Week 1—Five-Day Schedule
Date:
Day 1
1
Day 2
2
Day 3
3
Day 4
4
Day 5
5
Bible
Reading
The Discoverer’s Bible
for Young Readers
Luke 1:1-23
Luke 1:24-38
Luke 1:39-56
Luke 1:57-80
Luke 2:1-20
Genesis 1:1-2:3
Genesis 3
Genesis 4:1-16
Genesis 6:5-22
Genesis 7
Day One
pg. 9
Day Two
pg. 9
Day Three
pp. 10-11
Day Four
pg. 11
Day Five
pg. 12
Exercises 2B-E
American Indian Prayer Guide—Maya
N
Memorization &
Sing the Word:
Great in Counsel
and Mighty in Deed
N Psalm 8
—Track 1
History/Geography
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
The Story of the USA,
Book 11
History Guide pp. 49-562
chap. 1Exercise 1A
Exercises 1B-E
chap. 2Exercise 2A
pp. 20-27
pp. 28-32
North American Indians
History Guide pg. 43
pp. 5-11
pp. 12-19
Regular:
A Lion to Guard Us
Reader Guide pp. 13-15
chaps. 1-2
chap. 3-4
chaps. 5-6
chap. 7-9
chap. 10-11
chaps. 2-3
chap. 4
chap. 5
chaps. 6-7
pp. 28-34
pp. 35-41
chap. 4
Readers
Advanced:
The Corn Grows Ripe
Reader Guide pp. 7-8
➣o
N
chap. 1
Read-Aloud(s)
Walk the World’s Rim
Read-Aloud Guide pp. 81-87
Preface &
chap. 1
chap. 2
➣o
A Child’s Introduction
to Poetry
“Introducing
Professor Driscoll”
pp. 7-8
Physical Education
Other Notes
The answers to the questions from The Story of the USA are found in the History Study Guide.
These page numbers refer to the pages within the appropriate Study Guide: History, Reader, or Read-Aloud. The Study Guides follow Section Three:
Appendices.
1
2
Introduction to American History, Part 1 ♦ Section Two ♦ Week 1 ♦ Schedule
Week 1—Four-Day Schedule
Date:
Day 1
1
Day 2
2
Day 3
3
Day 4
4
Day 5
5
Bible
Reading
The Discoverer’s Bible
for Young Readers
Luke 1:1-23
Luke 1:24-38
Luke 1:39-56
Luke 1:57-80
Genesis 1:1-2:3
Genesis 3
Genesis 4:1-16
Genesis 6:5-22
Days One & Two
pp. 9-10
Day Three
pp. 10-11
Day Four
pg. 11
Day Five
pg. 12
American Indian Prayer Guide—Maya
N
Memorization &
Sing the Word:
Great in Counsel
and Mighty in Deed
N Psalm 8
—Track 1
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
History/Geography
The Story of the USA,
Book 11
History Guide pp. 49-562
chap. 1Exercise 1A
Exercises 1B-E
chap. 2Exercise 2A
Exercises 2B-E
North American Indians
History Guide pg. 43
pp. 5-11
pp. 12-19
pp. 20-27
pp. 28-32
chaps. 1-2
chaps. 3-5
chaps. 6-8
chaps. 9-11
Readers
A Lion to Guard Us Reader Guide pp. 13-15
3
N
➣o
Read-Aloud(s)
Walk the World’s Rim
Read-Aloud Guide pp. 81-87
Preface &
chap. 1
chap. 2
pp. 28-34
pp. 35-41
➣o
A Child’s Introduction
to Poetry
“Introducing
Professor Driscoll”
pp. 7-8
Physical Education
Other Notes
The answers to the questions from The Story of the USA are found in the History Study Guide.
These page numbers refer to the pages within the appropriate Study Guide: History, Reader, or Read-Aloud. The Study Guides follow Section Three:
Appendices.
3
We offer you two schedules for each Reader book. If you use the 4-day schedule, your child will read at a faster pace than the 5-day plan. If your child
would prefer a less robust pace, please follow the 5-day plan for each Reader.
1
2
Introduction to American History, Part 1 ♦ Section Two ♦ Week 1 ♦ Schedule
Week 1—Notes
Bible
Assignment for Mom or Dad
Memorization
Please read “Why You Will Find Contradictions in History”
in the History Study Guide, pg. 1.
Our memorization/public speaking passage is Psalm
8. It will be due on Week 6. Read Psalm 8 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? Why does the psalmist say God’s name is
“majestic in all the earth”? What makes it majestic?
