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Lori D.

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Lori D. last won the day on September 20 2013

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About Lori D.

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    learning, reading, gardening, leisure hiking, film buff, and Rock Band game bassist

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  1. A read-through of primary source documents? Documentaries on specific issues having to do with gov't/civics/court system/etc? A text or books going deep into other government types? An online Constitutional Law course for high schoolers? Dig in to some films with Civics themes? - Teach With Movies - films & lesson plans - "24 Great Films About Government and Politics" - article with more film ideas - "Looking for ideas and movies for government class" - WTM thread with ideas
  2. Some other possibilities?Gov't: Legislative = YMCA Youth & Gov't (model legislation program) (west of Mississippi =Youth AND Government) Gov't: Legislative = TEEN Pact (state government and the legislative process; Christian) Gov't: Judicial = Teen Court, Youth Court, Mock Trial (model judicial branch of government)Politics/Gov't = Junior State of America (teen events on civics/politics; speakers & discussion sessions)Politics = National Model United Nations or Model United Nations (mock U.N. session)
  3. (Side note: "Civics" actually refers to the study of the duties/rights/privileges of citizenship -- a subtopic under the broader subject of Gov't. Just my picky pet peeve when high schools and state education boards require a 0.5 credit of "Civics" -- I always want to ask "Do you mean a semester of studying citizenship? Or do you really mean studying Government for a semester, and including "civics" as one of the subtopics within that study?" 😉 ) As far as doing Econ/Gov't together -- as Zoo Keeper said above, a lot of people do 0.5 credit of Economics and 0.5 credit of Government in the same year (often 12th grade) as the Social Studies for that year (in lieu of any History and/or Geography). A few colleges specifically say 0.5 credit each for Econ & Gov't are one of their required Social Studies credits for admission. But if your state homeschool regs don't require either subject, and you don't think your student will be attending a college that requires either, then these are optional courses for you. We did not do them in the same year. We did 0.5 credit of Gov't when DSs where 10th & 11th grades, and did it alongside Amer. History -- doing those 2 subjects together really enhanced both. For the legislative portion of the Gov't 0.5 credit, we did it as "hands-on" via participation in the YMCA Youth & Gov't model legislative program, and the rest of the Gov't topics from a standard textbook. We did the 0.5 credit of Econ the following year (grades 11 and 12), spread out over the school year, and used the Teaching Company Great Courses: Economics lecture series by Timothy Taylor as our spine, along with several other short resources. The GC Economics covered both Microeconomics (cost/profit/markets) and Macroeconomics (interest rates/federal fiscal policies & decisions). Check out this past thread for more possible options: "US Government and Economics - please help". ETA -- PS: Also, on PAGE 5 of the big pinned thread "High School Motherlode #2" at the top of the High School Board, scroll down into that PAGE 5 post, and about halfway down is the heading "Social Studies", and there are a number of past threads linked there with either ideas for resources or discussions on those topics, including Economics and Government. 🙂
  4. I used it about 12 years ago, so I personally can't remember any specifics. 😉 However, if you use the "look inside" option at this link, you can see how she guides the student into brainstorming/thinking for the first 2 assignments.
  5. ART - "Katie" series (James Mayhew) - Anholt's Artists Books for Children series (Laurence Anholt) - Smart About Art series -- various authors - Getting to Know the World's Great Artists series (Venezia) - Natalie Goes to the Museum (Cohen) - The Story of Paintings (Manning) - Looking at Pictures (Richardson) -- this one is cool because it includes a "behind the scenes" at the art museum as well DANCE - The Illustrated Book of Ballet Stories (Newman) - A Children's Introduction to Ballet (Lee) - New York City Ballet -- picture books telling the story of individual ballets (Swan Lake, Nutcracker...)
