Viking raiders, daring knights, and damsels in distress—it’s the stuff of medieval legends. Making our way through a four-year tour of chronological world history, we’ve found ourselves in the Middle Ages this year. From St. Patrick to John Huss, King Alfred the Great to Joan of Arc, this time period holds many captivating stories.
I enjoy this series because it covers much more than western history. This year we get to learn about the Maori in New Zealand, famous emperors and empresses of China, the great Zimbabwe of Africa, the Samurai of Japan, etc., right alongside classic western history. It’s fascinating to learn that about the same time as Leif Ericsson was discovering America, a great civilization was arising in Zimbabwe. Did you know that about the same time the Inkan empire was emerging in South America, the Turks were engaged in the conquests that would establish the Ottoman empire?
It’s captivating to watch all the pieces fit into the story together. And through it all, Hobar points to God’s sovereign plan through history in the lives and events of man and time.
Volume II contains 84 lessons, and begins in the year A.D. 33 with the disciples at Pentecost, ending in 1456 with Johannes Gutenberg’s invention of the printing press. The text for each lesson is usually 2-3 full textbook pages in length. This year I bought the set on CD so that we could listen to the lessons while we’re eating breakfast. (I love this option and wish I had taken advantage of it the first year!)
Hobar provides the teacher with lots and lots of extras. She stresses that there is no reason to try to do everything she suggests. Pick and choose. (Volumes I and II both contain the text and all the extra resources and activities in one book. Volumes III and IV each include a set of books which can be purchased separately or together.) I didn’t actually make a lot of use of the “extras” this year, but I’ll run through them so that you have some idea what the program offers.
She suggests doing a timeline and explains how to make the figures for it. The first year we made a timeline, but I bought pre-made figures to save time. It still felt like a good bit of work and with the kids being quite young I wasn’t sure that it was worth the extra effort. So we didn’t do a timeline this year, although when the kids get older I want to have them do something at least similar.
Then there are the memory cards. Each week, a few sentences summing up people and events from the lessons are written on a card and periodically reviewed. Again, I did this the first year, and got lazy on the second. I’ll wait till the kids can write out the cards for themselves. ;p
A student notebook, divided into sections by continent, is kept so that work pertaining to the lessons can be filed under the appropriate geographical sections.
Her lessons include map work (all maps and templates for projects are included in the back), and we did a little bit the first year, but I decided to wait on that this year until they’re a little older. For now, I toss them an inflatable globe and we find the country we’re studying on the globe and/or map each morning.
For activities, each lesson is followed by one or more suggestions under three different categories corresponding with different age groups: younger, middle, and older students (this program can be adapted for use for 1st grade through 12th grade).
For example, after reading about the great Zimbabwe of Africa, younger students might go on a gold hunt or play gongs; middle students might visit a local craft shop, buy glass beads and string them together in honor of this ancient African tradition, or find and photocopy of picture of Victoria Falls and file them in the student notebook; and older students might research African countries and write about their basic facts (type of government, capital city, population, language, religion,). etc.).
Then there are plenty of tests, quizzes, crossword puzzles—you name it. This woman has thought of everything. It would be overwhelming to try to use all of it, so you customize the program for your own family’s use.
After listening to the lesson in the morning I usually try to find a brief documentary clip (or on rare occasion a full one), or even a cartoon short that sums up the story again. Just by doing a search on YouTube I can usually find something—I’ll put in the name of the person or event followed by “for kids” (you’ll see as I do this series of posts that YouTube is my best homeschooling friend, lol). You can find plenty of History Channel videos and other similar documentaries.
One channel I like is Extra History (from Extra Credits): bright, peppy summaries of historical events in a sort of fast-paced, comic-book style. The overviews are really pretty good. These aren’t necessarily geared toward children, but my kids really liked the videos. If we’re studying a particular country, I turn to the National Geographic Kids channel “Are We There Yet?” series: seven-minute overviews of the land and culture of a country from the perspective of kids.
When we were studying ancient history last school year and going through Bible history, a really good channel I stumbled onto was The Bible Project, which gives very solid and succinct outlines of books of the Bible, summarizing their message with personal application in 5-12 minutes’ time.
Here’s an article listing geography and history channels for elementary students on YouTube.
With the exception of The Bible Project, I can’t vouch for the appropriateness of the content of all the videos of these channels, so view with your kids at your own discretion. 😉
For a hands-on activity we’ve been using the Famous Figures series by Cathy Diez-Luckie. Each book contains 10 to 19 historical figures to cut out and put together. At the front of the book there is a short biographical section for each character, and then there are two sets of each figure printed on heavy cardstock: one in full color, and one in black and white which the student can color (we’ve just been using the colorized version). The costumes are carefully researched and historically accurate, so this is a very nice addition to a history program.
After cutting out the pieces you attach them together with brads so that you now have a moveable figure. The kids play with them like puppets. The Famous Figures of Medieval Times include Justinian I, Theodora, Charlemagne, Leif Eriksson, William the Conqueror, Richard the Lionheart, Genghis Khan, Francis of Assisi, Marco Polo, and Joan of Arc.
We couldn’t study medieval times without making a castle, so I bought Easy-to-Make Castle by A. G. Smith and we cut out, folded, and glued the pieces to make our own cardstock castle (or rather, we all cut them out and I folded and glued them together). 🙂
Dover Publications makes some very accurate, detailed, and informative historical coloring books. I bought Medieval Jousts and Tournaments and Life in Celtic Times, thinking the kids could color in them while they listened to the lessons. But we ended up listening to the CDs during breakfast so I had to find other times to use the books here and there. (Note: in Life in Celtic Times there was a page depicting gruesome religious practices that I chose to remove.)
Okay, that all sounds very time-consuming, but really I’ve just kept it pretty simple this year. This is what our basic history time looks like Monday through Wednesday:
We listen to the lesson during breakfast.
We find the country the story is about or takes place in on a globe and/or map.
We watch a brief video (if I can find one; also, last year we would briefly “re-enact” a scene together).
Throughout the week during our reading time (when we read storybooks, poems, etc.) I will sometimes include a book from the library on something that corresponds with our history subject.
And that’s pretty much it.
I don’t really do anything for history on Thursdays, but on Fridays we may cut out a character from Famous Figures. Haven’t done any full documentaries in awhile, but I try to schedule these for Fridays if we’re going to watch one.
And—oh, did I forget to mention History Day?
Every once in awhile we do a themed “History Day” just for fun. We drop our other subjects for the day and do activities, read books, make projects, and even watch movies that have to do with our theme. Last year we had a history day with an ancient Egyptian theme: the kids dressed up and had a “feast” on the floor with some traditional Egyptian foods, reclining on cushions while listening to ancient Egyptian music (thank you, YouTube), etc.
This year we had a medieval-themed day. The kids dressed up, we read/looked through lots of books of castles and knights (from the library), cut out and made our castle, listened to medieval-style music (again, thank you, YouTube), had an archery contest with homemade bows that Cliff had made for the kids, read the story of Robin Hood, and to top it off they got to watch a cheesy old medieval movie: Prince Valiant.
More for fun than for historical accuracy or academic value, History Day is still a hit in our family.
But as some say, “Play is the highest form of research.” 😉