What order do I use BFB?

This is one of the most common questions we are asked when it comes to using our curriculum. As we are not based on the four year cyclical "classical" model, this can create some confusion for people considering using our study guides. 

First, it is important that you understand our philosophy of teaching history and why we do not advocate teaching history in a chronological sequence from the very beginning. There are many contributing factors to our decision to begin with American history. First, the literature choices are much better for younger students. It is very difficult to find excellent ancient literature for students in grades K-3, where as there is an abundant wealth of excellent literature available for American history. This is so fundamental to a Charlotte Mason approach in building your curriculum around the best children's books available and so it makes sense to be guided by the literature.

Secondly, we believe that youngsters find the history of their country more relatable. They have a familiarity with the Pilgrims, George Washington, Abraham Lincoln. Student can take field trips to experience the history of their area, where as for most families a trip to Cairo is simply impossible. By building on the familiar, you can create a curiosity that will extend beyond the student's immediate experience. Some argue that beginning with American history can lead to a close-minded view of the world, but our experience has been the exact opposite. By encouraging a student's natural curiosity of the world around her and providing her with well-written and beautifully illustrated literature, her inquisitive nature will be fostered and as her experience grows, she will have the tools and abilities to seek out the world beyond her own borders. To read more about our philosophy, click here. You can also read an article by Rea Berg on when to teach ancient history by clicking here.

As with our study guides, there really is no set order in which a family should complete our curriculum. This may be frustrating for parents and teachers who want a definite plan but we very firmly believe that educational choices should be driven by factors outside of what a curriculum company prescribes as the best and proper order or sequence. These factors include student ability and interest, family structure (having multiple students study the same time period can be an enriching and bonding experience), teaching styles, and much more. So to honor that, we have created the following "guide" for choosing BFB curriculums. But remember, this is just a guide to help provide some structure for those of you looking for a bit more guidance. 

Primary K-3rd Grade

Early American History (K-3rd grade)
History of the Horse (2nd-6th grade)
Teaching Character/Primary (K-3rd grade)
History of Science (3rd-6th grade)
Geography through Literature (3rd-6th grades)

4th Grade

Early American History (Primary or Intermediate)
Ancient History/Intermediate (4th-8th grade)
History of the Horse (2nd-6th grade)
History of Science (3rd-6th grade)
Geography through Literature (3rd-6th grade)
History of Classical Music (4th-8th grade)
History of California (4th-6th grade)Semester program
Teaching Character Through Literature/Intermediate (4th-6th grade)
The History of Western Expansion (4th -7th grade) Semester program

5th-6th Grade

Early American History Intermediate (5th-6th grade)
Ancient History/Intermediate (4th-8th grade)

Medieval History (5th-8th grade)
History of the Horse (2nd-6th grade)
History of Science (3rd-6th grade)
Geography through Literature (3rd-6th grade)
History of Classical Music (4th-8th grade)
History of California (4th-6th grade)Semester program
Teaching Character Through Literature/Intermediate (4th-6th grade)
The History of Western Expansion (4th-7th grade)Semester program

Junior High 7th-8th Grade

Early American and World History (7th-9th grade)
Ancient History Jr. High (4th-8th grade)
Medieval History (5th-8th grade)
History of Classical Music (4th-8th grade)
The History of Western Expansion (4th-7th grade)Semester program

Senior High 9th-12th Grade

Early American and World History (7th-9th grade)
Medieval History Sr. High (9th-12th grade)
Ancient History (10th-12th grade)
US and World History Sr. High Pt I & II (10th-12th grade)
US and World History Sr. High Pt III & IV (10th-12th grade)

If you have used BFB in an order that has worked for your family and would like to share that, please leave a comment below! And feel free to ask questions and interact in the comments section–we love hearing from our readers.

You may also enjoy: 

 

A dangerous trend for boys

Homeschooling as an equalizer

Busy-ing ourselves to death

History Points: Hadrian's Wall

Today I am excited to bring you the second in our new History Points series in which we will be looking at different historical events, artifacts, and other things of an antiquated nature. Today we're going to learn about Hadrian's Wall. This structure stretches across Great Britain and was begun in 122AD! Constructed at the order of Roman Emperor Hadrian, it marks the far reaches of the Roman Empire, establishing a boundary between England and Scotland. Although the border has shifted a bit since then, this great wall served as a protective barrier and was the most heavily fortified border in the entire Empire! 

It is not entirely known as to why Hadrian had the wall built. One can assume it was to protect the Roman holdings from invading "barbarians" as the Romans called everyone who did not speak Latin.  While the wall was heavily fortified it is unclear as to the severity of the threat posed by the Scots. It is more likely that the many gateways and passages built into the wall allowed for trade and the levy of taxes. This would have allowed the Romans to exercise tight control over the trade of goods and immigration as well as provided protection against smuggling and illegal trade. 

The wall, all 73 miles of it, would have also represented the power of Rome in a country far removed from their rulers. It is easy to imagine that the Britains could have easily shrugged off their status as members of the Roman Empire, but a gigantic wall in their backyard would have been a constant reminder that they were a conquered people. During Hadrian's rule he had to deal with rebellions in Britain as well as in Africa and the Middle East and this wall may have been a way for him to flex some muscle. Some archeologists believe that once the wall was constructed it would have been covered in whitewash and polished! This would have resulted in a shiny, reflective surface that would have been visible for miles. There were approximately eighty watchtower or garrisons spread across its length and at its height it was home to 9000 soldiers! 

Originally the site of a Roman fort, a medieval tower now stands in its place.

The wall is now a ruin and the many watchtowers and fortifications have been knocked down and all that remains are stone outlines in the ground. The wall stretches across some of the most beautiful countryside in England and is still a tremendous witness to the might, power, and vast expanse of one of the mightiest empires to ever exist. I visited a portion of the wall a few years ago and was struck by the imagination and effort it still reflects nearly two thousand years later. Today it is a UNESCO World Heritage site and a popular tourist destination. As an "unguarded" heritage site it is fully accessible to visitors!

If you want to learn more about the Romane Empire, I suggest the following titles:

Augustus Caesar's World

Beyond the Desert Gate

Caesar's Gallic Wars

City: A Story of Roman Planning and Construction

The Ides of April