Fourth Grade Syllabus (© 2020) $30.00

The Fourth Grade Syllabus contains detailed daily lesson plans for Religion, Mathematics, Language Arts, Spelling, Poetry, Science, History, Geography, Latin, Art and Music. It also contains a variety of teaching resources including Fourth Grade Subject Rubrics and Learning Objectives, suggested daily schedules, and teaching tips. We have provided below a sample of the first week from the syllabus along with a list of the books used in the syllabus.

In Religion we use Bible History (Schuster) and study various lives of the saints. Your child also continues the memorization of Catholic doctrine, using the St. Joseph's Baltimore Catechism, No.1. In Mathematics we use Math 54 (Saxon) which uses the spiral approach to teaching mathematical concepts. In Language Arts we use Intermediate Language Lessons (Serl) which provides practice in punctuation, capitalization, grammar, and creative writing. The rules which your child learns in grammar will be reinforced by application to the history summaries which he will write during the year. In Spelling we use The Writing Road to Reading along with Starting a Spelling Notebook to continue the practice of spelling. In Poetry we continue to use The Harp and Laurel Wreath for selections of poetry to memorize. In Science we use Understanding God's World (A Beka) which is an easy-to-use science text that shows God's loving hand at work in His creation. In History we use Pioneers and Patriots (Furlong), Stories of Heroism: Exploration and Colonization (MODG) and The Evangelization of the New World to introduce your child to important facts about the colonization of the Americas and other events leading up to the Revolutionary War. We also provide the student with a list historical fiction to complement the study of history through literature. In Geography we use Fourth Grade Geography (MODG)  OR DK Workbooks: Geography, Fourth Grade both of which continues to teach your child how to read maps. In Latin we use Beginning Latin I or Beginning Latin II to begin the formal study of Latin. In Art we use the Drawing Textbook (McIntyre) for drawing practice along with Fourth Grade Art (MODG) for art appreciation. In Music we use Let's Learn Music, #3 (Hayes) along with classical music selections for music appreciation.

Online versions of the MODG syllabi are provided to enrolled families free of charge. Paper copies of the syllabi are also available for purchase from the MODG office, with a 30% discount for enrolled families.

Samples

DayAssignment
1

Baltimore Catechism, Chapter 23. Read the explanation aloud to your child or let him read it silently to himself, depending on his reading level.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2
Do the Discussion Questions orally. Use these questions all year as a vehicle to develop the habit of discussion with your child. Help him learn to put his mind on an important topic and explore it for a given period of time. At this point how long one does this is not as important as how often. Make this discussion a regular feature of your religion curriculum this year. We usually start with a five to ten minute discussion, and I am always happy to converse about the other topics brought to my student’s mind by the initial topic.
3
Do the ‘True or False’ and ‘Fill in the Blanks’ exercises at the end of the chapter. Then do the readings from the Bible.
4
Start working on the questions and answers. Follow the same procedure all year when introducing new questions and answers. First read the question and the answer while the student listens, then read the question again, and have your student try to answer it. If he can, great. If he can’t answer it, fine, just prompt him through it. Do it one more time, prompting him through it if necessary, and then go on to the next question. Resist the temptation to go over and over the new questions. Chances are good you will actually be setting up impediments to memorization by doing that.
DayAssignment
1

Lesson 1

Note to parents: You may want to add speed drills and tests to the lessons below. If you don’t, just treat every Friday’s lesson as a test. For daily work, have your student bring his completed lesson to you. Check it, and circle those that are wrong. Give back the paper and invite the student to correct the errors. Tell him that if he can get them right this time, you won’t count it as wrong. (The idea here is to give the student some incentive to try hard, and also to allow you to find out which errors are careless errors, and which come from an actual difficulty with the material.)

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2
Lesson 2
3
Lesson 3
4
Lesson 4
5
Lesson 5
DayAssignment
1

Lesson 1

Note to parents: You may want to add speed drills and tests to the lessons below. If you don’t, just treat every Friday’s lesson as a test. For daily work, have your student bring his completed lesson to you. Check it, and circle those that are wrong. Give back the paper and invite the student to correct the errors. Tell him that if he can get them right this time, you won’t count it as wrong. (The idea here is to give the student some incentive to try hard, and also to allow you to find out which errors are careless errors, and which come from an actual difficulty with the material.)

