Truth for a Modern World: Lights in a Dark Town

Lights in a Dark Town: A Story about John Henry Newman
by Meriol Trevor

This is a delightful novel of mid-1800s Birmingham, England, where Emmeline and her mother become friends with Father John Henry Newman. Through conversations and experiences shared with Father, Emmeline and her friends encounter the theological arguments and actions Newman recognized as the response to the modern world.

"The present critics of Christianity are not stupid, and what clever men argue today, ordinary men accept the day after. Especially as people increasingly judge everything by what they think is scientific reasoning. They look at the world and find no evidence for a loving Creator. Indeed, they have some justification, for the world as we see it can be interpreted in various ways."

"But doesn't that mean the atheists are right?" Emmeline said, puzzled. 

Father Newman smiled. "No, why should it? Christianity is not a deduction from the world we see. It's a history--almost a drama--about a person. We accept, we obey Him. And we find He is true." (pp. 225-226)

He concludes: 

"There are many other important things to do and say, but this seems to me the most fundamental, for in the end it is the idea people have of the world and their place in it which affects everything they do." (p. 226)

Second Daughter (Level 3 Year 2, seventh grade) read this book near the end of her world history for the year. I think it's written at a level good for a fifth to eighth grade student to read independently, but it would be appropriate for all ages as a read-aloud. I love St. John Henry Newman and am very pleased I had a reason to buy this book for our home library.

I have received nothing in exchange for this post. I purchased this book new. Links to Bookshop and Amazon are affiliate links.

More than Beowulf: The Anglo-Saxon World

The Anglo-Saxon World

(part of The Modern Scholar series) 

by Michael D. C. Drout 

This collection of audio lectures is scheduled in the Mater Amabilis high school plans for honors history students in Level 5 Year 1, freshman year. It complements the study of early British history, which is a combination of Winston Churchill's History of the English-Speaking Peoples (the one-volume abridgement) and primary sources. It's simply marvelous. 

Professor Drout begins by describing who the Anglo-Saxon people are. He tells how they arrived in England and what they did when they got there. His fourteen lectures cover history, culture, language, literature, and how Anglo-Saxon influences continued into the modern world. 

His lectures overflow with his enthusiasm and love for the people and the language, and especially for Beowulf. (Mater Amabilis also schedules Beowulf in Level 5 Year 1, as part of the English course, so we were able to appreciate his enjoyment even more.) The lectures are informative, but also entertaining. Professor Drout loves his subject, but he doesn't take himself too seriously.

I have said for many years my favorite lecture course from the Great Courses is The Rise and Fall of the British Empire, but I think this one would be a tie if I were to have to choose a favorite lecture course without qualifying the Great Courses. I spoke so highly of the course, Kansas Dad listened to it as well. He also listened to another lecture series from the same professor called Tolkien and the West, which is now on my to-listen list. 

A PDF is included with the purchase of the audio course. It includes, for each lecture, suggested readings for the lecture, notes on the lecture, questions for discussion, suggested readings, and other books of interest. I didn't look at the PDF until after First Daughter and I had both finished listening to the lectures, but it would be a good resource. I think we were able to follow the lectures without doing the readings, and First Daughter was able to narrate them well. If I have another honors student, I will print it out because there are some useful diagrams as well.

This course is listed for honors students only because it is scheduled in addition to the readings in world history, English history, church history, and from primary sources. It is not more difficult, and an interested student would enjoy it even if you didn't want to require it for honors credit. (There are a few references to some mature topics, but nothing graphic.)

I have received nothing in exchange for this post. Links to Amazon and Bookshop are affiliate links.

September 2021 Book Reports

I, Juan de Pareja by Elizabeth Borton de Trevino - I added this book to our Level 3 year 2 history reading in time for Second Daughter (and later, Second Son) to read. It was an enjoyable book to read, especially in such a busy month for us. (purchased used copy)

The Office of Assertion: An Art of Rhetoric for the Academic Essay by Scott F. Crider - link to my post (purchased copy)

The Daughter of Time by Josephine Tey - A bed-ridden detective explores the long-buried mystery of the alleged murder by King Richard III of his young nephews. The book argues for a less-common view of King Richard III. I wasn't convinced, but many are. This is a fun read to complement English history for those students who always want to read more. (received from a member of PaperBackSwap)

