Teachers in India, Mexico or Peru should look for myths in their local culture for the fourth grade, especially when preparing local history and geography. But that means creativity!
For form drawing on the Spanish-speaking continent, together with teachers from Chile to Mexico, I was able to develop motifs for this fourth-grade lesson from the wealth of pre-Columbian design, deviating from the Celtic and Longobard braiding patterns still favoured there, and document them in a book in Spanish.
The cultural epochs mentioned by Neil Boland with the perspective of further development in Europe for 5th grade history lessons are another topic of a European-centred world view. I have great doubts about understanding this in analogy to the development of children's consciousness.
To geographically localise the Urindian, Urpersian, Egyptian-Chaldean, Greek-Latin and Germanic-Anglo-Saxon cultures characterised by Rudolf Steiner as world and consciousness development to India, Persia, Babylonia, Egypt, Greece, Italy and Central Europe is already questionable if this is to be viewed from the perspective of other world regions.
How could this, localised differently, be developed from the perspective of China, India, the Inca or Mayan cultures? From settling down to agriculture, river and city cultures, the invention of writing etc.? There, however, we have no continuous development. This was radically interrupted by European colonial and imperial endeavours, especially on the American continent.
History «narratives» for pupils in the classroom would have to be sought and created anew. For this, however, teachers need help from historians.