I'm sympathetic but there's no clear historic chronology. For instance the ancient egyptians dealt with both algebra and calculus (at least in part) long before Pythagoras. And thats not starting on China and India which had very different chronologies.
Choose a chronology that makes sense. We can see how Western ideas build, we have less clarity on how the ancient Egyptians or Chinese ideas developed, and therefore it's harder to explain to a learner.
If you're sensitive to that singular world view warping the learner's prospect, you could at each point explain similar ideas from other cultures that pre-date that chronology.
For example, once you've introduced calculus and helped a student understand it, you can then jump back and point out that ancient Egyptians seemed to have a take on it, explain it, ask the student to reason did they get there in the same way as the Western school of ideas did, is there an interesting insight to that way of thinking about the World?
Another ideas is how ideas evolved. We know Newton and Leibniz couldn't have had access to direct Egyptian sources (hieroglyphs were a lost language in their life times), but Greek ideas would have been rolling around in their heads.
