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Ancient History through the Middle Ages History — Year 1 Levels: L — 1st through 4th, M — 5th through 8th Please review the FAQs and us if you find a problem with a link. Course Description: Students will study the history of mankind from ancient Egypt through the renaissance. Topics include: ancient Egypt, ancient China, Mesopotamia, Babylonia, Maya, Indus Valley, Greeks, Romans, Vikings, middle ages, feudal Japan, Mongols, renaissance, Reformation, and early explorers. Students will produce visual, written and oral projects to demonstrate their knowledge and understanding of the subjects. Geography and current events will regularly be incorporated into the lessons. Reading List: Students have many choices for optional reading. M The Story of the Greeks, Guerber Materials: • • • Day 1 Did you know that the Bible is considered to be one of the most accurate history books in the world?

It’s not accepted as true by everyone because of the miracles in it. Some people won’t accept the miracles as true even though the rest of the accounts have been proven true. The Bible details names of leaders and places and describes geography that is continually being proven true as more and more are made. The history of the world begins with a time known as prehistory, the time before recorded history. No one was there to record, or write down, what happened.

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The closest thing we have to a recording of it is what we read in the Bible. This year in Bible we’ll read the beginning of Genesis which records the “prehistory” period. Also, the book of Job is probably from this time.

Historians who don’t believe in God say humans must have begun speaking with grunts and slowly, slowly over thousands and thousands of years evolved their language, but, we know that Adam and Eve talked with God in the garden. Adam and Eve were God’s children and He taught them to speak. We read in the Bible the first making of clothing was done by God. He made clothes for Adam and Eve.

In fact, I bet He taught them a lot of things. Historians who don’t believe in God say how it would take hundreds and hundreds of years to make each new development. They don’t consider there was someone teaching the people how to do things. I think all through history there were times when people were given supernatural knowledge or ideas. If you have studied year 4 already, you read about George Washington Carver. He prayed and asked God for ideas of what to do with the peanut. God gave him hundreds of ideas, including yummy peanut butter.

Let’s not forget to see God working throughout all of history. We are going to leave prehistory to what we read in the Bible. We won’t study some people’s guesses about what might have been. We will start our history year with history recorded both in and out of the Bible. The first civilization we’re going to study is found in the book of Genesis. Joseph is sold to the Egyptians.

• What is the difference between history and pre-history? (answer: History is recorded; prehistory is the time from before we have books recording events.) • How do we know the first people weren’t cave dwellers who communicated by grunting?

(answer: We can read about Adam and Eve living in the garden and speaking with God.) Egypt Day 2 L* • *Save and then print out this. Scroll down just a bit. Click on the title, “3D Ancient Egypt Lapbook.” Save it to your computer to avoid printing problems. You don’t need things like the cover page or directions printed out. You’ll be using pages 3-11 and 13-16. You will not be doing the suggested reading in the lapbook. We’ll use websites to get the information.

• Build the 3D pyramid on page 3. Download Conduct And Practices Handbook Practice Exams Free Software here.  Build the 3D pyramid. If you like, you can use the to hold your lapbook pieces. Otherwise, you can put your pieces in your binder or in a lapbook however you like.

Under “basic supplies.” • Read about. • Read an to Egypt. Click in next and read about the formation of the Egyptian Empire. • What is a civilization and why do you think one grew up around the Nile? (answer: A civilization is a group of people living in a highly organized way. For a long time all people lived near water because water is necessary for life and means of moving water had not been developed.) Optional reading: Reading level grades 4+: The Cat of Bubastes: A Tale of Ancient Egypt by Henty.

This has and an and pages 17-28 with. M • Read about.

Click the arrow to turn the pages. Read through the New Kingdom. • *Fill in this three-triangle organizer () with brief facts about the three kingdoms. Day 3 L* • Later this year we’ll read about this time period in the Bible. But I wanted to give you an idea of when we are talking about. Ancient Egypt’s civilization began before Abraham was living.That was called the Old Kingdom.

The Israelites were slaves during the last part of the Egyptian empire, called the New Kingdom. Israel began with Jacob. God changed Jacob’s name to Israel around 1900 BC. That means one thousand nine hundred years before Jesus was born.

• Look at this. • The numbers grow from the middle out. Can you see that? • *See if you can put these.

Remember, in BC (in the time before Jesus was born) the bigger the number the farther back in time you are. • Do the pyramid lapbook/worker piece on page 4. (All of the lapbook pieces are in the lapbook materials you printed out on Day 2.) (answer: You can see that the different pyramids put several groups together such as soldiers and farmers where as the lapbook piece asks you to put one on each line. You can make up your own specific order or group them on the pyramind. Pharoah on top, then priests, in the middle mechanics, shopkeepers and merchants, then the rest at the bottom.) • Read about the.

