HappyGrace, I pm'ed you.

I scheduled reading and review questions for some days and student activities for other days. I *think* I have the schedule typed out on our old desktop...I'll take a look later today and see if I can find that schedule for you. I did not use a TE for this level, but you may certainly find one helpful! My son did not do all of the student activities, but he did most of them. We started with the chapter after the Civil War, so we had plenty of time to cover the 2nd half of the text. Unlike one of the reply posts to your thread on the high school board, I found the student activities worthwhile. Here is a copy/paste of a review that I wrote about them a while back:

My son did algebra (Jacobs, Life of Fred, AoPS) in 6th and into 7th. Then geometry (Jacobs--2 edition) in 7th and 8th. He will start Algebra 2 (Forester's) next week so it should run through 8th & 9th. I also plan for him to do AoPS Counting & Probability in 9th (so he will have 2 math credits that year). I've read so much about not rushing into Calculus. That point of view has lead me to write this plan down. Who knows what we will ACTUALLY do when the time comes? If he wants to move on into calculus, then I will not stop him. 10th: AP Statistics @ PA Homeschoolers AND AoPS Number Theory (so again, 2 math credits) 11th: Precalculus AND 1/2 credit of Sabermetrics (baseball statistics course designed by Northwestern) 12th: either AP Calc or dual enrollment at local CC We did spend 1 and 1/2 years on algebra using 3 texts. I wanted him to see the material presented in different ways. This child knows algebra!! LOL! Hope that helps, Jetta

I just found a syllabus with problems assigned by using google to search through the wtm forums archives: http://liveoakacademy.org/backup/2005/Classes/algebra2/ I'd still like "live" input if anyone has any hints or ideas.

Has anyone made detailed plans (with problems assigned for this course)? I know that Math Without Borders gives a timeline for completing the course in one year on its website, but it obviously does not tell which problems to assign. I honestly don't mind making a course syllabus...it would probably be good for me to dig into the text (which is a bit intimidating after the lovely cartoons and pictures in Jacobs' texts). But I would like some input and "btdt" experience. Kolbe has a cd of course plans...but it is kind of expensive. Help from anyone? :) Thanks! Jetta

I just read in my '73 edition of the 4th course (10th...blue) that it has the most extensive section on punctuation and mechanics of any of the 6 books in the series. I'm sure it covers this subject at the expense of something else...but I have no idea what. It seems to cover quite everything quite extensively!! (LOL...you will know what I mean if you've seen a Warriner's). Having said that, I think the 12th grade Complete Course is probably the most "complete" across the board. It may not go into as much fine detail in some areas, but I would be confident that it covers them well. HTH! Jetta

Thank you for your encouraging words. My ds will be DELIGHTED to be in stats then (this could be an understatement). DS has the ACT score (top 1% Duke TIP), and he is excelling in a challenging online high school Latin course this year in 8th (maintaining a very high A). I could throw that "proof" at the HG instructor, but I'm not sure I really want to. I have this inward battle with myself all the time...do I push to get him opportunities that *I* think he is capable of...or do I let the opportunities come when they normally would. There is no sure answer. Honestly, I can make good use of his 9th grade year by helping him improve his writing and reading skills. Maybe then, in 10th, HG will be a breeze for him! :) I guess I've settled on the answer. Thank ya'll for listening! Jetta

A bit disappointed... I had hoped to enroll my son in the Human Geography course, but the instructor has closed it to 9th graders. I've been watching this course description for several years; this change is definitely new. She says that "with rare exception" the course is too much for 9th graders. I honestly believe that ds is that "rare exception". He was created to make mathematical models of geographical principles...we tease him that he was doing that in the womb! But like I told my husband last night, I don't want to beg and plead my son's case...I don't want him to start his relationship with PA Homeschoolers as an "exception". And I don't want to be "that mom". LOL! So I guess I'll teach him some other course next year and save Human Geography for 10th (along with statistics...yeah!!! :)). Just a slight, early morning whine. Jetta

Thank you, Rhonda! I hope you find a game plan that works for your son! Personally, I wouldn't switch programs this late in the year, but I would let him off the hook of watching the dvd if he hates it that much. He could finish reading the text, possibly add in some whole books, and call it done. Then you could pick a new program (like the Scott Foresman) for next year.

