Introduction to American History, Part 2 ♦ Section Two ♦ Week 1 ♦ Schedule
Key: o Check off when complete N See Notes following Schedule Map Assignment dTimeline Figure in packet d Timeline Suggestion
Core 4 Week 1 Five-Day
BibleReading John 1:1–18 John 1:19–42 John 1:43–51 John 2:1–11 John 2:12–35
Memorization &
Sing the Word: The Heavens Declare
Our first memorization/public speaking passage is Psalm 103. It will be due on Week 6. Read Psalm 103:1–4 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: See Study Guide N1
South America pp. 1–3 o
p. 4 o
pp. 5–6 p. 7 p. 8
Simón Bolívar: The Liberator
p. 4–chap. 4do
chap. 5–end
Shoes For Everyone chap. 1–2do o
chap. 3 chap. 4–end
Wee Sing America Days 1–5: (re–)learn “The Star Spangled Banner,” pp. 8–9.
Readers N1
By the Great Horn Spoon! chap. 1d o o
chaps. 2–3 o
chaps. 4–5 o
chap. 6–mid p. 76 o
p. 76–chap. 8 o
Read–Alouds N1
Moccasin Trail chap. 1 o
chap. 2 o
chap. 3 o
chap. 4 chap. 5
Oxford Illustrated Book of American Children’s Poems
p. 8 p. 9 p. 10
Other Notes
1. Study Guide: Additional instructional information for each book is located in the corresponding subject’s Study Guide: History, Reader, and Read–Aloud Study Guide sections are ordered alphabetically by book title.
Date:� Day 1� 1 Day 2� 2 Day 3� 3 Day 4� 4 Day 5� 5
Introduction to American History, Part 2 ♦ Section Two ♦ Week 1 ♦ Schedule
Key: o Check off when complete N See Notes following Schedule Map Assignment dTimeline Figure in packet d Timeline Suggestion
Core 4 Week 1 Four-Day
BibleReading John 1:1–18 John 1:19–42 John 1:43–51 John 2:1–11
Memorization &
Sing the Word: The Heavens Declare
Our first memorization/public speaking passage is Psalm 103. It will be due on Week 6. Read Psalm 103:1–4 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: See Study Guide N1
William Wilberforce chaps. 1–2do
chaps. 3–4 chaps. 5–6 chaps. 7–8
Wee Sing America Days 1–4: (re–)learn “The Star Spangled Banner,” pp. 8–9.
Readers N1
By the Great Horn Spoon! chaps. 1–2d o o
chaps. 3–4 o
chaps. 5–6 o
chaps. 7–8 o
Read–Alouds N1
Moccasin Trail chap. 1 o
chap. 2 o
chap. 3 o
chap. 4
Oxford Illustrated Book of American Children’s Poems
p. 8 p. 9 p. 10
Other Notes
1. Study Guide: Additional instructional information for each book is located in the corresponding subject’s Study Guide: History, Reader, and Read–Aloud Study Guide sections are ordered alphabetically by book title.
Date:� Day 1� 1 Day 2� 2 Day 3� 3 Day 4� 4 Day 5� 5
Introduction to American History, Part 2 ♦ Section Two ♦ Week 1 ♦ 1
History/GeographyStudy Guides
Additional instructional information for each book is located in the corresponding subject’s Study Guide: His-tory, Reader, and Read–Aloud. Study sections ordered alphabetically by book title.
Timelines
Throughout the year, we provide timeline suggestions from your assigned reading in your History books, Readers, and Read–Alouds. These suggestions are provided weekly in your Study Guide or on the Timeline Figures Schedule.
Note to Mom or Dad: Timelines suggestions are marked with a d symbol and can be found on the Timeline Figure Schedule or in the Study Guides. Those timeline suggestions preceded by a d symbol have an accompa-nying figure in the Sonlight Timeline Figure packet.
You should either use the timeline sold by Sonlight Cur-riculum, or make a timeline for the wall of your room using 8½" x 11" paper (taped sideways, end to end), one inch for every 100 years or so.
100 years
Tape
Timelines are helpful because not every book we read will be in chronological order. When we read them and mark dates on our timeline, we 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 time line in the correct place.
