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Bumping! :bigear:

If you're interested in a small, student-led, live study group for the May 7, 2013 AP Art History exam, PM me before September 2012. DD is convening the group. She'll follow a syllabus I'm preparing. Pending a technology test, she might be able to include a motivated study buddy via Google Hangout or Skype. Tuesday mornings, 10-11:30 EST, September 25 through May 1, with several breaks between (and four dates reserved for Washington, DC gallery visits in October, December, February and April). Spine: Gardner's Art Through the Ages: A Global History, 13th edition, by Kleiner (ISBN 0-495-09307-6). Study Guide: Vol. I and Vol. II for Gardner's 13th edition, by Cohen (ISBN 0-495-50391-6 and ISBN 0-495-50392-4). Other texts will include The Annotated Mona Lisa, 2nd edition, by Strickland (ISBN 0-7407-6872-7). If interested, PM me with your questions and thoughts, and any resources you have to offer the study group (which could consist of nothing more than commitment and curiosity about art history and life). Advice, especially if based on experience, is also welcome.:bigear: DD is seeking serious study buddies capable of making a firm commitment after the first session or two. For example, she assumes you would courteously notify your fellow students of a planned absence rather than be a no-show; and follow through on any promises you make, such as researching a topic or sharing materials with the group. Before starting, the group will agree on some basic rules of etiquette. If you are not familiar with AP (Advanced Placement) or the AP Art History course, please see the College Board website before responding. http://www.collegeboard.com/student/testing/ap/sub_art.html?arthist

Angela, we've got ID trauma here in Virginia, too. Agh! Taking the expired passport (and therefore, possibly, the exam in October if they don't let DC in). Sigh. A photocopy of that ID is going into my file as soon as we find it. :chillpill:

1. YES 2. yes; and should be, along with other masterpieces 3. US 4. 46 5. 1956 all the way

Thanks for the blog post, Emily! To others reading this thread before September 2012, see my invitation (in a new thread) for a study group my DD is convening for the May 7, 2013 exam.

No news on changes to AP US History. Best resource is the College Board website itself. If you're putting together your own course, read the Course Description and other materials. The sample syllabi give you an idea of the textbooks commonly used (as will Googling to see what other teachers are doing). My favorite spine is Brinkley's "American History: A Survey." Both his 12th and 13th editions have nice resources for free at the publisher's website. I'm moving to the 13th edition for the APUSH class I plan to teach next fall, because the number of chapters fits a September-May study period better and we get a little closer on the modern history end. Last year, I combined Brinkley and other resources with TC lectures from "History of the United States" (second edition) by Guelzo, Gallagher and Allitt: http://www.thegreatcourses.com/tgc/courses/course_detail.aspx?cid=8500 Will do the same next year; recommended!

On the referenced web page, I notice that the College Board uses "school" when they're talking about the high school the student is attending currently, and the word "colleges" when they're talking about where you're having scores sent. http://www.collegeboard.com/student/testing/ap/exgrd_rep.html Make the deadline for cancellation (June 15), and the poor score won't appear on this year's score report.

:bigear: Bump!

So, for those who don't want to give up hope, any thoughts on how to make the "honors" case on a course description (or footnote or title)?

Holt Biology (polar bear or cheetah) textbooks are inexpensive used, and very well supported with a variety of publisher materials and answer keys. The teacher's "One Stop Planner" CD is a fabulous thing: if you don't have time to create materials for this class (babies!), you will love the fact that the Chapter Resources include assessments at three different levels (and in Spanish), and various other goodies, including labs of various kinds (inquiry, math, demo). There's even a cute tool in the cheetah version that will generate a lab supply list for you, when you input which labs, how many students, and how many lab teams. Having said all that, the Miller-Levine (macaw) looks fabulous, too -- and also has options for different academic levels.