The Randy by Dorothy Sanders - I thought this would be a nice addition to our home library because we have relatively few books set in Australia or New Zealand. I picked it up when ordering something else from Living Book Press. There's mystery, excitement, and history as well as a little geography. It would make a good supplemental reading book for Level 4, when Mater Amabilis students are studying twentieth century history. Though not without sorrow and touching on war, there's much less violence and horror than many of the books set in Europe during that time. (purchased new from the publisher; this link is not an affiliate link)

Anne of Ingleside by L.M. Montgomery - A few years ago, I began to re-read the Anne books, wondering how they'd stand up to my memories. As a girl, this was my least favorite of the series. It might still be my least favorite, but I enjoyed it much more now that I am a mother myself. (copy I was gifted as a girl)

I have received nothing in exchange for this post. Links to PaperBackSwap, Amazon, and Bookshop are affiliate links.

The History of England for Catholic Children

The History of England for Catholic Children

originally published by Burns and Lambert, London without an author listed

republished by Hillside Education

When this book was published last year, I bought a copy without any real plan for using it. I ended up reading it aloud to all of the children (tenth grade, seventh grade, fifth grade, and third grade). We enjoyed it so much! None of us have ever read Our Island Story and, until the starting high school, none of us had studied much British history beyond the colonization of North America.

I feel like this book was a great little introduction to British history. It gave a bit of background that will be useful for the younger ones when they get to high school. The British story is much more integral to the personality of American government and history than I had realized.

As we were reading, the youngest ones would eagerly look at our fun rulers of England ruler to see who was next in line. (Yes, Kansas Dad and I bought ours at Westminster Abbey when we visited last year. It's also where we bought the other gift we brought home to the kids: Shakespearean insult magnets. I'm...not sure what that says about us.)

Isn't it odd that the book doesn't have an author? I even contacted the publisher to be certain. Whoever it was certainly wasn't afraid to offer opinions on the characters, personalities, and virtues of the people of history, or for the entire American form of government. The children and I enjoyed the comments and assertions, though. We debated them ourselves around the table as I read. When writing about the end of the Revolutionary War, the author declares the American non-monarchical government the "most dangerous and least lasting kind of government." The kids erupted with comments and assertions at that!

Near the end of the book, approaching the present of about 1830, the author wrote:

In painting, and sculpture, and architecture, England made some progress; but it is impossible for any country, cut off from the Church, to possess that genius in art which only the Church can inspire. English painting has for a long time dwindled down to mere mechanical efforts to imitate natural objects; and until the love of our blessed Lady and the glorious chorus of the Saints and Soldiers of the Church inspires our dear country with love, art must continue in this degraded state.

 We had such a great discussion about art, beauty, faith, non-Western art, and so much more!

I have received nothing in exchange for this post. I did purchase the book at a discounted price, but with no expectation or promise of any kind of review. Links to Bookshop and Amazon are affiliate links. 

A Dying Empire: Burmese Days

Burmese Days

by George Orwell

This novel explores the tensions in the British people of Burma as the Empire begins to waver. George Orwell writes beautifully of the people and environment of Burma. If he did not love it himself, he certainly understood how it could be loved. (He served with the Imperial Police in Burma.)

There was a stirring noise high up in the peepul tree, and a bubbling noise like pots boiling. A flock of green pigeons were up there, eating the berries. Flory gazed up into the great green dome of the tree, trying to distinguish the birds; they were invisible, they matched the leaves so perfectly, and yet the whole tree was alive with them, shimmering, as though the ghosts of birds were shaking it.

The main character, Flory, exquisitely portrays the struggle to discern and act on what is right in the midst of a ruling class established and supported by a questionable system. His education and experiences as an Englishman in Burma have prepared him only for indolence and dissipation and yet his soul yearns for more, for the love of a woman who will share his appreciation for the beauty of the Burma.

It is not the less bitter because it is perhaps one's own fault, to see oneself drifting, rotting, in dishonour and horrible futility, and all the while knowing that somewhere within one there is the possibility of a decent human being.

Flawed characters abound and, in the end, few are truly happy, and yet this is easily my favorite George Orwell novel.

I had, of course, considered including this book on our literature list for high school geography for Asia. I would hesitate, though, to give this to a younger high school student. (We usually cover Asia in 9th grade.) There's just too much depravity and despair.