Some people prefer a less graphic approach and simply use color markers, pens, and pencils to write on their timeline the names and dates of significant events, persons, etc.
Whatever method you use, we believe your children’s sense of history will be enhanced if you maintain this discipline throughout the year.
Assignment for Mom or Dad
Please read “Why You Will Find Contradictions in History” in the History Study Guide.
Markable Map
Sonlight’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 read-ing 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 children can note each location on your Markable Map using a washable 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 prac-tice with maps, consider this idea shared by one of our Sonlight 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! n
This is the week for you to present Hebrews 12:1–13 for an audience. Perhaps your family can hold a tal-ent show or you can present it to your Sunday school class or Sunday school teacher … .—Track 9
History/Geography: See Study Guide1
A Unit About Canada pp. 23–26 pp. 27–29 pp. 30–33 pp. 34–40 pp. 41–48
Wee Sing America Days 1–5: “Cape Cod Chantey,” p. 58.
Rules of the Road chaps. 13–15 chaps. 16–18 chaps. 19–22 chaps. 23–25 chaps. 26–end
Oxford Illustrated Book of American Children’s Poems
p. 90 p. 91
Other Notes
You’re all done!
1. Study Guide: Additional instructional information for each book is located in the corresponding subject’s Study Guide: History, Reader, and Read–Aloud Study Guide sections are ordered alphabetically by book title
Date:� Day 1� 176 Day 2� 177 Day 3� 178 Day 4� 179 Day 5� 180
This is the week for you to present Hebrews 12:1–13 for an audience. Perhaps your family can hold a tal-ent show or you can present it to your Sunday school class or Sunday school teacher … .—Track 9
History/Geography: See Study Guide1
Story of the USA, Book 4 chap. 10 chap. 11 chap. 12
Landmark History of the American People, Vol. 2
chap. 33d o
Wee Sing America Days 1–4: “Cape Cod Chantey,” p. 58.
In Search of the Source chaps. 16–18 chaps. 19–20 chaps. 21–22 Epilogue &Appendix
Oxford Illustrated Book of American Children’s Poems
p. 90 p. 91
Other Notes
You’re all done!
1. Study Guide: Additional instructional information for each book is located in the corresponding subject’s Study Guide: History, Reader, and Read–Aloud Study Guide sections are ordered alphabetically by book title
Date:� Day 1� 176 Day 2� 177 Day 3� 178 Day 4� 179 Day 5� 180
Introduction to American History, Part 2 ♦ History Study Guide ♦ Simón Bolívar ♦ 45
Simón Bolívar: The Liberator
Suggested Learning Objectives
Chapter 1—Wild ChildVenezuela was a colony of Spain.
Spain and Portugal controlled South America.
Simón Bolívar was born on July 24, 1783 in Venezuela.
Bolívar was Creole, born of Spanish descent in the Ameri-cas. Only men born in Spain could serve as high-ranking officials or in the military.
Native South American were treated worse than the Credes.
Timeline and Map ActivitiesdSimón Bolívar (1783–1830)
Venezuela Q (map 1)
Spain Q (map 2)
Chapter 2—Life LessonsBolívar parents died before he was nine, he then lived with an uncle. Monks taught him for a time, then he had a new teacher who taught about democracy, justice, liberty, and equality. He also taught about the injustice of slavery and against the Native Americans, the history of the Spanish conquest, and survival tips in the wilderness.
Chapter 3—Seeds of RevoltBolívar went to study in Spain, where he also married. His wife died six months later.
Bolívar voted to break the Spanish chains.
Bolívar liked the United States’ system of democracy.
Timeline and Map ActivitiesRome, Italy W; France E; South America R (map 2)
Chapter 4—Death MarchFrance took over Spain. In 1816, the Creoles revolted then against their Spanish rulers. They declared independence, but their revolt failed.
Bolívar issued the “War to the Death” order. (Note to Mom or Dad: in which he condemned to death anyone who did not join the Patriot cause. This caused cruel bloodshed.)
Bolívar triumphantly entered Caracas in 1813.
