C1 W1 Sandbox

The SANDBOX
Simple tools for playful stick-in-the-sand learning the other four days of the week

Cycle 1 FOUNDATIONS Week 1

Morning-Time 1
Plans page 4

Play 30 minutes a
Day page 6

Practice Drawing
at Home page 16

CONTENTS

3 Week 1 Tips
Weekly tips from Foundations

Academic Advisor Lindsey Winter

and advice from fellow Foundations

families

4 Morning-Time Plans
Morning schedule suggestions for

whole family learning

6 Play 30 Minutes a Day
Play your way to Memory Master

with fresh, creative ideas for your

Foundations student!

8 NAMES

Embrace the Five Core HabitsTM with
fun ideas to incorporate NAMES at
home.

THE MOST EFFECTIVE 10 Writers Circle Article
KIND OF EDUCATION IS
THAT A CHILD SHOULD Encouragement along the way from
PLAY AMONGST LOVELY our Writers Circle authors
THINGS.
12 Cultivating Curiosity through
—Plato
Science
Thoughts and ideas to extend Hands-
On Science from community to kitchen
table

14 Cultivating Curiosity through History

Activities and ideas to explore topics
related to history memory work

16 Drawing at Home

Grow your child’s love of art as
you practice at home the drawing
techniques you started learning in
community.

18 Yourself and Home
Two pages devoted to helping

you grow as a teacher, including

encouragement, podcast

recommendations, book reviews, and

organizational tips

20 Printables

Questions? Feedback?
Email [email protected]

All Scripture quotations, unless otherwise
indicated, are taken from the King James Version
of the Bible.

Contributors: Amy Jones,
Sarah Pederson, Lin Tomkinson,
Melisa Weaver, Kelli Wilt

2

IN COMMUNITY WEEK 1 TIPS
THIS WEEK
Read the first twenty-nine pages of your Foundations
Hands-On Fine Arts Curriculum before Week 1. These pages will encourage our
heart, educate your mind, and enrich your soul as you begin this
This eek, your child will begin to academic year.
explore the “alphabet of shape” from Label all of your supplies that you bring from home. Does your
Mona Brookes’s book, Drawing child bring a water bottle, lunch box, or backpack? A quick label
with Children. He or she will learn will help identify your family’s personal belongings.
OiLS, which consists of circles, Follow along in your Foundations Curriculum (p. 35) as your
dots, straight lines, angled lines, child’s Tutor models the classical method. Jot down notes directly
and curved lines (Foundations onto the curriculum pages or use a separate pen and paper.
Curriculum, p. 81).

Hands-On Science

Experiment #45: “Baby Bean”
This eek, your child will dissect a
bean, identify its parts, and learn the
function of each part.

Refer to your
Foundations Curriculum
for the next six weeks

• Hands-On Fine Arts: page 80
• Hands-On Science: page 117

“We pack up everything the night
before community day! This is bi
for us. Lunches, bags, mom’s stuff
all gets loaded in the van or at
least packed and ready to load.
This makes our morning g
smoothly!”

—Tracey in Arkansas

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 33

WEEK MORNING-TIME PLANS
one
one DAY DAY
DAY two three DAY four

HYMN “How Firm a Foundation” O Latin
SCRIPTURE Exodus 20:1–2 O Math
O Science
MEMORY O Latin o Seven-Week Subject Review O Latin o Seven-Week Subject Review O Latin o Seven-Week Subject Review O English o Seven-Week Subject Review
WORK O Math O Math O Math O History
O Science O Science O Science O Timeline
O English O English O English O Geography
O History O History O History
O Timeline O Timeline O Timeline
O Geography O Geography O Geography

ANCIENT “Haamdaanee “Rhodopis Aesop’s Fable:
WORLD and the Wise and Her Little “The ilkmaid
ECHOES Gilded Sandals” and Her Pail”
Gazelle”
PICTURE
STUDY The Vision of the
KINGS OF Thrones
ROME
EXPLORING by Giotto di
INSECTS Bondone

“The Lad
Roma”

“The ix,” “The airy
Tale and TheTrue
Story”

“ . . . BLESSING, AND HONOUR, AND
GLORY, AND POWER, BE UNTO HIM
THAT SITTETH UPON THE THRONE,

AND UNTO THE LAMB

FOR EVER AND EVER.”

REVELATION 5:13b

44 ©© 22002211 CCllaassssiiccaall CCoonnvveerrssaattiioonnss®® MMuullttiiMMeeddiiaa,, IInncc.. AAllll rriigghhttss rreesseerrvveedd..

Fine Arts Study: Giotto di Bondone Classical Acts & Facts® Artists and
Artwork: The Vision of the Thrones Composers, Set 1

5

EVERY •30DAY • PLAY • EVERY •
MINUTES
•
Y
DAY • PLA

Math Ones: Use silly voices to count by ones, or chant the ones times table.
Twos: Hop on one foot to count by twos, or chant the twos times table.

English Clap rhythmically to chant the definition of a p eposition.

History Use this week’s song from the Foundations Audio CD in order to memorize this week’s
memory work. Add motions as needed to remember the order.

Science Use diffe ent voices to recite the kingdoms of living things. Try using a pirate voice, baby
voice, or robot voice!

