week history/social studies geography

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One-Year World History ♦ Schedule for Topics and Skills

One-Year World History—Schedule for Topics and Skills1

Week History/Social Studies Geography1 Early Man; Mesopotamia; Early Civilizations; Egyptians;

Archaeology; Gypsies; Invention of Writing; Daily LifeFertile Crescent, Egypt, Mesopotamia, Middle East

2 Egyptians; Babylonia; Jews on the Move; Minoans; Indus Valley Civilization; Anatolia; Egyptian Empire

Egypt, Mesopotamia, Assyria; Babylon; Canaan; Israel

3 Greek Gods; Trojan War; David and Solomon; Anatolia; the Mycenaeans; Canaanites and Philistines; Desert Nomads and Jews

Greece, Troy, Israel, Turkey, Mycenae, Mediterranean Sea, Middle East

4 Phoenicians; Spartans; Olympics; Rome Founded; Assyrians; Dark Ages

Egypt, Mediterranean Sea, Greece, Sparta, Athens, Olympia, Rome, Assyria

5 Babylonians; Medes, and Persians; Early Civilizations in India and China; Monument Builders; Civilizations in Central and South America; Life in India and China

Babylon, Lydia, Persia, India, China, Yellow (Huang) River, Yangtze (Long) River, Iran, Northern Europe, Central and South America

6 Politics in Greece; the First Marathon; Persian Wars; Rise of Rome; Persian Empire; Greeks at War

Athens, Rome, Greece, Persia, Marathon

7 The Golden Age; Greek vs. Greek; Important Men of Greece; Alexander the Great; Life in Athens; Greek Art and Architecture; the Mongols; Early American Indians; the Celts

Macedonia, Greece, Persia, Sparta, Athens, Egypt, Alexandria, Asia, North and Central America, Northern Europe

8 Punic War; Fighting and Conquering; the Roman Empire; Julius Caesar; Rise of Rome

Carthage, Rome, Greece

9 People and Events 44–30 BC in Rome, Israel, and Greece Rome, Jerusalem, Athens

10 Rome, Its Rulers and Its Gods; People and Events 30–12 BC in Rome, Egypt, and Israel

Rome, Egypt, Germany

11 People and Events 12 BC–AD 1 in Egypt, Rome, Central America, and the Far East

Egypt, Alexandria, Rome, Central America, China, India

12 Jesus and Jews; Nero; Pompeii; Romans; Byzantine Empire; People and Events AD 1–14 in Europe and the Middle East

Jerusalem, Pompeii, Rome, Byzantium, Bethlehem, Nazareth, Germany, Egypt

13 Barbarians; the Huns; More Rulers; Monks; Christians in Africa; Byzantine Empire; Persians; Christianity; Life in Ancient Africa

Roman Empire, Asia, Africa, Byzantine Empire, Persia

14 Islam; Arabs; Charlemagne; England Gets Started; Vikings; Christians in Europe

Arabia, Mecca, Medina, Baghdad, France, England, Iceland, Greenland, Newfoundland, Canada, Scandi-navia, Europe

15 Castles; Knights; William the Conqueror; the Crusades; Middle Ages in Europe

Europe, England, Jerusalem

16 Three Kings of Europe; Kingdoms in West Africa; Churches and Cathedrals in Europe; King John and the Magna Carta; Genghis Khan and Kublai Khan; the Crusades; the Church

England, France, Germany, Ghana, Mali, Songhay, Europe, Asia, Jerusalem, Constantinople, Venice

17 Discovery of the Compass and Gun powder; the Hundred Years War; Invention of the Printing Press; Trading with China; Life in Japan; Life in North and South America; the Aztecs; the Slavs; Ottomans and Muslims; People and Events 1451–1474 in Europe, Africa and the Middle East

Europe, England, France, Germany, China, Japan, North and South America, Central America, Eastern Europe, Western Russia, Constantinople, Africa

18 The Tsars; Renaissance; War of the Roses; People and Events 1451–1492 in Europe

Florence, England, France, Spain, Moscow, Portugal

19 Discovery of the New World; the Mongol Empire; People and Events 1474–1500 in America, Europe and Asia

North America, Asia, Granada, Spain, England, China, Russia, San Salvador

1. This Schedule for Topics and Skills does not include Memory Work, Bible Reading, or Biography.

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One-Year World History ♦ Schedule for Topics and Skills