I have received nothing in exchange for this honest post. I received this book from another member of PaperBackSwap.com. Links to Amazon and PaperBackSwap are affiliate links.

History, Geography, Culture...Life: Food: A Cultural Culinary History

Food: A Cultural Culinary History (The Great Courses)

by Ken Albala

Professor Albala attempts to cover all of human history through food. His focus is Western culture and Europe, but there are survey lectures for areas in Asia and Africa as well. In the later lectures, there is a definite bias toward local food and the kind of farm and table philosophy espoused by Wendell Berry and others, a bias that happens to coincide with my own. The last lecture, where Professor Albala predicts future movements in food, was my least favorite. Perhaps that's just because I don't want all his predictions to come to fruition.

In the video version of this series, he makes a few recipes. These are less interesting on audio, though they tended to be small parts of the lectures. I think all of the recipes are included in the PDF of the course guidebook. (These seem to be available on only some phones or apps, but they should always show up in your library on the actual Audible website.)

As I was listening, I found many connections and relationships with the high school coursework we are using, including that from Mater Amabilis™. I think a high school student (there are some references to mature themes, though none I remember being central to the ideas) could listen to this course from beginning to end as part of a high school course. It's a little short by itself to be an elective, not quite enough hours even for a quarter-credit.

Many of the lectures, however, would be a fun addition or supplement to other courses. Here are some ideas I had while listening.

European History - Many of these would be enjoyable and give a welcome respite from the heavy reading of Europe: A History.

• LECTURE 2: What Early Agriculturalists Ate
• LECTURE 3: Egypt and the Gift of the Nile
• LECTURE 5: Classical Greece—Wine, Olive Oil, and Trade
• LECTURE 6: The Alexandrian Exchange and the Four Humors
• LECTURE 9: Dining in Republican and Imperial Rome
• LECTURE 11: Europe’s Dark Ages and Charlemagne
• LECTURE 13: Carnival in the High Middle Ages
• LECTURE 15: A Renaissance in the Kitchen
• LECTURE 17: 1492—Globalization and Fusion Cuisines
• LECTURE 18: 16th-Century Manners and Reformation Diets
• LECTURE 19: Papal Rome and the Spanish Golden Age
• LECTURE 20: The Birth of French Haute Cuisine
• LECTURE 21: Elizabethan England, Puritans, Country Food
• LECTURE 22: Dutch Treat—Coffee, Tea, Sugar, Tobacco
• LECTURE 26: Eating in the Early Industrial Revolution

British History

• LECTURE 21: Elizabethan England, Puritans, Country Food
• LECTURE 25: Colonial Cookery in North America (or American History)
• LECTURE 26: Eating in the Early Industrial Revolution
• LECTURE 30: Food Imperialism around the World

Geography of Africa

• LECTURE 3: Egypt and the Gift of the Nile
• LECTURE 23: African and Aboriginal Cuisines

Geography of Asia

• LECTURE 4: Ancient Judea—From Eden to Kosher Laws
• LECTURE 7: Ancient India—Sacred Cows and Ayurveda
• LECTURE 8: Yin and Yang of Classical Chinese Cuisine
• LECTURE 12: Islam—A Thousand and One Nights of Cooking
• LECTURE 24: Edo, Japan—Samurai Dining and Zen Aesthetics

Geography of the Americas

• LECTURE 16: Aztecs and the Roots of Mexican Cooking
• LECTURE 25: Colonial Cookery in North America

Geography of Australasia

• LECTURE 23: African and Aboriginal Cuisines

Health

• LECTURE 27: Romantics, Vegetarians, Utopians
• LECTURE 29: Big Business and the Homogenization of Food
• LECTURE 32: War, Nutritionism, and the Great Depression
• LECTURE 33: World War II and the Advent of Fast Food

Economics

• LECTURE 29: Big Business and the Homogenization of Food
• LECTURE 32: War, Nutritionism, and the Great Depression

I have received nothing in exchange for this post of my honest opinions. Links to Amazon are affiliate links. I purchased this audiobook from Audible.

Life at Sea in the Time of Lord Nelson: Master and Commander

Master and Commander

by Patrick O'Brian

This exciting book takes place during the Napoleonic Wars and is a realistic depiction of naval life, strategy, and warfare during that time.

