I don't have any sort of ipad yet. My hubby managed to score $400 of bestbuy gift cards using his frequent-stayer hotel points and gave them to me to buy some sort of ipad to use for school. I'm trying to figure out if I want an ipad 2 or an ipad mini. I need to stay on the basic end of whatever I choose because I can't spend much more than the value of the gift cards. I really want to be able to use it for this sort of educational app -- plus maybe some upper levels textbooks and possibly one of KnowledgeQuest's timeline apps for starters. I suppose I need to go to a store and actually look at both sizes and then decide. Sigh. Who has time to go fiddle with electronics at bestbuy? If I have to bring my kids, my son will go into some sort of electronics-induced ecstacy coma!

I had emailed the publisher a while back about this same question. He said that tests and answers are available only with their self learner print packages. He said that the app contains the full text plus all those fun interactive tools, but that many parents wanted to use it as a supplement. He uses it in his classroom, but he adds tests, quizzes, etc. Sounds to me like he is justifying getting people interested in his curriculum with a relatively inexpensive app, and then you have to buy the more expensive package to get the testing. I figure I can make my own quizzes.:)

Does anyone know if you could really use this BTB Spanish app on an ipad mini? Or would it be too small to get the most out of the interactive part?

This is an essay type I am not as confident in evaluating as other types of essay. Considering that this is her first real lit essay, I'd like some feedback. The feedback is primarily for me to use in improving my instruction for the next time around. She's worked hard on this and has shown me she is trying to think and process more deeply than she has previously. She is 14 yo and in 9th grade. Beyond His Father’s Footsteps Around 800 B.C., the Odyssey, an epic poem attributed to Homer, took the form that it is read in today. The story begins twenty years after the main character, Odysseus, left home to fight in the Trojan War. Telemachus, the baby whom he left behind, is now grown and able to be measured against the Ancient Greek standard of excellent manhood. The ancient Greeks valued men who were pious like Hector in the Iliad, skilled in battle like Achilles, and cunning like Odysseus. These are, in fact, qualities that Telemachus’ father himself possesses in varying degrees. Yet Homer uses Telemachus to indicate that an outstanding man has more than just the qualities embodied by Odysseus. Although Odysseus is pious, Telemachus is the one who is honest. Homer establishes this from the very beginning of the Odyssey. When Athena, disguised as a man, visits Telemachus to encourage him to go look for his father, Telemachus promises to “try...to give†her “a frank answer†to her questions about himself (1.248). This instance does two things. First, it establishes Telemachus as an upright young man, which contrasts him sharply with the corrupt suitors. Second, because this instance follows immediately after Athena tells Telemachus an elaborate lie about her identity, it provides another intriguing contrast. Athena and Odysseus, both sympathetic characters, lie frequently. Unsympathetic characters, however, such as the suitors, also lie. It seems, then, that Homer may not believe that Odysseus is a specimen of a perfect ancient Greek man. It appears that Homer has presented Telemachus’ honesty is a desirable character trait. It is this honesty that, later in the story, reveals Telemachus’ new-found maturity. He and Odysseus are battling with the suitors when Odysseus discovers that someone has left the door to the weapons storage room open. Telemachus, instead of covering up his mistake, admits that “the blame’s all†his (22.164). If he had responded out of character and lied, he would not have proven his maturity to his father and the story would have ended with Telemachus still not grown up. Thus, his honesty reveals not only other characters’ dishonesty, but also his own maturity. Whereas Odysseus is a skilled soldier, Telemachus is an excellent guardian. His protective nature shows his adult understanding of the bigger picture. When Odysseus, disguised as a beggar, comes to his own house for the first time, Telemachus endeavors to protect him, telling him to “sit right thereâ€, that he would “defend†him “from all...these young bucks†(20.290-292). The excuse he uses for giving kindness to this beggar was that he was his “guest†(20.342).Telemachus understands the situation completely. He knows that his father must maintain the guise of a beggar, which could be jeopardized if Telemachus pays him any undue attention. He also knows that the suitors will mistreat his father if he doesn’t intervene. So Telemachus masterfully finds a way to protect his father, using the fact that he is a guest to protect him from the suitors. Telemachus is also able to use his mental grasp on the situation to literally take charge. Just before the test of the bow, after which Telemachus knows there will be slaughter, Telemachus orders his mother to “go back to†her “quarters†and take care of her “own tasks†(21.390). Because he knows that somebody, very possibly he or his father is going to die, he sends his mother away to protect her from the sight. He has the courage to manipulate the situation and augment the plan that he and his father had made in order to protect his family. This was something that Odysseus had not been able to do for the first half of the book, because he was simply not present. Indeed, Odysseus almost never deviates from his own plan, at least on purpose, for any reason whatsoever. Even in this instant, where his beloved wife is in danger of seeing his own slaughter, he does nothing. Homer shows that Telemachus’ protectiveness is an excellent quality which Odysseus does not have. In addition to being clever, Homer reveals that men should be rational. Although Odysseus has a reputation for cleverness, Telemachus is the one who stops to think things through. When Odysseus comes home, makes himself known to Telemachus, and begins to make plans for killing the suitors with Telemachus by his side, Telemachus is the one who stops to ask “How on earth...two men†could “fight so manyâ€(16.275). Telemachus even suggests that his father should find “a friend in arms†to aid them (16.287). This reveals that it is Telemachus who contemplates actions before taking them, an essential quality for a mature man to possess. Odysseus, on the other hand, very frequently acts before thinking. He blurts out his name to Polyphemus the Cyclops, and that causes his troubles for the first half of the story. Telemachus’ quality of clear-headedness, which Odysseus lacks, allows the plan that he and Telemachus had made to succeed. When Odysseus first arrives at his palace in the guise of a beggar, Telemachus tells him “to make the rounds of the suitors†because “bashfulness, for a man in need, is no great friend†(17.380-381). By thinking of this detail, Telemachus averts the suspicion of the suitors. If they had seen a beggar who was not begging, it would have certainly caused doubts. Odysseus simply does not think of things like this, to his cost. Surely, then, Homer does not portray Odysseus as the perfect man. Homer instead shows how level-headedness is needed in addition to cunning. Growing up is never easy. Telemachus has it worse than most people, with his father absent nearly his entire life. Yet he faces the same choice that everyone else faces. He must choose whether to grow up into a petulant, proud man who cannot do anything for himself, or to become an excellent man. Telemachus chooses to grow up well. So well, in fact, that Homer portrays his traits as very desirable qualities in a man. Young people in this age and culture face the same choice that Telemachus faces. He proves, however, that no matter what is going on in someone’s life they can still choose to be truthful, protective, and rational. They can, like Telemachus, go beyond their father’s footsteps.

