ancients logic teacher part 1

Classical House of Learning Literature:

Logic Stage Teacher Pages, Part 1 by Laura Lund

www.ClassicalHouseofLearning.com

Ancient Times (Prehistory—400 C.E.)

Classical House of Learning Literature: Ancient Times Logic Stage Teacher Pages, Part 1

Created by Laura Lund www.ClassicalHouseofLearning.com - - Copies are permitted for personal, in-home use.

Table of Contents for Logic Stage Teacher Pages, Part 1

About Classical House of Learning Literature ............................................................................................... 5

A Note About Copying & Resale............................................................................................................ 5

How to Get Started ....................................................................................................................................... 5

New Revised Format ..................................................................................................................................... 6

Multiple Age Groups ..................................................................................................................................... 6

What’s Included ............................................................................................................................................ 6

Choice of Books ............................................................................................................................................. 7

Explanation About the Book List ................................................................................................................... 7

Book List for Classical House of Learning Literature: Ancient Times ............................................................ 8

Optional List of Family Read Alouds for CHOLL: Ancient Times .................................................................. 10

Master List of Materials Needed ................................................................................................................ 11

Bibliography ................................................................................................................................................ 14

Suggested Schedule for Classical House of Learning: Ancient Times, Weeks 1 – 9 (LS, Part 1) .................. 16

Custom Schedule for Classical House of Learning: Ancient Times, Weeks 1 – 9 (LS, Part 1) ...................... 17

Suggested Schedule for Chapters of SOTW Vol. 1 and UILEWH Wks. 1 – 9 (Part 1) .................................. 18

Suggested Family Read Alouds for Ancient Times ...................................................................................... 19

Lesson 1: Archaeology................................................................................................................................ 22

Materials Needed for Lesson 1 ............................................................................................................... 22

Background Information ..................................................................................................................... 23

Reading Assignments .......................................................................................................................... 23

Vocabulary .......................................................................................................................................... 23

Reading Questions .............................................................................................................................. 24

Book Summary for Theodosia and the Serpents of Chaos by R. L. LaFevers ...................................... 25

Dictation from Theodosia and the Serpents of Chaos by R. L. LaFevers ............................................. 25

Activities for Theodosia and the Serpents of Chaos by R. L. LaFevers ................................................ 25

Lesson 2: Ancient Egypt ............................................................................................................................. 26




Vocabulary, Reading Questions, and Narrations ................................................................................ 28

Story Chart for “The Girl with the Rose-Red Slippers”........................................................................ 29

Dictation from Tales of Ancient Egypt by Roger Lancelyn Green ....................................................... 29



Activities for Ancient Egypt ................................................................................................................. 30

Story Chart Overview .......................................................................................................................... 31

Lesson 2, Completed Story Chart ........................................................................................................ 32

Lesson 3: Stories from the Bible ................................................................................................................ 33




Reading Questions and Narrations ..................................................................................................... 35

Dictation from The Children’s Illustrated Bible (DK) by Selina Hastings ............................................. 36

Activities for The Children’s Illustrated Bible (DK) by Selina Hastings................................................. 36

Lesson 4: Aesop’s Fables ............................................................................................................................ 37




Story Chart for “The Crow in the Pitcher” .......................................................................................... 38

Narrations ........................................................................................................................................... 39


Dictation from Aesop’s Fables by Ann McGovern .............................................................................. 39

Activities for Aesop’s Fables by Ann McGovern .................................................................................. 40


Lesson 5: The Epic of Gilgamesh ................................................................................................................ 42




Vocabulary .......................................................................................................................................... 43


Book Summary Questions for Gilgamesh the Hero by Geraldine McCaughrean ............................... 45

Book Summary for Gilgamesh the Hero by Geraldine McCaughrean................................................. 45

Dictation from Gilgamesh the Hero by Geraldine McCaughrean ....................................................... 45

Activities for Gilgamesh the Hero by Geraldine McCaughrean .......................................................... 46

Lesson 6: Ancient India .............................................................................................................................. 47






Vocabulary .......................................................................................................................................... 48

Reading Questions and Narrations ..................................................................................................... 48

Dictation from The Broken Tusk by Uma Krishnaswami ..................................................................... 49

Activities for The Broken Tusk by Uma Krishnaswami ........................................................................ 49

Lesson 7: Ancient Africa ............................................................................................................................. 50




Vocabulary, Reading Questions, and Narrations ................................................................................ 52

Story Chart for “The Two Brothers” .................................................................................................... 53

Dictation for Tales from Africa by Kathleen Arnott ............................................................................ 53

Activities for Tales from Africa by Kathleen Arnott ............................................................................ 53




About Classical House of Learning Literature

Classical House of Learning Literature is based on the classical model of education as outlined in books such as The Well-Trained Mind by Jessie Wise and Susan Wise Bauer (ISBN 978-0393067088). Classical House of Learning Literature is born out of my own experience homeschooling my children and my desire to have an open-and-go, easy-to-use literature program for family read alouds and (mostly) independent readers for each of the four history time periods. Eventually, each time period will include selections for Grammar Stage, Logic Stage, and Family Read Alouds.

Acknowledgements

Thank you for purchasing Classical House of Learning Literature: Ancient Times! I hope you find that it fills the need in your homeschool for an easy-to-use literature program. I appreciate constructive feedback and would love to hear about things you like or things you’d like to see changed so that I can make it even better for future users. If you notice any typos, please let me know! Please send your comments to [email protected] with the subject “Feedback for CHOLL Ancients, Logic Stage”. If you’d like to drop a note on how you’re enjoying the program, please post those comments on my blog on the “Comments from Users” page or post a review on the Lulu.com purchase page. Thanks!

I consulted many resources while writing Classical House of Learning Literature (see the Bibliography for a complete list). The most valuable were The Well-Trained Mind by Susan Wise Bauer and Jessie Wise, Classics in the Classroom by Michael Clay Thompson, Deconstructing Penguins by Lawrence and Nancy Goldstone, and Teaching the Classics by Adam and Missy Andrews.

A Note About Copying & Resale

I give full permission for you to duplicate or photocopy all or portions of Classical House of Learning Literature for personal, in-home use. Please respect the enormous amount of time and energy I’ve poured into this program by not “sharing” it with friends or family. Obviously, it’s not okay for you to distribute or sell copies of this program.☺ If you purchased the eBook, you may not sell the file, a digital copy (transmitted through the internet, CD-ROM, or any other format), or printed copies of it. If you purchased a printed format, you may sell it. I’ve specifically priced the program affordably so that it can fit in the homeschooling family’s budget.

How to Get Started

Printing and Organizing the Program

If you purchased the eBook, you will need to print out copies for use. I find it easiest to print out the whole program, 3-hole punch it, and stick it in binders (one for me and one for each student). You may prefer to print as you go. If that’s the case, you can find the page numbers in the Table of Contents for each set of pages. There is also a master Table of Contents for the eBook that corresponds to the page numbers of the eBook file and not the page numbers printed on the printed pages. Lists of needed materials are on the first page of each lesson in the Teacher Pages and a master list of needed materials for all of lessons can be found after the book list.

Logic Stage Student Pages are designed for students working independently at or about a 5th-grade level. These pages give assignments to the student and a list of reading questions, but it is my hope that you will do these questions with your student orally (the answers are in the Teacher Pages) rather than burden the student with writing the answers. For example, my 5th-grader reads the assigned reading and then checks in with me to discuss what she read. Your student can still write the answers down, if

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that’s what’s preferred, but he will need blank notebook paper on which to record his answers. An alternative to discussing or writing is to have your student record her answers onto a tape recorder or digital voice recorder. Please read the section about the new Revised Format for further clarification.

Getting the Books

Please see the following section about the book list. If you are using your public library, you will probably want to get the books or place a hold a week or so ahead of time. Some of the selections may be works in the public domain with free copies posted online. In rare cases, you might be able to substitute other versions of selected works for the ones I chose, with the understanding that the vocabulary and page numbers won’t match the guide.

Scheduling

I have included a 36-week schedule to finish all the books in the program. There is a lot packed into those 36 weeks if you choose to do everything. I have also included a blank schedule so that you can customize Classical House of Learning Literature based on the books you and your children want to read.

New Revised Format

I have revised the format due further research and experience. I’ve been using this program with my children and have noticed that my oldest daughter in particular really hates writing down answers to questions. I’ve also listened to some of Susan Wise Bauer’s audio lectures, including “What is Literary Analysis? When, Why, and How Should I Teach It?”, “A Plan for Teaching Writing: Focus on the Middle Grades”, and “Great Books: History as Literature”. I’ve realized that she is totally right about not making children write too much and that forcing children to do a lot of written work can kill a love of books. Logic Stage students will have more literary analysis-type questions, but I agree with Susan’s recommendation against discussing every single thing your child reads. For this reason, some of the assignments within a lesson are simply reading, while other assignments include discussion questions. Please foster your children’s love of stories by implementing this program in a way that keeps that love intact!

Multiple Age Groups

As the mother of five children, I have experience with students spanning a wide age range. Classical House of Learning Literature: Ancient Times for Logic Stage uses selections appropriate for roughly grades 5 – 8 (ages 10 – 15).

What’s Included

Each week of lessons in Classical House of Learning Literature revolves around a particular time period, historical event, genre, and/or or author, using original classic literature or adaptations, quality fiction, and/or poetry. Each lesson includes a short biography of the author or background information on the selected works, reading assignments, comprehension and discussion questions, narration suggestions, vocabulary, dictation suggestions, suggested chapters from The Story of the World by Susan Wise Bauer and pages from The Usborne Internet-Linked Encyclopedia of World History, as well as additional project or activity ideas. I specifically chose simple activities using items you are likely to already have on hand because I personally prefer not to have to make extra stops for specialty items. My time is stretched enough as it is! Each Needed Materials page lists what is required. Where appropriate I have included writing assignments.

While it is ideal for you to read what your student is reading for maximum discussion possibility, I have



written this with the knowledge that homeschooling parents are stretched thin. I have read all of the books in this program and completed the assignments so that you can understand what’s going on even if you didn’t have the time to read the book with your student. With Grammar Stage Level 2 and Logic Stage, student pages give the reading assignment and questions without answers so that the student can work independently. Parent/Teacher pages include the questions and possible answers for ease of use.

You might not get to all of the activities or books included in the guide. Please pick and choose the ones you feel are best for your student or family and don’t feel guilty about the ones you miss! I designed Classical House of Learning Literature to be adaptable.

The Logic Stage lessons match the same topics as Grammar Stage so that your whole family can enjoy the works of a particular culture or time period.

Choice of Books

The vast majority of books on this list come directly from standard classical education reading lists such as those found in The Well-Trained Mind by Susan Wise Bauer and Jessie Wise. Other books were chosen because they are engaging and interesting as well as enjoyable to read. My own children and I are fond of fantasy and science fiction and you will find some of these books included in Classical House of Learning Literature. You might not get to all of the books included in this guide. You and/or your child may loathe a particular book and hate reading it. Please pick and choose the ones you feel are best for your student or family and don’t feel guilty about ones you miss! My goal is to give our children positive exposure to great literature and to instill a love of reading! ☺

Explanation About the Book List

On the following pages you’ll find the list of books used for each lesson. Before you begin, I suggest that you highlight selections available at your local public library and buy only the books your library doesn’t have (unless you have a generous homeschool budget!). All of these books should be available for purchase at your local book store or online at stores such as amazon.com. I have included ISBN numbers for recommended editions, but this guide may work with whichever edition you prefer. Where possible, I assign chapters rather than page numbers because page numbers vary by edition and publisher. If I assign page numbers, you will want use the same edition I used. If I used an adaptation, I suggest that you use the same adaptation because the assignments are based on that particular adaptation. On the Shopping page of www.classicalhouseoflearning.com, I have linked to the Listmania book lists directly to make it easier for you. With Listmania book lists you can click “Add All Items to Cart” for one click shopping. If you already own some of the books, you can delete those items from your cart before you check out.