Latin Twist back and forth at the waist and touch your toes as you recite Latin noun cases.

Timeline Chant the seven timeline events in order, slowly at first. epeat events, picking up speed with
each repetition.

Geography Use “show me, tell me” to locate this week’s locations on a Cycle 1 map. For younger students,
place an M&M™ or piece of cereal on each location and let them eat it when they name the
location.

6 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

STRENGTHEN YOUR COREING
M
Looking for ways to reinforce the Five Core Habits at home this
E week? The following activities will get you started!ATTE
MEMOR
IZING NDING NA We are memorizing the ones and twos multiplication tables this week. What are the parts of
a multiplication problem (factor x factor = product)?
XPRESS
Look at the Classical Acts and Facts® History Cards for Week 1. List things you notice about
ST the pictures on the front of each card. Which card is your favorite and why?ING
This eek, we are memorizing the definition of a p eposition. Do you remember the Latin
prepositions from Cycle 3, Week 1?

ING In Hands-On Fine Arts, you will be introduced to OiLS: the alphabet of shape. Write your
name, and see if you can find all of the pa ts of the alphabet of shape in your name.

ORYTELL This eek, we are memorizing the first five of the Ten Commandments. The fift
commandment tells us to honor our parents. Tell a story about a time you had to make a
decision to obey. Was it a difficult choice

MEMORY MASTER
MINI CHALLENGES

for Weeks 1–6
Want to be a Memory Master?
Challenge yourself to master one or
more of these goals using the memory
work from the first six weeks of

Cycle 1.

• Recite the timeline events
forwards AND backwards.

• Tell a history “story” using the
history sentences.

• Draw a map and label the
geography memory work.

• Roll a die (or two) and recite the
times table of the number you
roll.

79

PICTURE STUDY SCIENCE

NAMING NAMING

What is this? What do you see? What is this? What do you see?
Can you tell me the name of the What are the supplies we are
artist? using for this experiment?

ATTENDING ATTENDING

What things do you see in this What do you notice about this
picture? How is this artwork like experiment? What happened
another one you are familiar with? when we did the experiment?
How is it diffe ent? When was this What would you do diffe ently if
artwork created? we repeated the experiment?

MEMORIZING MEMORIZING

What memory work do we know What memory work do we
that connects with this piece of know that connects with this
art? Where in our timeline would experiment? Do we know any
this piece of art belong? Do we Bible verses that speak to how
know any Bible verses that speak God created this?
to what we see in this piece of art?
EXPRESSING
EXPRESSING
Can you draw a picture or tell
Can you recreate a piece of me what you observed during the
artwork that is similar to this? experiment?

STORYTELLING STORYTELLING

If you were a subject in this piece Can you retell how we did the
of art, what kind of story could experiment? How would you tell
you tell? What do you think is the the story diffe ently from the
story behind how and why the perspective of one of the supplies
artist created this piece of art? used?

Cultivating

the FIVE CORE N A
HABITS

through

CONVERSATION

Foundations Curriculum,
pages 18–20

8 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

PRESENTATIONS HISTORY READ-ALOUD

NAMING NAMING NAMING

What is your topic? What do you What facts do you know about this Character: Who is in the story?
know about your topic? event? Which people are involved Setting: Where and when does the
in the event? When does the event
ATTENDING take place? story take place?
Plot: What happens in the story?
What will you say to get the atten- ATTENDING Conflict: What problems must be
tion of your audience? (Consider a
joke, a quote, or an interesting fact What happened before and after solved in this story?
or statistic.) How can you appeal the event? What do you think the
to all fi e senses with your presen- people saw, heard, tasted, smelled, ATTENDING
tation? and felt during this event?
What did you notice about the
MEMORIZING MEMORIZING story? What happened to the
characters in the story? What is the
Do you have the main portions Do you know any memory work main lesson you can learn from the
of your presentation memorized? that connects to this event? Have story?
Have you practiced your presen- you memorized any Scripture that
tation so that it fl ws smoothly speaks to the people’s experience MEMORIZING
from your memory? Do you know during the event?
any Bible verses that relate to your Do you know any memory work
topic? EXPRESSING that connects to this story? Are
there any Scripture verses that
EXPRESSING Do you know any poems, songs, or speak to the characters’ actions?
plays that reenact the event? Can
Have you practiced your presen- you act out a portion of the event? EXPRESSING
tation aloud? Do you use good
eye contact, tempo/speed, and STORYTELLING Was there a time in the story where
volume? Do you need to prepare a you knew what the character saw,
visual aid in order to communicate Can you retell the historical event heard, felt, tasted, or smelled? Can
clearly? Have you practiced using in your own words? you act out one of the main events
your visual aid? of the story?

STORYTELLING STORYTELLING

Does your presentation follow a Can you retell the story in your
logical sequence of thoughts? own words? What is the moral or
lesson of the story?

