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Hi- I'm trying to make sense of the 5th grade logic stage and I'm hoping some pros in this can help me! This is what I'm thinking so far- am I correct? What would you add or subtract? Language Arts Writing-Writing With Skill 1 Has anyone done the Creative Writer series offered on WTM website? If so, did you do this at the same time as Writing with Skill or another writing program? Grammar ????? I was looking at AG, but it doesn't suggest to start it until 6th grade. I prefer to stay secular in our learning, so Rod and Staff are out, I guess. Any thoughts on Well Ordered Language or Voyages? We will have finished 1st Language Lessons Level 4 by the end of this year, so I'm at a bit of a loss for what my 10yr old daughter should do in 5th grade. Spelling Spelling Workout F/G Keyboard Keyboarding Without Tears History Am I correct that we are going back to reading SOTW1, but this time at a deeper level by including a resource like Kingfisher, timelines, outlines, and narrations? Math Math-U-See Life of Fred Maybe supplement with a little Singapore for additional word problems Science Please share with me your recommendations for a biology program for the logic stage. It should be stated I'm not a science minded gal, so I need all the help I can get- whatever you find to be the most complete. Languages My kids will continue with French which they speak fluently, but maybe we'll add Latin. What's your favorite Latin program? I know everyone has strong opinions, so let me hear them!! I'm feeling a little overwhelmed entering the logic stage. Oh, and I should mention that I'll be also teaching her little brother in 3rd grade next year, so he'll be doing some of the history and science with her. Thanks!
The following information is copied from my blog. I will be adding the additional resources we used this year to the page on my blog only so that this post doesn't get too messy. The main text: The Human Odyssey Vol. 1: Prehistory Through the Middle Ages edited by Mary Beth Klee, John Cribb, and John Holden K12 Inc. publisher ISBN 9781931728539 seen here on Amazon The supporting texts: The World in Ancient Times series by Oxford University Press the entire set here on Amazon The Ancient Near Eastern World here The Ancient Egyptian World here The Ancient South Asian World here The Ancient Chinese World here The Ancient Greek World here The Ancient Roman World here The Medieval and Early Modern World series by Oxford University Press full set seen here (not all volumes are used this year) The European World 400-1450 here The African and Middle Eastern World 600-1500 here The Asian World 600-1500 here An Age of Empires 1200-1750 here This schedule is intended for a full year's history study by a middle grade or logic stage student. The additions of book or other resources would enrich the material but are not necessary. Human Odyssey chapters are listed first with each chapter's title. Underneath each is a listing of the corresponding Oxford University Press volume(s) in purple. Please note that some chapters are listed out of numerical order. Instead they are listed as the material is covered within the Human Odyssey chapters. Part 1 Chapter 1: How Civilized! From Hunters-Gatherers to City-Builders Chapter 2: Unearthing Sumer The Ancient Near Eastern World Chapters 1-3 Chapter 3: Working, Trading, and Building in Sumer The Ancient Near Eastern World Chapters 12,13,15 Chapter 4: Honoring the Gods: Religion in Ancient Sumer The Ancient Near Eastern World Chapters 5,6,9 Chapter 5: Passing It On: The Written Word in Ancient Sumer The Ancient Near Eastern World Chapters 4,14,11,7 Chapter 6: The Sun Sets on Sumer The Ancient Near Eastern World Chapter 8,10 Chapter 7: Nebuchadnezzar's Babylon The Ancient Near Eastern World Chapter 22 Chapter 8: The Spread of Civilization: Egypt The Ancient Egyptian World Chapters 1,5,2,3,8,10,7,6,4,9,12,14,17,21,11 Chapter 9: Three Pharohs of the New Kingdom The Ancient Egyptian World Chapters 13-15, 18, 16 Chapter 10: The Spread of Civilization: India and China The Ancient South Asian World Chapters 1-10 The Ancient Chinese World Chapters 1-5 (through the Shang dynasty) Part 2 Chapter 1: The Life and Ideas of Confucius The Ancient Chinese World Chapter 10 Chapter 2: The Confucian Legacy The Ancient Chinese World Chapters 13-14 Chapter 3: The Birth of Hinduism The Ancient South Asian World Chapters 10 (the later part),11,13 Chapter 4: The Life of the Buddha The Ancient South Asian World Chapter 14 Chapter 5: The Buddha's Teaching and Legacy The Ancient South Asian World Chapter 18 Chapter 6: A Chosen People The Ancient Near Eastern World Chapters 18-20 Chapter 7: The People of the Law The Ancient Near Eastern World Chapters 20-22 Chapter 8: The Greeks and Their View of Nature The Ancient Greek World Chapters 3,4,1,2,17 Chapter 9: The Greek Celebration of Man The Ancient Greek World Chapters 5,6,18,19,7 Part 3 Chapter 1: Two Greek City-States The Ancient Greek World Chapters 12,8 plus 9-11,21 Chapter 2: Defending Greece: The Persian Wars The Ancient Greek World Chapter 13 Chapter 3: The Age of Pericles The Ancient Greek World Chapters 14,19,20 Chapter 4: A Fall, a Rise, and a Final Burst of Glory The Ancient Greek World Chapters 16,22-26 Chapter 5: The Roman Republic The Ancient Roman World Chapters 1-4 Chapter 6: Rome Rising and the Republic Challenged The Ancient Roman World Chapters 6,5,7,15 Chapter 7: Days of Empire The Ancient