While Logic Stage books are geared toward students between the ages of 10 – 15 (grades 5 – 8), they may also be enjoyed by younger or older students. The target group for Ancient Times is fifth grade.

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http://classicalhouseoflearning.com/shopping.htm




Book List for Classical House of Learning Literature: Ancient Times

The titles of the books are linked to their listings on amazon.com. Remember that I have created Listmania book lists (Required, Optional) to make it easier for you. With Listmania book lists you can click “Add All Items to Cart” for one click shopping. If you already own some of the books, you can delete those items from your cart before you check out.

Lesson 1: Archaeology

Required

1. Logic Stage: Theodosia and the Serpents of Chaos by R. L. LaFevers; ISBN-13 978-0618999767.

Optional

1. Logic Stage: Egypt (Eyewitness Travel Guides) by DK Publishing; ISBN-13 978-0756666774 (any book about traveling in Egypt will work—check library call number 916.2).

Lesson 2: Ancient Egypt

Required

1. Logic Stage: Tales of Ancient Egypt by Roger Lancelyn Green; ISBN-13 978-0140367164.

Optional

1. Logic Stage: Ancient Egypt (DK Eyewitness Books) by George Hart; ISBN-13 978-0756637651 (any book about Egypt will work—check library call number 932).

2. Logic Stage: At least two versions of Cinderella (any culture of origin other than Egyptian).

Lesson 3: Stories from the Bible

Note: These are handled just like stories from other faiths and cultures (Greek, etc.) and are included for cultural literacy. If your family holds the Bible as a sacred text, you can insert those beliefs into your discussions.

Required

1. Logic Stage: The Children’s Illustrated Bible (DK) by Selina Hastings; ISBN-13 978-0756602611. Note: You will probably want to get the full-size version. The less expensive versions (pocket size) have very small print.

Optional

1. Logic Stage: Joseph and the Amazing Technicolor Dreamcoat by Tim Rice and Andrew Lloyd Weber; ASIN 0783240287 (any film adaptation of a Bible story will work).

Lesson 4: Aesop

Required

1. Logic Stage: Aesop’s Fables by Ann McGovern; ISBN-13 978-0590438803.

Lesson 5: The Epic of Gilgamesh

Required

1. Logic Stage: Gilgamesh the Hero by Geraldine McCaughrean; ISBN-13 978-0802852625.

http://www.amazon.com/lm/R7GRAMTIXZ67D/ref=cm_lm_pthnk_view?ie=UTF8&lm_bb=

http://www.amazon.com/lm/R1J9SAYGIBAEQ7/ref=cm_pdp_lm_title_1

http://www.amazon.com/Theodosia-Serpents-Chaos-R-LaFevers/dp/0618999760/ref=sr_1_1?ie=UTF8&s=books&qid=1276737819&sr=1-1

http://www.amazon.com/Egypt-Eyewitness-Travel-Guides-Publishing/dp/0756666775/ref=sr_1_1?ie=UTF8&s=books&qid=1281909013&sr=8-1

http://www.amazon.com/Tales-Ancient-Egypt-Puffin-Classics/dp/0140367160/ref=sr_1_1?ie=UTF8&s=books&qid=1276738429&sr=1-1

http://www.amazon.com/Ancient-Egypt-DK-Eyewitness-Books/dp/0756637651/ref=sr_1_3?ie=UTF8&s=books&qid=1281930888&sr=8-3

http://www.amazon.com/Childrens-Illustrated-Bible-Selina-Hastings/dp/0756602610/ref=sr_1_1?ie=UTF8&s=books&qid=1276739659&sr=8-1-catcorr

http://www.amazon.com/Joseph-Amazing-Technicolor-Dreamcoat-Osmond/dp/0783240287/ref=sr_1_1?s=dvd&ie=UTF8&qid=1282002356&sr=1-1


http://www.amazon.com/Aesops-Fables-Apple-Classics-Mcgovern/dp/0590438808/ref=sr_1_1?ie=UTF8&s=books&qid=1276739796&sr=1-1

http://www.amazon.com/Gilgamesh-Hero-Geraldine-McCaughrean/dp/0802852629/ref=sr_1_1?ie=UTF8&s=books&qid=1276739857&sr=1-1



Lesson 6: Ancient India

Required

1. Logic Stage: The Broken Tusk by Uma Krishnaswami; ISBN-13 978-0874838060.

Optional

1. Logic Stage: Rodney Yee's Yoga for Beginners; ASIN B001F76OKC (any yoga video or book will work—check library call number 613.7).

2. Hinduism and Other Eastern Religions (World Faiths) by Trevor Barnes; ISBN-13 978-0753458815 (any book about Hinduism will work—check library call number 294.5).

Lesson 7: Ancient Africa

Required

1. Logic Stage: Tales from Africa by Kathleen Arnott; ISBN-13 978-0192750792.

Optional

1. Logic Stage: Life In Ancient Africa by Hazel Richardson; ISBN-13 978-0778720737 (any book about ancient Africa will work—check library call number 960.1).

http://www.amazon.com/Broken-Tusk-Stories-Hindu-Ganesha/dp/0874838061/ref=sr_1_1?ie=UTF8&s=books&qid=1276739915&sr=1-1

http://www.amazon.com/gp/product/B001F76OKC/ref=cm_rdp_product

http://www.amazon.com/Tales-Africa-Oxford-Myths-Legends/dp/0192750798/ref=sr_1_1?ie=UTF8&s=books&qid=1276739961&sr=1-1

http://www.amazon.com/Life-Ancient-Africa-Peoples-World/dp/077872073X/ref=sr_1_1?s=books&ie=UTF8&qid=1282173110&sr=1-1



Optional List of Family Read Alouds for CHOLL: Ancient Times

This guide includes no lessons, questions, vocabulary lists, narrations, or activities for any of these titles. I chose books to read aloud to the whole family that generally fit with the theme or time period of the assigned literature selections (see the suggested schedule in the following pages). The titles of the books are linked to their listings on amazon.com. Remember that I have created Listmania book lists to make it easier for you. With Listmania book lists you can click “Add All Items to Cart” for one click shopping. If you already own some of the books, you can delete those items from your cart before you check out.

1. The Red Pyramid by Rick Riordan; ISBN-13 978-1423113386 2. The Story of Dr. Dolittle by Hugh Lofting; ISBN-13 978-0440483076 3. Percy Jackson and the Olympians Paperback Boxed Set (Books 1-3) by Rick Riordan; ISBN-13 978-

1423113492 (or the individual titles below) a. The Lightning Thief by Rick Riordan; ISBN-13 978-0786838653 b. The Sea of Monsters by Rick Riordan; ISBN-13 978-1423103349 c. The Titan’s Curse by Rick Riordan; ISBN-13 978-1423101482

4. The Battle of the Labyrinth by Rick Riordan; ISBN-13 978-1423101499 5. The Last Olympian by Rick Riordan; ISBN-13 978-1423101475 6. The Chocolate Touch by Patrick Skene Catling; ISBN-13 978-0688161330 7. Babe: The Gallant Pig by Dick King-Smith; ISBN-13 978-0679873938


http://www.amazon.com/Red-Pyramid-Kane-Chronicles-Book/dp/1423113381/ref=sr_1_1?ie=UTF8&s=books&qid=1279317135&sr=8-1

http://www.amazon.com/Story-Doctor-Dolittle-Yearling-Book/dp/0440483077/ref=sr_1_1?s=books&ie=UTF8&qid=1279317198&sr=1-1

http://www.amazon.com/Percy-Jackson-Olympians-Paperback-Boxed/dp/1423113497/ref=pd_sim_b_6

http://www.amazon.com/Lightning-Thief-Percy-Jackson-Olympians/dp/0786838655/ref=tmm_pap_title_0?ie=UTF8&qid=1279317339&sr=1-1

http://www.amazon.com/Monsters-Percy-Jackson-Olympians-Book/dp/1423103343/ref=pd_sim_b_1

http://www.amazon.com/Titans-Curse-Percy-Jackson-Olympians/dp/1423101480/ref=pd_sim_b_2

http://www.amazon.com/Battle-Labyrinth-Percy-Jackson-Olympians/dp/1423101499/ref=tmm_pap_title_0

http://www.amazon.com/Last-Olympian-Percy-Jackson-Olympians/dp/1423101472/ref=pd_sim_b_4

http://www.amazon.com/Chocolate-Touch-Patrick-Skene-Catling/dp/0688161332/ref=ntt_at_ep_dpt_1

http://www.amazon.com/Babe-Gallant-Pig-Dick-King-Smith/dp/0679873937/ref=tmm_pap_title_0?ie=UTF8&qid=1279317915&sr=1-1



Master List of Materials Needed

A list of needed materials for each lesson can be found on the first page of that lesson in the Teacher Pages. This list is included for those who prefer to do their gathering/shopping all at once. These are the materials needed for this volume, listed by lesson and reading selection. Please assume that you will need the following items every day and keep them on hand: copies of Student Pages for each student, pencils or pens, and a dictionary. For dictation exercises, you may wish to use your own blank handwriting paper. All lessons include multiple options for dictation as well as space to write the dictated passage. If your student is writing answers to the questions, he will need blank notebook paper because blank answer lines are not included in the Student Pages. If your student is recording the answers, a tape recorder or digital voice recorder will be needed every day.

Lesson 1

Needed Every Day

□□ Theodosia and the Serpents of Chaos by R. L. LaFevers; ISBN-13 978-0618999767

Activity 1

□□ A passage to read aloud, selected from Theodosia and the Serpents of Chaos by R. L. LaFevers

Activity 2

□□ Paper to make a travel poster (11” x 14” is ideal or a piece of poster board), pen, pictures of Egypt printed from the Internet or cut out from a magazine

□□ Travel websites about sites to see in Egypt and/or books about notable places to visit in Egypt (check library call number 916.2)

□□ Optional: Egypt (Eyewitness Travel Guides) by DK Publishing; ISBN-13 978-0756666774

Lesson 2

Needed Every Day

□□ Tales of Ancient Egypt by Roger Lancelyn Green; ISBN-13 978-0140367164

Activity 1

□□ A book about ancient Egypt—check library call number 932. Optional: Ancient Egypt (DK Eyewitness Books) by George Hart; ISBN-13 978-0756637651

Activity 2

□□ At least two more versions of Cinderella (either printed from online or as books from the library,

any culture aside from Egyptian will work)

Lesson 3

Needed Every Day

□□ The Children’s Illustrated Bible (DK) by Selina Hastings; ISBN-13 978-0756602611. Note: Be sure to get the full size version. The less expensive versions (pocket size) have very small print.

