K12 does show the course outline on their site, under "American History" A and B. If you have to plan your own activities, that may help.

Bit of confusion here, I think. There are two book sets that might be called "concise." There is a four book "concise edition" set developed to be used for kids by K12, which is what the OP is surely referring to. There is also a single volume called "Freedom, A History of US" that goes with the PBS series. It's more for high school/adults. They are both based on the original 10 (11 w/ source materials) volume set. ETA: links, which I couldn't add from my phone.

I've thought about this a lot. DS's scout master is the "store ammo, survive the apocalypse" type, and he's quite vocal about it. We've got lots of old style camping gear and know how to use it; we don't hunt, but DH has a compound bow and is getting quite proficient; we have some basic gardening knowledge, and being LDS, we've got some food storage, but... ... within a week of running out of psych meds, we'll probably kill each other off. ETA: to fix the "auto-correct" errors introduced by my phone.

There used to be a number of Listmania lists on Amazon. Now that they don't directly support that anymore, I'm finding them difficult to locate, but... Here is SOTW 1, in three parts: http://www.amazon.com/gp/richpub/listmania/byauthor/A3NV8BWT0OA1M4/ref=cm_lm_fullview_byauthor

Well, I'm in Utah, so . . . Y..e...s...It's safe to say I've heard of it. Can't avoid hearing about it. I think more than 50% of homeschoolers here identify themselves as TJEd. I do know what it is, in general. Haven't tried it myself, and don't care to. I read the initial book on the recommendation of a friend, but I got it from the library, where it was sitting next to WTM. (Guess which book I liked better?) The TJEd book left me feeling, "Yes, yes, that's what I want for my kids! .... Um, how do you do it??" Definitely not the "only" way to homeschool successfully. It has to be making a whole lot of people feel really inadequate if they really believe that, because I'm only seeing a handful of the people who are using it that I would call "successful," and they are more eclectic than hard core TJEd. I know three, I think, families whose children have actually reached college age, successfully, who claim to follow TJEd, but in observing them, at least one parent in each family has a strong background in Math, Physics, or Science, respectively. In listening to what they've done, they have supplemented heavily following their own instincts/background, whether they know they have or not.

Well, good thing I was a few books ahead! Got a little busy there and missed a few weeks. 23. "How to Read Literature Like a Professor for Kids" by Thomas C. Foster. Thank you to the Boardies who recommended this! I think this will be a great direction to lead my sensitive, literal son into Middle School/High School Literature. 22. "Women and the Priesthood" by Sheri Dew (LDS). 21. "No More Meltdowns" by Jed Baker, Ph.D. 20. "Amazed by Grace" by Sheri Dew (LDS). 19. "Teaching from Rest: A Homeschooler's Guide to Unshakable Peace" by Sarah Mackenzie. 18. "How to Become a Straight-A Student" by Cal Newport. 17. "Eight Plus One" by Robert Cormier. 16. "Unbroken" by Laura Hillenbrand. 15. "How to Train Your Dragon" by Cressida Cowell. 14. "As You Wish" by Cary Elwes. 13. "The Giver" by Lois Lowry. 12. "My Louisiana Sky" by Kimberly Willis Holt. 11. "Things I Overheard While Talking to Myself" by Alan Alda. 10. "When I Was Your Age" edited by Amy Ehrlich. 9. "Freak the Mighty" by Rodman Philbrick. 8. “Broken Things to Mend†by Jeffrey R. Holland (LDS) 7. “When You Can't Do It Alone†by Brent Top. (LDS) 6. “What to Do When You Worry Too Much†and “What to Do When Your Temper Flares†by Dawn Huebner, Ph.D.†5. “Tales of a Female Nomad†by Rita Golden Gelman. 4. “Heaven is for Real†by Todd Burpo. 3. "Your Happily Ever After" and "The Remarkable Soul of a Woman" by Dieter F. Uchtdorf. (LDS) 2. "Cliff-Hanger" by Gloria Skurzynski and Alane Ferguson. 1. "Rage of Fire" by Gloria Skurzynski and Alane Ferguson.

