One-Year Condensed American History ♦ Section Two ♦ Week 1 ♦ Schedule
Bible
Reading John 1:1-18 John 1:19-42 John 1:43-51 John 2:1-11 John 2:12-25
Learning About God
from A to Z
A: pp. 17-19 A: pp. 20 A: pp. 21-25 B: pp. 27-28 B: pp. 29
American Indian Prayer
Guide—Maya
Day Onepg. 9
Day Twopg. 9
Day Threepp. 10-11
Day Fourpg. 11
Day Fivepg. 12
Memorization &
Sing the Word:
The Heavens Declare
Our fi rst memorization/public speaking passage is Psalm 103. It will be due in Week 6. Read Psalm 103:1-3 ten times this week—twice each day. Do you know the meanings of all the words? Do you understand what the passage as a whole is about?—Track 1
History/Geography NStory of the USA, Book 11
(Explorers & Settlers)
History Guide pp. 67-742
chap. 1 chap. 2 chap. 3
Pedro's Journal
History Guide pp. 63-65Aug 3-Sept 17 Sep 18-Oct 10
Wee Sing America Days 1-5: “The Stars and Stripes Forever,” pg. 12.
Oxford Illustrated Book of American Children’s Poems
pg. 7 pg. 8 pg. 9 pg. 10
Physical Education
Other Notes
Date: Day 1 1 Day 2 2 Day 3 3 Day 4 4 Day 5 5
1 The answers to the questions in The Story of the USA are in the History Study Guide.2 These page numbers refer to the pages within the appropriate Study Guide: History, Reader, or Read-Aloud. The Study Guides follow Section Three: Appendices.
2♦ Section Two ♦ Week 1 ♦ One-Year Condensed American History
Week 1—Notes
History/Geography
TimelineThroughout the year, we will provide Timeline sug-
gestions from your assigned reading in your History Study Guide books, Readers, and Read-Alouds. These sugges-tions will be provided weekly in your Instructor’s Guide and Notes.
Note: Sonlight Curriculum does not provide figures for all of the people, places, or events listed. Figures that are provided and should be placed on your timeline will be in bold type and have an accompanying clock face symbol (d).
You should either use the timeline sold by Sonlight Curriculum, or make a timeline for the wall of your room using 8½" × 11" paper (taped sideways, end to end), one inch for every 100 years or so.
Timelines are helpful because not every book you read will be in chronological order. When you read them and mark dates on your timeline, you are better able to under-stand how events fit together: which things occurred at the same time, which things came first, and which things came later.
You may wish to use the figures we sell, or cut out a number of “people” from card stock or construction paper. Draw clothes on them to look like the characters you are studying, and paste them on the timeline in the right place.
Some people prefer a less graphic approach and simply use color markers, pens, and pencils to write on their time-line the names and dates of significant events, persons, etc.
Whatever method you use, we believe your sense of history will be enhanced if you maintain this discipline throughout the year.
Markable MapSonlight’s geography program weaves throughout the
year with assignments from almost every book you study.
It is designed to demonstrate to your student the impor-tance of map skills while enhancing the learning adven-ture. We provide map suggestions from the assigned reading in the History, Readers, and Read-Aloud Guides. Look for the ➣ ➣ symbol on the schedule page. This will alert you to a map assignment at the beginning of that day’s Study Guide notes. Use the key in the Study Guide (see sample below) to find each location on the map(s) following each book’s Study Guide. Then your child can note each location on your Markable Map using a wash-able pen. (We recommend Vis-a-Vis® pens. If you should accidentally use a non-washable marker, rubbing alcohol can remove those errant marks.)
If you want your children to receive even more practice with maps, consider this idea shared by one of our Son-light Forums users: Replace your tablecloth with a map! Cover it with a sheet of clear vinyl (available at fabric stores). Then, while your children are eating, watch in won-der as they look at the map over and over again, reading all the words, asking questions, and learning all about the map. As a bonus, spills wipe up easily from the vinyl!
Prayer for the Native AmericansMark the locations of the North American Indian tribes
on the U.S. side of the map.The Prayers for Native Americans section is divided into
one tribe, civilization, or cluster of tribes per week. These could be good family reading at meals or bedtime. Check off each day as you read and pray.