Roman World Chapters 11,13,20,8,18,10 Chapter 8: Judea and the Rise of Christianity The Ancient Roman World Chapter 23-24 Chapter 9: The Spread of Christianity The Ancient Roman World Chapter 24 Chapter 10: Rome on the Wane The Ancient Roman World Chapters 24,14,25-26 Part 4 Chapter 1: Rome Moved East: The Byzantine Empire The European World Chapters 1(to p.28),3(pp.46-49) Chapter 2: The Rise of Islam The African and Middle Eastern World Chapters 1-2 Chapter 3: The Spread of Islam The African and Middle Eastern World Chapters 3,5,7 Chapter 4: Ghana and Mali: Two Medieval African Trading Empires The African and Middle Eastern World Chapter 9-10 Chapter 5: Europe's Early Middle Ages The European World Chapter 2-3 Chapter 6: Thunder from the North: The Viking Age The European World Chapter 4 Chapter 7: Of Land and Loyalty The European World Chapters 4,7(pp. 106-110 Chapter 8: An Age of Faith: The Church in Western Europe The European World Chapter 6 Chapter 9: Monarchs on the Rise The European World Chapters 5,8,7 Chapter 10: China in the Middle Ages The Asian World Chapters 2,6,4(silk road) Chapter 11: Mongols on the Move The Asian World Chapters 7,4 Chapter 12: Europe's Calamitous Fourteenth Century The European World Chapters 11,12 An Age of Voyages Chapter 1
In the 2009 edition of the WTM, SWB recommends using a supplemental time line in the logic stage if you are not using the DK History: The Definitive Visual Guide. The two recommendations are either the DK Timelines of World History, which is apparently simpler, or National Geographic's Concise History of the World, which is more complex. I've checked them both out from the library to compare them and I can see how the NG one is more complex. In addition to listing events by region they are divided into categories as well (politics & power, geography & environment, etc.). But it seems that they each have information that the other one does not have. So, I'm wondering if anyone has any experience with either or both of these and would be willing to offer their thoughts or suggestions! Thanks!
I copied and pasted this from my response to my other thread, for those who are interested. And yes, if you email the Author, he is quick to respond. Now the history is chronological, so that in itself sort of fits into the classical mode. But the biggest and most obvious difference is that Classical Education focuses on memorization, and CTT discourages this. This curriculum wants a child to think for themselves, and come up with ideas and opinions based on the information presented. They are encouraged to go out an look at things, touch things, imagine things. And, they are encouraged to take charge of their own education. I like this aspect of it. That there is no real right or wrong answer. The author feels that as long as they are understanding the material, that is what matters. There are four steps Locate Word study Read and exercises (I think I have that right. Peela correct me if I am wrong) So the reading is harder, but before the child reads anything, the author wants the child to know trhe location of where the passage is taking place(so go to a map or globe, locate it, now the child has a mental image of the actual place) Harder vocabulary words that are in the reading. So the child is reading and understaning the material. Then exercises are done. This can be draw something(art does not count it can be a stick figure, doesn't matter as long as the child has the right idea of the passages, or assignments), investigate something and write about it. The upper school is 11 and up, and the author claims the works come from many high school and college texts. And from what I have read, it seems this way. I love the electives/current events they have. From the website: CURRENT EVENTS Course Title Identifier "HOW TO TAKE A VACATION COURSE" 22205 "World Problems - ENDANGERED SPECIES" 21756 "World Problems - GLOBAL POVERTY & HUNGER" 21678 "World Problems - HUMAN RIGHTS ABUSES" 23251 "World Problems - RELIGIOUS INTOLERANCE" 21677 "World Problems - TERRORISM" 22182 They also have a course in Manners. Then they also have Master Courses. From the website: MASTERS Course Title Identifier "Master's Screenwriter Course" 21556 "Master's Course in Television Writing" 21555 "Master's Course in Short Stories and Novels" 21600 "Master's Poet and Lyricist Course" 21558 "Master's Course in Creative Nonfiction" 21601 "Master's Course in Playwriting" 21599 Writing is CTT strong points. The author does not have a grammar program, and does not believe in them. He feels the more writing and reading a child does, the better their grammar is.(And I agree with this). He does say that you can use a grammar program of your choice if this is what you wish. What I like about this so far, as that there is no bias from the Author For example, both Creation and Evolution is presented. It is up to the child to develop their own thoughts and beliefs on this. You are presented with the facts, see both sides of it and the child can form an opinion on it. We are only on the first subject now "How to Do CTT", but I am hopin Peela will chime in here and giver her thoughts as well. I will update more, as we get a little further. We are only doing one at a time to see how it goes. But so far so good. I can tell you my 11 yo is thrilled to see she can do harder work, and come up with her own opinions for a change. I was wondering if there was anything else out there in case this did not work out.