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What is BFB's teaching philosophy?
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.
As with our study guides, there really is no set order in which a family
should complete our curriculum. This may be frustrating for parents and
teachers who want a definite plan but we very firmly believe that
educational choices should be driven by factors outside of what a
curriculum company prescribes as the best and proper order or sequence.
These factors include student ability and interest, family structure
(having multiple students study the same time period can be an enriching
and bonding experience), teaching styles, and much more.
The courses of study available are
appropriate for each level listed.
The best sequence is determined by each student’s individual abilities
and interests. Each study generally takes one school year to complete,
with the following exceptions. The Early American History for the primary level can be used over two years when taught in the early elementary grades. The Western Expansion study is a one semester course as is the History of California study. Lastly, the Geography Through Literature study is designed as a semester program but can be stretch out over an entire year if desired.
To see our recommended grades 1-12 study sequence visit our Get Started page.
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