Assignment for Mom or DadPlease read “Why You Will Find Contradictions in His-
tory” and “Concerning My Apparent Preoccupation with Slavery and the Civil War in the United States” in the His-tory Study Guide. ■
One-Year Condensed American History ♦ Section Two ♦ Week 18 ♦ Schedule
Date: Day 1 86 Day 2 87 Day 3 88 Day 4 89 Day 5 90
Bible
Reading 1 Samuel 24 1 Samuel 25:1–22 1 Samuel 25:23–44 1 Samuel 26 1 Samuel 27
Starting Strong Days 1–5: One of a Kind; Chapter 3: Do Strong Guys Ever Cry?
American Indian Prayer
Guide—Miami &
Shawnee
Day Onepg. 77
Day Twopp. 77–78
Day Threepp. 78–79
Day Fourpp. 79–80
Day Fivepg. 80
Memorization &
Sing the Word:
The Heavens Declare
John 15:3, 4—Track 4
History/Geography
Landmark History, Vol. 1
History Guide pp. 9–34chap. 24 chap. 25
pp. 161–166(to last para)
chap. 25pp. 166–170
chap. 26
Story of the USA, Book 2
History Guide pp. 75-80chap. 13
Wee Sing America Days 1–5: “Goober Peas,” pg. 30, “Old Abe Lincoln,” pg. 23, and “Abraham Lincoln Quote,” pg. 23.What is a goober pea? (a peanut)
Mini-Report Day 3: Write a mini-report on the subject of your choice (one of the following or any subject of your choosing): Adoniram Judson, Andrew Jackson, Tippecanoe, John Bloomfi eld Jervis, Eli Whitney. See Week 8—Notes for directions.
Y: pg. 207 Y: pp. 208-209 Z: pp. 211-213 Z: pp. 214-215 Z: pp. 216-219
American Indian Prayer
Guide—Hawaiians
Day Onepg. 149
Day Twopg. 150
Day Threepp. 150-151
Day Fourpg. 151
Day Fivepg. 152
Memorization &
Sing the Word:
The Heavens Declare
This is the week for you to present Hebrews 12:1-13 for an audience. Perhaps your family can hold a talent show or you can present it to your Sunday school class or Sunday school teacher. . . .—Track 9
History/Geography
In Search of the Source
History Guide pp. 5-8chaps. 12-13 chaps. 14-15
➣ chaps. 16-18 chaps. 19-20 chaps. 21-Epilogue
Wee Sing America Days 1-5: Pick your favorite song to sing again!
20 ♦ One-Year Condensed American History ♦ History Study Guide ♦ Landmark History, Vol.1
Some Suggested Enrichment Activities
Pages 60-66
Check on a map to see where Boston, Lexington, Concord, and Charlestown Harbor are. Trace Paul Revere’s ride, the British advance to Concord, and then their retreat.
Chapter 11
“Reader’s Digest Condensed Version” Instructions
Page 71
Delete everything following the first sentence in the second complete paragraph (section to be deleted begins, “It will not be believed … “).
Page 72
Delete the last paragraph in Chapter 11.
Suggested Learning Objectives
American warfare, called the skirmish, was a new type of warfare in which individual men did what damage they could against the far bigger body of British soldiers. In order to achieve their goal, the Americans had to hide behind trees, rocks, and walls rather than come out into an open fi eld the way the British army fought.
Up until this time, in Europe, men only fought on open fi elds when it was good weather; men made no sneak attacks, but combatants announced their intentions by heralds and trumpet fanfares.
Mercenaries and conscripts dragged off to war out of jail cells and bars fought for the British government.
The American army consisted of men who were there because they wanted to be there—they were defend-ing their own families and farms. They elected their offi cers, were constantly on call, and would respond on a moment’s notice.
The disadvantages of the militia were that men would leave if they didn’t understand why they were being asked to do something and if and when they had personal busi-ness; also, they would only fi ght for their local area rather than for places at any great distance.
The militia’s advantages are that the men didn’t have to be transported to get where they needed to be, since they were already there; their rifl es were better than the British muskets; they were generally better shots (not only because of their rifl es, but because of the necessary prac-
tice they had at shooting game); they didn’t fi ght accord-ing to the conventions of European warfare: they followed the tactics that seemed to them to make the most sense (like shooting at the British leaders, hiding whenever they could, sneaking up on their enemy and attacking by surprise); their clothing was drab and made it hard for the British to see them.