History/Geography
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
Timeline
Throughout the year, we will provide Timeline suggestions from your assigned reading in your History Study
Guide books, Advanced Readers, Regular Readers, and
Read-Alouds. These suggestions 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" x 11" paper (taped sideways, end to end), one inch for
every 100 years or so.
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 importance of map skills while enhancing the learning adventure. 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 washable pen. (We
recommend Vis-a-Vis® pens. If you should accidentally use
a non-washable marker, rubbing alcohol can remove those
errant marks.)
The Markable Map
assignment
indication
The number
The map on which
marking the place you will find the
on a map
assigned place
� London, England Q; South Wales W (map 3)
Prayer for the Native Americans
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 understand 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 correct
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 child’s sense
of history will be enhanced if you maintain this discipline
throughout the year.
Mark 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.
Readers
Regular Readers: Refer only to the Regular assignments
on the schedule page. You will not use all the listings in
the Reader Study Guide. Advanced Readers: Follow the
Advanced schedule only. The Advanced schedule includes
the Regular readers plus Advanced readers and all books
are scheduled appropriately in the Advanced schedule.
(A Lion to Guard Us, for example, is scheduled for Week 5,
whereas the Regular readers read it in Week 1.) n
Introduction to American History, Part 1 ♦ Section Two ♦ Week 1 ♦ 1
Week 18—Five-Day Schedule
Date:
Day 1
86
Day 2
87
Day 3
88
Day 4
89
Day 5
90
Bible
Reading
The Discoverer’s Bible
for Young Readers
American Indian Prayer
Guide—Miami & Shawnee
Memorization &
Sing the Word:
Great in Counsel
and Mighty in Deed
Acts 13:42-52
Acts 14:1-18
Acts 14:19-28
Acts 15:1-21
Acts 15:22-41
2 Samuel 5:17-25
2 Samuel 9
2 Samuel 12:1-14
2 Samuel 13:23-38
2 Samuel 15:13-36
Day One
pg. 77
Day Two
pp. 77-78
Day Three
pp. 78-79
Day Four
pp. 79-80
Day Five
pg. 80
pp. 4-15
pp. 16-30
Proverbs 27:17
—Track 7
History/Geography
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
The Landmark History of
pp. 66-68 (through
the American People, Vol. 1
first para, right
History Guide pp. 15-36
column)
pp. 68-69 (twothirds down right
column, ending
“And so it went.”)
pp. 69-71
(end of para that
spans pp. 70-71)
The Winter at Valley Forge
History Guide pp. 65-67
➣o
Readers
Regular:
The Cabin Faced West
Reader Guide pp. 5-6
pp. 48-58
pp. 59-63
pp. 63-71
pp. 72-78
(mid-page)
pp. 78-83
Advanced:
Phoebe the Spy
Reader Guide pp. 35-36
pp. 6-16
(first para)
➣o
pp. 16-23
pp. 24-31
pp. 32-39
pp. 40-48
chap. 1
chap. 2
chap. 3
chap. 4
chap. 5
Read-Aloud(s)
Toliver’s Secret
Read-Aloud Guide pp. 75-80
A Child’s Introduction
to Poetry
➣o
➣o
“John Milton”
pp. 50-51
Physical Education
Other Notes
Introduction to American History, Part 1 ♦ Section Two ♦ Week 18 ♦ Schedule
Week 18—Four-Day Schedule
Date:
Day 1
86
Day 2
87
Day 3
88
Day 4
89
Day 5
90
Bible
Reading
The Discoverer’s Bible
for Young Readers
American Indian Prayer
Guide—Miami & Shawnee
Memorization &
Sing the Word:
Great in Counsel
and Mighty in Deed
Acts 6
Acts 7:1-18
Acts 7:19-44
Acts 7:45-60
1 Samuel 17:32-51
1 Samuel 18:5-16
1 Samuel 20:1-4,
24-42
1 Samuel 24:2-18
Day One
pg. 77
Days Two & Three
pp. 77-79
Day Four
pp. 79-80
Day Five
pg. 80
Proverbs 27:17
—Track 7
History/Geography
And Then What Happened,
Paul Revere?