• You can use the pyramid on. • Then you can play this. • This is a little review from year 4. If you haven’t studied year 4, you can still watch the video for fun if you like. • Read about. Click on “hieroglyphic writing.” Don’t download the alphabet chart. • Send a from the site, or print out your message.

Click on the keyboard icon to show more choices. • Now go to the page. Read it and then choose your age from the list and try it! • If you like, you can try and write your name in hieroglyphs. Day 6 L • Do the Rosetta Stone lapbook piece on page 8.

• Read about the. • Try and sculpt a sphinx. If you don’t have clay or playdough, mix 1/2 cup of margarine or butter with 1/2 cup of flour. • Read about. You will read of evidences from history and science that the biblical really could have happened.

Of course, people of faith don’t need them to tell us that! Please find this affirming. It does not take away from God’s miraculous hand in events such as the parting of the Red Sea to say it could have been a tsunami effect. (We know from the Bible there was a strong wind that blew all night.) God created the wind and the weather and however He parted the Red Sea, He is the only one who could have caused it to happen in just the right way at just the right time and to end at the precise moment necessary to save His people and destroy the enemies of His people. • Write about some of the evidences that support the biblical story of Moses. (If you want, copy into a document and type up a page.).

• As you read each day you need to take what you think is the most important or most interesting information and put it in a scrapbook (on paper or ), in a lapbook (create your own pieces or use ) or in a power point presentation. My daughter made a poster for her project. She put on pictures and blocks of information.

Or, if you want, you could use notebooking pages and add more if you need to ( – about halfway down the page). • Read about the.

• Look at this. • Here is another map to see. Look at the map key. Which symbol shows you where the ancient Maya lived? • Notice the. Here is some more. • Begin your project.

Every day you’ll add in pictures and information that you find important and/or interesting. You need to add information to your project every day.

• As you read each day you need to take what you think is the most important or most interesting information and put it in a scrapbook (on paper or ), in a lapbook (create your own pieces or use ) or in a power point presentation. Or, if you want, you could use notebooking pages and add more if you need to ( – about halfway down the page). • Watch the video at the top of the page about the. Then scroll down the page and read about where they were located. • Begin your project. Every day you’ll add in pictures and information that you find important and/or interesting.

You need to add information to your project every day. • Read about. • Listen to the. (Click on it. It’s the top link.) What beliefs about the creation and early man are similar to what we know is true from the Bible? (answer: creator, animals created and then man, man created in God’s image–able to “see,” flood Without a written account of the creation, the story was passed down by people telling the story over and over again. It changed as it was passed along and added to in ways that reflected the understanding of those telling the story.

Only Moses, who wrote Genesis, heard the real story first hand, directly from God.) • Finish your project. • Play.Directions are below. • Click on a square, the lower the number, the easier the question. If you are playing with a younger sibling, give them the easier questions! • Answer the question out loud.

• Then click on Answer. Click on Adjust Score. • Click on correct or wrong, depending on your answer. Your points go up or down the number on the square you chose. • Click on HOME to go back to the game board.

Romans (Optional Reading: pp. 88-137) ( Optional Reading: ) This is just 100 pages. (Optional Reading: ) (Optional Reading: — This links to the Kindle edition, check your library — great book ) Day 72 L • Look at these. • Where is Italy?

Where is it compared to Greece? • Find Rome on the Italy map. • Next we are going to study about the Romans.

• Now take a look at this. See how much land they controlled when they were at their peak? All of those colored in places were part of their Empire. Notice how they controlled all the way around the Mediterranean Sea. Controlling water was very important.

The orange color shows the Roman Empire in 44 BC. Then it expands to include the green territory and then the red by 180 AD M • Look at these. • Where is Italy? Where is it compared to Greece? • Find Rome on the Italy map.

• Next we are going to study about the Romans. • Now take a look at thisSee how much land they controlled when they were at their peak? All of those colored in places were part of their Empire. Notice how they controlled all the way around the Mediterranean Sea. Controlling water was very important. • This map shows how big the was when it started. • The Roman Empire is going to take us from BC to AD.

That means Jesus will be born during their reign. And when Jesus was alive the Romans ruled Israel. Many Jews thought that Jesus was going to free them from having the Romans ruling over them. But that wasn’t the kind of king He was born to be. Day 73 L • Read about the. • Click on each of the tabs with questions and do the readings.

