Primary Resources Reading Assignments Arts and Activities Literature History: In-Depth History: Core The Usborne Internet-Linked Medieval World, by Jane Bingham, p. 78-85 The Sad Night, by Sally Schofer Mathews (J 972) Suggested Read-Aloud Aztecs and Incas, by Sue Nicholson Exploration and Conquest, by Betsy and Giulio Maestro (J 970) p. 6-18 (Week 2 of 3) The Story of Europe, by H.E. Marshall, p. 276-279; 282-288 (stop at Galileo ) Research the Inca civilization using Internet or library resources. See also Alternate resources in the chart on the opposite page. Hernán Cortés, by Brendan January Courage and Conviction, by Mindy and Brandon Withrow, p. 89-91 The Children s Shakespeare, by E. Nesbit, introduction, The Winter s Tale, and Romeo and Juliet Coming Home, by Max Lucado Learn and Do Color! by Kym Wright, section on tertiary colors. Use the CD this week. Morning Girl, by Michael Dorris Art for Kids: Drawing, by Kathryn Temple (J 741) chapter 4 By Right of Conquest, by G.A. Henty, chapters VIII-XV (Week 2 of 3) Renaissance, by Alison Cole (J 709) p. 44-47, 58-61 Amazing Leonardo da Vinci Inventions You Can Build Yourself, by Maxine Anderson, p. 60-65 Fine Arts counts double as History reading this week. Research the Inca and Aztec civilizations using Internet or library resources. See also Alternate resources on the opposite page. Historical Atlas of Exploration, by Angus Konstam, p. 94-123; 158-171 (Week 3 of 3) Government Elective The Prince, by Machiavelli chapters XIX-XXVI (Key Documents in Government Studies 2 CD) (Week 3 of 3) Beginning and Continuing Levels Introduction to Medieval Mystery Plays (Norton Anthology of English Literature) p. 406-407 The York Play of the Crucifixion (Norton Anthology of English Literature) p. 398-406 Everyman (Norton Anthology of English Literature) p. 463-484 Drama Analysis document on The Loom The Story of Painting, by Wendy Beckett (759) p. 176-195 on Venetian Painting; 223-265 The Story of Architecture, by Jonathan Glancey (720 GLA), p. 92-97 Worldview Church History Church History Church History Church History Elective Philosophy Church History in Plain Language, by Bruce Shelley, p. 280-285 Philosophy Elective Pageant of Philosophy supplement: Copernicus Revolution The Story of Philosophy, by Bryan Magee (180) p. 64-66 (stop at Galileo )
Spanish Dominion and the New World: Aztecs and Incas 14 Textbooks Alternate or Extra Resources The Story of the World Volume 2, by Susan Wise Bauer, chapters 32-33, 37 (section 1) The Story of the World, Volume 3, by Susan Wise Bauer, chapter 1 Streams of Civilization, Volume 1, by Hyma, Stanton, and McHugh, p. 318-338 (stop at The North American Indians ), 388-391 Streams of Civilization, Volume 2, by Garry J. Moes, p. 9, 25-28 (stop at Catholicism ) Heritage of Freedom, by Lowman, Thompson, and Grussendorf, p. 13-15 (stop at Spanish Legacy) Western Civilization (Combined Edition) by Jackson J. Spielvogel, p. 386-389 (stop at Administration of the Spanish Empire ) Reading Assignments History: Supplement The Aztec, by Andrew Santella You Wouldn t Want to Be an Aztec Sacrifice! by Fiona Macdonald The Inca, by Stefanie Takacs Nicolaus Copernicus: The Earth is a Planet, by Dennis Brindell Fradin Aztecs: The Fall of the Aztec Capital, by Richard Platt (J 972) Inca Town, by Fiona MacDonald (J 985) Incans, Aztecs, & Mayans, by John Holzmann The Story of the Thirteen Colonies, by H.A. Guerber Aztecs and Spaniards, by Albert Marrin (J 972) Dance of the Planets: The Universe of Nicolaus Copernicus, by Nancy Veglahn (JB C782) Literature Broken Shields, by Claudia Burr, et. al. Musicians of the Sun, by Gerald McDermott (J 398) Secret of the Andes, by Ann Nolan Clark (JUV FICTION) The Captive, by Scott O Dell (JUV FICTION) Arts and Activities Artistic Pursuits, Book Two, by Brenda Ellis Leonardo da Vinci for Kids, by Janis Herbert (J 759) p. 37-43 Food & Feasts With the Aztecs, by Imogen Dawson (J 972) Worldview Window on the World, by Spraggett and Johnstone (J 266) Pray for the spiritual needs of those in Spain. For Those Who Dare, by John Hudson Tiner, p. 26-27 A History of Christianity in the United States and Canada, by Mark Noll, p. 14-17 Operation World, by Johnstone and Mandryk (266) Pray for the spiritual needs of those in Spain. Enrichment Invitation to the Classics, by Louise Cowan and Os Guinness (809 I) p. 113-116 5
