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  1. I am looking forward to the next year while still being ensconced in the current year (homeschooling year round tends to make me be this way). Anyway, I am contemplating a big change for my youngest. This dear girl has "gone the cycle" ever since she was a baby, since she had two older brothers. This past year she has done Ancient History for the third time and she's only twelve. Yes, I know she didn't retain much from the earlier years, and yes, I'm a big believer in the grammar/logic/rhetoric stage of learning. I was fortunate to have read The Well-Trained Mind many years ago when my now almost 17-year-old was in first grade, and we have by and large followed this classical method ever since. Now, however, my daughter has told me she is tired, and so am I. My oldest is beginning dual enrollment in the fall, and my middle child will be doing Notgrass World History with a Biblioplan infusion so he can tackle that silly SAT Subject test. Up until this point, I have always had at least two of my children doing the same thing at any given time for history. My daughter and I want to change it up. She has requested that in her final middle school year (8th grade) that she do something different and fun. I'm looking at doing geography in place of history. Has anyone else strayed from the beaten path? Did you do geography or something else? If you did, what did you do? I suppose I should mention that my daughter is highly intelligent yet at the same time highly dyslexic, so it would need to be something that I could help her with. She is in level 7 of Barton and progressing well, but her reading fluency speed isn't on grade level. Up until this point, we have done all the reading with me reading aloud or as an audio book (thank heavens for Learning Ally and Audible!). Thanks for your help. I'm really excited about having a little change-up!
  2. After teaching 4 years of APWH, APUSH and APEH, including 3 years as a reader (dropped APEH and APEngLit after they came up with the 'one subject requirement') with high passing rates, here are my tips and tricks for teaching AP History courses: AP United States History: The course was redesigned. It is going to be our first year with the redesigned course, and it is important to adapt ourselves to it. The good things are that the course description is now as detailed as APWH (so it helps you be sure that you covered everything to the little details) and that the exam at least looks more doable. A full practice exam is already available for AP Course Audit approved teachers (inc. homeschool teachers). I use America's History published by Bedford St. Martin's/ Do not skip content. Many of my students, especially those coming from Middle Eastern educational systems, tend to "gamble" on exam content (i.e. what can I not study without penalty?). The answer is, obviously, NOTHING. Students usually have to show detailed understanding of all periods. Substantiate everything with relevant historical information. The more the merrier. You are not penalised for saying wrong things, but you are rewarded for saying right things. Be sure to add relevant historical information even in your DBQ answers. AP European History: My only advice for this year: WAIT FOR NEXT YEAR. The course is redesigned. AP World History: Focus on big ideas and themes. World History is about the big picture, unlike APUSH and APEU that are all for details. Students need to understand how world history is connected by interactions, and even more important: what continued, what changed. Follow the course description. The course description is very detailed and can work for your as a checklist. DBQ your life out. The DBQ is only essay in APWH where prior historical knowledge doesn't give you anything. The more your practice, the better you write. Emphasise the difference between 'understands the basic meaning of the documents' and 'supports thesis with appropriate evidence from all or all but one document'. None of them asks you to summarise the documents. Trust me, by the time we read your student's essay in the reading we know the documents by heart. Providing evidence requires for recalling a specific element that is unique to this document. Can be a quote, but doesn't have to. Understanding means that the spirit, intention, and content of each document should be correctly interpreted. Merely quoting, summarising, paraphrasing or attributing are not "supporting" the thesis unless they... support the thesis. They need to relate back to it; hence saying that "Zhi Dun says in Document #2 that ..." is not supporting your thesis. "The financial pressure implied in the second question of the Desposition of Error (Doc #3) is echoed in Emperor Wu's Edict (Doc #6)" is an excellent support, as it draws from two documents to support the thesis. Do not quote large chunks! I say no more than 5 words. Maximum 10. POV POV POV. The chief reader every year chooses whether the students need 2/3/4 POVs, usually 2. Try to POV as many times as you can, because you are not docked for wrong attempts. POV doesn't mean bias, and please stop focusing on that. POV explains why this particular person might have this particular opinion or evaluates the trustworthiness of the document. My favourite analysis methods are asking WHO produced this document (discussing his age, gender, ethnicity, social status, religion, intellect and how it affects his understanding of reality), asking WHEN was it produced, asking to WHOM was it written (and how it affects the writing of the document) and asking WHY was it written. Saying that Tan Emperor Wu (Doc #6) is biased because he is the emperor is... wrong. Stating the occupation itself does not qualify as "bias". Additional document - no more women peasants. If I had a penny for every time I read that one good additional document would be from a woman/peasant... Think of this one as additional evidence rather than additional document. Link the required document to what you can do with it. It usually would not really help you hearing from a woman. Would it? Tell me why. Some people will define CCOTs as THE ULTIMATE HELL. The Continuities and Change Over Time essay requires you to look for what changed (which is usually the easier part) and what stayed the same. World Historical Context does not mean comparison. World Historical Context asks you to show how A works within B. So saying that like Han China, Rome also suffered from Barbarian invasions will not count. However, saying that Rome was not the only one to suffer from Barbarian invasions, as virtually all classical empires experienced Barbaric invasions is good. It must be tied to the question and must explain either the cause or the impact with relevant global context. So noting that the Cold War was the dominant foreign event that premeated all domestic affairs in southeast Asia is nice to mention, but is not related to the question (in our case the formation of national identities). Analyse, analyse, analyse. You need to analyse the reason for at least one change/one continuity. Analysis is simply X happened because Y. The only tip I can give you about Comparatives that is not covered with CCOT's is direct comparisons. Drawing direct, accurate comparisons is required. General essay tips. THESIS - many, many essays fall because of inadequate thesis. Consider "very, many, things, lots, stuff, ways" as our thesis graveyard. A marginally acceptable thesis looks something like that: DBQ: "There were mixed responses to Buddhism in China in the 6th century: some were positive, some were negative." Comparative: "The Russian Empire and the Spanish Empire were politically and socially different but economically both needed to expand to get the materials needed." More specificity and more analysis makes your thesis stronger, makes you more organised and generally makes sure that you're on track. Read sample essays! Readers also have annotated samples from PD, but even unannotated ones that have official scores are good for analysis. My favourite textbook is Ways of the World (2nd edition) by Strayer. It's a textbook that students love to read. ​My favourite prep book is Crash Course by REA. Written by one of my most experienced colleagues, it is often praised by students. PERSIA your way. Have students write a PERSIA (Political, Economic, Religious, Social, Intellectual, and Artistic) chart for every chapter you read. It helps with essay writing and generally with organising the material. I would love to grade any of your essays (no charge, I just do it as a part of my routine) and answer questions. I can be contacted on board or through my email: orel@harari.edu.pl.
  3. *I've updated the list below to include suggestion so far. Thanks everyone!* I'm putting together a list for a local group, and I would like to include the various popular curricular options for the elementary/intermediate grades. Here's what I have so far, I would appreciate any recommended additions. The list doesn't need to be exhaustive, but I would like to include tried-and-true programs that many homeschool families use. Secular options are especially appreciated (non-secular is fine too). Math Saxon Math Singapore Math Math Mammoth RightStart Math Math-U-See CLE Abeka Math in Focus Teaching Textbooks Horizons Math Miquon Math Math on the Level Mathematical Reasoning (Critical Thinking Company) McRuffy Math CSMP Math MEP Beast Academy Life of Fred Key To...series Language Arts Phonics and Reading Instruction: All About Reading Explode the Code Phonics Pathways Spell to Write and Read The Writing Road to Reading Teach Your Child to Read in 100 EZ Lessons The Ordinary Parent's Guide to Teaching Reading Logic of English Hooked on Phonics Memoria Press Phonics Veritas Press Phonics Museum Primary Phonics CLE Learning to Read, Reading Reading Lessons Through Literature Grammar, Composition and Literature First Language Lessons Writing With Ease Learning Language Arts Through Literature Easy Grammar A Beka Language series Analytical Grammar Michael Clay Thompson Language Arts Saxon Grammar and Writing Winston Grammar Wordsmith Series IEW's Fix-It Critical Thinking Company's Editor-in-Chief Jim Weiss cds IEW Student Writing Intensives Classical academic press writing and rhetoric English Lessons Through Literature Writing Strands Don Killgallon's Sentence Composing series McRuffy Language Arts Mosdos Press Literature Memoria Press Literature Guides CLE Language Arts Growing with Grammar Rod and Staff English Grammar Land Brave Writer Build Your Library Essentials in Writing English Lessons Through Literature Just Write Writeshop Primary Spectrum Language Arts Handwriting, Spelling