• Click on all of the pictures and videos. The videos weren’t loading, but you can see the pictures and read about them. • Then click on the quiz button at the bottom and take the quiz. • Write a sentence about Augustus. Type it in a document and save it. Call it Romans and save it in the folder with your name on it. We are going to add to this.

M • Read this. • Write one sentence for each page of the introduction giving some information.

You are going to act this out later so keep that in mind as you choose what to write. Type your sentences in one document.

Call in Romans and save it in a folder with your name on it. Day 74 L • Read about. • Click on all of the question tabs and do the readings. • Click on the pictures and look at them and the videos. The videos weren’t loading, but you can see the pictures and read about them. • Then take the quiz at the bottom of the page. • Write one sentence about the Britons fighting and surrendering and living under Roman rule. M • Read through this overview of the. Click on the chariots to keep moving forward.

• Add to your sentences page with information about the Romans invading Britain. Day 75 L • Read about the. • Click on all of the question tabs, pictures and videos.

The videos weren’t loading, but you can see the pictures and read about them. • Take the quiz at the bottom of the page. • Write a sentence about the Roman army on your Roman document.

M • Read about the. • Add to your Romans document with information about the Roman army. • Take a look at the structure of the. Day 76 L • Read about.

Click on all the different things. This is a British website, so it focuses on the Roman’s rule in Britain. (The videos weren’t loading, but you can see the pictures and read about them) • Read a little bit. • Write “All roads lead to Rome” in your Roman document. Add any other information that you find important or interesting. M • Read about. • Watch a video on how work.

• Add information to your Roman document, whatever you find important or interesting. Day 77 L • Read about. • How would you build an aqueduct? (You might want to read more about aqueducts first; here’s an.) • Add information to your Roman document, whatever you find important or interesting. M • Read about the. • Read about and design your own aqueduct.

How could there be one near you? • Add information to your Roman document, whatever you find important or interesting.

D ay 78 L • Read about. Click on everything. The videos weren’t loading, but you can see the pictures and read about them.

• Then click on the quiz at the bottom of the page. • Add information to your Roman document, whatever you find important or interesting. M • Read about. • Take the to see what you know and to learn more. • Add information to your Roman document, whatever you find important or interesting. Day 79 L • Learn about. If it’s too much to read, you can at least study the pictures to see what it was like.

Click on each of the colored letters. • Add information to your Roman document, whatever you find important or interesting. M • Learn about.

Click on each of the colored letters. • Add information to your Roman document, whatever you find important or interesting. Day 80 L • Read about. • Take the to see what you know and to learn more. • Add information to your Roman document, whatever you find important or interesting. M • Read about. • Add information to your Roman document, whatever you find important or interesting.

Day 81 L • Read about. Click on everything. The videos weren’t loading, but you can see the pictures and read about them. • Take the quiz. M • Read about. Day 82 L • Read about the.

• Add any important or interesting information to your Roman document. M • Read about the. • Read about the. • Add any important or interesting information to your Roman document. Day 83 L • Read about the, how it ended. • Add important and interesting information to your document.

M • Read about the problems that developed in the Roman empire:,. • Add important and interesting information to your document. Day 84 L • Play. M • There are two more people you should know about.

• Read about and. • Add them to your document about the Romans. Day 85 L/M • Read about. • To conclude this portion of our Roman studies, you are going to put on a play. • You can write a short play, or you can write a story for a narrator to read while the actors pantomime. • Today choose what your play is going to be about. You aren’t going to use all of your information.

Try and include several things though. Decide and write down the idea for your play. Here are some examples: An emperor leading the army on an invasion, the Senate debating taxes, a family. Write what is going to happen in your play. Plan the beginning, middle and end. You don’t have to write it today. Just make sure you know what your plan is.

• You can do your own or work with your brothers and sisters. You will probably need each other to be actors in each other’s plays. Day 86 L • Play. • Work on writing your play.

M • Work on writing your play. • If you like, you can play. • You have the same assignment on Day 87, except on Day 87 you need to finish. Day 87 L • Dress a.

• Work on writing your play. Try and finish today. M • Work on writing your play.

Try and finish today. • If you like, you can play.

Day 88 (Materials for L/M: You are making masks. You can use paper plates and yarn/string to tie them on. Or maybe you could tape them to sun glasses? And just take the glasses on and off.) L/M • Today for art and for history make masks and costumes for your play. Make sure the costumes are simple and are things you can hold onto until tomorrow. Day 89 L/M • Put on your play.