One-Year World History—Schedule for Topics and Skills1

Week History/Social Studies Geography20 The Renaissance; Discovery of the New World; People and Events

1492–1500 in the Americas and EuropeThe Americas, Europe, Italy, Caribbean, India

21 People and Events 1500–1522 in Europe and the Americas Spain, England, Caribbean, North America, Italy

22 The Reformation; Lands of Enchantment; Exploring East Africa; War and Weapons; the Incas; Trading with East Africa; People and Events 1500–1522 in Europe and the Americas

Europe, North and South America, East Africa, Peru, Spain, Wittenberg, Germany

23 Queen Elizabeth; the Elizabethan Age; King James I; the Glorious Revolution; the Thirty Years’ War and Kings of France; Sports and Pastimes; Pirates, Highwaymen and Smugglers; Pilgrims and Colonists; Kings and Parliaments

England, Scotland, Virginia, France, New England

24 Peter the Great; Frederick the Great and the Seven Years’ War; the Hapsburgs; Kingdom of Benin; Kings and Parliament; People and Events 1700–1755

Russia, Prussia, Austria, Spain, Benin, France, Virginia, Boston, Philadelphia, Ghana, the Americas, New Mexico, Great Britain

25 Emperors in China; Development of Canada and West Indies; Explorers and Empire Builders; Life in Japan; the French and Indian War; the Seven Years’ War; Rulers in Russia and Europe

China, Canada, West Indies, Japan, India, North America, Prussia, Europe, Russia, New Zealand, Australia, Italy, Ottoman Empire, Poland

26 American Revolution and Independence; Merchants and Trade North America, Europe, Holland, Africa, California, Boston, Philadelphia, France, Gibraltar

27 Establishing America; Aviation; the Constitution; America’s First President; French Revolution; Machines and Factories

The Americas, China, Mount Vernon, Monticello, England, France, Russia, Paris, Haiti

28 French Revolution and the Reign of Terror; Napoleonic Wars; Civilizations in Central and South America; Explorers and Empire Builders; Europeans in Africa; Indians and Settlers; Moving West; New Countries in South America

France, Europe, Central and South America, Africa, North America, Italy, Egypt, Mount Vernon

29 Music and Its Composers; Queen Victoria; Crimean War; Commodore Perry in Japan; Civil War in America; Franco-Prussian War; Modern Inventions; Europeans in India; Settlers in Australia and New Zealand; Life in Russia; Bringing West to East; Civil War in America; New Ways of Governing

Germany, Austria, England, Russia, Japan, United States, France, Prussia, Europe, India, Australia, New Zealand, China, United States

30 Industrial Revolution; World War I; World War II; Agricultural Revolution; Transportation; 1900 Through WWI

Europe, United States, Japan, Germany, Balkan Peninsula, Saravejo

31 The Crimean War; Russian Revolution; Growth of U. S.; Far East in 1900–1945; the Depression; USSR

Russia, United States, China, Japan

32 Nazis; World War II; Rise of Fascism; Tensions in the 1930s; Because of WWII

the Americas, Spain, Portugal, Germany, Africa, Rome, Italy, Pearl Harbor, Hiroshima

33 Nazis; World War II; United Nations; Science and Technology; Biology and Medicine; Decolonization of Asia; Decolonization of Africa; Israel and Palestine

Germany, Europe, Russia, United States, Japan, Philippines, India, Asia, Africa, Israel, Palestine, Mexico, Peru, Nigeria, Sudan, Irian Jaya, Iron Curtain

34 Mohandas Gandhi; Transportation; Communism and the Iron Curtain; the Cold War; U.S. Since 1945; Art, Architecture and Music

India, Russia, Europe, United States, Iron Curtain

35 Russia, a World Power; Korean and Vietnam Wars; Latin America; China and Japan Since 1945; Media and Communication; Microchips; Space Exploration; European Community

Russia, North Korea, Vietnam, North America, Latin America, China, Japan, Europe, Iron Curtain

36 Breaking Down Communism; End of Soviet Union; the Middle East; Protests; the Environment; the Future

USSR, Middle East, Iron Curtain

1. This Schedule for Topics and Skills does not include Memory Work, Bible Reading, or Biography.

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One-Year World History ♦ 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 Alt 7 Week 1 Five DAy

Bible NThe BBC Manual pp. 6–7 pp. 8–9 pp. 9–mid 10 pp. mid 10–11

But Don’t All Religions Lead to God?