and Vocabulary All About Spelling English From the Roots Up Wordly Wise Handwriting Without Tears New American Cursive A Reason for Handwriting Zaner Bloser English from Classical Roots Spelling Power Megawords McRuffy Handwriting Speliing WorkOut Vocabulary from Classical Roots Word Roots by Critical Thinking, Co. Apples and Pears Spelling Spelling by Sound and Structure Pentime handwriting Write On Handwriting (school specialty) Spectrum Spelling Science NOEO R.E.A.L Science Odyssey Real Science for Kids Apologia Science (Exploring Creation) God's Design Science series Behold and See Science Supercharged Science Nancy Larson Science Elemental Science Evan-Moor Daily Science Building Foundations of Scientific Understanding McRuffy Science Ellen McHenry Science Science Fusion Mr. Q's Science Lab Social Studies Story of the World A Child's History of the World Genevieve Foster Books Oxford University Press World in Ancient Times books Mystery of History Biblioplan Joy Hakim's History of US Howard Zinn's Young People's History of the US Visualizing World Geography Mapping the World with Art Memoria Press geog. Series History Odyssey Multi-Subject Programs Latter Day Learning Family School Sonlight Book Shark Tapestry of Grace Memoria Press core packages Five in a Row Heart of Dakota Konos My Father's World Trail Guide to Learning Calvert School Oak Meadow Timberdoodle packages BJU Press Moving Beyond the Page Intellego Unit Studies K-12 Time4Learning Laurel Springs School Keystone Middle School The Ogburn School {FL based} Build Your Library Foreign Language Rosetta Stone Mango Language Michel Thomas Fluenz Latin for Children/Greek for Children Songschool Latin/Songschool Greek Elementary Greek Getting Started with Latin Getting Started With Spanish Duolingo Latina Christiana First Form Latin Programs that can help struggling learners Barton Reading Wilson Reading Lindamood-Bell programs sold by Gander Publishing Remedia Publications Linguisytems SuperDuper Publications JUMP Math Liping Ma's Knowing Mathematics sold by Houghton Mifflin Morningside Press Verticy Dianne Craft Other Logic - Prufrock Press and Critical Thinking Company Home Art Studio Memoria Press Enrichment Guides
  4. This Ladies of Liberty Lesson is available free with $1 shipping including a DVD from . Anyone familiar with this. Don't have time to look at it this morning. Wondering if I should just get it for a dollar and save for later. http://www.freewomenshistory.com/e3.html
  5. Hello everyone, I thought I had everything set for next year and then......I didn't. Right now I'm flip-flopping back and forth between History Odyssey Level 2 Ancients and Oak Meadow's fifth grade English/History. I'm looking for opinions on both, please. English hasn't been a focus the past two years because my daughter was very advanced in this area. But as a result, writing hasn't been a focus either and needs to be brought up to snuff. She isn't very excited about doing ancients, but most of the books in OM's program have already been read multiple times. Nothing is really lighting my fire. We tried HO level 1 ancients a few years ago, but she really hated SOTW and CHOW. Any thoughts on these programs, or even suggestions for others would be greatly appreciated! rowan
  6. Hi Everyone, I'm a long time board user, but haven't posted much in years. When the boards switched over from the old format I saw it as my opportunity to get more school work done and less socializing! But here I am to post about the NYT. After a bit of talking with the New York Times, I was finally able to secure an educator's discount. Previously they had been unable to provide a discounted rate. For me anyway. So in case any of you would like to get their discount (and have had trouble) I wanted to post here about how I acquired my subscription: 1) Fax a copy of your students' ID cards to 563-285-2815. If you don't have cards, you can make them up or obtain free ones from the Homeschool Buyers Coop. (I also noted on this one-page fax my name, address, and wrote "for homeschool/educator discount") You must do this step first. 2) After you've faxed your proof, call 800-698-4637 and ask for the Account Resolutions department. 3) Tell them you are a homeschooler that has faxed in the required ID and would like to sign up for an educator's discount. If you have any trouble with the agent not being aware of homeschoolers getting discounts, you can then ask for Trudy - who was very kind and receptive to the idea of homeschoolers getting discounts. Since every SAT prep class we've been a part of has recommended that my children read at least one NYT article a day, I'm very thankful for this discount. I hear that the NYT is the best subscription for SAT quality vocabulary, as well as the best for providing excellent, well-written articles on current events. Hope this helps someone. We are already enjoying our online access as well as the NYT Learning Network (the latter should be free to everyone regardless of whether you have any subscription). Oh, and FYI, I went with the print edition to be sent to my home on Saturdays and Sundays (for $3.60/wk) which gives me access to the NYT online for Monday-Sunday (and access to their app). The Sunday edition is especially good in print vs. online. HTH, Michele P.S. Hi to everyone from the old days! Who's still around?