History Guide pp. 61-62
pp. 16-25
(second para)
pp. 25-35
pp. 36-45
➣o
The Landmark History of
the American People, Vol. 1
History Guide pp. 15-36
pp. 58-60 (para that
spans columns)
➣o
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
Readers
The Cabin Faced West
Reader Guide pp. 5-6
pp. 48-58
pp. 59-67
(finish second
para)
pp. 67-75
(finish para)
pp. 75-83
Read-Aloud(s)
Johnny Tremain
Read-Aloud Guide pp. 19-28
Carry On, Mr. Bowditch
Read-Aloud Guide pp. 7-18
A Child’s Introduction
to Poetry
pp. 313-322
chap. 1
chap. 2
chap. 3
➣o
“John Milton”
pp. 50-51
Physical Education
Other Notes
Introduction to American History, Part 1 ♦ Section Two ♦ Week 18 ♦ Schedule
Week 36—Five-Day Schedule
Date:
Day 1
176
Day 2
177
Day 3
178
Day 4
179
Day 5
180
Bible
Reading
The Discoverer’s Bible
for Young Readers
American Indian Prayer
Guide—Hawaiians
Memorization &
Sing the Word:
Great in Counsel
and Mighty in Deed
Proverbs 6:6-11
Proverbs 6:12-19
Proverbs 6:20-23
Proverbs 8:1-11
Proverbs 8:12-21
Revelation 1
Revelation 2
Revelation 3
Revelation 21:1-12,
22-27
Revelation 22
Day One
pg. 149
Day Two
pg. 150
Day Three
pp. 150-151
Day Four
pg. 151
Day Five
pg. 152
Psalm 42:11
—Track 15
History/Geography
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
The Landmark History of
the American People, Vol. 1
History Guide pp. 15-36
pp. 141-145
(middle of first
column, pg. 145)
pp. 145-148
The Story of the USA,
Book 2
History Guide pp. 57-60
chap. 8Exercises 8A-E
American Adventures I
History Guide pg. 3
chap. 6
Readers
Regular:
Sarah, Plain and Tall
Reader Guide pp. 45-46
chap. 6
chap. 7
chap. 8
chap. 9
Advanced:
Stone Fox
Reader Guide pp. 55-56
chaps. 1-2
chaps. 3-4
chaps. 5-6
chaps. 7-8
chaps. 9-10
pp. 228-246 (finish
para from pg. 245)
➣o
pp. 246-268
➣o
Read-Aloud(s)
Swift Rivers
pp. 177-193 (finish
Read-Aloud Guide pp. 63-74 para from pg. 192)
A Child’s Introduction
to Poetry
pp. 193-210
pp. 211-228
(middle of page)
“Maya Angelou”
pp. 90-91
Physical Education
Other Notes
You’re all done!
Introduction to American History, Part 1 ♦ Section Two ♦ Week 36 ♦ Schedule
Week 36—Four-Day Schedule
Date:
Day 1
176
Day 2
177
Day 3
178
Day 4
179
Day 5
180
Bible
Reading
The Discoverer’s Bible
for Young Readers
American Indian Prayer
Guide—Hawaiians
Memorization &
Sing the Word:
Great in Counsel
and Mighty in Deed
Ruth 1:14-22
Ruth 2
Ruth 3
Ruth 4
James 2
James 3
James 4
James 5
Days One & Two
pp. 149-150
Day Three
pp. 150-151
Day Four
pg. 151
Day Five
pg. 152
Psalm 42:11
—Track 15
History/Geography
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
The Landmark History of
the American People, Vol. 1
History Guide pp. 15-36
pp. 136-140
pp. 141-145
(middle of first
column, pg. 145)
pp. 145-148
The Story of the USA,
Book 2
History Guide pp. 57-60
chap. 8 plus all
Exercises A-F
Readers
Sarah, Plain and Tall
Reader Guide pp. 45-46
chap. 6
chap. 7
chap. 8
chap. 9
pp. 228-246 (finish
para from pg. 245)
pp. 246-268
Read-Aloud(s)
Swift Rivers
Read-Aloud Guide pp. 63-74
pp. 193-210
pp. 211-228
(middle of page)
➣o
A Child’s Introduction
to Poetry
“Maya Angelou”
pp. 90-91
Physical Education
Other Notes
You’re all done!
Introduction to American History, Part 1 ♦ Section Two ♦ Week 36 ♦ Schedule
• Look immediately to the right of those people, way
in back. There are some people laying a body into a
casket.
• Immediately to the right of those people, a man is carrying a baby who has been impaled on a pole.
• The housing behind that man looks terrible, ready to
fall down (of course, the tall building on the man’s left
[our right] is falling down!).
• There is a body hanging from a noose in the closest
tall building in the upper right corner.
• Below the body, and in front of “Kieman Distiller,”
there is a horribly rowdy crowd.
• In the foreground of that crowd, a woman is pouring a
drink down the throat of a man who is being transported by wheelbarrow.
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
• To the right of that couple, and in the very edge of the
picture, a mother is pouring a drink down the throat
of her infant.
• Sitting on the stairway below that woman, a skeletal
and unconscious man sits with a jug of gin cradled
in his arm; a note, titled “The downfall of M __ Gin,”
hangs out of the basket.
