Read and Discover, Together

Balloons Over Broadway: The Story of the Puppeteer of Macy's Parade. Living in the Northeast, the Macy's Parade was a highlight of our Thanksgiving Day morning; almost as important as putting the turkey in the oven. I picked up the book displayed on the non-fiction shelf, thumbed through, and placed it in our library bag to be checked out. I couldn’t wait to introduce my children to a family tradition.

When we arrived home an eager, curious little learner retrieved the book from the bag. "Mom, let's read this one!" 

We did! Amazing! I learned the back story about the balloons I marveled as I child. In the process of reading one of our newest library finds, I was able to tell my children about one of our favorite holiday traditions—watching the Macy's Day Parade while smells of cinnamon and roasting turkey permeated our home. A slice of family tradition and a delightful piece of American history served up during read-aloud time. It couldn’t be a more perfect combination and it led to amazing conversation and additional studies.

• Learn about parade history, including behind the scenes

• About Tony Sarg, puppeteer

• Make puppets 
  
  Extension activities:

• Learn more about New York City

• Read A Walk in New York by Salvatore Rubbino

• Read The Cricket in Times Square by George Selden

• Perform a puppet show (using sock, finger, hand, or mixed media puppets) to entertain family and friends

• Experiment with shadow puppets

• Visit a local marionette theater

When Learning Doesn't Have a Paper Trail

Learning is often measured in paper. Thirty-problem speed drills. Handwriting practice sheets. Chapter tests. Lab reports. Paragraph summaries. In and of themselves, these items aren't terrible or wrong. They have their place. However, valuable learning also takes place when there are no visible, tangible traces, especially when teaching young children.

Last spring, we had one of those weeks where significant educational progress was made but not all our activities could not be measured in paper. Our experiences were stellar and our children talked about them with joy and amazing recall. They were life-impacting and applicable. Learning took place, but we didn't have sheets and sheets of paper to prove our efforts. Here’s a glimpse into some of the learning fun we had during the course of the week.

• reviewed number recognition, numbers 1-75, while playing BINGO with great-grandma

• sorted, counted, and rolled coins (collected in the family change jar for our anticipated family night out)

• played the Pizza Fraction Fun game several times and then the younger children cared the pieces off to play “restaurant”

• weighed potatoes and onions on a kitchen scale and compared the weights

• made figures with tangrams (geometry)

• played Scrabble with older learners for spelling

• wrote letters (olders wrote their spelling words) on the driveway with sidewalk chalk

• retold a story we heard someone else tell and then discussed how point of view and experiences determine potential bias

• read three picture books: Blueberries for Sal, Caps for Sale, and The Raft

• read a recipe, followed directions, and measured ingredients

• listened to Jim Weiss stories on CD

• spelled three- and four-letter short vowel words on a whiteboard

• listened to The Tale of Two Cities and The Adventures of Huckleberry Finn (audio books enjoyed by older learners)

• reviewed state abbreviations while driving to grandma's house

• watched bees pollinate flowers

• assembled a floor puzzle of the United States

• listened to me read Meet the Pilgrim Fathers by Elizabeth Payne to the youngest learners

• learned body systems and their functions while listening to Lyrical life Science: Human Body

• discussed the nutritional content of three types of cereal by comparing labels; discussion of fats, sugar, and minerals

• cared for the neighbor's dogs and evenly distributed the money earned with the children who participated

Children were engaged. Learning occurred. There was not a traditional paper trail for these activities. Much of the evidence resided in the minds of my children.

How did we document our learning?

We kept a resource list of books we read, recorded the activities on our log, and took pictures of the whiteboard, tangram creations, games, and completed puzzle.

What I loved most about our week was that we learned together. We were relaxed and enjoyed our conversations. As I read, the children asked questions and we added to our vocabulary. When we needed to be outside, we went. There was joy.

Our learning was

Intentional. Real. and Relational.

And, it mattered.

