Intro to the World: Cultures Level A

Transcription

1 Intro to the World: Cultures Level A (4-) INSTRUCTOR S GUIDE

2 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. Subject BIBLE Book Level B: History/Bible/Literature s 11 15: Date: to BIBLE HISTORY & GEOGRAPHY READ-ALOUDS Leading Little Ones to God 11 Lesson 5, pp 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). Memorization (Bible) 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. Week 3 THUMB All Week Overview Date: Leading Little Ones Lesson 5 Lesson 6 to God pp pp God Talks to Us God Sent His Son Reading 1 Peter 1:24, 25 1 Kings 3:4 14 John 14: Timothy 2:1 8 Matthew 1:18 25 Memorization Sing the Word: A New Commandment THUMB Wonderful Houses Around the World Psalm 1:1 3 (Find it in this week's notes). Track 1 Listen to this track the entire week. One: Unreached/Unchurched Chinese pp pp pp pp 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. Unreached/Unchurched Chinese pp Charlotte s Web chap. 12 chap. 13 chap. 14 chap. 15 chap. 16 National Geographic Book of Animal Poetry The amount/task that needs to be done each day Date: Leading Little Ones to God Lesson 11 pp God is Holy p. 21 p. 24 (skip pp ) Additional Subjects: Lesson 12 pp God is Almighty p. 25 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 N Parental Notes Map Point Timeline Figure d Timeline Suggestion Intro to World History, Year 1 of 2 5- Section Two Week 3 11 Illustrations from the Sonlight 2017 History / Bible / Literature B Instructor s Guide It s your Instructor s Guide. Use it as best suits your needs.

3 NOTES Overview 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, President PS: For more information about Sonlight s Instructor s Guides, please visit sonlight.com/igs Title & Task Notes Each new book comes with an overview and insightful notes about the text To Discuss Engage your children with what they re learning and grow their comprehension Symbols Indicates a special resource or activity A Child s History of the World 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. 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] 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) Memorization (Bible) 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 Mack 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 various Indian peoples in Guatemala. One Indian asked Cam, If your God is so smart, why doesn t he speak my language? 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 Jicaltepec 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. 22 Week 6 Section Two 5- Intro to World History, Year 1 of 2 A Child s History of the World 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 artifact 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 acknowledgement 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] 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) 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 Illustrations from the Sonlight 2017 History / Bible / Literature B Instructor s Guide

4 A Ages 5 7 Grades K 2 History Bible Literature (4-) Intro to the World: Cultures By John and Sarita Holzmann and Rebecca W. Lewis How much better to get wisdom than gold, to choose understanding rather than silver! Proverbs 16:16 (NIV) INSTRUCTOR S GUIDE

