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|Vasco Nunex de Balboa: Discovers the Pacific|
|John Cabot: Explored the East Coast Of North America|
|Jaques Cartier: Explorerd St Lawrence|
|Samuel Champlain: Explored St Lawrence, Settled Quebec|
|Francisco Coronado: Explored Southwestern part of the United States|
|Christopher Columbus: First explored New World; Explored Caribbean and Central America|
|Hernan Cortes: Conquered Mexico|
|Bartolomeu Dias: Sailed Around the southern tip of Africa|
|Vasco de Gama: Sailed Around Africa to India|
|Henry Hudson: Explored Hudson River and Hudson Bay|
|Juan Ponce de Leon: Conquered Puerto Rico and Explored Florida|
|Ferdinand Magellan: Crew Circles world|
|Francisco Pizarro: Conquered the Incas in Peru|
|Hernando De Soto: Explored the Mississippi River|
|Giovanni De Verrazano: Discovered New York Harbor|
Updated ‘Towpath Companion’ guides explorers through a learning journey: Talk of the Towns
BRECKSVILLE, Ohio -- The Ohio & Erie Canalway has announced the seventh edition of its “Towpath Companion,” redesigned for the first time in its nearly 20-year history. This book is the result of a collaboration of partners from across the National Heritage Area, led by the Ohio & Erie Canalway Coalition.
The Ohio & Erie Canalway National Heritage Area has a rich history and culture, much of which can be discovered by traveling along the Towpath Trail as it traverses landscapes from Cleveland to New Philadelphia.
Whether traveling by bicycle or foot, bird-watching or capturing photos, there’s always more to explore -- and the new “Towpath Companion” is now available to help explorers do just that.
The redesigned interpretive guide provides contextual information for many destinations along the 110-mile corridor of the National Heritage Area in Northeast Ohio. The book guides readers through the story of the Ohio & Erie Canalway’s history, culture, natural environment and recreational assets.
The “Towpath Companion” is on sale for $19.95 on the Ohio & Erie Canalway Coalition’s website, ohioeriecanal.org, and will be available at various partner locations and bicycle shops throughout the region.
This seventh edition, printed in the spring of 2021, was the first edition to receive a complete redesign, offering readers additional facts, beautiful pictures and updated maps to aid in their learning journey. A digital guide will be available soon.
Teacher of the year: The North Royalton Teacher of the Year is Cheri Rourke, who teaches first grade at Royal View Elementary School. She has worked in the district since 1989.
“Mrs. Rourke is a dedicated, knowledgeable and passionate educator,” said Principal Kirk Pavelich. “She also excels in our district as a leader, as her experience makes her an invaluable resource not only for her colleagues in the first grades, but also for her fellow teachers throughout the building and the district.
“When it comes to early childhood learning, phonemic awareness, fluency, state standards, curriculum and child development, Mrs. Rourke is hands down the resident expert at our building,” he said.
He said Rourke makes it a point to maintain an effective line of communication with all of her students’ families. Parents have access to Rourke’s home phone number, and she responds to written notes the same day they are received.
She also makes it a priority to have a formal conference with all of her parents at least once during the year, even if it has to be over the phone or via Zoom.
Rourke consistently works well with all levels of ability in her classroom, as she strives to find ways to challenge all of her first-grade students. She routinely and consistently encourages them to learn and develop positive social skills, Pavelich said.
When Royal View Elementary created a Building Literacy Team, Rourke was one of the first educators to volunteer additional time before and after school to make sure the committee truly made a difference in the lives of the students.
Thanks to her outstanding leadership, Royal View has been at the forefront of the district with the creation of its Family Literacy Night event, which has become vastly popular with students and families.
In addition, Rourke was a champion this year when it came to advocating for the necessity to bring the school’s youngest students back to the buildings for in-person instruction. At planning sessions, she spoke of her concerns about the negative impacts on the children’s health, development and education the longer they were out of the building.
Support Staff Person of the Year: While serving in the North Royalton Middle School office, Patti Brauer is responsible for athletics and activities. Her thoroughness and organizational skills ensure that students are able to participate in all the athletic events and activities without issue.
She is a forward thinker and is always planning to make certain that students get nothing but the best. Brauer is always willing to help out and is a team player, which was seen firsthand by everyone during COVID-19.
She quickly adapted her skills to support the technology department and, more importantly, the students and their technological needs.
“Patti lives the beliefs of the North Royalton City Schools through her actions each and every day,” said middle school Principal Jeff Cicerchi.
“Patti immediately jumped in this fall and accepted every challenge in our department,” added district Director of Technology Tricia Pozsgai. “She always has a positive attitude. Her dedication to this district and the unmeasurable contribution that she has made this year in ensuring that students were able to continue learning in all learning phases, deserve recognition.
“Patti always has a smile on her face and strives to ensure that everyone is treated as family and gets the information and support that they need or deserve. Her commitment and dedication to our students and our athletic programs is outstanding, as she positively impacts them on a daily basis.”
The Good and the Beautiful History Curriculum
The Good and the Beautiful History Curriculum (GBHC) is a multi-level, interactive curriculum that incorporates stories and hands-on activities. The curriculum is designed for the family to use together, covering grades 1 through 12. It is written from a Christian worldview and emphasizes both Christian character and patriotism.
GBHC draws its historical material from more than 40 history books that were written during the late 1800s and early 1900s. While older source material has been used, it has been rewritten somewhat for modern audiences and combined with additional, newly-written material.
The program consists of four history courses: Year 1, Year 2, Year 3 and Year 4. The four-year cycle can be repeated two or three times to cover all grade levels. Each course is presented in four units and covers some world history and some U.S. history each year.
The first unit in Year 1 begins with biblical history and ancient Egyptian history. The second unit jumps up to the Middle Ages and the Renaissance. The third unit shifts to U.S. history covering the French and Indian War up through the Revolutionary War. The fourth unit broadens out to world history, covering selected events from the Victorian era up through the fall of the Soviet Union.
In Year 2, students learn about ancient Greece and ancient Asia in the first unit. The second unit begins with the Vikings and Marco Polo and continues through some of the major explorers of the 15th and 16th centuries. In the third unit, students study U.S. history, focusing on the colonial period and the U.S. Constitution. The fourth continues U.S. history with selected topics such as Education in Early America, Noah Webster, Henry Ford, and the Great Depression, and it also has five lessons on World War I.
