(Teach all ages at once !)
Are you planning to study World History this year ?
Do you want to be able to use the same curriculum for ALL your kids?
Don’t know where to start ?
If you are writing your own curriculum or units, the task can be a bit overwhelming.
There are just so many topics to “cover”, and if you’re like me, they’re all so
interesting (and important!), it’s hard to narrow it all down and decide what to include !
I thought it might be fun and helpful to share our Chronological World History Outline (The Ancients through the Middle Ages). My goal when I wrote this out was to see how all of the events and civilizations studied have fit into God’s sovereign plan to extend His Kingdom and purpose. We therefore started in the book of Genesis and went through the history of “The Middle Ages”. It was amazing as we studied through these major points to see how all the stories from the Bible that often seem disjointed, fit together with the history most of us learned in school !
Initially, it might seem like a lot of work to put together a year’s worth of history study at once, but the goal is to go through this same general outline 3 times by the end of high school, just with more attention to detail and in greater depth….AND you can use the same outline for ALL ages at one time! Just tailor the reading materials and objectives a bit and VOILA ! Being able to teach ALL your kids at once is definitely worth the time ! It is quite easy to also incorporate corresponding literature, science, art, geography, etc if you use this outline as a spine. It actually made planning out all the other subject areas a piece of cake ! I will be posting details of how I did that and what resources I used.
As we studied, we each kept a 3-ring binder- our ‘all in one place’ time line.
We filled it with notes, coloring pages, drawings, print outs, etc… each page with a date on the bottom (or at least stuck in the appropriate “period” of history). 😀 In planning out our year, I also included biographies of important leaders, great artists, musicians, authors, scientists, etc. as applicable, and added them into the binder as well.
Scroll all the way to the bottom for some pictures from one of my children’s binder.
Under each heading, I included my objectives for each “section”. Everyone will have different expectations for their kiddos, but I hope it is helpful at least to get the creativity flowing !
You can find Daily Lessons for the first part of this series
here –> Ancient Civilizations/Old Testament
*note: Some of the dates below may be estimates or disagreed upon by the experts ! You may want to research yourself and make any adjustments you see fit.
2. Adam & Eve (4,100 BC approx)
3. Cain & Abel (4,000 BC)
4. The Wicked (2,000 BC)
5. Noah & The Flood (2,350 BC)
6. Abraham (2,170 BC)
7. Isaac & Rebekah (2,026 BC)
8. Jacob & Esau (2,000 BC)
9. Jacob Returns (1,920 BC)
10. Joseph (1,915 BC)
+ Be able to sequence the 10 events above
(I wrote each “event” on an index card <all 79!>. As we worked through each section,
we included the cards from the section before in the sequencing activity. We had races
and candy quiz days to see who could get them in the right order first . )
There will be some overlap in this and the next section !
+ Be able to tell 3 facts you can remember from each index card.
+ Be able to explain what BC and AD and/or [BCE/CE]are and the reasoning behind them.
+ Be able to identify the part of the world in which each event took place.
+ Locate these regions on a map.
+ Be able to describe what the government was like and name some of the well known leaders of this period
+Be able to describe what a day in the life of a child living at this time would be like
+ Add at least one page per event to your binder.
1. Khufu- The Great Pyramid (2500 BC)
2. Joseph (1900 BC)
3. Joseph & Potiphar (1878 BC)
4. Shang Dynasty/China (1860 BC)
5. Queen Hatshepsut (1505 BC)
6. Moses (1505 BC)
7. The Exodus
8. Pharaoh Akhenaten & Nefertiti (1366 BC)
+ Be able to sequence ancient Egypt cards (and OT cards)
+ Be able to tell at least 3 facts about each card
+ Be able to describe the geography of Egypt including terms we’ve studied
(delta, desert, etc )
+ Be able to locate Egypt on a map.
+ Be able to find the Nile Rive, the Mediterranean Sea, and the Red Sea
+ Be able to define:
– pyramids – pharaoh – mummy – Sphinx -hieroglyphics -shaduf -rosetta stone
– plagues -dynasty -emperor
+ Be able to describe what the government was like and name some of the well known leaders of this age.
