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  1. I have created a syllabus for US History for dd's 8th grade year, using The American Odyssey as a spine and adding in a fantastic primary source series from Oxford University Press called "Pages from History," plus some other books and a great number of documentaries. I don't have any comprehension-type questions or map work because dd and I study, and discuss, history together. I will be adding in essay topics as we go, though those are not yet included in the syllabus. (Here's hoping it all pastes in... Darn, all the formatting is gone, including all italics. Sorry if this is a bit difficult to read. I will be uploading this to my (sadly-neglected) blog as soon as I can figure out how to from the iPad. A link will also be inserted in my signature.) United States History This American History syllabus was written for use by an eighth grade student. It can easily be adapted for use by older and (slightly) younger students. All supplemental resources, books and documentaries, are those found in the local library system. The main supplemental books and most of the others contain primary source documents. Other resources may be substituted as one wishes. No historical fiction selections are included as the target student does not enjoy historical fiction. The period 1914-current day does not contain as many resources as the target student covered this period in world history in depth the previous year. The student(s) and parent/teacher should read and watch all resources listed in this syllabus to facilitate discussion. There are no comprehension-type activities, no map work, and no essay topics (as of yet) included. One would need to add in whatever one might desire. Textbook The American Odyssey: A History of the United States, Morton Keller, Mary Beth Klee, Joshua Zeitz, and John Holden (ed.), K12 Inc., 2009 ISBN 1-60153-034-X Main Supplemental Books---"Pages from History" series (Oxford University Press) Encounters in the New World: A History in Documents, Jill Lepore ISBN 0195105133 Colonial America: A History in Documents, Edward Gray ISBN 9780199765942 The Bill of Rights: A History in Documents, John Patrick ISBN 0195103548 The Struggle Against Slavery: A History in Documents, David Waldstreicher ISBN 0195108507 The Industrial Revolution: A History in Documents, Laura Frader ISBN 9780195128178 The Civil War: A History in Documents, Robert Seidman ISBN 0195115589 Imperialism: A History in Documents, Bonnie Smith ISBN 0195108019 The Gilded Age: A History in Documents, Janette Greenwood ISBN 9781439518007 World War I: A History in Documents, Frans Coetzee ISBN 9780199732510 The Depression and the New Deal: A History in Documents, Robert McElvaine ISBN 0195104935 World War II: A History in Documents, James Madison ISBN 9780195338126 The Cold War: A History in Documents, Allan Winkler ISBN 9780199765997 The Vietnam War: A History in Documents, Marilyn Young ISBN 019512278X Additional Supplemental Books An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793, Jim Murphy ISBN 9780395776087 Voices from the Trail of Tears, Vicki Rozema ISBN 0895872714 Seven Trails West, Arthur Peters ISBN 1558597824 Across America on an Emigrant Train (a biography of Robert Louis Stevenson), Jim Murphy ISBN 0756991447 Children of the West, Cathy Luchetti ISBN 0393049132 Men of the West, Cathy Luchetti ISBN 0393059057 Women of the West, Cathy Luchetti ISBN 09179466022 a copy of the Sears, Roebuck catalog from the 1890-1910 to show the changing society (available in many libraries and on amazon) Shutting out the Sky: Life in the Tenements of New York, 1880-1924, Deborah Hopkinson ISBN 0439375908 Children of the Great Depression (photos), Kathleen Thompson ISBN 0253340314 Daring to Look: Dorothea Lange's Photographs and Reports from the Field (all from 1939, across the country), Anne Whiston Spirn ISBN 0226769844 Documentaries America Before Columbus (National