Teaching All Ages
The Mystery of History is for all ages. How?
After each and every lesson in The Mystery of History, students are given several optional “Activities” for Younger Students (K – 3rd), Middle Students (4th – 8th), and Older Students (9th – 12th) that will range from fun, hands-on crafts and games to stimulating research projects. You see, while the entire family can read or listen to the same history lessons together, what students will do with the lessons will vary by maturity, skill level, and learning style.
Take for example the exciting story of Hannibal crossing the Alps with war elephants during the Punic Wars (218 B.C.).
- Younger Students will hardly get past the part about the elephants, so their memorable Activity for the day is to write or tell a story about having a pet elephant using a few facts about real elephants.
- Middle Students are asked to write a diary page as if he or she were a soldier in Hannibal’s army and to give an eyewitness account of the elephants slipping and sliding over the icy Alps.
- Older Students, who need to see this story in a bigger context, are asked to write a synopsis of the three Punic Wars or do additional research on the Battle of Zama, which the lesson just briefly mentions.
Not only do the Activities cover a wide variety of learning styles to engage students, but this breakout feature also allows families to “grow” with The Mystery of History and repeat volumes as students mature and can in time choose higher level activities a second or third time through.
As a matter of fact, students will grow with the series quite naturally because each Volume increases in difficulty through content, length, and reading level. This means that while Volume I starts at about a 3rd – 4th grade reading level, Volume II moves to a 5th – 6th grade reading level, Volume III advances to a 7th – 8th grade reading level, and Volume IV jumps to a 9th – 10th grade reading level. Because Volume IV is more difficult, let’s stop to talk about using it with Younger and Middle Students.
Helpful Things
The Mystery of History Yahoo Groups
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If you would like someone to contact you, please feel free to send an email to one of these ladies:
- Diane mysterymom@charter.net
- Heather siloamlogos@yahoo.com
- Debbie debbie@mauelshagen.com
Or you can call one of these ladies (please be mindful of their time zones and the time you call):
Eastern Time Zone:
- Maureen – (585) 359-0017
- Anne Marie – (386) 569-8400
Pacific Time Zone:
- Toni – (503) 572-4607 (if unable to reach by phone, please email at tonimcneal7@gmail.com)
Most students will be able to grasp the contents of Volumes I – III with only a little extra guidance and screening for Younger and Middle Students. However, the lessons in Volume IV, which are longer in length and heavier in theme, will be too advanced for some children and will require some screening and skipping. Some families may in fact choose to reserve Volume IV for high school as a world history credit. Whenever you use Volume IV, parents and teachers can decide when to proceed and when to pull back on some of the more gruesome aspects of modern history. And for those who will have younger ones sitting in with older siblings (as is common in homeschooling), there are Younger and Middle Activities to keep students involved on an age appropriate level.
For more information on what The Mystery of History may look like more specifically for Younger, Middle, and Older Students, please see our Frequently Asked Questions (FAQ) Section for each age group (Activity photos are included!)
Week at a Glance
The Mystery of History curriculum is conveniently laid out by “Weeks” giving families flexible tracks to run on. Scroll down for more detail and samples, or watch a quick impromptu video from the author.
SUGGESTED OUTLINE FOR A “WEEK”
Day One –
a. Pretest to spur interest
b. Read or listen to a history lesson #1.
c. If time allows, choose an age-appropriate Activity (provided in the Companion Guide) to reinforce the history lesson.
Day Two –
a. Read or listen to history lesson #2.
b. If time allows, choose an age-appropriate Activity.
Day Three –
a. Read or listen to history lesson #3 (final lesson of the week.)
b. If time allows, choose an age-appropriate Activity.
c. Optional: Students are prompted to make “Memory Cards” (homemade flashcards for writing, comprehension, and recall.)
Day Four –
a. Review three lessons with:
1) timeline figures (for a wall, a notebook, or binder)
2) age appropriate mapping exercises
b. Take a quiz or exercise
Day Five – Open Day for:
a) suggested books and films,
b) supplemental products (ie. Challenge Cards, Coloring Pages, Notebooking Pages, or Folderbooks),
c) field trips and co-ops, or
d) completing unfinished projects from the week.
Voila! Following this simple lay out, you can finish one volume of The Mystery of History in a traditional school year with the flexibility of moving faster or slower as needed by your choice of activities and optional components of the curriculum. Need some days off? No problem. There is cushion.
“Week at a Glance” Samples
Frequently Asked Questions for the Appropriate Ages
Q: What age is considered 'Younger'?
Q: What can I expect my Younger Student to learn?
Q: Can I start the MOH with a Kindergartener?