MES
9

STARTING SLOW

BY CARA MCLAUCHLAN

A long time ago I ran a marathon. In Alaska. At the schedule the day, and figu e out a system for how to
base of Mount McKinley. make the day fl w best. You are setting up your process,
and they are learning how to move towards becoming
Seriously, in my current fitness state, that idea feels independent workers. Start well so that kids learn good
ridiculous now. It sounded like a good idea at the systems right from the start.
time. My husband to be and I were newly engaged, 2. Watch your time.
and it felt like the perfect way to prepare for a lifetime Getting into the habit of working diligently throughout
together. What better metaphor for marriage could the school day can be tough coming off of the f eestyle
there be than training for the long haul of a marathon? fl w of summer. In our home, we’ve found that we
Or something like that. I’ll blame it on my head-over- can focus for thirty to forty minutes before our brains
heels-in-love state. need a break. Set a timer, work hard, and then get up,
move around, change rooms, do a chore. It can also
One of the first things e learned about training for be helpful to make time visible with a wall calendar to
a marathon is to “start slow.” The tendency of n wbie show what time is available to study and when activities
marathoners is to get completely caught up in the during the day are scheduled.
excitement and frenzy of the marathon and start off 3. Fuel yourself well.
at a pace that ultimately wears them out too soon. Think about h w you can make it easy for you and
Standing on that starting line on a beautiful summer your family to fuel yourself well. Some ideas might
solstice day in June with thousands of runners, I felt include: make healthy snacks ready and visible; fill u
like I was ready to conquer the world. But, in reality, your water bottles and have them ready to put on your
by mile nineteen or twenty, I only wanted to find a way desk; plan downtime and rest as part of your days.
to finish. omehow. 4. Build rest time into your training.
When I was running the marathon, I decided I would
The idea is to go sl wer than you know you are capable walk and hydrate during the water stops every fi e
of at the start. That wa , you can always have the miles. Planning rest in your school day is also a great
energy in your tank to go faster as your momentum idea to fuel your week. Consider something fun to
builds. This can be a helpful way to think about the look forward to during your week like a park day with
start of the homeschooling year. Starting slow feels like friends to celebrate the end of the week or a game
a kinder, gentler way to move into the school year. night with family. My son collaborated with friends
for a movie night where they took turns hosting it at
After all, our schedules are going from the beautiful, diffe ent houses. He loved getting his work done so
relaxing pace of the summer season to the overfull that he could relax and enjoy time with friends after a
calendars of academics, sports, lessons, activities, and hard week.
more. It’s important to go slow and pace yourself, 5. Stay positive and cheer others on.
realizing this time of transition can be hard for All along the race route, people were clapping and
everyone—you and your kids. cheering us on—we felt like celebrities. Just when I felt
like I couldn’t go much longer, there would be positive
So how can we “start slow” and pace ourselves for the faces or encouragers to say “you got this!” or “only half
school year? What can we do to make it all the way to a mile to the next water station.” If you start to get
the finish line? ow can we enjoy the journey? Here down on your homeschooling day, turn it around by
are a few lessons from my marathon training that are finding ways to stay positi e. Look for anything good
great reminders for the homeschooling year ahead. to cheer about. The e is always something to celebrate
if you look for it. Even if it’s “no one cried today!” or
1. Start with a plan. “we didn’t argue during math!”—find goodness whe e
You may need to go slowly in organizing your day you can. On hard days, definitely seek encouragemen
and setting up systems at first with our kids. Work from friends who are running the race with you, and
together with your children to organize calendars,

10 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

remember to encourage those other mamas in your YOU KNOW
community as well. WITH ALL YOUR
6. Remember this is hard. Give yourself grace. HEART AND SOUL
After the ease of summer, school schedules and THAT NOT ONE
workload can feel really hard. In fact, it can be a OF ALL THE GOOD
bit depressing coming off of summer into the bus , PROMISES THE
full season of school. Know that it is hard and give LORD YOUR GOD
yourself (and your children!) permission to feel GAVE YOU HAS
what you feel. Pray for God’s grace to cover your FAILED. EVERY
family; ask for energy, enthusiasm, and wisdom on
how to walk it out. Remember that this may be PROMISE HAS
hard for a few weeks as you establish new rhythms BEEN FULFILLED;
at home. Give yourself permission to know that
this is difficult and that it is absolutely okay to fe NOT ONE HAS
this way. It will get better as things fall into place FAILED.
and everyone gets used to the new schedule.
7. God is faithful. JOSHUA 23:14 NIV
When I was training for the marathon, I held
before me the vision I had of my husband and
I crossing the finish line togethe . And we did.
We held hands and loped exhaustedly across that
line to a stadium full of cheering fans. We had
done it and God had seen us through. I cling to
a similar vision for homeschooling—that God
will be faithful again. If I am faithful in the small,
everyday tasks of doing all I can with the day I am
given, God will be faithful for the results in seeing
us through to the finish line
Keeping the finish line in your heart.
What vision are you holding in your heart for
the homeschooling year? This is the Scriptu e
I have on my desk to remind me how I see our
homeschooling marathon ending up:
“You know with all your heart and soul that
not one of all the good promises the Lord your
God gave you has failed. Every promise has been
fulfilled; not one has faile ” (Joshua 23:14 NIV).
I can’t wait to celebrate holding hands with my
family as we cross the homeschooling finish line.
Until then, I’m going to focus on how I can enjoy
the journey. It will not be easy, and there will be
difficult days and challenges ahead. ut I know
God will see us through. God will be faithful. I
will work to stay positive and look for glimpses of
Him around every turn in the road. I will seek His
goodness in the journey.

