History questions :-)
Nancy Manos
Well, I'm up to my elbows in lesson planning for the coming year and having
a blast too! :-) The lesson planning is for the "extras". Math, Language,
P.E., Music, etc. sort of take care of themselves. I've been having fun
preparing for a big unit of Art History, and also Science for the year.
As many of you might recall, we started a big U.S. Geography project last
year (a unit study that I've been creating as we go). We only got through
about half of the states and intend on completing the project this year.
The main focus of the project has been to *introduce* the girls to the
different regions of the U.S. We've included some U.S. history (though not
in depth), but mainly focused on regional and state characterisitics
(weather, foods, places of interest, state mottos & nicknames, etc.).
One interesting challenge we've encountered in doing this U.S. Geography
project is that we ended up working "against time/history". We started on
the West Coast with Arizona and are working our way East. I've been
thinking about this a lot since last year and have been feeling it would be
better to teach history chronologically as we begin to actually study
history as a separate subject this coming year (not connected with our U.S.
Geography project). Then I was recently reading the Greenleaf Press catalog
and that's what they recommend too - learning history Chronologically
starting with Genesis. Maybe I'm a linear thinker or something, but I do
not like the "herky-jerky" feel our study of history has had so far.
Learning little bits and pieces here and there in a completely unconnected
fashion. Ugh!
Another bit of information ... I've heard great things about Diana Waring's
"History Alive" materials. She'll be at the AZ H.S. Convention next week
and I plan on attending at least one of her workshops.
So, finally, on to my questions <grin> ...
Has anyone taught history chronologically? What have you liked/disliked
about this method? What materials have you used and what did you like
about them?
Another question ... Would it be too confusing for me to teach Art History
(Renaissance & Post Renaissance period) while we're studying Genesis/the
history of Israel, then Ancient Egypt? I'm wondering if I shouldn't wait
until we get to that period in history to study that period of Art History.
Although I'm really excited about what I've got planned and the resources
and activities I've pulled together and I don't want to wait on the Art
History side <g>.
btw, I should add that our first science unit would go well with creation
and "the beginning". I don't necessarily think that all of our subjects
need to be coordinated so they're in sync either though. That would be
*way* too much LOL!
Input, ideas, suggestions anyone?
Thanks!
Nancy
Jayne Kulikauskas
[]
> Another question ... Would it be too confusing for me to teach Art History
> (Renaissance & Post Renaissance period) while we're studying Genesis/the
> history of Israel, then Ancient Egypt? I'm wondering if I shouldn't wait
> until we get to that period in history to study that period of Art History.
> Although I'm really excited about what I've got planned and the resources
> and activities I've pulled together and I don't want to wait on the Art
> History side <g>.
[]
I think you should go ahead with it while you are feeling excited
about it. Teaching the excitement is probably even more important than
the actual subjects. A lot of Renaissance art has biblical themes so
you could tie it to history that way.
And you may come back and do Renaissance art again when you are doing
that period of history. Your children will be older then and be able
to study it in more depth. This is a principle in Montessori
education; they spiral through subjects in 3 years cycles.
Jayne
Nancy Manos
"Jayne Kulikauskas" <jay...@mmalt.guild.org> wrote in message
news:20010710.20301...@mmalt.guild.org...
Thanks Jayne!
I appreciate your feedback. This is how I was feeling about it. Thanks
for the affirmation and input :-)
Nancy
P.S. As I've been preparing for our art history unit, I've noticed the
biblical themes in Renaissance art. I think that is awesome!
P.P.S. Anyone see the movie "Ever After"? I always think of that movie
when I think of Leonardo DaVinci =D I have to be careful in my lesson
planning because I could easily take all sorts of rabbit trails along the
way that would keep us from ever completing the original art history study.
Studying DaVinci could launch into an all-out humongous unit study on
inventors LOL!
Melanie Click
I checked out the book from the library before deciding to buy it. Its expensive -- $35, but some sources sell it for $28 or so.
There's also a website: www.welltrainedmind.com
Melanie
PS I don't do everything recommended in this book, nor do I use all
the recommended resources. I like to sleep once in a while ...
Nancy Manos
"Melanie Click" <mjc...@worldnet.att.net> wrote in message
news:3B4BD419...@worldnet.att.net...
Read The Well-Trained Mind by Jessie Wise and Susan Wise Bauer. History and
Literature and, I think, Art are all coordinated. You teach a 4 year cycle
beginning with ancients and going through history to modern times. Then you
start over at more depth for another 4 year cycle. Ideally, you run 3
4-year cycles in 12 years of school, but you can start at any age.