My 8th grade son. Bible: Balancing the Sword + some worldview books History: homemade History of Science English: Magic Lens I, Word Within a Word I, Essay Voyage, Lightning Lit 8 Geometry: Jacobs 2nd edition (started the year with 3rd edition...it was awful) Science: BJU Physical Science Latin: Lone Pine Classical Latin 100

Rhonda, Could you give me some specific info on why your ds hates the Lit 9? I had hoped to use this with my son next year. But I will NOT be using the dvd...just the text. I will use the TE to lead discussion. Does he dislike the text? Or is the DVD? Or both? Do you think he would like it more if it weren't a dvd course...if he was able to have live discussions on the material? Thanks! Jetta

This seems kind of "squished" to me. I'm not sure it would serve your daughter's best interests to take Alg II and PreCalc concurrently. Hopefully, Kathy and Regentrude and the like will speak to this...I love, love, love reading their posts. But I'll go ahead and talk, too. One idea is to just keep your math courses rolling...one right after the other. For example, my ds started Jacobs Alg. I...finished it well before the school year was over...so we just rolled right into Jacobs Geometry. Ds will finish it in early Feb...so we will go right into the next course (which will be an AoPS course like Counting or Number Theory...I do NOT want to rush him through his math. I want him to enjoy and investigate the subject just like Kathy suggested). If you do this sort of thing and use the summers, you can easily finish the Alg. I, Geometry, Alg. II sequence in a shorter time period. THEN take PreCalc and then Calculus BC. Another thing I would note is that your daughter might find Apologia rather mind-numbing after using all of those texts (dodging flames here). You will probably enjoy researching all the different programs that are now available to homeschoolers (I sure do). You do not have to use Apologia all those years. Just a thought! One more thought: Your daughter could conceivably skip the physical science (especially if you choose Apologia) and go ahead and take Bio in 8th. I would just make sure that your state/desired university would accept that 8th grade credit. My son is reading...just reading...through Miller/Levine bio this year in 8th grade and then will take a research-based, living books type of bio next year in 9th (if all goes according to plan). He could have easily handled bio as a credit course this year in 8th (non AP). HTH! And hope others will chime in. Jetta

The first thing that came to mind is the set of books by Holling C. Holling (like Paddle to the Sea, Minn of the Mississippi, etc.). We absolutely love these books. Although they might seem "easy" at first glance, they are really quite informative! Another thought I had was the summer reading lists for AP Human Geography. Here is just one example...google for many, many more: http://apcentral.collegeboard.com/apc/members/homepage/36089.html Of course, these are advanced high school/college-level books. You would certainly want to preview them for content!! Here are a few websites that also might give you some ideas: http://www.iupui.edu/~geni/GeographyLiterature.htm http://www.amazon.com/Homeschool-World-Geography-Literature-List/lm/R1AUZ27ONFN1KT http://blog.richmond.edu/openwidelookinside/archives/category/geography That last one seems to have books for mostly younger readers...but I saw one called What the World Eats that looks interesting! HTH! Jetta

Just to address the calculator issue...not sure I can address the "lazy" issue... I began allowing my first son to use a calculator on appropriate problems in his pre-algebra course (which I think is on level with Saxon Algebra 1/2???). The textbook he used suggested doing this. This son also used a calculator sporadically in Algebra (Jacobs...the text puts a star by problems that call for calculator use). And he now uses one...again sporadically...in Jacobs Geometry. There is no reason to make him do long multiplication or division at this point (imho). He is 13. I *think* you may have reached the point in your son's education (age 15) where it may be more beneficial to let him use a calculator and progress in math. This is a difficult call, I know, but it seems like you are beating your head against a wall. HTH! Jetta