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2
Lesson 2
3
Lesson 3
4
Lesson 4
5
Lesson 5
DayAssignment
1

Read the Preface. Then do Lesson 1 orally with your child. There will be a number of exercises this year that involve oral reproduction, or retelling. This is an excellent language and memory exercise. It requires the student to see a whole, and to keep that whole in mind well enough to repeat the story in chronological order.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2
Do Lesson 2. Have your student write his answers in his language journal.
3
Do Lesson 3 with your student. Encourage him to do his best on the oral reproduction of the story. Perhaps he could tell the story to a sibling, or his father.
4

Do Lesson 4. Since your student is memorizing other poetry selections, he doesn’t have to memorize this poem as well, unless you choose to substitute it for one of the other poems. He should copy it, however. I would recommend that he copy four lines today and four on Monday.

Copying is a good exercise, because it encourages hand-eye coordination, and allows the student to see the composition in his own writing, with all the correct capitalization and punctuation. As he copies he has to think about what is capitalized and what isn’t, and where to put the marks of punctuation. As I mentioned in the religion section of this syllabus, when I was younger I eschewed copying. I thought of it as a mindless, boring activity, a waste of time. I now realize that since children learn by imitation, imitation is always a valid and valuable exercise.

DayAssignment
1

Introduce “America for Me” by Henry Van Dyke. Work on the first stanza.

The first day a poem is introduced, the teacher should read the whole poem, and then repeat the first stanza. Then each line of the first stanza should be said, with the student repeating it after the teacher. The teacher should then say the first two lines together and have the student repeat them, and do the same with the next two lines. Then say the whole stanza, and have the student try to repeat it. If he can’t repeat it yet, that’s fine. Just prompt him through it, and remember that there will be many other opportunities to work on it.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Work on the first stanza of “America for Me” by Henry Van Dyke.

The second day the same procedure is followed, though the whole poem doesn’t need to be read every day. The idea is to have the student hear the lines he is to memorize, and have him practice repeating what he hears. As soon as he knows the lines and doesn’t need the teacher’s help, he should be allowed to say them on his own. Until that point, however, he should be cheerfully prompted through the stanza.

3

Work on the first stanza of “America for Me” by Henry Van Dyke.

The third day the same procedure is followed, though the whole poem doesn’t need to be read every day. The idea is to have the student hear the lines he is to memorize, and have him practice repeating what he hears. As soon as he knows the lines and doesn’t need the teacher’s help, he should be allowed to say them on his own. Until that point, however, he should be cheerfully prompted through the stanza.

4

Work on the first stanza of “America for Me” by Henry Van Dyke.

On the fourth day, the student should be invited to recite as much of the poem as he knows at this point.

DayAssignment
1

Follow the instructions for Day 1, p. 22. You will begin teaching the phonograms. Work on #3, 4, 8, 9, 11, 13-20, 22-24, 26. These will all be familiar.

Note to parents: You will notice that each day in this syllabus refers you to the Spelling Notebook, and gives an indication of what you will find there. Even though this syllabus might say, “work on phonograms #13-15”, which is what you will indeed be working on, the instruction in Mari’s text is invaluable. Read the Spelling Notebook as you prepare for the upcoming week. Then my shorthand note can serve as a reminder during the week.

Before you begin your instruction, read Starting a Spelling Notebook, pp. 4-16. Also read the introductory remarks to Option 2 on p. 22.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Do Day 2, p. 22 of Mari’s Spelling Guide. Work on #2, 5, 7, 25. Reviewing p. 15 of the Guide can be helpful.

