If history were taught in the form of stories, it would never be forgotten.
— Rudyard Kipling

Charlotte Mason used living books as the bulk of history lessons. Instead of dry textbooks or teachers’ lectures, children read well-written, engaging history books. But was this all? Which history books did she use? How did she use the books? 

From my own research, as well as gleaning from the research of others, I’ve found that history lessons benefit from three types of books:

A Spine

This book is an overview of a time period or an event. It doesn’t follow any one person or group of people, but gives a bird’s-eye view of that period. As its name suggests, this makes up the “spine” of the history lessons, where all other books and primary sources are connected. Each age group (form 1, form 2, and form 3 and above) read their own spine based on their experience and maturity. 

Biography

Charlotte said that there is so much benefit from following the choices and events of a person’s life from birth to death. She said Plutarch’s Lives is the most beneficial, after the Bible, in teaching morality. The biography could be of a politician, leader, musician, artist, scientist, or a common person.

Historical Fiction/Literature

These books would actually be considered literature, but I’m adding a note about them here as literature and history go “pari passu” with each other. Historical fiction, or literature written during that time, give valuable insight into the culture and ideas of that time. It is also written in a way that is exciting and draws children in. Historical fictions makes history come alive for children in ways that spines and biography just can’t do. 

Other Books

I give my kids some options for free reading that relate to that time period. It’s good for kids to choose books based on topics or people that interest them.  Jim Murphy wrote a lot of books about natural disasters and diseases, like the Chicago Fire and flu epidemic of 1917. Elizabeth Mann wrote books about famous architecture. These books include the reason the building was made, the people that built and designed them, as well as historical context.  But they are written in such a living, narrative way that kids love them. David Maccaulay also wrote living books about architecture. 

Primary Sources

I use the DK Eyewitness books for photos and other primary sources. My boys use them to reference when drawing in their Book of Centuries. There are books for almost every century, event, and war. 

Words That Built a Nation by Marilyn Miller includes some of the most important speeches and documents in American history. 

How to Use Books

I don’t plan out lessons for each child and each day. I simply have my children read their history book for their allotted time each day that history is assigned, or a certain amount of pages. I try to have them study the same time periods so we can discuss them as a family. This doesn’t always work out, but many times each child’s spine is talking about the same events and people. During form 1, when I’m reading aloud every book, I get my kids in the habit of retrieving what they learned about in the last lesson before they begin their reading for the day. It’s as simple as asking: “what happened the last time we read?” When they’re older they should begin their reading by reviewing what happened last time. They also get in the habit of narrating after a page or chapter. They narrate orally to me during forms 1 and 2, but as they get older they do it silently to themselves or as a written narration. Narrations can include asking or two questions about their reading; “I wonder why…” or “I wonder how…” 

How do we study history as a family? Monday is our scheduled time to discuss our history reading, share written narrations, go over primary documents (for older kids), and record in notebooks (book of centuries, century chart, timelines). Another extremely effective activity you can do at family history discussion is to keep a basket containing strips of paper with “captain ideas” written on them. Pick one or two and take turns retrieving knowledge from those captain ideas. For example, we are learning about the early 20th century right now, and in our basket we have captain ideas from last term and last year. These include: The Louisiana Purchase, The Alamo, Mexican-American War, The CA Gold Rush, Homesteading Act, etc. Ask them to tell them everything they remember from this event or topic (aka “brain dump”) and if it reminds them of anything they are currently learning about. This simple activity helps kids retrieve past knowledge and keep it fresh and form relations with other knowledge. As Charlotte Mason said, “education is the science of relations.” 

If you haven’t watched or listened to my video “Three Teaching Tools” I recommend doing that so you have more context on what these three teaching tools are and why they’re so effective!

And I have a special gift for you! I’ve compiled all my favorite US history books for all ages! Just enter your name and email and I’ll send it to you!