Q: Does a Younger Student need a Bible atlas?
Q: Will a Younger Student need a historical atlas?
Q: What are Memory Cards?
You can use 3 x 5 index cards and store them in an index card holder. However, some younger Students may find the lines too small to write on. Medium sized binders and 5 x 8 cards are an alternative as well as full size binders.
Q: If my child is not quite ready for Memory Cards, are there other choices for reinforcement?
Folderbooks are a bit more involved as a paper/cardstock keepsake that students can cut, fold, color and assemble as part of their studies. Folderbooks are especially helpful to the visual and kinesthetic learner who better grasp concepts that can be felt, seen, and organized. Folderbooks can be made simple or grandiose depending on the age and interest of the student. Very young students may choose to save these when taking another trip through The Mystery of History.
Q: What is a good way to make a timeline for a Younger Student?
Q: What kind of activities are there for Younger Students?
- Stonehenge: build a miniature model with stones
- Early Egypt: roll up student and stuffed animal like a mummy using toilet tissue
- The Destruction of Nineveh: build a sand castle and use a garden hose to wash it away
- Ezekiel: form an edible scroll of bread and honey
- Xerxes I: build a Greek battle ship of foam and toothpicks
- Alexander the Great: students write their name using the Greek alphabet
Examples found in Volume II
- Constantine I: construct a battle shield
- Fall of the Western Roman Empire: play a shopping game to understand “inflation”
- King Arthur and the Knights of the Round Table: dress in foil “armor” or sample Celtic music
- The Maori of New Zealand: draw a warrior face
- Eric the Red and the Settlement of Greenland: build a miniature igloo
- Eleanor of Aquitaine, the Queen of Two Nations: host a medieval feast
Examples found in Volume III
- Dias and da Gama: make a miniature spice filled “Treasure Chest”
- The Safavid Empire of Persia: weave a paper Persian rug
- Erasmus: visualize and discuss different worldviews using shaded glasses
- Elizabeth I: create “Regal Stand-ups” displaying the wardrobe of Queen Elizabeth
- England defeats the Spanish Armada: Play “Sink the Spanish!” with water bottles in a tub or pool
- Tokugawa Japan: dress like a ninja using illustrated directions for headgear
Examples found in Volume IV
- The American Revolution: re-enact the Boston Tea Party in the bathtub with Indian war paint and tea bags
- The Rise of Napoleon Bonaparte: make an iconic bicorn hat like that of Napoleon
- Florence Nightingale – “Lady with the Lamp”: make a working Turkish paper lantern with a battery-powered tea light
- The Impressionists – Monet, Degas, Renoir, and Cassatt: use chalk to paint “sidewalk shadows”
- Charles Eastman (Ohiyesa) and Chief Joseph: make an authentic Indian headdress
- Mohandas K. Gandhi: dress up in simple cotton clothing as promoted by Gandhi for self-sustaining industry
Q: What would a typical week look like for a Younger Student?
Monday: Oral Pre-test and Lesson #1 with an activity of choice. Students may enjoy coloring while listening to a story read by the teacher or the author on CD.
Tuesday: Lesson #2 and an activity of choice
Wednesday: Lesson #3 and an activity of choice
Thursday: As bonus, students may choose on this day to make timeline figures and memory cards, Folderbooks, or finish any activities not completed earlier in the week.
Friday: If ready, students may do basic map work and take a quiz. Or use this day for additional outside reading.
A variation of the above schedule may look like this:
Monday: Oral Pre-test and Lesson #1 (read by teacher or author with or without coloring pages)
Tuesday: Off
Wednesday: Lesson #2 and Lesson #3
Thursday: Off
Friday: Optional mapping, timeline and/or quiz
Q: Can this curriculum be finished in a year?
Q: What age is considered a “Middle”Student?
Q: What can I expect my Middle Student to learn?
Q: What additional items are needed for a Middle Student?
Q: What are Memory Cards?
You can use 3 x 5 index cards and store them in an index card holder. However, some students may find the lines too small to write on. Medium sized binders and 5 x 8 cards are an alternative as well as full size binders. Though directions are not included in the MOH, some students may choose to make an 81/2 x 11 scrapbook type page for every lesson in the MOH (commonly referred to as lap books) as a great keepsake of the stories they love.
Q: What is a good way to make a timeline for a Middle Student?
