How to read this document: Each strand runs K–12 with developmentally appropriate depth. Grade bands show what scholars do in that strand at each level. Every strand uses the same four methods: The Four Questions (primary source analysis), Claim–Evidence–Warrant (written response), Frayer Model (vocabulary), and BleuLearn Pause (reflection). AI tools support every strand with on-demand tutoring, quizzes, and lesson explanations.
Sample Weekly Schedule — Grades 4–6 (15 Hours/Week)
This is one example of how a family structures the week. Aurora is flexible — families choose how to sequence strands. The AI tutor (MiMi) is available for any strand at any time.
| Day | Morning Block (90 min) | Afternoon Block (60 min) | AI Tool Used |
|---|---|---|---|
| Monday | Mathematics — Bar Model Practice (Singapore method). Scholar draws models before writing equations. 3 problems with written explanations. | Language Arts — Claim, Evidence, Warrant response to a primary source text chosen by parent. | MiMi AI Tutor: Ask for a word problem explanation or CEW feedback |
| Tuesday | BleuHistory / Black World Studies — The Four Questions applied to one primary source from Library of Congress or NMAAHC. Document analysis and written response. | Cooperative Economics — one documented economic concept connected to the historical period studied in the morning. | AI Quiz Generator: 5-question quiz on the primary source studied |
| Wednesday | Language Strand — Yoruba, Swahili, Arabic, French, or Spanish. Greetings, script, or cultural context lesson (30 min) + GeographyMapping connection (60 min). | Computer Science — Algorithm Practice. One documented algorithmic problem with hand-drawn flowchart before any code is written. | MiMi AI Tutor: language pronunciation practice or geography questions |
| Thursday | Civics / Primary Source Literacy — one government document (Constitution, treaty, legislation) analyzed with The Four Questions. Written BleuLearn Pause. | Financial Architecture — one documented budgeting or needs/wants activity connected to the Civics topic. | AI Lesson Explainer: get a theatrical explanation of the document studied |
| Friday | Science — Documented Observation Record. Scholar observes, records data, cites sources, and writes a Claim about what the data shows. | BleuLearn Pause + BleuField — community connection. Scholar identifies one thing learned this week that connects to their neighborhood or family. | AI Quiz Generator: end-of-week review across all strands studied |
Strand Scope by Grade Band
| Strand | K–2 Foundation | 3–5 Developing | 6–8 Applying | 9–12 Advanced |
|---|---|---|---|---|
| Mathematics | Counting, part-whole bar models, basic addition/subtraction with real-world community contexts | Multiplication, division, fractions via bar models; multi-step word problems with written explanations | Ratios, proportions, pre-algebra; all work documented with bar models before equations | Algebra, geometry, statistics; application to cooperative economics and real-world financial data |
| Science | Structured observation of natural phenomena; drawing and labeling; one documented question per observation | Hypothesis, observation record, data table; one primary source (scientific journal or archive) per unit | Controlled observation, variables, data analysis; Claim written from data, not assumptions | Research design, literature review using primary sources; documented scientific argument |
| Language Arts | Read-aloud response; dictated Claim sentences; vocabulary using picture-based Frayer Model | Written Claim-Evidence-Warrant with guided sentence starters; Frayer Model independently | Multi-paragraph CEW essays; primary source texts; annotation and documented argument | Research papers citing primary sources; rhetorical analysis; college-ready argumentative writing |
| BleuHistory | Oral histories; family timeline; "Who wrote it?" introduced with picture books and real photographs | The Four Questions applied to illustrated primary sources; African kingdom timelines | Document Box: full Four Questions analysis; compare multiple primary sources on one event | Historiography; analyze competing primary sources; write documented historical argument |
| Black World Studies | Documented stories of African kingdoms; introduced through maps and images from Smithsonian archives | Five documented African or African-descended figures from primary sources; NMAAHC digital collection | Comparative study of African diaspora across three continents; Slave Voyages database | Original research paper citing three primary sources; documented achievement before and beyond slavery |
| Arabic | Letter recognition, basic greetings, numbers 1–10; script tracing and pronunciation | Basic vocabulary, classroom phrases, script reading; Islamic Golden Age connection | Simple conversation, reading short texts; one documented connection between Arabic-speaking world and African history | Intermediate reading and writing; documented study of Arabic in African intellectual history |
| Yoruba | Basic greetings (E kaaro, E kaale), numbers, family vocabulary; tone recognition | Extended greetings, market vocabulary; connection to Yoruba kingdoms via primary sources | Conversation practice; Yoruba oral tradition; documented connection to African diaspora in the Americas | Reading Yoruba texts; study of Yoruba influence in Brazilian, Cuban, and Caribbean culture; primary sources |
| Swahili | Greetings (Habari, Nzuri), numbers, colors; connection to East African geography | Classroom phrases, family vocabulary; East African trade route map activity | Conversation; documented study of Swahili as lingua franca of East African trade; primary source connection | Reading Swahili texts; documentary study of East African trade networks; primary source citation |
| French | Greetings, numbers, colors; French-speaking Africa introduced on map | Extended conversation; Haitian Revolution introduced through primary source images | Haitian Revolution documents; Toussaint L'Ouverture primary sources; Francophone Africa study | Reading French primary sources; documented study of French colonialism and African independence movements |
| Spanish | Greetings, numbers, family vocabulary; Spanish-speaking Americas introduced on map | Extended conversation; Afro-Latino history introduced; one documented figure | Documented study of Afro-Latino contributions; primary source texts; Latin American history | Reading Spanish primary sources; documented study of African influence in Latin American history |
| Financial Architecture | Needs vs. wants; saving vs. spending; community store role play with documented prices | Budget planning with real numbers; documented household expenses; goal-setting worksheet | Income, expenses, profit/loss; cooperative economics introduced; real-world budget case study | Net cost calculator for college; financial aid documents; career earnings research from documented sources |