Year 3 covers ancient Mesopotamia and ancient Israel in the first unit. Interestingly, the course teaches about the Code of Hammurabi in one lesson, and about the Ten Commandments in the next. At the same time, students begin playing the Bill of Rights Roundup game that is part of this course. While I don't see instructions that have older students compare and contrast any of them, their close juxtaposition makes this relatively easy to do. In the second unit, students learn about ancient Africa and native North Americans. The third unit addresses several U.S. history topics, including the Industrial Revolution, westward expansion, and five key people: Daniel Boone, George Washington Carver, Samuel Morse, and Thomas Edison. The final unit is on World War II.
Year 4 begins with ancient Rome, but it also covers the Roman Republic and the Roman Empire, the spread of Christianity, the Byzantine Empire, the history of Islam, Charlemagne, and the Crusades. Unit 2 covers the Reformation and the history of the Bible. Slavery and the U.S. Civil War are topics for the next unit, and the final unit covers selected topics from modern history such as women's suffrage, Mahatma Gandhi, the African American civil rights movement, the War on Terror, Mother Teresa, and modern technology. The Year 4 game, called History Houses, will review units from Years 1 through 4 and will be the only suggested game in Year 4. While the publisher says, "Every effort has been taken to create a sensitive and neutral approach to the Protestant Reformation and Catholic Counter-Reformation. " ( p. 44), the second unit still comes across as if written from a Protestant viewpoint.
As I’ve mentioned, coverage is selective since it is often told through expansive stories and biographies rather than the snippets of facts commonly used in history textbooks. History stories are presented along with instructions to make lessons more interactive. For example, Year 1, Lesson 44 is about the Battle of Trenton, and the lesson begins with children observing and discussing the reproduction of a painting, The Battle of Trenton. Then a simple activity has children stand barefoot on an ice cube as long as they can to experience just a bit of the cold that George Washington’s soldiers did in that battle. (Don't let your children overdo this to try to prove their stoicism!) The story is then read aloud to children from the Course Book. The story is interrupted twice for the parent to ask children to summarize the story up to that point, a form of narration. This happens again at the end, followed by four discussion questions. This lesson format is typical for the presentation of the stories throughout the program.
A Course Book is the heart of each course. It has bold text with instructions for the parent, while normal text is to be read aloud to students. You also will use Student Explorer files that suit your children. There are four different levels of Student Explorer files to help differentiate assignments and make them age-appropriate. The levels are grades 1-3, grades 4-6, grades 7-9, and grades 10-12. You will need to print out the Student Explorer for each student from a downloaded file and put it in a three-ring binder. (Students in seventh grade and above will also compile a history notebook.) The Course Book shows when to use Student Explorer files, play the games that are used with each course, participate in activities, work on long-term projects, etc.
Parents read aloud to students from the Course Book and from a book of stories when there is one for the course. In addition, parents will choose a read-aloud book from among a number of recommended titles for each quarter.
For each course, there are high-quality, dramatized audio recordings of history stories that are accessed online. They address the same historical periods as the rest of the course for which they were created, but they do so with different stories than in the other books for the courses. These audio stories vary in length from about seven to eleven minutes each, so they are just the right length to hold students’ attention. They should not be skipped since they add additional course content.
For Year 1, in addition to the Course Book, Student Explorer files, and dramatized audio recordings (accessed online), you need The Big Book of History Stories and the Keys of History Board Game. Read-aloud recommendations for this course include books such as The Golden Goblet by Eloise Jarvis McGraw.
Year 2 differs slightly from Year 1. The book Maps and Images is used rather than a book of history stories. While the Course Book refers to the Keys of History Board Game, another game, Explorers and Settlers, is added the second year. If you have Keys of History, it can be used at the suggested time to review material learned last year. (You can order Keys of History separately if you don’t already have it, but it isn’t essential for Year 2.) A timeline with stickers has been added beginning with Year 2. It includes some stickers for events from Year 1 that can be used as a form of review.
Year 3 uses the companion book The Big Book of History Stories that includes maps and images. You will use the same timeline from Year 2 with Years 3 and 4, and you receive new sets of stickers to add each year. While Year 3 adds the Bill of Rights Roundup game, it also recommends playing the games from previous years for review.
With students up through fifth grade, you should complete about two lessons per week—one course per year. With older students, you should plan to use about three lessons per week, which means that you would complete each course in about 20 weeks. If you use a course with both younger and older students and want to keep them on the same schedule, you might add additional reading, research, and written reports for older students rather than covering material at a faster pace.
Course work for each lesson varies according to the level of the Student Explorer that students are using. For one course, the Student Explorer for the youngest level has only 29 pages with many simple activities such as coloring and drawing whereas the oldest level has 63 pages and requires additional reading, research, and writing.
Lesson structure varies from day to day. On some days you will read aloud a history story directly from the Course Book. You might also listen to audio dramatizations or read the script of the audio drama. Discussion questions in the Course Book often follow the reading and listening activities. On some days you might be reading a story or doing map work in one of the other books for a course. Children work on Student Explorer activities throughout the week. The Course Book advises you when children should be doing additional research or preparing to make oral presentations. Craft activities for each course are generally fairly simple and often use reproducible pages from the Course Book. Year 1 also includes some memorization activities. All of the courses include multi-sensory learning activities, but they are not extremely time-consuming.
The games for these courses serve as tools for review and reinforcement. The games are surprisingly compact, but they are well-constructed with sturdy game boards and game components. The Keys of History game has a 10-inch game board, playing pieces, and a deck of cards. Each of the cards has information from a key topic covered in the course. The instructions include various ways to play the game to make it suitable for different ability levels. The Explorers and Settlers game used in Year 2 is a card game that plays like a sophisticated form of a memory card-matching game. Players find matching cards, but they must also identify famous explorers or settlers from descriptions on the cards. The Bill of Rights Roundup game is somewhat similar to The Keys of History game with a 10-inch game board, playing pieces, a deck of cards, and instructions for a few variations for play.
There are no tests for The Good and the Beautiful History Curriculum. Older students will be completing history notebooks and other work that can be used for evaluation and grading purposes, but parents will need to figure out how to evaluate the work on their own.
The Course Books explain that students should cycle through the four courses again as they get older. They will encounter different assignments in their Student Explorers each time through. While I like the story approach to history, I think that more comprehensive coverage is vital somewhere along the line. Repetition is certainly useful, but I think it might be more productive to expand into other topics rather than repeat so extensively. I’d be most likely to use GBHC for grades one through eight, then switch to something else for high school. The publisher is aware of this issue, and they tell me that they are in the development and writing process for high school history courses that they plan to release in 2020 or 2021. The present program will remain available for families that prefer to do their history together as a family. The new high school history courses will be part of their own Green Leaf High School and will be what they recommend for high school students at that point. Those who want to stick with the present program should supplement for high schoolers to provide more comprehensive coverage.