3
Do Day 3, p. 22. Work on #1, 6, 10, 12, 21, 24. Review all cards up to this point. Be sure to read the directions in Mari’s book.
4
Do Day 4, p. 22. Review phonograms 1-26. You will now start your Spelling Notebook. Be sure to become familiar with Mari’s “Spelling Rule Memory Aid”. Refer to it as you encounter rules in upcoming weeks.
DayAssignment
1

Read the text pp. 2-8 (2-12) and do the comprehension questions orally.

Note: page numbers listed here are for the 4th Edition; page numbers for the 3rd Edition are in parenthesis.

You will find that this day by day breakdown involves three components: the text, experiments or activities from the text, and quizzes, tests and worksheets from the accompanying Student Tests and Quiz Booklet. During most of the year the text is read on Day 1, the experiments or activities are done on Day 2, and the quizzes or tests are done on Day 4.

Of these three components the text is the most important. The quizzes and tests provide helpful reinforcement, but the course can be well done if the text is simply read and discussed. Either the student can read the text, or the parent can read the text aloud. If you choose to do only the text, I suggest that you do it on Day 4. Frankly, this is what I usually do myself.

Of the other two components, experiments or activities and tests, the experiments and activities are more important than the tests. These encourage observation skills and a sense of wonder in God’s creation.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2
Do the activity suggested on p. 5 (7).
3

Do the activity suggested on p. 8 (11-12).

DayAssignment
1

Begin using state and capital flashcards. Hold them up one at a time to see which you remember. Set aside any that are known. Choose five to begin to work on. Repeat these a few times.

Note: We will first be reviewing states and capitals, and then moving on to incorporating natural features into the framework of the various states. We will also use the map skills book for part of the year. (The website: http://www.sheppardsoftware.com/web_games.htm has some fun states & capitals geography games that students may enjoy, with parental permission.)

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2
Review the five cards you chose yesterday.
3
Review the five cards you chose on Monday.
4
Review all the cards from the ‘known’ pile, plus the five new cards, for 5 minutes or less.
DayAssignment
1

Do I.1 on p. 3 “Using a Compass”. Begin using state and capital flashcards. Hold them up one at a time to see which you remember. Set aside any that are known. Choose five to begin to work on. Repeat these a few times.

Note: We will first be reviewing states and capitals, and then moving on to incorporating natural features into the framework of the various states. Alongside we will also use the map skills book. (The web-site: http://www.sheppardsoftware.com/web_games.htm has some fun states & capitals geography games that students may enjoy, with parental permission.)

2

Review the five cards you chose yesterday.

3

Do I.2, Section A on p. 4 “Using a Grid”. Review the five cards you chose on Monday.

4

Review all the cards from the ‘known’ pile, plus the five new cards, for 5 minutes or less.

DayAssignment
1

Read Unit I, “Before Columbus Came to America” (Chapter 1) on pp. 1-10 of Pioneers and Patriots, do the Study Summary orally and the Study Test in writing. Read Leif Ericson in Stories of Heroism: Exploration and Colonization (this chapter is available in the syllabus resources). Then read, over the next week, Who Were the Vikings (Usborne), St Brendan and the Voyage before Columbus by Michael McGrew and Chapter 1 of The Catholic Faith Comes to the Americas from Seton Home Study. And if you can find it read Growing Up in Viking Times (Tweddle). You can add Lief the Lucky by D'Aulaire to Who Were the Vikings.

If you have decided to do your Bible history orally, you will want to provide writing exercises in your history course. In that case modify this syllabus to include written retellings, on days three and four, of the material read. In general plan your curriculum so that your fourth grader writes in one subject every day, but not so that he has written assignments in two or more subjects on some days, and none on others. The way to develop a good intellectual habit, such as writing, is much like strengthening a muscle. You need to exercise it regularly, but never strain it unduly.

Consider starting a timeline this year. Instructions for constructing one type of timeline are given in the syllabus resources, here (and here is an example of what this might look like). If you do start a timeline just add to it as the year progresses. Enter each person studied as he is studied.