Geographic) The New World: Nightmare in Jamestown (National Geographic) Desperate Crossing (A&E/History Channel) Salem Witch Trials (A&E/History Channel) Liberty! (PBS) George Washington: The Man Who Wouldn't be King (American Experience/PBS) Lewis and Clark (Ken Burns) Dolley Madison (American Experience/PBS) Mill Times (David Macaulay/PBS) We Shall Remain: America Through Native Eyes (American Experience/PBS) Roots of Resistance (American Experience/PBS) Underground Railroad (A&E/History Channel) The Abolitionists (American Experience/PBS) The West (Ken Burns) The Gold Rush (American Experience/PBS) The Civil War (Ken Burns) Reconstruction (American Experience/PBS) Lost in the Grand Canyon (American Experience/PBS) Triangle Fire (American Experience/PBS) The Orphan Trains (American Experience/PBS) The Brooklyn Bridge (Ken Burns) One Woman, One Vote (American Experience/PBS) Panama Canal (American Experience/PBS) The Great War 1918 (American Experience/PBS) Influenza 1918 (American Experience/PBS) The Monkey Trial (American Experience/PBS) The Great Depression (A&E/History Channel) Riding the Rails ( American Experience/PBS) The 1930s: The Civilian Conservation Corps (American Experience/PBS) Eyes on the Prize (American Experience/PBS) Rachel Carson's Silent Spring (American Experience/PBS) The American Odyssey Part 1: Becoming Americans Chapter 1:The First Americans Read American Odyssey pages 4-19 Watch America Before Columbus (90 min) Read chapters 1 and 2 Encounters in the New World Chapter 2: Europeans Outward Bound Read American Odyssey pages 22-35 Watch the first two parts of episode 1 The West (early New Spain) Read American Odyssey pages 36-42, read Colonial America pages 22-31 (early English settlements) Read Encounters in the New World pages 107-125, read Colonial America pages 33-38 (Jamestown) Watch The New World:Nightmare in Jamestown (50 min) Read Colonial America pages 97-109 (indentured servants) Chapter 3: Planting (Mostly) English Colonies Read American Odyssey pages 48-51 (Mayflower) Watch Desperate Crossing (137 min) Read American Odyssey pages pages 52-60 (New England, MD, VA colonies) Read Colonial America pages 38-53, pages 55-68 (colonialists v natives) Read American Odyssey pages 61-62, Colonial America pages 77-85 (Bacon's Rebellion) Read American Odyssey pages 62-70, Colonial America pages 85-90 (Restoration colonies) Read Encounters in the New World pages 87-105 (New France) Read Encounters in the New World pages 68-85 (New Spain) Watch next five parts of episode 1 The West (through California missions) Read American Odyssey pages 72-79 ????? (Salem) Watch Salem Witch Trials (50 min) Chapter 4: The Colonies Mature Read American Odyssey pages 82-89 (growing colonies) Read American Odyssey pages 89-90, Encounters in the New World pages 125-145, Colonial America pages 109-121 (slavery) Read Colonial America pages 123-141, pages 167-195 (family life in the colonies) Read American Odyssey pages 91-100 (Great Awakening, Enlightenment) Read Colonial America pages 143-165 (religion) Read American Odyssey pages 100-103 (French and Indian War) Chapter 5: The Road to Revolution Read The Bill of Rights chapter 1 (roots of American rights) **or save for Chapter 8** Read American Odyssey pages 114-121, The Bill of Rights pages 41-45 (protests) Read American Odyssey pages 121-124, The Bill of Rights pages 45-47 (First Continental Congress) Read American Odyssey pages 125-143, The Bill of Rights pages 48-50 (to Declaration of Independence) Watch episodes 1 and 2 of Liberty! (120 min) Chapter 6: The American Revolution Read all of American Odyssey chapter 6 Watch episodes 3, 4, and 5 of Liberty! (180 min) Read chapter 2 The Struggle Against Slavery (the African-American revolution) Watch George Washington: The Man Who Wouldn't Be King (60 min) Chapter 7: Establishing a More Perfect Union Read all of American Odyssey chapter 7 Watch episode 6 of Liberty! (60 min) The American Odyssey