Around the World in 180 Days

The curriculum includes explicit vocabulary instruction through term identification and definition activities. Each section within units begins with terms to identify and define.

Review notes that geography, history, religion, and culture sections all begin with 'terms to identify' and dictionary work for geographical terms

Geography receives strong, systematic coverage with map work, geographical terms, and continent-based organization. Each unit includes extensive geography sections with identification activities and map work.

Each unit has dedicated geography sections including atlas work, geographical term definitions, map activities with outline maps, and geography questions requiring research

The curriculum provides minimal teacher support with teacher guides that are essentially student workbooks with answers. No professional development or background knowledge support is included.

Review notes that 'teacher's guides are similar in content to the student workbooks, but with answers included' and 'There are no extra teaching instructions for individual units'

The curriculum functions as a study guide requiring substantial independent student research rather than providing direct instruction. Teacher guidance is minimal with no extra teaching instructions for units.

Review states 'There are no extra teaching instructions for individual units' and 'students do much of their work independently with parental or teacher assistance as needed'

The curriculum organizes by continent rather than chronology, limiting systematic historical timeline development. History sections exist within each continental unit but lack coherent chronological progression.

Units are organized by continents rather than chronological periods, and the reviewer notes that history is covered within each continental unit but without systematic chronological structure

No evidence of primary source engagement is provided in the available review. The curriculum relies on textbooks, reference books, and library resources.

Review mentions students using textbooks, encyclopedias, atlases, and library books as resources, but no mention of primary source documents

Limited evidence of systematic retrieval practice or spaced review across the curriculum. The program appears to follow a linear progression through continents without revisiting earlier material.

No mention in the review of cumulative review, retrieval practice, or spaced repetition of previously learned material