Students who find hand made figures too tedious or too juvenile may opt to cut and color pre-made timeline figures. The author recommends Amy Pak’s Homeschool in the Woods timeline figures. (These are available on card stock or CD-ROM. The beautiful figures on the cdrom can also be enlarged to make coloring pages.) More mature Middle Students, particularly crafty girls, may consider creating a timeline notebook rather than a timeline on the wall. The author highly recommends Homeschool in the Woods Timeline Notebook, Figures (on card stock or CD-ROM), and Placement Guide for this project. This artistic keepsake is one to be proud of.
Q: What kind of activities are there for Middle Students?
- The Sumerians: build a ziggurat of Legos or sugar cubes
- Homer: write a book report on The Children’s Homer including a running list of mythological characters
- Ezekiel: complete a list of post-exile prophets
- Confucius: make a bamboo tablet
- The Maccabean Revolt: cook a traditional Hanukkah dish
- Cleopatra: write a diary page of Julius Caesar first meeting Cleopatra
Examples found in Volume II
- Paul’s Missionary Journeys: write a letter from Paul when shipwrecked on Malta
- Masada: research ancient weapons like battering rams and assault towers
- The Maya: take an online hieroglyph test
- Daily Life in the Dark Ages: make a medieval hour candle
- Charles Martel and the Battle of Tours: hammer “Martel” with nails into a plaque
- The Black Death of Europe: pray for the afflicted
Examples found in Volume III
- Christopher Columbus: make and fill an aged sea journal
- Raphael: make a dispenser decorated with Raphael’s famous cherubs
- Cortez and Pizarro – Conquistadors of Spain: make a miniature “popping” cannon
- Babar, Akbar, and the Mughal Dynasty: create a “Fold-over Report” on the palace of Fatehpur Sikri
- William Tyndale – Father of the English Bible: design a “Wanted!” poster for William Tyndale
- John Milton and John Bunyan: Design a “Pilgrim’s Progress” board game
Examples found in Volume IV
- Benjamin Franklin: make a “JOIN or DIE” puzzle
- Hudson Taylor and the Taiping Rebellion: translate English to Pinyin for Chinese Word Fun
- The Dominion of Canada: make a pair of Inuit sunglasses
- Emperor Meiji of Japan: make Japanese Kokeshi dolls
- Benito Mussolini and the Rise of Fascism: construct a fascist axe of sticks
- The Korean War: research Camp 14 in North Korea
Q: What would a typical week look like for a Middle Student?
Monday: Oral Pre-test; Read Lesson #1; activity of choice
Tuedsay: Off or supplemental readings/films
Wednedsay: Read Lessons #2 and #3; activity of choice; making of Memory Cards
Thursday: Off or supplemental readings/films
Friday: Make timeline figures; complete a mapping exercise; take a quiz or exercise
As a variation to the above schedule, students may opt to do a little bit of history every day allowing in depth time for activities and supplemental reading.
Q: Can this curriculum be finished in a year?
Q: What age is considered an Older Student?
Q: What additional items are needed for an Older Student?
Q: What are Memory Cards?
Q: What is a good way to make a timeline for an Older Student?
Q: How do you define World History?
Q: What is a credit?
World history
|
1 credit |
American history
|
1 credit |
Government
|
1/2 credit |
Economics
|
1/2 credit |
|
|
Total
|
3 credits |
Q: How do you calculate The Mystery of History as a credit?
Q: How does a high school student spend approximately 4 -5 hours per week on The Mystery of History for credit?
It includes:
Basic Layout
- Pretest
- Three lessons
- Timeline work
- Mapping exercises
- Quiz or Exercise
The Basic Layout can be completed in 1-3 hours per week depending on the ability of the student. Students working without younger siblings may arrange the Basic Layout in any way they want. For example, independent students may prefer to read all three weekly lessons in one sitting and the review pages on another day freeing up the rest of the week for additional reading and activities. A high school student working in the confines of a family with younger siblings, would do better to read the lessons at the same pace as the family and spread additional readings and activities in between the lessons. It will be easier on the family to be at the same pace. No matter how the student completes the Basic Layout, the high schooler should then look at doing a combination of three things to complete their required number of hours for the week. We will call his or her additional workload the Supplemental Layout.
It includes:
Supplemental Layout
- Bible reading
- Additional literature
- Older Students Activities
Let’s look at each of these elements individually:
1. Bible Reading: At the end of Volume I, a reading list is provided which keys the entire Old Testament in chronological order to the lessons contained in The Mystery of History. Older Students should enhance their study of Volume I by reading all or as much of the Old Testament as possible. There is so much Bible reading involved in Volume I that some may choose to give a 1/2 credit of Bible alongside the credit received in world history.
