The History Rotation: Part II

The History Rotation -the first post of this topic. After more research and contemplation, I’m expanding on the topic of a history rotation and its role in a liberal education, particularly one modeled after Charlotte Mason, and even more specifically this curriculum. With what focus should the history rotation begin? Is it better to introduce children to their own national history, to British history or to a chronological study of world history, beginning with a study of the ancients? Which rotation better fits the tenets of a Charlotte Mason curriculum, a classical curriculum or this curriculum, A Mind in the Light (AMITL)? There are many reasonable points to be made for either history rot

Not Just Scope But Sequence Too

I created the table which follows based on notes that I’ve actually been taking and keeping for a number of years now. My interest in when books are scheduled in different Charlotte Mason curricula and their specific scopes and sequences is based largely on a fundamental principle of mine. To me, it really does matter when a child is introduced to a book, especially with regard to curricula which purport to be built largely on the idea that a wide variety of living books is essential to said child’s education. These curricula are also built on the idea that these books have been specially chosen to offer the very best that a book can offer: a true example of literary art, one which captures

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