  6. A few other informal discussion starters: - What did you like/dislike about this chapter (or event, or character's choice, or...), and why? - What made that scene so ______ (scary, funny, vivid, exciting) to you? - Why do you think that character said/did/chose that? and, What would you have said/done/chosen if you were that character? - What kind of person do you think that character is, or, would you want that character as a friend? Why/why not? - What was your favorite part of the book? Why did you like that the best? And be prepared to share your own answers... Make it engaging conversation. And have fun! 😄
  7. Ummm... I wait on formal discussion until DC are 7th/8th grades and in high school. For elementary ages (looking at your DCs' ages in your signature), it was always extremely informal, and "in the moment" as we were reading together, or while in the car, or eating lunch. And it was usually sharing about something we liked about the book, or when we were in the midst of a book, "what do you think will happen next?" ... 😉
  8. If you are in Illinois, legally a child may not be left alone until 14yo. Two other states legally require a minimum age of 8yo. And about a dozen other states "recommend" somewhere between age 9-12, in lieu of a legally required minimum age. (website list of states/ages) Also, how would your DSs feel about it? Would it be during the day (less scary), or evening/into the night (more scary)? Would there be a neighbor that DSs know well, just a few doors away, available for an immediate emergency? That could make DSs feel much more comfortable about being home alone for a longer period. JMO, but it also depends on the specific children. Because of our DSs' particularly unique personalities, and esp. the younger one's attitude and impulsiveness, I was NOT comfortable with leaving them alone for several hours until *both* were over the age of 13yo. Again, that was due to the unique children involved. 😉
  9. We are very good friends with one of the instructors and his wife -- since even before DH and I were married! It's a great experience if you can ever swing it -- really a pivotal, positive life-changing experience for both DSs, but especially also launched DS#1 into the rest of high school with SO much more confidence. You might contact them if you think it's a good fit for one of your DC (and when they are into their mid/later teens, as opposed to 12, 13, 14) -- I believe they do have some partial scholarships.
  10. I'm *ahem* a number of years older than you are, and just started beginner yoga 3x/week (1 hour class at a gym) at the start of January. Each class is taught by a different teacher so it's great for different workouts -- some focus more on stretching, some on strength (like, including planks and poses that require abs), some on holding positions longer, some on balance... But ALL are extremely knowledgeable and excellent teachers in helping you position properly. I've been going regularly, and only had to miss once, so, I've had almost 2 months now, of 3x/week (hour at a time) and I am starting to see positive results of feeling less stiff in my joints and more flexible. I keep meaning to also try and do short sessions via youtube on the days off, but haven't gotten to it yet, but I'm sure that would help even more. Also -- when you hold moves, you do need to hold for a nice long while, and the entire time work to both keep working or "extending" the position, and to not just "be" in the position without anything "happening" in your muscles (except in the "resting" poses). So keep stretching upward, twisting a little more with each breath, relaxing further into the stretching... etc. In other words, work to maximize each position and what it is doing for you. 😉 ETA -- PS I see later in this thread you were looking for strength poses. Check out the images in this article -- does your yoga class include some of these positions? Of these basic strength poses, my beginner classes almost always include downward facing dog, warrior I and II, triangle and revolved triangle, and garland pose. We also have done boat, chair, dolphin, dolphin plank, and wide-legged forward bend. I've been doing classes with one of my adult sons, who also does weight training, so anything that involves planks, squats, and ab work will greatly help you with strength. 😄
  11. Summers are also a great time to *take off* from formal academics if the student has been pushing hard, and have the opportunity to explore personal interests, and do "self-teaching" of topics of interest -- watch documentaries, learn to code, design and build a boat, electronics. Or volunteering. Or a personal project. Community Youth Theater production. Do cartooning or write that story they've always wanted to write. Learn to kayak or rock climb or bake/decorate cakes... Endless possibilities. 😄 There can be a danger for some students of "burn out" if doing academics year-round, even if it's a "lighter school". That said, perhaps "knock out" some topics you might want to be sure to cover before high school graduation, but may or may not accrue as a partial or full credit: - Computer Science- Public Speaking- Driver's Ed- Health- Personal Finance- Consumer Sciences (Home Ec)- Study Skills- Career Exploration Our DSs really enjoyed doing a week of Worldview Academy in each of 3-4 summers of high school. I accrued their class hours from each summer, and they ended up with a 0.5 credit of Elective: Worldviews on their transcripts.
