile recedes


Nile River (H8); Thebes (capital) (I9); Egypt (H8) (map 3)

Day

9 pp. 102–105


Q: For what did Egyptians use the Nile?A: to water their crops in the hot, dry land and

for transportation

Q: How did peasants pay for the land they used to farm?A: peasants farmed the land of wealthy landowners and

paid for use of the land by giving the landowner part of the food they grew

Window on the WorldDay

6 “Egypt” pp. 54–55

We spend the next seven weeks on the countries in Africa. We recommend you listen to the assigned track each week plus the previous tracks. You’ll be amazed at what your children know.


For each country or people group, find where they live on the map in the book on pp. 112–113.

Geography SongsDay

6 “North Africa” Track 9

Since the book does not list the nations by region, we list the countries of each region on the first day assigned. If you read along with the list, you’ll understand the un-known names more easily.

North African nations: Egypt; Libya; Tunisia; Algeria; Morocco; Canary Islands; Western Sahara. n

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.



Level B+C: History/Bible/Literature Week Overview

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

BibleDay

11 Luke 6:12–16

Jesus chooses uneducated fishermen, a political rebel (a Zealot), a hated government tax collector, and a traitor to be the ones He teaches to help others. If Jesus can use

men like that to change the world, He can use us to bless people as well. This week we will also experience things in-side some homes of Jesus’ day. Meals, parties, big gather-ings to listen to Jesus teach … all of this happens inside homes. Jesus heals sickness and inspires people to change their attitudes. Jesus taught normal people in their every day surroundings. He meets us where we are.

Days 11–15: Date: _______ to _______


BIBL

E

Reading Luke 6:12–16 Matthew 14:22–36 Matthew 9:9–13 & Luke 14:1–14

Luke 19:1–10 Mark 2:1–12

Memorization Matthew 6:9 (Find the passage within the notes).


Track 8 Listen to this track the entire week.

HIS

TORY

& G

EOG

RAPH

Y

Usborne Book of World History

pp. 20–21

Usborne Time Traveler pp. 106–107 pp. 108–109N

pp. 110–111 pp. 112–113 d

Window on the World “Chad”pp. 34–35 Chad

“Beja”pp. 24–25 Sudan

Geography Songs “Northern Central Africa”

Track 11 and 9

“King Tut” p. 50; “Sphinx and

Pyramid” p. 54

“Northern Central Africa”

Track 11 and 9

“Northern Central Africa”

Track 11 and 9

REA

D-A

LOU

DS

Memorization Our memorization/public speaking assignment is your child’s favorite poem. Once your child has decided on a poem, have them read the poem ten times this week—twice each day.

The School Story chaps. 1–3

chaps. 4–6

chaps. 7–8

chaps. 9–10 chap. 11

The Aesop for Children “The Eagle and the Jackdaw” &

“The Boy and the Filberts” p. 12

“Hercules and the Wagoner”

p. 13

“The Kid and the Wolf” p. 13

Cornstalks: A Bushel of Poems

pp. 16–19 pp. 20–21






ALL Matthew 6:9

9 After this manner therefore pray ye: Our Father which art in heaven, Hallowed be thy name.

Jesus taught His disciples how to pray when they asked Him.

Your children will memorize Matthew 6:9–16 over the next 6 weeks. They will learn a verse a week.

We also assign poem memorization over the next 6 weeks. Your children will choose a favorite poem to mem-orize. We recommend a poem at least 12 lines long, but no more than 70. Look for one that captures your attention—Robert Louis Stevenson writes some particularly good ones. You can also look through Cornstalks: A Bushel of Poems for poems to memorize as well. Their poem will be due for presentation on Week 8. Have your child read the poem ten times every week—twice each day. Encourage your child to think about the meanings of the words and the poem as a whole. Do they understand it completely?


15 pp. 20–21


The height of Khufu’s pyramid was 148 meters, or about 485 feet. The blocks used weighed on average 2,300 kilo-grams, or 5071 pounds each.

Q: How did the Egyptians build the pyramids?A: with no machines nor with a wheel; men would drag the

huge cut blocks up a ramp where they would use wooden poles to move the stones into place; white limestone cov-ered the exterior

Usborne Time TravelerDay

11 pp. 106–107


Q: Describe an Egyptian party.A: guests gathered in the central hall. Married couples sat

together, but single boys and girls had to sit apart. Egyp-tians did not use forks and knives. Instead they ate with their fingers, which they washed in bowls of water

Day

12 pp. 108–109

Note to Mom or Dad: These pages contain idol worship.


Q: The book states that “temples were like small cities.” Explain what that means.