How to Create Your Own Timeline

I remember one season of our home education journey when everyone—preschool to high school—studied American History. I intentionally planned for the year, knowing our days with five learners our would be full and there would be lots of excitement buzzing about the home. Having everyone study American history on his or her level helped simplify our home learning.

“Timelines help children place people and events in history. They are a concrete visual of often abstract concepts. ”

In one particular part of that year, we were all digging into the American Revolution. Some enjoyed learning about George Washington while others wanted to act out the Boston Tea Party. The resulting conversations became engaging as siblings shared what was being read in biographies, heard on Liberty Kids, or gained from audio materials like Drive Through History. In addition, every learner had a different angle or perspective on the men, women, and events of the time. To tie everyone’s study together, we created a family timeline; an activity that could involve everyone.

“We’ve made several timelines over our 26 years of home education. Every one was unique, every one different based on our study of the time. ”

Our hallway timeline. When I want our timeline to be accessible, in sight and readily available at any given time—like a world map or globe—it extends the length of our hallway at a child’s eye level. To create this timeline, I pulled a stack of sentence strips from my supplies. Had I not had them leftover from a sentence-building exercise, I would have used four-inch strips of card stock or poster board. I taped the strips down one side of the hall and up the other; end-to-end the length of the hallway. Once hung, I used a permanent marker to write dates in fifty year increments, beginning with 1200 (1200, 1250, 1300, 1350 and so on). If you choose to this DIY project, you can easily adjust the dates for the length of your hallway, with the extent of your study in mind.

With several children adding to the timeline, there’s been times when all eyes were on the hall wall, times when siblings were interested in what others were placing on the wall. Our children are curious about the people or events they were studying but also interested in what they siblings were learning. Questions were asked. Siblings answered. Sometimes they enlisted my help. I love watching the process, observing their thinking and problem solving, their summations of what had been learned.

Our file folder timeline. One year I wasn’t quite ready to add tape to the freshly painted hall wall. I had to come up with another option. An abundance of file folders from cleaning out our old metal file cabinets provided us with instant cardstock. I cut the folders in half and glued them together so they would folded, accordian-style. Once folded, the timeline could be stored on a bookshelf. When a learner wanted to add a picture, he or she pulled out the timeline. This version saved my walls, but it didn’t create the same buzz as having the timeline out, front and center, to stop in front of and ponder.

Adding Pictures

The fun part of creating a timeline is adding the pictures. Children love to cut and paste. For the pictures, we use the index of old textbooks (discarded by my history teaching hubby) to locate needed pictures. For example, if a learner is searching for a picture of Alexander Graham Bell, I teach (or review with) him or her to use the index, which requires alphabetization (as study skill). We head to the “B’s” and the move to the “BE” words, and so on. Once we locate the page where Alexander Graham Bell is featured, we cut out any pictures. We follow the same procedure for any person or event studied. Cut out pictures are added to the timeline. If we can’t find a picture, we find a picture on the internet and print it.

Learning is fueled by excitement and engagement. Our timelines add to the engagement, especially the hallway timeline. And, I love that it was accessible. Anytime children walk down the hallway, they’re re-engaged and make observations (“Wow, so many things happened in 1776!”). Timelines offer constant review and consistent reinforcement. And, in those seasons when I have had to repaint the hallway, I smiled as I remembered the discussions which had taken place in that space. We learned history, but we also learned together.

Every. Moment. Matters.

American Revolution Literature-Based Study (Preschool through High School)

“Mom, why are there faces on our money?”

Children are eager to learn about people, the individuals they hear us talk about, people who made a difference— presidents, leaders, scientists. This is especially true when children begin to understand the choices and even the sacrifices and hard work others made for the sake of others.

One of our favorite periods of history to study is the American Revolution. Thankfully, there is an abundance of resources available and there are so many aspects of the era to be investigated. For a family like us with multiple levels of development and learning, we find this era offers a little bit of everything for everyone. Children can easily detour and dig into an area of independent study (which typically ignites interest in a sibling or becomes a topic of conversation at the dinner table). As we’ve studied this time in our nation’s history several times over our twenty-six year learning journey, we definitely discovered we have some favorite resources.