Should you choose to teach State History and Geography this year, or should your state require it, here is a template you may use: /syllabi/98/resources/6124

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Keep reading Who Were the Vikings (Usborne), St Brendan and the Voyage before Columbus by Michael McGrew, Chapter 1 of The Catholic Faith Comes to the Americas from Seton Home Study, and Growing Up in Viking Times (Tweddle); you can read Lief the Lucky by D'Aulaire if you have it.

DayAssignment
1

Lesson 1. Read the first lesson. Do Day 1 exercises.

Note to Parents: You may enjoy the following overview to the Beginning Latin series for Parents: https://vimeo.com/728960905/e8e1677094

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Lesson 1. Do Day 2 exercises.

3

Lesson 1. Do Day 3 exercises.

4

Lesson 1. Take Quiz 1.

DayAssignment
1

Lesson 1. Read the first lesson. Make flashcards for new vocabulary. Do Day 1 exercises. 

Note to Parents: You may enjoy the following overview to the Beginning Latin series for Parents: https://vimeo.com/728960905/e8e1677094

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Lesson 1. Do Day 2 exercises. Practice vocabulary for five minutes. 

3

Lesson 1. Do Day 3 exercises. Practice vocabulary for five minutes.

4

Lesson 1. Take Quiz 1.

DayAssignment
1

Helping our children become familiar with great works of art is important, for in so doing we fill the mind and imagination of the children with the truly beautiful.

Read “American Artists” on p. 3 of Fourth Grade Art. Then look at the paintings on pp. 4-5 and do the activities.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Read ‘How to Use This Book’ in the beginning of The Drawing Textbook. Keeping in mind the variety of methods of presentation Mr. McIntyre mentions, introduce Lesson 1 (pictures 1-6).

DayAssignment
1

Do p. 1 of Let’s Learn Music, Book 3.

Approximate time necessary per day: the textbook will take about 5 min. I suggest here that you listen to some classical music at least once a week, but that time is not part of your formal schooling time, so I don’t include it in my suggested time per day.

Though a breakdown for Let’s Learn Music is given here, the more important aspect of musical training comes from a regular exposure to the greatest musical works. Young children should listen to good music on a daily basis.

Note: Please take a moment to review the resources, attached to this syllabus, that are generic to the grade level and/or subject, e.g. the rubrics (these are found to the right of week 1, day 1). Some of the PDF files found here are taken from the printed copy of the corresponding syllabus, if there is one. There are also resources specific to the particular course that will be assigned or referenced within the syllabus assignments. Answer Keys or Assignment overviews for the syllabus, if applicable, are only found via the parent log-in; the student log-in may access all other syllabus resources.

2

Look at the Grade Nine Resource Lists in the 1998 edition of Designing Your Own Classical Curriculum. Page 174 lists important composers born during the period of colonization of the United States. These would be good composers to concentrate on listening to during this school year, because this is the time period you are studying in history. Page 176 has a chart listing characteristics of the baroque type of music. Look these over and use them to direct your student’s attention to certain features of the music he is listening to. Each week of this music syllabus will list Day 4 as a day to listen to music from this period. If, at the end of the year, your student is familiar with Pachelbel’s ‘Canon in D’, Corelli’s ‘Christmas Concerto’, Vivaldi’s ‘Four Seasons’, Bach’s ‘Brandenburg Concertos’, and Handel’s ‘Water Music’, he will be well on his way to a real appreciation of classical music.