Spain gradually drove Bolívar out of Venezuela by the end of 1814.
Timeline and Map ActivitiesCaracas W; Colombia E; Andes R (map 1)
Haiti T (map 2)
Chapter 5—Facing the SpanishGeneral Bolívar led 2,500 soldiers over flooded plains and the snow-covered Andes to capture the Spanish army in New Grenada by surprise. He brought independence in 1819.
Timeline and Map ActivitiesCarabobo, Venezuela T; Quito, Ecuador Y;
Junin, Peru U; Bolivia I; Bogotá O (map 1)
Chapter 6—Spaniards, Go Home!Bolívar liberated Venezuela in 1821 and liberated Quito (present-day Ecuador) in 1822. They liberated Peru and Upper Peru (renamed Bolivia) in 1824.
Timeline and Map Activitiesd Columbia’s independence (1819)
d Venezuela’s independence (1821)
d Ecuador’s independence (1822)
d Peru’s independence (1824)
d Bolivia’s independence (1824)
Chapter 7—End of a DreamBolívar was president of five countries (Venezuela, New Grenada, Ecuador, Peru, and Bolivia), but they did not join into a united federation as he had hoped.
Civil War broke out in various countries and men threat-ened Bolívar’s life.
In 1830, Bolívar stepped down from office and went into exile. He soon died.
Simón Bolívar is known as the George Washington of South America—the “Liberator.” n
Introduction to American History, Part 2 ♦ Reader Study Guide ♦ Shades of Gray ♦ 39
Shades of Gray
SettingVirginia Piedmont; post Civil War
OverviewWill Page loses all his immediate family in the Civil War, and he goes to live with his aunt. Will despises his uncle, however, because Uncle Jed refused to fight for either side in the War—his uncle is a traitor and a coward. As Will struggles with the family to find food to eat, though, he gradually changes his mind about his handy, kind uncle. Uncle Jed works harder than anyone he’s ever known, knows how to do most everything, and refused to fight because he was against the War, not because he was against either side. As Will says, “there were good men fighting on both sides—and [some] good men didn’t fight.” When Will gets a chance to return to his former hometown, he chooses to stay with his aunt and uncle; they are home now.
Chapter 1
To Discuss After You ReadQ: When does this story take place?A: immediately after the Civil War
Q: Why is Will bitter?A: Yankees killed his dad and brother, his sisters died of
epidemics that started in army camps, and his mother died of a broken heart
Q: Did Will’s family’s slaves want to escape?A: no, they loved and served their masters as long as possible
Q: What do Meg and Will each think started the war?A: Meg thinks the War was to enable rich people to keep their
slaves; Will thinks the South fought for states’ rights—there was no reason they should have to obey the laws of the federal government, hundreds of miles away
Timeline and Map ActivitiesVirginia Piedmont Q (map 1)
Chapters 2–3
To Discuss After You ReadQ: Why did Will’s Mama stop writing to Aunt Ella?A: because Uncle Jed did not fight for the Confederates, Papa
made her stop, then sent back Aunt Ella’s letters
Q: How do Meg’s and Will’s conceptions of honor differ?A: Meg believes that honor lets a man make a choice to do
what he believes is right, based on his evaluation of the situation, no matter what other people think or believe; Will believes that when a man’s country needs him to fight, the man of honor goes to war
Q: Why do the bullies back down in their confrontation with Will?
A: Will shows no fear
Chapters 4–5
To Discuss After You ReadQ: What is Uncle Jed’s philosophy of education, and what
are the advantages and disadvantages of his approach?A: a person should try things and figure them out without
help; Advantages: potentially leads to a sense of self-sufficiency, and confidence in one’s ability to figure things out for oneself; Disadvantages: slow, wasteful; while potentially good for activity-based skill development, it doesn’t necessarily work well for intellectual education
Q: What does Uncle Jed say in response to Jonas Jenkins’ comment about him being a coward? What is YOUR opinion of Uncle Jed’s philosophy?
A: Who do you think is the coward: the man who walks away from a fight he knows he can win, or the man who issues a challenge that he knows won’t be accepted?