I am sure as you dig into the American Revolution, you will discover you have favorites, too.

George Washington

Adler, David A., A Picture Book of George Washington (K-early elementary)

Barton, David, Bulletproof George Washington (high school)

d'Aulaire, Ingri, George Washington (elementary)

Davidson, Margaret, The Adventures of George Washington (elementary-middle school)

Edwards, Roberta, Who Was George Washington (Who is series) (elementary-middle school)

Graff, Stewart, George Washington: Father of Freedom (Discovery biography) (K- early elementary)

Harness, Cheryl, George Washington (elementary)

Heilbroner, Joan, Meet George Washington (Step-Up Books series reprinted in paperback with similar text as a Landmark book) (K-early elementary)

Stevenson, Augusta, George Washington: Young Leader (Childhood of Famous Americans) (K- elementary)

Martha Washington

Anderson, LaVere, Martha Washington: First Lady of the Land (Discovery biography) (K- early elementary)

Wagoner, Jean Brown, Martha Washington: America’s First Lady (Childhood of Famous Americans) (K-elementary)

Betsy Ross

Buckley, James, Who Was Betsy Ross? (Who Is Series) (elementary-middle school)

Wallner, Alexandra, Betsy Ross (K- elementary)

Weil, Ann, Betsy Ross: Designer of our Flag (Childhood of Famous Americans) (K- elementary)

Thomas Jefferson

Colver, Anne and Polly Anne Graff, Thomas Jefferson: Author of Independence (Discovery biography) (K- elementary)

Monsell, Helen Albee, Thomas Jefferson: Third President of the United States (Childhood of Famous Americans) (K- elementary)

Paul Revere

Adler, David A., A Picture Book of Paul Revere (K- elementary)

Fritz, Jean, And Then What Happened, Paul Revere (elementary)

Longfellow, Henry Wadsworth, Paul Revere's Ride (illustrated by Ted Rand) (elementary-middle school)

Stevenson, Augusta, Paul Revere: Boston Patriot (Childhood of Famous Americans) (K- elementary)

Benjamin Franklin

Davidson, Margaret, The Story of Benjamin Franklin (elementary-middle school)

Franklin, Benjamin, The Autobiography of Benjamin Franklin (high school)

Graves, Charles P., Ben Franklin: Man of Ideas (K- elementary)

Hareness, Cheryl, The Remarkable Benjamin Franklin (K- elementary)

Lawson, Robert, Ben and Me (great read aloud) (elementary-middle school)

Scarf, Maggi, Meet Benjamin Franklin Washington (Step-Up Books) (K- early elementary)

Stevenson, Augusta, Benjamin Franklin: Young Printer (Childhood of Famous Americans) (K- elementary)

John Adams

Adler, David A., The Picture Book of John and Abigail Adams (K- elementary)

McCullough, David, John Adams (high school)

Abigail Adams

Peterson, Helen Stone, Abigail Adams: Dear Partner (K- elementary)

Sam Adams

Adler, David A., The Picture Book of Sam Adams (K-elementary)

Fritz, Jean, Why Don't You Get a Horse, Sam Adams? (elementary-middle school)

The American Revolution

Dalgliesh, Alice, The 4th of July (K- elementary)

Edmunds, Walter, The Matchlock Gun (read aloud)

Forbes, Esther, Johnny Tremain (read aloud or middle school)

Gregory, Kristianna, Cannons at Dawn (Dear America series) (upper elementary-middle school)

Harris, Michael, What is the Declaration of Independence (Who Is series) (elementary-middle school)

Latham, Jean Lee, Carry On, Mr. Bowditch (family read-aloud or middle school independent read)

Lossing, Benson John, Lives of the Signers of the Declaration of the Independence (high school biographical compilation)

McCullough, David, 1776 (high school)

McGovern, Ann, If You Lived In Colonial Times (K- elementary)

Maestro, Betsy and Giulio, A More Perfect Union (K-elementary)

Moore, Kay, If You Lived At the Time of the American Revolution (K- early elementary)

Penner, Lucille, Liberty! How the Revolutionary War Began (elementary-middle school)

Rockliff, Mara, Gingerbread for Liberty: How a German Baker Helped Win the American Revolution (K- elementary)

Spier, Peter, The Star-Spangled Banner (K-elementary)

Activities

• We have used various activities from History Pockets: Colonial America and History Pockets: American Revolution by Evan-Moor.