While biblical and Christian history is included, GBHC does not promote any single denomination. Protestants and Catholics are both treated with respect although information leans slightly in a Protestant direction as evidenced, for example, by their treatment of the Reformation. But at the same time, there are entire lessons on Catholic historical figures such as St. Patrick and Joan of Arc. When quotations from the Bible are used, they are from the King James Version of the Bible. A free PDF supplement is available for members of The Church of Jesus Christ of Latter-day Saints.
GBHC also reflects a conservative political outlook that shows up from time to time. On the publisher’s website it explains:
These history courses teach conservative principles such as limited government, keeping the power as close to the people as possible, self-reliance, avoiding entitlements, and the role of government as providing protection and not goods.
All components except the games are available as either PDF downloads or physical products. Physical Course Books are printed in black and white since you will need to copy or print some activity pages, I think that a PDF Course Book should work well for most situations. The physical versions of the Big Book of History Stories and Maps and Images are both lovely, full-color books, but viewing the PDF versions on a screen should work well. I definitely recommend purchasing a printed set of the timeline and stickers.
The Good and the Beautiful History Curriculum is relatively easy to use given the wide variety of learning methods involved. Course Books clearly show what to do when, making it easy for even new homeschoolers to use. While other publishers use a similar story-based approach for teaching history, the fact that GBHC has worked hard to make it suitable for a broad Christian audience makes it appealing for many families.
When prices appear, please keep in mind that they are subject to change. Click on links where available to verify price accuracy.
Physical course set for Year 1 through Year 4 (including one game) - about $78 each
PDF course set without games - $32-$40 per Year
Keys of History game - $18.99
Explorers and Settlers game - $11.99
Bill of Rights Roundup game - $17.99
Reference 226570 (2021-present)
- 42mm case (sometimes called a Super Case, or Maxi Case)
- Caliber 3285
- Black or white dial
- Large orange 24-hour hand
- Upgraded Chomalight lume
- Enamel dial
Despite all the hoopla predictions for the Explorer II’s 50th anniversary, Rolex didn’t put a ceramic bezel on the new version. In fact, the upgrades are relatively mellow, and aesthetically almost invisible. The dial is now enamel, which will shine a little more brightly in white and will give the black dial a bit of depth. The lume is said to be better, as well, and some of the lugs and bracelet dimensions have been tweaked (similarly to how the new Sub was tweaked for 2021).
The biggest news is that the Explorer II now has the up-to-the-minute Caliber 3285, distinguished most fully from the former movement with its 70-hour power reserve, but also more subtly with upgraded a-magnet components in key positions to help achieve and maintain Rolex’s strict Superlative Chronometer rating of -2/+2 seconds per day.
For fans of the previous iteration of the Explorer II, the faithful aesthetics of the 226570 will be a delight, and it may prove difficult to distinguish the previous model from this new one at a distance.
No matter what the reference or era, the Rolex Explorer II is a unique watch. Changes in perception have impacted the prices for these models on the pre-owned market. Rolex will always have plenty of mainstream swagger, but enthusiasts are the ones that really drive the moving target that determines the sweet spot for pre-owned Rolex.
I would be remiss to not acknowledge the impact that watch journalists have had on these watches, particularly the reference 16570. It doesn’t hurt that these watches look spectacular on social media, especially the white (“Polar”) version because white dials are so photogenic.
The practical Explorer II ref 16570 wears like a dream. Image : Greg Bedrosian
2021 marked the 50 th anniversary of the Explorer II. The Explorer II is one of the few Professional models from Rolex that still comes in steel only. Rolex has a tendency to give enthusiasts what they want while twisting the knife at the same time. Rolex played it extra-safe with the unofficial 50th anniversary ref. 226570. It will be interesting to see how popular these will become. Rolex brings the color orange to the design of the Explorer II and the Milgauss.
There are no more new Rolex Explorer II’s sitting in stock at ADs and pre-owned dealers can turn over the vintage models with ease. The secret is out. It only took fifty years for everyone to figure it out. The dud has finally bloomed into the stud.
Roald Amundsen and his crew looking at the Norwegian flag at the South Pole, 1911
A rival to Scott and the first man to reach the South Pole, Amundsen’s expedition beat the British one by over a month. Hailing from Norway, he was far more adept at navigating the harsh and unforgiving landscapes of the Antarctic than Scott. His additional accomplishments included leading the first expedition along the Northwest Passage. He disappeared in 1928 in a plane crash in the Barents Sea.
Our Exmoor Explorer walks are a series of 10 shorter walks that showcase the best landscapes, wildlife and history that Exmoor has to offer. Each route is easy to follow, with relatively gentle terrain and range from taking less than an hour to about two and a half hours for the longest. You can view a video preview and access digital mapping for each route below.
Tough, water resistant route guides with added info for each walk a can be purchased online or from Exmoor National Park Centres at Dulverton, Dunster and Lynmouth.
We recommend the OS App from Ordnance Survey to use with these routes (it's free - although you can pay for content as well)
Follow the valley of a small river known as Badgworthy Water, through fields, woodland and eventually moorland to the deserted medieval village of Badgworthy.
This route starts from the car park next to the bridge at the bottom of Dunkery Hill and takes you on a triangular route up to the summit of Exmoor’s highest point
Starts from Dunster Steep car park next to the Dunster National Park Centre. From here it takes you past the castle and along to Gallox bridge then back through this beautiful village.
Begin at Haddon Hill car park in the south eastern corner of Exmoor. From here you head west up the hill to the top where you can enjoy amazing views.
The route starts from the National Trust car park near The Hunter’s Inn and takes you along the River Heddon, through woodland to the sea, seen between England’s highest cliffs
This beautiful woodland walk starts from the National Trust car park, takes you along the eastern side of Horner Water, then crosses the stream and takes you up to a viewpoint over the wooded valley
Lynmouth and Watersmeet
Enjoy a beautiful walk through the Lyn valley along the East Lyn river upstream to where it meets Hoar Oak Water
This coastal walk starts from Porlock and takes you along the boardwalk, showing you the strange and haunting landscape of Porlock Marsh with great views out to sea.
Simonsbath and Wheal Eliza
The route starts at the car park in Simonsbath and takes you along the beautiful upland valley of the River Barle to the mysterious Wheal Eliza.
This circuit crosses the River Barle on the famous clapper bridge Tarr Steps and follows the banks of the Barle through woodland and meadows, designated as a National Nature Reserve.