Intro–chap. 3

Reading Job 1 Job 2 Job 38 Job 42 Psalm 1

Memorization N Joshua 1:8–9

History, Geography, and Biographies: See Study Guide N1

A Child’s History of the World

Intro pp. xi–xvii, and p. 17 in

History Guide

chap. 4 o

chap. 5 o

chap. 6do o

The Usborne Book of World History

pp. 2–3 pp. 4–7d o o

pp. 8–13do o

pp. 14–15 o

pp. 16–17

The Kingdom Strikes Back Intro & chap. 1(pp. 1–5)

Current Events N Use the following box to record when you have completed the activity. oSixth Grade: one report; at least one of international concern every other week.Seventh Grade: two reports; at least one of international concern.Eighth & Ninth Grade: three reports; at least two of international concern.

Readers N1

Mara, Daughter of the Nile N

chaps. 1–3do o

chaps. 4–5 chaps. 6–8 chaps. 9–10 chaps. 11–13

Read-Aloud N1

The Golden Goblet chap. 1 o

chap. 2 chap. 3 chap. 4 o

chap. 5 o

Favorite Poems Old and New N

pp. 5–6 pp. 6–10 pp. 10–13 pp. 14–15 pp. 15–18(skip p. 17)

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.

Note for Week 1, Day 1 of A A Child’s History of the World assignment. For both 4 & 5 Day schedules

RK 7/16/2008

Date: Day 1 1 Day 2 2 Day 3 3 Day 4 4 Day 5 5

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Core Alt 7 Week 1 Four DAy

Bible NThe BBC Manual pp. 6–7 pp. 8–mid 10 pp. mid 10–11

But Don’t All Religions Lead to God?

Intro–chap. 3

Reading Eccles. 3 Lamentations 3 Ezekiel 1 Ezekiel 2

Memorization N Joshua 1:8–9

History, Geography, and Biographies: See Study Guide N1


Intro pp. xi–xvii, and p. 17 in History

Guide

chap. 4 o

chap. 5 o


pp. 2–3 pp. 4–7d o o

pp. 8–13do o

pp. 14–15 o

The Kingdom Strikes Back Intro & chap. 1(pp. 1-5)

Current Events N Use the following box to record when you have completed the activity. oSixth Grade: one report; at least one of international concern every other week.Seventh Grade: two reports; at least one of international concern.Eighth & Ninth Grade: three reports; at least two of international concern.

Readers N1

Mara, Daughter of the Nile N

chaps. 1–3do o

chaps. 4–6 chaps. 7–10 chaps. 11–13

Read-Aloud N1

The Golden Goblet chap. 1 o

chap. 2 chap. 3 chap. 4 o

Favorite Poems Old and New2 N

pp. 5–6 pp. 6–10 pp. 10–13 pp. 14–15

Other Notes


2. We will not schedule every poem for the 4-Day program. Feel free to do extra poems each day or plan for summer reading.


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Week 1—Notes

One-Year World History ♦ Section Two ♦ Week 1 ♦ 1

BibleMemorization/Public Speaking

Read through and/or recite your passage at least ten more times. Make sure you use all your gestures and the full range of vocal effects. You will be presenting it to a live audience in Week 6.

Note to Mom or Dad: We want your children to make their presentation as naturally dramatic as possible. It should not be overly dramatic, but it should be lively and interesting.

Because they are usually nervous, beginning speakers often fail in this area. They speak in tiny voices, with little dynamism (inflection, emphasis, or change in volume from one section to another), and stand stiffly. If they make any motions, the motions look unnatural and choppy.

Even good speakers have a natural tendency to “tighten up” and speak with less dynamism or drama than they ought. Therefore, before making public presentations, good speakers will “loosen up.”

There are two things public speakers need to loosen: their vocal chords and their bodies. Help your children practice the following exercises this week so they can do them easily next week before going “onstage.”

1. In order to loosen your vocal chords, try “singing” your passage. Begin “singing” it at the lowest note you can reach, and then let your voice rise through its full range—to the highest note you can sing. Keep “singing” your passage, letting your voice rise and fall from its bottom note to its top and back down to its bottom.

