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Found 14 results

  1. I could go to the library and have the boys read real books, but I know that I would not know what kind of questions to ask, and would end up floundering. I want them to have a sense of history's "timeline", but I just don't have the $ for an intense history curriculum (like HO).:sad: Most of our funds go toward math, science and literature/writing. Oh, this would be for my ds 10 and 13. Any help would be greatly appreciated.:001_unsure: TIA, Catherine
  2. Still planning for 5th grade over here. :willy_nilly: Apparently my notes aren't as much help as I hoped.:tongue_smilie: I'm trying to decide which core text to buy and wondering if the Fully Revised and Updated Kingfisher History Encyclopedia (red) that I already have won't work. These are what I have listed for a core text for history (5th grade - Ancient): The Usborne Internet-Linked Encyclopedia of World History The Dorling Kindersley History of the World National Geographic Almanac of World History History: The Definitive Guide (Dorling Kindersley) What do you recommend? And
  3. Those of you doing history a la WTM logic stage or similarly, do you write up the entire year's worth of plans beforehand, or do you just plan as you go? When I did SOTW 1 a few years ago, I never planned out any of the extra books for add'l reading. A week or 2 before, I'd just put things on hold from the library from whatever they had available. Would this be too chaotic for WTM logic stage?
  4. I've been spending the last few months bending my mind around doing history with my logic stage boys using WTM as a guide. I've managed to visualize and implement a routine of reading Kingfisher, making lists of key facts, mapping, entering dates on timeline, outlining other sources and writing a weekly composition. What I am having trouble with is having them do a notebook page on the great men and women SWB has listed, doing primary source study and how to insert this somewhere in the flow of read, list facts, map, timeline, read, outline, summarize. Do you have them read about
  5. DS will be doing Logic stage Ancients this year. I was planning to use a spine with extra reading from TWTM and other sources. The spines I were looking at were K12's Human Odyssey or Oxford Ancient Worlds. OAW makes me drool, but the price, ouch! Then I was reading a thread about textbooks vs living books and it really crystalised what I am thinking. I know HO is a text, and I'm assuming OAW is too? Is that right? I just want my kids to love history, I want it to be enjoyable and engaging. I don't much care if we miss bits, or if they don't know how to use a history text, because
  6. So, what are your goals for history next year? What curricula are you using to accomplish this? What primary sources/accounts are you using? How are you integrating writing, (i.e. WTM way, IEW, TOG, other). Are you using a narrative spine or are you looking for a different approach this time? How are you "kicking it up a notch?" I have Diana Waring's RRR on hand to use next year - but there is so much freedom with her program, that we could use almost any books, plan any lit. list, assign any papers/projects with it. (In fact, she has lots of great ideas for further research and proj
  7. I've been debating about the Kingfisher...whether to use the red or white to teach outlining. Then, when I was reading my WTM last night, it hit me that the outlining isn't even done from the Kingfisher or Usborne or whatever, but from "the most interesting history resource he's read during the week." (p. 283 of WTM) So, if I'm understanding this correctly, will it matter which Kingfisher I use, then? I keep reading that people find the red one hard to outline from. But, according to the book, we aren't even supposed to be outlining from it, unless the child found that to be the most i
  8. I'm currently working through the logic stage history section in the WTM in preparation for my son starting 5th grade next year and have a few questions. 1. The book says the child should read a section of the spine, list 6-8 interesting facts, do outside reading, write a summary, and make and outline. The spine we are going to use will require him to read four pages each week. That will cover two topics. Should I have him go through the reading/writing process for both topics? Or have him read them both, then pick one for his reading and writing? 2. I'm going to have him create a sho
  9. Gosh, I've been posting on TWTM boards (going back to the old board, obviously) since my oldest was three. I can't believe that I'm finally going to begin a new section of TWTM next year ..... the LOGIC stage. {smile} I'm trying to get my head around & beginning to plan for next year's history. I will be teaching both a third grader and a fifth grader for history. I want to use SOTW: Ancients with both, but add in The Usborne Internet-Linked Encyclopedia of World History or the Dorling Kindersley History of the World for my fifth grader. I just finished re-reading TWTM sections on
  10. Tomorrow starts Week #3 of school for us. I feel like we are finally hitting a groove of sorts in most of our subjects ... except for my 5th grader's history. Here's a synopsis of what we are doing and the resources we are using: Mom reads a chapter or two out of SOTW Vol. 2 (2nd grader listens along). Mom asks questions listed in Activity Guide and alternates between children for answering the questions. We do the map work from the Activity Guide together (if there is a map for the chapter we are covering). Pages that correspond from the weekly SOTW chapter(s) are assigned to be read
  11. Last year I followed TWTM's suggestion for Ancients, but I found that we weren't really approaching it from a logic stage perspective (meaning that I wasn't doing enough to encourage discussion, and that ds was just accepting whatever he read without questioning or analyzing). I think that part of this is that ds is dyslexic and we have been playing catch up for quite some time. I'm nervous about expecting too much, especially as his punctuation/spelling skills are probably about 2nd-3rd grade level. However, he is quite good at summarizing (he narrates to me), and his comprehension is
  12. I'm really struggling with writing this year after having ditched WTM for TOG for two years. Colleen's posts have helped me tremendously, but I would appreciate guidance from any others who are following WTM. I planned on having my kids do KF and SOTW reading, map, timeline, list of facts on Monday, reading and outlining on Wednesday, and a summary or two on Friday. My kids are 5th, 6th, and 8th grade, and we will be starting on one level outlines together, but I hope to bump my older two up to two-level outlines by mid-year. My question is about the summaries. Should I have them write
  13. I have a 3rd and 6th grader next year doing SOTW 2 at the same time. I'm "good" with getting reading material for the 3rd grader but, how do I make it challenging for the 6th...specifically the reading suggestions? The activity book is geared towards 2-5th grade.
  14. I've read a bit about different history programs for the logic stage lately, and I'm wondering why folks are opting for a program instead of the approach outlined in TWTM (read, "Do I need to buy a logic stage history curriculum?). What's the main reason for purchasing a logic stage history program? Ease of use? Religion? For those of you who do use TWTM approach, is it difficult to implement? How do you tweak it for your homeschool? If you were to purchase a few "add-ons" for WTM history, what would they be? Thanks for helping me plan :)
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