• Dioramas make great culminating projects. Dioramas scenes created in a shoe box or cardboard box, perhaps Washington crossing the Delaware, Valley Forge, the signing of the Declaration of Independence.

• We locate and identify the thirteen colonies on our US map or print a printable map found online and label the thirteen colonies: Virginia, New York, New Hampshire, Massachusetts, Maryland, Connecticut, Rhode Island, Delaware, North Carolina, South Carolina, New Jersey, Pennsylvania, and Georgia. Say the colonies while writing the names or pointing to the words. Notice the names of states are proper nouns and are capitalized.

• In addition to the thirteen colonies, consider locating significant bodies of water (rivers and lakes) or cities were events took place (Boston, Philadelphia, Trenton, and so on). Printable maps are great for this activity though this can also be done on a United States map orally together as a family.

• My children have loved making colonial crafts like quilting, candle making, weaving, and leather work.

• We read Henry Wadsworth Longfellow’s poem, The Midnight Ride of Paul Revere (Ted Rand’s version listed above). This poem has been recited for generations and is narrative fiction. Though based on a historic event, not all the details penned in the poem occurred as they actually happened. Compare the details in the poem with what was learned while researching. The Paul Revere House offers one account on its website https://www.paulreverehouse.org/the-real-story/. In addition, Old North Church is a National Park. Their website is https://tinyurl.com/y7havl6b.

• In Paul Revere’s Ride, lanterns lit the way for night travelers and warned the citizens of impending danger. Tin lanterns were crafted by tinsmiths. We’ve enjoyed making tin lanterns. To do so, we wash an empty tin can and fill with water and freeze. Once frozen solid, we place the can on a folded towel and lay atop a hard surface. This keeps the can from rolling while hammering. Then, we carefully, with supervision, use a hammer and nail to punch holes in the can, refreezing as needed. When the design is complete,we thaw the can and empty and water. Sometimes, we add a wire handle and a battery-operated votive to light the lantern.

• Field trips are always a favorite. For this period of history, consider history museum, horse stables, blacksmith or quilt shops.

• We’ve enjoyed making quill pens and writing with homemade berry ink.

• Create an American Revolutionary timeline.

• Our children have loved watching episodes of Liberty Kids.

• We read Gingerbread for Liberty: How a German Baker Helped Win the American Revolution by Mara Rockliff, read the back matter at the end, and made gingerbread. For our littles, we made gingerbread playdough. This recipe (minus the pumpkin spice) has been my favorite for over thirty years!

  Gather
  2 cups flour
  1 cup salt
  1 tablespoon vegetable oil
  2 1/2 teaspoons cream of tartar (cream of tartar acts as a preservative)
  2 cups cold water
  Food coloring

  1 teaspoon pumpkin pie spice or cinnamon

  Wooden cutting board

  Airtight plastic bag or container

  1. In a medium saucepan, mix together the flour, salt, vegetable oil, cream of tartar, and water. Stir well. Add 5 to 6 drops of food coloring and 1 teaspoon pumpkin pie spice or cinnamon.
  2. Cook over medium heat, stirring constantly until the dough is the consistency of mashed potatoes; about 5 minutes.

  3. Spoon onto a wooden cutting board or wax paper covered counter top.

  4. Knead until smooth.

  5. Store play dough in an airtight plastic zipper bag or container up to 6 months.

  Knead, roll and pat to build fine motor skills. Make a long rope and form into the letter G. Use a gingerbread man cookie cutter to make pretend gingerbread delights.