I did a "total 180" this week: put lovely Campbell & Reece aside for this year and switched to the high school level Holt's "Biology" (2006) with the friendly polar bear on the cover. Still using selected lectures from Teaching Company Biology (Nowicki's "Science of Life" lectures), but have shifted mapping from C&R to Holt. This means scrambling up the order of Nowicki's lectures considerably, since he has a (groovy) three-concept approach that just doesn't fit the more pedestrian Holt outline. I think it'll still work, though. Holt has a boatload of ready-made assessments, labs, and other goodies that I hope will save me some urgently needed time. Way too much organismal biology, but I'll cut that down in favor of other topics. Aiming for SAT II ratios. Anybody done worksheets, quizzes, reading guides or the like for Nowicki's lectures? I wouldn't necessarily develop these for one student, but looks like I'll have at least four. Hmm. Maybe a generic worksheet for outlining main points . . . .:auto:

Thanking God yet again that we're fortunate enough to homeschool. What an informative thread! I hadn't looked at many of those College Board reports until reading this today. I can't believe how many students are taking exams they don't seem to be prepared for, and probably don't wish to take. Racing to "Nowhere," indeed. Sleeping during exams. Schools getting resources for playing the system but not generating real outcomes. Wow. Bet most of those students didn't have to pay $87 plus a proctoring fee. Clearly, AP might be a different beast if my daughters attended school (the "AP madness" post says it all) -- but in our little world, AP has been great, so I'm a fan. With the help of the College Board website and some work and research this year, I was able to design a do-able history course that met high standards; helped my daughter prepare for a difficult exam (including the cultural experience); and transitioned us from essentially un-schooling to a more rigorous, but hopefully still healthy, lifestyle. College Board's online EDG was a great resource for exchanging ideas with other teachers. My oldest DD will be doing several more AP courses -- probably about 7 -- because it works well for us. But wow, getting a view of the Big Picture certainly has been educational. Yuck. Tia

Thanks for the recommendation, HodgesSchool! I bought "How to Look at and Understand Great Art" bundled with Kloss's greatest painting hits for $139 last week. Will post experience. Sawuk, would like to know if you think the Study Guide is worth it. And good luck to the daughter of LuAnn in ID on the AP Art History exam tomorrow!

Marbel, two questions. (1) Are you following Nowicki's "essential reading" recommendations at the end of each lecture outline? I started mapping them last night. (2) Which workbook did you get? (ISBN?) BTW, in case it's useful to anyone, Campbell & Reece 7th seems mainly different in the re-worked introduction, the moving of "Introduction to Metabolism" from Unit 1 to Unit 2, and insertion of "concept" tags. Sixteen pages shorter overall.

Hi, Pam! Are you still doing this? Maybe we could help each other. I'm fiddling with a correlation now, using Nowicki's TC lectures and Campbell & Reece, but the 7th edition. (I happen to own the 6th edition also, but am stealing from the textbook map at HippoCampus, which references the 7th instead.) Which LabPaq are you using?

(Night of the Living Thread :eek:) First, any suggestions for a weekly study group for AP Art History? Next fall, my 10th grader wants to convene a group that follows a syllabus I'll cook up, using some version of Gardner's, maybe Annotated Mona Lisa, Masterpiece Cards, Sister Wendy or TC videos, and a prep book. She'd like it to be student-run and to focus on sharing weekly essays, using a peer grading rubric. BYOB (last "B" is for brains, books, or both). Second: gee whiz, there are a lot of versions of Gardner's! Thoughts? Anyone use the backpack sets? I can't find a good publisher page at Cengage that makes it clear which versions are for which purposes. I'm thinking going with just one version ago, Gardner's Art Through the Ages: A Global History, 13th ed. because of the neat website. Finally, anyone have print tests and keys they'd like to share or trade?

What about going back to Saxon for Algebra II? The older book includes some geometry. You could ask your daughter what she did/didn't like. Maybe it's just a case of math is math? If you want more than TT, Saxon's consistent practice does do the trick. Our lovely tutor starts each session with some fun creative problem, not from Saxon, just to get juices flowing.

Janet, I'll reply to part of your question in the hope of bumping it up. I'm teetering between CK12 and Spectrum for my liberal-arts oriented gal (and will probably go with Spectrum just because it's more laid-out already); but in either case have decided to cover labs via Landry's two-day intensive in our area in October 2012. Chemistry isn't the centerpiece of our educational plan just now: we just want to get the basics for application in biology and environmental science. So, while she covers her textbook and watches corresponding TC lectures, she'll stick to demos and do a few lame online labs. Then, a dozen labs in a whirlwind two days. Not ideal, but what our schedule can handle.