2. Another loosening exercise for your voice: don’t sing the passage; just say it, without expression, but begin-ning in a whisper and building volume until you are shouting. Keep saying your speech, but let your voice grow softer until it is just a whisper. Continue oscillat-ing from whispers to shouts until you have finished your speech, or until you feel relaxed at both ends of your vocal spectrum.

3. How about working your voice (and face) through various emotions? Start with a belly laugh: “Ho! Ho! Ho! Ha! Ha! Ha! Hee! Hee! Hee!” (etc.). Then, pretend you’re angry. Embarrassed. Excited. Sad … . Can you think of any other emotions to pretend?

4. In order to loosen your body: try swinging and shak-ing your arms, rolling your head in circles on your shoulders, shaking your legs, doing jumping jacks, etc.

Another exercise: try saying your speech with exag-gerated motions. Make the motions far broader, faster, more dramatic than you would ever plan to do them before an audience.

History, Geography, and BiographiesTimelines

Throughout the year, we provide timeline suggestions from your assigned reading in your History books, Read-ers, and Read-Aloud. These suggestions are provided weekly in your Study Guide or on the Timeline Figures Schedule.

Note to Mom or Dad: Timeline suggestions are marked with a d symbol and can be found on the Timeline Figure Schedule or in the Study Guides. Those timeline sugges-tions preceded by a dsymbol have an accompanying 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.

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 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.

Note to Mom or Dad: If you are following the 4-day schedule, not all timeline figures will be used.

100 years Tape

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BibleThe BBC Manual pp. 84–85

Live Like a Jesus Freak chap. 5

Reading Luke 4 Luke 9 Luke 10 Luke 15 Luke 16

Memorization Continue with the Bridge.

History, Geography, and Biographies: See Study GuideThe Usborne Book of World History

p. 145 (top #1–4)

d oThe World of Columbus and Sons

pp. 36–51do o

pp. 52–68d o

pp. 69–86 pp. 87–103 o

pp. 104–117

Current Events o

ReadersAdam of the Road chaps. 1–3

ochaps. 4–5 chaps. 6–7 chaps. 8–9 chaps. 10–12

Read-AloudMaster Cornhill “The Turnip Cart”

o“Parting …” & “Welcome …”

“The Serving–Man’s Log” o

“Tom” “Fishmonger'sApprentice”

Favorite Poems Old and New

pp. 233–237 pp. 237–241 pp. 242–244 p. 245 pp. 245–247

Other Notes


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BibleThe BBC Manual pp. 84–85

Live Like a Jesus Freak chap. 5

Reading John 11 John 12 John 13 John 14

Memorization Continue with the Bridge.

History, Geography, and Biographies: See Study GuideA Child’s History of the World

chap. 50 chap. 51 chap. 52d o o


pp. 102–103d o

pp. 104–107d o o

Current Events o

ReadersAdam of the Road chaps. 1–3

ochaps. 4–6 chaps. 7–9 chaps. 10–12

Read-AloudMaster Cornhill “The Turnip Cart”

o“Parting …” & “Welcome …”

“The Serving–Man’s Log” o

“Tom”


pp. 220–222 pp. 222–225 pp. 226–231 pp. 231–233

Other Notes


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BibleThe BBC Manual p. 110

Daring to Live on the Edge chap. 15– Appendix

Reading Jude Revelation 1 Revelation 2 Revelation 3 Revelation 12

Memorization Jude 24, 25

History, Geography, and Biographies: See Study Guide1

Child’s History of the World

chap. 91

Usborne History of the Twentieth Century

pp. 68–69do

pp. 70–71d o o

pp. 72–73 o

pp. 74–77 pp. 78–79

Current Events o

Readers1

“It’s a Jungle Out There!” chaps. 1–4 o

chaps. 5–7 chaps. 8–10 chaps. 11–13 chaps. 14–end

Read-Aloud1

God’s Smuggler chap. 16 o

chaps. 17–18 o

chap. 19 chap. 20 o

chaps. 21 and epilogue o


pp. 540–542 pp. 543–544 pp. 545–549 pp. 549–554 pp. 559–567

Other Notes

You’re all done!



