I have one of these, too. Making me crazy, as well.

Yes, that is the one I'm using.

I used this. I found a Teacher-wraparound on Amazon, and it had answers to all the text questions, chapter review, etc. I also found via Amazon a resource "Section Quizzes and Chapter Tests." I think these are getting hard to find, but they were wonderful. I used the quizzes as a quick reading compreh. check. Obviously I used the Chapter tests as tests. We did half a book, two weeks on each chapter because I wanted to do some literature and art for the same time period. We went through the American and French Revolutions. We will do the other half as "Modern World History" another year. For some very short chapters, I did only one week, and scheduled them around holidays where an odd week works better. If you wanted to cover the whole thing, it's a chapter per week. Also, I think in the Teacher's Wraparound there was a schedule for alternative ways to use the book, with schedules provided.

I agree, her ideas conflict with Christianity, which is why I say some guidance when I read the books would have been helpful. However, I was a Christian at the time I read them, and the book did not drive me toward any wayward ideas. And there are many non-Christian, controversial books that can be important for a high school senior to read. Particularly since this writer has had a resurgence in popularity due to the movie, it might be smart to address her literature straight on and examine its themes.

I read both Atlas Shrugged and The Fountainhead in late high school. Just on my own...I found them and was interested. At the time I read them, I sensed something of the philosophy behind them, but I wasn't given any background or context. I just thought they were good stories. Later, I came to understand Ayn Rand's philosophy. It would have been great to read them with some assisted reading. :-) Would have found them more interesting, I think. I believe there is an annual essay contest (maybe scholarship money) for either The Fountainhead or Atlas Shrugged. A young high schooler I know entered the contest, but she was in public school, so I don't know the details.

In my church, in my co-op, even among my friends who private or public school their children, there is this frenzy about preparing our children for college. I don't even recognize their process. In the late 80s, I took the ACT test, don't even remember my score, got into public university without fanfare, was in extra-curr. stuff but never for the intention of standing out amongst applicants. I understand that college has become some kind of holy grail, requiring various quests and so forth. I also notice that what you get in college these days is a mixed bag, quality-wise. I, too, can get frantic about whether my sons will be able to get an education and a job that lets them support their families. I realize we don't all share a faith on this forum. But in my situation, I have to ask myself daily: Who do I serve? What does he ask of me? Has education become an idol? What of this belongs to the world and its agenda, what belongs to the next world? I have to do this daily, because my heart wanders. I have to review this question every time I make an educational decision or suggest a choice to my sons. They need to see me as driven by the right questions. "A person with a changed heart seeks praise from God, not from people," (Romans 2) "Pay careful attention to your own work, for then you will get the satisfaction of a job well done, and you won't need to compare yourself to anyone else. For we are each responsible for our conduct." (Galatians 6) Not trying to preach. Just sharing what keeps me tethered, or else I'd go crazy trying to do everything perfect.

I'm not sure if this helps, but I have a 12-yr-old ds that loves to cook, and we are using "Food for Today" by Glencoe which I got used through Amazon, copyright 2010. Basically he reads, I assign a couple of the food math or mini-experiments, I don't test. It's a self-study class, and then he cooks something related to the chapter. I like that the book includes Nutrition and Health info, as well as general agriculture/food industry info, and then from Unit 5 on, it teaches kitchen basics, cooking prep and methods, baking, specifics for all food groups, and global foods. The info is very specific, very practical. Frankly, I don't like to cook, but I'm reading along and learning a lot. I've assigned chapters out of order...doing a nutrition chapter, then a cooking chapter, just to make sure he gets some hands on a couple of times a month. Hope that helps! I was pleased with the purchase.

Thank you for so many great ideas -- all of you. Does it reveal my complete ignorance to tell you I've only heard of a three of our of these concepts?

I have a math lover (ds, 9th grade) who would write and research more readily, I think, if he could do so from a place of interest. I'm teaching beginning MLA documentation with Put That In Writing, and you start with two or three sources, and work on building research skills for essay use. Could any suggest math personalities, past and present or current math application issues for his source material? I am NOT mathy, oh so not! Thanks

I like the prepped questions, also the slow to speak, gathering thoughts. Those are excellent ideas. As well as making connections. I appreciate your thoughts very much. I really don't want to grade discussion, but I'm trying to keep the lit class minimalist, with very little paperwork. I want him to enjoy reading, and I though I am assigning some lit written responses, I'm keeping most of his writing within another expository writing class. So without much writing, I think I need the discussion as a grade. And a subjective grade methodology is never gonna fly with him.

Rich discussion would be fantastic, and I have read the WEM. I love lit, am a word person myself. The deal is, I have a ds who hates lit and history. He's the science and math and computer kid. Also, he's one of those young men who gets frustrated if he does not know exactly what the expectations are, spelled out, and will argue into oblivion if he thinks he has been misled. He is very frustrated if I am not absolutely clear. He is Spock. Words seem unnecessary to him. What's the point of discussion. I know how to get a conversation going, and he often joins in. But I also know my son. So I'm trying to parse it out. Don't know if that makes sense? I'm sure you thought I was out to kill all the joy of learning. I'm really not.

I know some of you believe that graded discussion is not really doable or helpful, but I've decided to do it anyway with my 9th grader, primarily with literature and history. I really think he needs help understanding what productive discussion looks like, and understanding that it's a skill he will need always. Here are some specific things I'm going to tell him I'm looking for: a posture of attentiveness (looking at me, not lounging, doodling, etc.) bring at least two questions to the discussion time offer up one thing you noticed that was of particular interest provide a careful, thought-out answer to an oral question, rather than a pat, dismissive short answer (unless short answer is appropriate) Do these seem likely to generate an active participant in discussion? Do you have any additional ideas?