If it were me . . . I'd only drive to a daily bio class if EO Wilson were teaching it!

Continuing discussion from this & other threads, to what extent is your chemistry curriculum self-guided? Assuming a motivated, self-disciplined student, do you think your curriculum is/was suitable for minimal instructor involvement? Brenda in MA said she liked how planned-out Spectrum was, including lab supplies: http://www.welltrainedmind.com/forums/showthread.php?t=290192&highlight=spectrum Our goal: a mostly self-taught, not upper level, basic high school chemistry course with labs, with study plan already worked out. Doesn't have to meet all SAT II topics. Answer keys a must. We're now deciding between (a) Spectrum (http://beginningspublishing.com/oscommerce/catalog/product_info.php?products_id=43) and (b) CK-12 chemistry (first edition with teacher's book, etc) along with Robert Bruce Thompson's "Illustrated Guide to Home Chemistry Experiments: All Lab, No Lecture" (ISBN 0596514921) and his lab kit here: http://www.thehomescientist.com/kits/CK01/ck01-main.html. In either case, we'll also consult the Teaching Company's chemistry course by Cardulla: http://www.thegreatcourses.com/tgc/courses/course_detail.aspx?cid=1012 For others perusing this and other chemistry threads and wondering about costs, Option A is $316. Option B is $18 + $175 (not printing CK-12 books). We already purchased the TC lectures on DVD for $80. Does Spectrum's additional cost pay off in terms of an easier path for self-guided work? Thoughts?

Free books are awesome! But Saxon definitely requires lots of writing, compared to TT, even if he's already copying out all the problems and working them out on paper, line by line, because there are MORE problems in Saxon. You might not have to do all of them, but we're finding my daughter really needs to, in order to master the material. You idea of using the Saxon book for extra practice and a different explanation, when needed, might be the perfect answer. One thing about the older Saxon is that it includes geometry within Algebra I, Algebra II, and Advanced Math -- instead of taking a break between Algebra I and Algebra II to cover geometry separately. I happen to like that (we're using it), but this may be a reason NOT to switch your son from Teaching Textbooks to Saxon at this point; at least, not to that version of Saxon. The new version breaks out geometry as a separate subject, I understand. I have used both TT and Saxon. I will agree that the latter is more rigorous, but we've used TT for good reasons in the past: it was a gentle introduction to math for very verbal daughters, and it required little parental involvement. But, frankly, the payoff was also lower, and both girls want to go to challenging colleges. Starting with algebra for the oldest daughter, we switched to Saxon, courtesy of my wonderful friend who teaches both our daughters. Saxon's definitely much "harder," and requires hands-on instruction once a week, but she GETS the math now. Totally worth the upgrade in her case. Going back to TT will not be an option for her, partly because it has a different sequence, but also because I believe it is more effective for her. Now, younger daughter is doing TT Algebra I this year (7th grade), but will start with Saxon Algebra I next year. I think that TT will have served as a nice introduction for her. I don't have any experience with dysgraphia, though I do think that switching any math curricula may require an investment of time and patience, and everyone's understanding that gaps may need to be filled. But perhaps worth it, if you are aiming for calculus in a couple of years and you really think TT isn't doing the job? On the other hand, if a grade-level test shows that TT is working, maybe nothing is broken. Tia

