Seventy Centuries in Four Years: History and Geography

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Cornell Notes

Main Notes

  • History is the study of everything that has happened until now, making it essential for understanding the present and future.
  • The classical curriculum approaches history systematically, starting from the beginning and progressing chronologically.
  • History should be taught as a coherent story, not as unrelated bits and pieces.
  • The goal is to provide a multicultural perspective by showing the broad sweep of history from its beginning.
  • The curriculum covers 70 centuries of history over four years, repeated three times from grades 1-12.
  • The study includes original sources, biographies, and hands-on activities to engage students.
  • Geography is integrated with history study, using globes, wall maps, and coloring exercises.
  • The curriculum emphasizes narration, where students retell what they've learned in their own words.
  • Memory work is incorporated to help students retain key facts and timelines.
  • The approach is flexible, allowing for adjustments based on student interest and reading level.

Cue Column

  • Why is history considered 'the subject' rather than just a subject?
  • How does the classical approach to teaching history differ from traditional methods?
  • What is the rationale behind starting history education with ancient times?
  • How does the curriculum balance world history with American history?
  • What is the significance of repeating the history cycle three times throughout grades 1-12?
  • How are original sources and biographies incorporated into the curriculum?
  • What role does geography play in the history curriculum?
  • How does narration contribute to the learning process?
  • Why is memorization of certain facts and timelines important?
  • How can the curriculum be adapted for different ages or starting points?

Summary

This chapter outlines a comprehensive approach to teaching history and geography in a classical education setting. The curriculum is designed to cover the entire span of human history over four years, repeated three times from grades 1 through 12. This repetition allows for increasing depth and complexity as students mature.

The method emphasizes teaching history as a coherent narrative, starting from ancient times and progressing chronologically. It integrates geography, uses original sources and biographies, and incorporates hands-on activities to engage students. The curriculum aims to provide a multicultural perspective by showing the broad sweep of history from its beginnings, rather than focusing solely on recent or local history.

Key aspects of the approach include narration (where students retell what they've learned), memory work to retain important facts and timelines, and flexibility to adapt to individual student needs and interests. The goal is to help students understand the interconnectedness of historical events and to place their own time and culture within the larger context of world history.

Action Items

    • First grade: Ancients (5000 B.C.–A.D. 400)
    • Second grade: Medieval/Early Renaissance (400–1600)
    • Third grade: Late Renaissance/Early Modern (1600–1850)
    • Fourth grade: Modern (1850–Present)

    • Choose from narrative spines like 'The Story of the World' series
    • Or use encyclopedic spines like Usborne or DK encyclopedias
    • Supplement with additional library resources

    • Read selected pages from the history spine
    • Look up locations on a globe and map
    • Have the student make narration pages
    • Use coloring pages or illustrations related to the topic
    • Conduct additional library reading or history projects

    • Memorize lists of rulers, major wars, or important dates
    • Adjust memorization goals based on grade level
    • Review memory work regularly

    • Use a globe, wall map, and maps to color
    • Learn to locate countries, states, and important geographical features

    • Include narration pages, illustrations, and maps
    • Organize chronologically
    • Review the notebook monthly

    • First grade: Focus more on reading and narration, less on writing
    • Second grade: Transition to more independent writing
    • Third and fourth grade: Increase written work and detail in narrations

    • Use grade-appropriate biographies to explore important historical figures
    • Supplement with historical fiction for context and engagement

Resources

books

Spelling Workout

By: Modern Curriculum Press

Series:

Spelling Power

By: Beverly L. Adams-Gordon

First Language Lessons for the Well-Trained Mind

By: Jessie Wise

Grammar and Composition

By: Rod & Staff

Series:

Voyages in English

By: Loyola Press

A Strong Start in Language

By: Ruth Beechick

Various classic literature selections organized by historical period

The New York Times Parent's Guide to the Best Books for Children

By: Eden Ross Lipson

Books to Build On

By: E. D. Hirsch Jr. and John Holdren

Perfection Books Catalog

Books Children Love

By: Elizabeth L. Wilson and Susan Schaeffer Macaulay

The Complete Writer: Writing with Ease

By: Susan Wise Bauer

Institute for Excellence in Writing

Series:

Handwriting Without Tears

By: Jan Z. Olsen

Writing Strands

By: National Writing Institute

Series:

Zaner-Bloser Handwriting

Series:

audio Visual Materials

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