Thursday, April 17, 2014

Sharing the Same Time Period...A Sample Week Up-Close

I thought it would be helpful to show how sharing the same time period with your students would work by examining a sample week. Below is a reduced version of Week Eight from Ancient History Level One.

Week Eight

A Child’s History of the World
Proper Nouns
Read-Aloud Set for Lower Elementary
Literature Set for Level One
Chapter  10
(Pages 64-72)
Lower Elementary:
_____Narrate the above reading.
Narration Break:
Page 69 at the beginning of the first new paragraph
Upper elementary: _____Write a narration for the above reading.
Map/Globe Work:
Mount Parnassus
Zeus (Jupiter)
Hera (Juno)
Poseidon (Neptune)
Hephaestus (Vulcan)
Artemis (Diana)
Ares (Mars)
Hermes (Mercury)
Athena (Minerva)
Aphrodite (Venus)
Hestia (Vesta)
Demeter (Ceres)
Hades (Pluto)
Ask your student if the Roman versions of the gods and goddesses remind them of the name of something else. (Pluto, Mercury, Venus, Mars, etc. are the names of our planets.)
Greek Myths
Read p. 16-23
_____Narrate the above reading.
Independent Readers
Architecture Addition
Read-Aloud Set for Upper Elementary
Additional Literature for Upper Elementary
Additional Activities and Resources
Book of Centuries Entries
The Story of the Greek People
 Read Chapters 1-2
_____Narrate the above reading.
_____Narrate the above reading.
The Heroes
Read Heracles-Wild Bull, Mares of Diomede and Girdle of Hippolyte
_____Narrate the above reading
Coloring pages for the gods and goddesses.
Go to A Mind in the Light for links to the above pages.
1300 B. C. E. Iron Age, Hellenes

Narration Suggestions:

Narration Topic
Who were the Hellenes?
Choose two of the dozen gods and goddesses of the early Greek people and describe them.

Here are the steps involved for this week:
  • Gather your students together along with a globe, map or atlas plus your copy of A Child's History of the World, a copy of the Book Notes for this week (or your binder, if you've chosen to print everything and put it together in a binder), pencils, a dictionary and other books/supplies depending on how much you plan to accomplish at this time.
  • Discuss the meanings of the vocabulary words, if listed, and locate the places on a map or globe.

  • Read the chapter aloud. Stop reading at the narration break. Have one of your students narrate orally for this first section of the book. He/she may use the list of proper nouns as a reference, if needed.

Have your students draw from a jar to see who will need to narrate for this reading.

  • Finish reading the chapter. Have another student narrate this section of the reading.  Again, draw from the jar. And again, the student may use the list of proper nouns as a reference, if needed.

This creates an unknown aspect to the lesson as to who will be narrating. Not knowing who will be narrating requires everyone to pay attention. This is one of the most important points in narration.

  • Have the students who are writing narrations choose to either write a narration retelling this chapter or allow them to choose one of the other narration suggestions. (Or just tell them which one you prefer for them to do. I let my children choose most of the time, but you may choose to do this differently.) Feel free to adapt or adjust the narration suggestions.

This is one of many times when the flexibility of this curriculum is displayed. There are many different ways to handle all of these aspects. You should choose what works best for your family.

  •  This is the end of this lesson. You may wish to give your students copies of printable coloring pages or save them for another day. Any additional resources or optional reading suggestions are listed in the chart for the week. These can be completed this day or saved for another day. Or you can also choose to omit them entirely. You could also substitute my book suggestion for one of your own.

  • Your older students will need you to sit with them again on another day of the week to add their upper level readings or you may also have them read the chapter independently. The books chosen for this level, The Story of the Greek People and The Story of the Roman People, are free to download and print and contain composition suggestions at the end of each chapter. These make good narration suggestions and this is one reason as to why I chose them.

  • Literature Set One for Level One is designed to be book suggestions which can be read aloud to all of your students. This week the reading is from Greek Myths. Draw a name, after the reading is complete, for a chosen narrator. You can also have them all go back and draw a picture of their favorite character or favorite scene from the reading. The coloring pages might be helpful during this reading too.