I checked out the book from the library before deciding to buy it. Its
expensive -- $35, but some sources sell it for $28 or so.
There's also a website: www.welltrainedmind.com
Melanie
PS I don't do everything recommended in this book, nor do I use all the
recommended resources. I like to sleep once in a while ...
Melanie,
Thanks! I browsed through the web site and found some interesting
information including an article from 1998 on teaching history. Thanks for
the link and book recommendation.
Nancy
Ray Drouillard
> when I think of Leonardo DaVinci =D I have to be careful in my lesson
> planning because I could easily take all sorts of rabbit trails along the
> way that would keep us from ever completing the original art history
study.
> Studying DaVinci could launch into an all-out humongous unit study on
> inventors LOL!
What's wrong with that? The idea is to educate, not follow anyone's
schedule about when something should be studied. An "all-out humongous unit
study on inventors" would certainly be useful.
Hmmm.... I suppose the above comment could spawn a long discussion about the
pros/cons of "unschooling". If so, I'm all ears :-) Don is only 6, and we
have done very little so far. I lean towards a philosophy of letting him
study whatever interests him, and doing some gentle guidance to make sure
that he hits the "necessary" or "required" stuff.
Right now, he's VERY interested in science. We have him convinced that math
is necessary for a good understanding of science, so we should have little
trouble with that - especially since dear 'ol dad knows how to make math
interesting :) Geography can be made interesting by getting info from the
web and doing some traveling.
Ray Drouillard
Janet
"Nancy Manos" <nlm...@home.com> wrote in message
news:YlQ27.180177$L4.22...@news1.rdc1.az.home.com...
> P.P.S. Anyone see the movie "Ever After"? I always think of that movie
Me! Me! I thought it was great. Almost as good as The Princess Bride.
Janet
Nancy Manos
I wrote:
> > P.P.S. Anyone see the movie "Ever After"? I always think of that movie
> > when I think of Leonardo DaVinci =D I have to be careful in my lesson
> > planning because I could easily take all sorts of rabbit trails along
the
> > way that would keep us from ever completing the original art history
> study.
> > Studying DaVinci could launch into an all-out humongous unit study on
> > inventors LOL!
To which, Ray replied:
> What's wrong with that? The idea is to educate, not follow anyone's
> schedule about when something should be studied. An "all-out humongous
unit
> study on inventors" would certainly be useful.
Absolutely nothing is wrong with that. <g> This is actually how I tend to
teach. I am definitely not a follower of anyone else's school/curriculum
schedule or program - kind of a rebel in that way I guess LOL! We use
curriculum resources (i.e. Math-U-See, Spelling Power, and Easy
Grammer/Daily Grams). But we use them at our own pace. Actually that's why
these resource work so well for us because they are concept-mastery,
learn-at-your-own pace, adaptable materials :-)
Here's an example of a "rabbit trail" we'll be taking for science this
coming year. I got a really neat book _And God Created Science - Exploring
Outer Space_. The introduction talks about the miracle of creation. From
one sentence in the short introduction ..."As Christians we understand that
God is the Creator of all time and matter." ..., I was led to do a unit on
Matter before continuing on with our study of outer space. I've found so
many good materials and fun activities from library books it'll take us at
least a week or two just to learn about Matter. Cool! I guess "rabbit
trail" isn't the best term I could use, because it tends to have a negative
connotation. I don't think of it that way at all. That's the best kind of
learning ... the kind you fall into along the way :-)
About a unit on Inventors, We did a small unit study on this subject last
year and I have added several more books on inventors/inventions to my
library of resources recently. I'll have to stay open to heading down that
trail as we approach DaVinci. That would be a certainly be a perfect segue
into a study of inventors & inventions. <g> I guess I just worry about
taking so many "rabbit trails" that I won't be able to get back to finish
what we set out to accomplish in the first place. I don't feel that way out
of duty to "complete a curriculum", but rather out of excitement to explore
the Art History unit thoroughly.
Thanks for your comments Ray. You are absolutely correct! :-)
>
> Hmmm.... I suppose the above comment could spawn a long discussion about
the
> pros/cons of "unschooling".
So would I be considered an "unschooler"? Hmmm. Never thought of myself
that way. Don't know if I qualify for sure, but I'm certainly not a
traditional schooler <g>.
If so, I'm all ears :-) Don is only 6, and we
> have done very little so far. I lean towards a philosophy of letting him
> study whatever interests him, and doing some gentle guidance to make sure
> that he hits the "necessary" or "required" stuff.
