Paths of Exploration FAQ

What is Dr. Ruth Beechick's philosophy?

Developing thinking skills are paramount; that learning different subjects (science, history, geography, etc.) is done best in a unified and focused manner; that stories are great teaching tools; and that language skills need to be learned in the context of content, not as isolated subjects. The first 3 levels of the Trail Guide to Learning Series focus on American History. Building a preliminary sense of identity with our past as a nation is important and enjoyable to students of this age group, as well as in keeping with their developing thinking skills.

For what grade level was this curriculum written?

Third, Fourth, and Fifth

Can you adapt this program for older students if so, how?

You can use the Enrichment activities included in the sourcebook to make it appropriate for a sixth grader. In addition to that take them to the library and get whatever books you can find, or use the internet to find as much as they can on the unit topic (Columbus, Lewis and Clark, etc) and as they read their resources, have them compare (tell what is the same as our resources) and contrast (tell what is different from our resources). This is a good critical thinking idea. Another quicker and easier way to do this is to find videos on each topic that you think are appropriate and then compare/contrast them with what our resources have to say about these folks. Encourage your older students to share the information they find out with you. This is a good thinking/presenting skill, as well as a way to develop summarizing ability.

A Middle School Supplement is also available to provide guidance for older students. Content follows along with the sourcebook but at a higher, more challenging level. Including higher level literature books, writing assignments, activities, and thinking skill points. Connect all your students to the same time period, and type of learning with the Trail Guide to Learning series Middle School Supplement. Available in digital format.

How many levels are used to teach American history?

We teach American History using a three year program. Here is a summary of the three Paths.

Paths of Exploration - (Grades 3-5) The character and experiences of explorers who shaped us as a nation with their vision, determination, bravery and sacrifice. They blazed a trail for others to follow. The focus here is on the type of thinking, leadership and skills that were needed to open up the way for others to follow. Primary science focus involves acquiring the basic skills of observation and recording (both drawing and writing), beginning life science through studying the animals and plant life of explored areas, including habitats and the relationship of these factors to the explorers. Some key figures studied: Columbus, the Jamestown settlers, the Pilgrims, Daniel Boone and Lewis and Clark.

Paths of Settlement - (Grades 4- 6) The settling of our nation is examined through the lives of leaders who made a difference by standing for their beliefs and making a way for us as a nation to follow and grow. Key events studied - the Colonial Period, the Revolutionary War, the War of 1812, the Civil War and Westward Expansion. What does it take to build a nation? Blazing a trail was the first step, building a foundation for growth and government is next. Primary science focus - Earth Science (geology, weather, land forms, climate) and the impact of these factors on settlement. Basic economics and international relationships are also addressed. Some key figures studied include George Washington, Paul Revere, Abigail Adams, Francis Scott Key, Clara Barton, Robert E. Lee, and Abraham Lincoln.

Paths of Progress - (Grades 5-7) To grow as a country, another group of leaders had to step forward during our history - scientists and inventors. They used their talents and abilities to answer questions that provided better ways of living and working. The lives of these devoted individuals and their contributions will be examined throughout our history, into the Industrial Revolution and the beginning of the 20th century. Primary science focus - physical science (such as energy, motion, atoms and molecules) and the geographic and economic impact of each development. Some key figures studied: Ben Franklin, Samuel Morse, George Washington Carver, the Wright Brothers, and Thomas Edison.

Why do you start with American history?

Children learn best by starting with the familiar. Studying American history first lays the firm foundation of your family's beliefs and shows what a good leader, government, and citizen look like. It also gives your children needed time to build thinking skills. When students are older they are better able to understand the events of world history, and more importantly, the causes and results of those events. With greater maturity in place, students are then ready to compare ancient times and events to our history and lives, learning the powerful lessons that can come from such a study.

Will this curriculum go beyond 7th grade?

Yes. We will be adding to the series each year. After the three years of American History in the Paths...there will also be three levels of World History. It will begin with Ancient History and start with grades 6, 7, and 8. These levels will also be multi-age for the convenience of homeschool families.

In addition plans are already in the works for High School which will center around Modern American History, Modern World History, and Government and Economics.

What additional resources are necessary to complete this curriculum. Are they included, or do they need to be purchased separately?

Students will need the readers, read-aloud books, and a number of other reference materials and activity books. Every item is available separately and also packaged in discounted sets. Below is a list of books in three packages. We also have The Complete Package which includes the curriculum and all three packages which will comprise all of the required books.

1 - The Core - these are used throughout the year in both volumes
Handbook of Nature Study
North American Wildlife Guide
Profiles from History
Eat Your Way Around the World
Intermediate World Atlas
Large USA and World Outline Map

2 - Volume 1 - Used only within the three units of Volume 1
Meet Christopher Columbus
Christopher Columbus
Stories of the Pilgrims (2nd edition)
Stories of the Pilgrims Answer Key
Squanto, Friend to the Pilgrims
A Lion to Guard Us
Surviving Jamestown
5" RealEarth GlobeMap

3 - Volume 2 - Used only within the three units of Volume 2
Daniel Boone Frontiersman
Daniel Boone, Young Hunter and Tracker
Munford Meets Lewis and Clark
Seaman
Trouble for Lucy
Johnny Appleseed
1911 Boy Scout Handbook
United States History Atlas
Lewis and Clark Hands On
Going West!

There are 2 Volumes with 3 units in each volume. How long does it take to do both volumes?