Take pictures and add a page of pictures and a description to your portfolio. Day 91 Optional Reading: (same author as the Titus book), (Ambleside has you reading this to first graders. It’s about early Christian martyrs. You have to decide if it would encourage or scare your children. It talks about them being tortured, burned at the stake, fed to lions, etc.) L • Read about the. These are just the verses from Luke and Acts that talk about Romans.

• What famous Bible author was a Roman citizen? (answer: Paul) • The Pharisees ruled the Jews underneath the rule of the Romans. In the one verse we read how they were concerned the Romans would take away their temple if Jesus’ got too many followers and caused too much commotion. M • Read about the. • If you can’t figure out what the verse is talking about, you can use the links under each verse to read more. • Who issued the decree for the census, causing Jesus to be born in Bethlehem as was prophesied?

(answer: Caesar Augustus) • What famous Bible author was a Roman citizen? (answer: Paul) • What was a Roman colony that Paul traveled to? (answer: Philippi) • In John 11:48 what are the Pharisees worried about and why?

(answer: They are worried about the Romans taking their temple and power if Jesus got too many followers and caused a commotion. They were leaders of the Jews, but they were all under Roman rule.) • Whose palace was Jesus taken to before He was killed? (answer: the Roman governor’s) Day 92. • This doesn’t fit in here • The Maccabees are a famous family in Jewish history. This story comes from before the Romans.

The area they were in was eventually conquered by the Romans. But I’m putting it in here while we are talking about the Bible fitting into history. • Here is the brief of the story of the Maccabees. They were a Jewish family who stood up and fought when the temple was taken over and given to the worship of Greek gods. They won and restored the temple.

In the temple there was the menorah that was always to be lit. They only had enough oil to last for one day. It would take them a week to get more.

The oil lasted eight days until they were able to get more. F1 2001 Rfactor Downloads. This is the miracle that Jews celebrate called Hanukkah. • Watch these. • Do you think you could be brave to stand up for your beliefs?

• This story comes between the Old and the New Testament. There’s a 400 year gap between the Old and the New. God was setting things up just right. In order for the gospel to spread (as it did so quickly in Acts) there had to be a common language spoken. The Greek Empire took care of that and all of the areas where Paul ended up traveling spoke Greek. The gospel also needed a way to travel. The Romans aided there by building roads all over their empire.

God used the Romans in another way. In conquering the whole region, they took control by policing their territories. This ended a lot of fighting and banditry in different areas that made travel dangerous.

M • Read about. Notice that the dates are earlier. • Explain to someone why the Maccabees are significant in Jewish history and why they are related to the holiday of Hanukkah. • Here are two crafts you could do. • This story comes between the Old and the New Testament.

There’s a 400 year gap between the Old and the New. God was setting things up just right. In order for the gospel to spread (as it did so quickly in Acts) there had to be a common language spoken. The Greek Empire took care of that and all of the areas where Paul ended up traveling all spoke Greek.

The gospel also needed a way to travel. The Romans aided there by building roads all over their empire. God used the Romans in another way. In conquering the whole region, they took control by policing their territories.

This ended a lot of fighting and banditry in different areas that made travel dangerous. Vikings Optional reading: (from year 1 of Ambleside–read aloud) Day 96 L • Read about the. • Make sure you click on all of the tabs to read.

And click on the pictures to see them better and read the captions. • Take the quiz at the bottom. • Just for fun, if you like, you can click on Thorkel and the Trading Voyage at the bottom and play the game. M* • Read lesson one about. • *Print the first page and complete the with the maps on them.

Day 97 L • Read about at sea. • Make sure you click on everything and read everything.

• Take the quiz. It’s down lower on the page. • Read about. • Take the quiz. • Do the Think and Discuss and Looking at the Evidence sections. Day 98 L • Read about.

• Take the quiz. • Make sure you read the fun facts every day. • Read the poem out loud to your family. • Do the Looking at the Evidence section. Day 99 L • Read about. • Take the quiz. • Answer the questions.

• Write one diary entry as a viking. Day 100 L • Read about their. • Take the quiz.

• Answer the questions. Day 101 L • Read about. • Take the quiz. • Read about. • Take the quiz. M* • *Print out this and complete the quest.

You’ll need the “” to help you! Day 102 L • Learn about the Vikings with this. M • Learn about the Vikings with this. Day 103 (Materials for M: print out game board and tape together, dice, tokens to move around board) L • Read about. • Take the quiz. • If you have older siblings, maybe you could play the trading game with them. M* • *Play the.