11

CULTIVATING
CURIOSITY

through Science

12 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. As we learn more about classification this eek,
encourage your students to choose one plant
or animal to classify. The easiest way to do
this is to do an internet search using the terms
“taxonomy of . . .” and the animal or plant of
your choice. Have your students draw a picture
of the animal or plant. If they are able, have
them write the classification out. therwise,
write it for them as you read the words to them.
Older students may want to dig further into
each category. Beginning in Week 2, we will
classify the insects that correlate with Exploring
Insects with Uncle Paul. This eek, read aloud
Week 1 with your children to prepare.
Example: hyacinth macaw
Kingdom: Animalia
Phylum: Chordata
Class: Aves
Order: Psittaciformes (parrots)
Family: Psittacidae (macaw and other parrot

relatives)
Genus: Anodorhynchus
Species: Anodorhynchus hyacinthinus (hyacinth

macaw)

SCIENCE ACTIVITY EXPLORE
RELATED
Nature Journal: Classification TOPICS

Nature journaling is a simple, effecti e, and beautiful way to attend Making
to God’s handiwork. This ear, we will build a nature journal by Books
adding new entries each week. Students gather specimens to glue
in their books or simply draw and color what they see in nature or Carl Study
in books. The e are many types of nature journals. Yours can be a Linnaeus of
simple composition book, a blank book, or a homemade work of
art made with twine and twigs. Flight
Supplies
• blank book or composition book John
• colored pencils, crayons, or markers Audubon
• scissors
• glue stick DRAW AND
• various field guides (bi ds, plants, trees) CRAFT
As we learn more about classification this eek, encourage your
students to choose one plant or animal to classify. The easiest “How to Draw a Plant with a
way to accomplish this is to do an internet search using the terms Folding Surprise” – Art Hub for
“taxonomy of . . .” and the animal or plant of your choice. Have Kids https://www.youtube.com/
your students draw a picture of the animal or plant. If they are able, watch?v=_J_9aZ75vM8&t=87s
have them write the classification out. therwise, write it for them
as you read the words to them. Older students may want to dig “Drawing Animals with
further into each category. Shapes” – OKIDOKIDS
Key Idea: God’s orderliness is displayed throughout creation. https://www.youtube.com/

TOOLS FOR watch?v=mrG33P1lwdI
EXPLORATION

Classical Acts and Facts® Science
Cards: Cycle 1, Cards 1–2

13

CULTIVATING EXPLORE
CURIOSITY RELATED
TOPICS
through History
Mining Tunnel-
SENSORY ACTIVITY Boring
Machines
Tablet of God’s Rules
Lorenzo
TheTen Commandments were made of stone. This Ghiberti’s
week, gather some rocks to fill our sensory bin. You Sculpture
can find some outdoors or pu chase pebbles and river
rock at a dollar store. A variety of shapes and sizes will Relief
keep your young one’s attention. Add tools for scoop-
ing, containers for collecting, and even small vehicles Masonry
to transport the rocks.

14 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

This 1768 pa chment by Jekuthiel Sofer emulated the HISTORY ACTIVITY
1675 Ten Commandments at the Amsterdam Esnoga
Synagogue. Tablet of God’s Rules

THE Classical Acts & Facts® Timeline Card #18

STORY When God gave Moses the Ten Commandments, He carved them
WOFOTHRELD with his own finge . How exciting it is that God took time to give
His people important rules to live by. This eek, we will create our
• Ch. 1 – “The Earliest eople” own model of God’s rules for living.
• Ch. 2 – “Egyptians Lived on the Supplies
• brown paper bag or construction paper
Nile River” • black construction paper
• copy paper
• pen or pencil
• scissors
• glue stick
1. Cut two tablet shapes from the brown paper.
2. Save one for next week.
3. Crumple the brown paper to make it look aged.
4. Help students write the first five commandments onto

copy paper. Make sure to leave space in between the
commandments.
5. Cut each commandment out into a separate strip.
6. Glue the commandments in order onto the brown tablet.
7. Glue the tablet onto one half of the black paper, leaving space
for the other tablet.
8. We will finish our p oject next week when we learn command-
ments six through ten.
Key Idea: God loved his people so much that he made sure they
knew how to live.

15

Drawing NAMING
with
Building copious vocabulary
Children What is a dot? What is a circle? What are the types of
lines in the line family? What is a graphic?
at Home
AT T E N D I N G
“Sealed”
Paying attention to the details
Start by reading Lesson 2, “Drawing The dot and the ci cle are in the circle family. How are
from Graphics,” in Drawing with they diffe ent and how are they similar? The e are three
Children, particularly pages 85–92. Then types of lines in the line family. How are they diffe ent
choose the appropriate level to guide your and how are they similar? Does the line family have any
child step by step to complete a drawing common characteristics with the circle family?
as described in the lesson level. To help
you decide what level is appropriate for MEMORIZING
your student based on age and skill, turn
to pages 48–50. Your student will focus Creating a library in our minds
on using the fi e elements referred to in As your student continues with guided lessons, muscle
Lesson 1, pages 60–64. memory will assimilate the movements, and the
elocution of the elements will become natural. These
Click on the image above to see a black movements should include the relaxation exercises
and white example for your sketch. from pages 56 and 57 to prepare the mind and body
for each lesson.
16 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.
EXPRESSING

Using the five senses and body to
communicate clearly
Consider having your student draw the graphic of the
geometric patterned scarab dated from 1479–1458 BC
in Egypt’s New Kingdom period. Multiple examples of
scarabs are seen on these pages. For a black and white
example from which your student can draw, click the
image on the lower left corner of this page. Page 114 is
a summary to guide drawing the scarab design.

