Meaningful Minutes: Geography, Part 2

The morning after I posted last week I thought of at least 4 more great resources for geography.  So here is part 2.

Barefoot Ragamuffin has a full curriculum but she has pulled out all of her geography readings and put them into the Geography Literature freebie (scroll down on the left hand side).   I found great books and authors I hadn't heard of before in her lists.   She also has a reprint of Charlotte Mason's Geographical Readers for free (you have to sign into Lulu though).  These are VERY basic but great for small tidbits of information.

If you want to focus on American geography you might want to check out "8 for each state".  A mom has put together 8 interesting sites to help you learn about each state.  There are some neat things on there.

Atlases and maps.  Of course!  My hubby found a HUGE atlas for $2 at the Half Price Book sale.  I always love a good historical atlas around.  Of course you can't really go wrong with a National Geographic Atlas. As you read, look up where things are.  You can also use wall maps (I got mine from Costco at one point).  I have used a shower curtain map in my class (really good for younger kids) and I have had fabric panels of the world and the United States which are also good for groups.  To be honest, we still don't own a globe.  Maybe that's what we should get this fall (they show up at Costco come August).

The Draw the . . . series teaches you how to draw places and continents all over the world.  If you want a place to start without investing - try blob maps (and here is a video series for younger kids to try it out.)

Right now my son is enjoying The Lost Art of Nature Signs.  It ties together geography, science, social studies and much more to help you understand how people used to read the stars, the land and more.  He is constantly stopping to tell me what he just learned - it is fascinating.

Peeps at Many Lands . . . this is an older series of books that gives you a sense of the land and history of different places around the world.  As with all older books you might want to read first and edit or discuss as needed.

Have fun with geography this summer.

Meaningful Minutes: Geography

You might not think of geography as something worth pursuing - you can always just look it up. However, it isn't just trivia - it speaks into history, science and much more.

Here are some fun ways to add it to your life:

Geo Puzzles - Get these for the summer and enjoy.  There is also one that helps you learn US history as well.

Holling C. Holling books - Often we think of geography as just knowing where things are on a map but there is much more to it and these books bring that to light.  Follow down the Mississippi, across the Great Lakes, on the Trails of the West.

10 Days in the _______ -  This is a series of board games that are fun and easy to play and teach geography at the same time.

Ticket to Ride - This is a bit more complicated than 10 days but is also fun.  My boys are constantly making up their own versions.   There are some that are other parts of the world and others depict maps during different eras.

Scrambled States -  This is game to help you learn the United States.  I think it is based on the book Scrambled States of America.

Halliburton books - I just recently learned of this incredible author.  He was an adventurer in the 1910s and 1920s - flying bi planes through Africa.  Some of his books are fictional and some of them are his own adventure stories.  I haven't read them all so there is a chance that parts aren't PG and they are for upper elementary and older students.  

Flag Frenzy or Flags of the World - I haven't played these - but if your kids are flag fans this might be a fun way to tie it to geography.

Montessori also has a World Map and Flag that could be a great combination.

You could also spend time considering the explorers and follow their exploits around the world.  Here is one book to get you started.   If you enjoy eating - you can try a fun take like Eat Your Way Around the World. A few weeks ago I mentioned Give Your Child the World which has stories from around the world.  

If you are a AAA member you can get free maps from your local office.  Consider getting out a map if you are going on a trip and having your kids follow along - instead of just listening to Siri tell you to turn right and left.  Try the old fashioned way!

I won't mention Risk - I don't want to bring that game into your home (ha ha).  I am positive there are other great resources out there.  I hope that this summer you will find ways to make geography fun.  I haven't really even touched on all of the physical geography and exciting exploits like Mount Everest.

Meaningful Minutes: Picture Book Biographies

I am a history buff and I LOVE biographies.  If they are well done, they provide a look into not only the life of the individual but the issues of the time and invite you to walk in their shoes.  Below are some picture book biographies.  Many of these are wordy and dense for a picture book- they are not meant for young children (although they can be read aloud well).  The picture book format was chosen for these stories because it allows the author to use images to further the story - not because the topics are childish.

Demi - Her works include Alexander the Great, Marco Polo, Muhammed, Jesus, Saint Francis of Assisi, Joan of Arc, Tutankhamun, Columbus and many more.

D'Aulaires - This couple created a series of picture book biographies - often using word carvings that were created into pictures.  Titles include Leif the Lucky, George Washington, Benjamin Franklin, Buffalo Bill, Columbus, Pocohontas, and Abraham Lincoln.