Day 104 L • Play. Click on it on the right. Day 105 (*Materials for L: choice of coloring pages or two crafts, click on the links to see what materials are needed) L • Here are and two crafts if you are interested:,. M • Add in at least one date for the Vikings on your overall timeline. Here are some. Scroll down just a bit.

• Look at the most recent and try and answer the questions. Describe the cartoon and meaning to your parents. Middle Ages (The Vikings were during the Middle Ages.) Day 106 Optional Reading • Pyle (Ambleside has you reading this aloud to 1st graders) • Pyle (Ambleside has you reading this aloud to 2nd graders) • A Connecticut Yankee in King Author’s Court Twain — — • VanLoon Chapters 30-39 • Pyle (Ambleside year 5) • Henty (Robinson year 5) • Mark Twain (Ambleside year 7) • Bulfinch (Ambleside year 7) • I’m not going to require these. If you like to read aloud to your kids, try one of the first three. The first one is fairy tale type stories. • A new era–the Middle Ages go from about 500 AD to 1500 AD. How many years is that?

(answer: 1000) • You probably know this time period best as the time of knights and castles. • We’re going to use our handy-dandy history website to begin learning about that time. • Read about the.

This site is going to be talking about the early years of this period. This is just one place and one time. After we read these pages, we’ll look at some other aspects of this time period. • After you read you can take the quiz and play the game in the Activities section of the page. • Read the to the Middle Ages. • Then click enter and read the next page.

• Then click Feudal Life and click the next page. • Read about. You DON’T need to click on all of those links.

Day 107 L • Read about. • Make sure you click on all of the tabs and click on the pictures to read their captions. • Take the quiz when you finish. M • Read about the. • Read more about during this time.

• Write down on scraps of paper: pope, king, noble, knight/vassal, peasant/serf. Have a scrap of paper for each person in your family. It’s okay if there are more papers than people.

There can only be one pope and one king but there can be more of the others if there are more people in your family. Fold the papers up.

When everyone is together, have everyone pick a scrap of paper. Tell everyone their role in the Middle Ages.

108 L • Read about. Make sure you look at all of the pictures and read the captions. • Take the quiz when you are finished. M • Read about. Use the links to read more. You don’t have to read about entertainment yet.

• Write about the lives of nobels and peasants and compare and contrast them. Day 109 L • Read about! • Take the quiz. • What would you have liked best about growing up then? • What would you have liked least about growing up then? • If you are interested, here’s a website about they played.

M • Read about and religious festivals (use the link). • Write a paragraph about what you think you would have liked and disliked about living during that time.

Day 110 L • Read about. • Take the quiz. • Compare yourself to what you read today. What do you like to do that they liked to do?

• Contrast yourself to what you read today. What did they like to do that you don’t like to do? M • Read about in the middle ages.

• Use the links to learn more. • Learn about one game on each list (board games and outdoor games) that you have never heard of before. • Compare and contrast yourself to the people in the middle ages. Tell someone what types of games/entertainment that they liked that you think you would have liked to and what wouldn’t you have liked. Day 111 L • Read about. Make sure you click on everything to read.

• Take the quiz. M • Read an overview of some of. • Read the page and then choose one of the wars to learn more about. Use the link and read about it. • Write a paragraph about the war. (Intro, details, conclusion) Day 112 L • Read about.

• Take the quiz. M • Read about. • Read about. • Choose one of these to write about, or you could be creative and act out one of the women or make some of the food. Day 113 L • • Who did they fight? (answer: Vikings) • Take the quiz.

M • Learn about. • Learn more about two you don’t already know about. • Draw pictures of them and write or explain to someone what it was and how it was used.

Day 114 L • Read about their. • Take the quiz. M • Read about. • Write a paragraph summarizing what you read today.

Day 115 L • Read about the. • Take the quiz. M • Learn about the. • Learn about the. • Choose one of these to write about. Day 116 L* • Print out the. • Today read about.

Click on the links to the left. • Cut out and put together your minibook. • Use your castle page of the minibook to write something new you learned about castles. M • Read about the. • Write a paragraph about what you learned. • Add the crusades to your overall timeline. Day 117 L • Read about and find the page where you get to dress the knight in his armor.

• Fill in the other two pages of your book with things you learned about knights. M • Read about the. Use the links to learn more. • Write a paragraph about what you learned. Day 118 L • Make a mini scrapbook.

You can cut paper in half or quarters and staple them together. On each page write a word, draw a picture or write something about the middle ages. You could try and include this in your portfolio, or you could use tomorrow’s project. M* • *You are going to write a about the Crusades. Read the first two pages and print the last page.