In the front of the book is a drawing of a sailing ship with the sail labeled, for those that are interested. I mainly just read past the more detailed sailing terms. I loved this description of Lord Nelson, found early in the book.

"Never mind manoeuvres, always go at them." I shall never forget it: never mind manoeuvres -- always go at 'em. And at the same dinner he was telling us all how someone had offered him a boat-cloak on a cold night and he had said no, he was quite warm -- his zeal for his King and country kept him warm. It sounds absurd, as I tell it, does it not? And was it another man, any other man, you would cry out "oh, what pitiful stuff" and dismiss it as mere enthusiasm; but with him you feel your bosom glow...

It is realistic in descriptions of the more sordid details of naval life like swearing, crimes (many of a perverted nature), floggings, infidelity and mistresses (and the diseases that often follow such activities), as well as the violent and bloody battles.

One character is Catholic. He struggles with balancing his commitment to his faith, his country (Britain), and his homeland (Ireland).

The book jumps, sometimes jarringly, from scene to scene. There were a few times when I had to stop and think about what had been happening and draw the lines between those actions and the consequences described.

Overall, this book was absolutely enthralling. I enjoyed it so thoroughly, I immediately requested the second Aubrey book from PaperBackSwap.com. Kansas Dad kept picking up the book and reading bits and pieces, finally declaring he would just have to read it in its entirety

I've added it to First Son's list of optional historical fiction for Level 5 Year 1 (the second half of Churchill's A History of the English-Speaking Peoples: A One-Volume Abridgment.

Just remember it may not be the best choice for the young or easily scandalized.

I have received nothing in exchange for this post. I purchased the book used. Links to Amazon and PaperBackSwap are affiliate links.

Context for All the Books: The Rise and Fall of the British Empire

The Rise and Fall of the British Empire (The Great Courses)

by Patrick N. Allitt

We've been immersed in Mater Amabilis™ for over ten years now. Repeatedly in that time, there have been issues raised with recommended books and Charlotte Mason herself regarding attitudes toward non-Western people and the history of England. This course has helped me put vast amounts of those readings in context. Professor Allitt came of age as the British Empire disintegrated and therefore is able to provide a personal story alongside the historical context. He touches on all aspects of the Empire, including the American colonies, the spread of cricket, and two lectures on some of the relationships between British literature and the Empire. (He pointed out some details in Jane Austen's novels I would never have connected with the Empire. Guess I'll have to read them again!) Many of the lectures touch on important milestones and attitudes that continue to impact world relations today. Quotes from primary sources intersperse all the lectures.

I think you could substitute this lecture series for Churchill's A History of the English-Speaking Peoples in Level 5 (the abridged one). You would lose the early British history and Churchill's sardonic wit, but it would probably be easier than reading Churchill. You might also read Churchill to the end of his book, then pick up this lecture series to follow just the decline of the Empire. If you wanted an honors level course, I think Churchill and this series would fit marvelously together.

The PDF included in an Audible purchase includes recommended reading for each lecture and questions to consider, some of which would make excellent exam or essay questions.

Another option might be to use a subset of the lectures either in history or geography courses.

America / The New World

Lecture Two: The Challenge to Spain in the New World
Lecture Three: African Slavery and the West Indies
Lecture Six: Wolfe and the Conquest of Canada
Lecture Seven: The Loss of the American Colonies
Lecture Eighteen: How Canada Became a Nation
Lecture Thirty-Three: The White Dominions

Africa

Lecture Three: African Slavery and the West Indies
Lecture Eleven: Abolition of the Slave Trade and Slavery
Lecture Twelve: Early African Colonies
Lecture Nineteen: The Exploration and Settlement of Africa
Lecture Twenty: Gold, Greed, and Geopolitics in Africa
Lecture Thirty-One: Israel, Egypt, and the Suez Canal
Lecture Thirty-Two: The Decolonization of Africa

Asia

Lecture Four: Imperial Beginnings in India
Lecture Five: Clive and the Conquest of India
Lecture Thirteen: China and the Opium Wars
Lecture Sixteen: India and the "Great Game"
Lecture Seventeen: Rebellion and Mutiny in India
Lecture Twenty-Seven: British India between the World Wars
Lecture Thirty: Twilight of the Raj
Lecture Thirty-One: Israel, Egypt, and the Suez Canal

Australia / New Zealand

Lecture Eight: Exploring the Planet
Lecture Ten: The Other Side of the World
Lecture Thirty-Three: The White Dominions

This is one of my favorite courses from The Great Courses. I enjoyed it immensely and would happily listen to it all over again.