Activity 1

□□ A story from the assigned selections for oral reading









Activity 2

□□ A film adaptation of a story from the Bible. Wikipedia has an entry that lists all films and television programs based on Biblical stories: http://en.wikipedia.org/wiki/List_of_films_based_on_the_Bible

□□ Optional: Joseph and the Amazing Technicolor Dreamcoat by Tim Rice and Andrew Lloyd Weber; ASIN 0783240287

Lesson 4

Needed Every Day

□□ Aesop’s Fables by Ann McGovern; ISBN-13 978-0590438803

Activity 1

□□ Paper, pen or pencil, one of Aesop’s fables to use as a model

Lesson 5

Needed for the Reading Assignments

□□ Gilgamesh the Hero by Geraldine McCaughrean; ISBN-13 978-0802852625

Activity 1

□□ Paper, pen or pencil

Activity 2

□□ Paper, crayons, markers, or another art medium of the child’s choosing

Lesson 6

Needed Every Day

□□ The Broken Tusk by Uma Krishnaswami; ISBN-13 978-0874838060

Activity 1

□□ A yoga video, a yoga class, or a how-to yoga book from the library—check call number 613.7 Optional: Rodney Yee's Yoga for Beginners; ASIN B001F76OKC

Activity 2

□□ A book about Hinduism—check library call number 294.5. Optional: Hinduism and Other Eastern Religions (World Faiths) by Trevor Barnes; ISBN-13 978-0753458815

Activity 3

□□ Ingredients and a recipe for an Indian dish or an Indian restaurant

□□ Intro to Indian cooking: http://www.cuisinecuisine.com/IndianCuisine.htm

Lesson 7

Needed Every Day

□□ Tales from Africa by Kathleen Arnott; ISBN-13 978-0192750792

Activity 1

□□ Ingredients and a recipe for a traditional African dish

http://en.wikipedia.org/wiki/List_of_films_based_on_the_Bible







http://www.cuisinecuisine.com/IndianCuisine.htm




□□ This website lists recipes for African dishes by country: http://www.africaguide.com/cooking.htm.

Activity 2

□□ A book about ancient African people—check library call number 960.1 Optional: Life In Ancient Africa by Hazel Richardson; ISBN-13 978-0778720737

Activity 3

□□ Paper and pen or pencil

http://www.africaguide.com/cooking.htm





Bibliography

I consulted the following sources as I created Classical House of Learning Literature: Ancient Times, Logic Stage.

1. "English Bible History: Timeline of How We Got the English Bible." GREATSITE.COM: Antique Bibles, Rare Bibles, Ancient Bible Leaves. Web. 02 June 2010. <http://www.greatsite.com/timeline-english-bible-history/>.

2. "Heka." Ancient Egypt Online. Web. 15 Aug. 2010. <http://www.ancientegyptonline.co.uk/heka.html>.

3. "The Ancient Olmec Civilization." Aztec History. Web. 12 June 2010. <http://www.aztec-history.com/olmec-civilization.html>.

4. Adams, Simon. Archaeology Detectives. London: Oxford UP, 2008. Print. 5. Aesop, and Ann McGovern. Aesop's Fables. New York: Scholastic, 1963. Print. 6. Aesop. Aesop's Fables. Trans. Jones V. S. Vernon. Illus. Arthur Rackham. Mineola, N.Y.: Dover

Publications, 2009. Print. 7. Andrews, Adam and Missy. Teaching the Classics: A Socratic Method for Literary Education. Rice,

WA: The Center for Literary Education, 2004. Print. 8. Arnott, Kathleen. Tales from Africa. New York: Oxford UP, 2000. Print. 9. Bauer, S. Wise, and Joyce Crandell. The Story of the World Activity Book 1: Ancient Times, from

the Earliest Nomad to the Last Roman Emperor. Charles City: Peace Hill, 2006. Print. 10. Bauer, S. Wise. The Story of the World. History for the Classical Child. Illus. Jeff West. Revised ed.

Vol. 1. Charles City, Va.: Peace Hill, 2006. Print. 11. Bauer, Susan Wise, and Jessie Wise. The Well-Trained Mind: A Guide to Classical Education at

Home. 3rd ed. New York, NY: W.W. Norton & Co., 2009. Print. 12. Bauer, Susan Wise. Writing with Ease: Strong Fundamentals. Charles City, VA: Peace Hill, 2008.

Print. 13. Bierhorst, John, ed. Latin American Folktales: Stories from Hispanic and Indian Traditions. New

York: Pantheon, 2002. Print. 14. Børdahl, Vibeke. Chinese Storytelling. Web. 13 June 2010. <http://www.shuoshu.org/>. 15. Calvert, Patricia. The Ancient Celts. New York: Franklin Watts, 2005. Print. 16. Coolidge, Olivia E. Greek Myths. Boston: Houghton Miffin, 1977. Print. 17. Daly, Kathleen N. Greek and Roman Mythology A to Z: A Young Reader's Companion. New York:

Facts On File, 1992. Print. 18. Goldstone, Lawrence, and Nancy Goldstone. Deconstructing Penguins: Parents, Kids, and the

Bond of Reading. New York: Random House, 2005. Print. 19. Goodings, Christina. I Want to Know About the Bible. Oxford: Lion Children's, 2009. Print. 20. Green, Jen. Ancient Celts: Archaeology Unlocks the Secrets of the Celts' Past. Consultant. Bettina

Arnold. Washington, DC: National Geographic, 2008. Print. 21. Green, Roger Lancelyn. Tales of Ancient Egypt. London, England: Puffin, 1995. Print. 22. Hastings, Selina. The Children's Illustrated Bible. Illus. Eric Thomas. New York: DK Pub., 2005.

Print. 23. Hirsch, E. D., and John Holdren. Books to Build On: A Grade-by-Grade Resource Guide for Parents

and Teachers. New York: Delta, 1996. Print. 24. Krishnaswami, Uma. The Broken Tusk: Stories of the Hindu God Ganesha. Illus. Selven Maniam.

North Haven, CT: Linnet, 1996. Print. 25. LaFevers, R. L. Theodosia and the Serpents of Chaos. Boston: Houghton Mifflin, 2008. Print.



26. Malam, John. Myths and Civilization of the Ancient Romans. Illus. Francesca D'Ottavi. New York: Peter Bedrick, 1999. Print.

27. McCaughrean, Geraldine. The Epic of Gilgamesh. Ed. David Parkins. Grand Rapids, MI: Eerdmans for Young Readers, 2003. Print.

28. Pickering, David. Bible Questions & Answers. London: Dorling Kindersley, 1997. Print. 29. Pudewa, Andrew. Teaching Writing: Structure and Style. Ascadero, CA: The Institute for

Excellence in Writing, 2001. Print. 30. Steele, Philip, and Fiona MacDonald. Sun Gods and Sacrifice. London: Southwater, 2004. Print. 31. Teaching the Classics: A Socratic Method for Literary Education. Perf. Adam Andrews. Center for

Literary Education, 2004. DVD. 32. Teaching Writing: Structure and Style. Perf. Andrew Pudewa. The Institute for Excellence in

Writing, 2001. DVD. 33. Thompson, Michael. Classics in the Classroom. Unionville, NY: Royal Fireworks, 1995. Print. 34. Tracy, Kathleen. The Life and Times of Homer. Hockessin, Del.: Mitchell Lane, 2005. Print.



Suggested Schedule for Classical House of Learning: Ancient Times, Weeks 1 – 9 (LS, Part 1)

Below is a suggested schedule based on a 36-week school year with 9 weeks in each quarter. This schedule covers all of the books included in the program. Mark off each box and enter the date as you complete each reading selection.

Week Day 1 Day 2 Day 3 Day 4 Day 5

1 1: Theodosia and the Serpents of Chaos, pp. 3 - 63

1: pp. 64 - 130 1: pp. 131 - 206 1: pp. 207 - 274 1: pp. 275 - 344

Date

2 2: Tales of Ancient Egypt, xi. – 9

2: Tales of Ancient Egypt, pp. 10 – 26



2: Tales of Ancient Egypt, pp. 77 - 91

Date

3 2: Tales of Ancient Egypt, pp. 92 – 121





Date

4 3: The Children’s Illustrated Bible, pp. 8 – 23

3: The Children’s Illustrated Bible, pp. 40 – 55

3: The Children’s Illustrated Bible, pp. 66 – 79, 82 – 83

3: The Children’s Illustrated Bible, pp. 206 – 211, 214 – 215, 224 – 225, 232 – 233, 240 – 241

3: The Children’s Illustrated Bible, pp. 260 – 277

Date

5 4: Aesop’s Fables, pp. 5 – 19

4: Aesop’s Fables, pp. 20 - 35

4: Aesop’s Fables, pp. 36 – 49



Date

6 5: The Epic of Gilgamesh, Ch. 1 - 2

5: The Epic of Gilgamesh, Ch. 3 - 4




Date

7 6: The Broken Tusk, pp. ix – 6

6: The Broken Tusk, pp. 7 – 25




Date

8 7: Tales from Africa, pp. 1 – 22

7: Tales from Africa, pp. 23 – 43




Date

9 7: Tales from Africa, pp. 110 – 134




7: Tales from Africa, p. 198 – 214

Date



Custom Schedule for Classical House of Learning: Ancient Times, Weeks 1 – 9 (LS, Part 1)

Below is a blank schedule based on a 36-week school year with 9 weeks in each quarter. Use this if you would only like to cover some of the books included in the program and stretch the lessons out across more days.

Week Day 1 Day 2 Day 3 Day 4 Day 5

1

Date

2

Date

3

Date

4

Date

5

Date

6

Date

7

Date

8

Date

9

Date



Suggested Schedule for Chapters of SOTW Vol. 1 and UILEWH Wks. 1 – 9 (Part 1)

Below is a suggested schedule based on a 36-week school year with 9 weeks in each quarter. This schedule shows the chapters of The Story of the World, Vol. 1 by Susan Wise Bauer and pages of The Usborne Internet-Linked Encyclopedia of World History that correspond to the books in Classical House of Learning Literature: Ancient Times. I’ve chosen a few pages from UILEWH to highlight if the relevant number of pages is high.

Week Literature Selections and Chapter(s) of SOTW Vol. 1 and Pages of UILEWH

1 SOTW 1: Introduction: How Do We Know What Happened?, Ch. 1: The Earliest People UILEWH: pp. 8 - 101 (Prehistoric World) Highlights: pp. 14 – 15, 88 – 93, 98 - 101

1: Theodosia and the Serpents of Chaos by R. L. LaFevers

Date

2 SOTW 1: Ch. 2: Egyptians Lived on the Nile River, Ch. 3: The First Writing UILEWH: pp. 102 - 113

2: Start Tales of Ancient Egypt by Roger Lancelyn Green

Date

3 SOTW 1: Ch. 4: The Old Kingdom of Egypt UILEWH: pp. 114 - 117

2: Finish Tales of Ancient Egypt by Roger Lancelyn Green

Date

4 SOTW 1: Ch. 5: The First Sumerian Dictator, Ch. 6: The Jewish People UILEWH: pp. 112 – 113

3: Selected Stories from The Children’s Illustrated Bible by Selina Hastings

Date

5 SOTW 1: Ch. 7: Hammurabi and the Babylonians UILEWH: pp. 132 – 133

4: Aesop’s Fables by Ann McGovern

Date

6 SOTW 1: Ch. 8: The Assyrians UILEWH: pp. 144 - 149

5: The Epic of Gilgamesh by Geraldine McCaughrean

Date

7 SOTW 1: Ch. 9: The First Cities of India UILEWH: pp. 118 - 119

6: The Broken Tusk by Uma Krishnaswami

Date

8 SOTW 1: Ch. 10: The Far East: Ancient China UILEWH: pp. 162 - 165

7: Start Tales from Africa by Kathleen Arnott

Date

9 SOTW 1: Ch. 11: Ancient Africa UILEWH: pp. 172 - 173

7: Finish Tales from Africa by Kathleen Arnott

Date



Suggested Family Read Alouds for Ancient Times Below is a suggested schedule for books to read aloud to the whole family that generally fit with the theme or time period of the assigned literature selections. No questions, vocabulary, narrations, or activities are included for these books.