+Be able to describe what a day in the life of a child living in ancient Egypt and ancient China would be like
+Be able to retell the stories of Joseph and Moses and why they were important to the history of Egypt
+ Be able to recognize art from this period
+ Add at least one page per event to your binder
(be sure you are including important people and the arts!)
1. Beginning of “Greek culture” (1400BC)
2. Trojan War (1200 BC)
3. Greek Alphabet (1050 BC)
4. Olympic Games ( 776 BC)
5. The Iliad ( 700 BC)
6. Golden Age of Athens ( 500 BC)
7. Peloponnesian War ( 404-363 BC)
8. Alexander the Great ( 330 BC)
9. Rome conquers Greece ( 146 BC)
+ Be able to sequence ancient Greece cards
(and previous sections)
+ Be able to tell 3 facts from each card
+Be able to describe the geography of Greece
+ Be able to locate Greece and Crete on a map
+ Be able to describe the structure of government and names of some of
the well known leaders of this time.
+ Be able to define/discuss the following terms:
-Pericles -Acropolis -Athens/Sparta/Crete -Socrates -agora -democracy
-discus -Plato -chiton/peplos – column Aristotle -Troy -drachma -Aesop
-Alexander the Great -amphora -Parthenon -Homer -Cadueceus -oracle
-chariot -epic -myth -Iliad/Odyssey
+Be familiar with and be able to discuss these wars:
-Trojan War -Persian War -Peloponnesian War
+ Be able to describe a day in the life of a child living in ancient Greece
+ Be able to tell me in your own words what Homer’s Iliad and Odyssey were about
+ Be able to tell me one Greek myth
1. Romulus ( 753 BC)
2. Romans/Etruscans ( 509 BC)
3. Punic Wars ( 264-146 BC)
4. Julius Caesar ( 45 BC)
5. Augustus ( 27 BC)
6. The Colosseum (69-79 BC)
7. Mount Vesuvius ( 79 BC)
8. Constantine ( 306 BC)
9. Roman Empire Falls ( 476 BC)
+ Be able to sequence ancient Rome cards
(and other sections)
+ Be able to tell some information about each card
+ Be able describe the geography of Italy
+ Be able to identify Italy on a map and the other areas under Roman
rule (Britain, Egypt, Turkey, and Spain)
+ Be familiar with the following terms:
-emperor -republic -tunic/toga/stola – aqueduct -forum -amphitheatre
-gladiators -papyrus -fable -gymnasium -rhetoric -legion/century -governor
+ Be able to describe the governmental hierarchy and name some of the leaders of the period
+Be able to describe a day in the life of a child living in ancient Rome
+ Be able to tell the about Paul and some of the other believers who influenced the history
+ Be able to recognize both art and architecture from this period. Tell what some of the distinguishing features are.
+ Be able to recognize where this period of history comes chronologically in relation to OT/Egyptian/Greek history.
*The Middle Ages
1. Dark Ages (476 AD)
2. Charlemagne (800 AD)
3. Otto I (936 AD)
4. The Crusades (1095 AD)
5. The Magna Carta (1215 AD)
6. Marco Polo (1324 AD)
7. The Black Death (1334 AD)
8. The Hundred Years War(1337 AD)
9. Joan of Arc (1431 AD)
10. Gutenberg (1436 AD)
11. Spanish Inquisition (1478 AD)
12. Columbus (1492 AD)
13. Reformation (1517 AD)
+ Be able to sequence the Middle Ages cards
(and the cards from the previous sections)
+ Be able to tell 3 things about each card
+ Be able to tell what “Middle Ages” means
+ Be able to tell when and in what part of the world did most of the
events we have studied occur
+ Be able to define:
-serf -chivalry -vellum -lord -heraldic -gothic -vassal -monk -pope
-manuscript -coat of arms -flying-butress -illumination -Romanesque
-heretic -monestery -peasant -cathedral -minstrel -bishop -Celtic
-Anglo Saxon -fresco
+ Be able to describe the political and social systems of the Middle Ages and some of the
kings/leaders of this period
+ Be able to describe the homes, possessions, and daily lives of people in each social group living during this time
+Be able to recognize achievements and advancements in art, architecture, exploration, and science in the Middle Ages.
+ Be able to name a few examples of each of the above
**You can find Daily Lessons for the first part of this series here –>
Ancient Civilizations/Old Testament