Diane Stanley - Her books are visually inviting and detailed.  She delves into the lives of Joan of Arc, The Bard of Avon (Shakespeare), Leonardo da Vinci, Shaka, Good Queen Bess, Michaelangelo, Cleopatra, Peter the Great, and Saladin. 

Peter Sis - His books aren't strictly biographies - they are more about a specific time period or era.  They are really meant for slightly older children too - late elementary.  He looks at The Wall (Iron Curtain), Starry Messenger (Galileo), Follow the Dream (Christopher Columbus), The Tree of Life (Darwin).

Aliki - This author has written books on a number of themes but his historical books are not to be missed.  Their pictures are great as is the information he provides. Titles include The Medieval Feast, William Shakespeare and the Globe, Mummies Made in Egypt, A Weed is a Flower: The Life of George Washington Carver, The Story of Johnny Appleseed, The Story of William Tell, The King's Day: Louis XIV of France, and The Many Lives of Benjamin Franklin. 

Jean Fritz - She has written lots of historical fiction and some are picture books and others are longer.  Her books don't have gorgeous pictures but there is quite a bit of meat to the text she provides for the age she is addressing.  Can't You Make Them Behave, King George?, Shh . . We're Writing the Constitution,  And Then What Happened, Paul Revere, George Washington's Breakfast, What's the Big Idea, Ben Franklin?, Where was Patrick Henry on the 29th of May?, Will You Sign Here, John Hancock? and You Want Women to Vote, Lizzie Stanton? and others are her picture books.  The stories with questions in the titles are for the youngest set.  She then has chapter books about Sam Houston, Teddy Roosevelt and others.

Although Robert Coles wrote mostly for adults about children, this is one of my very favorite biographies, The Story of Ruby Bridges.  It doesn't cover her full life but the episode it describes is powerful. He was the psychologist assigned to her as she helped desegregate Louisiana schools.  He is one of my very favorite authors, but I digress (try The Call of Stories).

I have not read ALL of these titles but I have read at least a few books by each of these authors.  I do encourage you to preview them because these are written about historical figures so they will all have some type of bias or approach. Older books tend to romanticize characters a bit more and newer books often have less of a "hero" factor in their presentation.  All of them have a place and provide a great opportunity to discuss perspective with your children.

Although these are picture books many will require more than one sitting to complete.  Remember to take your time and enjoy the story.  Do you have any other titles or authors you would recommend in this category?  Happy reading!

Meaningful Minutes: History

As many of my friends have moved from homeschooling to elementary public school their kids have noted the lack of history.  As a history major this is disturbing to me.  There is so much to be gained from an understanding of our history (teaching the election of 1912 brought up themes very similar to our most recent election).  History helps us to consider issues and problems without the emotion of today and allows us to see how things change and stay the same.  It offers perspective plus the stories are great.

Adding a short history reading to your week can help your kids meet these men and women of the past.  Today, we will look at a few spine or complete history books that might work for your family. We are made for stories so why not share some true and inspiring ones with our kids.

Story of the World - This is a 4 book series that covers much of world history.  There is also a CD version and activity book that you can buy in addition to the text itself.  If you get the CDs you can learn history while you drive. The activity book is a great resource if you want to go "hands on" with history.  The best way to use this resource is probably to read a chapter (they are pretty short) and then have your child narrate it back to you.  If there are themes or issues you can bring those up as well.

M.B. Synge - This is an older series of books that covers from Ancient times to World War I.   There might be some phrases and perspectives that are not appropriate for today so either edit as you read or talk about how things have changed.  It starts with "On the Shores of the Great Sea".  These are all public domain so you can get them for free.  There are also recordings of this series on librivox. Not all of them have been recorded yet.

A Child's History of the World - This is a volume that was originally written in 1935.  If you get an older version it might have language that we would not use today.  The more current versions cover history beyond 1935.

The Story of Mankind - This is another single volume that covers from Ancient Egypt to more current times.  It is cheap on kindle and you can also listen to it through librivox.

The Story of US -  This is a 10 book series that covers American history.  It is a bit more text book and less story than other books.  She also has a three book series that covers scientific history if that is something your kids are interested in - this is probably best for a middle school student though.

H.E. Marshall - She wrote a number of histories.  Our Island Story is about England.  This Country of Ours is about early American settlement.  The Story of Europe starts with the Romans and moves through the Reformation.  Some of these are found on librivox.  Her writing is very detailed and might give you more than you want to know about an era but it is engaging.

Mary McGregor - Her histories are from a specific country - France, Rome, Greece.  I have not read these but they look engaging.

