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  1. I am sure I used to have several wonderful lists that listed good literature chronologically. Our daughter has decided she wants to tag along with our son as we study the Story of the World Book 3. She is 13 but has an adult reading level and I would like to challenge her with good corresponding literature as we go along. She enjoys Shakespeare, Thackerey, Austen, Cervantes etc but equally enjoys modern books. Does anyone have any good lists or links to lists? Any challenging non-fiction books on the period would also be great - then I can set some essays. ;) Many thanks in advance.
  2. I'm looking for resources to combine art study into our history study in SOTW: Middle Ages. I was thinking of looking at famous art work/people from the same time periods that we will be discussing in SOTW2 for art study. Does anyone have any ideas on where to begin? Kids will be 7 & 9 next year. Thanks,
  3. I know, I'm sorry, we have had so many Logic Stage history (LSH) posts and here I go again. I am just very dissatisfied with how History is going this year. It no longer holds and grabs my son's attention as it did in grammar stage. WTM starts off the LSH chapter with a discussion of the student finding connections. I quote : "In history he'll find connections between world events. Instead of simply reading the story of Rome's fall, the fifth grader will look at what happened before that fall - the events that led to the empire's destruction. ... What happened ? ... In logic stage, history changes from a set of stories into one long, sequential story filled with cause and effect. " My son would love this - if it were a reality. He has an inquiring mind, loves to asks questions, and discuss topics in depth. He would relish the opportunity to discuss the cause and effect of historical events, but this is not happening. We are using Kingfisher as our spine - for outlining and putting together the timeline, and honestly, there is so little content, the most briefest of facts that there is no way ds is going to make any of these "connections". He obviously drags himself through history and finds it incredibly hard to decide on what to put on his timeline, copies the spelling all wrong, scrawly handwriting, and Mr Writing Phobic focuses on using as few words as possible. ds is very lacking in his writing skills. We have just started WWE workbook 2 and IEW's Ancient History-Based Writing Lessons. His spelling is atrocious, and he has v. little background in copywork / dictation / outlining / writing skills. I am hoping to address these this year, and feel I should focus on this and not worry about "making connections in history" - as much as I know he would love it and it would help him enjoy history more. Do any of you feel that what you are doing in LSH is helping your student to find these connections ?
  4. My middle ds will be studying American history next year and I would like good coverage; however, this child does not like history and is not a strong reader. I would love to use 2 spines (a liberal and a conservative), but a Zinn/ Johnson combo is just not a reality with this child. It would be nice if at least one of the two included pictures. I am also fine with one of the two being at middle school level or with one of the two being more of a supplemental text. I am not considering the 10vol Hakim set. This is something that needs to be doable in an hour a day by a slow reader that dislikes history. Any ideas- Mandy
  5. I thought I would put this on the GB rather than the High school and Self-education because I think more people look here. My knowledge of American history is patchy at best (1. I grew up in Europe and 2. History wasn't seen as all that important in school :eek::ack2: so I know a lot about the last 100 years or so but patchy before that) and I would like to remedy this. I would like to start reading biographies about the different presidents and use that as my spine I suppose, and then branch out from there. Does anyone have any suggestions for good biographies of the different presidents for an adult? I have a very good book for Swedish history so I thought I would do US next and then come back to Europe. Thank you!
  6. Does everyone do the 4 year history rotation? What do you do?
  7. I am seriously considering jumping off the curricula ship and trying my hand at WTM for high school. I have Human Odyssey by Spielvogel and Kingfisher's encyclopedia but I'm not sure HO is okay for high school (at least 9th grade anyway). That's the first question. Next one: what about the "work" of this plan? I'm not sure about what would constitute a credit's worth of work. Do you all randomly assign reports or papers or even quizzes or tests? I see in TWTM she asks students to keep a notebook on dates and important events. Is that all we'd have to do besides read and discuss as directed in TWTM? Please forgive the ignorance shown here - I am sure it's on page ___ of one of the books I have but it's all foggy at this point. Thanks for any help you can offer on how you do TWTM or TWEM and Spielvogel.
  8. I understand that we will need to earn a "credit" for World History, American History, etc. In order to have a credit for World History, must one complete a course of study of *all* of world history? Or could one take a year and study in depth a particular era? For example, Ancient Civilizations (Egypt/Greece/Rome); or Reformation/Renaissance. And then perhaps an indepth study of the Civil War, or World War II, for a credit in American history? I'm just curious, as I think ahead to long range planning. We are finishing up our third year of our first four year history cycle. To be honest, I don't relish the idea of doing another full sweep of history (I know, I know, but see, I'm not *really* a classical homeschooler, I just play one on the internet). I would rather do more of a unit study approach (much like I've just discovered in a resource that I've overlooked dozens of times -- Remembering God's Awesome Acts) and help dd to choose just a couple of topics or eras of history to really "specialize" in for high school. I would love to think this would work -- I remember *nothing* of my four years of high school history and geography, but I still have notebooks, maps, books, etc from my own personal study of Vietnam that I did "for fun". And I still remember most of what I learned!
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