>
> Right now, he's VERY interested in science. We have him convinced that
math
> is necessary for a good understanding of science, so we should have little
> trouble with that - especially since dear 'ol dad knows how to make math
> interesting :) Geography can be made interesting by getting info from the
> web and doing some traveling.
This is the most exciting way to teach and learn. Have fun!!
Have a great day!
Nancy
Douglas
> Has anyone taught history chronologically? What have you liked/disliked
> about this method? What materials have you used and what did you like
> about them?
We've taught history chronologically and topically. I do think
chronologically makes it a bit easier to grasp what's going on and why.
When we did the colonial period of American History we read Biographies
of John Smith, Ben Franklin, the diary of a girl with the last name
Winslow... the title of the book escapes me at the moment. We also took
out a large variety of books from our library about the various
colonies. One of the things we learned that I never knew was that New
Jersey was originally two different colonies. I know awhile ago you
asked me about the books we used for our study and I'm sorry I haven't
taken the time to look through my records and find the titles for you. I
plan on organizing last year's records next week so I'll get you that
information then. Sorry for the delay.
> Another question ... Would it be too confusing for me to teach Art History
> (Renaissance & Post Renaissance period) while we're studying Genesis/the
> history of Israel, then Ancient Egypt?
Just make up some kind of timeline to hang on the wall so your kids can
see where in history you are in your studies.
MaG
Douglas
> P.S. As I've been preparing for our art history unit, I've noticed the
> biblical themes in Renaissance art. I think that is awesome!
There is a University only about an hour from us that has the best
collection of religious art (including Italian Renaissance) in the USA.
I think it would be a great field trip for your family. Of course there
is a great place to stay nearby too. It's called 'Douglas Manor' and
since we know the owners and summer is the down season we could get you
some real cheap rates. ;)
MaG
Nancy Manos
"Douglas" <doug...@innova.net> wrote in message
news:3B4CAB3A...@innova.net...
log that in my memory bank in case an opportunity to travel Eastward comes
up :-)
Thanks MaG!!
Nancy
Stainless Steel Streetrat
<nlm...@home.com> writes:
>
>So, finally, on to my questions <grin> ...
>Has anyone taught history chronologically? What have you liked/disliked
>about this method? What materials have you used and what did you like
>about them?
The Elijah Company catalog has two good articles about teaching history
chronologically, with recommended resouces grouped in the World History
Resources (eg. Creation to Joseph: Genesis: Finding Our Roots. Ruth Beechick;
The First Civilizations. Usborne, etc.)
-----------------------------
Stainless Steel Streetrat
"*Living* is the best revenge" - Conan the Barbarian
-----------------------
Ultimate Guide to Christian Resources: Homeschooling
http://members.aol.com/stretrat/homeschool/states.html
Nancy Manos
"Stainless Steel Streetrat" <stre...@aol.comNOSPAM> wrote in message
news:20010712004540...@nso-fm.aol.com...
> In article <EuL27.179186$L4.22...@news1.rdc1.az.home.com>, "Nancy
Manos"
> <nlm...@home.com> writes:
>
> >
> >So, finally, on to my questions <grin> ...
> >Has anyone taught history chronologically? What have you liked/disliked
> >about this method? What materials have you used and what did you like
> >about them?
>
> The Elijah Company catalog has two good articles about teaching history
> chronologically, with recommended resouces grouped in the World History
> Resources (eg. Creation to Joseph: Genesis: Finding Our Roots. Ruth
Beechick;
> The First Civilizations. Usborne, etc.)
>
Thanks Streetat! I'll dig out that catalog in the morning and take a look
at it. I appreciate the info. And my husband wonders why I keep all those
catalogs LOL! You never know when they're going to come in handy <g>
Nancy
Wilson Varidel (BD)
Do it Nancy, ya just gotta do it!
Great home, wonderful people, a yard to die for, ya just gotta go!
--
Wilson Varidel (BD)
dvar...@mail.com
www.varidel.iwarp.com
<>< <>< <>< <>< <><
Douglas
> "Douglas" <doug...@innova.net> wrote in
>
>> Of course there
>> is a great place to stay nearby too. It's called 'Douglas Manor' and
>> since we know the owners and summer is the down season we could get you
>> some real cheap rates. ;)
>
> Do it Nancy, ya just gotta do it!
>
> Great home, wonderful people, a yard to die for, ya just gotta go!
>
You won't die in the yard if you drink plenty of water and avoid any run
ins with copperheads. ;) (Btw, we have *never* seen a poisonous snake
anywhere near our home yet.)
MaG
Scott & Denise
Nancy Manos wrote:
> > Hmmm.... I suppose the above comment could spawn a long discussion about
> the
> > pros/cons of "unschooling".
>
> So would I be considered an "unschooler"?
No. Definately not. In very brief, true unschooling gives no guidance to
the children, believing that their good little hearts will desire to
explore and learn worthwhile things. This is antithetical to the
Christian understanding of the sin nature of our little darlings, and
their need for guidance and, dare I say, discipline. The term "relaxed
schooling" would be better used by many to describe their activities.
Harvey and Laurie Bluedorn of Trivium Pursuit advocate a
non-textbook-kind of instructional time for young elementary children,
and have been labeled 'unschoolers' by some. They give a very
well-written explanation of what unschooling is (including long quotes
by noted unschoolers), and why they (the Bluedorns) do not follow that
philosophy. I highly recommend that anyone from a Juedo-Christian
perspective interested in unschooling or anyone interested in accurate
terminology read their article.
http://www.triviumpursuit.com/articles/early_academics_and_unschooling.htm
Yours in Christ,
Denise
Scott & Denise
Nancy Manos wrote:
>
> "Stainless Steel Streetrat" wrote:
> > The Elijah Company catalog has two good articles about teaching history
> > chronologically, with recommended resouces grouped in the World History
> > Resources (eg. Creation to Joseph: Genesis: Finding Our Roots. Ruth
> Beechick;
> > The First Civilizations. Usborne, etc.)
> Thanks Streetat! I'll dig out that catalog in the morning and take a look
> at it. I appreciate the info. And my husband wonders why I keep all those
> catalogs LOL! You never know when they're going to come in handy <g>
ROFL HAHAHAHAHAHAHAH!!!!!
A few weeks ago I managed to pare down my catalog stash to at least the
most current ones (had to give a few of the next-most recent issues to a
non-homeschool friend -- "look what neat enrichment stuff is
available!") . . . but the Elijah Co. catalogs have such neat and
different articles, I think I have about 6 years' worth of issues!!!
Thankfully no one at my home has noticed . . . :D
Yours,
Denise
Scott & Denise
Nancy Manos wrote:
> So, finally, on to my questions <grin> ...
> Has anyone taught history chronologically?
Not I. The concept appeals to me, but honestly, with more than one or
two children, *someone* is going to get it *out* of strict chronological
order, anyway. And how about all those neat enrichment activities that
pop up here and there? My girls went to the exhibit of the Titanic while
they were in Seattle a couple of weeks ago. (I understand that exhibit
is going to AZ next - look for it! - currently discussed at
http://www.pacsci.org/ - click on "Titanic." - then eventually, click
on "Exhibit." "TITANIC: The Artifact Exhibit puts you inside the
experience, with full-size recreations of some of Titanic's luxurious
interior spaces, including a first-class cabin and the ship's signature
Grand Staircase. Titanic's tragic story comes alive in a large wall of
ice guests can touch. Also displayed is a fifteen-ton piece of the
ship's hull, the largest Titanic artifact ever recovered.") Ignore these
neat 'extras' because they're not in sync with your history plan? Of
course not!
Books to read about neat people or events are discovered by me at
various times, and I don't want to put them off. So our history approach
*is* more helter-skelter. Timelines are a big help for pulling it all
together.
If you can do history chronologically, more power to you, Nancy! :)
Yours,
Denise
Nancy Manos
"Scott & Denise" <sbr...@coastlink.com> wrote in message
news:3B524505...@coastlink.com...
> (e-mailed and posted)
>
> Nancy Manos wrote:
>
> > > Hmmm.... I suppose the above comment could spawn a long discussion
about
> > the
> > > pros/cons of "unschooling".
> >
> > So would I be considered an "unschooler"?
>
>
> No. Definately not. In very brief, true unschooling gives no guidance to
> the children, believing that their good little hearts will desire to
> explore and learn worthwhile things. This is antithetical to the
> Christian understanding of the sin nature of our little darlings, and
> their need for guidance and, dare I say, discipline. The term "relaxed
> schooling" would be better used by many to describe their activities.
This is very good. Thank you for taking the time to put this into words. I
like being able to teach based on interests, but don't believe their
education should be driven by their interests alone. I really love the way
you framed your response with the Christian understanding. Thank you!
I've never thought of myself as an unschooler, but I'm certainly not
re-creating a traditional or public school setting either. Besides,
unschooling would be far too unorganized for me <wide grin>
>
> Harvey and Laurie Bluedorn of Trivium Pursuit advocate a
> non-textbook-kind of instructional time for young elementary children,
> and have been labeled 'unschoolers' by some. They give a very
> well-written explanation of what unschooling is (including long quotes
> by noted unschoolers), and why they (the Bluedorns) do not follow that
> philosophy. I highly recommend that anyone from a Juedo-Christian
> perspective interested in unschooling or anyone interested in accurate
> terminology read their article.
> http://www.triviumpursuit.com/articles/early_academics_and_unschooling.htm
>
I'll have to read this soon. Thanks!
Nancy
Nancy Manos
> (e-mailed and posted)
>
> Nancy Manos wrote:
>
> > So, finally, on to my questions <grin> ...
> > Has anyone taught history chronologically?
>
> Not I. The concept appeals to me, but honestly, with more than one or
> two children, *someone* is going to get it *out* of strict chronological
> order, anyway. And how about all those neat enrichment activities that
> pop up here and there?
Yes!!! This is the very thing I struggle with. Especially with our U.S.
Geography project. I very much enjoyed incorporating bits of interesting
history as we studied each state. Or even as we learn other subjects or
just come across fascinating things to expolore further (like your Titanic
example). I don't want to miss opportunities to learn about something just
because it doesn't fall into the chronology :-) I like what I've read
about teaching history chronologically, but don't want to be so rigid as to
miss those special teachable moments.
My girls went to the exhibit of the Titanic while
> they were in Seattle a couple of weeks ago. (I understand that exhibit
> is going to AZ next - look for it! - currently discussed at
> http://www.pacsci.org/ - click on "Titanic." - then eventually, click
> on "Exhibit." "TITANIC: The Artifact Exhibit puts you inside the
> experience, with full-size recreations of some of Titanic's luxurious
> interior spaces, including a first-class cabin and the ship's signature
> Grand Staircase. Titanic's tragic story comes alive in a large wall of
> ice guests can touch. Also displayed is a fifteen-ton piece of the
> ship's hull, the largest Titanic artifact ever recovered.") Ignore these
> neat 'extras' because they're not in sync with your history plan? Of
> course not!
Definitely not! :-)
>
> Books to read about neat people or events are discovered by me at
> various times, and I don't want to put them off. So our history approach
> *is* more helter-skelter. Timelines are a big help for pulling it all
> together.
>
> If you can do history chronologically, more power to you, Nancy! :)
I doubt highly that I can - teach history on a strictly chronological basis
that is. I'm searching for a balance between studying history
chronologically and learning history as the opportunity arises in spite of
whatever else we might be doing. Thanks for your input. I value your
thoughts.
That's the very reason I posted this and other questions. The responses
often help me define my thoughts and pull them together into a workable
plan.
Scott & Denise
Melanie Click wrote:
>
> Read The Well-Trained Mind by Jessie Wise and Susan Wise Bauer.
> History and Literature and, I think, Art are all coordinated. You
> teach a 4 year cycle beginning with ancients and going through history
> to modern times. Then you start over at more depth for another 4 year
> cycle. Ideally, you run 3 4-year cycles in 12 years of school, but
> you can start at any age.
>
> I checked out the book from the library before deciding to buy it.
> Its expensive -- $35, but some sources sell it for $28 or so.
>
> There's also a website: www.welltrainedmind.com
>
> Melanie
>
> PS I don't do everything recommended in this book, nor do I use all
> the recommended resources. I like to sleep once in a while ...
TWTM did inspire me, but I find it far too formal for the younger
children (under age 10).
*However,* if you like TWTM, you might be interested in a new book being
written by Susan Wise Bauer on child's history. Long excerpts are
available right now at
http://www.welltrainedmind.com/childsworldhistory.html.
Just a FYI.
--Denise
Melanie Click
Thank you, I'll check Bauer's book out.
As you say, TWTM is *far* too formal, at least for us, if used verbatim. I
use the history recommendations rather loosely and I like the book lists.
I do like teaching history in chronological order and coordinating
literature and fine arts with the history lessons. But, I don't turn down
learning opportunities that arise just because they don't fit with today's
history lesson. I do plug these opportunities into the timeline as they
come up. In particular, we are huge fans of historical fiction, and we
don't bother to read these books in any particular order.
I hope this makes some sense. I'm running on too little sleep :-)
Melanie