I have received nothing in exchange for this post of my honest opinions. I purchased this course during one of Audible's recent two-for-one sales. Links to Amazon are affiliate links.

The Second Half of Churchill's Abridged History (Level 5 Year 2, Tenth Grade)

Last year we started A History of the English-Speaking Peoples: A One-Volume Abridgment by Winston Churchill, as recommended by the Mater Amabilis™ high school plans, available in the Facebook group. First Son will read this over two years for British History, which is really pre-American History, so it fits into a National History slot. I have personally really enjoyed the Churchill book. His character shines through the words. This is no text book pretending to be objective; he has definite views on the achievements of England's kings, or the lack thereof. More than anything else, I feel like he's focusing on the foundations of English government as it "progressed" and developed into the system in place in modern times.

As I read the chapters ahead of First Son, I would identify challenging vocabulary and terminology for him. I'd underline them and write the definition right there on the page. Churchill is a serious academic and some of his words were outdated when he wrote them half a century ago.

Even with the vocabulary help, First Son struggled a little with this text. He would read it easily enough, but narrating was difficult. The text reads like a story, but at the end it can be hard to condense it because Churchill packs a lot of action and thought into each sentence. First Son would narrate, but he'd often only narrate a few paragraphs. When it came time for an exam or test, he struggled to really remember anything of substance other than the little bit he had actually managed to narrate or he would confuse different people who'd appeared in the same chapter.

So next year, in tenth grade, I'm going to adapt our narrations using advice from one of the wise moderators of the Facebook group. First Son will write one sentence about each paragraph, ideally answering the question: What did you learn about the person or event described? I will probably still give tests, but I might make them open-note. The more he writes (which would really help him remember anyway), the easier he'll find the tests.

Last year, there were a few recommendations for primary source material to read alongside Churchill. I asked First Son to read and narrate those, but didn't have any test or other assessment for them. For the second half of Churchill, there weren't as many recommendations, so I spent some time searching online and came up with...something for each week. Some of these will, I think, be marvelous. I haven't read them yet myself, but I'll link them below for anyone interested in giving them a try with us.

I didn't make a post like this for the first half of Churchill, but I'm going to go ahead with the second half and maybe someday get back to the first half. Below you'll find our Churchill readings for chapters 25-49 with some map work from Map Trek (affiliate link; I don't have the hardcover atlas, just the CD-ROM) and the primary source material I'm going to try. I printed the primary source material and put it all in a binder for my son. That way, it avoids additional internet time and means I won't have to check for broken links before my other children reach tenth grade.

Week 1

1. Chapter 25: The Protestant Struggle pp 254-260 (whole chapter) AND MapTrek Medieval Map: The Reformation Map 24 p. 67

2. Chapter 26: Gloriana pp 261-268, stop before second paragraph, "War was not certain..."

Primary Source Reading - Roper's Life of Sir Thomas More pp 2-15, stop before the last paragraph. (I printed the whole book from the Center for Thomas More Studies website.)

Week 2

1. Chapter 26: Gloriana pp 268-277 (end of chapter) AND MapTrek New World: Elizabethan London Map 2 p. 28


2. Chapter 27: The United Crowns pp 278-285, stop before second paragraph, "The struggle with Spain had long..."

Primary Source Reading - Roper's Life of Sir Thomas More pp 15-30, stop before the last paragraph.

Week 3

1. Chapter 27: The United Crowns pp 285-290 (end of chapter)


2. Chapter 28: Charles I and the Personal Rule pp 291-297, stop before last paragraph, "By all these means under a modest..."

Primary Source Reading - Roper's Life of Sir Thomas More pp 30-42, stop before the last paragraph.

Week 4

1. Chapter 28:  Charles I and the Personal Rule pp 297-303 (end of chapter)


2. Chapter 29: The Revolt of Parliament pp 304-310, stop before second paragraph, "During September and October..."

Primary Source Reading - Roper's Life of Sir Thomas More pp 42-49, stop at the second to last paragraph, before "When Sir Thomas…".