Famous Men of ------ - This series has short biographical stories covering Rome, Greece, The Middle Ages and Modern Times.   In addition to the free online stories, there are full color editions that include famous art work and renditions of the people in the stories.

I encourage you to look for books that tell the story and don't just hand out facts.  It will help your child connect with history and make it come alive.  I am sure there are many more sources I could list and if you have a favorite add it in the comments.  Most of these resources are free so it just requires a little investment of your time to help your child see how history fits together.

Wednesday with Words: Teddy Roosevelt

History is fun to teach.  As we look at events 100 years ago it is amazing how closely they parallel our own times (but taken a few steps further).  Teddy Roosevelt has so much to say about the strength of our nation.  His short essay Duty and Self Control is a good read for everyone.

He begins by reminding us that in the United States the people are sovereign - we are ultimately in charge.  To this end he explains

The man who is in danger of oppression from the sovereign can afford to think of his rights, first and foremost, but the man who is really sovereign, or the entity which is really sovereign, must think of its duties first. 

If "we the people" are sovereign then it is essential that we know our duties more than our rights. Knowing your duty used to be such a crucial part of education.  Honestly, as I read CM and she talked about duty I wasn't sure how to relate to that thought at first. Today it is almost laughable that you would teach something so "old fashioned".  As he explains though.  

The problem becomes apparent when "the people" are unwilling or unable to govern themselves. Roosevelt ends this essay reminding us 

Written over 100 years ago I think the sentiments might ring truer today. 

The other essay we read was The Square Deal which doesn't shirk from the topic of sectionalism (he was born before the Civil War).   Here are some of his thoughts from 1905

A healthy republican government must rest upon individuals, not upon classes or sections. As soon as it becomes government by a class or by a section, it departs from the old American ideal. 

In the history of mankind many republics have risen, have flourished for a less or greater time, and then have fallen because their citizens lost the power of governing themselves and thereby of governing their state; and in no way has this loss of power been so often and so clearly shown as in the tendency to turn the government into a government primarily for the benefit of one class instead of a government for the benefit of the people a a whole. 

The outcome was equally fatal, whether the country fell into the hands of the wealthy oligarchy which exploited the poor or whether it fell under the domination of a turbulent mob which plundered the rich.   

The death knell of the Republic had rung as soon as the active power became lodged in the hands of those who sought, not to do justice to all citizens, rich and poor alike, but to stand for one special class and for its interests as opposed to the interests of others.  

As much as I appreciate his political reflection, I think his encouragement to the average citizen is even more powerful.  While he was President he reminds people that

In case you are concerned that he isn't considering the key role of women he adds

He further discusses how this is on par with the work of lawgivers and soldiers - not second fiddle work.  He highlights these important roles soon after he pities the man with no burdens - because they have no chance for glory - they have no responsibility.  

What a different way to view the world.  What convicted me most was this thought

This is what I am praying for - strength and insight - to do my duty where I live.

See what others are reading at Ladydusk.  

Tip Time CC Cycle 2 Week 14

So, I missed a few weeks.  I actually had a few fun things to mention about these areas too.  Here are some worth sharing.

History
I took a whole semester on the French Revolution and the most interesting thing, I thought, was that the Revolutionists tried to change the calendar - to a 10 day week.  They were really trying to change everything about how people lived their lives.  It didn't work very well but I thought it was a fascinating attempt.

If you are interested in learning more about Napoleon Bonaparte you might want to try The Life and Battles of Napoleon Bonaparte in words of one syllable by Mrs. Helen Pierson.  She actually has a whole series of books covering French, English and United States history in "words of one syllable".  It is not simplistic but the vocabulary is appropriate for elementary aged students.  They are free and worth looking into.

Latin

Since we are reviewing the Latin verb endings again you might want to take it to the next level this coming semester.  There are MANY free Latin books online.  I like putting Latin into simple sentences because my boys enjoy seeing that there is something more than just memorizing endings.  I think this will also make them feel more capable when we get to John 1 next year.  So, here is a great free book for at least the first conjugation, present tense.  At first, you'll see that there are just a bunch of Latin sentences, but if you flip to page 67 there is the key with the Latin written out and the English right below it.  I plan to have my oldest circle the endings on the verbs and try to figure out if it is singular or plural and whether it is first, second or third person.  From there, they can look at the key and see if they were right.  I do understand that some of CC is just memorizing for later, but a little bit of context (especially in present tense) can help kids see how this applies down the line.