5 Level A: History/Bible/Literature s 1 5: Date: to BIBLE How to Quick Start Information All suggestions and figures can be found on the Timeline Figure Schedule, in Section Four. Record Keeping Map Points To keep track of your progress, simply place a check We provide map suggestions from the assigned reading mark in the corner of each assignment on the weekly in the Study Guide. Look for the symbol on the schedule page and in the notes. Use the coordinates and the schedule chart as your children finish it. If your state/country requires you to keep a daily record of when (what date) location name in the notes to find each location on the laminated colorful maps in the front of the guide. Then, ldren can note each location on your blank p using a washable pen. Week Overview he map assignments included in all of the d context to the stories your children are mprove their knowledge of geography. Week 1 ion and useful documents d like further information on how to use the de, please login to your Sonlight Account y Downloads section to access the "Unhe Structure of Your Guide" and "Getting ments. hedule pages, field trip planning sheets, heck off lists, and other documents specific go to the My Downloads section of your unt (available to original purchaser only). Date: Egermeier s pp pp pp pp pp Bible Story Book Memorization A: All have sinned and fall short of the glory of God. (Romans 3:23) 1 Sing the Word: From All have Sinned Track 1. Listen to this track the entire week. A to Z The Usborne Internet- pp pp Linked Children's Encyclopedia 2 The Usborne Book of pp. 2 3 pp pp Living Long Ago 3 The Boxcar Children chap. I chap. II chap. III chap. IV chap. V The Llama Who Had p. 7 p. 8 3 No Pajama The Arnold Lobel Book pp. 5 6 p. 7 3 of Mother Goose Create-a-Calendar Weekly and Monthly Activities. Field Trip/Practical Monthly Activities. Life Skills Additional Subjects: 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. N Parental Notes Map Point Timeline Figure d Timeline Suggestion Intro to the World: Cultures 5- Section Two Week 1 1 s Bible Story Book ible gives our children the full flow of the t. Egermeier s chooses the stories well, and nd compelling. My children often pleaded eep on reading. May our children grow up to he Word and to love it. heduled the entire book this year, though eadings you might find extremely long. If eading schedule too robust, please just do in a day, perhaps reading on the weekends tinuing on through the summer. Don t make udgery! note the comprehension questions at the ook, and use if interested. And make use of he frontispiece and back cover as you read. 12 You Read od rest on the 7th day? e He was tired but as an example to us 16 p Points d Eve (ca BC) 18 p Points rk (ca BC) Quick Start Guide History/Bible/Literature 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. Subjects 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? HISTORY & MISCELLANEOUS READ-ALOUDS GEOGRAPHY Easy to use Schedule 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. Colorful Maps Colorful 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. Timeline Sonlight 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. 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. The Usborne Book of Living Long Ago 11 pp Q: Do you think you would enjoy eating at an Egyptian feast? Why or why not? Which of your favorite foods did the Egyptians also eat? Vocabulary Built into the reading notes of each guide, vocabulary sections identify unfamiliar words (Cultural Literacy) along with general vocabulary words to aid and grow comprehension. Notes When 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 ). Usborne Book of World History 9 pp 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 nutrients and water to an otherwise dry land Instructor s Guide Resources and New User Information Don 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. 4 Section One 4- Intro to the World: Cultures

6 Level A: History/Bible/Literature s 1 4: Date: to Week Overview Week 1 Date: Egermeier s Bible Story Book pp pp pp pp BIBLE 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. HISTORY & GEOGRAPHY pp. 2 3 pp The Usborne Internet- pp pp Linked Children's Encyclopedia 2 The Usborne Book of Living Long Ago 2 READ-ALOUDS MISCELLANEOUS The Boxcar Children 3 chap. I chap. II chap. III chap. IV The Llama Who Had p. 7 p. 8 No Pajama 3 The Arnold Lobel Book pp. 5 6 p. 7 of Mother Goose 3 Create-a-Calendar Field Trip/Practical Life Skills Weekly and Monthly Activities. Additional Subjects: 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 reads more frequently, please feel free to do so. 2. See the notes for the History and Bible titles, following the schedules. 3. Assignment notes for the Read-Alouds and Readers will be found in Section Three. N Parental Notes Map Point Timeline Figure d Timeline Suggestion Intro to the World: Cultures 4- Section Two Week 1 1

7 How to Quick Start Information All suggestions and figures can be found on the Timeline Figure Schedule, in Section Four. 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/country 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 generally 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 colon and their definitions, more like a convenient glossary. In the section, the comprehension 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., ), we recommend that you use the ending date when placing the figure on your Timeline. Map Points We provide map suggestions from the assigned reading in the Study Guide. Look for the symbol on the schedule 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 "Understanding 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). Egermeier s Bible Story Book This story Bible gives our children the full flow of the Bible s content. Egermeier s chooses the stories well, and is readable, and compelling. My children often pleaded with me to keep on reading. May our children grow up to understand the Word and to love it. We have scheduled the entire book this year, though some of the readings you might find extremely long. If you find the reading schedule too robust, please just do what you can in a day, perhaps reading on the weekends as well, or continuing on through the summer. Don t make God s story drudgery! Also, please note the comprehension questions at the back of the book, and use if interested. And make use of the maps in the frontispiece and back cover as you read. 1 pp Q: Why did God rest on the 7th day? A: not because He was tired but as an example to us 2 pp Timeline and Map Points Adam and Eve (ca BC) Noah s Ark (ca BC) 2 Week 1 Section Two 4- Intro to the World: Cultures