Week 5

1. Chapter 29: The Revolt of Parliament pp 310-315, stop before the last paragraph, "From the beginning of 1643…"


2. Chapter 29: The Revolt of Parliament pp 315-324 (end of chapter)

Primary Source Reading - Roper's Life of Sir Thomas More pp 49-59.

Week 6

1. Make-up / study day

2. Quiz on chapters 25-29

Primary Source Reading - The Diary of Samuel Pepys Sunday 2 September 1666 (I printed all of these diary readings from this website.)

Week 7

1. Chapter 30: The Axe Falls pp 325-332, stop before "The English Republic had come…"


2. Chapter 30: The Axe Falls pp 332-343 (end of chapter) AND MapTrek New World Map: Puritan England Map 17 p. 58

Primary Source Reading - The Diary of Samuel Pepys 3-4 September 1666

Week 8

1. Chapter 31: The Restoration pp 344-352, stop before last paragraph, "It is inevitable that…"


2. Chapter 31: The Restoration pp 352-358 (end of chapter)

Primary Source Reading - The Diary of Samuel Pepys 6-7 September 1666

Week 9

1. Chapter 32: The Popish Plot pp 359-364, stop before first paragraph, "During this year 1680…"


2. Chapter 32: The Popish Plot pp 364-369 (end of chapter)

Primary Source Reading - The Test Act

Week 10

1. Chapter 33: The Bloodless Revolution pp 370-375, stop before second paragraph, "The national fear and hatred…"


2. Chapter 33: The Bloodless Revolution pp 375-380 (end of chapter)

Primary Source Reading - Declaration of Indulgence of King James II, April 4, 1687

Week 11

1. Chapter 34: William of Orange pp 381-388, stop before second paragraph, "The Continental ventures…"


2. Chapter 34: William of Orange pp 388-395 (end of chapter)

Primary Source Reading - Declaration of the Prince of Orange, October 10, 1688

Week 12

1 - Make-up / study day

2 - Quiz on chapters 30-34

Primary Source Reading - The Mathematical Principals of Natural Philosophy (1729), Author's Preface

Week 13

1. Chapter 35: The War of the Spanish Succession pp 396-402, stop before the last paragraph, "All Europe was hushed..."


2. Chapter 35: The War of the Spanish Succession pp 402-412 (end of chapter)

Primary Source Reading - Memoirs of the Reign of King George the Second by Horace Walpole ch. 1 (I think you could use a lot more of this book if you wanted.)

Week 14

1. Chapter 36: The Last of the Stuarts pp 413-419 (whole chapter)


2. Chapter 37: The House of Hanover pp 420-426, stop before the first paragraph, "George I died in 1727..."

Primary Source Reading - The World According to Pitt from The Public Domain Review (This article is fun because it uses childhood letters of Pitt the Younger saved by Pitt the Elder and shows how primary sources can inform the study of history.)

Week 15

1. Chapter 37: The House of Hanover pp 426-435 (end of chapter)


2. Chapter 38: Pitt the Elder pp 436-440, stop before the first paragraph, "The year 1756..."

Primary Source Reading - The Interest of Great Britain Considered, with Regard to Her Colonies, 1760 by Benjamin Franklin AND The Royal Proclamation of October 7, 1763

Week 16

1. Chapter 38: Pitt the Elder pp 440-444 (end of chapter)


2. Chapter 39: The Quarrel with America pp 445-449, stop before the last paragraph, "The political history..." AND MapTrek New World Map: Early Battles of the Revolutionary War Map 25 p. 74

Primary Source Reading - William Pitt's speech on the Stamp Act (1766) AND Earl of Chatham Speech to Parliament (1774) - both of these are speeches by Pitt the Elder

Week 17

1. Chapter 39: The Quarrel with America pp 449-454 (end of chapter)

2. Make-up / study day

Primary Source Reading - Make-up / off week

Week 18

1. Quiz #3 on chapters 35-39

2. Chapter 40: The Indian Empire pp 455-463 (whole chapter)

Primary Source Reading - Woolen Workers Petition, 1786

Week 19

1. Chapter 41: Pitt the Younger pp 464-469, stop before the last paragraph, "The convulsion which shook France…"


2. Chapter 41: Pitt the Younger pp 469-475 (end of chapter) AND MapTrek New World Map: The French Revolution Map 28 p. 80