Chapter 6
To Discuss After You ReadQ: How did Will’s brother die?A: Will’s brother was teasing some Yankee sentries, who shot
him to death
Q: Why doesn’t Will want people to know Charlie was his brother?
A: he doesn’t want people to think of Charlie every time they see him, and he does not want to constantly remember the way Charlie died
Chapters 7–8
To Discuss After You ReadQ: What makes Will dislike his buttons?A: Meg’s statement that a man probably died where he
found each of the buttons
Q: What enemies has Uncle Jed faced, and which enemies has he never faced and why?
A: he has faced hunger, illness, grief and hatred; but never a countryman as an enemy because a countryman does not become an enemy just because he happens to believe differently
Q: Why does Uncle Jed not help on the mill?A: a former conscripted soldier tells him he is unwanted
42 ♦ Caddie Woodlawn ♦ Read-Aloud Study Guide ♦ Introduction to American History, Part 2
Q: What is Father’s idea of a lady?A: someone who keeps the world sweet and beautiful;
one who teaches men gentleness and courtesy and love and kindness
Chapter 22
Vocabulary To Learn… the boys had taken possession, and the three erstwhile adventurers were making riotous scrolls and roses all over it. (erstwhile: former; riotous: abundant, exuberant, profuse)
But today, when they came clamoring for a ride, it seemed as if Father did not see them. (appealing or demanding by sustained noisy outcry)
“… and all the handsome noblemen simply languishing for dances with you.” (expressing longing, desire, or tender sentiment)
His voice was plaintive tonight. (expressing sorrow; mourn-ful or melancholy)
To Discuss After You ReadQ: When Annabelle thinks that England is just a little
behind Boston in class, do you think an Englishman would agree?
A: no, after all, England is “older” than Boston
Q: What type of lady was Annabelle?A: a mixture—she could put on airs but also be friendly
Q: What was the parlor used for?A: a sacred room used only for weddings and funerals or
Christmas day or special visitors, or when the circuit rider held a neighborhood prayer meeting; or to hold private conversations
Q: On what condition will Father become the next Lord Woodlawn?
A: if he renounced his American citizenship and moved back to England
Timeline and Map Activities Eau Galle U (map 1)
Chapter 23
Vocabulary To LearnThen for a long time Father spoke to them quietly and earnestly, like an impartial judge, setting forth the advan-tages and disadvantages of this move. (not favoring one more than another)
“Just practicing up to be little lords and ladies,” said Annabelle, who was as much excited as the rest of them,
and even Tom was too distraught to answer her. (beset with doubt or mental conflict, deeply troubled)
… and he kicked out viciously at a rag rug which his restless feet had scuffed into a roll. (in an intense or severe manner)
To Discuss After You ReadQ: How does Father think the family should decide on
moving to England?A: with the written ballot
Q: What is the main advantage to moving to England?A: much good can come from money and power if they are
wisely handled
Chapter 24
Unfamiliar Wordsgoldenrod: a common wild flower. About 100 kinds of goldenrods grow in North America. Goldenrods grow along dry roadsides, in moist woods, in swamps and peat bogs, and in prairies and fields. The goldenrod has a slen-der stem like a wand. The leaves and stem may be smooth or hairy. The leaves may also have toothed, or jagged, edges. The bright yellow, or deep golden, flowers grow in thick, graceful clusters at the top of the stem (source: 2003 World Book Encyclopedia).
aster: name of a large group of plants valued for their colorful flowers. The leaves of asters are positioned alter-nately along the stem. Each blossom is made up of two flowers—a small disk flower in the center surrounded by a petal-like ray flower. The disk flowers range in color from white to dark purple. The ray flowers are most commonly white but also may be blue or purple (source: 2003 World Book Encyclopedia).
Vocabulary To Learn… what game he had caught, what leafy trails mottled with sunshine he had traveled, what portages and shining lakes he had seen. (marked with spots of different colors)
To Discuss After You ReadQ: How long had Nero traveled to come home?A: for months across the distance, begging rides, but always
knowing to where he was headed
Q: How would moccasins be decorated with porcupine quills?
A: porcupine quills would be sewn onto the moccasins in a decorative pattern like long narrow beads n
