Menu
Jump to content

What's with the ads?

goldenecho

Members
  • Content Count

    753
  • Joined

  • Last visited

Community Reputation

618 Excellent

1 Follower

About goldenecho

  • Rank
    Hive Mind Queen Bee

Contact Methods

  • Website URL
    http://imaginativehomeschool.blogspot.com

Profile Information

  • Gender
    Not Telling

Recent Profile Visitors

692 profile views
  1. Here's my favorite History resources on YouTube. In general, I LOVE Extra credits history on you-tube. Really well done history but entertaining enough that both my 8 year old and my high schooler and I watch this for FUN (and my high schooler was never homeschooled, and didn't have to watch these). Search under the name and "chronological" and you'll find chronological playlists (they've had to divide it in two...one for before 1600 and one after). I also like TedEd for history videos. If you go to TedEd.com they have supplemental stuff with the videos too (quizzes and so forth). They are a little dryer than Extra credits but still well done. For high schoolers and middle schoolers, I also like Crash Course World and American history, though there are occassional off color jokes I wish they wouldn't do. Tice Art History is also excellent. Short animated summaries of art history in various eras (very appropriate for any age). Susan Euler also has longer art history videos that are really good (and appropriate for any age as well). Invicta has great history videos for high school age (and a few they've added for younger ages).
  2. North America 1400-1800 - SPANISH COLONIALISM I've done a lot of research on this era, mostly from original sources, so I have a lot of resources I love for this....most are high school level. MS = Middle School HS = High School *Crash Course - Columbus/de Gama/Zheng He (All Ages Kinda...see note) -This introduces Columbus, briefly, and some other explorers, and also sets up WHY people wanted another route to India. While a little fast paced for younger kids, I think older elementary would be fine. Does contain one brief off color joke about eunuchs that will go over most younger kids heads. **Columbus' Journal (1st Voyage) (All Ages) - If limited on time, I suggest reading the entries for Oct 11-13, which show landing/first contact with Arawak people **Crash Course World History:  The Colombian Exchange (All Ages Kinda...see note). Overall a good, short video overview of how the discovery of a passage to the Americas changed the world. NOTES ABOUT CONTENT: He says OMG (spelled out) once, and smaller children might be scared by depictions of war and people dying of smallpox. Later elementary age kids would probably be fine with this. **History of the Indies or Brief Account of the Distruction of the Indies by Bartolome De Las Casas (HS) If you can find it, I highly suggest reading at least some sections from History of the Indies ( the whole not completely translated into English, and the most complete translation is out of print, but it's one of the most readable works by Bartolome de las Casas, a priest who chronicaled and spoke out against the mistreatment of the native peoples under Spanish Colonialism). It's an actual history, unlike "Brief Account of the Destruction of the Indies," which is more of a list of atrocities (but without putting them in context or naming many names like History of the Indies does.) I think reading a little bit of his work just to give a feel for the situation for the natives in the New world is really valuable. Not for younger kids though. Maybe a mature middle schooler could read some of these but I would preview first. Any of the following passages would suffice.... 1. "History of the Indies" by Bartolome de Las Casas, translated by Andree M. Collard - Book II, Chap 9 (The Jaragua Massacre) - Recounts the Spanish massacre of chief Anacoana and her people. 2. Witness: Writings of Bartolome de Las Casas (edited by George Sanderlin) Witness - Chap 6, The Conquest of Cuba - - This was one of the events las Casas was an eye-witness too, directly. He recounts the first "somewhat" peaceful interactions with the natives, and then a massacre that broke out in one of the villages that he witnessed. I don't know what it was skipped in Andree M. Collard's translation. 3. "History of the Indies" by Bartolome de Las Casas, translated by Andree M. Collard - Book III, Chap 57-63 (The Slave Raids of Hojeda and Nicuesa. This is a story of soldiers turned pirates raiding native villages for slaves, and then getting lost in the jungle before getting rescued by the people of another native village, who obviously didn't know what these men had been doing. REALLY interesting passage--kinda a page-turner too. ) 4. Brief Account of the Destruction of the Indies - Any section - I don't suggest this as much as the others as it's just so compact it's difficult to read, but it is free online so if you can't find any of the others, this works. ** (MS/HS) This free printable page showing part of the debate between Sepulveda and Las Casas on the treatment of the native peoples of the new world, with good follow up questions. Doesn't get into what was happening to the native peoples as much, but because of that would work better for younger ages (MS/HS) The Requimiento (MS/HS) Written sometime around 1510-1513, this document was meant to be read to "Indian" tribes as a precurser for conquest (and was often read without any attempt to translate it). If you have "History of the Indies" this is included, along with a Las Casas' criticism in chapter 58 (57-58 maybe?). Extra Credits History ;The Inca Empire (Upper elementary through High School) Great series (six 10 minute videos, so about an hour in all) that covers the conquest of the Inca. Well done, humorous but not disrespectful.
  3. I've thought a lot about how these statues should be preserved with their history...not in town squares or other places of honor, but in a way that clearly contextualizes them (ideas I plan to polish up and submit to museums and historical organizations). Here are how I think museums should display these statues. Fully erect statues should be shown as they are, but they should be put in a sunken area, so that people's first view of them are not the statues towering over them, but below them. They should have to pass this view to get to the next stage where they can be seen more closely. On the route to the statues should be information about why these statues were erected and their role in history. On this, the ground level, behind the statues, large black and white or sepia photographs or illustrations of slavery (preferably photos from the men's own plantations if possible) should be shown, to properly put these men in context. The number of slaves these men owned, and any war crimes these men have committed should be included in large text in red over the black and white pictures. A bio of the men, and a summary of the history of the statue (the artists, who funded it, where it was placed, when it was removed) should be included in smaller print next to the statue, as well as a photograph of the statues original placement. Statues of Robert E. Lee should be treated differently, as he was not a slave owner. I think behind his statue should be quotes he wrote opposing the building of statues like these as he opposed them, because he thought it would only make it harder for the nation to heal. His statue might work well in the entryway, with the quotes being a way to help set up the history of these statues. Also, if there are statues available that are not of specific people, but generally about confederate troops, these should be treated differently, focusing more on the people from the south who died in the war. Statues damaged as they were removed should be shown as is, in their crumpled state, located on the route out, with pictures of their toppling on the wall behind them or next to them, and information/news clips about their toppling included in a smaller placcard. This would incorporate the history happening now into the story.