Primary Source Reading - selection from Thomas Jefferson's The Autobiography on the beginning of the French Revolution from Paris in Mind (For some reason, I had trouble finding Jefferson's work online, but Paris in Mind includes an excerpt from Autobiography that covers exactly what I wanted. Our library had a copy of this, so I didn't have to buy it to use just one chapter.) This is not strictly British, of course, but having Jefferson's view of the French Revolution seemed to good to skip. I did eventually find it online at Fordham University's Modern History Sourcebook. Search for "On my return from" here. 

Week 20

1. Chapter 42: The Napoleonic Wars pp 476-483, stop before first paragraph, "Napoleon turned his attention…" AND MapTrek New World Map: The Napoleonic Wars Map 29 p. 82


2. Chapter 42: The Napoleonic Wars pp 483-490, stop before the first paragraph, "All through the spring..."

Primary Source Reading - Letters and Dispatches of Horatio Nelson (Oct 15-21, 1805) AND The Death of Lord Nelson, 1805 (Other letters and dispatches can be found on the site, too.)

Week 21

1. Chapter 42: The Napoleonic Wars pp 490-497, stop before the second paragraph, "There seems no doubt…"


2. Chapter 42: The Napoleonic Wars pp 497-501 (end of chapter)

Primary Source Reading - Farewell to the Old Guard (1814) AND Remembrances of Napoleon

Week 22

1. Chapter 43: The Victory Peace pp 502-508 (end of page)


2. Chapter 43: The Victory Peace pp 508-517 (end of chapter)

Primary Source Reading - Peterloo Massacre (1819) AND Roman Catholic Relief Act of 1829

Week 23

1. Chapter 44: Reform and Free Trade pp 518-522, stop before the first paragraph, "The new electors…"


2. Chapter 44: Reform and Free Trade pp 522-528 (end of chapter)

Primary Source Reading - Victoria Becomes Queen, 1837 AND Condition of Ireland from Views of the Famine which has lots of other options as well

Week 24

1. Make-up / study day

2. Quiz #4 on chapters 40-44

Primary Source Reading - Voice from the Ranks: Trench Work before Sevastopol

Week 25

1. Chapter 45: The Crimean War pp 529-536, stop before first paragraph, "The Treaty of Paris…" AND MapTrek Modern World Map: The Crimean War Map 3 p. 33


2. Chapter 45: The Crimean War pp 536-545 (end of chapter)

Primary Source Reading - Voice from the Ranks: Sevastopol Stormed AND Mary Seacole excerpt

Week 26

1. Chapter 46: The Era of Emigration pp 546-553, stop at the first paragraph, "In small parties…"


2. Chapter 46: The Era of Emigration pp 553-561 (end of chapter)

Primary Source Reading - A Narrative of the Expedition to Botany Bay Ch 1-6.

Week 27

1. Chapter 47: The Rise of Germany pp 562-568, stop before third paragraph, "The war seemed over…"


2. Chapter 47: The Rise of Germany pp 568-574, stop before last paragraph, "While his great adversary..."

Primary Source Reading - A Narrative of the Expedition to Botany Bay Ch 7-12.

Week 28

1. Chapter 47: The Rise of Germany pp 574-581 (end of chapter)


2. Chapter 48: The Fin De Siecle pp 582-589, stop before last paragraph, "The position of the Liberal Party..."

Primary Source Reading - A Narrative of the Expedition to Botany Bay Ch 13-18.

Week 29

1. Chapter 48: The Fin De Siecle pp 589-596, stop before third paragraph, "It ws not immediately perceived…"


2. Chapter 48: The Fin De Siecle pp 596-605 (end of chapter)

Primary Source Reading - General Act of the Berlin Conference on West Africa (1885) AND the Anglo-German Treaty (1890)

Week 30

1. Chapter 49: The South African War pp 606-614 (end of chapter) AND MapTrek Modern World Map: South Africa Map 16 p. 59


2. MapTrek Modern World Map: World Empires Map 19 p. 65

Primary Source Reading - Letters from soldiers of the Boer War


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