The new books/program are going to quite scripted, with the den meetings laid out. The theory is that they will take less preparation. (I haven't really "prepared" much since my first year, since I just filed all materials in a box in my trunk after each den meeting. I don't usually spend more than fifteen minutes prep time a week anymore. I just check to see if any consumable items need replacing.) The previews are here: Leader guide sampler: http://www.scouting.org/filestore/program_update/pdf/220-852_LO.pdf Cub scout book sampler: http://www.scouting.org/filestore/program_update/pdf/220-852_LO.pdf

You have to have a co-leader. Two-deep leadership requirement, as per the BSA. You both have to be there at den meetings, but you can trade off who leads the meeting. The initial training meetings when you first start are required, but may be online. They are in our district. Other than that, I attend a once a month pack planning meeting, and interpret all others as optional.

"Safe" places I sometimes put mine: between my phone and it's skin; inside a book I have with me; in a blouse pocket. Between the mail I grabbed on the way in the door. Way under or in the chair I hung my jeans on overnight. In the laundry hamper.

1-3 ring true, based on my own experiences, but if 4 is true, that counselor is seriously out of line, and will probably lose her job. She should be checking with the nurse, checking the child's file, and having the child wait in her office until Mom can be reached. 1. The drugs are strong, but *are* used to treat OCD, etc., even in children. Our pediatric psychiatrist has discussed them with us as possibilities for our oldest two, and in that combination. 2. Trazadone would not be taken in the morning, but the other two would. A child dosing herself probably would not know that if Mom usually hands her the pills. DS12 wouldn't make that mistake, because I taught him to take care of his own meds, and he is detail oriented. DD10 totally would, because even though I've been trying to teach her, she isn't that aware. 3. That is exactly how a number of adults who interact with my kids behave. They assume psych meds are just like ADHD meds, because they've seen the later often, but haven't seen the former before my kids came along. (Kids with OCD severe enough to take that level of meds are rare.) The stimulants given for ADHD have a more immediate and direct effect, just like drinking caffeine, so it is reasonable to assume the child missed a dose. (The psych meds do not, as I mentioned up-thread.) They also tend to assume all bad days are mental illness days, even if the poor kid has the flu. And they tend to panic at the idea of dealing with an unmedicated mentally ill kid, because, hey, the media has taught us to fear kids like that.

The OP's friend didn't necessarily choose "Public" when she posted on FB. OP may have seen the post because she is a "friend." The child obviously does not know the proper dosage. Trazadone is unlikely to be a morning med. It's used to treat anxiety because it makes you sleep, so you don't lie awake worrying.

Was the school nurse not involved? The teacher and the counselor made this decision? It was a stupid, uninformed one. Except for stimulants, like Adderal and Ritalin, these meds have half lives. Bad behavior today is more likely to indicate missing your meds yesterday or the day before. (A relative of ours had problems when her ex believed her son didn't need similar meds. He wouldn't give them to him during visitation, stating the son was fine without him, and he was, the first day he missed and the second. The son's behavior was violent and dangerous every Monday morning, when Mom got him back after two days w/o.)

Yes. But the whole sentence implies you babysit her grandchildren. (And have been hired by her two children.) If it's meant to convey that you babysit her children, you don't need the "for".

Junie, Those are great! Thanks!

Thank you, everyone! I love being able to tap into the collective wisdom of the hive! I've ordered the Foster book, and the local library has the Penguins. I'll watch for the links Junie will post.

Thank you, everyone! The collective wisdom of the hive is amazing! I'm going to save this whole thread so I can follow up on every suggestion.

He'll be in 7th, but I don't know whether the partner school will put him in online or paper, or if we get to pick. (BYU lists different books for 7th, depending on that choice.)

Possibly The Cube (children's science museum). It entertained DH, so I assume a twelve year old boy could still find it interesting.

Junie, I found your thread and marked it to follow. Yes, I would be interested in your ideas and experience. I have given him major spoilers for some movies we've seen. I am planning to pre-read the books he is assigned, but I don't want to have to do that all the way through the rest of his educational path!

He does see a therapist. I'll have to ask the therapist specifically about the sensitivities and see what he suggests. Does Deconstructing Penguins talk about Catharsis? (Someone mentioned How to Read Literature Like Professor For Kids on the X-Post. Maybe that does?) He probably would understand the concept, at least intellectually, so that's a good idea.

They are compulsory, unfortunately. We probably will get a head start, and I will probably read with him. Not sure what else to do.