  7. OK in my search for a great history curriculum I have come across the Beautiful Feet curriculum. It seems pricey for the packs, but I think over the summer I could collect the books second hand and save some money. Does anyone have experience with this curriculum; we would be using the Medieval era. We already planned on reading several of the books in the collection. i think the guide looks pretty good and I would supplement with KFE. Any input?
  8. I'm looking for some FREE resources/apps to use next year. I want DD to make a useful timeline with images, dates, and text.
  9. Hello, I run a co-op which meets weekly. I'm looking for a rigorous, high school history curriculum that covers Medieval and Renaissance periods. I would like to run the class flipped, meaning students watch lectures online, and then we have discussions during our weekly meeting. Can anyone recommend any online lectures that would be appropriate for this? Thanks so much! Dee
  10. Does anyone have a history (social studies) curriculum suggestion for a teen boy with autism with a 4th grade reading comprehension level and who needs lots of visual support? Thank you! Beth
  11. Just a little background...I had all of the kids plans up and running. Working decently but taking 8-9 hours of my time per day to just get school done with my 5. Around Christmas I found out I had 2 tumors - one inside my brain and one on the outside near it. Fortunately, it's benign and slow growing. Had the outer tumor removed and have, finally, recovered (for the most part). The other one is in a hard place to remove, so I am learning to live with it, for now, and working on trying to shrink it. So, all that has led to some major changes in our home and school. The kids got very little school done during the 3+ months this was going on. We are just now really starting back with everything. The 7th graders were able to work more independently but they were having to help with everything else while I was down and weren't able to get much past their Language Arts, Math and music done. I have figured out the boys - put them (pk/k, 2nd & 4th) into MFW-ECC and their math and language arts has stayed the same. The girls are where I am stumped. They are 7th grade. Currently, we are doing the following: History/Geography: BF-Early American & World Lang. Arts: Growing With Grammar 6, Lightening Lit 7, Jump-in Writing Math: their own grade appropriate/level appropriate thing Science: various reading and going thru physical science encyclopedia electives: 2 instruments each, Spanish, cooking OK, so on paper it's not too bad...BUT they don't like the lack of a spine, they are having a hard time keeping up with all the different writing assignments from history AND Light lit AND Jump-in, and they aren't liking Science too much (but are troopers). So, after much thought and reflection I decided I needed to make things easier for them to get thru this year without starting over again. I have done the following: History/Geography: Adding in Notgrass America the Beautiful for them to read with the BF Early American & World History (They have NEVER had American History, so I am really trying to bring out that focus without losing the world context.) They really liked these at the HS conference. They both want to continue with the BF as well - they love the thought-provoking questions and the global context of history. Lang Arts: Continuing with GWG7, Leaving my more creative writer in Jump-in as she loves the program, putting my other child in Essentials in Writing 7. Lightening Lit - want to finish but maybe stagger? not sure Math: Same Science: putting them in Apologia General Science w/ labs and letting them get used to structured and non-mom-directed science. electives: same since I don't really do much with these. ****So Here's where I need the help****** Is it too much to do both BF and Lightening LIt? They like to read, but I don't want to overwhelm them with essays (unless that's normal for middle school). I also don't want to do overkill on any one thing. I want to them to work efficiently and, frankly, don't want to invest in something that isn't needed. Now, to the rest of my frustration: 8th-12th. I need some help thinking this thru - at least with the next couple of years worth. I figure the rest of high school will be set with the pattern I establish in the next 2 years. I will just keep going from there. They really like Beautiful Feet and like how its laid out (except for the lack of a spine, which is why we are using Notgrass). They would like to keep on with BF BUT I am not sure how to do that and get thru US & World history thru 20th century. I was hoping to complete the "intro" years with them before high school so we can take 11th and 12th to delve into US & World on a more mature level. If I keep going with BF, they will be in the high school US & World for 8th and 9th grade. Then 10th-12th would be ancients-wherever and Govt/economics. That sounds like a weird setup to me. What I am thinking about doing is finishing out BF for this year and then just continuing on with the Notgrass Jr High history and just add in Kingfisher History Encyclopedia for the World content and add in some readers from Sonlight Core H. OR***** Should I just use the Notgrass with extra readers for reinforcement, set aside BF Early American and then use it for High school? If I did that, I would then do the following for History: 7th & 8Th - Notgrass America the Beautiful & Uncle Sam & You (together), Light. Lit 7 9th-BF Ancients/ Notgrass World History, Light Lit 10th - BF Medieval/ Notgrass World History, Light Lit 11th - BF Early American & World, start on US & World/ Notgrass Us History, Light Lit 12th - BFUS & World/ Notgrass US history, Light LIt Also, I have considered MFW for high school. I am even ok with not going back and doing ancients again - we've already done it twice and already done all the compare and contrast of ancients civilizations and bible Old Testament, so ... I KNOW I am making this harder than it needs to be! I know this is probably not worth the headache I currently have. I just can't seem to get my mind "unstuck" with the girls planning and I don't want to start over mid-year. My main goal is to give them some kind of overview of us history before high school history. We meant to do that last year, but got stuck on middle ages and renaissance era. Please, if I haven't overwhelmed you, do you have any ideas or suggestions? Things to consider? ways to simplify?
