I think it makes sense to explore the topics in slightly more depth using whole living books rather than Mason's "lectures"; thanks for pointing that out!
As for a scope and sequence document: I'd love to see more of the overall picture of where this curriculum means to take our learners!
I looked over Charlotte Mason's Elementary Geography and saw that much of what she covered was already included in the curriculum -particularly in Foundations: Year One. In Year Two, all students spend a good deal of time creating models and studying geographic features whichwas something else she wanted included.
Students in Year One will be introduced to the nearly spherical shape of Earth, the concept of a map, the points of a compass, continents, oceans, water, soil and Earth’s rotation and revolution -most of which are covered in Elementary Geography. She also wanted children to be able to tell of six places the family has visited. This is also placed in the Year One guide.
I did keep a good eye on Mason's book to be sure the concepts she felt were important were also covered in A Mind in the Light. Charlotte Mason also felt that studying other people from other cultures was important, so this is why some of the books which support this idea have also been included in Foundations: Year One. Other years support this as well -particularly the Preparatory Level, since they read picture books from around the world. Later years will have students reading books from other cultures as well. For example, in Program 1: Lower School B, students read Our Little Celtic Cousin of Long Ago and Chengli and the Silk Road Caravan.
I hope this helps!
You could certainly substitute this book in place of some of the lessons written in the Year One guide, if you preferred to do this. :)
I'm considering creating a general overview of the scope and sequence of the Program Guides. I would start with the Early Years and Lower School B. Would you find this helpful?
Thanks for your reply!
I think it makes sense to explore the topics in slightly more depth using whole living books rather than Mason's "lectures"; thanks for pointing that out!
As for a scope and sequence document: I'd love to see more of the overall picture of where this curriculum means to take our learners!
Hello,
I looked over Charlotte Mason's Elementary Geography and saw that much of what she covered was already included in the curriculum -particularly in Foundations: Year One. In Year Two, all students spend a good deal of time creating models and studying geographic features which was something else she wanted included.
Students in Year One will be introduced to the nearly spherical shape of Earth, the concept of a map, the points of a compass, continents, oceans, water, soil and Earth’s rotation and revolution -most of which are covered in Elementary Geography. She also wanted children to be able to tell of six places the family has visited. This is also placed in the Year One guide.
I did keep a good eye on Mason's book to be sure the concepts she felt were important were also covered in A Mind in the Light. Charlotte Mason also felt that studying other people from other cultures was important, so this is why some of the books which support this idea have also been included in Foundations: Year One. Other years support this as well -particularly the Preparatory Level, since they read picture books from around the world. Later years will have students reading books from other cultures as well. For example, in Program 1: Lower School B, students read Our Little Celtic Cousin of Long Ago and Chengli and the Silk Road Caravan.
I hope this helps!
You could certainly substitute this book in place of some of the lessons written in the Year One guide, if you preferred to do this. :)
I'm considering creating a general overview of the scope and sequence of the Program Guides. I would start with the Early Years and Lower School B. Would you find this helpful?