• Up the stairway from that man, a woman, so drunk
and/or so preoccupied with whatever is in a tin, lets
her baby fall over the stair rail.…
Chapter 4
d
Manhattan Island sold to Dutch (1626)
Navigation Acts (1650+)
Captain Kidd becomes a pirate (1690)
➢Manhattan F (map 1)
“Reader’s Digest Condensed Version” Instructions
Page 27
Delete third sentence in first full paragraph. (Sentence
begins, Fearing they could not establish their right.…)
Suggested Learning Objectives
pp. 25-29
When the Dutch established New Netherland they wanted
to make money!
The Dutch’s goal meant that all types of people could
come and stay: they didn’t worry much about religious
questions and did not care if smugglers, pirates, or privateers stayed in the colony, Manhattan.
Know what the United Nations is and where the United
Nations Building is located.
Know what the words protection money and displacement
(referring to a ship) mean.
England’s Navigation Acts were meant to tell Americans what ships they could use, what goods they could
buy or sell, and to whom. The colonists didn’t like these
restrictions—especially since the restrictions raised their
prices—so they smuggled to avoid the taxes.
pp. 29-33
Piracy and privateering both involve theft of goods on the
high seas. Piracy is for private gain; privateering is done
under the sponsorship of some governmental authority.
A letter of marque is a government license to seize an
enemy ship. Booty is anything of value that a soldier or
pirate seizes. Metropolis comes from the Greek and Latin
for “mother city,” meaning the chief or capital city of a
country, state, or region.
Enrichment Activities
pp. 32-33
Have students tell you the story of Captain Kidd, who
became a pirate (1690).
Do a study on the different types of ships or boats mentioned on pg. 27: canoe, sloop, shallop, ketch, and yacht.
Chapter 5
➢New Netherland/New York D; New England: Maine Y,
New Hampshire U, Vermont I, Massachusetts T, Rhode
Island O, Connecticut P (map 1)
➢Virginia Q (map 1)
➢Belgium I (map 3)
➢France E (map 2)
Suggested Learning Objectives
pp. 32-33
Several kinds of people came to New Netherland/New
York: Walloons, French-speaking Protestants from Belgium,
were being persecuted by Spanish Catholics; refugees
from the Puritans in New England; indentured servants from
Virginia; Huguenots, French Protestants from France, were
being persecuted by the Catholics; and Brazilian Jews.
“Demos” means “the people”; “democracy” and “democratic” mean “rule by the people.” Therefore, what does
Boorstin mean by a “democracy of cash”?
Know what an indentured servant is.
Catholics and Quakers were generally not accepted in New
Netherland/New York.
Introduction to American History, Part 1 ♦ History Study Guide ♦ The Landmark History of the American People ♦ 21
The Landmark History of the American People - Map 1
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Introduction to American History, Part 1 ♦ History Study Guide ♦ The Landmark History of the American People ♦ 33
Phoebe the Spy
Setting
pp. 16-23
New York; 1776
What are Phoebe’s tasks? (air and turn the quilts and feather
beds, buy food, serve meals on time, shine silver, and dust
and polish furniture)
Overview
In 1776, Phoebe’s father sends her to stay with General Washington for a few months. She must both care
for the house and discover who is plotting to kill him.
Two months later her favorite person tries to poison the
general’s peas, but she stops him. This black father and
daughter help Washington’s fight for freedom, even while
their people are still slaves.
General Comprehension Questions
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
Why must Phoebe go to stay with George Washington? (to
keep house, make sure meals are served on time, and protect
his life)
What rule that her father makes does Phoebe almost
disobey? (trust no one)
How does the culprit try to kill Washington? (poison)
pp. 6-16
➢New York Q (map 1)
How does Phoebe’s father hear about the plot? (he owns
an inn and people say things they shouldn’t when they forget
he is there)
Why does Phoebe’s father think the freedom they fight for
is strange? (they are black and many other blacks are still
sold as slaves)
Which family member came with Washington? (Mrs. Washington, his wife)
pp. 24-31
What does Hickey often bring Phoebe? (treats for herself,
and food for the chickens)
pp. 32-39
Why is Phoebe’s father worried when she’s been a housekeeper for only two months? (Washington will leave soon
and the culprit will strike before he leaves)
How does Phoebe think the culprit will get Washington?
(shoot him at dinner)
pp. 40-48
How does Phoebe know who the culprit is? (she hears his
first name, which begins with “T” and realizes he put poison
on the peas which he brought earlier)
What happens to the food Phoebe threw out the window?