Look up the diff erence between a musket and a rifl e.
Mr. Boorstin thinks the British lost the American War for Independence for several reasons. They lacked good com-munication from headquarters to the men on the fi eld and the British government made decisions based on bad information and bad guesses (they thought a lot of Ameri-cans would join the British side). Also, the British army, though very large, wasn’t really big enough to control the entire American continent; though they could control one or two cities at a time, they didn’t realize how important it was for them—if they were to win—to control all the cities at the same time. Finally, the Americans were fairly desperate men who were fi ghting for themselves, for their families, and for their homes, whereas the British fought for a king whom they really didn’t care about.
Chapter 12
We have intentionally skipped chapter 12. You may read it yourself if you wish.
Chapter 13d Northwest Ordinance (1787)
“Reader’s Digest Condensed Version” Instructions
Introduction, Page 83
Delete last paragraph.
Suggested Learning Objectives
European nations increased their populations both through conquest and through newly born babies.
America’s population grew through new births and lots and lots of immigrants.
Mr. Boorstin distinguishes between the “have” colonies, which owned large tracts of land out west, and the “have-not” colonies, which were trapped between the ocean on the east, and the “have” colonies on the west.
The “have-not” states demanded that the “haves” give up their land and make it available to enrich all the states if they were going to join the Confederation.
One-Year Condensed American History ♦ Reader Study Guide ♦ By the Great Horn Spoon! ♦ 3
By the Great Horn Spoon!
Setting
Boston to California; 1849
Overviewd California Gold Rush (1849)
➣ Boston W; California Q; San Francisco E (map 1)
➣ Straits of Magellan Q (map 2)
➣ The Panama Canal (the route ships take today) I (map 2)
When his Aunt Arabella is forced to sell her home, Jack and Praiseworthy the butler set out from Boston to Cali-fornia. They plan to strike it rich in the first few months at the California Gold Rush, then return home and save the family estate. Along the way they catch a thief, pass the fearsome Straits of Magellan, are becalmed in the Pacific, earn gold-dust from haircuts, get held up by highwaymen, make money from neckties, defeat a strong man, and finally strike it rich. Unfortunately, only a mile from San Francisco and passage home, their steamboat explodes and they lose their gold. They recoup some of their losses selling cats, but then Aunt Arabella and Jack’s sisters arrive in California unexpectedly. Praiseworthy proposes, Aunt Arabella accepts, and the new family goes back to the diggings.
Research Questions
Chapter 2—Find an illustration of the Southern Cross.
Chapter 5—Find a picture of sperm whales.
General Comprehension Questions
What does the phrase “by the Great Horn Spoon” mean? (when a person traveled to California via Cape Horn, they “rounded the Great Horn Spoon”)
Praiseworthy describes his job thus: “There’s nothing a butler cannot do. I open doors. I close doors. I announce that dinner is served. I supervise the staff and captain the household—much as you do this ship, sir. A most exact-ing job, if I may say so.” Is this an accurate description of Praiseworthy’s abilities? Why or why not? (Praiseworthy can do everything, as he says, but his list is ludicrous on this trip, as none of those abilities is needed; he can also shovel coal, catch a thief, cut hair, set up business, knock a highway rob-ber uphill, pan for gold, beat up a strong man, even propose marriage)
How do Praiseworthy and Jack several times earn money by accident? (they stowaway so they have information to save both the grape cuttings and spoiling potatoes, which gets them both a free pick and shovel, later sold for $100 each; Praiseworthy cuts hair and they trap the gold caught in the miners’ hair and beards; they accidentally purchase neck-ties, but when a woman comes to town, all the miners want one; they have to dig a grave for Cut-Eye Higgins, and they find gold in that unlikely place; Praiseworthy brought liver on the ship to make the captain a pie, and cats followed him, cats which later earned them money in California)
Why is Praiseworthy and Jack’s trip useless? (because Aunt Arabella did not want the house they tried to save—she wanted Praiseworthy; besides, the gold-seekers lost all their gold on the way to San Francisco)
Chapter 1When, why and how are Praiseworthy and Jack going to California? (when: 1849, during the Gold Rush; why: to make a quick fortune so they can save the family house back in Boston; how: stowing away in barrels on board a ship)