8 3 pp Timeline and Map Points Abraham (ca BC) Memorization (Bible) All Romans 3:23 Over the next 28 weeks, your children will memorize 26 Bible verses, one verse per letter of the alphabet. When your children have mastered the entire group of verses, we encourage you to have them present the verses to an audience probably you, but maybe also your family and guests, a homeschool group, or your church or Sunday school. As your children memorize these verses, we strongly encourage you to have your children memorize the verse and the reference to help in locating the verse in the Bible itself. Your children could also say the name of the letter of the alphabet before saying the verse itself. Thus: A All have sinned and fall short of the glory of God. Romans 3:23. B Believe in the Lord Jesus, etc. Our primary purpose in this assignment is to fill our children s hearts and minds with Scripture. A secondary purpose is to help them develop confidence and ability in public speaking. Encourage your children to say their verses boldly and with a lot of expression, as this adds a sense of drama to the words. This week memorize a bible verse that starts with the letter A Romans 3:23: All have sinned and fall short of the glory of God. Sing the Word: From A Z All All have Sinned Track 1 Because music is a great tool when trying to remember something, Sing the Word makes the entire set of 26 scripture verses easier to memorize and fun to learn. Listen to the A song every day this week, and the B song every day the second week, and so on. The Usborne Children s Encyclopedia seeing God as Creator and Designer of the universe and all that is in it, including the dinosaurs. But are birds probably a kind of dinosaur too? The connection is often made that dinosaurs evolved into birds. Macroevolution is a term used to explain evolution that involves very big changes such as a land-based mammal evolving into a whale or dinosaurs into birds. Scientists who believe this base their conclusions on the assumption that macroevolution is true. As a result, they look at the evidence and try to fit it all into the framework of evolution. Usually those who adhere to it reject the existence of God and instead claim that life came about on its own by chance rather than by intelligent design. Macroevolution is not to be confused with microevolution, a term sometimes used to explain changes within kind such as many different kinds of dogs, birds, or cats. Those who believe in the creation of life by God believe there are key problems with macroevolution such as gaps in the fossil record. If macroevolution is true, the fossil record should clearly support it by showing steady, consistent, and significant changes in animals over time. Instead, the fossil record shows fully formed animals, as well as animals that have essentially stayed the same throughout the long period covered in the fossil record. Those who support creationism also point to design in living things as evidence of a Creator (see, for instance, Romans 1:20). Biblically speaking God created every winged bird according to its kind (Genesis 1:21) and other animals according to their kind. [pp ] Q: Do you think people and dinosaurs could have coexisted at the same time in the past? Why or why not? Could dinosaurs have come on the ark with Noah? 2 pp Q: What foods might some of the first people have eaten that you might still eat today? The book states that people may have believed cave paintings could magically help them with their hunting. This may be true, but the artists may have simply wanted to create works of art to make something of beauty, as we do today. 1 pp Are your children interested in dinosaurs? Even if they re not, we d like to offer a few clarifying notes on these pages. How long ago did dinosaurs roam the Earth? The book assumes it was 225 million to 65 million years ago. Do we know for sure how old the Earth is or how long ago dinosaurs lived? That depends on the scientist you ask. Some believe our world is around 4.5 billion years old, while others think it may be a lot younger, as in thousands of years not billions. Christians also have differences on this question, but their key area of agreement involves The Usborne Book of Living Long Ago 3 pp. 2 3 Q: The book states that the first people used animal skins to make the first clothes. Where did they get this idea? Look up Genesis 3:21 in your Bible! [p. 2] Q: If you had to make your own clothes from natural materials you could find around your house, could you do it? What would you use? What might your clothes look like? [p. 2] Intro to the World: Cultures 4- Section Two Week 1 3

9 4 pp Try making your own homemade shelter in the backyard. Use only natural materials you find around your house! Using the directions in the book, try your hand at cave painting. [p. 26] Create-a-Calendar All Weekly and Monthly Activities Service Organizations The library: story time; learn how to find a book you want; do a guided tour through the library; talk through the various areas and the resources they contain Any parks with nature walks or docent programs Museums of all varieties A planetarium Join with other groups The inside cover of the calendar suggests ways to use the calendar both weekly and monthly. The schedule reminds you weekly to update your calendar. Have fun with the stickers! Field Trip/Practical Life Skills To add to your children s learning, try to do one field trip per month. You could visit a fire station, police station, radio and/or television station, airport, farm, greenhouse, dad s and/or mom s place of work, city hall, a court room, the newspaper, a smaller print shop, a grocery or other wholesale distributor. Visit various businesses: The post office A garden center A bank A bakery A pottery shop A music store An airport Have a talent show Do a reading evening Have a spelling bee Use the Field Trip Planning Sheet located in the 'My Downloads' section of your Sonlight account to help plan and record your trips. n 4 Week 1 Section Two 4- Intro to the World: Cultures