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BibleThe BBC Manual p. 110

Daring to Live on the Edge chap. 15– Appendix

Reading Revelation 1 Revelation 2 Revelation 3 Revelation 12

Memorization Jude 24, 25

History, Geography, and Biographies: See Study Guide1


chap. 91

Usborne History of the Twentieth Century

pp. 56–59(skip pp. 60–67)

o

pp. 68–69do

pp. 70–71d o o

pp. 72–79 o

Current Events o

Readers1

“It’s a Jungle Out There!” chaps. 1–4 o

chaps. 5–8 chaps. 9–12 chaps. 13–16

Read-Aloud1

God’s Smuggler chaps. 17–18 o

chap. 19 o

chap. 20 o

chap. 21 and epilogue o


pp. 543–544 pp. 545–549 pp. 549–554(skip pp. 544–558)

pp. 559–566

Other Notes

You’re all done!



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One-Year World History ♦ History Study Guide ♦ George Washington’s World ♦ 57

George Washington’s World

Suggested Learning Objectives

pp. ix–17George Washington was born in Virginia.

George’s father grew tobacco. All the colonies had to sell to England, and the growers were at the mercy of the London sellers, who sold as cheaply as possible.

George’s father died when he was 11 and his older brother, Lawrence, inherited the main estate. George’s mother and five children moved onto a smaller estate. George learned surveying so he could support himself.

Lord Thomas Fairfax, an older benefactor, hired George to survey his land in 1748. George did a good job, and from his payment he bought 500 acres.

Lawrence died when George was 22, and George inherited the Mount Vernon estate.

Daniel Boone (1734–1820) grew up in Philadelphia and later in North Carolina. He loved to go into the woods for weeks to hunt. He earned his living trading cured skins.

John Adams (1735–1826) grew up in Massachusetts. He had strong likes and dislikes, and he disliked Latin gram-mar. He finally told his father his dislike, and his father sent him out to dig a ditch. For two days John labored until he decided to return to his Latin studies. He graduated from Harvard a little later, then studied law.

John Hancock (1737–1793) grew up with his wealthy aunt and uncle. His uncle was a merchant of Boston, which had the busiest seaport in the colonies.

The Acts of Navigation angered the colonists: if a mer-chant traded with any country other than England, they had to pay a large tax on the goods. Thus, most merchants chose to smuggle.

Timeline and Map Activitiesd George Washington (1732–1799)

d Daniel Boone (1734–1820)

d John Adams (1735–1826)

d John Hancock (1737–1793)

Virginia Q; Boston W (map 1)

England Q (map 2)

pp. 18–34Abigail Smith, later Abigail Adams, was a high-spirited Massachusetts girl. She began to read classics at age 10, and later married John Adams, as both his friend and his wife. Their first son was John Quincy Adams (1767–1848).

Pontiac, an Ottawa boy, grew up near Detroit, trapping and fishing. The French traders perpetually tried to cheat the Ottawa, and the Ottawa were constantly in debt. Pontiac wanted to be a warrior and a persuasive speaker—the Ottawa were warriors, and did not act unless all agreed.

Benjamin West (1738–1820) grew up near Philadelphia in his parents’ inn. As a boy, his paintbrush was made of cat’s hair and his paints from the clay in the ground. Later, a merchant who had seen one of his drawings brought him canvas and paints. He wanted to be a companion to kings and emperors, so he went to England.

Friendly Benjamin Franklin (1706–1790) opened a print shop and published Poor Richard’s Almanac. He read the materials he published, and learned from them—when the Quakers printed a bill about the evils of slavery, he freed his slaves.

He discovered that lightning was electricity and invented the lightning rod.

Franklin tried to persuade the colonies to join together, but none of the colonies wanted this—yet. When Franklin became Postmaster General, he built better roads so the mail could travel faster. Speedier communication drew the isolated colonies together.

In Ghana, Africa, the Asante people united in the late 1600s. This improved their trade and increased their power.

Spain held much more territory than England, and watched England’s encroaching power with concern. Eng-land and Spain’s soldiers clashed, and in about 1740, an English ship captured a Spanish ship that held all Spain’s maps of the Pacific Ocean.

In Santa Fe, New Mexico, the Spanish governor ruled from the Palace of the Governors. Initially, the Pueblos welcomed the Spanish, who brought peach trees, wheat, sheep, and horses. But religious conflicts disturbed the peace for a time.

During the Pueblo Revolt of 1680, the Comanche and 30 different Native American nations took many horses. They spread across the Great Plains, where they hunted buffaloes.