STORYTELLING

A shared experience through written or
spoken word
By the Middle and New Kingdom Periods, scarabs
were often used as seals and could be stamped in clay
or worn as a label identifying the wearer’s name or
position. Consider looking at the Scriptures listed to
the right which speak to our identity in Christ and
discussing them with your child. What do you think
the seal the Holy Spirit marks us with might look like?
Encourage your students to try drawing what they
imagine and then to present in community the scarab
drawing, the Scripture from Ephesians 1:13–14, and
their own seal.

“In Him you also trusted, after you heard the
word of truth, the gospel of your salvation; in whom also,

having believed, you were sealed with the Holy Spirit of promise,

who is the guarantee of our inheritance until the redemption of the
purchased possession, to the praise of His glory.”

Ephesians 1:13–14 NKJV

In ancient Egypt, the first scarab designs 17
represented rebirth and eternal life and were
placed in burial tombs, as the Egyptians hoped
they would have eternal life. Much later,
scarabs became more common in everyday
life. Living individuals wore them as beautiful
labels or name tags. Flattened scarabs could be
dipped in ink to serve as seals for documents
or stamped in clay tablets for records. 1 John
5:11 tells us, “And this is the testimony: that
God has given us eternal life, and this life is in His Son” (NKJV). We not only
have eternal life, but our hearts have also been sealed. Furthermore, the quoted
Ephesians Scripture above echoes in 2 Corinthians 1:20–22 (NKJV) proclaiming
God’s promises are “Yes, and in Him, Amen”! Our Lord establishes and anoints
us, “who also has sealed us and given us the Spirit in our hearts as a guarantee.”
We are marked by God, His Spirit is with us,
and we are His! Celebrate this wonder with
your student as you share about your own
sealed heart. Ask your student to respond and
reveal what he or she thinks about belonging to
God, being set apart, and being sealed with His
promises that are guaranteed!

WHO ARE YOU?

The following Scriptures are a few of
the many that describe a child of God.
In Him we have redemption through His blood,
the forgiveness of sins, according to the riches of
His grace (Ephesians 1:7 NKJV).

If we confess our sins, He is faithful and just to forgive us our sins and to cleanse us
from all unrighteousness (1 John 1:9 NKJV).

I will praise You, for I am fearfully and wonderfully made; Marvelous are Your works,
And that my soul knows very well (Psalm 139:14 NKJV).

For I know the thoughts that I think toward you, says the LORD, thoughts of peace and
not of evil, to give you a future and a hope (Jeremiah 29:11 NKJV).

Be anxious for nothing, but in everything by prayer and supplication, with
thanksgiving, let your requests be made known to God; and the peace of God, which
surpasses all understanding, will guard your hearts and minds through Christ Jesus
(Philippians 4:6–7 NKJV).

GROW IN UNDERSTANDING

The ad enture begins, friend! Whether this is your first So many
parents feel
year of homeschooling or your fourteenth, each year is an ill-equipped to
adventure and a fresh opportunity. Take time to draw aside homeschool
with your spouse and commit your new school year to the their children.
Lord. Seek God’s guidance in setting up regular rhythms Many people feel
for your school day, knowing that order and structure will that twelve plus
birth peace and growth. Because education is discipleship years of their
and discipleship happens in relationship, plan to spend time own education
with your children as they do their work. Doing schoolwork have left them
and learning together will build your relationship and form inadequately
precious bonds that will carry you through the teenage years prepared to teach their children a love
and beyond. of learning and the skills necessary to
succeed.
In The Core: Teaching Your Child the
Foundations of Classical Education,
founder of Classical Conversations,
Leigh Bortins, awakens us to the
lack in today’s educational system
but doesn’t leave us without answers.
Th ough encouraging words and a
gentle push, readers can leave this
book with their head held a little
higher. Leigh takes the lofty ideas of
classical education and turns them
into practical everyday how-tos. This
book is the perfect place to start as
you grow in your understanding of
classical education.

CHALLENGE RECOMMENDED PODCAST
CONNECTIONS
Everyday Educator: Honest Questions
This eek as part of Fine Arts, The Question, Chapter 3 (41 min.)
your child will learn about
the basic shapes (OiLS) used Let’s be honest: even after we make the decision to homeschool, we
in drawing. Later during have questions! “How do I know what to teach?” “How important
Challenge A, students will are grades and assessments?” “What else should I be teaching?” In
review and refine their drawing this episode based on chapter 3 of The Question, host Lisa Bailey
through nature journals, and guests Marc Hays and Leslie Hubbard share insights on these
anatomy sketches, and world and other frequently asked questions. Listen in as they ruminate
map creation. In Challenges on the point of education, the place of technology, and how
B–IV, students will continue classical education teaches self-control.
drawing in science lab
notebooks, geometry, and logic
diagramming.