The first year of the Trail Guide to Learning series is called Paths of Exploration, and contains 36 lessons (each designed to take 5 days to complete) in 6 units, as follows:

• Columbus - 6 weeks
• Jamestown - 6 weeks
• Pilgrims - 6 weeks
• Daniel Boone - 6 weeks
• Lewis & Clark - 6 weeks
• Trails West - 6 weeks

Is your scope and sequence based from typical state standards? What was the criteria for the inclusion or exclusion of material?

Yes, the criteria by which content and concepts were chosen is the typical course of study for the grades included. They were also chosen by the author's experience as an educator (for 30 years) and our experience as homeschooling parents with now grown homeschooling graduates. Since our base is the philosophy of Dr. Beechick, this also influenced our choices as to what was taught and the order in which skills were introduced.

Since science is studied in relation to the explorer, how does it incorporate today's science of the same subject? Are there experiments?

A large part of the science instruction comes from the Handbook of Nature Study and the North American Wildlife Guide so it's pretty current, and older students are often asked to delve deeper. On the few occasions when information in the resource books was found to be slightly out-of-date (i.e. the fairly recent change in the number of outer planets) students are informed. There are some experiments and a lot of active observation.

Isn't 6 weeks too long of a time span to be focused on one explorer?

The Reader and Read-Aloud books for each unit relate directly to either that particular explorer or period in American History. Each book is portioned out in 24 easy-to-accomplish sessions (4 in each of the 6 lessons) and, as importantly as providing biographical and historical information, they effectively serve as springboards for other topics. For instance, the Columbus Unit covers specific vocabulary, directions, the globe, mapmaking, map labeling, mental maps, giving directions, the senses, bazaars, Marco Polo, spices, journaling, descriptive writing, character qualities, worldviews, oceans—and that's just a partial list from the first two weeks. Because this curriculum is a "unified" approach to learning, and is geared to the elementary ages, it is focused on the "springboard" and deliberately doesn't pull in much (if anything) that can't be in some way related to what is being read.

Is there testing over the material? How and why?

With the tutorial, interactive approach used in TGLS, and the Student Notebook work, the parent has ample opportunity to "keep her finger on the pulse" of what is being learned and retained. This fact would/should render formal testing somewhat redundant. However, in reality it's often reassuring to have an assessment that can be scored and added to a child's portfolio to "document" that such and such was covered and learned.

These assessments are available on a separate CD since they are not used by everyone. The assessments are formatted for each of the levels in the book, and are designed to be administered at the end of each unit. Also, additional copies of various Student Notebook pages can be made, if desired, to recheck comprehension.

Just FYI, the last week of each unit contains a good bit of review, and each week of the last unit (Trails West) focuses on review of one of the previous 5. For instance, Lesson 1 of Trails West contains review of Columbus.

Will this curriculum work for a busy lifestyle with sports, gymnastics, piano etc?

Flexibility is built in, so each family can adapt the timetable to its specific needs.

Does Paths of Exploration use Timelines?

Timeline activities are part of the Profiles from History resource book.

Is there mention of other world events going on during the study of each unit?

World events are incorporated only on the occasion when something is mentioned in the real books that would warrant further examination. However, the Profiles from History resource book allows students to examine 20 people who lived during and contributed to the periods being studied.

How often is art and music integrated? Are there actual art projects to do? What is the overall feel of the art portion? Music?

Art, particularly drawing instruction and practice, is covered and used a great deal (almost daily). In addition, there are quite a few projects—collages, design, crafts, etc. salted in. Music, not so much. We did include an examination of two composers—Handel and Mozart—through the Profiles from History resource book. Geography through Art is an excellent resource.

Are the readers, the notebooks, and this curriculum written with Christian values throughout?

Our books and resources are definitely Christian-friendly.

Is the Light for the Trail specific to one denomination? Did you write it? How is it incorporated?

We wrote Light for the Trail in such a way as to be friendly to all denominations. Actual instruction on application of scripture remains firmly in the hands of the parent.

Light for the Trail integrates into the program as an extension of Beechick principles. Although it incorporates verses that focus attention on a specific character trait for each unit such as Perseverance or Faith, and students are asked to draw relationships to what they are studying—its primary focus is committing scripture to memory, and using it to change heart attitudes (both very dear to Dr. Beechick's heart). It is based on 4 days of examination and memorization of a verse, with the 5th day (or part) set aside for review and possibly completion of activities. It is not a commentary or a "fill in the blank," but rather a guide for meaningful discussion and an opportunity for children to write down their personal thoughts and insights. Parents are given occasions to share their own experiences that relate to the study—to tell their stories—because those are the things that bring spiritual truths to life. In addition to the weekly memory verse, there are two longer memory projects per unit.

Can living books of the parents choice be incorporated without overloading the child?

Absolutely. If the books are recreational they can be incorporated into Independent Reading time (if the child is interested and they're consistent with his reading level) or used as bedtime (or other time) read-aloud. If they're academic they can be incorporated into research (students are often directed to find out more about topics at the library or on the Internet.) Every family has its own style and preferences, and TGLS recognizes and tries to accommodate that fact.

The first paragraph of the first poem for copywork is repeated twice in the 3rd grade notebooking sample pages, both sheets showing part 1. What is the reason for this?

Line space for the third grade is wide to accommodate this level student. It may take a 2nd page to complete the copywork. The second page has been provided for that purpose. We included the poem on the second page so students just learning copywork can still copy from the top of the page rather than to look side to side.

Do all three grades (3, 4 and 5) have the same spelling words?

No. Lists, or partial lists, for spelling practice are provided based on a phonics principle. In addition parents are encouraged to incorporate words that their child actually has trouble reading or writing and make those his spelling words. Then you are teaching to where your child actually functions as a writer.

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