Part 2: National Identity and Growth Chapter 8: The Federalist Era Read American Odyssey pages 194-199, The Bill of Rights chapter 1 (if not yet read) and chapter 3 Read American Odyssey pages 200-215, The Bill of Rights pages 73-82 (through Alien and Sedition Crisis) Read An American Plague by Jim Murphy N J614.541 (yellow fever 1793 Philly) Chapter 9: Jeffersonian Republicanism Read American Odyssey pages 218-229 Watch Lewis and Clark (240 min) Read American Odyssey pages 229-237 (through War of 1812) Watch Dolley Madison (90 min) Chapter 10: Nationalism and Economic Growth Read all of American Odyssey chapter 10 Chapter 11: Beginning and Industrial Revolution and a Market Economy Read American Odyssey pages 260-267, Industrial Revolution introduction, pages 19-23, pages 41-57, page 89 Watch Mill Times (60 min) Read American Odyssey pages 267-279 Chapter 12: A New Kind of Politics: Jacksonian Democracy Read all of American Odyssey chapter 12 Watch We Shall Remain disc 2 (75 min) Read Voices from the Trail of Tears by Vicki Rozema N 973.0497 Chapter 13: Changing Sectional Identities Read all of American Odyssey chapter 13 Read The Struggle Against Slavery chapters 3, 4, and 5 Read The Bill of Rights pages 84-86 Watch Roots of Resistance (56 min) or Underground Railroad (150 min) Chapter 14: An Age of Reform Read American Odyssey pages 330-345 (utopia, reforms, abolition) Watch The Abolitionists (180 min) Read American Odyssey pages 345-347, The Bill of Rights pages 87-91 (women's movement) Chapter 15: The Emergence of American Culture Read all of American Odyssey chapter 15 Chapter 16: Manifest Destiny Read American Odyssey pages 368-375 (westward) Watch The West episode 2 (all but Tejas, We Go to Conquer, What a Country) Read entire text of Catherine Sager Pringle's "Across the Plains in 1844) on The West's companion website Read Seven Trails West chapter 3 Santa Fe trail, chapter 4 Oregon-CA trail, chapter 5 Mormon trail Read American Odyssey pages 376-386 (Texas, Polk, war w Mexico) Watch three remaining segments from The West episode 2 Watch The Gold Rush (120 min) or episode 3 of The West The American Odyssey Part 3: Crisis and Renewal Chapter 17: The Road to War Read American Odyssey pages 392-399, The Struggle Against Slavery pages 137-148 (Compromise of 1850, Fugitive Slave Act) Read American Odyssey pages 400-404, The Bill of Rights pages 91-95 (Dred Scott) Read American Odyssey pages 404-407, The Civil War pages 50-57 (Lincoln-Douglas, John Brown, 1860 election) Chapter 18: The Civil War Read all of American Odyssey chapter 18 Read The Civil War pages 57-67, chapters 4-7 Watch The Civil War (700 min) Chapter 19: Reconstruction and Reunification Read all of American Odyssey chapter 19 Read The Civil War chapter 8 Watch Reconstruction (180 min) Chapter 20: The Last Frontier Read Seven Trails West chapter 6 Pony Express, chapter 7 telegraph, chapter 8 railroad Read American Odyssey pages 462-475 Watch The West episode 5 Read Across America on an Emigrant Train by Jim Murphy N J Bio Robert Louis Stevenson Watch Lost in the Grand Canyon (53 min) Read American Odyssey pages 475-480 (native) Watch The West episode 6 Read American Odyssey pages 481-485 (the west in popular culture) Watch The West episodes 7 and 8 Read Children of the West/Men of the West/Women of the West by Cathy Luchetti Chapter 21: New Industries, New Ideas, New Frontiers Read all of American Odyssey chapter 21 Read 1897 or 1908 Sears Roebuck catalog Chapter 22: Rise of Organized Labor Read American Odyssey pages 506-510, The Industrial Revolution chapter 3, pages 73-83, 85, 93 (child labor, family and private life) Read American Odyssey pages 511-521, The Gilded Age pages 49-65 (Knights of Labor through Homestead) Watch Triangle Fire (60 min) Chapter 23: A Nation of Immigrants Read all of American Odyssey chapter 23 Read The Gilded Age pages 29-47 Watch The Orphan Trains (60 min) Chapter 24: Birth of the Modern American