I used Conceptual Physics as the primary physics text when I taught HS physics back in the day (at both a large, urban public HS and a large, elite, all-girls school). I absolutely loved it, and so did my students. I used the HS edition...not the college edition. I added in weekly labs which I got from a variety of sources (there are a lot on the internet) and quarterly projects (like egg drops and bridges and roller coasters and "inventions" and such). I also beefed up the math just a little when I thought it was appropriate, but I didn't do this very often because my primary goal was for the kids to learn the ideas and concepts of physics. This course was wildly popular in both schools, and I had a lot of students move on to AP Physics B from Conceptual Physics (I used Giancoli for that course). The CP course was a perfect introduction to AP because the students already knew all the concepts! It made teaching the AP B level quite easy! Anyway, I am a CP fan. I think YOU would enjoy it, too, Sweet Home. It is really enjoyable, fascinating reading! And I think it would be perfect for 9th grade. I have to log off so I can't gush on...but I can answer more of your questions over the course of several days. HTH! Jetta P.S. Neither school put "Conceptual Physics" on the kids' transcripts. They both just put Physics or Physics I.

It is a simple little thing, but it has really helped my ds structure his day. It took me a while to figure out that he needed something like this (my older son does not...). This schedule is actually printed out in an attractive format and hanging by son's desk. He has a separate schedule for Fridays (nice, easy day). 7:00 Wake-up, breakfast, dress, brush teeth (yes, this is on his schedule...lol!), morning chores, Bible Quiet Time 8:30 Time with Mom: Math, English, and Reading lessons (note: math is every day, but the English, reading, and dictation stuff rotates around...if we start right at 8:30, we can fit these in this slot easily. And yes, we use DITHOR). 9:00 Exercise (this short time rotates through various exercises) 9:15 On his own: History (reading, associated activity, independent history assignment) and any written, independent English and/or Reading work 10:00 Break: This has been the best part of the schedule. He is free to do whatever he wants to do...go outside, play with Legos, even play on his Nintendo DS...this 30 minutes of freedom in the morning has completely changed his attitude about school. 10:30 On his own: Math work. This has also been an important part of the schedule...so simple, but has worked so well. Math is my ds's least favorite subject...he used to DRAG it out forever. Now he has a defined 30 minutes to sit down and do it...after his brain has had that nice break! This works beautifully! Now every once and a while he will not finish the work in this time slot, so the remainder gets bumped till the end of the day. But this doesn't happen too often. We use CLE for math. 11:00 Time with Mom: "Couchtime"...Storytime and Geography/Genesis (alternate days), then History Project and Poetry/Painting. The painting part is only on Tuesdays and Wednesdays...this has been one of our favorite parts of CTC! I would not recommend cutting it or bumping it to Friday. Also...Carrie doesn't schedule history project on Thursday because that gives the student more time for the written narration that day. I am not required to be "right there" throughout this whole hour...I usually go start lunch while ds is finishing. 12:00 Lunch...again another complete break for ds. 1:00 Latin and Science. This time period usually requires some oversight from me...but not more than about 20 minutes or so. 2:00 Finished with school! My ds reads his assigned reading anytime in the afternoon or night (books for DITHOR and a book club he is in + other outside reading...this son enjoys reading). As you can see from this schedule, my direct instruction time with this son is well under 2 hours during the day. This schedule is freeing for ME, too. I am not nagging nearly as much. I work my instruction time with older son around this son's schedule...it is that important. Also, I spend the remainder of my day chasing and cleaning up after our 2 year old Tasmanian Devil daughter. Friday's schedule is much lighter: 7:00 wakeup, morning routine, Bible (I sometimes let son sleep later on Fridays) 8:30 Time with Mom: math lesson, vocabulary program (MCT) 9:00 Exercise 9:15 Latin and logic 10:00 Break (still important to get this in before he tackles math work) 10:30 Math work 11:00 Finished with school! How easy is that? :) I hope that this will encourage others to stick with HOD through CTC and the higher programs. I am continually amazed at what my son is learning and how he is progressing. HOD is a perfect fit for this particular child! (Note: I will say here that HOD would not have been as nice a fit for my older son...highly gifted, math/science guru. This is one of the many, many benefits of homeschooling...we can pick what FITS for the individual students the Lord has given us). Jetta