We strive to offer you an amazing customer service to make your buyer experience as great as it can be. From your initial contact to after you have your new watch on the wrist. Our number one goal is to make you so satisfied with your purchase that we get the honour of helping you with your next watch purchase. We will guide you through your whole experience with us.
Journeys to the Pacific Northwest in SCUA Collections
Special Collections and University Archives collects in the topical area Northwest History and Culture, including materials in all formats that describe or reflect Northwest history and culture.
The Library also has some Oregon holdings in its Microforms collection. Many published works on this topic are in Rare Books or the Oregon Collection.
Adair Family Finding aid
Reminiscences. Arranged by Laura P. Barker, 1931.
1 folder (photocopies)
General John Adair was appointed Collector of Customs at Astoria, Oregon, by President Polk in 1848. The Adair family traveled to Oregon from Kentucky by sea, via Panama, in 1848-1849. The reminiscences include an account of this trip written by Mrs. Adair (Mary Ann Dickinson Adair).
Akin, James Finding aid
Journal, April 15 - October 15, 1852.
Akin traveled overland from Iowa to Oregon in 1853 this journal is an account of his trip. A copy of the journal was published in the Oklahoma University Bulletin, n.s. no. 172, 1919 a copy is included in the collection.
CA 1851 Jan. 19
Letter, January 19, 1851.
3 pp. (copy)
Letter from Allingham to William M. Allingham, Marysville, Oregon. Comments on the weather names various persons who have returned from the west coast destitute suggests return by land is easier and safer.
CA 1852 Mar. 28
Letter, March 28, 1852.
2 pp. (copy)
Letter from Allingham to William W. Allingham, Marysville, Oregon. Names various families getting ready to emigrate to Oregon, and ponders the possibility for himself.
Baker, Della M. Finding aid
Reminiscences of a trip from Portland, Oregon, to Dawson, Yukon Territory, in 1898. Garden Home, Oregon, 1938.
Beeson, Welborn Finding aid
Beeson was born in Illinois in 1836, and came overland to Oregon with his parents in 1853. They settled in Jackson County, where he became a farmer and was active in politics and the social life of the area. Includes diaries and account books. The 1853 diary contains a narrative of Beeson's overland journey.
The Diary of George Belshaw (Oregon Trail--1853). Eugene, Oregon: Lane County Pioneer-Historical Society, 1960. From a typed copy.
The diary was kept during Belshaw's trip from Indiana to Oregon in 1853.
Bogan, C. S.
CA 1852 Apr. 26
Letters, April 26, 1852 June 27, 1852.
Letters from Bogan to "Uncle and Aunt". They were written from Acapulco, Mexico, and San Francisco, California, and describe the difficulties of the voyage from Panama.
Bond, George, b. 1818 Finding aid
George Bond's Journal of the Family's Immigration to Oregon in 1853. 1938.
Bond was a Baptist minister who traveled overland with his family from Illinois to Oregon in 1853 he eventually settled in Oregon City, Oregon. This is a reprint of the portion of Bond's diary that narrates the overland journey.
Includes several brief accounts of journeys across the plains to Oregon.
Diary, July 16 - August 9, 1857 April 16 - October 1, 1860 October 3, 1861 - May 4, 1862.
Includes an account of Brown's overland trip from St. Joseph, Michigan, to Oregon in 1860, and subsequent events in northeastern Oregon.
Burbank, Augustus Ripley, 1817-1902 Finding aid
Diary, April 12, 1849 - May 7, 1898.
3 vol. (Vol. 1 is a typed copy Vol. 2 and 3 are originals) in 1 box.
Burbank left Naples, Illinois, in April 1849 for Sacramento, California, where he started a mule-trading business. After selling out in 1851 he returned to Illinois. In 1853, Burbank and his family left Illinois for Oregon. They traveled by sea, via Panama and San Francisco. Vol. 1 of the diary (1849-1879) covers this trip the original of vol. 1 is in the Huntington Library. They settled in Lafayette, and returned there in 1867 after living in Portland and Monticello, W. T. The entries for 1849 to 1851 are weekly from 1851 to 1853 and 1856 to 1879 they are annual summaries. There are no entries for 1853 to 1856. From 1880 on the entries are daily or weekly. Burbank comments on his contemporaries, the growth and progress of Portland and Lafayette, and the building of railroads in the Willamette Valley.
The Burton family arrived in Oregon in 1844. Collection includes a description of a voyage from Portland to San Francisco in 1881, and by rail to Utah letters documents and miscellaneous materials relating to the family.
Bushnell, John Corydon
The Narrative of John Corydon Bushnell. Eugene, Oregon: Lane County Pioneer-Historical Society, 1959.
Bushnell was a member of a party of eleven that crossed the plains from Missouri to Springfield, Oregon, in 1853.
Callison, John Joseph, 1830-1852
The Diary of John Joseph Callison: Oregon Trail-1852. Eugene, Oregon: Lane County Pioneer-Historical Society, 1959.
Diary kept by Callison during his overland journey, April 6 - June 25, 1852.
Cauthorn, James D.
Journal, March 30 - June 25, 1865.
Cauthorn traveled overland from Mexico, Missouri, to Fort Bridger in 1865.
Diary, May 5 - September 17, 1854.
Condit traveled overland from Council Bluffs, Iowa, to the Willamette Valley in 1854. Diary includes list of expenses.
Diary, May 5 - September 16, 1854.
Condit traveled from Council Bluffs, Iowa, to the Willamette Valley in 1854. Diary includes list of expenses.
Cooper, Arvazena Angeline (Spillman), 1845-1929 Finding aid
Our Journey Across the Plains From Missouri to Oregon, in 1863. The Dalles, Oregon, 1901.
Arvazena Cooper and her husband, Daniel Jackson Cooper, and children left Missouri for Oregon in 1863 due to conditions there during the Civil War.
Diary, May 4 - October 5, 1852.
Cornell traveled overland from St. Joseph, Missouri, to The Dalles, Oregon, in 1852.
Cornwall, Joseph H., b. 1832
Narrative of Joseph Cornwall Crossing the Plains to Oregon in 1846. Written ca.1900.
1 folder. Original and typed copy.
Cornwall was a Presbyterian minister in Oregon and Washington. Also included is the narrative Captain Dunbar's Company, 1846, The Applegate Route From Fort Hall, by Narcissa Cornwall Moore, Joseph Cornwall's daughter.