10 Level A: History/Bible/Literature s 5 8: Date: to Week Overview Week 2 Date: Egermeier s Bible Story Book pp pp pp pp BIBLE 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. HISTORY & GEOGRAPHY The Usborne Book of Living Long Ago The Usborne Internet- Linked Children's Encyclopedia pp pp pp pp READ-ALOUDS MISCELLANEOUS The Boxcar Children chap. V chap. VI chap. VII chaps. VIII IX The Llama Who Had No Pajama The Arnold Lobel Book of Mother Goose Developmental Activity Field Trip/Practical Life Skills Sort. p. 9 pp. 8 9 pp pp Additional Subjects: Egermeier s Bible Story Book 6 pp Timeline and Map Points Isaac (ca BC) 7 pp Timeline and Map Points Jacob (ca BC) Memorization (Bible) 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. N Parental Notes Map Point Timeline Figure d Timeline Suggestion Intro to the World: Cultures 4- Section Two Week 2 5

11 The Usborne Book of Living Long Ago 5 pp Q: What creative way of collecting food impressed you most? Q: Who would have more access to a variety of foods? Hunter/gathers or farmers? Why? 6 pp 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. The Usborne Children s Encyclopedia 7 pp You may like to know in advance that your reading this week in The Usborne Internet-Linked Children s Encyclopedia 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 teaching 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 outweighs 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 together, 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 8 pp For another perspective on ancient Egypt, read about Moses adventures there in Exodus in the Bible. Did you know that Egyptian pharaohs are mentioned several times in the Bible? See, for instance, Genesis 12, 40 42, 45 47, 50, and many other examples in Exodus and elsewhere. Q: Mummified bodies exist to this day. Do you find it reasonable that people would save dried out bodies to live in again? The Bible tells us we will have new bodies to in heaven. (1 Cor. 15) Timeline and Map Points Egypt (D7) (map 1) Developmental Activity All Sort Sometime this week choose some group of objects to sort (buttons, beads, pictures). Discuss how and why each of you sorted your items as you did. (Did you sort by size? Color? Shape? Weight? ) Please take these ideas as suggestions and do them as they fit in your schedule. Field Trip/Practical Life Skills Take a field trip each month as you can fit it in. You can also include activities like walks, bike rides, sports, etc. n 6 Week 2 Section Two 4- Intro to the World: Cultures

12 Level A: History/Bible/Literature s 9 12: Date: to Week Overview Week 3 Date: Egermeier s Bible Story Book pp pp pp pp BIBLE Memorization C: Children, obey your parents in everything, for this pleases the LORD. (Colossians 3:20) Sing the Word: From A to Z Children Obey Track 3. Listen to this track the entire week. HISTORY & GEOGRAPHY The Usborne Book of Living Long Ago pp. 4 5 pp pp pp The Boxcar Children chap. X chap. XI chap. XII chap. XIII READ-ALOUDS MISCELLANEOUS The Llama Who Had No Pajama The Arnold Lobel Book of Mother Goose Developmental Activity Field Trip/Practical Life Skills p. 10 p. 11 pp pp Cutting with scissors. Additional Subjects: Egermeier s Bible Story Book 9 pp Timeline and Map Points Joseph (ca BC) Memorization (Bible) ALL Colossians 3:20 This week memorize a bible verse that starts with the letter C: Children, obey your parents in everything, for this pleases the LORD. N Parental Notes Map Point Timeline Figure d Timeline Suggestion Intro to the World: Cultures 4- Section Two Week 3 7

13 The Usborne Book of Living Long Ago 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 instructions in the book. [p. 5] Timeline and Map Points Ancient Egyptians ( BC) [pp. 4 5] 11 pp Q: Do you think you would enjoy eating at an Egyptian feast? Why or why not? Which of your favorite foods did the Egyptians also eat? 12 pp Early Egyptians didn t use wheels until the early Bronze age, around 3500 BC. The mud and sand present made the wheel less useful. Q: Why did the Egyptians use the Nile for travel? A: it was easy; the wind pushed one way, and the current the other 10 pp When the Hebrews were slaves in Egypt, they made mud bricks for the Pharaoh. When Moses asked permission 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] Developmental Activity All Cutting with Scissors Sometime this week practice cutting with scissors: see how straight you can cut. Cut as many strips as possible from a sheet of paper. n 8 Week 3 Section Two 4- Intro to the World: Cultures