Book List

English
  • Essential 5
    • Hardcover Blank Book for Student Retellings & Illustrations
      Ashley Productions
      Ashley Productions
    • Intermediate Language Lessons
      Serl, Emma
      Lost Classics Book Company — 339 Pages
      ISBN: 0965273571
    • Starting a Spelling Notebook: A Nuts and Bolts Guide to The Writing Road to Reading
      McAlister, Mari
      Mari McAlister — 40 Pages
    • The Harp and Laurel Wreath: Poetry and Dictation for the Classical Curriculum
      Berquist, Laura
      Ignatius Press — 500 Pages
      ISBN: 0898707161
    • The Writing Road to Reading
      Spalding, Romalda Bishop
      Collins Reference — 480 Pages
      ISBN: 0062083937
Fine Arts
  • Essential 3
    • Drawing Textbook
      McIntyre, Bruce
      Audio-Visual Drawing Program
    • Let's Learn Music #3
      Hayes
      Hayes School Publishing
    • Available Summer 2019
    • Fourth Grade Art
      Yanoschik, Elizabeth
      Mother of Divine Grace School
  • Supplemental - Required 5
    • Brandenburg Concertos
      Bach
    • Canon in D
      Pachelbel
    • Christmas Concerto
      Corelli
    • Four Seasons
      Vivaldi
    • Water Music
      Handel
  • Mentioned in the syllabus, but not assigned 1
    • Wee Sing America
      Beall, Pamela Conn
      Price Stern Sloan
      ISBN: 0843149329
Foreign Language
  • Essential 4
    • Beginning Latin I - Answer Key
      Hayden, Margaret
      Mother of Divine Grace School — 148 Pages
    • Beginning Latin I - Student Manual
      Hayden, Margaret
      Mother of Divine Grace School — 164 Pages
    • Beginning Latin II - Answer Key
      Hayden, Margaret
      Mother of Divine Grace School — 235 Pages
    • Beginning Latin II - Student Manual
      Hayden, Margaret
      Mother of Divine Grace School — 252 Pages
  • Supplemental - Optional 7
    • Beginning Latin I Vocabulary Cards
      Margaret Hayden
      Mother of Divine Grace School — 50 Pages
    • Beginning Latin II Vocabulary Cards
      Margaret Hayden
      Mother of Divine Grace School — 33 Pages
    • MODG Latin Chant Charts - Set 1
      Hayden, Margaret; Pipes, Jessica
      Mother of Divine Grace School — 18 Pages
    • Printable versions available on the syllabus resources for enrolled families.
    • Beginning Latin I - Quiz Book
      Hayden, Margaret
      Mother of Divine Grace School — 52 Pages
    • Beginning Latin I - Quiz Key
      Hayden, Margaret
      Mother of Divine Grace School — 42 Pages
    • Beginning Latin II - Quiz Book
      Hayden, Margaret
      Mother of Divine Grace School — 58 Pages
    • Beginning Latin II - Quiz Key
      Hayden, Margaret
      Mother of Divine Grace School — 58 Pages
Mathematics
  • Essential 5
    • Math 5/4: Solutions Manual
      Saxon & Hake
      Saxon Publishers — 302 Pages
      ISBN: 1591413257
    • Math 5/4: Student Text
      Saxon & Hake
      Saxon Publishers — 656 Pages
      ISBN: 1591413176
    • Math 5/4: Tests and Worksheets
      Saxon & Hake
      Saxon Publishers — 296 Pages
      ISBN: 1591413214
    • Math 54: An Incremental Development
      Saxon & Hake
      Steck-Vaughn Company — 530 Pages
      ISBN: 1565770331
    • Math 54: An Incremental Development (Test Forms Booklet)
      Saxon & Hake
      Saxon Publishers — 50 Pages
      ISBN: 1565770684
  • Supplemental - Optional 1
    • Learning Wrap Ups Basic Math Introductory Kits
      Learning Wrap Ups
      Learning Wrap Ups
      ISBN: 0943343801
  • Alternate text that can replace an essential or required supplemental text 2
    • Math 5/4: Homeschool Kit
      Hake and Saxon
      Saxon Publishers
      ISBN: 1591413478
    • Math 54: An Incremental Development (Teacher's Edition)