Week Family Read Aloud Selections and Lessons from CHOLL: Ancient Times (Logic Stage)

1 Start The Red Pyramid by Rick Riordan

1: Theodosia and the Serpents of Chaos by R. L. LaFevers

Date

2 Continue The Red Pyramid by Rick Riordan

2: Start Tales of Ancient Egypt by Roger Lancelyn Green

Date


2: Finish Tales of Ancient Egypt by Roger Lancelyn Green

Date


3: Selected Stories from The Children’s Illustrated Bible by Selina Hastings

Date


4: Aesop’s Fables by Ann McGovern

Date

6 Finish The Red Pyramid by Rick Riordan

5: The Epic of Gilgamesh by Geraldine McCaughrean

Date

7 Start The Story of Dr. Dolittle by Hugh Lofting

6: The Broken Tusk by Uma Krishnaswami

Date

8 Continue The Story of Dr. Dolittle by Hugh Lofting


Date

9 Finish The Story of Dr. Dolittle by Hugh Lofting


Date

10 Start The Lightning Thief by Rick Riordan

8: Start The Aeneid for Boys and Girls by Alfred J. Church

Date

11 Continue The Lightning Thief by Rick Riordan

8: Continue The Aeneid for Boys and Girls by Alfred J. Church

Date

12 ContinueThe Lightning Thief by Rick Riordan

8: Finish The Aeneid for Boys and Girls

Date

13 Finish The Lightning Thief by Rick Riordan; Start The Sea of Monsters by Rick Riordan

9: Start Tales of the Greek Heroes by Roger Lancelyn Green

Date

14 Continue The Sea of Monsters by Rick Riordan

9: Continue Tales of the Greek Heroes by Roger Lancelyn Green

Date



Below is a suggested schedule (continued) for books to read aloud to the whole family that generally fit with the theme or time period of the assigned literature selections. No questions, vocabulary, narrations, or activities are included for these books.


15 Continue The Sea of Monsters by Rick Riordan

9: Continue Tales of the Greek Heroes by Roger Lancelyn Green

Date

16 Finish The Sea of Monsters by Rick Riordan

9: Finish Tales of the Greek Heroes by Roger Lancelyn Green

Date

17 Start The Chocolate Touch by Patrick Skene Catling

10: Start Seven Daughters and Seven Sons by Barbara Cohen

Date

18 Finish The Chocolate Touch by Patrick Skene Catling

10: Finish Seven Daughters and Seven Sons by Barbara Cohen

Date

19 Start The Titan’s Curse by Rick Riordan

11: Start The Odyssey by Geraldine McCaughrean

Date

20 Continue The Titan’s Curse by Rick Riordan

11: Finish The Odyssey by Geraldine McCaughrean

Date


12: Start Middleworld by J&P Voelkel

Date


12: Continue Middleworld by J&P Voelkel

Date

23 Finish The Titan’s Curse by Rick Riordan

12: Finish Middleworld by J&P Voelkel

Date

24 Start The Battle of the Labyrinth by Rick Riordan

13: Start The Tale of Troy by Roger Lancelyn Green

Date

25 Continue The Battle of the Labyrinth by Rick Riordan

13: Finish The Tale of Troy by Roger Lancelyn Green

Date


14: Start Wild Orchid by Cameron Dokey

Date


14: Finish Wild Orchid by Cameron Dokey

Date

28 Finish The Battle of the Labyrinth by Rick Riordan

15: Start Julius Caesar adapted by Alan Durband

Date



Below is a suggested schedule (continued) for books to read aloud to the whole family that generally fit with the theme or time period of the assigned literature selections. No questions, vocabulary, narrations, or activities are included for these books.


29 Start The Last Olympian by Rick Riordan

15: Finish Julius Caesar adapted by Alan Durband

Date

30 Continue The Last Olympian by Rick Riordan

15: Start The Bronze Bow by Elizabeth George Speare

Date


15: Continue The Bronze Bow by Elizabeth George Speare

Date


15: Finish The Bronze Bow by Elizabeth George Speare

Date

33 Finish The Last Olympian by Rick Riordan

16: Start The Eagle of the Ninth by Rosemary Sutcliff

Date

34 Start Babe: The Gallant Pig by Dick King-Smith

16: Continue The Eagle of the Ninth by Rosemary Sutcliff

Date

35 Continue The Gallant Pig by Dick King-Smith

16: Finish The Eagle of the Ninth by Rosemary Sutcliff

Date

36 Finish The Gallant Pig by Dick King-Smith

Catch Up or Review

Date



Lesson 1: Archaeology

Materials Needed for Lesson 1

Please assume that you will need the following items every day and keep them on hand: copies of Student Pages for each student, pencils or pens, and a dictionary.

Suggested Chapter(s) of The Story of the World, Volume 1 by Susan Wise Bauer

□□ Introduction: How Do We Know What Happened?

□□ Ch. 1: The Earliest People

Suggested Page(s) of The Usborne Internet-Linked Encyclopedia of World History

□□ pp. 8 - 101 (Prehistoric World) Highlights: pp. 14 – 15, 88 – 93, 98 - 101

Needed Every Day

□□ Theodosia and the Serpents of Chaos by R. L. LaFevers; ISBN-13 978-0618999767

Activity 1

□□ A passage to read aloud, selected from Theodosia and the Serpents of Chaos by R. L. LaFevers

Activity 2

□□ Paper to make a travel poster (11” x 14” is ideal or a piece of poster board), pen, pictures of Egypt printed from the Internet or cut out from a magazine

□□ Travel websites about sites to see in Egypt and/or books about notable places to visit in Egypt (check library call number 916.2)

□□ Optional: Egypt (Eyewitness Travel Guides) by DK Publishing; ISBN-13 978-0756666774





Lesson 1 – Logic Stage: Archaeology

Directions: Read the biography or background information and answer the biography or background questions. Then read the selected work(s) and follow up with the written assignments and activities. Biographies or background, biography or background questions, vocabulary lists, reading questions, dictation lines, writing exercises, and activity ideas are included in the Student Pages.

Background Information

Written works can be categorized as fiction or nonfiction. Fiction is writing that describes events and people that are made up or not real. Nonfiction is writing that describes facts that are real or true. Historical fiction is a made-up story that happens in a real time from the past. Theodosia and the Serpents of Chaos is a fictional story set in the historical time period of early 1900s England. In addition to qualifying as historical fiction, Theodosia and the Serpents of Chaos is also a fantasy, which means that it exists in a world that has different rules from ours (e.g. magic).

The parents of the main character are archaeologists, which means they study ancient artifacts and documents. Like detective work, archaeology is about looking at the available evidence and trying to recreate the story of an ancient culture or group of people. With little clues such as engravings on a stone tablet, a piece of pottery, or a painting in a tomb, archeologists try to better understand how ancient people thought, lived, and worshiped. Many archaeological findings can be observed in museums, where curators (museum caretakers) create exhibits to teach visitors about the past.

Background Questions

1. Define fiction, nonfiction, historical fiction, and fantasy. Fiction is a made-up story. Nonfiction is writing about real facts. Historical fiction is a made-up story set in a real time in the past. Fantasy is a story that exists in a world that has different rules from ours.

2. What is your favorite genre (category of writing)? Note: Answers will vary. My favorite genre is fantasy because I love thinking about what might be possible in another world.

3. What is archaeology? Archaeology is the study of ancient artifacts and documents in order to understand an ancient culture or group of people.

Reading Assignments

This book is scheduled over the course of 5 days. Although your child may wish to write chapter summaries, only a book summary is required for this lesson. Content Warning: This book deals with ancient Egyptian curses and there are a few gruesome (although not graphic) scenes.

1. Read pp. 3 – 63 of Theodosia and the Serpents of Chaos by R. L. LaFevers. 2. Read pp. 64 – 130 of Theodosia and the Serpents of Chaos by R. L. LaFevers. 3. Read pp. 131 – 206 of Theodosia and the Serpents of Chaos by R. L. LaFevers. 4. Read pp. 207 – 274 of Theodosia and the Serpents of Chaos by R. L. LaFevers. 5. Read pp. 275 – 344 of Theodosia and the Serpents of Chaos by R. L. LaFevers.

Vocabulary

1. amulet protective charm 2. ankh an ancient Egyptian symbol of

life, a cross with a loop at the top 3. arcane mysterious, difficult to

understand 4. backsheesh charity for beggars

5. bas relief a form of art with shapes sticking out from the surface

6. brougham a horse-drawn vehicle 7. buttress support for a wall 8. cocklebur a seed with a prickly husk 9. corrosive causing gradual damage



10. diplodocus a large herbivorous dinosaur with a long neck and tail

11. dragoman an Arabic guide or interpreter

12. drayman the driver of a dray (a flat-bed wagon with no sides)

13. ensign a low-ranking officer 14. frock an old-fashioned dress 15. gaslights lights powered by burning

natural gas 16. growler a 4-wheeled, horse-drawn cab 17. hansom a 2-wheeled, horse-drawn cab 18. havoc chaos, destruction 19. heka ancient Egyptian word for magic 20. ka ancient Egyptian word for the soul

of a dead person 21. lavatory bathroom, toilet 22. mortar and pestle a bowl and tool

used for grinding things like herbs 23. necropolis a large burial area, a

cemetery 24. omnibus a large carriage used for

public transportation 25. pax a declaration of peace, a truce

26. philter a magical drink, a potion 27. pinafore a loose dress without sleeves

worn over other clothing 28. pink elephant a hallucination due to

being drunk 29. pique annoyance, anger, irritation 30. pith helmet a round, hard hat worn to

keep the sun off your head in hot climates

31. plait braid 32. provenance origin 33. pustule a liquid-filled spot on the skin 34. quail tremble, cringe, draw back 35. reticule a small purse 36. retribution revenge, payback,

punishment 37. sarcophagus a stone coffin 38. scree small, loose pieces of broken rock 39. stele (STEE-lee or STEEL) an ancient

stone or pillar marked with engraving 40. truncheon club, heavy stick 41. tureen a deep, covered dish 42. valise small suitcase

Reading Questions

After reading Michael Clay Thompson’s Classics in the Classroom, I became more conscious of leading questions when discussing a work of literature. While writing the questions for Logic Stage of Classical House of Learning Literature, I tried to pose questions that allow the student to come up with his own interpretation of what the book was about instead of guiding readers to agree with my conclusions. For this reason, answers to the reading questions may vary from the answers I’ve given here. Regardless of how the student answers the questions, she should be able to articulate why she’s given those answers (and hopefully be able to point to passages in the text that support her conclusions).

1. Was Theodosia’s ability a blessing or a curse? Why? Her ability was a blessing because it allowed her to protect people. OR Her ability was a curse because it made it difficult for her to interact with her parents.

2. What did Theodosia want? She wanted to protect people (or she wanted to return the Heart of Egypt). OR She wanted her parents to love and respect her.

3. Did she get what she wanted? How? Yes, she got what she wanted because she returned the Heart of Egypt to the tomb and saved Britain. OR Yes, she got what she wanted because Theo’s parents chose to save her instead of exploring the new tomb, and they created a museum exhibit to display the Was scepter she found.

4. Many ancient artifacts were removed from Egypt and taken to other countries. Should these artifacts be returned to Egypt today? Why or why not? Yes, they should be returned because they belong to the Egyptian people. OR No, they should not be returned because more people can learn about them if the artifacts stay in museums.



Book Summary for Theodosia and the Serpents of Chaos by R. L. LaFevers

The student is assigned to write a 1 to 10 sentence summary of this novel. Note: Answers will vary, but your child’s summary should bear some resemblance to the examples below.