Cranfill, Isom, 1807-1877 Finding aid
Cranfill was a minister in the Regular Predestinarian Baptist Church. He was born in North Carolina, moved to Tennessee and Illinois, and in 1847 came overland to Oregon. He lived in many different Oregon towns, and worked as a cabinetmaker, farmer, itinerant preacher, justice of the peace, and storekeeper. Collection includes diaries, correspondence, and other miscellaneous papers. His 1847 diary is an account of his overland trip to Oregon.
Crawford, Medorem, 1819-1891 Finding aid
Crawford came to Oregon in 1842 from Havana, NY. He was a provisional government legislator, 1847-1849, a state legislator, 1860, and farmed near Dayton. In 1861, 1862, and 1863 he was in command of emigrant trains which traveled overland to the Pacific Northwest, the last two years as an Army captain. From 1864-1869 he was an Oregon collector of internal revenue, and from 1871-1875 appraiser of customs. The collection contains diaries, including an 1842 diary with Crawford's account of his journey to Oregon account books correspondence and miscellaneous papers.
Crawford, Myrtle Dodd
Reminiscences of her childhood in Iowa and of a trip to Oregon by train (1880s?). Includes memories of the early 1900s in Eugene and Springfield, and school teaching experiences in Lane County.
D'Arcy, Marianne (Hunsaker), b. 1842
Reminiscences of Marianne Hunsaker D'Arcy, 1846-1870. Edited by Daisy Sanford (her daughter).
2 folders. Original and typed copies.
Includes recollection of an overland journey from Illinois to Oregon in 1846.
Diary, June 9 - September 8, 1847.
Darst traveled overland from Fort Laramie to Oregon City, Oregon in 1847. Also includes expense account for a trip to California in 1866.
Davenport, Timothy Woodbridge, 1826-1911 Finding aid
Davenport was born in Chatham, NY, and attended Willoughby Medical College (later Sterling Medical College) in Columbus, OH. He taught school in Ohio and Illinois, and for a short time practiced allopathic medicine. The Davenport family left Ohio for Oregon in 1850, but turned back, wintered in Newark, Missouri, and continued the journey to Oregon in 1851. Davenport was a farmer and surveyor, state representative, state senator, and special Indian agent at the Umatilla Agency in the 1860s. The papers contain correspondence, manuscripts, scrapbooks, and miscellaneous papers. A manuscript of Davenport's reminiscences, written in 1971 and 1883, describe his early life, schooling, and journey to Oregon.
Letters of Orvil and Alice Dodge to David P. Walrad, 1862-1863.
Orvil Dodge came to Oregon from California in 1861. At the time of these letters he was in The Dalles in the 1st Oregon Cavalry. Walrad was his father-in-law. Letters describe The Dalles and comment on life in the militia.
Douglas, James, 1803-1877
Douglas traveled by sea from Fort Vancouver to California in 1840. The original journal is in the Provincial archives, Victoria, B. C.
Duniway, Abigail Scott Finding aid
Coll. 232, Series B
14 boxes, 1 folio, 2 volumes.
Collection includes 1852 journal kept by pioneer and suffragist Abigail Scott (Duniway) during her family's trip to Oregon. Original of 1852 journal and photocopy of 1853 revision. Collection also includes photocopies of John Tucker Scott letters from the Oregon Trail, 1852.
Dyson, George Finding aid
Dyson was born in England and came to the US about 1845. In 1861 he went to California, via Panama, and worked in California and Nevada as a tinsmith and a gold miner. He returned to the Midwest but came west again in 1874, to Brownsville, Oregon, where he established the town's first newspaper, the Brownsville Advertiser, in 1878, mined in central Idaho in the 1880s, and moved to Eugene, Oregon, in 1899, where he resumed his trade as a tinsmith. Papers include diaries, correspondence, business records, and manuscript periodicals.
Eakin traveled overland from Illinois to Eugene, Oregon, in 1866.
Eakin, S. B.
Eakin traveled overland from Illinois to Eugene, Oregon, in 1866.
Ellmaker, Enos S., 1807-1890
Ellmaker traveled overland from Iowa to Oregon in 1853. Includes a narrative of the trip, a sketch of the Ellmaker family, and letters from Reuben Ellmaker to Enos Ellmaker.
Evans, Mrs. S.D. Finding aid
Account of a trip from Washoe, Nevada, to Douglas County, Oregon, in 1863.
1 folder. Typed copy.
Mrs. Evans's husband was killed by Indians in 1861. She and her two children traveled from Nevada to their farm near Roseburg, Oregon, in 1863.
5 boxes about 1,500 letters.
Frazer, Thomas, b. 1813
Reminiscences of Thomas Frazer, to 1853, Including the History of the Frazer Family in America.
1 folder. Original and typed copies.
Describes Frazer's childhood in Massachusetts, early life at sea, a trading voyage to California and Oregon (via Panama), 1850-1851, and experiences as a trader in the southern Oregon mines, 1852-1853.
Frush, William H.
Diary, May 15, 1850 - September 25, 1850.
Frush traveled overland from Knox County, Missouri, to Portland, Oregon, in 1850. The original diary is in the Coe Collection, Yale University Library.
Gaylord, Orange, b. 1823 Finding aid
Diary, March 13, 1850 - September 9, 1851 March 7 - October 13, 1853.
Includes accounts of Gaylord's overland trip from Illinois to California in 1850, voyage to Oregon from San Francisco, return to Illinois via Panama and New York in 1851, and an overland return to Oregon in 1853.
Geary, Edward R., 1811-1886
CA 1851 Apr. 17
Letter, April 17, 1851.
12 pp. (typed copy)
Letter from Geary to John McLellan, Fredericksburg, OH. Describes a voyage to the Pacific Coast via Panama, and first impressions of Oregon. The text was copied from the Wooster Democrat, Wooster, Ohio, June 19, 1851.
Giles, Daniel, b. 1836
Autobiography of Daniel Giles.
1 folder (typed copy).
Includes story of his overland journey from Iowa to Oregon in 1852, and his experiences in gold mining and Indian fighting in southern Oregon, 1853-1855.
Goltra, Elizabeth J. Finding aid
Journal, April 29 - September 29, 1853.
Goltra traveled overland from Missouri to Oregon in 1853.
Gordon, Wyona Eliza Surfus Finding aid
Reminiscences. Colton, Oregon, 1963.
Describes an 1883 overland journey from Topeka, Kansas, to Oregon City, Oregon. She attended Philomath College and later taught school in Portland.
Gragg Family Finding aid
Letters and misc. papers, 1859-1930.
Joseph Gragg came overland to Oregon from Illinois in 1852 and settled on a farm near Monroe. Collection provides commentary on family relationships, farm life, church affairs, schools and teaching, and social life in general. Includes information on the history of Philomath College.