Today fill in the page you printed out. Day 119 L* • Look at these two pages with. These pages teach about the meanings of. • *Make yourself a on it. It doesn’t have to be crazy fancy! M • Today write your article.

You could include this in your portfolio. (Just for Fun — ) Day 120 L • Play. If that link doesn’t work, then go to the main page and click on. • If you like, here is a. M • Make a that shows something about feudalism.

(Click on the thumbnail to make it big.) You can draw it or make it on the computer. If you do it on the computer, here is that you can use.

It doesn’t have to be a work of art. Plan to spend 20 minutes working on it. Ancient Japan Optional Reading: — ages 12 and up, not free, and as of writing this, not yet on Kindle Day 121 L* • *Print out this cover picture and complete the. • Scroll way down to under the picture of the lapbook. There is a piece with pictures of maps on it. Under it is the link “Japan-Map.pdf” • Also print the other peices you’ll need.

• Under the map piece is the feudal system book. • Next to that is the kimono book. • Under that is the Japanese fan book. • Samurai book is two below that, under swords. M • Read about.

Keep click next. The last page is about feudal Japan.

• Tell someone all about ancient Japan and feudal Japan. Day 122 L • Complete the feudal system book. (Printed on page 121.) The diamyo were the powerful landholders in Japan. The peasants had to live and work on their land and give them a lot of what they grew or made. • Use this as well. M* • *With the information you read yesterday, fill in a with what is the same and what is different about feudal Japan and the same period in Europe.

• Here are some. Day 123 L • Complete the samurai mini book. (This was printed on page 121.) • Use this. M* • Read about women in. • Write about women during this period.

You can use this. Day 124 L • Complete the kimono book. (Printed on Day 121.) • Make this fan book. (Printed on Day 121.) • Use this.

The fan showed the status of its owner. Some very fancy fans were made. Those of high status had fans made from pearl or ivory. M* • *Print out this and complete the quest.

You’ll need the “” to help you! Day 125 L • Read some. M • Watch the slide show on.

• *Read an and fill in this. Choose one article. • Look at the most recent and try and answer the questions. Describe the cartoon and meaning to your parents. Mongols Day 126 L • Read about the.

Click on Next. There are 4 pages to read. (The last page has a picture of horses.) • Tell someone about the Mongols and Genghis Khan. M* • Read this biography of. • *Write an introduction of who Genghis Khan is on the lines at the top of this page. () Day 127 L* • Look at this. Click on all of the dates and watch the Mongol Empire expand.

Use the place names to help you see where these things were happening. • *Print out “.” Figure out where the Mongol Empire was and color in where it was when it was its largest. M • Read about and take notes on the timeline. Write the date before the line and then the information • Take a look at this to see where these campaigns led. Day 128 L • Read some more about the leader who brought the together.

• Who were Genghis Khan and Kublai Khan? Tell someone all about them. M • Read the rest of and take notes on the timeline. Day 129 L • Let’s learn about. Read about their houses. Click on the link to see how the inside was arranged.

Click on the first link in the list at the bottom “A Mongolian Yurt” to see more pictures. • Draw a picture of a yurt. M* • *Print out this and complete the quest.

You’ll need the “” to help you! Day 130 L* • *Read an and fill in this. M • Put the Mongols and feudal Japan on your overall timeline. • *Read an and fill in this.

Choose one article. • Look at the most recent and try and answer the questions.

Describe the cartoon and meaning to your parents. Ottoman and Persian Empires Day 131 L* • Read about the. You will click on Next and read four pages. The last page is about how it declined. • The name of the sultan or king that made them strong was Suleiman, Soo-lee-mahn. • Look at this and figure out where it is.

• *Color in a showing where they ruled. It is marked out for you.

Label Africa, Europe and Asia. M* • Read about the.

• Take a look at this, the top one. Click on the different dates and watch the empire grow. You can click on the place names to help you see where in the world you are looking.

• *Color in this to show where the Ottoman Empire ruled at its height. Day 132 L • Read about the.

There are seven pages. The last one is about the decline of the Mogul Empire. • Tell someone about these two groups. Who is a famous leader from each empire? What religion were these empires? M* • *Print out this and complete the quest.

You’ll need the “” to help you! Aztecs Day 133 L* • Look at this map of the Empire. • *Print out “” and find the Aztec Empire on the map. Color the spot and label it. • You may need to look at another map to help you if you aren’t sure.

• Scroll down on and watch the first two videos from this area. There is a volcano video and a desert video. M • Scroll down and. • Use to learn about the Aztecs. Day 134 L* • *Print out. Read the history of the Aztecs and match the pictures to the words as best you can.