| Computer Science | Sequencing; algorithm as "recipe"; documented steps for solving a physical task | Flowcharts; conditional logic with hands-on activities; draw before code | Loops, functions; documented algorithm before any code; introductory programming concepts | Data structures, problem-solving documentation; computational thinking applied to real-world data |
| Geography | Continent and ocean identification; African kingdoms located on map; community map | African kingdom mapping with documented dates; trade route tracing; atlas use | Thematic maps; colonization borders vs. pre-colonial African political boundaries; primary source maps | Geopolitical analysis; documented environmental and economic geography; primary source cartography |
| Civics | Community rules; what is a law; family and community governance roles | Constitution introduction; primary source: Preamble; roles of government branches | Government documents: Bill of Rights, Civil Rights legislation; The Four Questions applied to laws | Treaty analysis; legislation history; documented study of structural vs. symbolic change in law |
| Indigenous Studies | Native Land map (native-land.ca); whose land; oral tradition introduction | One documented treaty; The Four Questions applied; Native nations studied from primary sources | Treaty analysis; removal acts; documented resistance; primary source voices | Treaty law; sovereignty; documented study of Indigenous intellectual traditions; primary source research |
| Cooperative Economics | Sharing, fair exchange; cooperative store activity; community needs documented | Rochdale Principles introduced; one cooperative case study; documented benefits | Cooperative vs. corporate structure; documented cooperative economies; financial analysis | Business plan for a cooperative; documented study of cooperative economics globally; primary sources |
| Rhetoric | Persuasion introduced through read-aloud; "What does the speaker want us to believe?" | Identify claim, evidence, and warrant in a speech or document; one spoken argument | Documented argument: written and oral; primary source speeches analyzed with Four Questions | Extended rhetorical analysis; original research-based argument citing primary sources |
| Primary Source Literacy | Photo analysis: Who took it? When? What do you see? Why does it matter? | Full Four Questions on illustrated primary sources; guided annotation | Independent document analysis; compare two primary sources on same event; written synthesis | Historiographical research; analyze five primary sources; write documented argument |
| Health and Wellness | Body systems introduction; sleep, food, movement documented as data; community wellness connection | Documented wellness tracker; nutrition label reading; physical and mental health vocabulary | Chronic disease documentation; social determinants of health; community health data | Public health research; documented study of health disparities; primary source health data analysis |
| Performing Arts | Theatrical expression of curriculum content; scholars play roles in documented historical scenes | Script analysis; theatrical STEAM lessons; performance as documentation of learning | Original short play citing historical events; documented dramaturgical research | Full performance with program notes citing primary sources; theatrical research paper |
| Visual Arts | Object analysis: What do you see? What do you know? What do you wonder? (Harvard VTS) | African art forms connected to geography and history; create with documented cultural context | Art historical analysis using primary source images from Smithsonian collections | Original artwork with documented artist statement citing primary sources |
| Physical Education | Cultural movement forms (African, Afro-Caribbean, Indigenous); documented names and origins | Movement connected to geography studied; documented cultural practices | History of culturally specific athletic traditions; primary source documentation | Independent research: documented history of one cultural movement form |
| Civic Leadership | What is a leader? Documented examples of community leaders; one primary source photograph | Structural vs. symbolic change introduced; one documented community change case study | Analyze one documented civic campaign using primary sources; identify structural outcomes | Original civic research project with documented action plan citing primary sources |
| College and Career | What is school for? Community workers; one documented job in the community | Interest inventory; career documentation; net cost calculator introduced | College Scorecard data analysis; documented comparison of institutions; financial aid basics | Full college planning: documented net cost, FAFSA, award letter analysis, career earnings research |
| BleuField | Community walk with documented observations; one question about the neighborhood | Community investigation: document one problem and one existing resource | Research project: documented community need + one proposed action with evidence | Full civic action research project with documented community impact, primary source citations, and follow-up |
AI Tools Integration
All Aurora curriculum materials connect directly to AI tools at Aurora Homeschool Academy. These tools are available to subscribers at all grade levels and can be used during any strand.
| Tool | How It Connects to Curriculum | Example Use |
|---|---|---|
| MiMi AI Tutor | Available for every strand. Scholar asks questions about any topic covered in the practice pages. Responds in age-appropriate language. Remembers conversation context within a session. | "MiMi, I'm studying Mansa Musa for Black World Studies. What primary sources can I find about the Mali Empire?" MiMi directs scholar to free archives and explains what to look for. |
| AI Quiz Generator | Parent or scholar enters any strand topic and grade level. System generates 5–10 questions with answer explanations. Used as end-of-unit or end-of-week review. | After completing the Four Questions on the Emancipation Proclamation, scholar generates a 5-question quiz. Questions include document analysis, vocabulary, and one application question. |
| AI Lesson Explainer | Scholar or parent enters a curriculum topic. System delivers a theatrical, engaging explanation of the concept in character — making abstract ideas concrete and memorable. | Scholar struggling with bar model division enters the topic. AI explains the concept through a co-op market scenario, dramatizing the problem before showing the model. |
| AI Script Generator | Generates short theatrical scripts connecting curriculum content to the Performing Arts strand. Scripts are ready to perform and include character roles, stage directions, and curriculum connections. | Family studying the Haitian Revolution generates a 10-minute script. Three scholars play Toussaint L'Ouverture, a French general, and a Haitian farmer. Script cites documented events. |