14 Read-Alouds

15 Read-Alouds Weeks 1 3: The Boxcar Children 1 Chapter I 6 Chapter VI Cultural Literacy orphan: a child whose parents are dead. children s home: an orphanage. Q: Why don t the children trust their grandfather? What do you think of their reasoning? A: he didn t like their mother and never came to see them 2 Chapter II Q: How did the older children get Benny to cooperate in things like waking up and washing up? [chap. II] A: they had Benny pretend to be something like a bear or a horse, thus making the activity more fun 3 Chapter III Cultural Literacy boxcar: an enclosed train car to transport goods. [chap. III] Q: Describe the children s new home and its setting. [chap. III] A: the children s new home was an old boxcar on an abandoned stretch of track a little way into the woods. Grass and bushes were growing all over the track. A tree stump formed a convenient step just below the door. A pretty little brook with a waterfall in it ran in front of the boxcar 4 Chapter IV Q: Why do you think the doctor is pleased with Henry s work? A: Henry doesn t need a lot of supervision; he does a good job; he is careful 7 Chapter VII Q: Based on the 4 hammers Henry found, why is it a good idea to put things away? A: to keep track of them 8 Chapters VIII IX Q: Why do you think the children didn t go to church? [chap. VIII] A: they didn t want the people in town to know they lived nearby. Remember in Chapter IV Jessie told Henry to go to the fountain by himself Q: Describe how the children made the pool. [chap. VIII] A: the children gathered up stones and logs to build a dam across the brook to make the water deeper. First, they stacked up stones in the water to form a wall, keeping it straight by lining it between two trees. Then, they laid several logs across the top of the stone wall, filling in the gaps with brush and smaller stones Talk through how much money $5,000 was. Remember Henry earned $1 for his good work. [chap. IX] Q: How did the doctor know the children lived in a boxcar? [chap. IX] Q: When Henry brings food home for his siblings, the author describes the food by its color i.e., brown bread and yellow cheese; can you think of four foods that are made more specific by describing their color? A: suggestions: white and dark meat [chicken]; green beans/ yellow beans; yellow tomatoes; yellow squash; dark chocolate/white chocolate; white sauce/brown sauce; green grapes/purple grapes 5 Chapter V Q: Describe the refrigerator. A: the refrigerator was a hole in a rock behind the waterfall in the brook. Jessie had put the two bottles of milk there and the waterfall kept the milk cool 9 Chapter X Q: What strategy did Henry use to win the race? A: he paced himself he went easily at first and then passed all the boys who were tired; and he really wanted to win his family could use the money Rationale: Jessie teaches Benny to read using the whole language approach rather than phonics. In whole language, some children learn how to read quickly and most schools use this approach. Children learn to recognize words by memorizing the shape of the words. Experts claim that about 1/3 of students do not respond well to this method and it does not help with the ability to spell. At Sonlight, we use phonics. In it, we teach the sounds of letters and practice putting sounds together. This method works effectively for most students and is useful in learning to spell. Intro to the World: Cultures 4- Section Three The Boxcar Children 1

16 10 Chapter XI Q: Do you think the doctor is a good man? Why? 11 Chapter XII Q: Describe how the children discovered their grandfather. A: Grandfather was introduced to the children by Dr. Moore as Mr. Henry. The children got to know him and liked him. Then Henry realized he was the same man who had awarded him the $25 prize on Field. He asked Dr. Moore what that man s name was and realized he was actually James Henry Alden, their very own grandfather! 12 Chapter XIII Q: Describe how the grandfather prepared his house for his grandchildren. A: he had Violet s bedroom decorated in the color violet with lots of flowers. Benny s bedroom had animal wallpaper and many fun toys. Jessie s bedroom had a bed for Watch. And later Grandfather had the boxcar moved to the garden for the children to play in n 2 The Boxcar Children Section Three 4- Intro to the World: Cultures