I will chime in. We started HOD this year using CTC with my 10 yo, 5th grade son...an average student. He is now ready for Unit 14. WOW! Believe me, there was a 6-8 week learning curve! The primary text for history (the Guerber text) is quite difficult...it took him a while to become accustomed to its language. In fact, there were several chapters that I had to read aloud to him and help him with vocabulary. But he is now accustomed to it! This is thrilling to me because I forsee that this son will be able to tackle harder works as time goes on...like Shakespeare...without being afraid of the language/vocabulary style. I DID NOT have this confidence before starting this year of HOD. It also took him weeks to learn how to write a "written narration". We started with him dictating to me...and me writing it on a whiteboard...and then he would recopy it. This went on for probably 4 weeks. Then one day, he wanted to try it on his own. I was again THRILLED. This is not normally a motivated child. He really liked that Carrie gave him a starter sentence...that helped him so much. Then he reached the week where she stopped giving the sentence! He was in a panic, so I helped him with his start for a couple of weeks. Then this week, Unit 13, he sat down and wrote an 8 sentence narration completely on his own. His spelling is atrocious, but we are working on that. So the narration part of CTC has been a huge success with us. Finally, I will comment on the time allotment for CTC. My son really struggled with this at first. So I had to make him an exact schedule to follow each day. This has really helped. I can share it in more detail if anyone is interested. He starts every morning at 8:00 and is finished every day by 2:00. He has a 30 minute break mid-morning and an hour at lunch. So you see, he completes CTC + Latin in 4.5 hours of school time. I think this is appropriate for this age. He also reads other books on his own after school hours. I hope I have given some helpful info about CTC. I am SO GLAD that we stumbled across it. This curriculum...which I never thought I would resort to...has been a school-saver for this particular child. He did not do well with the eclectic style that so fit my first-born. He desperately needed a concrete plan...and CTC has fit the bill. HTH! Jetta P.S. I like that CTC is "Bible-heavy", too. My son has learned so much OT history and how world history fits in with Biblical history. I know the other guides won't be that way.

:iagree: My 10 yo son is also doing CTC. I am just amazed by how much progress he has made this year. And I am thrilled we are actually accomplishing such neat things as poetry study, painting, a timeline, and little, fun history projects. I am using other things for math, grammar, and science because I didn't want to completely rehash our homeschool in just one year. I think next year I will pick up all the HOD LA and the science. But I do think it is too late to switch to Singapore Math for us.

We used the older edition BJU for Pre-Algebra. It was *okay*; it got the job done (gentle transition from basic math to algebra). We covered the main lessons quickly...skipping the "application" type of lessons, so that my son finished the book by Feb. of that school year. He then immediately started algebra and thus spent almost 3 full semesters on algebra (using Jacob's, Life of Fred, and Art of Problem Solving). I did this on purpose...like your son, my ds is considering a scientific field, so I wanted him to have a very strong algebra background. I have just briefly looked at the latest BJU Pre-Algebra text...it looks much better than the older one. You might consider just dropping the 7th grade text and go on into Pre-Algebra. Is your son in 7th now? If so, then he could speed through pre-algebra this year and start algebra in 8th. There are so many resources to help you with algebra...you can research them and read these boards for ideas. TT is just one possibility (Chalkdust and Callahan's math dvds come to mind immediately). HTH!