  12. Sitting with the student and me asking a lot of prompt questions, especially in the brainstorming/organizing stages of writing, is what we did. (Only thing that worked.) Some students need more scaffolding than others. Boys often are more laconic than girls and need to have details "dragged" out of them (lol) with questions and prompting. And any student with any kind of writing, spelling, or language arts issue is going to struggle with figuring out what to say -- it is often a matter of time for brains to mature, and until then, lots of 1-on-1 prompting/guidance/mentoring. Once my struggling writer with mild LDs hit 8th/9th grade, Jump In seemed to help him with figuring out what to say and how to organize his thoughts a bit more independently from SOOO much of my help -- but still required quite a bit of scaffolding and 1-on-1, all through high school. Some tools/resources: - 4 Square Writing Method -- visually seeing that you need to fill in the squares can help guide the student's thinking into what to say - Killgallon's Paragraphs for Middle School -- paragraph construction and what goes into a paragraph, so that might help model for a student see what is needed, and guide into self-prompting - Evan Moore Paragraph Writing, and/or, Scholastic Paragraph Writing Made Easy -- fill-in blanks and guided exercises to gently bridge the gap from already written paragraph examples into writing your own paragraphs - Writing Skills (Diana Hanbury King), book 1 and/or book 2 -- guided exercises leading into paragraph writing; not as much instruction as one might hope for -- but several people on these boards with reluctant/resistant writers have said this one worked for their students These may be too simplistic for your student, if your student is generatingthinking/discussing at the level of all the classroom thoughts on the white board in Cintinative's ANI youtube link above.
  13. Closer to the time of the original publishing/first production of the play is the 1967 TV movie version with George C. Scott and Colleen Dewhurst. ???
  14. I still do think the Mushroom Planet series (Cameron) would be a sweet one. It's just so appealing for kids -- a spaceship just their size, and these gentle mushroom people (also the size of the 10yo protagonist boys) who the boys get to help save. Plus some fun science-y backdrop. 😄 Perfect for going to sleep to. 1. Wonderful Flight to the Mushroom Planet2. Stowaway to the Mushroom Planet 3. Mr. Bass's Planetoid4. A Mystery for Mr. Bass5. Time and Mr. Bass
  15. While they are both dystopias of a sort, they are incredibly different, IMO, and both have ideas worth exploring. Ender's Game probably has more ideas to explore in it than Hunger Games, but is older and feels a little bit dated in some areas. The violence in Ender's Game is traditional military games (ranks, strategies) in which people are not hurt or killed (until outside of the game room), while the violence in Hunger Games is very gladitorial/survivor in nature -- it is the "bad" kids, from the wealthy districts who have trained since birth to be victors, who are callously killing while the "good" Katniss and several other kids from the poor districts "only kill" in self defense or to stay alive to game's end. The Hunger Games trilogy, written in 2008-2010, started off exploring the ideas of using child gladiator-style battles as a way of both distracting the populace from the problems in the dystopia, while keeping the lower levels (districts) of the dystopia under their thumb. It also started to explore the idea of PTSD, as well as fashion extremities, but sort of dropped the ball for most of books 2 and 3 to focus on the "love triangle" and conflicted emotions of heroine Katniss, and showcasing her skill as an archer and survivor in escalating gamer-like levels of gladiator competitions as the books progress. Ender's Game was initially a short story published in 1977, and then expanded into a novel in the mid-1980s. It has a strong Cold War vibe to it, with the twist that the nations of Earth have had to put aside their differences to fight the mutual threat of an alien invasion. The aliens were defeated and prevented from landing on Earth, but Earth nations are still pulling together to put together an assault force to bring the battle to the aliens. The child soldiers are being trained to remotely guide the assault force, and training happens in a battle room, like traditional military "war games" to practice strategies without hurting one another. What is violent and disturbing is the mindset that the adults are training the children to have in order to lead the assault force on the aliens -- not too unlike in the Congo region of Africa, with the real-life stripping of innocence and childhood by adults in order to turn them into child soldiers. (And, also, several outside-the-battle-room real, violent, vicious child on child fights that end very brutally.) Ender's Game is also a series of novels, with a second series of novels told from the perspective of one of the main commander soldiers under Ender. Lol -- I will be using one of the several OLD paperback editions of the trilogy that we have around -- from the '60s and '70s, with pages falling out and page edges crumbling. 😉 Just holding the same copies of this trilogy that is so well-loved at our home is worth the effort of careful book-holding. 😉
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