17 Read-Alouds Weeks 1 36: The Llama Who Had No Pajama 1 p p. 40 Rationale: We include few notes for The Llama Who Had No Pajama. Please read and enjoy. We seek to introduce children to poetry, making it an enjoyable event. Q: Can you come up with some other ideas of opposites like hello and goodbye? (ie. night/day, hungry/full, etc.) Can you come up with some ways to make tasks more fun? 3 p. 8 Q: What would be some advantages and disadvantages of having birthdays once a week? Are there more advantages or disadvantages? 5 p. 9 Q: If you could wish for a birthday gift, what would it be? 13 p. 12 Q: What wishes do you have? 63 p. 34 Magic Hand deals with perspective because things in the distance look smaller, we all have the opportunity to have magic hands. This same concept explains why during a lunar eclipse, the moon which is much smaller than the Sun can cause the Sun to disappear. 69 p. 36 This poem plays with words. A waiter is a person who cares for customers in a restaurant. Normally we say someone waits for something, but the person in this poem links a person who waits with a wait-er. Thus playing on the sound of the word waiter. 75 p. 39 Q: Do you think this is a true poem? Q: Could someone do as Timothy Toppin did? Why or why not? The Indian Pipe plant does not produce chlorophyll and thus is white in color. Without chlorophyll it can not produce its own food. It attaches itself to a fungus (a plant that breaks down decaying matter) and the roots of some trees. Hence scientists call it a parasite. It s unusual beauty does look like a pipe. 125 p. 59 Note: The poem repeatedly states that apes, chimpanzees, and gorillas are related to you, adding that the difference between us is small Quite small. The poet assumes Darwinian evolution is true and that humans and apes are related. Setting aside this question for the moment, the portion of the poem that claims the differences between humans and apes is small is hardly the case, depending on what one means by differences. Genetically, humans and chimpanzees, for instance, may indeed share many similarities, but this may also be said when comparing humans to a mouse. This information, though, need not support Darwinian evolution alone. It could also serve as supporting evidence for a Creator. After all, similar designs suggest a single designer who used similar techniques so to speak in creating people and animals. If, on the other hand, differences refers to things like intellect or artistic abilities, then the differences are hardly small, but huge! After all, humans write detailed and complex books, as well as create sophisticated works of art and music. But we don t see apes designing buildings, composing music, articulating deep thoughts, etc. In this sense, the differences are vast. What about the question of apes being related to humans? While some Christians hold to theistic evolution and, as such, would not disagree with the statement, others argue that God created all creatures without involving macro (large scale) evolution. Whatever your position on the matter, at the very least this poem highlights how our biases, assumptions and presuppositions can influence anything, even poetry. 129 p. 60 Q: Sloth Why do you think the author would be loath or unwilling to lead a sloth s life? Q: Giraffes Can you describe another animal following the example of the author? 137 p. 64 Cultural Literacy peccadilli: a relatively small offense. n Intro to the World: Cultures 4- Section Three The Llama Who Had No Pajama 3

18 Read-Alouds Weeks 1 36: The Arnold Lobel Book of Mother Goose 16 pp The second and third poems are Limericks or poems with a specific pattern. Lines 1, 2, & 5 must rhyme, as must line 3 with line 4, and the cadence has a regular beat. Read them and see if you can hear the cadence. 44 pp Q: Did Tommy Tittlemouse act correctly? 84 pp I m not sure why Mr. Lobel put in a comic picture of the devil with pinchers probably because Mr. Lobel doesn t believe he is real. But, the devil is a fallen angel who troubles believers. Contrary to popular opinion, he probably doesn t wear a red suit. The Bible calls him a fallen angel so he probably has as awesome a presence as the archangel Gabriel, but evil. n Intro to the World: Cultures 4- Section Three The Arnold Lobel Book of Mother Goose 5