From there it gets much more complex - but there are some Bible stories in Latin with English right underneath.  I like to read (even if I am killing the language) these aloud sometimes to help the boys get used to hearing the language.  I also think it will help when it comes to pronouns and the "little words" because those are easier to learn in context.

If you want to learn more about Latin verbs but really don't get the typical approach of charts to memorize - here is a very interesting (and short - 6 pages) introduction to verbs and verb tenses in Latin.  Start on page 5 and go from there.  This gets you beyond first conjugation but it is interesting reading and makes it easier for me (at least) to understand.  I was the one who started passing physics when we were allowed to write essays. I need words to explain things - not just charts!

English Grammar

If you are looking for a game to help teach adverbs you might want to check out this one.

So those are a few tips for this coming week and the past few weeks.  I will try to stay on top of it this semester!

Weekly Resource - Adventures in America

Last year my family used Elemental History's Adventures in America.   It provides a great list of read aloud books with an easy schedule to follow.  There are three lessons scheduled a week in addition to the chapters to read aloud.  Two of those days she has written a one page overview about an event or person in American history and the other day focuses on the state you are learning (in order of their admittance to the US).  Her overviews tell a good story and help put the living books into the larger narrative of American history.  We enjoyed the books she chose.  This is basically the only part we used last year.

In the future we might use the copywork sentences - they were a little too long for my son at the beginning of the year.  I also decided that we would memorize states and capitals at another time (next year we will use these resources during cycle 3 of CC).  She includes a nice outline map of each state which you could use for lots of different projects - not just putting together a state notebook.  She also provides a line drawn picture that matches the main theme of the lesson.  My oldest is NOT interested in coloring but the line drawings were very nice.  I did try to shrink them to fit four on a page and use them as a timeline.  I made the pictures but lacked the follow through to actually put up the timeline.  At the time I had a 3 yo and a newborn so we also skipped the art activities.  They are explained well and easy enough to do but crafty things are not my strong point. If you use the full curriculum, as outlined, in the end you will have read some great stories, have a wonderful notebook covering the first half of American history (with copywork sentences and colored pictures) and have done some fun craft projects along the way.  I think it is a great introduction to American history.

I expect to use this curriculum again once my middle child is in early elementary.

Tip Time - CC Cycle 2 Week 8

Well my son is in love with the tin whistle.  He has written many of his own "songs" so far.  He hasn't figured out how to sing and play at the same time which seems frustrating for him.  Dad is not such a big fan.  In keeping with the tin whistle theme if you are interested in learning to sing "Twinkle, Twinkle Little Star" in Latin here are the words:

Mica, Mica, parva stella;
Miror quaenam sis tam bella.
Splendens eminus in illo,
Alba velut gemma caelo.

Mica, Mica, parva stella;
Miror quaenam sis tam bella.

From: http://iridiumproductions.com/twinkle-twinkle-little-star-lyrics-in-latin/

We actually started learning it because we are learning this song for violin.  This week the 4yo sang it for our violin teacher and I think she thought he was precious.

History Timeline

     Much of the history timeline for this period focuses on different parts of the early church.  If you are interested in some stories about this time here are some google books that you might want to view:

Saints and Heroes to the End of the Middle Ages by George Hodges -  We have read the first half of this book.  It is good but might be too long for younger students.  If you aren't familiar with the details this might be good for you to read and summarize for the younger folks.  Hodges has also written about saints since the middle ages and a more detailed history of the early church.

If you are not part of a liturgical church you may not be as familiar with the Nicene Creed which came out of a council that Emperor Constantine called in 325.  Here it is for you:

Traditional Wording

I believe in one God,
the Father Almighty,
maker of heaven and earth,
and of all things visible and invisible;

And in one Lord Jesus Christ,
the only begotten Son of God,
begotten of his Father before all worlds,
God of God, Light of Light,
very God of very God,
begotten, not made,
being of one substance with the Father;
by whom all things were made;
who for us men and for our salvation
came down from heaven,
and was incarnate by the Holy Ghost
of the Virgin Mary,
and was made man;
and was crucified also for us under Pontius Pilate;
he suffered and was buried;
and the third day he rose again
according to the Scriptures,
and ascended into heaven,
and sitteth on the right hand of the Father;
and he shall come again, with glory,
to judge both the quick and the dead;
whose kingdom shall have no end.

And I believe in the Holy Ghost the Lord, and Giver of Life,
who proceedeth from the Father [and the Son];
who with the Father and the Son together
is worshipped and glorified;
who spake by the Prophets.