Grover, Lafayette, 1823-1911
Diary, January 30, 1851 - February 24, 1853.
Includes an account of a voyage from Philadelphia to Portland, Oregon, in 1851.
Hadley, Emelia A., 1825-1886
Journal, April 14 - August 23, 1851.
Hadley traveled overland from Galesburg, Illinois, to Oregon City, Oregon, in 1851.
Helman, Abel D., 1824-1910 Finding aid
Includes a diary and expense account of a voyage to California in 1850, and to Oregon in 1851, an expense account for a trip from Oregon to Ohio and return in 1853, and a diary for October 7, 1858 - April 11, 1859, and February 1, 1883 - July 30, 1892. Also includes a table of weather data for February 1, 1883 - July 31, 1892, and a journal of the "Mountain Rangers," Oregon Militia, 1st Regiment, 1st brigade, Company A, 1863-1866.
Hockett, W. A.
Experiences of W. A. Hockett on the Oregon Trail, 1847. Eugene, Oregon, 1914.
1 folder. Typed copy
The Hockett family was in the Lewelling party, and crossed the plains to Portland, Oregon, from Salem, Iowa. Hockett was nine at the time of the trip his parents died on the trail.
Hoffman, William, b. 1801 Finding aid
Hoffman traveled overland from Covington, Indiana, to Jacksonville, Oregon, in 1853. Includes autobiographical notes.
Holt, Julia A. Finding aid
Letters, October 29, 1865 - September 12, 1875.
Letters from Julia A. Holt and her sister Adella Holt to their aunt and uncle in Georgia, giving an account of the Holt family's journey from Lexington, Georgia, via Panama, to Oregon in 1866, and describing their life in Oregon.
Johnson, H. Finding aid
Johnson was a Methodist preacher. This journal was kept during a voyage to Oregon during the 1860s.
Johnson, John Lawrence, b. 1830
Diary, April 1 - August 27, 1851.
Johnson traveled overland from Iowa to Oregon in 1851.
Caroline Thurman, biographical sketch of an Amity, Oregon, pioneer, n. d.
Typed copy, 7 pp.
Kearney, Philip, 1814-1862
Diary, March 15, 1850 - June 29, 1851.
Diary of a trip from San Francisco to Vancouver and back to California, 1850-1851.
Learned, Frank. M.
F 923 J613l
James John, Pioneer and Friend of Education. Portland Oregon, 1936.
Written for course, History of the West, Portland Extension Division, University of Oregon. Based on the diary of James John in Oregon Historical Society.
Lee, Anna, b. 1807
Autobiography of Anna Lee. July 1, 1898
Lee was born in Seneca County, New York, and traveled overland with her family to Oregon in 1847.
Lloyd, William W., 1866-1957 Finding aid
Lloyd was born in Adair County, Missouri, in 1866, and traveled overland with his family to Idaho and Oregon in 1876. He became a farmer, stock-raiser, and the first mayor of Halfway, Oregon. The reminiscences tell of his trip to Idaho in 1876, and of his life in Pine Valley, Oregon.
Scrapbooks of biographies and reminiscences published by Fred Lockley in the Oregon Journal column "Impressions of a Journal Man," Portland, OR, various dates.
Longsworth, Basil Nelson
Diary of Basil Nelson Longsworth, March 15, 1853 to January 22, 1854, Covering the Period of His Migration From Ohio to Oregon. Eugene, Oregon: Reproduced by the Lane County Pioneer-Historical Society, 1959.
Account of Longsworth's overland journey from Washington Township, Guernsey County, Ohio, to Oregon in the summer of 1853.
Loomis, Orrin Sage
The Life Story of Orrin Sage Loomis. As related to his daughter.
45 l. (Typed copy)
Includes an account of a cattle drive from Iowa to California in 1854.
CA 1843 Oct. 27
Letter, October 27, 1843.
3 l. (Typed copy)
Letter from Looney to John C. Bond, Waiilaptu, O. T., advising him on preparations for a trip across the plains.
Diary, March 23, 1850 - April 26, 1853.
Lyman, Esther and Joseph
Esther and Joseph Lyman Letters About 1853 Lost Wagon Train. Eugene, Oregon: Lane County Pioneer-Historical Society, .
The letters discuss the lost wagon train of 1853.
McClure, Andrew S., 1829-1898
A 74 and SFM 216
Journal, May 7 - October 13, 1853.
McClure traveled overland from Kansas to the Willamette Valley in 1853.
McClure, John Hamilton, d. 1916
CB M132 (typed copy) SFM 221 (published version)
How We Came to Oregon.
1 folder. Typed copy published version.
A reminiscence, in verse, of an overland journey from Knox County, Indiana, to Eugene, Oregon, in 1853. A version of this reminiscence was published by the Lane County Pioneer-Historical Society in 1967.
McComas, Evans S., 1839-1911 Finding aid
1 box 1.5 lin. ft.
McComas was born in Ohio. In 1862 (May 14 - September 19) he traveled overland from Iowa City, Iowa, to Auburn, Oregon. He was a newspaper editor and owner in eastern Oregon. He also promoted mines, patent medicine, and real estate. Collection includes a diary and scrapbooks. The diary is from 1862 to 1867, and includes an account of his trip to Oregon.
Diary, January 1, 1866 - December 31, 1868. Mallery traveled to Oregon by boat via Panama in 1868.
3 vol. in 2 folders.
Minto, John, 1822-1915
CA 1892 Jan. 15
Letter, January 15, 1892.
Letter from Minto to William P. Lord, Salem, Oregon. Recalls experiences with the Applegate party in the Siskiyou mountains, 1847-1848.
Moore, Jonathan Limerick, 1830-1862
Diary, March 3 - September 16, 1852.
Moore traveled overland from Missouri to Oregon in 1852.
Diary, March 21 - October 4, 1853
Myer traveled from Iowa to the Rogue River Valley in 1853. The original diary is in the Spencer Collection.
Neall, James and Hannah
Reminiscence, 1888, and copy book, n. d.
James Neall's reminiscences describe the period from 1845 through 1850 when he traveled to the west coast twice, first to settle in Oregon, then to set up a trading post in San Francisco. Hannah Lloyd Neall was a suffragist and was active in literary circles of San Francisco.
Newby, William T., 1820-1884 Finding aid
Diary and account books, 1843, 1861-1864.
Includes narrative of an overland journey from Westport, Missouri, to Oregon City, Oregon, May 13 - November 5, 1843. He settled on a donation land claim in Yamhill County, Oregon, and founded the town of McMinnville.