A: they had workshops, a school, a library, and storerooms; scholars and scribes worked at the temple copying and studying important scrolls; sons of temple officials at-tended the temple school, where they learned to read and write

Day

13 pp. 110–111


Q: What did the Egyptians write on and explain the differ-ence between the two writing styles.

A: on stone or pieces of broken pottery (ostraca), or they used papyrus reeds to make paper. The Egyptians had two kinds of writing. Hieratic was a kind of shorthand that they used for day-to-day business. Hieroglyphics were used for religious writings and inscriptions on monu-ments. The hieroglyphic language was a combination of pictures and characters that stood for different sounds

Day

14 ppp. 112–113


Q: Why did the Ancient Egyptians build the pyramids?A: as burial chambers for the pharaohs of Egypt

Q: Can you imagine having enough power to command enough people to cut and move 2 million, 2 ton stone blocks for your burial monument?


d The Great Pyramid (ca. 2900 BC) The Valley of the Kings where many of the Pharaoh’s

tombs are located (I9) (map 3)

Window on the World

Don't forget to find the country on the map on pp. 112–113 in the book. Use a bookmark to remind you to do so.

Geography SongsDay

11 “Northern Central Africa” Tracks 11 and 9

Please read through the list of country names so your children can correctly hear the names: Central African Republic, Sudan, Chad, Cameroon. n

Read-Alouds

Section Three

Intro to World History, One Year Condensed | Section Three | Red Sails to Capri | 1

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

All of your Read-Aloud notes in one place

In Section 3, you will find all of the reading notes for your Read-Alouds. Read-Alouds are books parents read out loud to their children. Pull each book’s notes you are working on to the front of the guide. Either work through the book in accordance to the schedule or (more impor-tantly) adjust the reading pace to your student’s unique needs.

Sonlight recognizes that each learner is different and homeschooling is an excellent way to foster the unique gifts and talents of your child.

Discussion questions make sure your student is com-prehending the material. We often hear how parents are amazed at what their students understand when they listen to the Read-Alouds. However, if you need to take it slow or revisit a book, do so as needed. If you need to

prioritize a different subject for a time or bedtime comes without the assigned Read-Aloud pages read, don’t feel bad. Come back to the Read-Aloud when you can. The notes are separate so that you can adjust as needed. You don’t need to complete all of the books, just do your best to read everyday and you’ll reap great rewards.

We do hear stories of students begging for one more chapter or parents so intrigued that they cannot put the book down. With a separate Read-Aloud section, you can speed ahead to do as much reading as you want.

Whether you do your reading in the morning, afternoon, or before bedtime, this guide is designed to be adjusted as you need. Don’t let the Instructor Guide rule you, but work to your student’s unique needs.

Enjoy the adventures while learning together!

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

Day

1 Chapter I

Find the Vocabulary words in bold type in a sentence. Read the sentence to your children and see if they can define the word. If they don’t know, just explain what the words mean to your children. For Cultural Literacy words that are in bold followed by a colon, define the word for your children as you read. They could be unfamiliar words.

Overview

The German writer August Kopisch first revealed the existence of the Blue Grotto :1 (Grotta Azzurra) when he described its extraordinary beauty in August, 1826. Since then the Blue Grotto has become the emblem of the island of Capri; but its history goes back much further. It was well known to the Romans, as proved by antique statues that were found submerged in it back in 1964. This discovery, plus the discovery of remains from an ancient landing place and work on an underground tunnel sug-gest that the cavern was once visited frequently.

The Capri locals knew about the grotto before Kopisch described it, but they avoided it because they thought witches and monsters inhabited it.

Cultural Literacy

“The good saints keep us”: a phrase used by Catholics who believe Saints in heaven watch over people on earth and advocate on people’s behalf.

tam: a hat with a tight head band and a wide flat circular crown.

landlubber: a person who lives and works on land, an inexperienced sailor.

wry: twisted to express emotion.

“5 lire times forever”: if the guests continue to pay 5 lire per day to stay at the inn, the Paganos will be rich. In other words, the guests bring good fortune.


Q: What countries do the three strangers come from and what do they seek?

A: England—to paint beauty; Denmark—to study; France—a writer, in search of adventure

Q: Why are guests in the off-season so welcome?A: they bring in money and give workers something to do

1. The computer symbol indicates more information can be found on the Sonlight IG links page at www.sonling.com/iglinks.


Find the laminated maps at the beginning of this guide. We print them back to back.

Capri (E5); Naples (E5); Venice (D4); Rome (E5) (map 3)

Day

2 Chapter II

Vocabulary

The bell was being rung with both hands now. It clamored and clanked. (made loud sustained noise)


Q: Why can’t Michele go to Naples?A: there is too much work with the guests, and guests could

mean money in the chest (or savings)

Q: Why would the name Capri, or goat, be appropriate for a mountainous island?

