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Found 16 results

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  2. Does anyone have any resources for studying the great works that include non-western works? I'm thinking mainly of Chinese and Vedic works, but also African and other Asian and I would include early Slavic, Gaelic, and Nordic works as not being part of the so-called Western Tradition. I notice that the intermediate level reading lists here and in WTM the book, include overviews but what about direct study. Having an almost entirely Western focused classical study seems horribly parochial in the 21st Century.
  3. Hello all! Our oldest dd is starting 8th grade in the fall, so I'm finalizing curriculum plans for her and other dc, so while I'm planning I'm looking ahead to high school and trying to lay out a "general" plan for it as well. We follow a wtm methodology for history (4 yr cycle), but frankly Great Books scare me! I haven't read all those classics and dd really needs to mature her writing for all the essays (I've been looking at Omnibus, Great Books tutorials online, and WTM). From posts I'm read on this board, and some of my other friends are following a traditional history plan (usi
  4. One of the hardest parts (for me) to creating a streamlined, focused, short list of books to keep curriculum in hand is deciding which books are the most important. I can list only so many must reads before I reach a point where I can't decide which is more important than another. Drew from LCC once had an article at the LCC site where he listed several books and why they were important to read and which books could be better understood because child had read this book before it. I don't have the list in front of me but I remember Norse myths being important before reading The Hobbit.
  5. Someone asked about these study guides and I'm sorry but I can't seem to locate the thread. Anyway, I received them and I said I'd post information about them for those who are considering buying them. They look excellent. Fran Rutherford is a homeschooling mom who saw a need for these types of study guides. The questions look great and; very detailed and are keyed to page numbers in the particular editions/translations she has chosen to use. In addition to the reading comprehension questions that walk one through the material, there are, at the end of each list of questions for each b
  6. :D Will you answer some questions for me? I am struggling . . . . A LOT . . . . with figuring out our *path*. Yes, my kids are young BUT I know that every year counts. We only have so many! Here are my questions with a little *context* provided: Context: Omni and TOG (D & R levels) have always appealed to me and to DH. They seem rigorous, challenging, "over-the-top". But, when I REALLY sit down and read about the books used I *freak out*. As cool as it sounds, a GB education is TERRIFYING and so outside the box for me (for most of us, right?). 1). If you are using Omni
  7. As my boys are preparing to enter the high school years in a few months, I'm investigating all of their options. Has anyone had dc go through any of Fritz Hinrichs' (Escondido Tutorials) Great Books Tutorials? Opinions? Thanks!
  8. Right now, my 8th grade ds is working through Lightning Lit 7 with his 7th grade sister. It's going really well, and I think he's enjoying learning about the different literary elements. If we do a Great Books study in high school, what about the type of thing taught in Lightning Lit? For example, in LL7 they read Tom Sawyer, and learned about the parts of a plotline. Is there any of that in a Great Books study, specifically something like TWEM? Or are Great Books studies geared more towards the meaning and nuances of the literature? Would it be too much to do the following for Eng
  9. What is the best way to read original great books with your child? We are just getting started, and I am a little unsure how to proceed. Should my 7th gr dd read the Odyssey silently to herself and then we discuss each chapter later? Or, should we read it aloud? What are the advantages or disadvantages for each method? What is most realistic and/or enjoyable for two people (her and me)? By the way, I feel comfortable discussing the book. I have read it and watched the Teaching Company lectures. I plan to use questions from TC's course guidebook for her weekly essay assignments.
  10. What would you consider the "don't miss" literary works of the 20th and now 21st century? I'm thinking ahead to developing a reading list for senior year, and don't want to stop with Orwell or C.S. Lewis! Don't worry about censoring--dd has been through it all on Wikipedia.:001_smile: Danielle
  11. I was reading SWB's new article in the MP catalog and relating that to her convention talk on WEM. Is there some reason we don't read a genre through time more heartily for our GB study? Does Omnibus do this and I don't see it? Is it possible Omnibus is trying to be all this to all people, and that a student might be happier sticking to a more personalized course of study by genre? Or would that be imbalanced in school but not for adults? And is it possible that *I* am drawn to books in Omnibus (because they are of a particular genre) that my dd would not like and vice versa? Is my lack
  12. I've been thinking about our long-term plans. I'm not sure I want to focus on "great books" for history/lit. in the rhetoric level. Omnibus looks great, but I'm not sure I want to spend all of that time on those books? I would prefer to read many "good books" for that age range, with just of few "great books" each year of the chronological cycle. So, if I didn't use Omnibus in 7-12 grades, I would use something like Hewitt Lightning Lit and Hewitt Honors History Syllabus (scheduling Streams of Civilization) with Truthquest guides. I like the idea of reading books rather than antholog
  13. I don't mean so much what your dc does - that is in WTM. But, how do you know that your child is actually learning (and, learning the important stuff)? I am just about ready to purchase TOG *just* for my high schooler *just* because it will hold my hand and help me hold ds accountable for actually learning history, not just creating a list of happenings that he can turn in before he reads a book. I'm afraid without a "cheat sheet", I won't know what to discuss and what to expect him to learn. But, golly, with my dh having to make *so many* cuts at his office, I hate spending THAT m
  14. I'm doing some early prep for high school and I'd like to know how people are determining high school credits for the Great Books study. This replaces most of history, so is this a full credit in history and in literature every year (2 total credits)? I can also see how adding IEW Literary Analysis can boost this to add another composition credit (3 total), but how do others handle this? Do you just track the hours/report pages to determine total credit hours? If you do thid the student can accumulate 12 credits over 4 years - more than half the total credits needed for a diploma. When I
  15. I was reading a thread about "if you had it do to over, what would you do differently for your OWN education?" and it made me wonder, "Are there any adults on these boards who did a classical education (you know, Greek, Latin, and the Great Books) and now regret it?" I studied engineering in college, which allowed almost ZERO time for any humanities classes, and now at age 43, I would like to learn Greek and read Homer in the original. I'm working on Latin currently - maybe I'll try Greek closer to age 50! I just wonder, as I attempt to give my kids an LCC/Great Books education, if th
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