Weekly Overview Student Threads Learn about the Aztec cultures prior to the coming of the Spaniards. Read about the Spanish conquest of the Aztec capital, Tenochtitlan. Briefly cover the Maya civilization. Learn about the Aztec and Inca cultures prior to the coming of the Spaniards. Read about the Spanish conquest of the Inca and Aztec civilizations. Optional: Students who have not studied Year 1 topics may also want to cover the Maya civilization briefly. Learn about the Spanish conquistadors and their treatment of the Aztec and Inca peoples. Compar e and contrast Aztec and Inca cultures with each other, and both of them with Spain in the area of technology. Finish studying the Southern Renaissance with a look at Venetian art. Optional: Students who have not studied Year 1 topics may also want to cover the Maya civilization briefly. Learn about the Aztec and Inca cultures prior to the coming of the Spaniards. Learn about the Spanish conquistadors and their treatment of Aztec and Inca peoples. Compare and contrast Aztec and Inca cultures with that of Spain, in light of Scripture. Finish our study of the Southern Renaissance with a look at Venetian art. Students who have not studied Year 1 topics may want to cover the Maya civilization briefly. People Montezuma (Moctezuma) Francisco Pizarro Montezuma Francisco Pizarro Hernando de Soto Francisco Vasquez de Coronado Montezuma Nicolas Copernicus Alonso de Ojeda Francisco Pizarro Francisco de Orellana Vasco Nuñez de Balboa Pedro de Alvarado Juan de la Cosa Hernando de Soto Alvar Nuñez Cabeza de Vaca Francisco Vasquez de Coronado Nicolas Copernicus Vocabulary/Time Line Dates Recognize or spell (optional) these words: causeway territory sentry conquer pueblo All lower-grammar words, plus these: excursion lavatories culinary maize venison tortilla codices shrine fiesta quinoa Add the following dates to your time line this week: c. 1485-1576 1200s-1500s 1200s-1500s 1513 1519-21 1527-29 1532 1539 1540-1542 Life of Titian Aztec civilization Inca civilization Ponce de Leon explores Florida and the Gulf of Mexico. Cortés subdues the Aztecs. Sebastian Cabot explores rivers of South America. Pizzaro conquers the Incas. De Soto explores the (future) southeastern United States. Coronado explores the (future) southwestern United States. More explorers from R resources? 6
Spanish Dominion and the New World: Aztecs and Incas 14 Activities Try a weaving project with construction paper or yarn. Learn about tertiary colors and complete a color wheel. Identify tertiary colors in books. Create color equations. Try a weaving project with construction paper or yarn Observe still life. Measure the proportions of things and people around you using a pencil held at arm s length. Use a grid and draw from a photograph. Practice drawing foreshortened tubes. Try a weaving project with construction paper or yarn Experiment to learn the difference between density and viscosity. Build a hydrometer. Make a monkey wrench. Weekly Overview Group Activity Learn about tertiary colors and complete a color wheel. Identify where different crayon colors fall on the color wheel. Collaborate on a book or display board of the flora and fauna of Central and South America. Observe still life. Measure the proportions of things and people around you using a pencil held at arm s length. Use a grid of rectangles to draw pictures in proportion, perhaps of each other s faces. Collaborate on a book or display board of the flora and fauna of Central and South America. Build a hydrometer. Make a monkey wrench. Review (or learn about) the physical features of Central and South America by making a salt map of this region. Paint your salt map to show the territories controlled by the Aztecs and Incas at the time of the Spaniards arrival. Make a book or display board of exotic plants and animals from Central and South America. Review the physical features of Central and South America using paper maps. Make a book or display board of exotic plants and animals from Central and South America. Geography 7
Not at all. Copernicus argued that a perfect God would not create such a messy universe, and he was right. Science consists of the quest for order in apparent chaos, which requires some degree of faith that there is such order, despite appearances. What better grounds for belief in such order than belief in an orderly Creator? Teacher s Notes If others can postulate all sorts of little circles for explaining the phenomena of the stars, I thought I also might easily be permitted to try whether by postulating some motion of the Earth, more reliable conclusions could be reached regarding the revolution of the heavenly bodies.. 5. Copernicus idea that the Earth moved seemed crazy to his listeners when it was first explained. How do you suppose the idea of epicycles sounded to the first people who heard it? The theory of epicycles was old by Copernicus time, but it probably seemed absurd when it was new. The fact that it explains the backward motion of Mars doesn t make it any less odd to postulate invisible wheels upon wheels in the heavens. William of Ockham (whom we met in Week 9) is famous for Occam s Razor, the logical principle that, given two theories that both explain the same facts, we should choose the one that is simpler. How would Occam s Razor apply here? The astronomers postulated lots of little circles to explain the orbit of Mars. Copernicus replaced them all with one new circle an orbit for Earth. Since Copernicus used less circles to explain the same facts, his theory satisfiess Occam s Razor. The contempt which I had to fear because of the novelty and apparent absurdity of my view, nearly induced me to abandon utterly the work I had begun. 