19 "Intro to the World: Cultures" Scope and Sequence: Schedule for Topics and Skills Week Memory Work Bible Reading History Geography Biography 1 Romans 3:23 Creation; Noah; Abraham Dinosaurs; Ancient Civilizations 2 Acts 16:31 The Patriarchs Ancient Civilizations; Ancient Egypt Egypt 3 Colossians 3:20 The Patriarchs Ancient Egypt Egypt 4 Matthew 7:12 Moses Ancient Egypt ; Ancient Greece Greece 5 Proverbs 20:11 Moses; Passover Ancient Greece Greece 6 Isaiah 43:1 Moses; The Tabernacle 7 I Thessalonians 5:18 Ancient Greece Greece Moses; Joshua Ancient Greece Greece 8 Exodus 20:12 Moses; Joshua Ancient Greece; Ancient Rome 9 John 15:5 Judges (Gideon) Ancient Rome; Vikings 10 Hebrews 13:8 Judges; Ruth (Samson) Ancient Rome; Vikings 11 Psalm 34:13 Samuel Medieval Times Europe 12 Isaiah 45:22 Saul, 1st King of Israel Medieval Times; Ancient China; Early America 13 John 3:7 King Saul and David Explorers; Early America; Europe 14 Matthew 6:24 King David; Solomon Explorers; NorthAmerica; Indians; Puritans 15 Psalm 89:8 Judah; The Divided Kingdom Europe; France 16 Ephesians 6:11 Elijah French Revolution; American West; Transportation 17 I Thessalonians 5:19 Elisha 18 Exodus 20:8 10 Jonah; Isaiah Pioneers; American West 19 Matthew 6:33 Jeremiah; Daniel Pioneers (Homes); Pony Express; Trains Greece; Roman Empire Roman Empire Roman Empire; Norway; Denmark; Sweden Incas; Europe; China North America; Europe North America; Europe Netherlands North America; Europe; France; North America North America Louis Braille Louis Braille Louis Braille; Louis Braille John Chapman 20 Proverbs 3:5 6 Jews return to Jerusalem Victorian Period; Industrial Revolution Inventions; England; North America (continued on the following page) Intro to the World: Cultures 4- Section Four 1

20 Week Memory Work Bible Reading History Geography Biography 21 Isaiah 9:6 7 Esther; Xerxes World War I; Early Medicine Scotland; North America 22 Isaiah 9:6 7 Jesus Birth Evangelism North America; Poland; Finland Mary Breckenridge Gypsy Smith; D.G. Moody; Mary Breckenridge 23 Romans 12:19 21 Jesus early ministry Evangelism Africa; France Margaret (1923) 24 Romans 12:19 21 Jesus ministry Evangelism 25 Psalm 27:14 Jesus ministry Evangelism France 26 Matthew 18:3 Jesus ministry World War II; Inventions North America; Europe; Japan 27 Matthew 5:14, 16 Jesus ministry Transportation 28 Psalm 97:8 9 Jesus ministry Houses and Homes; Government; Food and Clothing 29 Poem: Trees Jesus ministry Food and Clothing; Climate/Clothing Choice 30 Poem: Trees Jesus ministry Clothing; Jobs; Farming; Education 31 Poem: Trees Jesus; Death and Resurrection; Apostles; Mary Magdelene Sports; Telecommunication; Fine Arts (Art, Dance, Movies) 32 Poem: Trees Pentecost Music; Religions; Mythology; Missionaries; Karen People; Russia; India; China China; Japan; India; Africa; Mexico; Middle East Burma George Boardman 33 Poem: Trees Saul; Paul Missionaries, Buddha; Karen People Burma George Boardman 34 Poem: Trees Peter; John; Mark; Paul Anglican Church; Karen People England; Burma George Boardman 35 Review Paul s Ministry Bible Translation; Karen People Burma George Boardman 36 Review Paul; H. Agrippa Roman Empire Rome; Burma George Boardman 2 Section Four 4- Intro to the World: Cultures

21 Intro to the World: Cultures (4-) Map 1 A B C D E F G H I Lapland FINLAND CANADA NORTH AMERICA New Brunswick FRANCE EUROPE Atlantic Ocean Galilee MEXICO EGYPT SAUDI ARABIA NIGERIA PERU CENTRAL AFRICAN REPUBLIC Congo River CONGO AFRICA Map Legend Cities States/Provinces COUNTRIES Regions CONTINENTS Bodies of Water Deserts Mountain Mountain Range Points of Interest SOUTH AFRICA LESOTHO AFGHANISTAN Gobi Desert The Great Wall CHINA North China JAPAN INDIA BURMA China Sea 12 Pacific Ocean Solomon Islands Fiji