18 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

GETTING ORGANIZED 179

FIRST QUARTER: BOOKS

“A room without books is like
a body without a soul.”

—Marcus Tullius Cicero

This mont ’s organizational focus is
organizing the books you have stored
in your home. For some of us, books
are used annually and then passed
on to others who can benefit f om
them. Those with multiple child en
find that books a e used and then
organized and stored until the next
child is ready to use them. For others,
books are seen as friends from whom
we wish not to part. We keep them,
love them, reread them, and hate to
let them go. Whichever style you are,
now is the time to organize!
1. Go through your books and give

or donate books that your children
have outgrown or no longer need.
Perhaps you know a single mom
or family in need who could use
them.
2. Store books that are being saved for
the “next child.” Not every book
needs to be out on a shelf. Use
water-tight bins that are clearly
labeled by level/grade for easy
retrieval in the future.
3. Keep your bookshelves organized.
Books for the current year could
be organized by student, so that
he or she knows how to find wha
is needed and put them away each
day when they are not in use.
4. Assess the “Someday I am going
to read this” pile. If it no longer
sparks interest, donate the book
to someone else. Organize the rest
by finding a spot on a bookshel .
A good rule is to keep only the
amount of books you have book-
shelf space for.

PRINTABLES

The printables following this THE CLASSICAL TOOLS
page are the work of parent ALLOW US TO INCLUDE
creators who uploaded their CLASSICAL CONTENT IN
creation to CC Connected OUR DECISIONS.
Parent File Sharing. When
uploading to File Sharing, all —Leigh Bortins
creators affirm this statement:
“You confirm that any data,
information, materials, or
documents passed to us are not
protected by copyright.”

We would like to thank the following
creators for sharing their time and
talents with the CC Connected
community.

History
keppel
sheriellis
sandrahomemaker

Latin
sheriellis

Science
tammy.evan79/sabrawillis
keppel/mlowrey
swhitt12

English Grammar
dmimiaga

Geography
sandrahomemaker

Timeline
sheriellis

Math
dmimiaga
sheriellis

Fine Arts
cjshowalter
sirvin

20 © 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. Tell me about commandments 1-5.

21 Thou shalt…
1. have no other gods before me.
2. not make unto thee any graven image.
3. not take the name of the LORD thy God in vain.
4. remember the sabbath day, to keep it holy.
5. honor thy father and thy mother: that thy days

may be long upon the land which the Lord thy
God giveth thee.

C1 W1 History

CCC user keppel

HISTORY SENTENCE - Week 1

Tell me about commandments 1-5.

Thou shalt...
1.have no other gods before me.
2.not make unto thee any graven

3.not take the name of the Lord CC connected username: Sheriellis
thy God in
4.remember the
to keep it holy.
5. thy
that thy days may be long upon
the land which the
giveth thee.

Sabbath day, father and mother;
image. graven Lord thy God
vain. honor other gods

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 22

HISTORY SENTENCE

Week 1 - Tell me about commandments 1-5.

CC connected username: Sheriellis

_________ __________ . . . Hint: You can draw a picture
of Moses when God gave him
the commandments!

1. have ______ other __________ before _______.

2. not __________ unto ________ any ____________ ____________.

3. _______ take the __________ of the _________ thy _________ in ________.

4. _____________ the _____________ day, to __________ it ________.

5. __________ thy ______________ and ______________: that thy

_______ may be ________ upon the _________ which the _________ thy

_______ __________ thee. 23

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

History Research

Read timeline cards and books related to this week’s history topic.
Then answer the questions below. Be sure to list your sources.

Who List names of the persons or groups of people that are mentioned. How are they related to each other?
Have you heard of them before? What else did they do that is important?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

What Can you give more details or interesting facts about what happened? Was this event good or bad?
How did it affect the people and places involved?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

When How long ago did this happen? What was the time period called? What else was happening in the
world at the time? What happened immediately before or after?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 24

Where In what part of the world did this happen? (continent, country, state, city, body of water,
etc.) Can you find it on a map? How has that area changed as a result of this event?
______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Why What might have caused this event? Why is it important to us today?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

How Draw a picture showing details of this event.

Sources: __________________________________________________
________________________________________________________
________________________________________________________

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 25

CC Connected Username: Latin Chart
SheriEllis

singular plural singular plural singular plural singular plural singular plural

case first second third fourth fifth
declension declension declension declension declension

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. nominative -ī various -ēs -us -ūs -ēs -ēs
-a -ae -us

subject

genitive
-ae -ārum -ī -ōrum -is -um -ūs -uum -ēī -ērum

possessive

dative -ae -īs -ō -īs -ī -ibus -uī -ibus -ēī -ēbus

indirect
object

accusative

direct -am -ās -um -ōs -em -ēs -um -ūs -em -ēs
object

26 ablative

-ā -īs -ō -īs -e -ibus -ū -ibus -ē -ēbus
object of the
preposition

CC Connected Username: Latin Chart Weeks 1-12
SheriEllis

singular plural singular plural singular plural singular plural singular plural

case first second third fourth fifth
1 declension declension declension declension declension
2
© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 3 4 5 6 7 8 9 10 11 12

