Our philosophy on teaching history is rooted in familiarity. This is one of the main reasons we do not advocate teaching children a chronological sequence starting the youngest students at the very beginning of history. There are many contributing factors to our decision to begin with American history. First, the literature choices are much better for younger students than on any other time period. 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. Students 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.

As with our teacher 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 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 many others. 

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. Lastly, the Geography Through Literature study is designed as a semester program but can be stretched out over an entire year, if desired.

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.