And I believe one holy Catholic and Apostolic Church;
I acknowledge one baptism for the remission of sins;
and I look for the resurrection of the dead,
and the life of the world to come. AMEN.

The history of a creed like this is always interesting. It has served as a statement of the basics of the Christian faith since its composition  This is one that we will eventually memorize at our house.  

 

Pegs, Memorization and My home

I have been following Afterthoughts' 31 days of Charlotte Mason 101.  I have read through two of CM's books and other interpretations of her writings, but I always appreciate being reminded of the basics.  Yesterday's post included some comments about how using facts as pegs is in direct opposition to CM's approach to education.  CM asserted that ideas are the only educators of students. This contrasts directly with a common interpretation of Dorothy Sayers' understanding of classical education.  Sayers asserts that young children are in the "poll parrot" stage where they love to memorize and later they will build context for those facts.  This topic of memorization of facts is one of the areas of disagreement in the classical education movement.  How much, what and when do you memorize?  Below are some thoughts as I grapple with this issue.

I have seen pegs (memorizing facts or quickly introducing concepts) work to draw students into a subject.  When children have heard the name or idea at one point, they begin to listen for it, build concepts around it and ask questions.  (Last week my 4 yo met a little girl named Juliet and immediately connected it with Julius Caesar who he only knows through a song). In my own life, I trace my interest in American history to a timeline play we did in 5th grade.  I know a little song that goes with each era and helps me to remember its general happenings. Honestly, it made taking AP history a breeze because I had a framework.

However, I am concerned that often we ONLY put pegs in and call that education.  I agree that memorizing facts alone, at any stage, is not education.  We all know that in memory work if you don't keep practicing you won't remember.  We need ideas, story and context, to truly help us remember and feed our brains - as CM advocates. Facts don't stand alone in our memory for long but that doesn't mean they can't play a role.

For now, I have decided that I will really focus on memorizing facts in the following situations:

1.  The concepts need to be firmly linked together for long term success.

For example, Christopher Perrin asserts that you should memorize the four principle parts of a Latin verb together - from the beginning.  Memorizing all the concepts at once - even if you don't understand them - helps them stay related in your brain.  Later you can fill in the details of how each one is formed and functions.  Just learning the ones that you "understand" will lead to confusion later because your brain will not as easily connect all the pieces together.  But when items are memorized together, they are organized together and it will help you better use and understand Latin grammar.

Another example might be learning phonics. Most good programs teach all the sounds of the letter when it is introduced so that students automatically think of all the options when they see the symbol.  Many of the exceptions that upset students are a result of not being taught all of the variations when they begin.

2.  To provide organization and highlight key ideas, people or issues within a subject so that it serves as a framework for the long term. 

I think there is a valid reason why many classical programs memorize a history timeline.  Now, how much information should be a part of that and the format is a subject for debate.  I do think that knowing some type of timeline has its advantages though.  Recently we read Little Duke.  It helped my boys immensely to understand that he was after Charlemagne (we had memorized a sentence about him and read a little bit) and before the Battle of Hastings (another memorized sentence and a bit of background info.).  Without that, it would have been a great story but wouldn't have been history for them.  Knowing their timeline helped to place the story in history.

I knew one middle school CM student who could tell an excellent history tale but she couldn't place that story in time.  As we talked, she had gotten lost in the details and never been challenged to see how it connected with the sweep of history.  I realize that CM has students create their own timelines and maybe this wasn't happening with this particular family.  I think that memorizing a few key dates, events and people in order, can be helpful to that process.  It is not the end - but a means to aiding understanding.

I really struggle with what to do with math and memorization.  At some point you need to know your facts but I don't think you start by memorizing them.  Montessori has excellent materials to help you visualize the math.  You can see why a number is called a square or a cube. Here I do think that memorizing should arise out of constant use of the basic facts.  But if it doesn't come naturally around about 3rd grade I do think you focus on it until you really get it.

Memorizing should be a jumping off point - not a destination. I think CM was surrounded by those who felt that memorization was good education.  She was reacting to that approach.

Honestly, for me, when I think about memorizing I am struck by the verse "Knowledge puffs up but love builds up" 1 Cor. 8:1.  I struggle with the fact that our education might be puffing and not building.  But if facts are being used to provide a framework for the meat of the story to hang on to, I think they serve a useful and necessary role.

We do memorize scripture but I know that I fall short on memorizing poetry and literature excerpts with my kids.  This might hinder them later in their writing career - so I am going to try to up my game in that area.  I am truly benefiting from memorizing mottoes (as my 4 yo tells me that "I focused on my job and did it right, mom!").  I think we will do better if some of these things are on CD so that I am listening to them instead of reading them.

