First, it is important to understand our philosophy of teaching history and why we do not advocate a chronological sequence from the very beginning of your students education. There are many contributing factors to our decision to begin with American history. First, the literature choices are much better for younger students. It is very difficult to find excellent ancient literature for students in grades K-3, whereas there is an abundant wealth of excellent literature available on early American history. As this is fundamental to a Charlotte Mason approach in building your curriculum around the best children's books available, it makes sense to be guided by the literature.

Secondly, we believe that youngsters find the history of their country more relatable. They have a familiarity with the Pilgrims, George Washington, and Abraham Lincoln. Student can take field trips to experience the history of their area, where as for most families a trip to Cairo is simply impossible. By building on the familiar, you can create a curiosity that will extend beyond the student's immediate experience. Some argue that beginning with American history can lead to a close-minded view of the world, but our experience has been much the opposite. By encouraging a student's natural curiosity of the world around her and providing her with well-written and beautifully illustrated literature, her inquisitive nature will be fostered and as her experience grows, she will have the tools and abilities to seek out the world beyond her own borders. To read more about our philosophy, click here. You can also read an article by Rea Berg on when to teach ancient history by clicking here.