City Read American Odyssey pages 540-544 Watch The Brooklyn Bridge (58 min) Read American Odyssey pages 544-550, The Gilded Age chapter 5 (Jacob Riis photo essay) Read Shutting out the Sky: Life in the Tenements of New York, 1880-1924 by Deborah Hopkinson N J307.764H Read American Odyssey pages 550-559, The Gilded Age chapter 10 (leisure activities) The American Odyssey Part 4: Reform and World Power Chapter 25: The Age of Reform Politics Read American Odyssey pages 564-569, The Gilded Age chapter 8 (farmers' revolt, Populist Party) Read American Odyssey pages 569-571, 580-583, The Gilded Age pages 67-77 (Hull House) Read American Odyssey pages 571-579 Chapter 26: The Road to Equality Read American Odyssey pages 586-597, The Gilded Age chapter 6, The Bill of Rights pages 110-115 (African-Americans) Read American Odyssey pages 598-605, The Bill of Rights pages 106-110 (women) Watch One Woman, One Vote (106 min) Chapter 27: American Imperialism Read American Odyssey pages 608-615, The Gilded Age chapter 9 (Spanish-American War) Read American Odyssey pages 615-623 Watch Panama Canal online at American Experience (90 min) Chapter 28: The First World War and its Aftermath Read American Odyssey pages 626-638, World War I pages 93-95, 108-109, chapter 5 picture essay (the war) Watch The Great War 1918 (56 min) Watch Influenza 1918 (60 min) Read American Odyssey pages 638-643 Chapter 29: The Roaring Twenties Read American Odyssey pages 646-664 Watch The Monkey Trial (90 min) Read American Odyssey pages 664-669 Chapter 30: The Great Depression Begins Read The Great Depression chapter 1 Read all of American Odyssey chapter 30 Read The Great Depression chapter 2 Watch The Great Depression first segment (200 min total) Watch Riding the Rails (72 min) Chapter 31: FDR and the New Deal Read American Odyssey pages 688-703 Watch the second and third segments of The Great Depression Watch The CCC from The 1930s (53 min) Read Children of the Great Depression by Kathleen Thompson, Daring to Look: Dorothea Lange by Anne Whiston Spirn Read The Great Depression chapters 3-14 Watch the last segment of The Great Depression Chapter 32: World War II Read all of American Odyssey chapter 32 Read World War II pages 21-22, 30-31, 37-38, 50, 52-53, 55, 63-65, 78-79, chapter 5 propaganda pictures, pages 96-99, 106-111, 113-116 The American Odyssey Part 5: The US in the Modern World Chapter 33: The Cold War at Home and Abroad Read American Odyssey pages 750-762, The Cold War chapter 1(the bomb to Korea) Read American Odyssey pages 762-766, The Cold War chapter 2 (HUAC, McCarthy) Read American Odyssey pages 766-771, The Cold War chapter 3 to page 78 (Eisenhower) Chapter 34: Society and a culture in the Postwar Era Read all of American Odyssey chapter 34 Read World War II pages 126-131 Chapter 35: The Civil Rights Movement Read all of American Odyssey chapter 35 Watch Eyes on the Prize (360 min) Chapter 36: The Vietnam Era Read American Odyssey pages 828-832, The Cold War pages 80-87 (Bay of Pigs etc) Read American Odyssey pages 832-847, The Cold War pages 111-123 Chapter 37: Rebellion and Reform Read all of American Odyssey chapter 37 Chapter 38: The Politics of Power Watch Rachel Carson's Silent Spring (55 min) Read all of American Odyssey chapter 38 Read The Cold War pages 125-132 (SALT etc) Chapter 39: The Reagan Era Read all of American Odyssey chapter 39 Read The Cold War pages 132-141 Chapter 40: Cultural Politics in a Changing Nation Chapter 41: Change, Challenge, and Possibility
  2. I'm wondering what y'all think of using Walter Isaacson's biographies of Benjamin Franklin and Albert Einstein during the middle years? I am pretty sure I saw them on a logic board list this summer, but am wondering if most folks find them appropriate &c for the middle grades -- they are clearly written for an adult audience. I might try to plop them into their proper spaces in the history rotation, or assign them as one-offs; not sure. TIA!