Newell, Robert, 1807-1869
Memorandum of Robert Newell's travels in the territory of Missouri, 1829-1842.
Nicklin, John H.
CA 1851 Feb. 25
Letter, February 25, 1851
8 pp. (typed copy)
Letter from Nicklin to Israel T. Nicklin, Salt Creek, Polk Co., Oregon. Describes an overland journey from Fort Laramie to Oregon, and conditions in Oregon.
Nighswander, Francis Marion, b. 1844 Finding aid
Journal and misc. papers, 1862-1870.
The journal, which is illustrated with pencil drawings, covers Nighswander's trip from Ohio to California, via Panama, in 1862, and his move to Lane County, Oregon, in 1864. The papers include letters by Nighswander written from Idaho and British Columbia gold fields, 1862-1865.
Owen, Benjamin Franklin Finding aid
1 folder, 60 typewritten leaves.
My Trip Across the Plains, March 31, 1853-October 28, 1853.
Owen, Benjamin Franklin
1 folder, 60 typewritten leaves.
My Trip Across the Plains, March 31, 1853-October 28, 1853. (Same as A 93, reproduced by the Lane County Pioneer-Historical Society, 1959.)
Parker, Mrs. Inez Eugenia (Adams), 1845-1933
Early Recollections of Oregon Pioneer Life. ca.1924
Parker crossed the plains from Illinois to Oregon in 1848, and spent her childhood in Yamhill, Oregon. The Recollections tell of her life in Illinois and Oregon.
Pengra, Charlotte Emily Stearns, b. 1827
Diary of Mrs. Bynon J. Pengra, Maiden Name Charlotte Emily Stearns . . . Eugene, Oregon: Lane County Pioneer-Historical Society, .
The diary was kept on Mrs. Pengra's overland journey from Illinois to Oregon in 1853.
Perkins, Norris H.
Slow Settles the Dust in Oregon, 1991.
A chronicle of four or five generations of several Oregon pioneer families.
Powell, Philander Finding aid
Journal of an overland trip from Arkansas to California, via Denver, Camp Floyd, Utah, and the Carson River, from April 19 to October 10, 1860.
Personal, social, and business records relating to the J. A. Powell family and the J. B. V. Butler family of Linn and Polk counties in Oregon. Includes a manuscript overland guide, Fort Hall to John Day River, 1851.
Purse, Grace Guile Finding aid
Genealogical papers, 1844-1942.
1 box 1.5 lin. ft.
In 1920, Grace Purse, a physician in Washington, D.C., began researching her family's history due to her desire to join the Daughters of the American Revolution. The collection contains family correspondence, documents, ledges, and the diary of Molly Guile which describes her family's overland journey from Missouri to Montana in 1869.
Robbins, Kate L. Finding aid
Kate (Pratt) Robbins was born in Cohasset, Massachusetts. She came west in 1859 with husband Abner Robbins, first to California, then to Oregon. Letters describe 1859 sea journey and life in Indian Creek, California, as well as living conditions in and near Ochoco and Prineville, Oregon.
George Roberts and the Hoffman Family, Oregon Pioneers. Sacramento, California: G. and D. Roberts, 1990.
Royal, James Henry Bascom
Includes journal of an overland trip from Illinois to Oregon, June 5 - October 27, 1853 diaries, June 17, 1849 - February 24, 1853 and December 19, 1853 - July 4, 1855 and two letters from James H. Wilbur.
Rudd, Mrs. Lydia A. Finding aid
Journal, May 6 - October 27, 1852.
Mrs. Rudd traveled overland from Missouri to Oregon in 1852.
Scott traveled overland from Fremont, Iowa, to Walla Walla, Washington, in 1862.
Journal, March 11 - April 2, 1868.
Shaver sailed on the Henry Chauncey from New York to Aspinwall, crossed the Isthmus of Panama, and sailed on the Sacramento to San Francisco.
Snowden, Samuel A.
Letters describe Snowden's efforts to migrate from England to Oregon Territory, and relate to his first year in the Territory.
Sperry, James B., 1833-1922
History of the Sperry Family. 1920.
1 folder. Typed copy.
Tells of Sperry's journey from Ohio to the Willamette Valley in 1851.
Springer, Viola, b. 1865
Journal, May 18, 1885 - February 22, 1886.
1 vol., 1 typescript in 2 folders.
Springer traveled overland from Princeton, Missouri, to Harney Valley, Oregon, in 1885.
Stearns, Daniel Warren, b. 1821
Some Recollections of Early Days. Oakland, Oregon, 1911.
1 folder. Typed copy.
Describes the voyage of the Massasoit Company from Boston to San Francisco, via Panama, in 1849 life in the California mines and affairs in Douglas County, Oregon, from 1859.
Stewart, Agnes (See Warner, Mason Young)
Stewart, Helen (See Warner, Mason Young)
Stratton, Julius A., 1844-1924
Reminiscences written by Stratton for his son, including an account of his overland journey from Indiana to Oregon in 1854.
"Crossing the Plains" (scrapbook), 1854.
Scrapbook contains narrative as printed in a newspaper.
Letter, February 20, 1853.
Taylor emigrated from Indiana to Oregon in the 1850s. This letter is to Samuel Cook (the brother of Taylor's wife, Elizabeth) in Rockford, Illinois, describing their overland journey to Oregon.
Taylor Family Finding aid
Includes journal of an overland trip from Rockford, Illinois, to Oregon in 1853, by Rachel Taylor a diary of D. H. Taylor on military service against Indians, January-May 1862 and a genealogy of the Taylor family and related families.
Teal, Joseph Nathan, 1858-1929
Stories from Sage Brush Land. Portland, Oregon, 1921.
1 folder. Typed copy.
Stories Teal wrote for his children, telling about his life. Includes a description of Teal's parents' journey from Illinois to Oregon City in 1853, and another move the Teal family made in 1862.
Tetherow, Solomon, 1800-1879
The Organizational Journal of an Emigrant Train of 1845, Captained by Solomon Tetherow by Solomon Tetherow and An Account of the Wagon Train Mastered by Solomon Tetherow by Fidelia March Bowers. Eugene, Oregon: Lane County Pioneer-Historical Society, 1960.
1 folder. Typed copy published version.
Reminiscences of Plains Crossing, 1852. Goldendale, Washington, 1907.
The reminiscence is in the form of a letter, dated July 28, 1907, to Thurston P. Hackleman, Albany, Oregon. It tells of Thomas's journey from Illinois to Oregon in 1952.