2. Additional literature: Books and films are also recommended at the back of the book to challenge students to a higher reading level and to broaden their studies. Classics, original works, non-fiction, and historical fiction are all included. This reading list is ever-growing and being added to by other MOH users on the Yahoo discussion loop for high schoolers. (Visit The Mystery of History Yahoo High School Group) Original works are highly recommended and will be most satisfying and challenging to those bent toward a classical education.
3. Older Student activities: Activities covering the gamut of learning styles are listed after every lesson in The Mystery of History. The author would never expect a student to complete all these activities but rather encourage students to choose them based on their interest and the need to add hours to complete a credit. For example, out of 6 research paper projects that might be suggested in one month, a student may choose one or two depending on the demands of the rest of their course load. But most importantly, the high school student should receive grades for his or her completed activities. (This is not the case for Younger or Middle Students.) The author suggests a grade scale of 1-100 for projects and papers where students can be rewarded points for presentation, neatness, timeliness, content, etc. These “grades” can be factored along with the accumulation of quiz, exercise, worksheet, and semester test grades as given in the texts.
In summary, by the time a student has completed the Basic Layout of the book and the Supplemental Layout, he or she should have accumulated 4-5 hours of work per week thus satisfying a credit. Please note that students who work fast on the Basic Layout, will need to choose more reading or activities to fill up 4-5 hours per week. Slower students will need to pace themselves in choosing supplemental work that does not overload them and greatly exceed their 4-5 hours per week of required work. It may take some experimenting to find just how much extra reading and activities are needed for each student. Enjoy the flexibility of tailor making a course that is meaningful and challenging to your student. Because of varying interests, no two courses will look the exact same.
Q: What kind of activities are there for Older Students?
- The Sumerians: research the archaeological discoveries of Sir C. Leonard Woolley
- Homer: read the classics Iliad and/or Odyssey
- India: compare/contrast Hinduism to Christianity
- Plato and Aristotle: read original works
- The Qin Dynasty: sketch facial features of terra cotta soldiers of Shi Huang Ti
- Cleopatra: discover the recently excavated underwater palace of Cleopatra
Examples found in Volume II
- Paul’s Missionary Journeys: define Stoics and Epicureans
- Dead Sea Scrolls: visit authentic documents via the Internet
- Golden Age of India: try your hand at Hindu algebra
- Eric the Red: research the frozen mummies of Greenland
- The Magna Carta: re-enact a courtroom drama with a trial by jury
- Dante: read and analyze Divine Comedy with what the bible says about heaven and hell
Examples found in Volume III
- Leonardo da Vinci: dissect and draw the muscle tissue of chicken
- Martin Luther and the Spread of the Protestant Reformation: Greek word study on metanoia
- Sir Thomas More: critique “A Man For All Seasons” (film or book)
- Elizabeth I: memorize and recite “A Prayer by Queen Elizabeth I”
- Jeanne d’Albret: complete a family tree of Protestant Reformers
- Sir Isaac Newton: build a sundial
Examples found in Volume IV
- The American Revolution: memorize and/or recite Patrick Henry’s “Give Me Liberty” speech
- The Continuing Controversy Over the Theory of Evolution: build a twisting DNA strand
- The French Rule of Mexico under Maximilian and Carlota: host a Cinco de Mayo party
- Albert Einstein: research “The Manhattan Project”
- World War II (Part 4): write a “Who, What, Where, When” report on the Nuremberg Trials
- The Assassination of Anwar Sadat: complete the “Name Game of Wars” paper project
Co-ops & Classrooms
If you are a Co-Op leader, Classroom teacher, or the principal of a private school, welcome to The Mystery of History!
We realize that as a large group or a small group, you want to find the best curriculum prices available for your school or co-op. With this in mind, I want to direct you to my publisher, Bright Ideas Press (they handle all group sales and product licensing). The following is a video and a policy page from their website that explain their group rates and rules of licensing.
A letter from Tyler Hogan:
“We get many calls in the office asking if we allow customers to copy pages from our books for a whole co-op or classroom. First, I’d like to say that we really appreciate the fact that y’all are trying to work within copyright law and that if you have questions, you ASK us. That’s really encouraging! A lot of our material would probably be pretty easy to pirate if you wanted to, and it speaks well of your character that you don’t.”
Here’s the gist of our permissions. If you still have questions after reading this (or watching the video), please feel free to call or email Bright Ideas Press for clarification. Thanks!
I (Tyler Hogan) hope this has been helpful to you. We want to make sure that our products are affordable— which is why we keep our prices low, offer bulk or missionary discounts, and provide group licenses. We really appreciate the great attitudes of the co-op leaders we’ve talked to who want to make sure they’re following copyright laws.
Blessings,
Tyler Hogan and The Bright Ideas Press