  3. My ds will be in 6th grade next year and we will be studying American History. We're both very excited about it, but I can't decide whether to go with the Story of US or American Odyssey. Background: My older daughter has been using Human Odyssey for her world history and I really like it - same authors/publishers as American Odyssey, correct? I haven't seen the concise edition of The Story of US, but really liked the 11 (?) volume version - although it's wayyyy too much. Another thing is that my son does much better with worksheets and directed questions in history, ala K12. Any thoughts or advice? Thank you!! Cindy
  4. This is the first time we're doing History in fifth, logic stage, and ds is following this sequence: Day 1 Listen to and read chapter in SOTW 4, look up locations on globe and map, answer questions, type up rough outline for narration Day 2 Listen to and read second section, answer questions, encyclopedia readings for both first and second sections, add important people, places, facts to outline Day 3 Mapwork, timeline work (using book and encyclopedia), flesh out outline and choose one paragraph to write about. As ability increases, perhaps add another paragraph for a total of two. Day 4 Encyclopedia Internet links and possible activity, edit and finish full written narration (paragraph due Monday morning) Does this sound like "enough" for a brandnew 10-year-old? He's a reluctant writer so far, but we're working on it and he's making progress slowly but surely. ETA: We also have the SOTW 4 AG timeline cards for our use as review and copies to paste in our Book of Centuries.
  5. A few weeks ago I asked about the WTM way of doing Logic stage history and K12's Human Odyssey was recommended. I've read through it to do a quick plan for next year and I've found I don't particularly like the text. It isn't as in depth as I'd hoped and large portions of the readings are stories, often pulled from literature assigned to DS anyways. Before asking about history here, I read through the appropriate sections in the Kingfisher encyclopedia. I think it's a more thorough overview of the time period. Though there's less text, it appears to have more meat on Eastern and American cultures. I had planned on supplementing the history spine with age-appropriate literature (Gilgamesh, Iliad, Odyssey, and Aeneid) and life-in-ancient-time books. To me, Human Odyssey will be more reading than Kingfisher with less substance. So I'd love to hear from someone who used Human Odyssey, especially if you used all the books. Based on Volume I, I can't see using HO up to eighth grade. From my admittedly brief survey, SOTW4 is written to a higher reading level than Human Odyssey Volume I.
  6. Our library only owns the first edition of TWTM, and only has a very old edition of the usborne book of world history (white cover). What is recommended in the 3rd edition of TWTM for a history spine? Thanks!
  7. It's not working out with us. It's not you, HO, it's me. There are things about you that are great, just what I wanted, but my heart lies elsewhere. I think you could be the perfect curriculum for someone else, just not me. No hard feelings, ok? My one regret is that I bought HO instead of using the 10 week sample. I am weeks in and wanting to change. But, to be fair, there are parts that I am glad I have. I won't give it all up. I like the mapwork. I like the instructions to write specific information from the Kingfisher in the notebook. I like the notebook and the guidance about how to use it. I like the reading list. I like most of the resources and the assigned readings. So, I am going back to doing history like I did it last year, following the pattern laid out in TWTM. It worked for us. I like using the writing plan from SWB in my history. My kids do so well with that. So, for anyone who has read this so far, what should I do? I have kingfisher, I have Human Odyssey and I have many Oxford Medieval books. Clearly resources are not a problem. Heck, thanks to the lovely and hardworking SaDonna, I even have HO and Human Odyssey and Oxford all matched up. It won't be that hard to make this work. I am 7 weeks in. We have done 20 something lessons. We just finished the vikings. If I go back to what I did last year I will following the TOC of SOTW but using logic stage materials. I will also be looking at HO for some activities etc. I do have a list that someone posted aligning SOTW with HO. I can follow that, I think. If I add in what SaDonna did I think I am golden. But, should I start back at the beginning of SOTW or just jump in where I would be had I started the year that way? What the heck do I do when I run into the Vikings again? Just do different viking readings? I doubt my son would mind more vikings. Ah well, live and learn. And I want to be clear that HO is a solid curriculum. It really is me, not HO.
