History Modules, Specifics and Organizer – Help, please

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  • missceegee

    I will be using Module 3 – Matthew through Acts and Ancient Rome for the next school year (begins 6/1/09 for me).

    I have a question regarding what to enter into the organizer. Should I enter a resource titled “Bible” and then make a daily note as to what was read? Is there a better way?

    I haven’t received my copy of the plan book yet, but I’m going off of the sample. I’ve entered all of the books, but need to work on the parts (chapters, etc.); I’ll do that when I get the plan book. I know I will do Bible on M and T, geography on W w/ map drill, ancient Rome on Z and F.

    In the end, I would like for our record to be as accurate as possible and as complete as possible.


    Sonya Shafer

    I like to enter the handbook under Family and just check off the lessons as we finish them. Those have the Bible references detailed so I don’t have to enter them again. However, if you want that detail in your records, you could enter them all under a separate Bible resource.

    I would add Famous Men of Rome under Family to check off those chapters as completed. Then I would also add the individual books under each student to whom they are assigned, so they can complete them at their own pace.

    Oh, yes, I also add the Uncle Josh map under Family to check off Worked On every time we do map drill. And would add the Traveller in Rome book under Family too.

    So, basically, I would enter all the separate books but use the Handbook to record my Bible readings only because I’m lazy and would rather use the lessons that are already entered for the Handbook instead of entering all the Bible references again under a new resource. I figure I’ll be looking at the handbook anyway to see the pre-reading idea there and such, so I can get my Scripture reference from that.

    How’s that for a muddled answer? 🙂


    That sounds great! I had listed the handbook under teacher resource, I’ll just change it. Easy-peasy. 😀

    Thank you, Sonya.

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