• Show someone your work and tell them about what you learned. M* • *Print out this page about the. (First link under the picture of all the notebooking pages; 1Hernan-Cortes-NB1) • Use to find information to fill in the sheet. Day 135 L • Watch this video on the. • Answer the questions at the end of the video. M • Watch this video on the. • Add the Ottomans, samurai, aztecs and mongols to your overall timeline.

Renaissance Optional Reading: — read online, chapters 40-42 It’s 2nd/3rd grade level. Someone found this. Day 136 L • We’re moving into a new era, the Renaissance. We’re coming out of the dark ages and into a period of new ideas.

Renaissance means “new birth.” It was a new beginning. This period is from about 1400AD to 1700AD. • There was one new idea, one invention that really made a turning point in history. It was a printing press. How often in your day do you see printed words? All the time! • In the dark ages people thought they were Christians and serving God by killing Muslims during the Crusades.

People made their own ideas of what God wanted because they had no way to know for themselves. They had no Bible to read! They knew only what they heard told them. What dangers can you think of if you could never read the Bible for yourself, and your family couldn’t read the Bible?

How would you know the truth of God’s Word? • Gutenberg changed all that with his invention.

• Read about and his printing press. • Why would a printing press be so invaluable in a period of new ideas? (answer: It’s how the new ideas can be spread and taught to others.) M • We’re moving into a new era, the Renaissance. We’re coming out of the dark ages and into a period of new ideas.

Renaissance means “new birth.” It was a new beginning. This period is from about 1400AD to 1700AD. • There was one new idea, one invention that really made a turning point in history. It was a printing press. How often in your day do you see printed words? All the time! • In the dark ages people thought they were Christians and serving God by killing Muslims during the Crusades.

People made their own ideas of what God wanted because they had no way to know for themselves. They had no Bible to read! They knew only what they heard told them.

What dangers can you think of if you could never read the Bible for yourself, and your family couldn’t read the Bible? How would you know the truth of God’s Word?

• Gutenberg changed all that with his invention. • Read about and his printing press. • Read about a little bit more. • The second article you read said: “Without the printing press we wouldn’t have had the Scientific Revolution or the Renaissance.” Why? Answer in a paragraph. Day 137 L • First you are going to read about the Tudors. They were the family that ruled over England for more than 100 years during this time.

They are kind of famous for chopping off people’s heads. They weren’t very patient rulers. • Read about the. (Just read this one page.) • Tell someone about it. M • Read about and.

• Use notebooking pages or a regular notebook and take notes on your readings. Day 138 L • Read about. • Tell someone about it. M • Read about, and the.

• Take notes. Day 139 L • Read about. Read about why he was famous and whatever else interests you from the list. • Tell someone about him. Why is he famous?

M • Read the final topics:,,. • Take notes. Day 140 L • Do the “” activity. • Look through these of actual artifacts from the Tudor period. What’s the most interesting?

M • Write a paragraph (6-12 sentences) telling an overview of the renaissance. Day 141 L • Read about the. Keep clicking next and STOP when you get to the page on Florence. • What country did the renaissance begin in? (answer: Italy) • The ways of what ancient peoples influenced new thought?

(answer: the Greeks and Romans) M • Read the on the renaissance and the click on “Out of the Middle Ages.” Click next but stop when it says “next topic.” • Write a paragraph about the Black Death and its effects. Day 142 L* • Read about and read through the pages on the northern and English renaissance. • *Print out this and label Florence, Rome and Venice as closely as you can.

Also label the Mediterranean Sea. • Here is a to help you. M • Read about. Click on “read more.” • The click on the symbol to play the spice trader game. Day 143 L • Read more about the.

• Read about. • What is humanism? (hint: Look at the last paragraph under the heading “Humanism.”) M • Read about. Click to read more.

• Write a paragraph about how humanistic thinking affected the church. • How do you see humanistic thinking in the church today? • What’s wrong with humanistic thinking? (answer: the focus is on man, self, man’s ability to make himself better) Day 144 L • Read about.

• What is realism? • What is perspective in drawing and painting? How did it change artwork? • Read about and look at their artwork. M • Read about. Click to read more.

• Who are the famous artists mentioned? Tell someone about them.

Reformation Day 145 L • Read about the. Click on next until you have read about Martin Luther. • At the top of you can read more things that he thought were wrong. • Write on a piece of paper some of the things Martin Luther thought were wrong with the Catholic Church.

Hang your paper up on your door. M • Read about. • Do the Reformation. • Do the Reformation.