  8. Help me out. I've re-read WTM many times but it's still not making sense to me how the work should be organized for history in the logic stage. 1) There is "facts writing", narration and outlining. What resource do you use for each of these? and why might help bc it's just not making logical sense to me. 2) ds would sure like to continue with SOTW, although I also bought the Usborne Internet Linked Encyc and the Natl Geographic book she recommends. Does anyone incorporate SOTW and what do you do with it then? Brownie
  9. 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
  10. 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 why?
  11. 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?
  12. 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 the great men/women and primary sources during the additional reading time? That would mean a great person to read about every week then (there are 51 great men/women in her list), and when do they select their own topics to read and outline? Never mind fitting in primary sources. Or is this on top of the Kingfisher and additional reading? :confused: Thanks in advance. ETA: We are beginning middle ages/early renaissance in January... if that makes a difference.
  13. 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 this child is very unlikely to ever need academic history, and if they are engaged, they will dig deeper and understand better anyway. Does that make any sense? I'm sure they can learn outlining without making history a drudgery to do so. So how do YOU make history fun and engaging. What books, approaches, activities, writing etc do you require? DD is easy, SoTW1 with the AB, extra reading and activities. Goodness I love SoTW!!
  14. 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 projects, which is one reason I got it). And I like that the year is broken into nine 4-week units, so we're not completely shifting gears every week. There really is time to research something more deeply. I also like that there are discussion questions too. My own plans are still coming together... but I have these books (in no particular order) on the shelf (which was a bad idea, because he is already reading some of them!) Nye's Beowulf Son of Charlemagne Black Arrow (RLS) Sir Gawain Children of Odin (Colum) Morning Star of the Reformation Ink on His Fingers Bible Smuggler Luther - Bio of a Reformer River of Grace Adam of the Road McCaughrean's Canterbury McCaughrean's 1001 Arabian Nights Henty's In Freedom's Cause Pyle's King Arthur Lanier's King Arthur Landmark's King Arthur Landmark's Joan of Arc Pyle's Men of Iron Christian History Made Easy Hawk that Dare not Hunt by Day Augustine Came to Kent Famous Men - MA several Rosemary Sutcilff books Pilgrim's Progress Harding's Story of the Middle Ages Art's Middle Ages book (actually on my wish list right now) Pyle's Robin Hood Other thoughts - general goals or specific plans - are most welcome! Thanks!
  15. 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 interesting source read during the week. So, we use the Kingfisher or Usborne, etc. to pull the 6-8 important facts list from. Am I off or does this sound right?
  16. 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 short biography page for each of the Great Men and Women listed in the WTM as we come to them. What info should I have him list? Birth? Death? What else? I want this to be short because he will be doing lots of other writing. TIA!