Thomson, Jeremiah Barnett, 1835-1923
Early Days in Oregon A History of My Boyhood Days, My Trip Across the Plains [in 1853], Service in the Indians Wars, Experiences in the Mines, and the Many Hardships Endured in a Long and Eventful Life. Roseburg, Oregon, 1922.
Thomson crossed the plains from Arkansas to Oregon, via the Arkansas River and the current site of Denver.
A Sketch of the Life of Abbott Levi James Todd. n. d.
A. L. Todd came overland to Oregon in 1852, settled in Douglas County, taught school, and was a preacher in the Christian Church. This reminiscence was written by Todd's son.
CA 1852 Apr. 28
Letter, April 28, 1852.
Letter from Tyrrel to Elijah Tyrrel, Lewis County, Oregon. Says that many persons are planning to migrate to Oregon.
CA 1852 Apr. 28
Letter, April 28, 1852.
2 pp. (copy)
Letter from Tyrrel to Elijah Tyrrel, Lewis County, Oregon. Gives news of relatives and friends comments on the number of persons going to Oregon and California.
Warner, Mason Young, 1868-1957 Finding aid
8 boxes 4 lin. ft.
Young was a member of a Pleasant Hill, Oregon, pioneer family, and a resident of Eugene. The collection consists mainly of family letters. Also included are two overland journey diaries-of Agnes Stewart (Warner) and Helen Stewart (Love). The sisters were part of the "Warner " train which traveled from St. Louis to Oregon in 1853. The Agnes Stewart diary was published (as edited by Claire Warner Churchill) in the Oregon Historical Quarterly, March 1928, under the title "Journey to Oregon-A Pioneer Girl's Diary."
Washburn, Catherine Amanda Stansbury
The Journal of Catherine Amanda Stansbury Washburn. Eugene, Oregon: Lane County Historical Society, 1967.
Washburn and her husband were members of a wagon train that traveled from Iowa to Oregon in 1853.
Wells, Mary T. 1939
The life of Anna Elizabeth Mandler Wells of Elkton, Oregon.
Typed copy 11 l.
West, George Miller, 1831-1912
Autobiography. Red Oak, Louisiana, n. d.
1 folder. Typed copy.
Relates incidents of crossing the plains in the summer of 1853 with the Peter Butler train of Monmouth, Illinois.
Widmer, Margaret Mary
Biographical sketch of Margaret Mary Widmer, daughter of Oregon pioneer Conrad Widmer.
Williams, V. A.
Journal, April 1 - September 20, 1853.
Williams traveled overland from Iowa to southern Oregon in 1853.
Letters to Joseph Patten Wilson, 1846-1875.
Wilson was born in Maine in 1824 and moved with his family to New York and then Illinois. In 1843 he left home and signed on to a whaling voyage out of New Bedford for three years. In 1849 he sailed from New York to San Francisco and arrived in the gold fields in 1850. After a short stay he moved to Oregon and settled in Corvallis, where he became a carpenter. He was county clerk of Benton County for several years. Letters comment on politics, business, and religion. A letter from cousin Henry Clay Wilson describes prospects of Port Townsend, "Oregon Terr." region.
Wood, Joseph Warren, 1826-1914
Journal, April 9, 1849 - April 14, 1853.
Journal covers Wood's overland trip from Wisconsin to California and return.
Woodruff, S. W.
A Journal of a Trip Across the Plains to Oregon in 1852.
Account of an overland journey from Platteville, Wisconsin, to The Dalles, Oregon. Typewritten copy.
1 folder 5 items.
Includes typed copy of 1864 overland journal, Iowa to Oregon, by Mrs. W. A. Loughary.
Wright, Dunham. 1832-1942
Reminiscences of an Overland Journey From Iowa to Colorado in 1860, and Adventures in the Salmon River Mines of Idaho, 1862. 1936, 1937.
Typed copy 16 pp.
[Diary and letters] 1850
1 folder incl. 1 v., 4 letters
Diary covers period March 28-June 6, 1850, from Peoria, IL, to South Pass.
Mansa Musa's economic impact
There aren’t many trips that can claim to have devastated local economies, but the pilgrimage to Mecca by Malian ruler Mansa Musa did just that. Like Ibn Battuta a year or two earlier, Musa traveled across northern Africa on his hajj, but with an entourage whose stats defy belief: 60,000 people, including 12,000 slaves and heralds, plus 100 elephants and 80 camels carrying thousands of pounds of gold which was lavishly dispensed to people en route – Mali was the world’s main gold producer at the time making Musa possibly the richest man who has ever lived. His generosity proved disastrous, though, as so much gold flooded the market that its value dropped and negatively impacted local economies for around a decade after his trip.
Veritas Press History Curriculum
Veritas Press' classical Christian curriculum teaches students history through a multi-sensory approach that uses colorful flashcards, engaging timeline memory songs, and effective teacher resources.
The recommended History schedule is:
Grade K: Bede's History of ME
Grade 1: Bede's History of US Grade 2: Old Testament & Ancient Egypt
Grade 3: New Testament, Greece & Rome
Grade 4: Middle Ages, Renaissance & Reformation
Grade 5: Explorers to 1815
Grade 6: 1815-Present
Each level (2 & up) includes history cards that feature a full-color photograph with a historic period/item on the front, and a short summary, date, and list of recommended resources on the back. Cards are color-coded so that the multiple series can be easily gathered together as needed card numbers for the particular series are included along with card numbers that combine all Bible and history cards.
Cards are designed to be used with the Memory Song CDs. These usually feature a single track that covers major events, dates, places, and people chronologically. One track with vocals and one instrumental track are provided for each song.
There are four teacher's guide options: the homeschool (print) teacher's guide or the homeschool enhanced CD-ROM, and the school (print) teacher's guide or the school enhanced CD-ROM. The difference between the homeschool and school print guides is that the homeschool guide is a softcover and the school version is loose-leaf pages in a three-ring-binder in addition, the copyright allows homeschool teachers to make copies for their homeschool classes, and the school version allows teachers to make copies for their classrooms. The content is identical.
The enhanced teacher CD-ROMs include the memory song (also found on the memory CD) in addition to an electronic version of the Teacher's Manual (which includes a worksheet, at least one project, and a test for each card in that year's series) and a "how to" video which provides help and guidance. Enhanced materials are in adobe acrobat format and can be accessed on the CD-ROM of most Macintosh and Windows computers. For each course, it’s recommended that students read engaging works (often historical fiction) that complement the events that they’re learning about in addition, Veritas Press recommends a number of “Priority 1” materials—a collection of resources they feel is the most useful for each history level. Here are the lists of recommended books: