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  1. Time Left: 6 days and 7 hours

    • FOR SALE
    • USED

    I homeschooled my daughter for 8th grade and high school. Because my daughter is a visual learner, we used many, many videos. I'm now looking to pass them along to someone who can use them. Subject categories include Art & art history, World history, american history, science, english, and some miscellaneous things (economics, game theory, etc). They are primarily from The Great Courses, Biography Channel, History Channel and PBS although others as well. There are too many to post here but if you are interested, message me and I will email the full list to you. Most are DVDs (a few cd roms) and all are in like-new condition. Where course guidebooks were included in the materials, they are also like new and completely unmarked. Also totally nonsmoking home.


    Healdsburg, California - US

  2. My daughter is in 8th grade, but I'm looking ahead so that we can plan out her high school for college entry. I have noticed that colleges require World History, US History, Government, and Economics. I'm not sure how to include that on her transcript if she is doing the high school level history through Well Trained Mind.
  3. Time Left: 1 hour and 12 minutes

    • FOR SALE
    • USED

    Exploring World History Book 1 & 2 In Their Words Student Review book, Quiz & Exam Book, Answer Key Non-smoking home


    Rowlett, Texas - US

  4. Time Left: 2 days and 4 hours

    • FOR SALE
    • USED

    World History and Literature--2007 edition. Includes all but Experiencing God, Writer's Inc., Cry the Beloved Country, Hudson Taylor's Spiritual Secret, Animal Farm, and World History Timeline book. (Also doesn't include books required from Ancient History. ) $210/media mail shipping + insurance. Please message directly with questions or to purchase.


    BelAire, KS - US

  5. "Crash Course World History Curriculum Now teachers and students can use current, accurate, and frequently updated learning materials to assist in their World History classes. Driven by the Crash Course World History videos, these materials can be used to introduce new topics and units, can be used in a flipped classroom model, and are great resources for review of content to check for understanding and application. You may use these lessons, activities, and video questions in your classroom today!" There are teacher and student PDFs http://thecrashcourse.com/curriculum.html
  6. Please help! :) My daughter will be starting high school in the next few months, and I am just not sure about what to do for our World History program. I have narrowed it down to 4...after researching just about every program out there. If you have any experience with these programs, please let me know what you loved and what you didn't like about them. We are doing Notgrass for middle school World History and my daughter enjoys it more than some other things we tried. She LOVES reading and writing, and so this is what I keep coming back to for her high school. I love the literature included and that each week she is to write an essay. I also like that it's a simple, one year world history program, and won't take years to do. History Revealed seems like my Ultimate History Program. I love the foundation of it, how it encourages the child to dig deep and study what they are interested in. I love that it's got lots of project ideas and that it covers each topic pretty in depth. I worry though that my daughter isn't a really motivated learner. She loves to read and write, but if she's not engaged in it, she will hand me garbage just to be done. I don't know if she will dive deep or just remain on the surface and do bare minimum to get done. If she approaches it that way, will the whole benefit of this program be lost on her??? I don't yet have any experience with the Classical Historian, other than it sounds great. Cathy Duffy rates it very highly, in her top 102 picks (Notgrass and History Revealed didn't make the list). I love the idea of starting a unit with a question and having her read and research in order to write an essay that makes her really analyze her answer. I also love the idea of doing Socratic Discussions as a main part of her history program. I am in process of learning how to do the Socratic Dialogue and think it's a fabulous way to learn. We LOVED Winter Promise for elementary US history, and so it is always in the back of my mind to try. Their Middle/High school level American History Programs look very intriguing to me (American Crossing and American Culture). I think we learned more in that elementary history class than any other program we have done....but there were many more books in that program than the high school ones. I just can't decide! Please share your experiences!!!! Thanks!
  7. ETA: We're strongly leaning toward Duiker and Spielvogel's World History. I'm looking at options for “World History: Medieval-Renaissance†next year for a 10th grader who's pretty academically focused. I'd really like to use Daileader's excellent 3-part Middle Ages in Western Europe audio lecture series, so I'm looking more for a complementary text with a global focus and any interesting primary-sources reading in world history for period ~A.D. 1000-1800. Some of the world history options for our spine are: Strayer, Ways of the World: A Brief Global World History With Sources. I have this, it has a global focus, it has some focus on primary sources and their interpretation, so it's definitely a candidate for us. I would like to hear others' experiences, however, to see if there's something that might be better for DS. Duiker and Spielvogel, World History. A lot of people refer to using or having used “Spielvogel,†but there seem to be several versions of World History and Western Civilization by him. This one seems to be the best fit, but I'm really not sure. I don't think we'd go with his Western Civ. Book. An interesting review of an earlier edition of Spielvogel's World History: A Human Odyssey is here. It appears that Duiker was added as a co-author, and lead author, somewhere along the way, but I'm not positive. ETA: a 2008 WTM thread discusses this text; there's also an interesting review by an AP World History teacher for 9th and 10th graders here with experiences using Duiker and Spielvogel in 2001-2002. Spielvogel, Glencoe World History. This book seems clear, and I really like the extensive use of primary sources. It seems to me, however, that it's intended for a one-year non-honors 9th grade world history class, written at about a 6th grade reading level. It really looks good for its intended purpose, but I think DS is beyond that point in background, reading level, familiarity with maps, etc. ETA: In an earlier WTM thread, another reviewer considered it pre-high school and written at a 5th grade reading level. If you can handle the distracting side-bars and the reading level and background is right, it looks like a good text, however. I have Noble's Western Civilization, which has worked well for DS, but using it means I'd need to supplement for the rest of the world, which I might do, though not ideal; we'll also be using the audio lectures of “Great Authors of the Western Literary Tradition,†which is taught by Noble for the middle ages period, and it would be nice to get another perspective. SWB's History of the Medieval World. I have this, and it's a good book, but we started with her ancient book at the beginning of 9th and switched. I'd appreciate any feedback on your experiences on world history spines for the Medieval-Renaissance period (or useful primary sources to use). Thanks!
  8. I just recently got this for use next year and thought I'd post my initial impressions since I couldn't find a lot of reviews when I was doing my own research. I finally decided on it after months of looking at different options for world history, including BJU, Abeka, PAC, Spielvogel, and A Short History of Western Civilization. I had looked at Notgrass at conventions in the past, and it just didn't do anything for me. But I kind of felt crowded into it after ruling out the above options. Abeka and BJU just looked like very surface treatment and I worried about retention. Plus I was afraid they might have too much of a Baptist perspective. PAC looked too light, Spielvogel too dry. I actually ordered a cheap used copy of ASHoWC, but the copy came heavily highlighted (what's the point of having so MUCH highlighting?) and I didn't like the way they handled religion. Plus I was thinking maybe we should have some non-western info too. So back I went to Notgrass, figuring that since most of their reviews were positive, it couldn't be that bad. :) The text is in two big hardcover volumes, with one hardcover volume of original writings as a supplement. Volume one is ancients and medievals, volume two is Renaissance to modern times. It is divided up into 30 units, each one containing five daily lessons. The last of the five is always a Bible study. My thoughts: - The text itself isn't as . . . rich? rigorous? as I had hoped. I would be reluctant to use this above 10th grade. - The print is large, clear, and easy to read. Lots of color illustrations. No timelines - I was disappointed that such a large portion of volume one is biblical history. We are CC and believe biblical history is accurate but we are also well-versed in it due to years of books, Sunday School, etc., and I'd rather the time were spent on more unfamiliar cultures such as Egypt, Assyria, Greece, etc. For instance, only one lesson is spent on ancient Egypt, and maybe 15 lessons on biblical/Hebrew history. - The tone is definitely Christian, but not strongly one denomination. Every once in a while I would think, "wow, this is really getting preachy," but then I realized that was always in the Bible study chapters. You could always skip those chapters and use the program purely for history. I was going to skip them at first but then I realized DS does need some Bible study somewhere and we may as well kill two birds with one stone. - I like the output suggestions. There is Bible memory, supplementary reading in literature or the original sources book, and a choice of three projects for every unit, similar to Oak Meadow. One of the projects is always a writing assignment. The others may be art, research, volunteering, interviewing, making a video, etc. We are not using the Student Review book, which includes questions as well as literary analysis for the supplemental literature. We will use the lit for extra reading only, no formal follow-up. DS is taking a separate lit course. - I LOVE the original sources book, In Their Words, and how they weave the readings into the program. It is the same quality binding with clear print and color illustrations. It has a really nice selection of documents, speeches, poems, stories, and hymns. It would be worth getting even if you do not plan on using Notgrass. - The course is pretty Western civilization-ish. Other cultures are only touched on in the first volume, and take up only three or four out of the 15 units in the second. Maybe I can follow up with another review once we've used it for awhile.
  9. For those of you who have done this program, is it a true world history program, or is it more focused on American history? It is hard to tell from the posted Table of Contents, but a lot of the books seem to be geared to American history. We are currently doing Resurrection to Reformation, which is the only other HOD program I've done. I'm debating whether to continue on or look for another middle school world history program that covers this same time period -- Reformation to the beginning of the 20th century. I don't want a program that focuses on American history, or the world from the American viewpoint.
  10. What have you all found for relatively rigorous world history texts? I like the approach of WTM, with a Great Books literature conducted in parallel, but the same texts as a history course spine would seem to work without the accompanying Great Books literature course. In any case, I think it's important to spend a significant amount of time analyzing primary sources and writing essays on history (i.e., developing and practicing the rhetoric). BTW, we are running this as a 3-year cycle (9th grade; ancient, to ~ A.D. 476; 10th: medieval-early modern, to ~ 1850; and 11th: modern, since ~1850), and with a 3-year literature cycle, ancient literature, then medieval-early modern lit.; and modern literature. I'd love to get other perspectives on what would work for a relatively rigorous world history course. Here's what I've found: GLOBAL FOCUS, ACROSS ALL TIME PERIODS 1. Ways of the World: A Brief Global History With Sources by Robert Strayer (Vol 1: to 1500; Vol 2: Since 1500): I'm surprised that I don't see more about this on these boards, since it seems like it would work well for both a relatively rigorous course as well as something approaching a get er done course since it's brief and fairly easy to read. I have both volumes and we may switch to this as our spine, perhaps starting in 10th grade. Or, I may ask DS to read the two volumes as a review and “fill in the gaps†in 11th grade. WotW is very concise and does include some primary sources in the text. However, by being concise, it allows time for delving into select special topics along the way. 2. The History of the Ancient World (and then Medieval,and the Renaissance) by SWB. I bought the first two books, and DS started the first book, but neither of us were that enthusiastic. While I love SWB's Story of the World series for the “grammar stage,†the high school series doesn't seem to match the WTM as a spine for a rigorous course as well as or as easily as Ways of the World IMO. (IMO Ways of the World links more easily to primary sources, is broader in scope, and is more concise; HotAW focuses more on a Western perspective, and more on kings and wars than is my preference.) If your student likes the SWB style, by all means continue. 3. Although we haven't decided if DS will take the test, FYI there is an AP World History course and test. 4. Georgia Virtual schooling website, FYI, although I have not seriously reviewed it. GLOBAL FOCUS BUT ONLY LIMITED TIME PERIOD History of the Ancient World: A Global Perspective, Great Courses videos, by Gregory Aldrete: My son and I like these lectures as they balance interest and rigor, although they are very accessible for a less rigorous course. WESTERN CIVILIZATION, ACROSS ALL TIME PERIODS Western Civilization by Noble, Strauss, Osheim, Neuschel, Cohen, and Roberts: We're using this, along with the Aldrete videos as our history spine this year. It strikes me as concise and scholarly, yet not boring. There is some use of primary sources and weighing the evidence. I feel confident that the text provides a sound treatment for a relatively rigorous course. The only downside IMO is that the focus on Western civilization means I need to complement it with a treatment of the rest of the world. Western Civilization by Jackson Spielvogel: I know that a lot of people use this on the boards. I came across the Noble, et al text first, and I couldn't see any reason to use Spielvogel instead – maybe others will chime in and give a reason!
  11. My son is going to be a senior in high school this year and has to/wants to take Contemporary World History. Does anyone have a recommendation for a great textbook? We have always followed a four year history rotation, and for his first 3 years of high school, we covered ancient, middle ages, and early modern. When he was younger, we used The Story of the World series, and absolutely loved it. In high school we have done the best we can to piece together from 2 sets of history curricula that are incomplete (SWB's History of the World, and History Odyssey Level 3), but find ourselves completely lost. Since I can't force SW Bauer to publish a history book for this era before this school year starts, does anyone have a suggestion for a book exactly like she would write? :) Ok, at least kind of like she would write?
  12. I am thinking about taking next year to focus primarily on early US history (Colonies to the Gold Rush) with my middle school kids. What world history events and people do I HAVE to make sure to cover so that they are prepared when we go back to world history the following year (US Civil War to the present)? Thank you! :001_smile:
  13. I'm looking for recommendations on how to structure a very beginning world history class. This would be a CO-OP class (10 weeks each semester) for 3rd and 4th graders. My soon to be 3rd grader is really interested in learning about medieval history, but I told her it might be good to start at the very beginning and work up to that. I was thinking of using Child's History of the World for it's very short and easy approach, but then pulling in as much of Story of the World as possible (Ancient Times) and using activities out of that book. We would do a lapbook as well as activities each week to support the lessons. This would be an early introduction, and then the following year 4th we'd start working through SOTW. But on our own at home. Thoughts, recommendations?
  14. I'm looking for recommendations on how to structure a very beginning world history class. This would be a CO-OP class (10 weeks each semester) for 3rd and 4th graders. My soon to be 3rd grader is really interested in learning about medieval history, but I told her it might be good to start at the very beginning and work up to that. I was thinking of using Child's History of the World for it's very short and easy approach, but then pulling in as much of Story of the World as possible (Ancient Times) and using activities out of that book. We would do a lapbook as well as activities each week to support the lessons. This would be an early introduction, and then the following year 4th we'd start working through SOTW. But on our own at home. Thoughts, recommendations? Quote MultiQuote Edit Report
  15. If you could only pick three books to use for your high school World History curriculum, what would you choose?
  16. So I'm trying to figure out what we will do for history next year. The boys will be 10th and 11th grade. Last year we did AP US Government and AP Comparative Government (I wanted to take advantage of our living in DC with the US Government). The year before we did a long study of the modern age from 1850 through the Cold War. It was incredible, spanning about 16 months with lots of Civil War battle field trips and other great stuff. We had considered doing one semester of economics and another semester of an anthropological view of the history of armed conflict. Then I reconsidered because I thought that this would be the last chance my older son would have to prep for a full year AP exam before starting college applications. (Whatever he takes senior year will not have exam scores back until after college application season is done.) I thought that we might instead do AP European History. We lived in Europe for three years. European History is a favorite subject at our house. But as I review the sample syllabi, I'm struck by how much content is in them. There is one week for the Napoleonic wars, one week for the Reformation. I'm not very good at survey courses, because we love to read and dig into a topic. This seems to be a common complaint. The AP European History course will be revised in a couple of years to have more of a focus on historical techniques and less on specific content. (I'm not sure what I think of this.) AP US History has been revised. 2014-15 is the first year of the revised course. I'm having trouble figuring out exactly what a revised course would look like. I haven't found samples of the new style of multiple choice questions or free response questions. There will still be a DBQ, but there will also be more short answer responses. I'm concerned about trying to do a course in the first year of a revision. But I like the concept of giving more focus on history themes and techniques and less on a march through time. I think my middle son especially would appreciate not doing a long focus on the 19th century, since he's expressed feeling that he spent a lot of time on that recently. Does anyone have particular insight on either European History as currently designed or the revision of US History? Has anyone done World History recently (because I think it was revised a few years ago with a similar intent)? Any great resources for Euro or APUSH?
  17. 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.
  18. OK-- thanks to everyone for replies and suggestions to help me plan for study abroad with my three boys-- we're here in France. Here's our blog: http://theshortstrip.blogspot.fr My curriculm blog is already up, but I would have liked to have seen how others organized a similar trip/semester abroad. I guess I'll blaze the trail and you can thank me later -- unless it all goes terribly wrong, then I'll know why I couldn't find more infromation about!
  19. I'm putting together a history class that approaches history through the technological/scientific discoveries of the time. I'm looking at starting during the enlightenment through modern times, with an emphasis on the 20th century. My DS16 is highly computer and science interested, and I'm looking for readings that are accessible to a more reluctant reader (not a poor reader, but one that takes some wooing to really stay in the game). I'd like to find books that intersect where science affects history and vice versa. So far, I've chosen only Galileo's Daughter and The Immortal Life of Henrietta Lacks, but that might give you the flavor of what I'm looking for. Our science shelves run deep, but not in this department. I'm also open to video suggestions. Any help is appreciated. Thanks!
  20. I haven't been the most ardent supporter of online texts in the past, but I just purchased the Holt McDougal World History: Patterns of Interaction ibook yesterday, and I like it. We were using Bulliet's Earth and It's Peoples for the last three months, but it wasn't working out that well. College/AP history books seem to have a lack of teacher support, no chapter questions, and no tests. While researching, I came across the site http://www.hmheducation.com/history/ibooks.php and decided to try out the sample book. I liked the sample chapter, but I researched teacher support materials first, to make sure I could order the teachers edition, lesson planner, and testing materials on dvd. Then I decided to purchase the whole book. I really like it, but it has one temporary flaw. The update to ios6 on the iPad made the interactive features not work. I made a call to tech support this morning, and they are working on fixing it. The book has short audio lectures, a search function, highlighting and notetaking ability, beautiful pictures, interactive maps, timelines, pictures, and quizzes, and it was only $14.99! If you own an iPad already, this may be a great way to save money on books.
  21. DS (advanced learner, mature 10yo) is very interested in learning about spies and cryptography in history. He has started googling for some spies to study and is going to give me a list in a few days' time. We'll pick maybe about 10-12 and possibly produce a presentation, or some sort of spy scrapbook, or a website...something tangible in the end. I searched the archives and although I found some mention of espionage studies, I didn't find any discussions on how the study was carried out, what books were used etc. I'd love thoughts on the following: 1. What resources would you suggest? (I've mentioned a few that I have researched below, any others?) 2. If I wanted to make this a high school level project, what additional materials, output requirements would you suggest? 3. If you have done something like this before, what did you do? How did you structure it? What was a day in the life of studying espionage like for your DC? S*x and violence, unless graphic, are not a huge issue for him. Some resources I thought we could use: 1. The Great Courses Espionage and Covert Operations: A Global History (audio CD) 2. For the codes part, Simon Singh's The Code Book and Bletchley Park's codes lesson plans 3. Resources/ lesson plans from the International Spy Museum 4. Books like Inside Camp X, The Enemy Within, A Century of Spies Thank you!
  22. Currently my dd and I are using History of the World by Abeka. We've done loads of history studies up to this point, mostly using Sonlight, but more recently using MFW. My dd is having a hard time putting all the pieces together in her mind. So I was thinking if there was a DVD or something else visual (maybe kinesthetic) that she could see and/or touch that might help her. We have used a time line (Sonlight's) that's in a book and that really hasn't helped much. The Abeka History of the World is good but long (for what I'm looking for). I was looking for something that could, in an abbreviated form, put the major events together so that she could "see" them. I am especially interested in Church History (the Great Awakening, the Second Great Awakening, etc) I have heard of Drive Through History but never seen them. Is that something that you would recommend or do you have other ideas? By the way, although we are doing 9th grade, my dd has dyslexia and upper elementary/middle grades' material would work for us. (This is a cross-post)
  23. Currently my dd and I are using History of the World by Abeka. We've done loads of history studies up to this point, mostly using Sonlight, but more recently using MFW. My dd is having a hard time putting all the pieces together in her mind. So I was thinking if there was a DVD or something else visual (maybe kinesthetic) that she could see and/or touch that might help her. We have used a time line (Sonlight's) that's in a book and that really hasn't helped much. The Abeka History of the World is good but long (for what I'm looking for). I was looking for something that could, in an abbreviated form, put the major events together so that she could "see" them. I am especially interested in Church History (the Great Awakening, the Second Great Awakening, etc) I have heard of Drive Through History but never seen them. Is that something that you would recommend or do you have other ideas? By the way, although we are doing 9th grade, my dd has dyslexia and upper elementary/middle grades' material would work for us.
  24. DH finally decide how he wants to approach World History for the kids. We'll be using this site as our spine, accounting for it's strong, scholastic historical slant and with a caveat that all biblical references are to be read as coming from a worldly point of view. Many of the articles include book suggestions for further reading. I'm going to assign the kids to read one book (at minimum) from each era and write something about the book they choose. Any ideas on what exactly I can have them write? I'm leaning towards a response paper rather than a more formal analysis, but I'm still not sure how to come up with something concrete since I won't have read the book they choose, and won't know what book they're reading until they choose it. We haven't written papers based on books yet so this is new territory for me. All advice and suggestions are welcome! (Edited) I wanted to add that I'm not married to the idea of additional reading and writing papers. To be honest, I'd rather not force unnecessary reading and writing on them just for the sake of doing so. But I do feel like I need something concrete like a paper or a quiz or something as proof of their understanding and eventual grade. But at the same time, I realize that these ARE high school students and it's not all about papers and tests in a hs environment. Would simply discussion amongst the 3 of us over coffee or ice cream be enough to use as a final grade? Should I go through each section and write down a few things and make my own quizzes? Neither of my kids care for history so this is a check off the box course for us.
  25. An old colleage of ours retired from his first career and became a high school teacher. I thought his course website had so much good info that it was worth sharing. He has AP US Government, US Government and World History with syllabai, lesson plans, textbook reading assignments and video recommendations. Really a treasure trove. I first met him when he was teaching at the college level. I can say that his background and life experience is so incredible that I would love to sit and take one of his courses. And you could do a lot worse than use his syllabus as a guideline.
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