  • Choose a different time to read the additional literature for your older student. This week the reading is from The Heroes. Ask your older student to draw, orally retell or write a narration for this reading. There are many other general narration suggestions from which to choose as well.

  • If you would like to have your students keep a timeline or just have your older student keep a Book of Centuries (Year 4 or 5 is a good time to start a Book of Centuries), important dates are sometimes included in the chart. These dates are only taken from A Child's History of the World and as this book does not focus on dates, there are many chapters without specific dates.

ETA: The narration break is very helpful with students new to narration or younger children, which this guide specifically covers. However, if you are using this with slightly older and/or experienced narrators, you may wish to omit the narration break. I found it very helpful with my daughters when they were younger and saw a great improvement in the length and detail of their narrations. Usually, somewhere in 3rd grade or so, the need for this break is outgrown.

Tuesday, April 15, 2014

Year Eight Rembrandt Collection

I needed to print my selections for Rembrandt for our artist study, so I decided to make a collection of these too.

Rembrandt Collection

Monday, April 14, 2014

Year One Degas Collection

I've collected all of the suggested pieces for Edgar Degas and put them together into one file. While it may not be as well done as professional resources, I thought at least it would make artist study easier.I will make a file for Goya and Cezanne too.

You can find this collection under Year One and then under the Art Resources.

Degas Collection

Thursday, April 10, 2014

Philosophy for Years 9-12

I'm starting to work on my plans for philosophy and the role it will play in this curriculum. This post will be a place to gather my resources as I sort out my thoughts.

With the curriculum, I intend to use the above two books for an overview and add specific titles and other resources for each year of Years 9-12. The philosophy books will begin with a study of the ancient philosophers in Year 9 and each year move through a different time period which aligns, mostly, with the history, art history and literature being studied that year.

Note: I'm not really planning on writing Book Notes for these books as of yet. I will put together a schedule and lesson plans for both the Durant and Magee books and I'll be making use of the video conversations with Bryan Magee too. I may even do something similar to what I've done for art history and write Questions to Consider or, at least, narration suggestions, but I'm not sure yet. I may also look at The Teaching Company/Great Courses as well.

Book Titles

Years Nine-Twelve
  • The Story of Philosophy by Bryan Magee
  • The Story of Philosophy by Will Durant

Year Nine
  • The Last Days of Socrates
  • Sophie's World by Jostein Gaarder

Year Ten be decided

Year Eleven be decided

Year Twelve be decided


Wednesday, March 26, 2014

New Additions

I'll use this post as a place to update and list all that is newly added.

  • Year One, Term Two A is finally ready!! I'm sorry that it has taken so long. I do have Term Two B started and hopefully will have it ready in the next week or two.
  • Age of Fable (from Bulfinch's Mythology) Chapters 19 and 20
  • Year Two History Booklist and Reading Schedule
  • A Child's History of the World (CHOW) Chapter 46
  • English Literature for Boys and Girls (ELBG) Chapter 65
  • Year Nine Literature Booklist and Schedule
  • Year Nine Art History Schedule
  • History of Art for Young People Readings 5 and 6

Saturday, March 22, 2014

Curriculum Sequence: Mythology, Tales and Fables

This sequence shows the progression of the mythology, tales and fables selections for each year.

Ancient History
Tales from Odyssey
·         Aesop’s Fables
·         Andersen’s Fairy Tales
Book of Norse Myths
·         Lang’s Fairy Tales (Red and Blue)
·         50 Famous Stories
  Book of Greek Myths
·         Old Peter’s Russian Tales
·         American Tall Tales
·         The Heroes
·          Nordic Gods and Heroes
·         Irving’s tales
·         Parables from Nature
·         Tales from Africa
Ancient World
              The Trojan War
·         Arabian Nights
·         Robin Hood
·         The King of the Golden River
·         The Wanderings of Odysseus
·         Great Myths of the World
·         The Sampo
·         The Story of Siegfried
Bulfinch’s Mythology
Stories from Dante
Renaissance and Reformation
·         Aeneid for Boys and Girls
·         The Iliad
·         The Odyssey
·         Mabinogion
·         Saga of the Volsungs
·         The Aeneid
Medieval/Renaissance and Reformation
Early Civilizations-Post-Roman Empire
·         Nibelungenlied
·         The Tain