Theodosia and the Serpents of Chaos is about a girl with a gift for ancient Egyptian magic who uses her skills to save Britain.

OR Theodosia and the Serpents of Chaos is about a British girl who can detect ancient Egyptian curses on the artifacts in her parents’ museum. Even though her parents don’t believe in magic, Theo protects them by creating amulets and secretly removing curses. After her mom brings the Heart of Egypt to Britain, Theo learns that it has the power to destroy the country. The secret society sworn to protect against cursed objects asks Theo to return the Heart to its original tomb in Egypt. Theo fights members of the Serpents of Chaos and succeeds in restoring the Heart of Egypt to its rightful place.

Dictation from Theodosia and the Serpents of Chaos by R. L. LaFevers

Choose one of the following passages from this book for dictation practice. Dictation is a learned skill that will help your child develop the process of holding a complete thought in his head long enough to write it down. This will help your child with her own writing and will also enable her to more easily take notes from a lecture. If this is your child’s first exposure to dictation, start with one sentence and increase the number of sentences as he improves. Read the selected passage three times while your student listens intently. Encourage your student to say the selection out loud or think of the words in her head before writing. Note: While you are reading aloud, remember to give a short pause at commas and a longer pause at periods.

pp. 3 - 4

As far as I can tell, it doesn’t make any difference to adults how clever children are.

They always stick together.

p. 60

I tried very hard not to think about being followed, but it was difficult. Doorways

loomed like gaping maws, and the windows seemed to watch me as I passed.

p. 149

Pride warred with dismay. While I fancied being unique, I wasn’t sure how I felt about

being the only one with this particular skill.

Activities for Theodosia and the Serpents of Chaos by R. L. LaFevers

1. Activity 1 Choose a passage (1 – 2 pages) to read aloud to your parent, a sibling, or a friend. While reading, remember to speak clearly and pause where marked by punctuation. Use good posture as well!

2. Activity 2 If you could travel to Egypt, what would you visit? Create travel poster featuring one to three Egyptian landmarks. Be sure to include a picture (drawn by you, printed from the Internet, or cut out from a magazine) as well as one to three descriptive sentences for each location. You will need to research details about places to visit in Egyptian by reading travel websites and/or books (check library call number 916.2). Optional: Egypt (Eyewitness Travel Guides) by DK Publishing; ISBN-13 978-0756666774





Lesson 2: Ancient Egypt




□□ Ch. 2: Egyptians Lived on the Nile River

□□ Ch. 3: The First Writing

□□ Ch. 4: The Old Kingdom of Egypt


□□ pp. 102 – 113 □□ pp. 114 – 117

Needed Every Day

□□ Tales of Ancient Egypt by Roger Lancelyn Green; ISBN-13 978-0140367164

Activity 1

□□ A book about ancient Egypt—check library call number 932. Optional: Ancient Egypt (DK Eyewitness Books) by George Hart; ISBN-13 978-0756637651

Activity 2

□□ At least two more versions of Cinderella (either printed from online or as books from the library)






Lesson 2 – Logic Stage: Ancient Egypt



You already know about fiction and nonfiction. The stories in this lesson are a sub-genre of writing called mythology. Myths are stories that tell of supernatural events or people and these tales often serve to explain natural events, celebrate deeds of heroes, or teach spiritual ideas. Depending on a person’s beliefs, myths may be classified as a sub-genre of fiction or nonfiction. In some religious groups, myths are accepted as factual, so believers may categorize them as nonfiction. Whether or not you believe these stories are literally true, reading the legends from ancient Egypt will better help you understand this fascinating civilization.

Read the additional background information found in the Prologue of Tales of Ancient Egypt by Roger Lancelyn Green and then answer the questions below.


1. What is a myth? A myth is a story about supernatural people or events. 2. Are myths fiction or nonfiction? To a non-believer they are fiction, but to a believer they are

nonfiction.

The rest of these questions are about the Prologue (pp. xi – xxi).

3. Describe the significance of the Nile River to the people of Egypt. The Nile is what makes it possible for people to live in Egypt. The country is a desert except for the land by the river.

4. How were these ancient stories preserved? They were preserved by being carved into stone, painted on walls, written on papyrus, or recorded by ancient Greeks.

5. Around how old are these stories? They are somewhere between two thousand to four or five thousand years old.

Reading Assignments

This book is scheduled over ten days. Assigned reading selections marked with an asterisk (*) have vocabulary lists, reading questions, and narrations for one or more of the stories within the chosen pages. A story chart exercise, which is marked by a section sign (§) is assigned for “The Girl with the Rose-Red Slippers”. Content Warning: These stories contain murder and other grisly topics as well as Egyptian religious views.

1. Read “Ra and His Children” (pp. 3 – 9) from Tales of Ancient Egypt by Roger Lancelyn Green. 2. *Read “Isis and Osiris” (pp. 10 – 26) from Tales of Ancient Egypt by Roger Lancelyn Green. 3. Read “Horus the Avenger” – “The Great Queen Hatshepsut” (pp. 27 – 58) from Tales of Ancient

Egypt by Roger Lancelyn Green. 4. Read “The Prince and the Sphinx” (pp. 59 – 74) from Tales of Ancient Egypt by Roger Lancelyn

Green. 5. Read “The Golden Lotus” “Teta the Magician” (pp. 77 – 91) from Tales of Ancient Egypt by Roger

Lancelyn Green. 6. Read “The Book of Thoth” – “Se-Osiris and the Sealed Letter” (pp. 92 – 121) from Tales of

Ancient Egypt by Roger Lancelyn Green.



7. *Read “The Land of the Dead” – “The Tale of the Two Brothers” (pp. 122 – 146) from Tales of Ancient Egypt by Roger Lancelyn Green.

8. Read “The Story of the Shipwrecked Sailor” – “The Adventures of Sinuhe” (pp. 149 – 169) from Tales of Ancient Egypt by Roger Lancelyn Green.

9. Read “The Peasant and the Workman” – “The Story of the Greek Princess” (pp. 170 – 203) from Tales of Ancient Egypt by Roger Lancelyn Green.

10. §Read “The Treasure Thief” – “The Girl with the Rose-Red Slippers” (pp. 204 – 218) from Tales of Ancient Egypt by Roger Lancelyn Green.

Vocabulary, Reading Questions, and Narrations

Vocabulary for “Isis and Osiris”

1. game of draughts checkers

Questions for “Isis and Osiris”

1. In this story, how did the ancient Egyptians explain the phases of the moon? They explained the phases of the moon by saying that the moon gambled away so much of his light that he couldn’t shine for the whole month.

2. Instead of an army, Osiris took a band of priests and musicians to civilize other people to add to his kingdom. Do you think an army or the priests and musicians would be more effective at conquering another group of people? Why? Note: Answers may vary. I think an army would be more effective because the conquered people would be too afraid to rebel. OR I think the priests and musicians would be more effective because if the conquered people were converted in their way of thinking, they’d be less likely to rebel.

3. Why was it important for Isis to perform the funeral rites for Osiris? It was important so that his spirit could go to the Duat.

Narration for “Isis and Osiris”

Summarize this story in one to four sentences.

Possible Answers:

Isis killed the Pharaoh Ra by creating the cobra and tricking him into telling her his secret name. Set killed Osiris and Isis had to find his body so that his spirit could go to the Duat. OR After Set killed Osiris, Isis searched for her husband’s body. Set cut it into pieces and she buried each piece so that Osiris’s spirit could go on to the Duat. Osiris became king of the Dead.

Vocabulary for “The Tale of the Two Brothers”

1. guile craftiness, cleverness, slyness 2. pylon gateway an entrance formed by the joining of two tapering towers

Questions for “The Tale of the Two Brothers”

Note: Answers may vary.

1. The more Bata warned her not to, the more Bata’s wife longed to go out of the Valley. Is this a common trait among humans? Yes, humans often want what we can’t have.

2. Did Bata get a happy ending? Why or why not? Yes, he got a happy ending because he became Pharaoh and defeated his evil wife. OR No, he didn’t get a happy ending because his wife betrayed him.



Narration for “The Tale of the Two Brothers”


Possible Answers:

After his brother tried to kill him, Bata fled to the Valley of Acacia and the gods gave him a beautiful wife. He warned his wife never to leave, but she didn’t listen. Pharaoh took her for his wife and she killed Bata multiple times. Bata was ultimately born again as her son and killed her after he became Pharaoh. OR After Bata’s wife had Pharaoh kill Bata, Anpu rescued Bata’s soul. Bata was reborn as a bull, but Bata’s wife had him killed again. Bata grew as a tree, but Bata’s wife had him cut down and burned. A splinter went in her mouth and she gave birth to Bata, who killed her after he became Pharaoh.

Vocabulary for “The Girl with the Rose-Red Slippers”

1. girdle tight women’s underwear worn to make a woman look thin; a type of belt 2. rostrum platform

Questions for “The Girl with the Rose-Red Slippers”

Instead of questions, this story will be analyzed using a story chart (see below).

Narration for “The Girl with the Rose-Red Slippers”

Instead of a narration, this story will be summarized using a story chart (see below).

Story Chart for “The Girl with the Rose-Red Slippers”

Filling out a story chart will help your student understand the sequence of main events and the main conflict within the story. See the Logic Student Pages for more information. The example story chart is for “The Three Little Pigs”. If this is your student’s first exposure to story charts, read the story of “The Three Little Pigs” (see the Logic Stage Student Pages) and then show your student the completed Story Chart for “The Three Little Pigs”. A completed story chart for “The Girl with the Rose-Red Slippers” is at the end of this lesson.

Dictation from Tales of Ancient Egypt by Roger Lancelyn Green

Choose one of the following passages from this book for dictation practice. Read the selected passage three times while your student listens intently. Encourage the student to say the selection out loud or think of the words in her head before writing. Note: While you are reading aloud, remember to give a short pause at commas and a longer pause at periods.

p. 17

As soon as Ra had taken his place in the heavens, Osiris became Pharaoh of Egypt with

Isis as his Queen. They built the great city of Thebes as their capital, and ruled well

and wisely.

p. 140

That very hour Anpu his brother entered his own house, washed his hands, and called

for a cup of beer. A servant set it in his hands, and at once the beer grew muddy and

seethed in the cup like a troubled sea.



p. 215 (adapted)

The eagle seemed to have been sent by the gods. He flew straight up the Nile to

Memphis and then swooped down towards the palace.

Activities for Ancient Egypt

1. Activity 1 Read a book about ancient Egypt—check library call number 932. Optional: Ancient Egypt (DK Eyewitness Books) by George Hart; ISBN-13 978-0756637651.

2. Activity 2 “The Girl with the Rose-Red Slippers” is thought by some scholars to be the oldest Cinderella story in the world. Go to the library and read a few more versions of Cinderella. What similarities and differences do you find?





Story Chart1 Overview

1 For more information on story charts and elements, see Teaching the Classics: A Socratic Method for Literary Education by Adam and Missy Andrews.

Climax ↘

↗ Rising Action

↑ Exposition

Setting

Theme

Summary Question

Type of Conflict

Falling Action ↓

Conclusion

Character(s)

• introduction and background information; Who? Where? When?Exposition

• characters face a problem or conflict and tension builds; What do they want/need? What happens because of their wants/needs?Rising Action

• The main problem or conflict gets resolved (either positively or negatively for the characters involved)Climax

• get answers to other lingering questionsFalling Action

• author ends the story and may tell us meaningConclusion

• basic idea of the story; e.g. SurvivalTheme

• where and when the story takes place; e.g. in the woods, once upon a timeSetting

• the main person or people in the story; e.g. three pigs, wolfCharacter

• brief explanation of story formed in a question; e.g. “Will the big, bad wolf eat the three little pigs?”Conflict Question

• the basic forces fighting each other; e.g. man vs. man: wolf vs. three little pigsType of Conflict



Lesson 2, Completed Story Chart1 for “The Girl with the Rose-Red Slippers”


The messengers find Rhodopis, who fits the slipper and has the matching one.

