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If you aren’t sure which cycle to start with, watch this video for help: https://vimeo.com/318497753

The History cycles keep repeating all the way through high school. Then we offer three different high school courses: American History and Literature, British History and Literature, and Government/Econ/World Lit.

AGF follows Charlotte Mason’s prescription to start with the history of your own country.
Volume 1, pg. 281 “The early history of a nation is better fitted than its later records for the study of children, because the story moves on a few broad, simple lines; while statesmanship, so far as it exists, is no more than the efforts of a resourceful mind to cope with circumstances… In the early years, while there are no examinations ahead, and the children may yet go leisurely, let them get the spirit of history … stir your heart with the story of a great event, amuse you with pageants and shows, make you intimate with the great people, and friendly with the lowly. A child who has been carried through a single old chronicler in this way has a better foundation than if he knew all the dates and names and facts that ever were crammed for examination.”

See this blog post to learn more about Charlotte Mason’s approach to History. https://www.thehomeschoolfeast.com/blog/the-broad-feast-of-history-in-a-charlotte-mason-education

The Term 1 Booklists and lessons are live upon purchase. We will have the remaining booklists and terms ups by June 2026. 

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For many years, I followed Charlotte Mason’s recommendation of teaching multiple streams of history during the high school years. Students would study British history, ancient history, and modern history in parallel, reading widely across time periods while making connections between cultures and events.

This approach has many strengths. It exposes students to a wide sweep of history and helps them see the great story of humanity unfolding across centuries.

But after working with thousands of families and guiding many students through the high school years, I began to see something important.

High school is different. Not only developmentally, but practically.

Students at this stage are no longer simply absorbing ideas. They are learning to analyze, synthesize, write, and articulate their thinking in ways that prepare them for adulthood. And at the same time, families must begin thinking about transcripts, credits, and how their student’s education will be communicated to colleges or future opportunities.

So I made a shift.

Instead of using multiple parallel streams of history in high school, I now use a single historical stream integrated with literature and composition.

This approach reflects how history is traditionally studied at the high school and college level. Students move chronologically through a period of history while reading the literature written during that time. They encounter the ideas, conflicts, and cultural movements not only through historical accounts but through the voices of authors, poets, philosophers, and storytellers who lived in that era.

History provides the framework. Literature gives the human experience. Composition allows students to wrestle with ideas and express their own thinking. When these three work together, something powerful happens.

Students begin to see that history is not just a list of events. It is a conversation across generations about truth, power, faith, justice, and human nature.

This integration also supports the development of strong academic writing. Instead of writing in isolation, students are responding to the ideas they encounter in their reading. They learn to form arguments, analyze themes, and support their thoughts with evidence from texts.

In other words, they begin to do the kind of thinking that prepares them for college level work.

There is also a very practical reason for this shift. High school transcripts matter. When homeschool students study history and literature in an integrated chronological course, it becomes much easier to assign clear course titles and credits that align with traditional transcripts.

Admissions offices understand these courses immediately. Parents can confidently document their student’s work. And students are better prepared for the expectations they will encounter in higher education.

None of this means abandoning Charlotte Mason. In fact, I believe it honors her deeper principles. Charlotte Mason cared deeply about giving students living ideas through great books. She believed education should cultivate thoughtful, articulate young people who engage deeply with the world.

Integrating history, literature, and composition does exactly that. Students still read living books. They still narrate and discuss.They still encounter ideas through story rather than textbooks. But now those ideas are woven together in a way that strengthens their thinking and prepares them for the next stage of life.

10th Grade- American History, Literature, and Composition

11th Grade- British History, Literature, and Composition

12th Grade- Government, Economics, and World Literature/Composition