I am still at the beginning of my journey but I do think there is some value in memorizing but not as an end and not to the point where it overshadows poetry, literature and other parts of the curriculum.  It may not be totally in line with CM, but I think it is in line with my goals for educating my children.

Weekly Resource - American History for Elementary Students

My husband and I were both history majors and we believe that history is an important part of helping our children remain grounded.  We are not centering our curriculum around it - but we have thought a lot about it.  Some people focus on American history for a time (maybe a semester or year) and then switch to world history.  Others advocate running two tracks of history simultaneously.  Here is a quick overview of what different programs do for their history:

Classical Conversations - 3 year cycle - 2 years world history (ancient and then medieval to current) and one year of American history.  Actually, every year you learn a timeline that covers the span of history.  Each year you focus on the eras mentioned above and learn sentences that give you pegs for the major events that occurred in that era.

Story of the World - this is a 4 year history cycle which uses a "story book textbook" that covers Western history and introduces the history or significance of some other cultures. There is not a stand alone American history curriculum in this series - but many of the major events of American history are included.

Ambleside - a 6 year history cycle that does not introduce American history until America enters the scene around year 4.  Prior to that the focus is on England's history which naturally connects with American history.   The page I linked does a great job explaining their approach.  In the early years the focus is on story and enjoying history (thus the use of 50 Famous Stories Retold in year 1).

Charlotte Mason Help - a dual track history program that uses This Country of Ours as the primary elementary reader for American history and uses a four year cycle for world history in the elementary grades.  In fifth grade she recommends a break that introduces students to a variety of cultures and their place in history.

Latin Centered Curriculum - I have his second edition in which he focuses on a more chronological approach to history using the Memoria Press series "Famous Men of ______".  He does not include any American history as a separate study in the elementary school years.  Memoria Press has their own outline of American and World history studies.  They use Grueber's books to study American history from 6th to 8th grade.

There is also Veritas Press but I really don't know much about their history program.

As you can see, most of them don't focus on American history because of their classical bent.  It makes sense, but I wanted to find some American history that was similar to 50 Famous Stories Retold to share with my children.  I think the modern version of this approach would be William J. Bennett's Book of America (which I often see at Half Price Books).

However, I was wondering if there are older books in the same style and came upon two different writers who created American history series.  Please remember that older history books might have references and phrases that some might find offensive.  You can choose how you handle this.  As a read aloud just rephrase it or have a discussion about how we use language differently over time. Whatever is best for your family.  Here are two authors I found:

Edward Eggleston books 

Stories of Great Americans for Little Americans - this is VERY similar to 50 Famous Stories but about Americans.

Stories of American Life and Adventure: a third grade reader - this text also focuses on short biographies of Americans.  There are many stories in here that you will not find elsewhere.

A First Book of American History  - this one is more like a textbook in the old style with an emphasis on people more than events  and goes up to the 1900's.

A History of the United States and its People  - a textbook for middle and high school students

Mara Pratt books (the first two volumes can be found on librivox)

This is a series of four books that cover American history up to the early 1900s.  There is one available through google books and all four can be found through Yesterday's Classics.
American History Vol. 3 - from George Washington to the Civil War

Stories of Colonial Children - starts with the babies born on the Mayflower.

Ms. Pratt actually has quite a few history books if you search her name on google books.

For slightly older children you might want to check out Teddy Roosevelt's  Hero Tales from American History. 

So, if you still want to include some American history despite your overall classical focus this might be an easy way to add some in.  I also HIGHLY recommend the Childhood of Famous American series.   One of my friends used to require his children to read a biography or two over the summer break.  These can often be found in libraries (if you are really interested I have a bunch of vintage ones at my house that my husband wants me to sell!)

**  Sorry to those who viewed the blank post earlier.  I am not sure how that happened.  I am still figuring some of these blogging technicalities out.  Thanks for your patience.

Tip Time - CC Cycle 2, Week 5

Latin and Grammar

     I mentioned before that memorizing the grammar is very helpful for learning your Latin.  Here is a nice chart that shows how all of these pronouns relate to one another.   

If you want a clear explanation of how verb conjugations work in English you can check out Harvey's Grammar starting on page 112 and page 115 has a synopsis worth printing out.  To download a google book into PDF format you click on the symbol that looks like a gear on the tool bar and download it.  If you are on an IPad sometimes it will give you the option to load it into your ibooks account to read it from there.  It is a document in the public domain so you can use it as you please.