6. 7. 8. Every new idea seems absurd at first. Can you think of some biblical examples of people who had to deal with contempt because God gave them new or different ideas? There are many examples. Some of the more obvious are Noah, Moses, David (when he took on Goliath), most of the prophets, and all of the apostles. In his letter of dedication to the pope, Copernicus claims he almost abandoned the work he had begun. Do you think this is true? Why or why not? This statement seems sincere. Copernicus refused to publish his work for almost thirty-two years, despite his friends best efforts to get him to do so. His fear came very close to preventing him from publishing the work that has made him so famous. Does the thought of ridicule or opposition affect you more or less than it did Copernicus? Answers may vary and they may not be reliable. Students may assume they are braver than they are. If they have never experienced ridicule and rejection, they may think it is an easy thing to stand up for their beliefs. Remind your child that the Apostle Peter was certain that he would stand by Jesus to the death, but he betrayed his Lord three times before the rooster crowed twice. Glance Into Next Week.. Week 15: The Northern Renaissance and Its Scholars Lower Grammar Look through Pieter Bruegel to determine the acceptability of the artwork for your young children. A few illustrations may be a bit disturbing. Because Martin Luther: A Man Who Changed the World has unnumbered pages, it is rather difficult to place the correct pages in next week s Reading Assignment Chart. In Week 15, students should read through the page in which Luther writes the Ninety-Five Theses. 58
Spanish Dominion and the New World: Aztecs and Incas 14 Teacher Rhetoric Dialectic Upper Grammar Taken in totality, your students will have a good deal of reading next week. Consider assigning some as weekend homework. The story of William Tyndale s death in Trial and Triumph may be disturbing to young students. Taken in totality, your students will have a good deal of reading next week. Consider assigning some as weekend homework. By Right of Conquest contains descriptions of violent deaths on pages 255, 344, and 349. WARNING: Literature: Faustus In Faustus there is a scattering of sexual humor which is characteristic both of the medieval era from which Renaissance drama developed and of Marlowe s subject (a man s pursuit of worldly power and pleasure, including sexual pleasure). Many of the references are indirect and may well go right over your student s head. We have provided line and page references so that you can pre-read all these and black them out, if you prefer. Scene 1: Line 129 Scene 3: Lines 63-64 Scene 4: Lines 139-140; 147; 150-151; 283-284; 325-327 Scene 6: Lines 3-5; 14-16; 26-27 Scene 12: Lines 72-100 Our usual category of the profane or rude is intended to cover most of what falls under the heading of bad language, including blasphemous talk. Profanity is necessarily a large part of this play, because Faustus must blaspheme God in order to practice magic. We suggest that you allow your student to read the following instances in order to get the full impact of Faustus sin, but you may of course choose to black them out. Scene 1: Lines 76-77; 120; 154-155 Scene 3: Lines 8-10; 16-22; 25-26; 47-54; 61; 89 Scene 4: Lines 2; 11; 28; 33 Scene 8: Lines 28-30 Scene 9: Line 69 This week s assignment in our art history resource, The Story of Painting, by Sister Wendy Beckett, includes illustrations of nudes. Your Level 12 student will likely complete his Classical Comparison Paper this week. Take the time to make appropriate comments about the amount of work he has put into this task. Time line work will be very helpful this week. For students pursuing a Government credit, please be aware that Thomas More s Utopia can be a difficult book to interpret. It appears to endorse communism and divorce, but it is not at all clear whether this is really what More believed. This work will be quite thought-provoking for your student, so please take time to discuss it with him. Many resources describe how William Tyndale and other martyrs were burned at the stake. If you are concerned about the descriptions, please glance through your chosen resources to see if they are appropriate for your children. Catholic families may want to seek alternate resources for the study of the Reformation, which begins next week. As you continue to view Renaissance art, don t forget to flip through alternate resources to make sure they are acceptable for your family. Teacher s Notes Budget Tips All Levels Any biographies about famous artists of the Northern Renaissance will suffice. Typically, any biography about Erasmus or Luther will be acceptable, as long as it falls within your doctrinal beliefs, or if you are willing to discuss differences therein. Choose one hands-on projects book to use with all of your children. 59