Timeline and Map Activitiesd John Quincy Adams (1767–1848)

d Benjamin West (1738–1820)

d Benjamin Franklin (1706–1790)

Philadelphia E; Detroit R (map 1)

Spain W (map 2)

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66 ♦ George Washington’s World ♦ History Study Guide ♦ One-Year World History

George Washington's World - Map 1

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Timeline and Map Activitiesd Rosetta Stone discovered (1799) n

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One-Year World History ♦ Read-Aloud Study Guide ♦ Master Cornhill ♦ 65

Michael turned to find out what he was looking at and after a puzzled search through the dim and crowded interior of the tavern finally noticed a nondescript little man peering toward them around a taller man’s coat-sleeve. (lacking distinguishing characteristics or a distinctive character)

To Discuss After You ReadQ: Why was St. Paul’s cathedral a common place of

business?A: it was centrally located, there was much empty space,

there was no rent extracted, it was customary, it saved walking for many people

Q: Why would Bermuda and Barbados be good places for a ship from Virginia to stop on the way to England?

Timeline and Map Activities Bermuda W; Barbados E (map 1)

Tom (pp. 39–48)

Unfamiliar Wordssinecure: office or position that requires little or no work and that usually provides an income.

haberdasher: dealer in small wares or notions.

chandlers: retail dealer in provisions and usually supplies, equipment, and knickknacks, especially of a specified kind.

Vocabulary To LearnMichael considered this odd response a moment—and the odd, contemptuous tone in which it was uttered—then said in relief, “He’s not really your friend then.” (mani-festing, feeling, or expressing contempt or disdain)

“You’ve heard of entail, I see,” Tom remarked. (legacy, inheritance)

Whatever a garment’s age and condition now, it must have once been excellent to attract his connoisseur’s eye, then it must satisfy that eye’s stringent demands in regard to cut and style. (connoisseur: one who is expert in a sub-ject, especially one who understands the details, technique, or principles of an art and is competent to act as a critical judge; stringent: marked by rigor, strictness, or severity)

You could see the rafters and the sooty hollows of the tiles, festooned with ancient cobwebs. (hung down from like a pendent garland)

Michael relinquished it, self-consciously. (gave over posses-sion or control of)

Then he slipped the lute-strap over his shoulder and led the way down the decrepit stairs to the lane. (made useless or impaired by excessive wear or long use, worn-out)

It drew a larger crowd than the gay ballad because of the song’s chilly horrors and its pious adjurations at the end,

which as everyone knew were very improving to the char-acter. (earnest or solemn urging or charging)

The plague had changed all that, killed schoolmates and masters impartially and finally closed the school. (without bias or special favor)

To Discuss After You ReadQ: Why does Tom work as a street performer?A: he is the youngest son of a well to do family—the

youngest is expected to find his own way in life with no help from the family

Q: What does Tom mean when he says, “If one sleeps in the dog’s bed, one gets fleas”?

A: if you keep evil companions, you pick up some of their evil ways

Q: What does Tom mean when he tells Michael, ”we must work like little spinners to make up the price”?

A: just as spiders work constantly to catch their dinner, so too, they had to work

Q: When Michael comes to Tom’s house, he notices that the smells don’t seem like proper smells for a home. What smells does your house have?

The Fishmonger’s Apprentice (pp. 49–58)supercilious: arrogantly superior

verger: church official who serves as a sacristan, an atten-dant who keeps order during services, or an usher

plaice: European flounder that grows to a weight of 8 or 10 pounds or more.

offal: waste parts, especially the viscera or inedible parts.

foolscap: size of paper differing somewhat in the various grades and typically about 16x13 inches for writing and drawing papers, 17x13 for printing papers and boards, and 18x14 for wrapping papers.