What job must Jack and Praiseworthy do when they confess they are stowaways? Do they like their job? Why or why not? (they shovel coal in the ship’s boiler room, a job which thankfully keeps them warm)
Chapters 2-3➣ Rio de Janeiro W (map 2)
Why do Jack and Praiseworthy go to California by boat, not overland? (the trip is shorter—instead of a year, it will take several months)
How do Jack and Praiseworthy catch the thief? (Praisewor-thy claims to have a pig that will squeal when a pickpocket touches him; with the lights out, each man touches the pig, the pig does not squeal; when the lights go on again, Praise-worthy explains that he dusted the pig with coal dust, so the innocent people have smudged fingers and the guilty does not)
What punishment does the captain give the thief? (coal tender which, by now, is a very hot, job, since the ship has reached the equator)
Do you think the captain does right to stop and pull the square-rigger? Why or why not? How many days does the
One-Year Condensed American History ♦ Read-Aloud Study Guide ♦ Johnny Tremain ♦ 55
Johnny Tremain
Chapter 1➣ Boston Q (map 1)
Nature Studies Questions
How was charcoal made? (carbon rich materials like wood or bone are heated in ovens with little air. The heat forces hydrogen, nitrogen, and oxygen to leave. A black porous material remains)
Cultural Literacy
What does it mean to drive the cow to the Common? (the common was a piece of pasture that was used by the entire community)
What famous fact do we know about John Hancock? (he signed the Declaration of Independence with a particularly bold, elegant signature. For interesting information about his signature and debunking of a famous “reason” for his bold signature, visit our IG Links web page for a link that will allow you to read the entire story.
Critical Thinking Questions
Does Johnny have a good idea about putting two chairs in his shop—one for the customer and one for the silver-smith? Why or why not?
What is your opinion of the Lytes based solely on their symbol? (conceited, stuck on themselves—putting their stamp on everything, they took words from the Bible and applied them to their family alone)
Comprehension Questions
How long was Johnny apprenticed? (seven years)
What does Johnny mean when he tells Dove, “beat the spoon to the wrong gauge”? (he formed a spoon to the wrong thickness, it wouldn’t match the rest of the set)
What was the problem with Mr. Lapham’s craftsman-ship? (he did fine work, but he wasn’t timely, nor careful about what he made—special orders weren’t followed very well)
How will Johnny decide which boy to take as apprentices when he is a master? (he will ask the boys to describe a piece of silver they have seen and he will look for the right shaped hands)
What was required to be able to vote? (you had to be old enough and own property)
Why is Johnny apprenticed to a silversmith? (he has always wanted to work with silver, and his mother, who taught him until she died, managed to get Johnny apprenticed)
Narration Questions
Describe the Lapham house.
Vocabulary Development
Their master was too feeble to climb ladders; the middle-aged mistress too stout. (physically large)
“Here it is,” piped Dusty pertly. (mischievously, with disrespect)
He had a thin, sleep-flushed face, light eyes, a wry mouth, and fair, lank hair. (wry: twisted; lank: hanging limp and straight)
Why did the boy have to be so infernally smart with his hands—and his tongue? (devilishly)
Whatever a ‘pig-of-a-louse’ was, it did describe the whit-ish, flaccid, parasitic Dove. (flaccid: weak, lacking in vigor; parasitic: resembling a parasite [something that lives at the expense of others])
Their well was brackish. (somewhat salty)
Fetching water, sweeping, helping in the kitchen, tend-ing the annealing furnace in the shop were the unskilled work the boys did. (furnace for heating metals)
In the kitchen he could see his formidable mistress bend double over the hearth. (exciting fear or dread)
She wore her clothes so tight (hoping to look ethereal), she looked apoplectic. (ethereal: dainty and exquisite; apoplectic: inclined to be or affected by stroke)
Johnny could smell hemp and spices, tar and salt water, the sun drying fish. (fiber-producing plant commonly used to make rope)
Mr. Lapham was always telling him to give God thanks who had seen fit to make him so good an artisan—not to take it out in lording it over the other boys. (a skilled craftsman)
“So get out the crucible. ‘Soon as Dusty’s got the furnace going, you melt it down and try again.” (a vessel used to hold metal for melting)
Mr. Lapham, as befitted his venerable years and his dignity as master of the house, sat in an armchair at the