      Saxon & Hake
      Saxon Publishers — 544 Pages
      ISBN: 156577034X
Religion
  • Essential 3
    • Bible History
      Schuster, Ignatius D.D.
      TAN Books — 32 Pages
      ISBN: 0895550067
    • Hardcover Blank Book for Student Retellings & Illustrations
      Ashley Productions
      Ashley Productions
    • The New Saint Joseph Baltimore Catechism (No. 1)
      Kelley, Bennet
      Catholic Book Publishing Corp — 192 Pages
      ISBN: 0899422411
  • Supplemental - Optional 1
    • Saints
      Williamson, Hugh Ross
      Sophia Institute Press — 239 Pages
      ISBN: 1933184620
  • Mentioned in the syllabus, but not assigned 9
    • California Missions Coloring Book
      Rickman, David
      Dover Publications — 48 Pages
      ISBN: 0486273466
    • Kateri Tekakwitha: Mohawk Maiden (Vision Books)
      Brown, Evelyn
      Ignatius Press — 178 Pages
      ISBN: 0898703808
    • Mother Seton and the Sisters of Charity (Vision)
      Power-Waters, Alma
      Ignatius Press — 168 Pages
      ISBN: 0898707668
    • Saint Isaac and the Indians
      Lomask, Milton
      Ignatius Press — 170 Pages
      ISBN: 0898703557
    • Saint Philip of the Joyous Heart (Vision Books)
      Connolly, Francis X
      Ignatius Press — 168 Pages
      ISBN: 0898704316
    • St. John Bosco and Saint Dominic Savio (Vision Books)
      Beebe, Catherine
      Ignatius Press — 157 Pages
      ISBN: 0898704162
    • St. Pius X : The Farm Boy Who Became Pope
      Diethelm, Walter
      Ignatius Press — 163 Pages
      ISBN: 0898704693
    • St. Rose of Lima
      Windeatt, Mary Fabyan
      TAN Books — 132 Pages
      ISBN: 0895554240
    • The Cure of Ars: The Priest Who Out-Talked the Devil
      Lomask, Milton
      Ignatius Press — 148 Pages
      ISBN: 0898706009
Science
  • Essential 1
    • Understanding God's World
      A Beka
      A Beka Books — 228 Pages
  • Supplemental - Optional 2
    • Understanding God's World Quiz/Test Key
      A Beka Books
      A Beka Books
    • Understanding God's World Student Quiz and Test Book
      A Beka Books
      A Beka Books
Social Studies
  • Essential 7
    • DK Workbooks: Geography, Fourth Grade
      Dk Workbooks
      Dk Children — 60 Pages
      ISBN: 1465444238
    • Fourth Grade Geography
      Pipes, Jessica
      Mother of Divine Grace School — 67 Pages
    • Our Pioneers and Patriots
      Furlong, Fr. Philip
      TAN Books — 505 Pages
      ISBN: 0895555921
    • Our Pioneers and Patriots Answer Key
      Furlong, Fr. Philip
      TAN Books — 94 Pages
      ISBN: 0895556065
    • States & Capitals Pocket Flash Cards
      Trend Enterprises
      Trend Enterprises
    • The Catholic Faith Comes to America
      Reninger, Illeen
      Seton Press
    • This text is out of print, if you can not find this at a reasonable price, the "The Catholic Faith Comes to the Americas" can be read as a substitute.
    • Evangelization of the New World
      Leek, James
      St. Paul's Publishing Company
      ISBN: 0912929022
  • Supplemental - Required 21
    • Colonial America: 18 Fun-to-Create Reproducible Models That Bring the Colonial Period to Life
      Wynne, Patricia J.
      Teaching Resources — 80 Pages
      ISBN: 0439160316
    • Columbus
      D'Aulaire, Edgar
      Beautiful Feet Books — 59 Pages
      ISBN: 0964380331
    • Cross Among the Tomahawks
      Lomask, Milton
      Hillside Education — 172 Pages
      ISBN: 0983180024
    • First Voyage to America: From the Log of the Santa Maria
      Columbus, Christopher
      Dover Publications — 96 Pages
      ISBN: 0486268446
    • George Washington
      D'Aulaire, Ingri & Edgar
      Beautiful Feet Books — 60 Pages
      ISBN: 0964380315