  4. NANORIMO young writers program has some good stuff (free too). https://ywp.nanowrimo.org/pages/educator-resources
  5. Does anyone know a good resource for teaching prefixes and suffixes. Ideally it would be something I could buy an download, not have to order, because I want to get started on it soon. But if you loved a book resource please share it too.
  6. ProgressivePhonics.com is a good free phonics program, with fun little poems color coded so you read a part and they read a part (its very light...you can do as little or as much as you want).
  7. For handwriting, ProgressivePhonics is free and I like it. PrintPath on Teachers Pay Teachers has a fun printable program that teaches about dinosaurs and handwriting at the same time, if you have a child who is interested in that. They also have a good regular program too. Both of those have lettering similar to handwriting without tears.
  8. Superpowers: Imagination/History Achillies Hills: Consistency
  9. I've thought that maybe in stead of starting the opening with the full church, that maybe churches could start with small group Bible studies. People could meet together in a place they fell comfortable (even outside if they agree to that...each group could agree on what they want to do). In a small group, social distancing is easier, and it's so much safer than a large group service...and honestly, I generally got more out of the Bible studies anyways.
  10. I just learned that my church (not my current church but the church I went to for over 10 years and have been following services while they were online) is going to start church again outside. I love this...we have a large "back yard" hill for our church and it just seems so much safer than indoor gatherings, and kinda special too (like an Easter sunrise service, but just all the time).
  11. No offense taken. It's not an instant skill and I wouldn't expect that. I was thinking if you had someone in your congregation who knew sign they could teach the signs to a song at the beginning of church, and gradually build to where you had various songs your congregation could sign. It's really no harder to learn the signs to a song than the words...even if you don't know them (I've found individual signs easier to memorize than words in another language because the signs so often LOOK like what they represent). I think you could introduce one new song each week...maybe just teach the main verse initially and ask people to silently pray the other verses while listening to the song and watching it in sign, and then the next week introduce a new verse to the song you sung last week, reviewing the main verse, and maybe add one more song every other week. You could start with simple repetitive songs, such as this one.... In my life lord, be glorified is one example. That song just repeats that phrase, but replaces "life" with "church" and "song "in the following verses. Another slightly longer one that works like that is.... Jesus I Adore You Lay My Life Before You How I love you (Jesus is replaced by Father and Holy Spirit in subsequent verses). These would be easy to teach at the beginning of a service. And many Hymns repeat a lot of the same vocabulary, so as more songs are learned it would be easier for the congregation to learn them more quickly because they would know more of the worlds already. And you wouldn't necessarily have to do all the words...it could be a simplified version with a few motions and it would still help people to participate in the worship without signing.
  12. Hmm... I actually taught my kiddo a lot about Government while doing ancient history. We compared various forms of government we encountered to our own. It was on an elementary level, but still, my son had no American history and that did not hinder him from understanding things like the difference between a Monarchy and a Republic, Representative Government, Balance of Powers, etc. If you felt you'ld like him to have some understanding of the history behind our government beforehand though, I would have him, over the summer or next year, watch Crash Course American History. It's 48 roughly 10 minute episodes (8 hours total) and gives a nice overview of American History. And it's entertaining enough that one of my kids (who was not homeschooled) watched it for fun in his spare time. Then, you could just continue on US Government from there, reviewing it by comparing our Goverment to the various government systems you encounter in World History.
  13. How do you feel about doing history in summers too, so you can progress through it a little faster than usual? Especially if you started THIS summer when so much is closed and traveling is tricky. That way you might be able to get through all four years in 3 with your family doing it all together. When he gets to the modern age you can add in extra material for him for American history (I suggest podcasts or books on tape). Economics should be covered with him separately.
  14. What about sign language? People could certainly sign along with songs, with music playing along. That could be beautiful actually. Churches would have to teach the signs, because it can be hard to follow signs just by watching if you're not familiar with them. (I find signing a song to be a powerful way to sing without words. I took sign language my first year of college...and our chapel had an interpreter who signed the songs. Hers wasn't a bland interpretation but a very powerful whole body singing in sign. I started following along and have occasionally signed along to songs ever since.).
  15. I've been enjoying the online services from my old church in Texas (we're in California now), but of course I don't want it to be like that forever. What I'd love to see is churches first open outdoors, weather permitting. I just feel a bunch of people in a room for an hour sounds like the LAST thing that should open (so no movie theaters either). But outdoor church sounds better. Sermon on the mount style...only with good microphones.
×
×
  • Create New...