(IbbyGirl, this is your Girl Scout troop advisor speaking.) YOU create the warmth for your clothes or bed or sleeping bag or coat -- not the other way around. So, to be seriously comfy when it's cold, even indoors, you want multiple, light and medium weight clothing layers that will trap layers of AIR which are warmed by your metabolism. The clothing needs to be made of materials that won't be instantly compromised by sweat or other moisture. Cotton is an excellent sponge, which is why the poor stuff will be criticized mercilessly here. As soon as it is damp, cotton ceases to warm you because it cannot accommodate air. Do NOT think you can wear the same little ole cotton shirt, cotton socks, and jeans that made you happy in GA in the summer -- and just slap on a big, fat coat to stay warm. It won't work. Bikini under a mink coat? No. Here's Ms. Tia's prescription for cold southern sisters. First, let's start with your insides. Go to the bathroom (now you don't have to heat the contents of your bladder). Stop giggling. Next, drink some nice hot tea. (Soon, you will need to repeat the first step, but staying HYDRATED keeps you warm and even less chapped.) Drink! Drink! Now, put on an utterly dry layer next to your skin. It should be close-fitting to keep that air layer next to your skin, but not skin-tight. Best fiber choices: polyprop, silk, polyester, and blends. If you cannot avoid cotton, which is the worst choice, it's not the end of the world. But you can be creative about avoiding a cotton underlayer, without running out to REI for hi-performance gear. Perhaps you have a bathing suit or lycra-filled exercise gear? A bike shirt? A rash guard? Something er, more racy, that you've not worn since the wedding? (You're not dressing to impress, but to stay warm for a day of homeschooling, right?) I leave it to you, but ideal underlayers include thin, non-cotton, long bottoms and a nice, long turtleneck (preferably not cotton, but it will do, especially if you have a non-cotton-something underneath). The closer fitting tunnel of the neck stops warm air from shooting off your torso every time you turn your head. Remember, YOU are what warms your clothing. On top of the turtleneck comes the sweater. Doesn't have to be thick (in fact, loopy knits hold lots of air bubbles). Don't make it terribly tight. Steal hubby's if you must. That air layer is what you want. Freedom to move, without sweating too much. Sweat will make you cold. Now, a vest. Holds core torso heat, and easy to put on and off to adjust your temperature. Using clothing to regulate your temperature -- instead of living naked in the tropics where we started -- means you'll be taking layers on and off. Frequently. Did I skip your feet? Oh, dear! They're essential. Here's the thing: ditch the cotton socks. Granny means it. Instead, put on $4 thin silk or poly liners (or cheapo nylon knee highs), THEN socks with as much wool as you can find. Don't make them skin-tight, or you lose that warm air layer I keep harping on. You want to be able to use your feet, not lose the sensation in them. Don't make them sweat, or you'll just get cold again. Some people who don't usually wear shoes indoors will do it when their feet are very cold. You could consider that. There. Now you should be warm enough to go make yourself another hot cuppa. With love, Granny Tia

Setting aside Apologia for a moment, which chemistry course/approach would you recommend for a sophomore who's not STEM focused, dislikes math (getting A- in Saxon), and wants to attend a university that asks for four years of science culminating in physics? When she starts chem next year as a tenth grader, she will have finished bio and most/all of Algebra II. Proposed sequence: ninth bio, tenth chem, eleventh physics, and twelfth AP Environmental Science. Tia

Cheryl, you and HappyGrace posted about RS at nearly the same time! Must be a zeitgeist thing. I've used Rosetta Stone's German and LA Spanish courses. I'm a fan, but I echo previous comments about the program's great usefulness as a SUPPLEMENT. For younger-than-high-school grades, I think RS offers a great introduction with a natural language approach that lets parents focus on other things. I'm happy I forked over the money. But I would NOT use RS as a stand-alone for high school, though, even with the workbooks, unless you aren't heading to one of the most rigorous colleges, and/or a friendly introduction to foreign language is enough. I understand the competence of most US public high school students after four years of foreign language study is low, but even so, RS by itself doesn't cut the mustard IMHO. I speak Spanish as a second language, so I've been happy using Paso a Paso 2 (an older edition) with my freshman daughter this year. I like that much of the book is IN Spanish; but I realize that a non-Spanish speaker would have some trouble using it as we are doing. It's not totally independent study for her, but that's appropriate: she needs someone to talk with, after all -- and someone to grade her free responses. But in a year or two, I'll need to get someone with better grammar than me, to help her with essays and such. I'm responding to Cheryl's posts partly to bump her question up: I'd like to hear from Spanish-speaking parents which book-based or online courses THEY feel are rigorous and appropriate for self-study by a child who has not grown up speaking the language much (quizás porque la mama es una gran perezosa, as in my case). In other words, Cheryl's question. Tia