Leonardo DaVinci Day 146 L* • If you have siblings doing the same history as you, maybe you’d just like to print out this whole. • Read the booklet and choose a page or two to do every day.

Older kids can do the more challenging games and do more pages. • If you are interested, you can ask to have the whole booklet printed out for yourself. Or, you can pick certain pages to do. • You have seven days to work on the booklet. M • Read the introduction to the site. • Click Davinci the Inventor and read the page.

• Make sure you at the image to see how DaVinci imagined the invention. • Draw a sketch of a future invention. Day 147 L • Work on your booklet. M • Read through the. You should recognize a lot of these. • Can you guess what?

It’s one of Leonardo’s designs. (answer: It’s a helicopter.) • Design a. Use one of the challenges from either section. You aren’t going to make it (unless you want to), just design it on paper like DaVinci. Day 148 L • Work on your booklet. M • Read about.

• *Do the if you are able. (The Data Sheet link is not functioning. Just make a chart of your findings.) • A simple alternative is to stand against a wall with your arm out-stretched and your thumb pushed against the wall. Notice how much of the wall your thumb is blocking from your view.

Leave your arm out and thumb up and start walking backwards. How much of the wall does your thumb cover now? Go as far as you can. Your thumb has become “bigger” than it was originally.

The things that are farther away now are “smaller.” Day 149 L • Work on your booklet. • Read about.

• Give it a try! If you can’t, this page gives a.

• Why do you think he did it? Day 150 L • Work on your booklet. Day 151 L • Work on your booklet. M* • *Print out this and complete the quest.

You’ll need the “” to help you! Day 152 L • Work on your booklet. M • Add the renaissance to your overall timeline. • Spend time looking at this. Explorers Day 153 Optional Reading: (M Historical fiction about Sir Frances Drake) L* • You are going to read about explorers, men who traveled into the unknown to discover new places, routes and riches. • Read about. • *Print out and color him in.

Write a date and what he is famous for. M* • Read about. • *Print out this, pages 3-12.

Color Magellan and write a date and what he is famous for. Day 154 L* • Read about. • *Print out this page.

Color and write a date and what he is famous for. • Why do you think Newfoundland is called Newfoundland? M • Read about.

• Complete the page on. Day 155 L* • Read about. • *Print out the page. Color and write a date and what he is famous for. M • Read about.

• Complete the page of the explorer’s booklet on. Day 156 L* • Read about.

• *Print out “” and draw on Da Gama’s exploration route. (Print out 4 for each L student, 2 for each M student.) • Make sure you label the map. M* • Read about. • *Print out “” and label Da Gama’s exploration route.

(Print out 2 for each M student, 4 for each L student.) • Make sure you label the map. Day 157 L • Read about.

• Use your print out of and draw on Polo’s travels. Label the countries that he traveled through. • Label your map. M • Read about. • Use your print out of and draw on Polo’s travels.

Label the countries that he traveled through. • Label your map. Day 158 L • Read about. • Tell someone about his explorations. M • Read about. • Complete his pages in the explorer’s booklet. Day 159 L • Scroll down and find and read about him.

• Use your print out of and draw his route on the map. Make sure to label your map with his name.

M • Read about. • Complete Giovanni Da Verrazano’s page in the explorer’s booklet. Day 160 L • Read about.

• Tell someone about his adventures. Do you think he was a good guy or a bad guy? M • Read about. • Complete his page in the explorer’s booklet. Day 161 L • Read about.

• Tell someone where he sailed. M • Read about. • Complete his page in the explorer’s booklet. Day 162 L • Read about. • Use this to draw his route on your printed map. M • Read about. • Complete his page in the explorer’s booklet.

Day 163 L • Click on the links to watch the. • Exploring wasn’t really a fun adventure. Read about the awful. • Play some review games. What do you remember?

• • • Day 164 L • Play from any history you have studied so far. M • Play from any history you have studied so far. • If this is your first year, play science review games or try history from another year. Day 165 L • You are going to be doing a final, end-of-the-year project.

You can choose to learn more about anything from history from the beginning of creation up through the renaissance. You might pick a person or an event. • Choose something specific. Don’t just pick a time period. Choose a person, an event, or some aspect of the time period such as the architecture, the family, inventions, etc.

• Here is a page with some links you could look through for an. • Here is another page with links for. M • You are going to be doing a final, end-of-the-year project. Today you will choose your topic. Look at these TimeWarpTrio pages to help you choose between Peter the Great and Napoleon. (The “Put it Back, Jack” games don’t work, but the Plentifax and Who’s Who pages have a lot of great info!) You should know a little about both of these men.