(the chickens peck at it and die almost instantly)
How is Phoebe’s father rewarded? (besides a thank you and
Washington’s trust, Washington celebrates the end of the
war at Phoebe’s inn and asks Phoebe’s father to be official
steward during his presidency) n
Introduction to American History, Part 1 ♦ Reader Study Guide ♦ Phoebe the Spy ♦ 35
Phoebe the Spy - Map 1
Q
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
36 ♦ Phoebe the Spy ♦ Reader Study Guide ♦ Introduction to American History, Part 1
pers]. The Americans protested that they were taxed without
representation. England repealed the tax the following year)
Long Wharf and tell Merchant Lyte to present himself in
half an hour. (messenger of a court)
What was the difference between Tory and Whig? (the
Tories believed that all differences could be resolved between
the colonies and England, and the Whigs proclaimed that
taxation without representation is tyranny)
The man had a mobile, passionate face, handsome except
for one wall eye. ([also as walleye] an eye with an opaque
white cornea)
What were the Sons of Liberty and what did they do?
(Patriots opposed to the British rule. They fought the
Stamp Act, opposed the importation of British goods, and
demanded independence)
Rab, enigmatical, dark, capable, looked as always.
(obscure, puzzling)
It was a long step up but she was a lithe, long-legged
woman. (agile, supple)
How did Mr. Lyte work to keep anyone from speaking up
for Johnny at his trial? (through bribery—he offered the
Laphams much work if they wouldn’t speak for Johnny)
Chapter V
What was the Tower of London that Rab figured he could
get a prisoner out of? (a prison on the Thames River in
London, England. It has a high stone wall and a moat. It is so
strong it could withstand an entire army)
Rab’s fight with the butcher boys was called a truly
Homeric battle—what does this mean? (‘Homeric’ recalls
the works of the Greek poet Homer and is used to describe
things of epic proportions)
Narration Questions
Comprehension Questions
Describe how Johnny lost his cup.
How did Johnny lose his cup the second time?
Vocabulary Development
What did Johnny’s new job involve?
Johnny had seen enough of Madge and Dorcas and their
suitors to know that the gibe about poor boys aspiring to
Miss Lavinia had gone home. (gibe: jeer, taunt; aspiring:
yearning)
How did Johnny learn to ride? (Rab took him out once and
explained how to do it and after that Johnny had to practice
on his own)
Cultural Literacy Questions
He had been expecting some such apparition from
the past ever since last August. (unexpected or unusual
phenomenon)
Why is Johnny sure he will never go back to the Laphams?
(Mrs. Lapham and Mr. Tweddie were ready to hang him, and
Dove only deserves death)
The full horror of the accusation (for a boy might be
hanged for stealing a silver cup) froze him into seeming
nonchalance. (reflecting lack of concern)
Why is Cilla not expecting Johnny to keep his promise?
(she knows he has moved to a new life)
A florid woman was flapping a pink feather fan. (vigorously healthy)
And the next day had seen the effigies they had hung,
the Tory fences they had torn down or windows broken,
and heard that Royal Commissioner So-and-So had been
frightened out of Boston. (a crude figure meant to represent
another person)
What does Rab encourage Johnny, whose impulsive
nature is a given, to change? (he encourages Johnny to
count to ten and not bite off the head of anyone who bothers
him)
Does the advice seem good to Johnny? (he finds it has
many advantages)
Vocabulary Development
Or such-and-such a merchant had wept when haled
before the Liberty Tree and sworn never to trade with
England until all grievances had been righted. (compelled
a person to go)
Many of the leading Whigs dined daily at the Queen, and
one man after another stopped at their table to laugh over
Merchant Lyte’s public discomfiture that morning in court.
(defeat; public disappointment)
The medal did its work, for both the turnkey and the jailer
were also ‘Sons.’ (jailer)
But all enjoyed themselves, although Isannah drank
herself sick and silly on sillabubs. ([also syllabubs] a drink
or dessert made by curdling milk or cream with wine or other
acid)
He was a little perturbed. (disquieted; unsettled)
Johnny knew when his own case would soon be called
because he heard the Justice tell a beadle to run down to
22 ♦ Introduction to American History, Part 1 ♦ Read-Aloud Study Guide ♦ Johnny Tremain
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
“Any back-alley drabtail can name her child for the greatest men in the colony.” (disreputable woman)
What was the pattern of the Silsbees of Lexington? (long
of body, with straight black hair, with a non-fussy temperament, and eyes that watched the world)
Johnny Tremain - Map 1
W
28 ♦ Introduction to American History, Part 1 ♦ Read-Aloud Study Guide ♦ Johnny Tremain
©2008 by Sonlight Curriculum, Ltd. All rights reserved.
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