It helps very much. Thank you. Of course, I read the thread in which you so generously compiled your research on chemistry resources. Obviously, I didn't remember that you had addressed this issue there. I am a candidate for chief airhead of the week here. :crying: Thanks for being so gracious!!!

I see he sells two chemistry kits -- an "honors" chemistry kit and a regular chemistry kit. The lab manuals for both are free downloads with instructions for each lab covered in the kit. So for a first year high school chemistry course, what would the benefit of having the actual text be? I know the text covers lots more experiments covering two full years of high school chem. So what else is different? Dd very much wants to use the Apologia text, but wants more lab work. From the TOC, I'm sure I could corrolate labs to the Apologia modules somehow. But do I use the Illustrated Guide to Home Chemistry Experiments or just the lab manual download? TIA, Monica

We use TOG and are in yr 1 this year. I've modified the lit schedule so we could spend more time on the following: Many book of the Bible (following the TOG Bible Survey track) exerpts from Gilgamesh (wasn't dd's favorite) exerpts from Iliad along with Prof. Vandiver's lectures (we had great discussions!) Odyssey along with Prof. Vandiver's lectures (dd's favorite so far -- she's actually attempting her first real lit analysis paper and writing about how although Odysseus is a Greek hero, Homer shows us that Telemachus' character qualities "complete" the definition of what a Greek man should be -- or something like that -- it's still her working thesis) We'll next tackle Agamemnon, Libation Bearers, Eumenides, Oedipus, Antigone, and the Aenid -- all with Prof. Vandiver lectures. For my first 9th grader, I am feeling more confident as we work through these. I was very intimidated before we began and through the first couple of months. But as I've seen my dd enjoy and grapple with these works, I've realized that my lack of experience isn't getting in dd's way at all. I'm still not sure I'm guiding her enough or getting as much out of each work possible, but I'm pleased by how my dd digs in and finds so much to bring to our discussion time. I just need to be smart enough to stay out of her way when needed!

Thanks!

I recommend this small book, Reasonable Faith: The Scientific Case for Christianity by Dr. Jay Wile. Here's the CBD description: While pursuing his Ph.D. in nuclear chemistry, one-time atheist Jay Wile came to the conclusion that "everything we know in natural science points to the existence of a Creator." Here he argues the scientific case for Christianity, tackling subjects such as irreducible complexity, intelligent design, miracles, creation vs. evolution, and the historical validity of the Bible. 117 pages, softcover from Apologia. Just and interesting, I found his own recommendations that everyone ought to investigate this on their own and come to their own conclusions. Now, I have a question of my own ... Are these lectures available online or did you buy the DVDs (linked here from CBD)? Monica

I love these recommendations. We'll be doing yr 2 TOG next year. If I want to assign some summer reading to prime the pump, would 1066 or 1215 be your choice? Any other highly recommended titles for middle ages through about colonial America? Thanks!