1
3 4 5 6 7 8 9 10 11 12

2

1
3 4 5 6 7 8 9 10 11 12

2

1
3 4 5 6 7 8 9 10 11 12

2

27 1
3 4 5 6 7 8 9 10 11 12

2

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. Latin-Week 1 Cut out the boxes and add them
to your chart on the number that
Find the words in the puzzle, color them in. corresponds with this week.
Cut out your boxes then glue them on your chart, in the correct space.
nominative
MH N ACAGHQU
UAOB KC E B VQ genitive
OUM L E CNCVH
B P I ACU I B Z K dative
I TNTCS T T I D
E XA I DA I Y YA accusative
WZ T V U T VVO T ablative
E N I E U I E DG I
GE V S OV I Z I V
WD E O Y E CNO E

ABLATIVE ACCUSATIVE DATIVE
GENITIVE NOMINATIVE

28

CC connected username: SheriEllis

Week 1 – Baby Bean

WHY WITH MISS WIZZLE

Did you know that beans are edible seeds that usually have a shell
that is removed before eaten? There are certain beans that if you
eat when they are young you can eat the shells, such as fava
beans. In line with other major beans, lima are one of the ancient
cultivated crops.

Lima pods are believed to be originated in the tropical fertile
valleys of Central America as wild cultivars and domesticated
by native Mayans, Aztecs and later by the Incas as a valuable
source of protein.

These beans were an important sources of plant proteins. As 100 g of these beans carry
338 calories and provide 21.46 g or 38% of
daily recommended intake of protein. In addition,
lima are rich source of antioxidants, vitamins,
minerals, and plant sterols. Even in Ancient times
God provided what was needed for people to
survive.

In fact, beans are an amazing creation. God made them so they will sleep or 'go dormant'
for thousands of years until we are ready to use them. 3,300 years ago, King Tut was buried
and in 1922 English Egyptologist Howard Carter excavated the tomb of King Tut and among
the many very rich objects in the tomb, he found stored bean seeds. Now remember these
beans have been sleeping for over 3,000 years old. Because of his love and affection for the
beans, he had them planted in the ground in rich soil, with sun, fertilizer and water. And
the ancient seeds sprouted and grew into healthy plants.

After this was known, many people wanted offspring seeds of these amazing plants. When God
created the world, he gave us rules and paths to follow in order to thrive. Just like the beans
that have been dormant for so long can become live plants when those rules are followed. The
bean requires Water, light, and rich soil. Just like the beans we require certain things in life
to grow physically and spiritually. Physically we require food, water and vitamins and
spiritually we require a personal relationship with Christ. Isn't it beautiful how God created
such wonderful things!

Information Sources:

http://www.nutrition-and-you.com/lima-beans.html
http://www.livingdharma.org/MemorableSermons/Saito-BeansFromEgypt.html

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 29

What are the classifications of living things?
C1 W1 Science

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 30

CC Cycle 1: Week 1 Science
What are the classifications of living things?

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 31

WEEK 1 Prepositions

1 A preposition relates a noun or pronoun to another word.

Day 1

The red ball is above the blue box.

What is a preposition?

Underline nouns and pronouns (and modifiers) with red.
Underline the preposition with blue.
Write the new sentence using the prepositional phrase.

The red bar is lying the blue boxes.

The red bar is lying the blue boxes.
The red ball is the blue boxes.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 32

WEEK 1 Prepositions

1 A preposition relates a noun or pronoun to another word.

Day 2

The red balls are around the blue box.

What is a preposition?

Write your own sentences using the preposition.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 33

WEEK 1 Prepositions

1 A preposition relates a noun or pronoun to another word.

Day 3 The red ball is between the blue boxes.

What is a preposition?

Write your own sentences using the prepositions.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 34

WEEK 1 Prepositions

1 A preposition relates a noun or pronoun to another word.

Day 4 The red ball is against the blue box.

What is a preposition?

Write your own sentences using the prepositions.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 35

Week 1

Find the places on the map and color them to match the map key below.

Where in the World? Map Key
Draw a box on the globe where this map is located.
FERTILE CRESCENT

Mediterranean Sea
Mesopotamia
Euphrates River
Tigris River
Sumer

CC Connected: sandrahomemaker

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 36

Timeline Week 1 Example

Age of Ancient Empires

Creation and the Fall

The Flood and the Egyptians
Tower of Babel
Mesopotamia Facts: Ancient Egyptians

and3500 B.C. were interesting people.
Sumer They wrote with pictures
instead of words. They
3100 Egyptians are called hieroglyphs.
Around 3000 BC upper
Indus River and lower Egypt came
3000 Valley together and made one
nation of Egypt. The
Civilization Pharaoh had a red and
3000 Minoans and white crown.

Mycenaeans

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 37

Timeline Week 1

Age of Ancient Empires

3500 B.C. 38
3100 B.C.
3000 B.C.
3000 B.C.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved.

timeline grammar

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. A timeline is a series of Date you were born:
events in chronological order When did you say your first word?
(that means from beginning When did you start to walk?
to end). When did you become potty trained?
When did you learn to dress yourself?
Let’s make a timeline of you! Ask When did you become a big brother/sister?
your parents to help you list When did you learn to read?
some dates here. If you haven’t When did you lose your first tooth?
had some of these events in your When did you learn to ride your bike?
life yet, then just write “not yet.” Write a some more events:
Write some more you can think of
at the bottom and if you have
more put some on the back of the
page.