While Rhodopis is bathing, an eagle steals one of her rose-red slippers and flies away. It drops the

slipper in Pharaoh's lap and he tells his messengers to find the girl who fits the slipper.

A wealthy Greek merchant living in Egypt buys a

beautiful Greek slave girl in the market. He treats her as

a daughter.

Ancient Egypt

Destiny

Will the Pharaoh's messengers find the girl who

fits the slipper?

Man vs. Fate

Pharaoh vs. Fate

Rhodopis goes to Memphis and Pharaoh makes her his queen.

They live happily together for the rest of their lives.

Greek merchant, Rhodopis, Pharaoh, Rhodopis's slaves,

the eagle, Pharaoh's messengers













Lesson 3: Stories from the Bible




□□ Ch. 5: The First Sumerian Dictator

□□ Ch. 6: The Jewish People


□□ pp. 112 – 113

Needed Every Day

□□ The Children’s Illustrated Bible (DK) by Selina Hastings; ISBN-13 978-0756602611. Note: Be sure to get the full size version. The less expensive versions (pocket size) have very small print.

Activity 1

□□ A story from the assigned selections for oral reading

Activity 2

□□ A film adaptation of a story from the Bible. Wikipedia has an entry that lists all films and television programs based on Biblical stories: http://en.wikipedia.org/wiki/List_of_films_based_on_the_Bible

□□ Optional: Joseph and the Amazing Technicolor Dreamcoat by Tim Rice and Andrew Lloyd Weber; ASIN 0783240287







Lesson 3 – Logic Stage: Stories from the Bible



As one of the best-selling books of all time, the Bible has greatly influenced our history and culture. It is the holy book of Christians and also contains some of the holy writings of Jews. Although it looks like just one book, the Bible actually contains many smaller books within two Testaments: the Old Testament and the New Testament. (“Testament” means covenant or promise as well as witness or proof). Many of the tales in the Old Testament are ancient Jewish stories that parents told to their children long before the stories were first written down. Once the stories were written down, they were recorded in Hebrew instead of English because Hebrew is the ancient language used by Jewish people. In addition to many others, the stories about Adam and Eve, Noah, Abraham, Moses, Samson, and David and Goliath come from the Old Testament. When Jesus came and preached his gospel, which means a set of beliefs or teachings, his words as well as details of his life were recorded in the New Testament. These stories weren’t written in English or Hebrew—they were written in Greek! In the 1380s, the first English Bible was translated from Latin into English by John Wycliffe, and over the next few hundred years other scholars completed English translations from the original Hebrew and Greek. The most widely-published English translation of the Bible, called the King James Version, wasn’t printed until 1611. Since then, there have been many more English translations as well as translations into more than 2,000 other languages!

Read the additional background information found on pp. 8 – 11 and 14 – 17 of The Children’s Illustrated Bible (DK) by Selina Hastings and then answer the questions below.


1. Which two major religious groups hold part of or all of the Bible as a holy book? Jews and Christians hold part of or all of Bible as a holy book.

2. In which language were the Old Testament stories usually written? They were usually written in Hebrew.

3. In which language were New Testament stories written? They were written in Greek.

The rest of these questions are about the background information found on pp. 8 – 11 and 14 – 17 of Children’s Illustrated Bible (DK) by Selina Hastings.

4. Where do most of the Old Testament events take place? They take place in the Fertile Crescent. 5. How did the religious beliefs of the Hebrews differ from those of their neighbors? The Hebrews

had one god instead of multiple gods.

Reading Assignments

Selected pages from this book are scheduled over five days. Assigned reading selections marked with an asterisk (*) have reading questions and narrations for one or more of the stories within the chosen pages. Content Warning: These stories represent supernatural events from the Old and New Testaments of the Bible. In the context of the story, the events are presented as factual.

1. Read “The Creation” – “Cain and Abel” on pp. 18 – 23 of Children’s Illustrated Bible (DK) by Selina Hastings.



2. *Read “Abraham’s Two Sons” – “Jacob’s Return” on pp. 40 – 55 of The Children’s Illustrated Bible (DK) by Selina Hastings.

3. Read “Life in Egypt” – “The Crossing of the Red Sea” and “Moses Receives God’s Laws” on pp. 66 – 79 and 82 – 83 of The Children’s Illustrated Bible (DK) by Selina Hastings.

4. *Read “Jesus of Galilee” – “Jesus Calls His Disciples”, “ The Sermon on the Mount”, “The Sower”, “The Good Samaritan”, and “The Prodigal Son” on pp. 206 – 211, 214 – 215, 224 – 225, 232 – 233, and 240 – 241 of The Children’s Illustrated Bible (DK) by Selina Hastings.

5. Read “Judas Plots to Betray Jesus” – “The Garden of Gethsemane” and “Jesus Before the Sanhedrin” – “The Resurrection” on pp. 260 – 267 and 270 – 277 of The Children’s Illustrated Bible (DK) by Selina Hastings.

Reading Questions and Narrations

Questions for “Abraham’s Two Sons”


1. Was it fair for Abraham to send Hagar and Ishmael away? Why or why not? It was fair because Ishmael teased Isaac and God said he would take care of Hagar and Ishmael. OR No, it was not fair because Ishmael was Abraham’s son, too.

2. The Jewish people are traditionally believed to have descended from Isaac and the Arab people are traditionally believed to have descended from Ishmael. Jews and Arabs have had and continue to have many conflicts. How might Abraham’s treatment of Ishmael have impacted the relationship between Jews and Arabs today? Arabs might still be mad that Ishmael was sent away instead of being his father’s heir.

Narration for “Abraham’s Two Sons”


Possible Answers:

Abraham had Ishmael with Hagar and then Isaac with Sarah. Sarah told Abraham to send Ishmael away because he was making fun of Isaac. OR Sarah gave birth to Isaac when she was very old. Abraham sent his older son, Ishmael, away after Ishmael teased Isaac.

Questions for “Jesus Calls His Disciples” and “The Sermon on the Mount”


1. “Jesus Calls His Disciples” What message did Jesus send by meeting with sinners? He sent the message that he was there to help the sinners and he didn’t care what the Pharisees thought.

2. “The Sermon on the Mount” Did Jesus advocate war or peace? How do you know? He advocated peace because he said peacemakers are blessed, we should love our enemies, and we should forgive.

Narration for “Jesus Calls His Disciples” and “The Sermon on the Mount”

Summarize these two stories in one to four sentences.

Possible Answers:

Jesus preached in Galilee and people followed him. Jesus spoke to his followers on a mountainside and told them to love their enemies and forgive those who had done them wrong. OR Jesus met with people that were usually shunned by society. He had twelve disciples. Jesus preached about peace, mercy, forgiveness, and love.



Dictation from The Children’s Illustrated Bible (DK) by Selina Hastings


p. 18

In the beginning God created heaven and earth. Water lay deep over the surface of

the earth and the darkness was absolute.

p. 48

Isaac knew that the blessing was given before God, and it could not be altered. Esau

was filled with hatred for Jacob.

p. 214

Blessed are the gentle, for they shall inherit the earth. Blessed are the merciful, for

they shall be shown mercy.

Activities for The Children’s Illustrated Bible (DK) by Selina Hastings

1. Activity 1 Choose one of the stories to read aloud to your parent, a sibling, or a friend. While reading, remember to speak clearly and pause where marked by punctuation. Use good posture as well!

2. Activity 2 Watch a film adaptation of a story from the Bible. Wikipedia has an entry that lists all films and television programs based on Biblical stories: http://en.wikipedia.org/wiki/List_of_films_based_on_the_Bible Optional: Joseph and the Amazing Technicolor Dreamcoat by Tim Rice and Andrew Lloyd Weber; ASIN 0783240287.






Lesson 4: Aesop’s Fables




□□ Ch. 7: Hammurabi and the Babylonians


□□ pp. 132 – 133

Needed Every Day

□□ Aesop’s Fables by Ann McGovern; ISBN-13 978-0590438803

Activity 1

□□ Paper, pen or pencil, one of Aesop’s fables to use as a model




Lesson 4 – Logic Stage: Aesop’s Fables



A fable is a short story that uses characters to teach a lesson. Like fairy tales, fables are made up and they often contain talking animals. The most famous collection of fables is attributed to a man called Aesop, who probably lived from around 620 B.C.E. to 565 B.C.E. Born in Greece as a slave, Aesop was later given his freedom because of his wisdom and cleverness. For over 200 years, Aesop’s stories were memorized and told to children. Eventually, a collection of around 200 stories was written down. Aesop’s fables have become an integrated part of our cultural heritage. As you read the stories in this lesson, you may recognize familiar sayings.

Read the additional background information found on p. 79 of Aesop’s Fables by Ann McGovern and then answer the questions below.


1. What is a fable? A fable is a short story that uses characters to teach a lesson. 2. Are fables real or made up? They are made up.

The rest of these questions are about the information on p. 79 of Aesop’s Fables by Ann McGovern.

3. What impact have Aesop’s fables had on our culture? They have become part of our language and expression.

4. How do we still have Aesop’s stories if they weren’t written down until 200 years after he told them? We still have them because he told them to people and they told them to other people.

Reading Assignments

This book is scheduled over five days. Assigned reading selections marked with an asterisk (*) require narrations for one or more of the stories within the chosen pages. Questions about the collection of fables appear after the narrations. A story chart exercise, which is marked by a section sign (§) is assigned for “The Crow in the Pitcher”.

1. Read “The Fox and the Grapes” – “Jupiter and the Bee” on pp. 5 – 19 of Aesop’s Fables by Ann McGovern.

2. §Read “Dog in the Manger” – “The Ant and the Dove” on pp. 20 – 35 of Aesop’s Fables by Ann McGovern.

3. Read “The Farmer and His Sons” – “The Old Woman and the Physician” on pp. 36 – 49 of Aesop’s Fables by Ann McGovern.

4. *Read “The Playful Donkey” – “The Travelers and the Bear” on pp. 50 – 63 of Aesop’s Fables by Ann McGovern.

5. Read “The Lion in Love” – “The Lioness” on pp. 65 – 78 of Aesop’s Fables by Ann McGovern.

Story Chart for “The Crow in the Pitcher”

Filling out a story chart will help your student understand the sequence of main events and the main conflict within the story. A completed story chart for “The Crow and the Pitcher” is at the end of this lesson.



Narrations

Narration for “The Fox and the Stork”


Possible Answer:

The fox was mean to the stork when he served her soup in a shallow dish. The stork was mean to the fox when she served his soup in a tall, narrow jar.

Narration for “The Mice in Council”


Possible Answer:

The mice decided to tie a bell around the cat’s neck, but then they realized that none of them wanted to do such a dangerous job.

Narration for “The Hare and the Tortoise”


Possible Answer:

The hare boasted that he was swifter than the wind and challenged anyone to race him. The tortoise agreed to race. The hare started quickly, but he decided to rest because he thought he was fast enough to beat the tortoise even if he took a nap. The tortoise moved slowly but steadily and won the race right after the hare woke up.

Reading Questions


1. Which familiar expressions did you notice as you read these stories? a. Slow and steady wins the race. b. Sour grapes c. One good turn deserves another. d. Easier said than done e. Don’t count your chickens before they hatch.