Sorry about the slow reply. Gone all day. Yes, this was a real strength of the program. As fast or as slow as you want. If we were headed for a break, I usually dropped him an email just as a courtesy. And it's year-round. I did note when his classes he teaches where he lives were taking spring break, as I assumed he was taking time off to, and I didn't expect as prompt turnaround on grading that week. And no, you access the videos when you want to, there's no scheduled access.

We used his Algebra I online program last year. Found him excellent! His workbook guides were built on the textbook recommended, but he advised not even purchasing the textbook. He did have us purchase the Geometry text and his 1st semester workbook (through Lulu) and we plan to begin in July. You use the workbooks to fill in outlines from his lecture and do practice problems. Then you can download the homework and tests as you go. There are Honors versions for both. His website is very thorough in explaining this. You pdf or fax the homework and tests. We did pdf. He grades everything and returns promptly. A couple of times he didn't get through as fast as my son was progressing and I nudged. He responded quickly. He tracks all the grades and gives a letter grade. Also, he responded promptly to emails my ds sent regarding things he didn't understand. It was a very positive experience. I expect it to go well for Geometry. I don't know if he will have dd read from the text this time in addition to listening to lectures and doing the workbook. If nothing else, the textbook is another source for explanations. Hope this helps!

We just "named" our homeschool Indie High School for just that reason. Thought it fit our educational philosophy.

I had the same thought, and similar plan. Although I'm doing a World History ancients through the Revolutions for 9th, then had recently thought I might do both U.S. History and U.S. Government in 10th (but it may be too much???), back to the second half of world history up through modern for 11th, and Econ and something else for 12th (semester each of something). I'm trying to track hours in geography over three years to make it a separate credit. I saw that suggested here on the boards by someone who seems to know a lot. But I, too, would like to hear if Government would work in 10th.

Thanks! Appreciate the feedback very much!

I could use a review of either/or Level I or Level 2. I did a search and found about four threads comparing it to other programs -- although only Level I was mentioned. But only one reviewer provided a lot of detail, and definitely had a bad experience with it. Before I dump it as a possible resource, have there been any positive experiences? The table of contents and sample lessons don't look that bad -- although I didn't study it for typos. The one negative reviewer mentioned the sloppiness there, and like her, I tend to get impatient with homeschooling curriculum that hasn't been edited/reviewed well -- particularly writing curriculum. Still, if the process used for writing works...I might overlook it. Thanks for any input!

DD, age 14, just finished Algebra, took EXPLORE test. He said he did poorly on the math. He has been an A student in math, did Chalkdust Pre-Algebra, did first semester Algebra with Chalkdust, then decided we needed a different kind of instruction, switched to Derek Owens online, got an A. So, the questions covered a lot of material/terms from 6th and 7th grade that he didn't remember much of the terms for, and only one clear algebra question. Also, I looked over the rest of the test booklet, which they let him keep, and I'm wondering if this is going to be a useful tool for us. He also said the questions prior to the testing about interest areas were difficult to answer because he thought they were geared to experiences/activities that public school students were more likely to have. Since this part of the reason I had him take the test -- supposedly it helps us plan courses for high school and pursue career -- I'm disappointed. Thoughts?

Oh, I understand now, sorry!

I think I'll use a bit of everyone's ideas. Only I don't think I can figure out what the name of the middle school novel you are recommending, Carol? Did you include the title? I might just be pre-meno, but I don't see it.

Macbeth in the summer in the park performance this year, and I want to take advantage of it. I know there must be literally tons of online lesson plans, lit guides. I need to cut to the chase. Who has a favorite resource?

My dh, who is 50, was diagnosed with Aspbergers Syndrome about four years ago. We've been learning much about how to compensate for some of his weaknesses, and I should say he has a very good job in a technical field and does extremely well in it. But his memo and business writing is quite weak, and as trained journalist, I've tried to work with him on it, but he has resisted so far. I think as an Aspberger he does not feel I write "impressively" enough, because he believes he needs to use a lot of work slang and legalese to be convincing. The problem is, one can not follow his writing easily. His supervisor has finally mentioned his communication skills in his last two evaluations. Aspberger written communication can be very dense, full of five-syllable words, and extremely difficult to understand. The supervisor wants him to do better, but he does not know of Dan's diagnosis. We are reluctant to share it, at least for now. I think dh might now be open to trying to relearn and acquire new writing skills, but I think he remains too sensitive to enjoy me as his teacher. Can anyone suggest a clear, effective resource (text, online course, etc.) that might help him -- and I think specifically, help with memos and business letters. Also, he often has to write persuasive recommendations regarding potential purchases, projects, etc. So he needs help with that objective, as well. Thanks for any ideas!

Me, too. Trying to get serious about supporting his dream/efforts. Would love input.

This text is used in a local parochial school throughout their English track. I've looked at an older edition. Has anyone used this, and if so, how? I think it's more of a handbook than a text, but perhaps useful? If not this, has anyone encountered any other text for writing that was comprehensive and useful? I like the Bedford Readers but I think the essays are too college-aged for me to use right now. Has anyone found anything similar that groups essays by type and demonstrates some annotation or analysis of the arguments? Thanks!