39

Jenna's Timeline

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. So let’s look at some other little Jenna McCully
person’s timeline so we can get an
idea for what a timeline looks like.

Do you see how each date is placed on the line in the
order it happened? That’s called chronological
order. There are arrows at either end of the timeline
to show that time doesn’t stop there. This line is just
a piece of a bigger timeline. Time goes on forever on
both sides. Now you can take your dates and make a
timeline of your own!

January 2008 April 2010 May 2013

Jenna was born potty trained learned to ride a bike

February 2009 March 2010 January 2011

first words Matty was born dressed herself

40 June 2009 June 2013

started to walk learned to read

timeline grammar

I see dates on the timeline, but I don’t know what they mean! Our timeline starts with creation, but
there is still an arrow at the beginning

of that line, because time didn’t start
Our timeline that we study starts from creation to our present time (that’s with creation! God is, always was,
now). We use terms like BC and AD to show where dates belong on our timeline. and always will be! Revelation 1:8

Historians in the past used Christ’s birth as a way to count years. Jesus was

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. similar to using 0 on your number line. Numbers count down until 0 and then

numbers start to count up after that. And just like we talked about the

arrows in our timeline, arrows are also in the number line, showing that

numbers go on and on forever on both sides.

Our timeline uses the term BC which stands for “Before Christ” and the term
AD stands for “Anno Domini” which means “The Year of Our Lord” in Latin.
So the timeline looks like this:

Let’s try an activity! Can you

figure out which dates happened

before Jesus was born?

Before Jesus was born After Jesus lived c. 3500 BC (Mesopotamia and Sumer)

c. 1500 BC (Hinduism in India) Later dates don’t usually have AD with them. If it
AD c. 900 (Erik the Red) doesn’t say BC then you can be sure it is AD.
2001 (September 11)
AD 70 (Herod’s Temple Destroyed by Titus)
AD 1192 (Japan’s Shoguns)
c. 604 BC (Lao-Tzu, Confucius, Buddha)
27 BC (Caesar Augustus)
41 c. 800 BC (Homer and Hesiod)

AD 1368 (China’s Ming Dynasty)

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 's Timeline

Pick some events from your list and
put them in Chronological Order.

42

Timeline Grammar

REVIEW TIME!

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. Timeline Anno Domini
AD Approximately or about
BC Before Christ
From beginning to end
Circa Series of events in order
Chronological Order The Year of Our Lord

Anno Domini

43

PARENT GUIDE

Week 1
Draw a line from each date (they are in chronological order) to the matching timeline event.
BONUS: Use a different color and draw a line from the picture to the corresponding event.

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. If your child needs help figuring out the Have your child sing the timeline portion for this
picture, let them see this week’s timeline week and draw a line. to each date in order.
cards. Or help them look up each event You sing “Age of Ancient Empires” first, so you
on Google to find the right one. would draw it to the first bubble.

Creation—450 AD Creation and the Fall
Egyptians
???(we don’t know the date) Indus River Valley Civilization
Mesopotamia and Sumer
???(we don’t know the date) Minoans and Mycenaeans
Age of Ancient Empires
C. 3500 BC The Flood and The Tower of Babel

The numbers are there C. 3100 BC If you need help with the dates on page 59-60 of your foundations
to help the child see C. 3000 BC guide is a comprehensive list of timeline events and dates.
chronological order.

44 C. 3000 BC

Timeline Date Match

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. Week 1
Draw a line from each date (they are in chronological order) to the matching timeline event.
BONUS: Use a different color and draw a line from the picture to the corresponding event.

DID YOU KNOW?
You hear the word “Circa” all throughout your timeline,
but do you know what it means? “Circa” means about. So
the year Circa 3500 BC means “about” 3500 BC. Back in
ancient days there weren’t many ways to determine the
exact date so Christian historians have done their best to
find a year that makes most sense with the knowledge they
have and what the Bible tells us.

45 Creation—450 AD Creation and the Fall
???(we don’t know the date) Egyptians
???(we don’t know the date) Indus River Valley Civilization
Mesopotamia and Sumer
C. 3500 BC Minoans and Mycenaens
C. 3100 BC Age of Ancient Empires
C. 3000 BC The Flood and The Tower of Babel
C. 3000 BC

3 MathClassical Conversations Week 1
Day 1

Trace

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Practice

Trace Trace and Answer Do It Yourself

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 46

3 MathClassical Conversations Week 1

Day 2

Trace

2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Practice

Trace Trace and Answer Do It Yourself

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 47

3 MathClassical Conversations Week 1

Day 3

and

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 48

3 MathClassical Conversations Week 1

Day 4

and

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 49

Skip Counting 1s

Use the pennies below to help the little girl afford her books.
Glue the pennies next to the books.

5¢

3¢

2¢

© 2021 Classical Conversations® MultiMedia, Inc. All rights reserved. 50