    • Growing Up in Viking Times
      Tweddle, Dominic
      Troll Communications
      ISBN: 0816727260
    • He Went With Vasco da Gama
      Louise Andrews Kent
      Mother of Divine Grace School — 185 Pages
    • If You Lived In Colonial Times
      McGovern, Ann
      Scholastic Books — 80 Pages
      ISBN: 059045160X
    • If You Lived In Williamsburg in Colonial Days
      Brenner, Barbara
      Scholastic Books — 80 Pages
      ISBN: 0590929224
    • If You Sailed on the Mayflower in 1620
      McGovern, Ann
      Scholastic Books — 80 Pages
      ISBN: 0591451618
    • Justin Morgan Had a Horse
      Henry, Marguerite
      Aladdin — 176 Pages
      ISBN: 1416927859
    • Madeleine Takes Command
      Brill, Ethel C.
      Bethlehem Books — 204 Pages
      ISBN: 1883937175
    • Saint Brendan and the Voyage Before Columbus
      Mike McGrew
      Paulist Press — 32 Pages
    • Saint Isaac and the Indians
      Lomask, Milton
      Ignatius Press — 170 Pages
      ISBN: 0898703557
    • Saint Juan Diego and Our Lady of Guadalupe
      Nobisso, Josephine
      Pauline Books & Media
      ISBN: 0819870641
    • Stories of Heroism: Exploration and Colonization
      Mace, William & Pipes, Jessica
      Mother of Divine Grace School — 38 Pages
    • The Matchlock Gun
      Edmond, Walter
      Puffin Books — 80 Pages
      ISBN: 0698116801
    • The Pilgrim's First Thanksgiving
      McGovern, Ann
      Scholastic Books — 32 Pages
      ISBN: 0590461885
    • Who Were the Vikings
      Chisholm, Reid
      EDC — 32 Pages
      ISBN: 079450177X
    • Beorn the Proud by Madeleine Polland or The Vikings by Elizabeth Janeway could be read instead
    • He Went With Marco Polo
      Louise Andrews Kent
      Mother of Divine Grace School — 142 Pages
    • Ship’s Boy with Magellan by Lomask could be read instead
    • He Went With Magellan
      Louise Andrews Kent
      Mother of Divine Grace School — 159 Pages
  • Supplemental - Optional 15
    • A Lion to Guard Us
      Bulla, Clyde Robert
      HarperCollins — 128 Pages
      ISBN: 0064403335
    • Beorn the Proud
      Polland, Madeleine
      Bethlehem Books — 185 Pages
      ISBN: 1883937086
    • Christopher Columbus (In Their Own Words)
      Roop, Peter and Connie
      Scholastic Books — 128 Pages
      ISBN: 0439158079
    • Father Kino, Priest to the Pimas
      Clark, Ann
      Farrar, Straus; Burns & Oates
    • Father Marquette and the Great River
      Derleth, August
      Ignatius Press — 137 Pages
      ISBN: 0898706645
    • Kateri Tekakwitha: Mohawk Maiden (Vision Books)
      Brown, Evelyn
      Ignatius Press — 178 Pages
      ISBN: 0898703808
    • Leif the Lucky
      D'Aulaire, Edgar
      Beautiful Feet Books — 57 Pages
      ISBN: 0964380307
    • Priest on Horseback
      Betz, Eva K.
      Neumann Press — 160 Pages
      ISBN: 1930873263
    • Ship's Boy with Magellan
      Lomask, Milton
      Hillside Education — 182 Pages
      ISBN: 0979846994
    • The Explorations of Pere Marquette
      Kjelgaard, Jim
      Random House Books — 181 Pages
      ISBN: 039490317X
    • The Travels of Henry Hudson
      Mattern, Joanne
      Raintree — 48 Pages
      ISBN: 0739814834
    • The Travels of Samuel de Champlain
      Mattern, Joanne
      Steck-Vaughn Company — 48 Pages
      ISBN: 0739833391
    • The Travels of Vasco da Gama
      Mattern, Joanne
      Raintree — 48 Pages
      ISBN: 0739814907
    • The Vikings
      Janeway, Elizabeth
      Beautiful Feet Books — 160 Pages
      ISBN: 1893103358
    • Non-printable version available as an online syllabus resource
    • Fourth Grade Geography Answer Key
      Pipes, Jessica
      Mother of Divine Grace School — 67 Pages