A: people need to be goat-like to walk the steep island

Day

3 Chapter III

Cultural Literacy

kilometer: 1,000 meters; a meter is about 39 inches; a kilometer is a little more than half a mile.

semicircle: a half circle.

bellied: bulged.


Q: According to Mamma, why does macaroni stick to the bottom of a pan? Is this a reasonable explanation?

A: it’s jealous and wants all your attention

Day

4 Chapter IV

Vocabulary

The voice, at least, was not concealed. (hidden)

Cultural Literacy

Philosophy: the study of human nature and conduct.


Q: How does Michele view the steps to Anacapri?A: at first he thinks they are ugly, but in Lord Derby’s picture

they are beautiful—like a stairway to heaven

2 | Red Sails to Capri | Section Three | Intro to World History, One Year Condensed



Day

5 Chapter V

Vocabulary

“I thought the boat would turn over with his ravings.” (irrational, incoherent utterings)

“It’s all my fault,” said Michele dolefully. (woefully: sadly)

Cultural Literacy

jackanapes: monkeys, apes.

sirocco: a wind that is so full of dust that it sends every-one indoors.


Q: “Monsieur Jacques paced the floor like a caged animal.” What does this sentence mean?

A: he walked back and forth in an agitated manner like a restless caged animal that can’t go anywhere

Q: According to Signor Pagano what comes with the price of a fisherman’s boat? Does he like his job?

A: the fish he will catch, his love of the sea, the feel of the wind on his face, the excitement, the danger, and his pride in the haul; yes!

Q: How does the cove relate to philosophy according to Herre Nordstrom?

A: they will find the truth by gaining knowledge

Day

6 Chapter VI


Q: What is Angelo’s opinion of a “smart fool”? Why?A: there is nothing in the world as dangerous; they will do

anything

Q: According to Angelo, why do the people of Capri not mention the cove?

A: due to an old superstition, a solemn pledge to the church, and a great fear of the mysterious cave

Day

7 Chapter VII

Vocabulary

“It has tormented me for many years.” (caused suffering)

Cultural Literacy

curlicues: fancifully curved figures.

concoction: crudely mixed together.

imbeciles: not smart.


Q: Why does Signora Pagano take to bed?A: she hopes that by refusing to work in the inn, the men will

leave and not go to the cove

Q: Why is it important for Signor Pagano to take Michele to the cove?

A: Papa has a chance to give Michele something precious—an adventure to make him feel brave and important

Day

8 Chapter VIII

Vocabulary

Signora Pagano looked particularly jubilant. (expressing great joy)


Q: What does Mamma mean by: “Sometimes it takes a brave man to run away”?

A: sometimes it takes more courage to do what is right than to do what is expected of you

Q: Why does Angelo decide to go at noon to the cove?A: at noon the men’s behavior would not be at all suspicious

Day

9 Chapter IX


Q: We are told that “Michele felt as if he had been chasing tomorrows all his life.” What does that mean?

A: it seemed like he had been waiting for things to happen

Q: Why does Michele ask if Pietro can come too?A: they are brothers of the heart; Pietro didn’t go to Naples

without him—bringing him along would only be fair

Day

10 Chapter X

Vocabulary

Even the air they breathed was blue. And their bodies, filled with it, felt light and buoyant. (floating)

Every ripple was edged with gleaming bubbles; every wave carried with it a trail of spangles. (sparkling or glittering light effects)

Three by three the boats continued to take their turns, and with every trip the hilarity mounted. (intense laughter)


Q: As they traveled to the cove “no one said a word. There was nothing to say. All the talking was over; only doing remained.” What does this mean?

A: all the plans had been discussed, now they just needed to carry them out

Q: All three men came to Capri for something. What did they each find in the cave?

A: adventure, beauty, and truth

Q: Of what was the journey just the beginning?A: a huge tourist industry: people have come by the hun-

dreds and thousands from all over the globe to see one of the most beautiful places in all the world n

Intro to World History, One Year Condensed | Section Three | The Aesop for Children | 3

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Day

1 “The Wolf and the Kid” p. 7

Rationale: We include this book to make children aware of their cultural heritage—of famous stories. We also want them to be aware of stories told to teach a lesson; a moral tale.

Cultural Literacy

kid: a young goat.


Q: Why did the Kid feel free to speak unkindly to the Wolf?A: the Kid knew he was out of the Wolf’s reach—he wouldn’t

say such things if he wasn’t in a safe place

Q: How did the Kid avoid being eaten by the Wolf?A: he asked the Wolf to pipe him a tune; the shepherd dogs

heard it and came back to rescue the Kid

Day

3 “The Tortoise & the Ducks” p. 8

Cultural Literacy

Jupiter: the ruler of the gods in Roman mythology.

Day

8 “Belling the Cat” p. 11


Q: Why do you think none of the mice wanted to “bell the Cat”?

A: because if they got near enough to put a bell on the cat, the cat could catch them

Day

10 “The Dog, the Cock and the Fox” p. 10

Cultural Literacy

cock: a rooster.

porter: a doorkeeper.

Day

11 “The Eagle and the Jackdaw” p. 12

Cultural Literacy

jackdaw: a black bird similar to a crow.

Day

11 “The Boy and the Filberts” p. 12

Cultural Literacy

filberts: hazelnuts.Day

13 “Hercules and the Wagoner” p. 13

Cultural Literacy

Hercules: a hero of Roman mythology known for his great strength.

Day

16 “The Town Mouse and the Country …” pp. 14–15


Have your children retell the story of the country mouse and the town mouse.

Day

18 “The Fox & the Grapes” p. 16


Q: The phrase “sour grapes” comes from this story. What do you think people mean by the phrase?

Day

21 “The Ass and His Driver” p. 18

Cultural Literacy

ass: a donkey.


Q: What happened to the ass who didn’t listen to his mas-ter? Could this be applied to directions given by our parents?

A: he tumbled head over heels down the mountainside; yes, they often keep us from trouble

Day

26 The Shepherd Boy and the Wolf” p. 20


Q: What happened the third time the boy shouted, “Wolf! Wolf!”?

A: the villagers didn’t come to help him because they thought he was trying to fool them again

Day

36 “The Owl and the Grasshopper” pp. 26–27

Cultural Literacy

Olympus: a mountain in Greece believed by ancient Greeks to be the dwelling place of the gods.

Apollo: one of the gods in Greek and Roman mythol-ogy—he pulled the Sun across the sky each day in his chariot.


Mount Olympus (E6) (map 3)

Day

51 “The Ass and the Load of Salt” pp. 32–33

Hands-On Activity

Dip a spoonful of salt in water. See if it melts away like it did for the donkey. Now try wetting a dry sponge. Why is it so much heavier when it’s wet?

Read-Alouds Weeks 1–36: The Aesop for Children

4 | The Aesop for Children | Section Three | Intro to World History, One Year Condensed



Day

53 “The Leap at Rhodes” p. 34


Rhodes (F8) (map 3)

Day

61 “The Birds, the Beast, and the Bat” p. 37


Q: Why could the Bats side with either the Birds or the Beasts?

A: because they can fly like the Birds but are actually mam-mals like the Beasts

Day

78 “The Peacock” pp. 42–43

Cultural Literacy

Juno: queen of the gods in Roman mythology.

Day

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

Cultural Literacy

mule: the offspring of a horse and a donkey.

Day

126 “Three Bullocks and a Lion” p. 126

Cultural Literacy

bullock: a young bull.

Day

128 “Mercury and the Woodman” pp. 66–67

Cultural Literacy

Mercury: a god in Roman mythology.

Day

141 “The Milkmaid and Her Pail” p. 74


Q: What plans did the milkmaid have for her milk?A: she was going to make butter with it to sell and with the

money buy eggs for hatching, when the eggs hatched she planned to sell the chicks to buy a new dress to wear to the fair to impress the young men

Day

170 “The Mole and His Mother” p. 90

Cultural Literacy

frankincense: a sweet-smelling tree resin, used for incense or perfume. n

Instructor’s Guide Resources

Section Four

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

©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

"Intro to World History"—Scope and Sequence: Schedule for Topics and Skills


Week Memory Work Bible Reading History Geography Biography1 Revelation 3:20 Birth of Christ

& His life in context

Archeology; Mesopo-tamia; Sumer

Middle East; Israel; Capri; Naples; Venice; Rome

Jesus Christ

2 Joshua 24:15 Jesus' life; 12 Disciples

Ancient Civilizations; Ancient Egypt

Nile River; Thebes; Egypt; Delta, Iraq; Saudi Arabia

3 Matthew 6:9 Jesus trans-forms people

Ancient Egypt Egypt; Oman; Qatar; United Arab Emirates; New York; Connecticut; California; Texas; Illinois; Florida

4 Matthew 6:9-10 How Jesus wants us to live

Ancient Egypt; Pha-raohs

Egypt; Yemen; Turkey; Syria Tutankhamen

5 Matthew 6:9-11 Jesus shares His message

Ancient Egypt; Egypt; Iceland; Greenland; Pennsylvania

6 Matthew 6:9-12 Jesus' miracles and parables

Minoans; Crete; Indus Valley; history of the Red Cross

Senegal; Mali; Anatolia (Turkey); British Isles

7 Matthew 6:9-13 Jesus enters Jerusalem

New Kingdom; King Tut

Pakistan; Ghana; Pennsylva-nia; Western Europe

8 Matthew 6:9-13 Crucifixion and resurrection

Ancient Greece; My-cenaeans; Canaanites and Philistines

Greece; Bulgaria; Spain; New York; Turkey; Israel; Eastern Europe

9 James 1:5 Ascension; Saul becomes Paul

Assyrians; Phoeni-cians; Babylon

Albania, Romania

10 2 Timothy 3:16-17 The Bible; God uses children

Europe; Athens; Dark Ages

Russia; Uzbekistan; China; Kazakhstan; India; Greece

Darius I

11 2 Timothy 3:16-17 Genesis Alexandria; Great Wall of China; An-cient China; Mongols

Kyrgyzstan; Azerbaijan; Siberia

Alexander the Great

12 Psalm 24:1 Abraham Celts; Rome; Mayans Egypt; Morocco; Rome; Tiber River; Roman Empire; Gaul; Alexandria; North Africa

Petronius; Buddha; Julius Caesar; Octavius

13 Psalm 24:1-2 Reconciliation The Roman Empire Chad; Sudan; Niger; Pom-peii; Macedonia

14 Psalm 24:1-3 Joseph The Roman Empire Romania; Equatorial Africa

15 Psalm 24:1-4 Passover and Moses

The Roman Empire; Byzantine Empire; Fall of Rome

Europe; Mediterranean Sea; Ethiopia; Djibouti; Carthage; Somalia; Eritrea

16 Psalm 24:1-5 Escape from slavery & Ten Command-ments

Vikings Rhine River; Gaul; Guinea Bissau; Guinea; Gambia; Scandinavia; Denmark; Iceland; Faroe Islands; Shetland Islands; Ireland; West Africa

(continued on the following page)

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



Week Memory Work Bible Reading History Geography Biography17 Psalm 24:1-6 Wandering in

the desertVikings Norway; Ireland; Kenya;

Uganda; Burundi; Rwanda; Tanzania; Bissau; Niger; Burkina Faso

18 Proverbs 16:3 Wandering in the desert

Norway; Middle East Lesotho; Madagascar; Zimbabwe; Southern Africa; Greenland

19 Romans 6:23 The Promise Land; Joshua; Judges

Vikings; Eric the Red; Knights and Castles; Middle Ages

China; Japan; North Korea; Sherwood Forest; Northwest Europe

20 2 Chronicles 16:9 Deborah; Barak; Samson; Gideon

Knights; Medieval Times

Tibet; Mongolia; London; Asia

21 Isaiah 40:31 Samson; Ruth; Naomi; Boaz

The Crusades; Castles Constantinople; Indonesia; Vietnam; Bali; Italy; France; Southeast Asia

22 Proverbs 18:9 King Saul; King David

Middle Ages; Castles Afghanistan; Sri Lanka; Ban-gladesh; Oxford; Flanders; Italy; France; Europe; South Asia

23 Proverbs 16:24 David's life Mongols; Genghis Khan; African Na-tions; Marco Polo; Samurai Warriors

India; Bhutan; Columbia River; Cambodia; Japan; Ethopia; Germany;

24 Psalm 121:1 Solomon and God's Temple in Jerusalem

Aztecs; Incans; Ma-yans; Renaissance; Slavic people

Florence; Venice; Rome; Ita-ly; Fiji; Samoa; Papua New Guinea; Oceania; Russia;

25 Psalm 121:1-2 Proverbs Martin Luther; Incan Empire; Spanish Explorers; Muslim Empire

Peru; New Zealand; China; England; Alaska; Italy; Alaska; Yugoslavia; Australia; New Zealand; Spain; Portugal

26 Psalm 121:1-3 Proverbs: how to treat others

Kingdom of Benin; Henry VIII; Queen Elizabeth; Jamestown; the Hapsburg; Peter the Great

Colombia; Venezuela; Uruguay; Russia; Canada; Benin; South America; Austria

27 Psalm 121:1-5 Prophets: Elijah and Elisha

Monarchs; Classical Composers; Louis XIV; King Charles I and II; Cromwell; Japanese Shoguns

Central America; New York; Texas; Connecticut; California

28 Psalm 121:1-6 Nineveh Industrial Revolution; Wright Brothers

Prussia; Cuba; Trinidad; Haiti; West Indians

George Müeller

29 Psalm 121:1-7 Judah; Esther; Daniel

Devon; Bristol; Venezuela; Brazil; Peru; San Francisco; Calcutta; Pacific Ocean; Atlantic Ocean; Mexico

George Müeller

(continued on the following page)


©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Week Memory Work Bible Reading History Geography Biography30 Psalm 121:1-8 Esther;

NehemiahNamibia; Botswana; San Francisco; New York; Lon-don; Paris; Southern United States

George Müeller

31 Romans 8:1 How God saves us through Jesus Christ

Potato famine in Ireland

Nepal; Burma; Sunda Strait; Philippines; China; Asia; Borneo; Northern United States

George Müeller

32 Psalm 100:1 Live in Christ Napoleon; American Revolutionary War; George Washington; British-Boer War

India; China; Eastern United States; France; Italy; Germa-ny’ Australia; New Zealand; Suez Canal; Cape Colony

James Cook; Henry Morton Stanley

33 Psalm 100:1-2 Death and life Queen Victoria; Russian Revolution; Crimean War

Indonesia; Mid-United States

34 Psalm 100:1-3 God's salvation for everyone

Conflict along trans-Siberian railroad between Russia and China in the 1930; Tartars from Central Asia; Great Wall; Japanese invasion of Manchuria 1931–1932; scorched earth policy

Chita; Poland; China; Russia; Tientsin; Siberia; Germany; Manchuria; Moscow; War-saw; Berlin; Japan; Afghani-stan; Middle East; Turkey; Saskatchewan; Urual Mountains

Gladys Aylward

35 Psalm 100:1-4 Love each other Chinese Civil Was (before and after WWI) Nationalist government vs. Communist Party; Nationalist govern-ment defeated, 1949

China; South Africa; Indone-sia; Ontario; Canada

Gladys Aylward

36 Psalm 100:1-5 Share the good news

China; Taiwan; Maldives Gladys Aylward


©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

Timeline Figure—Schedule


Please enter any name or event, together with the dates that we list on your timeline.

indicates that there is a corresponding figure for this reference in your timeline figure packet that you can place on your timeline.

d indicates that this is simply a suggestion you may add to your timeline, however it does not have a related figure in the packet.

You will also find references to each figure and sugges-tion in the corresponding Notes behind your Schedule.

BIBLE

Luke 2:1–20 Jesus Christ (ca. 4 BC–AD 29)

HISTORY

The Usborne Book of World History

pp. 6–7 d Jericho destroyed by God (ca. 1400s BC)

pp. 8–9 d Sumer (3500–2500 BC)d Mesopotamia (4000 BC)

pp. 14–15 Narmer, first Egyptian king (ca. 3100 BC)d Upper and Lower Egypt join to form

one land (3200 BC)

pp. 18–19 d Old and Middle Kingdoms of Egypt (ca. 2650–1500s BC)

pp. 33–35 d Warrior Pharaohs rule Egypt (ca. 1500 BC)d Ramses the Great (ca. 1304–1237 BC)

pp. 44–45 Trojan War (ca. 1250 BC)d Homer (800–700 BC)

pp. 46–47 Philistines rule eastern Mediterranean (ca. 1190 BC)

pp. 48–49 King David (ca. 1010 BC)

pp. 50–51 d Phoenician Civilization (ca. 1000 BC)

pp. 52–53 Sennacherib rules (704–681 BC) Assur–bani–pal builds library (669–

626 BC)

pp. 54–55 Assyrian Civilization (ca. 1170–612 BC)

pp. 58–59 Fall of Babylon (ca. 539 BC) Nebuchadnezzar (ca. 605–562 BC)

pp. 64–65 Cyrus conquers Babylon (539 BC) Cyrus founds the Persian Empire

(ca. 500–331 BC)d Spartans (900 BC)

pp. 66–67 Darius I (ca. 522–485) Peloponnesian Wars (431–404 BC)

pp. 66–69 Greek Golden Age (ca. 479–431 BC) The Parthenon is built (ca. 447 BC)

pp. 70–71 Alexander the Great (356–323 BC)

pp. 72–73 Aristotle (384–322 BC) Socrates (469–399 BC)d First Olympiad (776 BC)d The modern day Olympics (1896)

pp. 76–77 Confucius (ca. 551–479 BC) Ancient China (ca. 500 BC–AD 220)

pp. 80–81 Mayans (ca. AD 250–900)

pp. 82–83 Gautama Buddha (563–483 BC) founds Buddhism

pp. 86–87 Rome (ca. 753 BC–AD 476) Rome becomes a republic (509 BC) Julius Caesar (100–44 BC) First Punic War (264–241 BC)d Romulus founds city of Rome

(ca. 753 BC)d Hannibal (247–183)d Octavius (Augustus Caesar)

(63 BC–AD 14)d Punic Wars end (202 BC)

pp. 88–89 Imperial Rome (27 BC–AD 476) Mount Vesuvius destroys Pompeii

(AD 79)

pp. 90–91 Constantine I (AD 285–337) makes Christianity the state religion of Rome

Constantine called the Council of Nicaea (AD 325)

Western Rome fell (AD 476)d Jesus Christ (ca. 4 BC–AD 29)d Christianity begins (ca. AD 30)d Nero (AD 37–68)d Jerusalem destroyed (AD 70)d Marcus Aurelius (AD 121–80)d Barbarians attack Roman borders

(ca. AD 400)d Germans stop the advance of the

Huns at Chalons (AD 451)

pp. 92–95 d Justinian compiles “just” laws (AD 483–565)

d Byzantine Empire until the fall of Constantinople (AD 393–1453)

pp. 96–97 Benedict starts order of monks (ca. AD 480–547)

pp. 98–99 Mohammed (ca. AD 570–632) Battle of Poitiers “Tours” (AD 732) Islam begins (ca. AD 622) Charlemagne (AD 742–814) forms a

new Roman Empire

pp. 100–101 Vikings discover America (AD 1000) Battle of Hastings (or the Norman

Conquest) (AD 1066)

pp. 102–103 Middle Ages (AD 476–1453)

pp. 104–105 Black Death kills one–third of Europe’s population (14th Century)

d The plague returns to England (1665)

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




pp. 108–109 Joan of Arc (1412?–1431)

pp. 110–111 Crusades (11th, 12th, & 13th Centuries)

d Constantinople falls (1453 AD)

pp. 114–115 Mongols (13th Century) Genghis Khan (ca. 1162–1227)

pp. 118–119 Kublai Khan (1215–1294) Marco Polo (ca. 1254–1324) Silk route west begins (ca. 200 BC)

pp. 120–121 Samurai warriors (1192–1868)

pp. 126–127 Aztec Emperor, Montezuma II (ca. 1466–1520)

pp. 130–131 European Renaissance (1300s–1600s) Michelangelo (1475–1564) Leonardo da Vinci (1452–1519)d Raphael (1483–1520)

pp. 132–133 Johann Gutenberg (1390’s–1468) invents printing press (1440)

pp. 134–135 Martin Luther (1483–1546) launches the Protestant Reformation (1517)

King Henry VIII (1491–1547)

pp. 136–137 British Navy destroys the Spanish Armada (1588)

pp. 138–139 The Incan Civilization begins (ca. 1220)d The Incan Empire (ca. 1440–1520)

pp. 140–141 Christopher Columbus (1451–1506) Magellan (ca. 1480–1521) leads

circumnavigation of the globe (1519–1522)

Hernando Cortes (1485–1547) conquers the Aztec Empire

Francisco Pizarro (1475–1541) con-quers the Incan Empire (1531–1533)

pp. 142–143 Muslims conquer Constantinople (1453)

pp. 146–147 Queen Elizabeth I (1533–1603) rules England (1558–1603)

Sir Walter Raleigh (1552–1618) founds the first unsuccessful colony in America (ca. 1590)

William Shakespeare (1564–1616)

pp. 148–149 Jamestown, Virginia established (1607)

pp. 150–151 Kingdom of Benin (1100–1897)

pp. 158–159 Mozart (1756–1791) Frederick the Great (1712–1786) Louis XIV (1638–1715)d Cromwell (1599–1658) defeats and

beheads King Charles (1649)d King Charles II (1630–1685)

pp. 164–165 Industrial Revolution begins (ca. 1750)d James Watt (1736–1819) harnesses

steam power

pp. 168–169 d George Stephenson (1781–1848) cre-ates the locomotive (1814)

d The Wright brothers fly (1903)

pp. 170–171 Wellington defeats Napoleon at Wa-terloo (1815)

The French Revolution (1789–1799)

pp. 172–173 The American Revolutionary War (1775–1783)

Franco–Prussian War (1870–1871)d George Washington becomes first

president of the United States (1789)d Wagner (1813–1883)

pp. 174–175 d Civil War (1861–1865)

pp. 176–177 Captain James Cook (1728–1779) discovers Australia (1770)

Sir Henry Morton Stanley (1841–1904) Peary reaches the North Pole (1909)

pp. 178–179 British–Boer War (1899–1902)

pp. 180–181 Queen Victoria (1819–1901)d Victorian Age (1838–1901)

pp. 186–187 Crimean War (1853–1856) The Russian Revolution (1917–1920)

The Usborne Time Traveler

pp. 2–5 d Knights and Castle Era (AD 1238)

pp. 62–63 d First Viking raid occurred (ca. AD 793)d First missionary went to Sweden to

convert the Vikings (AD 830)d Viking explorers discover Iceland

(AD 860)d Rollo becomes king of Normandy,

France (AD 911)d Vikings begin to become Christians

(ca. AD 930)d Eric the Red settles the new island,

Greenland (AD 982) Leif Ericsson left Vineland in North

America (AD 1007)

pp. 112–113 d The Great Pyramid (ca. 2900 BC)

pp. 126–127 The Rosetta Stone found (1799)

Tut’s Mummy: Lost …and Found

chap. 1 Tutankhamen rules Egypt (ca. 1333 BC)


©20

18 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.