  12. I'd like some advice from the Hive Mind. We started HSing in August, switched to a private school in November (long story), and I'm pulling her out in the next two weeks. During all this time, she's been obsessed with Greek, Roman, and Norse mythology. My poor, beleaguered husband, who is the designated bedtime reader, pretty much has D'Aulaire's Book of Greek Myths and D'Aulaire's Book of Norse Myths memorized at this point. He's also read to her: Padraic Colum's The Children of Odin, Classic Myths to Read Aloud by William Russell, Myths of the Norsemen From the Eddas and Sagas by H. A. Guerber, Asgard Stories Tales from Norse Mythology by Cummings, Mabel H. and Foster, Mary H. The Legends of King Arthur and His Knights by Sir James Knowles (not a hit) While I'm pleased she's so into mythology, it's a little disconcerting. My mother (who lives with us), was talking about Vikings, and so I mentioned that the Vikings are the Norsemen, and she was puzzled. :huh: Clearly, I need to do some context with her, so I thought that this spring would be a great opportunity to use some history and geography for background on the stories. I'm just a leeetle unsure how to go about it. I thought perhaps that we should at least do some maps, because she likes maps, I like maps, and we have maps on the wall. She's kind of familiar with the world map already. I bought Dover's Around the World Coloring Book for her, as well as Dover's Greek and Roman gods coloring books. I'm tempted to start SOTW Ancient Times, but I'm not entirely sure that's really where I want to go. I just don't want her to end up like the gifted, PS 4th grader I met this winter, who had no idea what a continent was. :thumbdown: Thoughts? Ideas? Suggestions?
  13. I am in the process of trying HO Level 1 (Early Modern) with A. -- we are in the second week -- and since neither of us particularly enjoys SOTW, and since it will take a chunk o'time to read the SOTW assignments, I am wondering if we are better served by not using SOTW or by including it? My goals at this point are: to get A. onto a history track that I don't have to personally design; to have him learning some history and developing related skills RE note-taking, writing, &c; and not to spend time needlessly -- we do a generous amount of academics, and his classical piano takes up a lot of time too. My other option is to continue with the AO history rotation, but he really really detests that. He enjoys HO more, but 1. it is more time-consuming and 2. he hasn't had to do the SOTW stuff yet. any thoughts about just these options? thanks in advance!
  14. We are using Builders of the Old World (vintage) as our world history spine, and I am very very happy with it -- it's the only history book A. has ever gotten excited about -- and using the "Makers of the Americas" & "America - Land of Freedom", which are also from the History on the March series, for American history. But BotOW stops around the time of Columbus, and while the frontispiece says that further titles will be added to this history series I can't find them. Has anyone found a History on the March for world history from the 16th century onward? or perhaps it was never written. FWIW, our fallback will probably be From Then to Now.
  15. Has anyone used k12 for 5th & 6th grade American History (Joy Hakim concise History of US, TG & SG) without the online component? After doing my research for a secular American History curriculum for my DD (starting 5th in Aug), I decided on k12 American History A... but NOT the online component. If you call k12 directly, they will sell you just the hard copy materials, but they state that it will only work as a supplement and you would need the online component to make it a complete curriculum. Well, I purchased it anyway and it arrived yesterday. The Teacher Guides (TG) and Student Guides (SG) look good, but many lessons reference online material. There have been several discussions on how great the offline k12 history is for grades 7+, and how you absolutely must have the online component for k-4 history... but what about 5th and 6th - American History? While this is regarding curriculum that we won't be using until Aug 2014, I only have 30-days to return my order for a refund. Thanks for your help. :)
  16. Hi all, We've sent the "Study & Teaching Guide for the History of the Ancient World" to the printers, but while we're waiting for the physical book, we've now started selling it as a downloadable PDF, here. Remember, you can see a sample on this page. For each chapter of Susan Wise Bauer's "The History of the Ancient World" he Study & Teaching Guide provides review questions and answers, ID's, map exercises, essay prompts and tips for helping the student think critically about the history presented in the chapter.