Listening eagerly!

You've gotten some great replies here. We've done General Science, Physical Science, and are in mod. 11 of Biology. I taught the first two at our co-op. Here are a few things from our experience. What does an average week look like? 6 days for reading the module, answering OYO questions, drawing diagrams in notebook, taking notes (started this year for biology), and learning vocab on quizlet.com (for biology) 1 day for labs and write ups 2 days for study guide and module summary (mod. summary aloud for biology -- just because I was requiring written module notes as a study skill and didn't think I needed to add more written work. For gen sci and phys sci, mod. summaries were written) 1 day for test Did you add anything or adjust the materials at all? Yes, when needed. As I taught gen sci and phys sci at co-op, I added demonstrations or extra labs to be sure they grasped the material. For example, we built simple machines out of legos during gen sci, we made lemon-powered batteries in phys sci, plus a number of others. For biology, I added a few videos, we did a lot more field work, I required at least one solid essay to be written about a biology topic of dd's choosing. How involved are you in their week? My work is largely big picture -- I set up the course requirements, add assignments if I think I need them, make sure we have materials on hand, grade the lab write ups and exams, do the mod summary aloud with dd this year, discuss material when necessary. My biggest involvement happens before the year begins to make sure we have a solid course and I tweak along the way. My dd's favorite use of me is to have an appreciative audience when she reads something in the text that intrigues or delights her ... "Mom, listen to this ...!" THAT is why we love Apologia -- those moments. Which chapters were the most difficult? Which chapters were the easiest? This varies by kid and by text. In gen sci, the first module on the history of all the scientists could have been tedious had we not spread it out and did some games and Jeopardy at co-op. In phys sci, there were several that were pretty abstract and tough for the kids to really understand. So, I searched out as many demonstrations and hands on things as I could find. We haven't hit any tough spots in biology yet. What do you find are the strengths of Apologia? Conversational style of writing -- oldest dd is a social learner so this works very, very well for her Biblical worldview -- we like that Jay Wile is unapologetically endorsing young earth creation. Secular materials and viewpoints abound everywhere. Yes, we need to understand them. But we don't need to drill and endorse them as the "reasonable" explanation. We do discuss secular and old earth materials -- but we do not present them as our primary teaching tools. Although my oldest dd is very grounded in her faith, she herself requested that we continue to use Christian, young earth materials. Her words: "Mom, when I am focusing on learning something new, it is hard enough without having to be constantly trying to figure out what is biblical truth and what is worldly speculation. There is time enough for that when I am older." OYO questions and study guides are great study skill training tools What do you find are the weaknesses of Apologia? Personally, I'd like to see ideas/suggestions for supplementing areas of interest. They have great book links for further exploration -- but I still have to figure out additional assignments or demonstrations or labs if we want to go deeper. Did or are your children planning on majoring in Science in College/University? Oldest dd is only in 9th grade. She is not expecting to major in science -- but she has made it one of her priorities to have a solid foundation in high school because of that. She knows that she won't be taking upper level sciences in college but still wants to understand and appreciate the basics -- even if she doesn't particularly enjoy all of it!

Any text in particular? My answers may vary by text.

I have to look at this one to replace my current "portable" one -- thanks!

Yes, I found the same thing when I was studying German. Once I reached a level of proficiency, I didn't need a German -English or English-German dictionary as much. What I really needed was a decent German-only dictionary. I could look up a German word and see the definition and word information actually used in German. It was much more helpful for word use. Thanks for the link to the Oxford dictionary -- that's the type of thing I really need for a desk dictionary, even for learning. I do get so tired of not finding the information I want (gender, pt of speech, real context, etc.) in my ancient pocket version. Thanks!

Any suggestions for a good one? I don't mind having a larger book around to use at home. We have an old pocket edition for portability. I want something we can find most of what we'd need to look up for high school studies and beyond. TIA,

I taught General Science at our co-op using the Apologia text. I had both 7th and 8th graders in my class. Many of the moms at our co-op considered Physical Science a high school course so purposely planned to not do General Science until 8th grade. (I taught Physical Science at co-op one year, too, and that was a mix of 8th-10th graders. I made sure to beef up the chemistry side of things and addes some basic physics labls so it could be legitimately called Integrated Physics & Chemistry on a high school transcript.) Our experience with General Science was wonderful. It was a perfect transition from elementary-like science to a text book course. I have to say that the students thoroughly enjoyed the course and came to appreciate science. I know that many of those students, my dd included, would have hated science forever had we started with Physical Science -- too many heady, abstract concepts. (I worked triple hard as co-op teacher that year coming up with labs and demonstrations that would help them comprehend the more difficult concepts.) So I wholeheartedly recommend having a reluctant or disinterested science student (or a young one) do the General Science text. My oldest dd actually began to LIKE science that year -- that was huge. She didn't care for Physical Science much but she endured and succeeded because she already understood the way Dr. Wile laid out a course, how to interact with the text, and was interested enough in science to keep going. Just my 2 cents!