So, the problem is, DS12 and I have decided to have him do BYUonline for Middle School. (It will be paid for by the charter/homeschool partner facilitator we use, and we like that someone else will take care of the transcript, which he hopes to use to get into a local STEM charter that does dual enrollment.) All the classes look easy for him, except English, because they read literature, and he won't get to pick the book. He is smart, but a very black & white, literal thinker, and very sensitive. Like “drama queen†sensitive. He has OCD, and has a hard time letting go of obsessive thoughts. So, we've listened to books 1-6 of Harry Potter as a family. He handled the death in Book 4 fairly well, but the death in Book 6 really upset him. It took four days of processing before he'd let us finish the book. Likewise, when we saw “Into the Woods†at the Shakespeare Festival last year, the second half left him in tears, and the very name of the play is now forbidden at our house. (Haven't seen the movie. Heard they toned some stuff down?) I'm not sure how to prepare him for next fall. I did think maybe we'd start working on literary analysis, to help with the black & white thinking, but the sensitivity is a whole different issue. So, I'm thinking I need to teach him to understand symbolism, and why an author might choose to have certain characters die, and why that is sometimes necessary to move the story on. And to step back from the story, emotionally. Anybody out there who has successfully navigated a child like this into handling literature? What did you use? How did you approach it?

So, the problem is, DS12 and I have decided to have him do BYUonline for Middle School. (It will be paid for by the charter/homeschool partner facilitator we use, and we like that someone else will take care of the transcript, which he hopes to use to get into a local STEM charter that does dual enrollment.) All the classes look easy for him, except English, because they read literature, and he won't get to pick the book. He is smart, but a very black & white, literal thinker, and very sensitive. Like “drama queen†sensitive. He has OCD, and has a hard time letting go of obsessive thoughts. So, we've listened to books 1-6 of Harry Potter as a family. He handled the death in Book 4 fairly well, but the death in Book 6 really upset him. It took four days of processing before he'd let us finish the book. Likewise, when we saw “Into the Woods†at the Shakespeare Festival last year, the second half left him in tears, and the very name of the play is now forbidden at our house. (Haven't seen the movie. Heard they toned some stuff down?) I'm not sure how to prepare him for next fall. I did think maybe we'd start working on literary analysis, to help with the black & white thinking, but the sensitivity is a whole different issue. So, I'm thinking I need to teach him to understand symbolism, and why an author might choose to have certain characters die, and why that is sometimes necessary to move the story on. And to step back from the story, emotionally. Anybody out there who has successfully navigated a child like this into handling literature? What did you use? How did you approach it?

So, the problem is, DS12 and I have decided to have him do BYUonline for Middle School. (It will be paid for by the charter/homeschool partner facilitator we use, and we like that someone else will take care of the transcript, which he hopes to use to get into a local STEM charter that does dual enrollment.) All the classes look easy for him, except English, because they read literature, and he won't get to pick the book. He is smart, but a very black & white, literal thinker, and very sensitive. Like “drama queen†sensitive. He has OCD, and has a hard time letting go of obsessive thoughts. So, we've listened to books 1-6 of Harry Potter as a family. He handled the death in Book 4 fairly well, but the death in Book 6 really upset him. It took four days of processing before he'd let us finish the book. Likewise, when we saw “Into the Woods†at the Shakespeare Festival last year, the second half left him in tears, and the very name of the play is now forbidden at our house. (Haven't seen the movie. Heard they toned some stuff down?) I'm not sure how to prepare him for next fall. I did think maybe we'd start working on literary analysis, to help with the black & white thinking, but the sensitivity is a whole different issue. So, I'm thinking I need to teach him to understand symbolism, and why an author might choose to have certain characters die, and why that is sometimes necessary to move the story on. And to step back from the story, emotionally. Anybody out there who has successfully navigated a child like this into handling literature? What did you use? How did you approach it?

Goodness, OhElizabeth and GoVanGogh, we could potentially need 4E or 5E, or even higher, because besides physical disability, there's chronic illness. I was just thinking if DH went back to school, he'd be a 4E learner, because he's gifted, dyslexic, mentally ill, and diabetic. (Knock on wood: so far, the kids don't have any physical issues (besides the general clumsiness that comes with their other issues.))