  17. So I have some extra money to spend for next year, and I've loaded up on science stuff and history books, but I don't have any fun history extras. I don't have my Activity Guide yet, so I don't have it to reference and look through. What kinds of extra projects, toys, games, etc., have you used and loved for Medieval History? I'll have a 3rd grade boy and 5th grade girl using them. The 5th grader is the one who loves history. This year they loved excavating a pyramid and doing Chinese calligraphy. They weren't huge fans of the Figures From Ancient History. Those got old very fast. Thanks for your help!! Amanda
  18. I know that kids learn a lot through song. But I find songs that I learned to be annoying and I hate recalling information through song. For instance a Bible verse to music is from Jeremiah, "The heart is deceitful above ALL THINGS!!! Who can knO W IIIIT!!!" Do you enjoy the Veritas songs? Are they helpful?
  19. We are using The Mystery of History for the backbone of our history. I was planning on making our own notecards (my daughter is only 6 years old) as well as a timeline. Of course, I got burnt out on that really fast. I am leaning toward getting the Veritas History and Bible Cards to use in memorization and for etching a timeline in her head. Possibly hang the cards on the wall in order??? Thoughts on this?? If I purchase the history AND the Bible cards will it coincide with MOH pretty well? BTW: We are halfway through Volume I. She is doing mostly 2nd grade curriculum. But next year, her brother (he'll be 5) will join us in some capacity. Should I move on to Volume II and let him pick up Volume I on the next rotation?
  20. I just wanted to post what a great experience I had with Biblioplan this weekend. I emailed customer service to ask if there was a discount or some sort of incentive to get the updated version of the guide, since I already purchased it previously. Within about two minutes, I was emailed with a link to the updated version. I was so excited I didn't have to repurchase the guide that I just wanted to share. It is rare to get such an expeditious response and to get a free updated guide, so I just wanted to share.
  21. Hi all, A month or two ago, we released the Study and Teaching Guide for the History of the Ancient World. The map exercises in that book can be done using the maps contained in "The History of the Ancient World." But some astute customers pointed out that if your student is reading "H.O.T.A.W." on a Kindle, he won't be able to write on (or trace) those maps! In response to this need, we've created a little PDF pack of 59 maps, using only the ones that are referenced in the map exercises. Here it is, ready to download for just $3.99. Hopefully that will help those of you who are using the Kindle version.
  22. Hello everyone, I'll get to the point and then explain. Have any of you tried doing all or most of TruthQuest in one year? How has it worked? Context: I have a daughter who is a high school senior and we need to change what we've been doing, but I don't know how to fit it all in. I would like to do TQ perhaps alongside Simply Charlotte Mason books with my other children. At the TQ site, there is a one-year schedule for those starting the program in grade 12. (It won't really be a problem if she graduates a semester late. She will probably start CLEPing courses for college late in her senior year or just after.) Backstory: Why am I changing things when she is about to graduate? In a nutshell, because I don't want her to "just graduate." She did AO lifepac US History and Streams of Civilization but we were just trying to finish without supplementing so she doesn't remember much. We've been homeschooling for nearly 20 years but recently we've just been in "get 'er done" mode to meet the requirements and history comprehension is one area that has suffered. I'd rather tailor school to enhance my children's God-given strengths and to improve their weak areas. We did a better job of this with our first two boys. Even though we used textbooks for history to quickly meet the requirements, they did a lot of supplemental reading and they enjoyed learning history so they mastered much more of it. In sum: So, TruthQuest seems to be what we need now and seems like it would be a "fit" for where I’m going with the last ones. I am also hoping that as we discuss it as a family, some of my older daughter's "gaps" will get filled in (not because she needs it for school but for her benefit). I wish I had come across TQ a few years earlier. Any suggestions? I hope so! I've read how TQ can be overwhelming. Thanks in advance!
  23. Thought those of you studying the ancients, and particularly ancient Egypt, might be interested! BBC: New timeline for origin of ancient Egypt Full and free pdf text of article in Proceedings of the Royal Society A.
  24. I am wondering how many volumes are scheduled for the Bauer History of the World series. It seem to me like there will be at least five. Has it been announced anywhere the actual number of volumes there will be?
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