I want to approach SAT prep by giving one section per day of a practice test followed the next day by a diagnostic review of incorrect answers. The Amazon reviews of various practice test books are all over the board. What have any of you used and been happy with recently? Princeton Review? http://www.amazon.com/Practice-Tests-Edition-College-Preparation/dp/0307944816/ref=sr_1_3?ie=UTF8&qid=1357744197&sr=8-3&keywords=sat+practice+tests Kaplan? http://www.amazon.com/Kaplan-Practice-Tests-SAT-2013/dp/1609780507/ref=sr_1_6?ie=UTF8&qid=1357744197&sr=8-6&keywords=sat+practice+tests Barron's? http://www.amazon.com/Barrons-SAT-Practice-Tests-Sat/dp/0764147234/ref=sr_1_4?ie=UTF8&qid=1357744197&sr=8-4&keywords=sat+practice+tests Mc Graw-Hill? http://www.amazon.com/McGraw-Hills-Practice-Tests-PSAT-Sats/dp/0071583173/ref=sr_1_2?ie=UTF8&qid=1357744197&sr=8-2&keywords=sat+practice+tests College Board? http://www.amazon.com/The-Official-SAT-Study-Guide/dp/0874478529/ref=sr_1_1?ie=UTF8&qid=1357744197&sr=8-1&keywords=sat+practice+tests It needs to have full length practice tests with good, accurate, understandable answer explanations. I'd like something that has a PSAT practice test with answer explanations, too, so we could do one of those before that particular test. Many thanks!

I had a terrible time implementing The Elegant Essay -- I ranted and raved to myself the entire time I used it. The author's approach just was not intuitive for me. However, my dd loved it and did extremely well with it. So, I persevered. In hindsight, I'm glad I did. With a great deal of reluctance and trepidation, we've been using Windows to the World this year with dd (9th grade). The author's layout of the teacher book still makes me nuts. I still don't care for the flipping here and there while trying to pull together all the pieces and figure out what to glean and what not to use. But once again, dd is doing well. She gets it. The overall program really is cohesive, incremental, and well developed. I just wish it were easier for my brain to implement. (Maybe I should just have dd teach me?!)

We watched the lectures before we read. Dd said she is glad we did it this way because then she understood more of what she read. We discussed after her reading each week and I found she did not parrot Prof. Vandiver's comments. Dd would sometimes state that she disagreed with something the prof. said, and would then go on to tell me why she disagreed. That takes a lot of thinking and confidence for a 14 yo. Dd actually requested that I purchase Prof. Vandiver's series on Greek dramas so we could use them while reading, too. When my 9th grader requests MORE school material, I listen!

Can anyone recommend a service that will evaluate my 9th grade dd's writing? I've talked with her about taking an outside English or writing class, and she's very reluctant to do so quite yet. She's carrying a heavy courseload overall this year so I haven't been following a formal curriculum for composition. Instead, I've made a series of essay assignments from a variety of subject areas. She's done a basic lit analysis essay on a short story, an couple of expository essays from history, a personal response to Mayan writings, and is currently working on a persuasive essay based on a science topic. I'm not sure if I am providing enough instruction, assigning challenging enough projects, or giving her adequate feedback. So I'd sure like to submit an essay or two to a neutral person who could give us some constructive feedback. Many thanks in advance,

I like this one Student Writing Handbook.

This is fun! I just love it when others willingly share their experience and opinions! Thanks so much to all who have posted. I had ordered Prof. Vandiver's Greek Tragedy lectures before I even asked this question. Actually, dd actually requested that I order them because we've enjoyed and gotten so much out of the Iliad and Odyssey lectures. The good news is that no matter which play we leave out, we can still listen to the lectures to fill in the blanks. Right now, I am leaning toward including Antigone. Thanks all!

We'll read/discuss Agamemnon, Libation Bearers, Eumenides (the Oresteia), and Oedipus the King. I have room to add EITHER Medea OR Antigone -- which would you chose and why? Thanks!

I absolutely agree! So often we get caught up in reading level or content when the real difference between D and R is thinking/processing /analytical skills. The beauty of TOG is that you can always start at one level and gradually move up as you go.