Vocabulary To LearnDiffidently Michael said, “Good morrow,” and explained what he wanted, and something of why he wanted it—feeling more awkward all the time because she listened without a word, without the slightest change of expres-sion, staring at his face as intently as if he had hypnotised her. (lacking confidence in oneself)

She talked on steadily, rambling a bit but never too much for Michael to follow her story—a story not unlike others of the Civil War years that he had heard when Master or Mistress Trueblood reminisced with friends. (the process or practice of thinking or telling about past experiences)

Ten children, Mistress Blake had been left to care for, when her Royalist husband had been driven out of London. (an adherent of a king or of monarchial government)

“… then her little shop was broke into by them Round-head villyans, yes, just ruint it was, and fourteen pound

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One-Year World History ♦ Read-Aloud Study Guide ♦ Master Cornhill ♦ 71

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One-Year World History ♦ Reader Study Guide ♦ Adam of the Road ♦ 1

Adam of the Road

SettingEngland; 1294

OverviewIn 1294, Adam travels throughout England with Roger, his minstrel father, and Nick, his spaniel. When Nick is stolen, Adam pursues the thief, and Roger loses track of the boy. For several months Adam wanders without dad or dog, until at last he finds the dog and rejoins his father.

GeographyFind the area of the map on pp. 2–3 of the book, then fol-low Adam’s travels as you read.

Chapters 1–3

Unfamiliar WordsLent: religious season observed in the spring by many Christians. It serves as a time of spiritual discipline and renewal in preparation for Easter. Lent begins on Ash Wednesday in many churches. Lenten season lasts about 40 days

Charlemagne: pronounced SHARH luh mayn [742–814], or Charles the Great, was the most famous ruler of the Middle Ages and a key figure in European history. He conquered much of Western Europe and united it under a great empire. Charlemagne revived the political and cul-tural life of Europe, which had declined after the fall of the West Roman Empire in the AD 400s. His activities laid the foundation for the European civilization that arose during the later Middle Ages

King Arthur: legendary king of medieval Britain. He became the main character in some of the most popular stories of world literature. For almost 1,000 years, writers have told of Arthur’s brave deeds and the adventures of his Knights of the Round Table. A real Arthur probably existed, but historians know little about him. Storytell-ers passed on the earliest tales about Arthur by word of mouth. These storytellers may have based the tales on an actual British leader who won minor victories over Ger-man invaders in the early AD 500s

quest for the Holy Grail: identified with the vessel of the Last Supper. According to the version of the legend that developed about 1200, the Grail story begins with Joseph of Arimathea. The Romans imprisoned Joseph because he had been a follower of Jesus. While Joseph was in prison, the Grail mysteriously appeared to him. After being freed, Joseph led a group of Christians who carried the Grail throughout the Holy Land. Joseph later took the Grail to Britain, where he built a castle called Corbenic. He kept the Grail in the castle. Joseph and his descendents served as rulers of Corbenic and guardians of the Grail. According

to an early version, the young knight Perceval accidentally came to the Grail castle, where he witnessed the Grail procession. Later, he actively sought the Grail. Later ver-sions of the quest of the Holy Grail replaced Perceval with Galahad, and the quest itself became the main adventure of King Arthur’s Knights of the Round Table (source: 2003 World Book Encyclopedia)

To Discuss After You ReadQ: Roger studies minstrelsy in Cambrai, France. Why had

Roger left Adam at the abbey school?A: Roger had to go to France to study at the minstrel school,

and the abbey would be a good place for Adam

Q: Why does the church disapprove of minstrels’ tales?A: often the tales are rude and make fun of holy things

Q: Describe the carriage the women in Roger’s party travel in.

A: a sausage–shaped enclosure that needs wheels studded with nails, four horses to pull, and two men to drive

Q: Where did Roger get Bayard and what is Bayard?A: Sir Edmund gave Roger a horse because he was pleased

with Roger’s songs

Timeline and Map Activities Cambrai, France Q (map 1)

Chapters 4–5

To Discuss After You ReadQ: What does Adam wear?A: breeches, long hose, pointed shoes, a sleeved

undergarment, a decorative sleeveless surcoat, a cap, and a hood

Q: Who made the roads on which Adam rides?A: the Romans, hundreds of years before

Q: Why does Roger call the road a “kind of holy thing?”A: because it is open to the weather, it brings all kinds of

people and all the different parts of England together; also, it is the home of the minstrel

Q: How does Adam play the part of an oyster?A: he takes his uncomfortable experience, makes it pleasant

to someone else and acceptable to himself, as an oyster takes a grain of sand and makes it a pearl

Q: What unusual item does Sir Edmund carry from manor to manor carefully wrapped in straw, and why?

A: glass for his windows; not many have it because it is expensive, so he has just enough to take with him

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4 ♦ Adam of the Road ♦ Reader Study Guide ♦ One-Year World History

Adam of the Road - Map 1

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