2. Why do you think people still enjoy these 3,000-year-old stories? People still enjoy them because the stories talk about situations that people experience every day.

3. Which story was your favorite (or least favorite)? Why? My favorite story was the one about the milkmaid who spilled her milk because sometimes I “count my chickens before they hatch”.

Dictation from Aesop’s Fables by Ann McGovern


p. 10

Woe is me! I scorned the feet which would have saved me and praised the antlers

which have caused my downfall. Too often we despise what we should value most.



p. 37

The two sons began to hunt for the treasure. With their spades and plows they turned

the soil of the land, but they found neither gold nor precious stones. However, the

vines were strengthened by their careful plowing, and began to yield the richest crop

of grapes they had ever seen.

Activities for Aesop’s Fables by Ann McGovern

1. Activity 1 Choose a fable to rewrite. Change something about it (the characters, the setting, the speech, etc.), but keep the underlying story or message the same. For example, “The Fox and the Grapes” might turn into “The Child and the Cookie” or “The Politician and the Election”.



Lesson 4, Completed Story Chart1 for “The Crow in the Pitcher”


After putting in 100 pebbles, the water reaches the top.

The crow can't knock the pitcher over, so he put pebbles in the pitcher to raise the

water level.

A thirsty crow finds a pitcher with

water at the very bottom.

Outside

Patience

Will the crow figure out how to reach the water?

Man vs. Himself

Crow vs. Himself

The crow drinks the water.

The crow learns that patience often works when force

doesn't.

a crow













Lesson 5: The Epic of Gilgamesh




□□ Ch. 8: The Assyrians


□□ pp. 144 – 149

Needed for the Reading Assignments

□□ Gilgamesh the Hero by Geraldine McCaughrean; ISBN-13 978-0802852625

Activity 1

□□ Paper, pen or pencil

Activity 2

□□ Paper, crayons, markers, or another art medium of the child’s choosing




Lesson 5 – Logic Stage: The Epic of Gilgamesh



At over 5,000 years old, The Epic of Gilgamesh is one of the oldest stories in the world. Recorded onto clay tablets, this story of a half-god king comes from ancient Mesopotamia (now called Syria and Iraq). Framed by the Tigris and Euphrates Rivers, Mesopotamia (“between two rivers”) was the home to early nomads and farmers. In addition to creating written words, ancient Mesopotamians invented the wheel, irrigation, codes of law, and the 60-minute hour. Our world would be pretty different without those inventions!

Read the additional background information found on p. 2 of Gilgamesh the Hero by Geraldine McCaughrean and then answer the questions below.


1. How old is The Epic of Gilgamesh? It is over 5,000 years old. 2. Which two rivers framed Mesopotamia? The Tigris and Euphrates Rivers framed Mesopotamia. 3. Name one Mesopotamian invention. The Mesopotamians invented writing, the wheel,

irrigation, codes of law, and the 60-minute hour.

This question is about the information on p. 2 of Gilgamesh the Hero by Geraldine McCaughrean.

4. Why do some scholars disagree about the order of events in this story? They disagree because the stones that recorded the story were smashed into pieces.

Reading Assignments

This book is scheduled over the course of 5 days. Although your child may wish to write chapter summaries, only a book summary is required for this lesson. Questions, however, are asked for each reading assignment. Content Warning: This book contains violent battles and death. There is a nude woman in chapter 2.

1. Read Ch. 1 – 2 of Gilgamesh the Hero by Geraldine McCaughrean. 2. Read Ch. 3 – 4 of Gilgamesh the Hero by Geraldine McCaughrean. 3. Read Ch. 5 – 7 of Gilgamesh the Hero by Geraldine McCaughrean. 4. Read Ch. 8 – 9 of Gilgamesh the Hero by Geraldine McCaughrean. 5. Read Ch. 10 – 12 of Gilgamesh the Hero by Geraldine McCaughrean.

Vocabulary

1. annals records, history 2. batten down seal, close tightly 3. bulbous round, bulging 4. buttress support for a wall 5. crevasse ravine, gorge 6. deadpan blankly 7. despot dictator, tyrannical ruler 8. dew-lapped loose-skinned

9. flotsam things floating in the ocean 10. footling annoying, not important or

useful 11. frieze art on a wall 12. impetuous impulsive, reckless 13. intrigued interested 14. kid baby goat 15. league a distance of about 3 miles



16. lintel the top of a door frame 17. lithe flexible 18. malign magic harmful or damaging

magic 19. mealy cake made from ground corn 20. milk and pobs pieces of bread in milk 21. myriad many, countless 22. paradox a statement whose parts seem

to mean the opposite of one another 23. perpetual unending, continuous 24. phosphorescent glowing, shining 25. ream make a hole in something 26. sage wise person

27. score twenty years 28. shanks lower legs 29. shied moved away suddenly 30. slake quench, satisfy 31. sloughing removing 32. sluice-gate a gate that controls the

flow of water 33. strident loud, harsh 34. teak valuable hard wood 35. umbelliferous herb-like 36. usher guide, attendant 37. whittle carve

Reading Questions

Note: Answers may vary for some of these questions.

Questions for Ch. 1 – 2

1. What was Gilgamesh’s opinion of friendship? He did not value friendship. 2. Describe Gilgamesh and Enkidu. Gilgamesh was beautiful, strong, wise, proud, selfish,

tyrannical, and civilized, and he liked to fight. Enkidu was hairy, wild, kind to animals, ignorant, and caring.


1. A simile is a literary device authors use to compare one thing to a different thing using the words like or as. Example one: “The green forest was like grass around his feet.” The forest wasn’t really grass, but because Huwawa was so large the big trees were as small to him as grass is to us. Example two: “And yet the woodlands beyond the gate were as greenly peaceful as the bottom of a lake.” The woodlands weren’t really at the bottom of a lake, but they were as quiet as if they were. Most of the following sentences come from Gilgamesh the King by Geraldine McCaughrean. Circle yes if the sentence contains a simile. Circle no if it does not.

a. YES It spilled down like wine. b. NO He did not like to travel through a dark tunnel for days. c. YES He looked like a man treading water. d. YES It weighed as much as a grown man. e. NO Someone who knows what you like to eat after a hard day. f. YES Someone who can weather you even when you’re sour as a lemon. g. YES In this part of the world the mountains erupt like spots on a young man’s cheek. h. YES He beat his torn fists on the ground and howled like a wounded animal. i. NO As he looked up, he saw the stars.

2. Why was Ishtar offended when Gilgamesh spoke the truth? She was offended because the truth showed her ugly actions.


1. “It was unbearable, and yet it had to be borne.” How did Gilgamesh show his grief? He cried, got angry, and smashed things.

2. Gilgamesh thought that death “made fame worthless, made achievements hollow.” Do you agree? Why or why not? I don’t agree because lots of dead people are famous: Aesop,



President Lincoln, Cleopatra, and Caesar, etc. OR I do agree because most people are forgotten after they die unless they did something very memorable.

3. “It’s the quality of a life that matters, not how long it drags on.” Is Siduri right? Why or why not? She’s right because it would be better to live a short, happy life than a long, miserable one. OR She’s wrong because death is worse than even a long, unhappy life.


1. “When a man has only a few years of life, he feels he must pack them full…. Time is not standing on my back with his whip.” Which life would be more satisfying: a life of average length (mortal) or an immortal life? Why? An average-length life would be more satisfying because time pressing on you makes you work harder and faster. An immortal life, with unlimited time, might make you lazy and it would probably be boring. OR An immortal life would be more satisfying because you could take as much time as you wanted to do everything you ever wanted to do.

2. How is a loaf of bread like a person’s life? In the beginning a loaf is soft and sweet like a baby. As it gets older, it gets crustier like a person who has faced hard times. Eventually, a loaf of bread gets moldy and crumbly like how a person’s body eventually stops working and dies.


1. How did Gilgamesh’s attitude change after he obtained the plant? He felt confident and proud (triumphant). The fear of death was gone.

2. How was Gilgamesh different after he returned to Uruk? He was more compassionate, humble, and wise. He no longer wanted to destroy things, go to war, or build things. He wanted a wife and children.

Book Summary Questions for Gilgamesh the Hero by Geraldine McCaughrean

Note: Answers may vary for some of these questions.

1. Who was the main character? Gilgamesh was the main character. 2. What did he want? He wanted immortality. 3. Why couldn’t he have what he wanted? The gods wouldn’t let him. OR It wasn’t his fate to be

immortal. 4. How did this story end? He didn’t get to live forever, but he did have children, which he felt was

a type of immortality.

Book Summary for Gilgamesh the Hero by Geraldine McCaughrean

The student is assigned to write a 1 to 10 sentence summary of this novel. Note: Answers will vary, but your child’s summary should bear some resemblance to the examples below.

Gilgamesh the Hero is about a king who learns humility after losing his best friend and going on a difficult quest.

OR Gilgamesh the Hero is about a proud, tyrannical king who forces his people to build monuments and fight wars. Gilgamesh learns to value friendship after the coming of the wild Enkidu. When Enkidu dies, Gilgamesh is heartbroken and becomes terrified of death. The grieving king goes on a quest to talk to the immortal man that survived the great Flood. Gilgamesh fails to become immortal, but he learns to be happy at home and becomes a good king for his people.

Dictation from Gilgamesh the Hero by Geraldine McCaughrean

Choose one of the following passages from this book for dictation practice. Read the selected passage three times while your student listens intently. Encourage the student to say the selection out loud or



think of the words in her head before writing. Note: While you are reading aloud, remember to give a short pause at commas and a longer pause at periods.

p. 20

Enkidu had roamed far afield, into the wildest places. He had seen things which

Gilgamesh had never seen.

p. 34

Anu looked at his daughter. Anger made her ugly, as it makes faces ugly.

p. 49

He did not stop to eat. In the stony wilderness, there was precious little food to be

had anyway, and he was always thirsty.

p. 55 (adapted)

The darkness seemed to seep through his skin. He could taste, smell, see, and hear

only darkness. The mountain was digesting him.

Activities for Gilgamesh the Hero by Geraldine McCaughrean

1. Activity 1 Gilgamesh expected his friend to be like him, but Enkidu was different. Make a list of the qualities that make a good friend.

2. Activity 2 Sculptors carved the story of Gilgamesh onto a wall. Using crayons, markers, or another art medium of your choosing, recreate your favorite scene(s) from this story.



Lesson 6: Ancient India




□□ Ch. 9: The First Cities of India


□□ pp. 118 - 119

Needed Every Day

□□ The Broken Tusk by Uma Krishnaswami; ISBN-13 978-0874838060

Activity 1

□□ A yoga video, a yoga class, or a how-to yoga book from the library—check call number 613.7 Optional: Rodney Yee's Yoga for Beginners; ASIN B001F76OKC

Activity 2

□□ A book about Hinduism—check library call number 294.5. Optional: Hinduism and Other Eastern Religions (World Faiths) by Trevor Barnes; ISBN-13 978-0753458815

Activity 3

□□ Ingredients and a recipe for an Indian dish or an Indian restaurant

□□ Intro to Indian cooking: http://www.cuisinecuisine.com/IndianCuisine.htm






Lesson 6 – Logic Stage: Ancient India



There is extensive background information in The Broken Tusk by Uma Krishnaswami. Read pp. ix – xxiv and then answer the questions below.


1. What sometimes happens to stories passed down orally? They evolve into different versions. 2. From which tradition do these stories come? They come from the Hindu tradition. 3. Who is Ganesha? Son of Shiva and Parvati, he is a god with a human body and elephant head. 4. What do Hindu people focus on when they meditate? They focus on the deepest truth. 5. What is karma and (according to Hindu belief) what impact does it have on a person’s next life?