Hi Kendall, I bought my son the AMS Weather Book last year when he was taking BJU's E&S. Here is a link to it on Amazon: http://www.amazon.com/AMS-Weather-Book-Ultimate-Americas/dp/0226898989/ref=sr_1_7?s=books&ie=UTF8&qid=1320234138&sr=1-7 I'm not sure how much this book addresses the trade wind question, but I do know that my son enjoyed reading it...and has read it several times since. By the way, both my son and I found the trade winds explanation in the BJU text to be difficult and confusing. From what I can remember, that was the only "bump" we hit in the course...I think the rest of the text is well done (except maybe the little bit on karst topography at the end).

We used BJU's 8th grade text for history last year. We only did the 2nd half (Chapter 17 and on). If you use the Activity Manual along with the main text, there is plenty of material for a whole school year. Take a look at this post/thread for more specific info: http://www.welltrainedmind.com/forums/showthread.php?t=245260 HTH!

Thank you, Kai. I've read that the Rubenstein text has the same problem. But some of the Amazon reviews say that the de Blij text is at least interesting. Do you agree? And thank you, Christine. I have looked at the PA Homeschoolers course site several times...each time concentrating on the price of the course! ;) Therein lies my motivation for my son to self-study! I know that the PA course is quite successful, so that text must be at least usable. I just hate to make the purchase without a little more info... Thanks! Anyone else???

Hello, I am in the very early planning stages for preparing an AP Human Geography course for my son to complete at home next year. I may possibly go through the AP audit process, or I may just have him "self-study" and take the exam. Either way, I need a plan/syllabus for the course. Obviously, one of the first steps will be to choose a text(s). According to the AP site, there are several suitable texts for this course. Could anyone give me some feedback on one or more of these texts? (This list has been narrowed down to 3 based on other info I have found on the internet...if you have an opinion on a text not listed, please share). de Blij, H. J., and Alexander B. Murphy. Human Geography: Culture, Society, and Space. Fellmann, Jerome Donald. Human Geography: Landscapes of Human Activities. Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. Thanks in advance! Jetta

I looked at these yesterday, and there was something about the sample on the Walch site that I didn't particularly like. I can't exactly remember...it seems like the lab instructions specified how perfectly the students must do something, yet they may still expect a 20% error. I can't get the Walch site to work right now, so I cannot check what it was that bothered me. Anyway, when I was looking at the book on Amazon, I saw another one that also looked interesting. http://www.amazon.com/gp/product/087628845X/ref=ox_sc_act_title_1?ie=UTF8&m=ATVPDKIKX0DER I may put this one on my Christmas list. :) I am teaching one physics student right now (not my own), and I hope to eventually offer a class in my home. I have found a lot of excellent labs for free on the internet...just requires some digging. A couple of great sites: http://www.tryengineering.org/lesson.php http://www.arborsci.com/Labs/CP_Labs_Selection_2.aspx?utm_source=CP%2Bsuppliment&utm_medium=link&utm_campaign=CP%2Bsuppliment I hope you find what you are looking for!

I saw your post this morning, but I didn't answer because I thought someone with a bit more experience would answer. So I'll give you my thoughts and a "bump" to go with it. From what I've observed in my one year experience with MCT, "basic" (or even somewhat "advanced") grammar is taught by the Voyage Level. But the Magic Lens books take that basic understanding and show how it can be applied on a much higher, complex level. My ds just finished the first part of ML 1, and he has been quite surprised at how complicated the grammar can be when examined in classic sentences. For example, he had to complete "verbisections" (similar to parsing...but even more involved) for 15 or so sentences taken directly from Shakespeare's Julius Caesar. That was a challenge! Yes, my ds could define "subjunctive case", but correctly identifying it in those Shakespearian sentences was a different story. :D This is just one example... So my guess is that the Magic Lens levels continue to build in complexity. I have not seen levels 2 or 3, but I am very pleased with level 1 (despite the multitude of typos and mistakes). HTH somewhat. Maybe someone else will answer.