Ancient History: A Literature Approach

The curriculum incorporates primary source excerpts, particularly at the high school level. Students engage with historical documents including excerpts from Gilgamesh, Letters of Pliny, and Eusebius's History of the Church.

The high school guide includes excerpts from primary sources like 'The Epic of Gilgamesh,' Letters of Pliny, and The History of the Church by Eusebius

Geographic knowledge is developed through consistent map work and creation of ancient world maps. Students complete mapping activities throughout the course and create a large ancient world map.

Lessons include map work assignments, and students create a map of the ancient world starting with a large blank outline map or making their own

The curriculum builds systematic chronological knowledge through a structured timeline and sequential study of civilizations. Students use the Ancient History Timeline and progress through clearly organized units from Sumer through Rome.

Both levels use The Ancient History Timeline as a key component, with lessons organized in chronological units covering Sumer/Mesopotamia, Egypt, Israel/Judah, Greece, and Rome in sequence

Limited evidence of systematic retrieval practice or spaced review of previously learned content. The curriculum focuses more on ongoing reading and discussion than reviewing past material.

Reviews mention comprehension and discussion questions based on current reading assignments but do not describe systematic review of previous units or retrieval practice

The curriculum includes detailed teacher guides with commentary, content cautions, and suggested responses to discussion questions. However, it assumes teachers will read and prepare extensively without formal training materials.

Guides include commentary, cautions about content, and answer keys with suggested responses, but discussion questions assume parent/teacher preparation without specific training provided

The curriculum provides structured lesson plans but relies heavily on discussion and literature rather than explicit content instruction. Teacher guides offer step-by-step lessons but assume significant parent/teacher involvement for discussions.

Guides lay out lessons step-by-step with no pre-planning required, but discussion questions assume prepared parent/teacher involvement, and answer keys sometimes provide suggested responses

Vocabulary instruction is incorporated into lessons with specific vocabulary work assignments. Students maintain a student-created glossary as part of their notebook work.

Lessons include assignments for vocabulary work, and students create a student-created glossary stored in their course notebook