     I did not make the conjugation tray this week - I forgot to get a cookie sheet at the dollar store.  I guess I could use one of the ones we used to make vinegar volancoes this week.  I'll try to do that soon!

History 

    Last week we started reading Saladin by Diane Stanley.  It is a look into the life and leadership of the Turk that Richard the Lionhearted fought against during the Crusades.  I did not know who he was until I read our chapter for Child's History of the World by Hillyer (we actually have a very old copy I picked up at a church garage sale).  I have enjoyed reading Hillyer as our overview and then adding in books as they fit into our schedule.  We will also read Joan of Arc also by Stanley - but probably not this week.  Her books are technically picture books but they are text heavy and will take a few days to read through well (Ambleside actually takes quite a while to go through Joan of Arc).

    My boys are enjoying the crusades and so we will probably stay there a while longer.   I don't think everything needs to be in tidy units - in fact it probably helps our kids to remember and think for themselves if we don't bundle everything neatly for them.    

Science 
    Our "science text" this year is the Burgess Animal Book.  We  have enjoyed the stories and the boys remember more about the animals than I expected.  Since the topic this week is adapt, migrate and hibernate, I might review the animals that we have learned so far and talk about how they respond to the coming of winter.  It is about time to review and this is probably the simplest way to do it.  

Weekly Resource - Write From History Series

Write from History is a Charlotte Mason approach to history with levels for lower (K - 2) and upper elementary (3-5) students.  She follows a four year history cycle and has books for Ancient History, Medieval History and Early Modern History (up to 1850) and Modern History.    Each book brings together historical narratives, fables, stories and myths and poetry.   For each level she has the table of contents available on her website and elsewhere so that you can see exactly what she covers. All stories are in the public domain but she provides some context and chronology in her text.  

Although the content matter is history, she is teaching writing.  The introduction includes a detailed description of how Charlotte Mason approaches writing and a suggested weekly outline for using her materials.  She includes copywork, grammar, narration and studied dictation (if your child is at that point) with each of the passages she has chosen.  Her approach to grammar is very gentle and the tutorial in the appendix is instructive. The children focus on learning one part of speech a month and identifying it in the copywork they are doing.  Simple but effective. 

She has developed a full writing plan and you can get more details about her vision from her website.   If you sign up to receive her newsletter (she only occasionally sends something out) you will receive her free ebook about using a CM style writing program.  It is a great overview and includes her thoughts about scope and sequence in the elementary years.   I think she is faithful to CM's approach.  

I have two of the introductory levels right now (Ancient and Medieval).  We haven't used them faithfully yet because we are using CC history copywork and our language lessons are coming from literature.  But I think that during the 12 weeks of school that aren't covered by CC history we will use it.  I expect that we might use it more for my second son because he seems to enjoy writing more.   

This curriculum is stand alone but it could easily support someone who uses a more timeline based approach.  I am also starting to recommend these types of copywork resources to my mom friends who don't homeschool for summer or afterschool "enrichment".  It is a simple way to keep students' skills up and introduce them to history.  It doesn't take long to do - but a little practice every day goes a long way.  

Tip Time - CC Cycle 2, Week 2

Some quick thoughts about resources for learning this week's material.

History Sentence 

A recently republished book called Kings and Queens by Eleanor Farjeon has fun one page rhymes (with an illustration on the facing page) for each of the monarchs of England; beginning with William the Conqueror.  If you are local, our library has a bunch of copies.  There is another book called Heroes and Heroines which includes more United States history (maybe next year!).

We actually found this book as we were listening through librivox to Our Island Story by H.E. Marshall (as recommended by Ambleside Online).  The story of William the Conqueror is track 26.  We liked hearing the full story from Marshall and then hearing the poem that summed it up nicely.

There is a piece of art called the Bayeux Tapestry which records the story of William the Conqueror. There are two ways you might want to view it.  The first is through this animated video of the Tapestry which starts in the middle of the story.  You can also use this site where it is explained scene by scene (it hints at some sexual indiscretion at one point - this one has covered up the 'offending' parts, it draws on a replica from the Victorian era).   This site answers more "technical questions" like who made it and why. It also has a table that outlines the scenes on the tapestry (which is actually embroidery according to this website).

Grammar 

Montessori grammar symbols might be a way to cement those 8 parts of speech.  If you want some thoughts on how to actually present the symbols here is a great guide - she discusses why nouns are triangles and verbs are circles, etc.  Yet another way to help kids get form and function of an abstract concept.  If you want to make a set of symbols you might want to cut them out of appropriate colored felt or foam - of course you can always print and laminate as well.