Karma is the deeds of a person’s present life and it determines what the next life will be.

Reading Assignments

This book is scheduled over five days. Assigned reading selections marked with an asterisk (*) have reading questions and narrations for one or more of the stories within the chosen pages.

1. Read “Ganesha’s Head” on pp. 1 – 6 of The Broken Tusk by Uma Krishnaswami. 2. *Read “You Are the World” – “Kubera’s Pride” on pp. 7 – 25 of The Broken Tusk. 3. *Read “The Broken Tusk” – “In His Belly” on pp. 26 – 47 of The Broken Tusk. 4. Read “The Wishing Jewel” – “Why Ganesha Never Married” on pp. 48 – 67 of The Broken Tusk. 5. Read “The Old Young Woman and Her Songs” – “In the Beginning” on pp. 68 – 83 of The Broken

Tusk.

Vocabulary

Look up any unfamiliar English words in a dictionary and use the Glossary in the back of The Broken Tusk by Uma Krishnaswami for a definition of foreign words or concepts.

Reading Questions and Narrations

Note: Answers may vary for some of these questions. Questions for “The Rhythm of the Moon”

1. Was Chandra (the moon) right to call Ganesha a greedy creature? Why or why not? Yes, he was right because Ganesha had just stolen and eaten a huge platter of sweet dumplings. OR No, he was not right because it is mean to call someone greedy.

2. How does this myth explain the phases of the moon? It explains the phases as a punishment from Ganesha so that Chandra (the moon) would remember not to mock others.

Narration for “The Rhythm of the Moon”


Possible Answers:

Ganesha ate a big dish of sweet dumplings and his stomach burst. The moon laughed and called Ganesha greedy, so Ganesha punished the moon to grow and shrink each month. OR After Ganesha ate



the whole dish of dumplings his stomach exploded. When the moon laughed, Ganesha punished him by making him shrink and grow each month.

Questions for “The Broken Tusk”

1. What did Vyasa need in order to record his song? He needed a scribe. 2. How did Vyasa get what he needed? He prayed to Ganesha, who agreed to be his scribe. 3. Why did Ganesha break his tusk instead of stopping writing? He broke his tusk because he

wanted to keep his promise.

Narration for “The Broken Tusk”


Possible Answers:

Vyasa needed a scribe, so he prayed to Ganesha. They made promises to each other, so Ganesha broke his tusk to use as a pen when his pen broke. OR Vyasa sang a holy book while Ganesha wrote it down. Ganesha used his own tusk as a pen when his pen broke.

Dictation from The Broken Tusk by Uma Krishnaswami


p. 14

Remember this for all your life. When you hurt any living creature, you hurt me.

p. 18

The sky was still and black. The stars trembled in fear and sudden loneliness. All

creation seemed to stop in dismay at Ganesha’s anger.

p. 27

Vyasa spent long hours in prayer. He prayed in silence and in song. He prayed in

sunshine and in rain, in daylight and in darkness.

Activities for The Broken Tusk by Uma Krishnaswami

1. Activity 1 Experience yoga for yourself by watching a yoga video, attending a class, or getting a how-to yoga book from the library—check call number 613.7. Optional: Rodney Yee's Yoga for Beginners; ASIN B001F76OKC

2. Activity 2 Read a book about Hinduism, one of the oldest religions in the world—check library call number 294.5. Optional: Hinduism and Other Eastern Religions (World Faiths) by Trevor Barnes; ISBN-13 978-0753458815.

3. Activity 3 Cook and eat an Indian dish or find a place to sample authentic Indian food in your area. This website has an introduction to Indian cooking: http://www.cuisinecuisine.com/IndianCuisine.htm.






Lesson 7: Ancient Africa




□□ Ch. 10: The Far East: Ancient China

□□ Ch. 11: Ancient Africa


□□ pp. 162 – 165 □□ pp. 172 - 173

Needed Every Day

□□ Tales from Africa by Kathleen Arnott; ISBN-13 978-0192750792

Activity 1

□□ Ingredients and a recipe for a traditional African dish

□□ This website lists recipes for African dishes by country: http://www.africaguide.com/cooking.htm.

Activity 2

□□ A book about ancient African people—check library call number 960.1 Optional: Life In Ancient Africa by Hazel Richardson; ISBN-13 978-0778720737

Activity 3

□□ Paper and pen or pencil







Lesson 7 – Logic Stage: Ancient Africa



Unlike Ancient Egypt, we don’t have written records from the ancient peoples that lived in other parts of the continent of Africa. However, we do have some of their stories, which were told from generation to generation. Like Aesop’s fables, many of these stories have a moral or lesson. In West African folktales, Ananse the Spider is a common character who is famous for his trickster ways. Without television or video games or even books to entertain themselves, people enjoyed listening to storytellers, who could create a wonderful world with their words.


1. How were stories passed down from generation to generation? They were told. 2. Who is Ananse? He is a common character in West African folktales. OR He is a trickster spider. 3. What was one way people entertained themselves without TV or books? They listened to

storytellers.

Reading Assignments

This book is scheduled over ten days. Assigned reading selections marked with an asterisk (*) have vocabulary lists, reading questions, and narrations for one or more of the stories within the chosen pages. A story chart exercise, which is marked by a section sign (§) is assigned for “The Two Brothers”. Content Warning: These stories contain murder and other grisly topics.

1. Read “Why the Dog is the Friend of Man” – “The Rubber Man” on pp. 1 – 22 of Tales from Africa by Kathleen Arnott.

2. *Read “Tortoise and the Baboon” – “A Test of Skill” on pp. 23 – 43 of Tales from Africa by Kathleen Arnott.

3. Read “The Tale of the Superman” – “Spider and Squirrel” on pp. 44 – 68 of Tales from Africa by Kathleen Arnott.

4. *Read “Unanana and the Elephant” – “The Magic Horns” on pp. 69 – 85 of Tales from Africa by Kathleen Arnott.

5. Read “Snake Magic” – “What Squirrel Saw” on pp. 86 – 109 of Tales from Africa by Kathleen Arnott.

6. *Read “Hare and the Hyena” – “The Magic Drum” on pp. 110 – 134 of Tales from Africa by Kathleen Arnott.

7. Read “Why the Sun and the Moon Live in the Sky” – “Tug of War” on pp. 135 – 157 of Tales from Africa by Kathleen Arnott.

8. Read “The Discontented Fish” – “Goto, King of the Land and the Water” on pp. 158 – 181 of Tales from Africa by Kathleen Arnott.

9. Read “The Singing Drum and the Mysterious Pumpkin” – “The Snake Chief” on pp. 182 – 197 of Tales from Africa by Kathleen Arnott.

10. §Read “The Two Brothers” – “Fereyel and Debbo Engal the Witch” on pp. 198 – 214 of Tales from Africa by Kathleen Arnott.



Vocabulary, Reading Questions, and Narrations

Vocabulary for “Spider and the Lion”

1. arrogantly proudly 2. plumage feathers 3. prostrated flattened, lay down

4. quarreled fought, argued 5. savoury savory; wholesome, delicious 6. succulent tender, juicy

Questions for “Spider and the Lion”

1. What impact did fear have on Spider at the beginning of the story? Fear made Spider do whatever Lion said.

2. How did anger affect Spider’s actions toward Lion? Anger made Spider trick Lion, burn him, and leave him to die.

3. How did pity impact the ant’s actions? Pity made the ant free Lion.

Narration for “Spider and the Lion”


Possible Answers:

After Lion ate Spider’s fish, Spider tricked Lion and burned spots into Lion’s fur. Spider tricked Lion again so that Lion would be scared of Spider forever. OR Because Lion ate Spider’s fish, Spider burned Lion and left him tied up. An ant saved Lion by biting the cords.

Vocabulary for “The Magic Horns”

1. inquisitive curious 2. meagre meager; scanty, skimpy

3. millet a type of grain

Questions for “The Magic Horns”

1. Describe Magoda’s life at the beginning of the story. He was poor, hungry, and had to work for all the women in the village.

2. What item(s) changed Magoda’s situation? The ox’s horns changed Magoda’s situation. 3. Describe Magoda’s life at the end of the story. Magoda had everything he wanted: food,

clothes, a house, a wife, children, and servants.

Narration for “The Magic Horns”


Possible Answers:

Magoda had to work for all the women in the village in order to get food, so he ran away. His ox had magic horns that gave Magoda anything he wanted, so Magoda became rich and got married. OR After poor Magoda ran away from his village, his ox’s magic horns gave him anything he wished for. Magoda used the horns to get food and clothes. Magoda impressed a village with his wealth and he married the prettiest girl. They lived happily ever after.

Vocabulary for “Hare and the Hyena”

1. deceitful lying 2. loathsome hateful

3. ravenous starving, very hungry 4. repulsive disgusting

Questions for “Hare and the Hyena”

1. What did Hyena want? He wanted food.



2. How did Hyena get what he wanted? He took off his skin and scared Hare away so that he could eat the beans.

3. Did either Hare or Hyena feel sorry for their actions? How do you know? No, neither felt sorry because Hyena scared Hare more than once and Hare thought the greedy Hyena deserved to die.

Narration for “Hare and the Hyena”


Possible Answers:

Hyena and Hare were both starving, but Hyena tricked Hare and ate all the food. Hare realized Hyena’s trick and killed Hyena. OR After Hare knew that Hyena was eating all the beans, Hare killed him. Hare said that greed doesn’t pay.

Vocabulary for “The Two Brothers”

1. bullock a young male cow 2. precipice cliff

3. sufficiently enough 4. unduly overly, excessively

Questions for “The Two Brothers”

Instead of questions, this story will be analyzed using a story chart (see below).

Narration for “The Two Brothers”

Instead of a narration, this story will be summarized using a story chart (see below).

Story Chart for “The Two Brothers”

Filling out a story chart will help your student understand the sequence of main events and the main conflict within the story. A completed story chart for “The Two Brothers” is at the end of this lesson.

Dictation for Tales from Africa by Kathleen Arnott


p. 32

The lion was terrified. He had no idea that Spider was so powerful.

p. 83

There was only one thing to do. He would have to go back to the village where he had

slept the previous night and seek out the thief.

p. 112

That night while Hyena was sleeping, Hare made another bow. It was a good, strong

bow with no weak spots at all, and had three sharp arrows to go with it.

Activities for Tales from Africa by Kathleen Arnott

1. Activity 1 A few of the stories talked about food. Cook and eat a traditional dish from an African country of your choosing. This website lists recipes for African dishes by country: http://www.africaguide.com/cooking.htm.




2. Activity 2 Read a book about ancient African people—check library call number 960.1. Optional: Life In Ancient Africa by Hazel Richardson; ISBN-13 978-0778720737

3. Activity 3 Write a story similar to “The Magic Horns” in which a common object is suddenly discovered to possess magical properties (turns things to gold, makes things invisible, grants wishes, etc.).




Lesson 7, Completed Story Chart1 for “The Two Brothers”


A honey-bird leads the village men to where the younger brother is trapped. They pull him

up.

The younger brother bravely looks under the magic pots and helps an old woman chop a tree. He gets a herd of

animals. The older brother is jealous and leaves the younger brother at the bottom of a cliff.

Two brothers go out hunting.

Ancient Africa

Greed

Will the younger brother be able to return home?

Man vs. Man

Younger Brother vs. Older Brother

The boys' father is sad that his older son tried to kill the

younger. The village men think the older brother

should be punished. The older boy runs away.

The younger brother prospers and takes care of his parents when they get

old.

older brother, younger brother, old woman, honey-

bird, and village people











ancients logic teacher part 1

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