READ-ALOUDSGeorge Müeller

chap. 1 George Müller (1805–1898)

chap. 10 d First orphanage opened on Wilson Street (February 3, 1836)

d Second orphanage opened (November 28, 1836)

chap. 11 d Third orphanage opened (1837)d Charles Dickens published Oliver Twist

(1840)d Fourth orphanage was opened (1843)

chap. 13 d Potato famine (1845–1848)d Orphanage opened on Ashley Down

(June 18, 1849)d Second house opened (November 1857)

Gladys Aylward

chap. 1 Gladys Aylward (1902–1970)

The School Story

chap. 16 Titanic sinks (April 14 & 15, 1912)

The Twenty-One Balloons

Introduction Krakatoa erupts (1883)



D E F A

B C

12

34

56

78

G

H

910

11

I

12Intro to World History, One Year Condensed—Map 2

Calif

orni

a

Texa

s

Alas

ka

Onta

rioSa

skat

chew

an

Flor

ida

Virg

inia

Penn

sylv

ania

Stat

e Coll

ege

Harri

sbur

g

New

York

Mas

sach

uset

tsNi

agar

a Fall

s

New

York

City Man

hatta

nCo

ney I

sland

Huds

on Ri

ver

Conn

ectic

ut

Jam

esto

wn

Plym

outh

San F

ranc

isco

Toro

nto

Colum

bia Ri

ver

Aleu

tian I

sland

s

June

auYuko

n Te

rrito

ry

Fairb

anks

Anch

orag

e

Sask

atoo

n

©20

17 b

y So

nlig

ht C

urric

ulum

, Ltd

. All

right

s re

serv

ed.

D E F A

B C

12

34

56

78

G

H

910

11

I

12

Intro to World History, One Year Condensed—Map 3

Tigris

Rive

r

Cher

well R

iver

Nile

River

Medit

erran

ean S

ea

Casp

ian Se

a

Black

Sea

DENM

ARK

WAL

ES

SWED

ENNO

RWAY

RUSS

IA

GERM

ANY

BELG

IUM

AUST

RIA

HUNG

ARY

ROM

ANIA

SLOV

ENIA

POLA

ND

GREE

CE

ITAL

YFR

ANCE

SCOT

LAND EN

GLAN

D

IREL

AND

SPAI

NPO

RTUG

AL

Prus

sia Em

pire

Norm

andy

Phoe

nicia

Gaul

Cons

tant

inople

Engli

sh Ch

anne

l

Baby

lon

Nine

veh

War

saw

St. P

eter

sbur

g

Mos

cow

Tour

s

Carth

ageNa

ples

Lydia

Çata

l Höy

ük

Rom

e/Fie

ld of

Mar

s

Capr

i

Poiti

ers

Berli

n

Hasti

ngs

Wat

erloo

Flan

ders

Lond

onBr

istol

Oxfo

rd

Alex

andr

ia

Sher

wood

Fore

st

Ston

ehen

ge

Mt. O

lympu

s

Alps

Paris

Tiber

River

Bay o

f Sala

mis

Pom

peii

TUNI

SIA

Zam

aVenic

e

MAC

EDON

IA

Mar

atho

nAt

hens

Myc

enae

Olym

pia

Spar

ta Knos

sos

CRET

E

RHOD

ES

Helle

spon

t

Troy

TURK

EY

EGYP

T

SYRI

A

Mes

opot

amia

Delta

PERS

IA

ASSY

RIA

Ur

Holla

nd

Flore

nce

Euph

rates

Rive

r

Mec

ca

Arab

ia

Scyt

h

Jeru

salem Jeric

ho ISRA

EL

Nort

hern

King

dom

Sum

erSo

uthe

rn Ki

ngdo

m

Theb

es

Valle

y of t

he Ki

ngs

Cope

nhag

en

Intro to World History, One Year Condensed - Sonlight Bible Literature... · Intro to World...

Documents

Transcript of Intro to World History, One Year Condensed - Sonlight Bible Literature... · Intro to World...