Often once they learn the forms they use them to mark sentences (much like you might circle the nouns blue and the verbs read on your copywork).   Sentences that might work for this can come from grammar books, KISS grammar or your own copywork.

You can also use the symbols to teach sentence patterns.  Which, I understand is a big part of IEW writing.  You might want to just create your own sentence strips with the grammar symbols that replicate the primary sentence structures or here.  Students can analyze a sentence and then attempt to create sentences that correspond to a pattern. With symbols it cuts down on the words.  I am also thinking about how this might be able to translate into Latin studies at some point.

Math

If you want examples of what a math recitation might have looked like in yesteryear try out Ray's Primary Arithmetic (multiplication starts on pg. 41).  Plenty of simple, read aloud word problems for kids to work with.  In fact, most older elementary math books methodically went through teaching how to you add, subtract, multiply and divide each number up to 20.  Everyday Number Stories is another example. Emma Serl, of Primary Language Lessons fame, helped to write this book.  Another plus of older books is their focus on measurements like pints and quarts early on.

Science 

I wanted to link to a mom who has outlined how Montessori cards correspond with the science lessons for this year's cycle.   This is one way to quickly help kids "see" what they are learning.  They aren't free but very reasonably priced and bought as PDF's to download and use as you desire.

Have fun working through this week's material.

Found it - Overview of Church History!

I have wanted a good overview of church history for quite a while.  I was a European history major in college but I have spent quite a bit of  energy trying to balance out what I learned from those classes. Enter Stratford Caldecott's "Outline of the History of Christian Europe to 1850".  WOW!  It is what I have been looking for.  I was tempted to outline the whole article but I restrained myself.  

Here are a few highlights:

This eternal newness, like a spring of fresh water coming from the presence of Christ, is something that every generation of Christians has to rediscover for itself.  Every Christian culture will fail and fall but the Church renews herself like the Phoenix, and with her, a new civilization arises that is different from the old, yet inspired by the same truth.

(found this "newness" of Christianity interesting in light of Ken Myers' lecture about our cultural craving for the new and the cool).

Concerning monasticism:

The Rule of St. Benedict was, and still is, a very sane and balanced document.  It rejected the extremes of asceticism, linked prayer to manual labor (ora et labora), enjoined hospitality and care of the poor, encouraged learning, and emphasized stability in one place.

He later provides an overview of Franscican monks:

The ideals of his fraternity were founded on those of romantic chivalry rather than those of Benedictine Monasticism.  It was to be an order of spiritual knighthood, dedicated to the service of the cross and the love of Lady Poverty. . . Thus the courtly ideals of courtesy, joy, generosity and romantic love found a new religious application of which the life of St. Francis himself was the perfect manifestiation.  quoted from Dawson's Medieval Essays

In talking about the guilds of this period he references Russell Sparkes who asserts

[The guilds] were the means whereby a society for two centuries was based on social justice and the ethical teaching of the Church.   Second, as a consequence . . . ordinary men had a level of prosperity that they did not see again for four centuries, until the post 1945 Welfare State and the rapid economic growth that followed. 

As he enters into the Renaissance he claims 

An interesting case could be made for tracing the Renaissance and the civilization that followed it to the inspiration provided by St. Francis of Assisi.  Dante, Leonardo and Columbus were all Franciscans.  

I was also reading the SCL's notes about math instruction and found this insight interesting. 

first in its attention to nature, and then in its sense of the world's radical dependence on God.  But another ingredient was necessary, and that was the application of mathematics to the investigation of nature. As commentary he adds

By applying mathematics to the design and analysis of experiments, as scientist could probe beneath the surface of reality and unlock the secrets of nature's power. This was what the magicians had always craved and now at last science had begun to deliver the goods. 

With the application of mathematics, 'universals' had in fact returned through the back door - now they were safely separated from theology. 

Now add that to a conversation about math in a high school or college class!  

As he enters into the Reformation my favorite line of the whole work appears: 

Because of our English genius for compromise, what we ended up with was an attempt to be neither one thing nor the other: namely the Church of England. 

He does finish off discussing the Industrial Revolution and how these conditions formed the Church's (meaning Catholic) teaching on social justice.  He discusses the French Revolution and finishes with some thoughts about the dictatorships of the 20th century.  

Once again this made we want to learn more about monasticism and the medieval period in general.  I have already checked out Chesterton's book on St. Thomas Aquinas to get started.