In an effort to utilize my librarian background, I am embarking on a series of book reviews, to be published on Fridays. These reviews will cover science education books for and about children, as well as reality-based children’s books for a Montessori lifestyle.
We are in our fifth year of using the Story of the World Curriculum. That means we’re cycling back to ancient times.
Audience: Ages 6 and up
Reading Level: 4th grade and up due to lots of historical names
Bauer, Susan Wise. The Story of the World: History for the Classical Child: Volume I: Ancient Times: From the earliest nomads to the last Roman emperor. Revised Edition. Peace Hill Press: Charles City, VA, 2006.
Bauer, Susan Wise. The Story of the World Activity Book I: Ancient Times. Peace Hill Press: Charles City, VA , 2006.
Story of the World
This is our fifth year using the Story of the World (SOTW) curriculum. That’s saying a lot for a homeschooling family. We have a lot of choices to choose from and need not stick with a curriculum unless we really like it.
As for my own teaching style, I use music CDs, workbooks, regular books, library videos, dinnertime discussions, general observations and board games to teach my kids about the world (and math, writing, reading, history, etc). I use Montessori materials for reading and math (up to age 7 or so). It’s rare that I use any sort of comprehensive curriculum – except for SOTW and as they get older, Beast Academy and Singapore for math. Although there are a number of activities you could require your children to do with SOTW (including tests), I follow the lead of my children and adapt the curriculum as needed.
A glimpse at all four books in the Story of the World curriculum series.
I really like SOTW because it’s a chronologically-based history ‘program.’ The stories are told in order, beginning with the nomads and moving up through modern times. When my oldest was young, we started with the nomads and I didn’t worry about encompassing the big bang theory or placement of the dinosaurs (something we corrected when cycling back to ancient times).
I think the chronological order mimics Dr. Montessori’s Cosmic Education without requiring too much learning (or buying of resources) on my part. The Cosmic ‘Curriculum’ is presented in the 6-12 classroom, and since I did my training for ages 3-6, I love that SOTW has stories that are easy for me to read and that the guide has pre-printed maps and suggested activities. It’s less prep work for me. I also love that I can adapt it to my needs and feel less pressured to use the “correct” Montessori materials (i.e. prepared timeline).
First Year – Story of the World – Ancient Times – Ages 5 – 7
The first year we started with SOTW, my oldest was five and a half, but he LOVED listening to stories. He didn’t care for reading instruction, written math or having to retell a story. He wanted to listen to the stories and that was it. So, that’s what we did. With a globe nearby, I read the stories and supported them with the occasional picture or non-fiction book (many of which were recommended in the guide). We discovered the “craft” section of the guide and R chose a recommended activity each week. We also skipped some chapters and focused on a few select topics. At the end of the year, he knew a lot about ancient Egypt, ancient China and the Roman Empire. He was also very familiar with the non-fiction section of the library.
Although my oldest doesn’t remember re-enacting the Silk Road, my husband and I do and it is one of our fondest memories! These were drinks of water so they wouldn’t be parched in the Gobi Desert.
His younger brother offered to be his camel on the silk road en-enactment – complete with stuffing in his back.
Second Year – Story of the World – Medieval Times – Ages 6 – 8
There are typically 42 chapters in each book, so we really didn’t get to the end of the first book until the end of the summer, which meant that we started the second book around October. These stories seemed much more interesting – knights and castles and barbarians (which he didn’t really like because they were scary). Since he was technically a first grader, we didn’t do any summaries or written work. I read the stories and he chose an activity from the guide. Since his younger brother was much more active that year, we didn’t even do a lot of literature reinforcements, just a chapter and an activity.
This castle is made from puffed cereal and melted marshmallows. Four years later, my children STILL remember it fondly.
In addition to choosing an activity or craft from each week, we made sure to visit the local Medieval Faire that year. Also, for R’s 7th birthday, he and his dad attended the show at Medieval Times in Orlando. While it’s not quite authentic, it’s close enough for a 7-year-old. All of these events helped to make the connections in his brain grow stronger and hopefully solidified some knowledge of medieval times.
Third Year – Story of the World – Early Modern Times – Ages 7 – 9
This was the year R attended a charter school, at least until Christmas break when we pulled him out to continue homeschooling. It was a change we all needed and has served us well in the ensuing years. Regardless, he said he wanted to keep reading the stories when he went to school, so once a week we read about history from the 1500s to the 1850s. His second grade teacher required a written summary each week, so he often chose to summarize the chapter that we read (upon my suggestion).
This was one of the hardest things my struggling writer had to do, but he made his way through it. Often, he would dictate his summary to me and then copy it in his own hand. His thoughts were much more advanced than his limited spelling and writing skills, and this was a good way to bridge that gap. It also gave him good practice with learning how to summarize (sort of). His assignments came with no “summarizing” instructions, but we talked about what was most important in the story and he took it from there.
After he returned to homeschooling, I taught him how to do summary maps using this book as a general guide. It provided the concepts of main and supporting ideas and gave my visual-spatial learner a way to organize his thoughts and write a summary – without having to write an entire paragraph.
Fourth Year – Story of the World – Modern Times – Ages 8 – 10
For the fourth year of history, I continued to require that he make story maps for one of the stories in each chapter, though we did try to begin outlining, as Bauer recommends. He just wasn’t ready, especially since he didn’t particularly care for the summary maps either. I did read many of these aloud to him, but as his 4.5-year-old brother was becoming interested in the stories (and these are pretty violent retellings), I had him read many of the chapters to himself. He was an accomplished reader at that point and had already been reading lots of kids’ books on WWII, civil rights and current events.
Looking back on these past four years, I realized that I used this curriculum to create a love of history (and hopefully pattern recognition), to establish the concept of geography and a sense of being part of a bigger whole, and to gently introduce writing and note-taking skills (with transferable results). I have been very happy with the ability to adapt the SOTW curriculum. I have been able to add or remove activities and stay on certain topics longer, if I choose to do so, and if my children show an interest.
It’s important to note that the author does place a Christian-slant on history by including chapters on Abraham and God, and the birth of Jesus, but she also introduces many other major religions and includes their origin stories, specifically Islam and Hinduism. If you are not Christian, you could skip such chapters as there is not a Christian theme throughout the rest of the chapters.
This year, we have returned to ‘Ancient Times’ and my six-year-old has joined us in our ‘Story of the World’ activities. I will be detailing our return to this time period in a follow-up post. Since it is my ten-year-old’s second time through this curriculum, we have increased the activities and added elements that deepen our learning and understanding.
This is a pretend stop on the Silk Road – complete with chocolate chip “snacks” that you could buy at a local store. I can’t wait to re-enact the journey of the Silk Road.