  17. 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 logic stage history & reading and would like any advice I could get from those that have been through this before. So, my questions are, what does your typical week schedule look like? Do you have tips on "The Notebook"? Opinions on Usborne or the DK book? Recommend either over the other one? The Jackdaw Portfolios are expensive. Are they worth it? For books for my fifth grader, I have listed (he is a strong reader): Augustus Caesar's World -Foster Tales from Ancient Egypt - Green The Golden Goblet - McGraw The Cat of Bubastes - Henty Tales from China - Birch Tales from Japan - McAlpine Tales from India - Gray Tales from Africa - Arnott D'Aulaires' Book of Greek Myths - D'Aulaire Famous Men of Greece - Haaren The Golden Fleece - Colum Tales of Greek Heroes - Green The Tale of Troy - Green The Trojan Wars - Coolidge The Children's Homer - Colum Black Ships Before Troy - Sutcliff In Search of a Homeland: The Story of the Aeneid - Lively The Last Days of Socrates - Plato Famous Men of Rome - Haaren The Young Carthaginian - Henty Beric the Briton - Henty Caesar's Gallic Wars - Coolidge Cleopatra - Vennema Outcast - Sutcliff For the Temple - Henty The Eagle of the Ninth - Sutcliff The Silver Branch - Sutcliff Any books that are *must read* that I missed for this time period? Any of these books that are 'meh' and you'd skip? ~Heather
  18. 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 from the Usborne Internet Linked Encyclopedia and the white Kingfisher Encyclopedia. At least one chapter of Truthquest (Middle Ages) is assigned along with one Think Write assignment per week. Historical fiction and non-fiction resources (listed either in the SOTW AG or in Truthquest) are assigned to be read during the week. What I am failing to implement smoothly is the writing portion of history. So far, my 5th grader has done one outline on Attila the Hun and written a very brief three paragraph report on Attila the Hun. He has also done two Think Write assignments from Truthquest. I feel like we need to be doing a lot more writing, but I'm just not sure how much AND how much I should be expecting of him (as far as length goes). I guess I am just feeling like our history is rather disjointed at this point. (When do we read? When do we write?) I'd love to smooth it all out! He would prefer to have his one outline per week correspond with his weekly write-up. Is that ok? Or do I need to have him outline one topic and then write on a completely different topic? He LOVES the reading portions he is assigned (he is an incredibly fast reader and comprehends wonderfully) ... and he also LOVES to write (he wants to be an author when he grows up). However, I feel like I am not doing an adequate job laying out what is expected for history. I feel like he does not spend an adequate amount of time preparing his written assignments (this shows in the length and quality of his writing for history). We also have not started any sort of timeline ... do we need to? I would love any insight you may have about how I can get into a groove with logic stage history! :)
  19. 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 at grade level. When we do discuss things, I can see that he has totally moved into logic level thought. I'm wondering if a curriculum designed for logic stage would help me bring ds to his full potential. So, I've downloaded HO's "try before you buy" PDF for Medieval II, and looked through the lessons. Among other things, I Love how they do geography, and I appreciate how they guide the student into analysis and discussion, but I just cannot imagine completing even half of what is expected. (Currently, we do history twice a week for about an hour to 1 1/2. In that time, we cover 1 two page spread from the KHE, do a 1 level outline, color a map, do timeline dates, and sometimes narrate a outside reading summary.) Who here uses History Odyssey? Do you do it all? Could it be cut down to just twice weekly? (lessons would almost have to be omitted!) Or should I just stick with TWTM's recommendations and try to ramp it up a bit? Thanks for your help,
  20. 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 on the topic we outline together, or should I just let them pick whatever subject(s) they want? Do I have them take notes while they're reading, or just write from memory? Do I have them review the books with their selected topics before writing? I'm also wondering about the format of these summaries. My 2 oldest are doing R&S 6 this year, and it deals with paragraphs first. Should I just expect a paragraph summary? I see that in a later chapter, report-writing is introduced. Would you switch form then, and wouldn't the student have to take notes at that point? I'm stressed about writing instruction, and I worry about the R&S lessons because they don't seem to teach traditional essays with intros and conclusions. Any thoughts? One more question about literature. SWB said not to pick every book apart so as not to kill your child's love of reading. Would it be appropriate to pick one book a month for discussion and a lit response paper? What form would you expect for these papers? Should they have intros and conclusions, or should they simply follow the writing instruction from R&S(e.g. paragraph, 3 paragraph report, compare and contrast)? Looking forward to some guidance here. Thanks. Caroline
  21. 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.
  22. 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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