Wright Brothers Mini Unit Study (and an Intentional Mom)

Looking for a new read-aloud, we headed to our home library.

Majority vote determined The Wright Brothers (from the Landmark series) by Quentin Reynolds would be our next read.

From the very first page, we were captivated—science, geography, life application. My mom heart also received needed encouragement. BONUS.

Susan Wright encouraged her boys to ask questions, to remain curious, to love learning. This thread wove through the book. Pages four through six impacted me greatly; in fact, I often quote from this passage when I speak to parents on the topic of little learners.

Susan Wright inspired her children with her ability to encourage questions and cultivate wonder. She gave them time to explore and discover. Her efforts changed history.

Susan Wright changed history with her intentionally.

I want to be an intentional mom. I’ve learned doing so can be hard. It takes courage to be different, to do things in ways that meet the needs of my children and fosters their development—their bodies, minds, and hearts.

---

“    What makes a bird fly, Mother?” Wilbur asked.

     “Their wings, Will,” she said. “You notice they move their wings and that makes them go faster.”

     “But Mother, “ Will said, not quite satisfied, “that bird that just swooped down didn’t even move his wings. He swooped down and grabbed a fish, and then went right up again. He never moved his wings at all.”

      “The wind doesn’t just blow toward you or away from you,” she said. “It blows up and down too. When a current of air blows up, it takes the bird up. This wings support him in the air.”

— The Wright Brothers, Quentin Reynolds

---

The story continues as the brothers ask their mother questions about what they were observing. Wilbur insists he could fly if he had wings; if he could make wings. The narrator invites the reader into the conclusion of the chapter.

---

“She knew that even an eleven-year-old boy can have ideas of his own, and just because they happened to come from an eleven-year-old head—well, that didn’t make them foolish. She never treated her children as if they were babies, and perhaps that’s why they liked to go fishing with her or on picnics with her. And that’s why they kept asking her questions.”

— The Wright Brothers, Quentin Reynolds

---

We finished the book and our children wanted to learn more about the Wright Brothers and flight (thanks to the engaging plot). My children dug in and their interests led to asking the local butcher for Styrofoam meat trays from which we cut glider wings. Gliders led to creating a Science Fair project which hypothesized the effect of paper weight on the flight of paper airplanes. We folded, flew, measured, and compared. What a journey!

It all started with a trip to our home library.

I hadn’t planned on this mini unit study, it blossomed from a read-aloud. It was a welcomed treat, one fueled by the learner’s next question or idea. One thing led to another.

You may experience something similar, an interest that takes off. Ride the wave and embrace the moments. You will be surprised where the interests and questions lead.

It may be better than you could have imagined.

Let’s get started…

Books

Who Were the Wright Brothers, James Buckley, Jr.

Charles Lindbergh: Hero Pilot, David R. Collins

A is for Aviation: The ABCs of Airplanes, Spaceships, Rockets, and More!, J. H. Heitsch

The Wright Brothers by Elizabeth MacLeod

To Fly: The Story of the Wright Brothers by Wendie C. Old

The Airplane Alphabet Book, Jerry Pallotta

The Jet Alphabet Book, Jerry Pallotta

The Glorious Flight: Across the Channel with Louis Bleriot, Alice Provensen

The Story of Flight, Mary Lee Settle

First Flight: The Story of Tom Tate and the Wright Brothers by George Shea

The Story of the Wright Brothers: A Biography Book for New Readers, Annette Whipple

Learning Resources

Wright Brothers unit study (includes instructions for making gliders

Another tutorial for making gliders

Smithsonian: The Wright Brothers and the Aerial Age

Parts of a plane

National Park Service Wright Brothers curriculum

Scholastic teacher activity guide

Search for online video clips about the Wright Brothers, the history of flight, or men and women who changed flight

Keep in mind, this study may launch interests to birds, rockets, engineering and more!

---

Have a high school learner interested in flight? Check out David McCullough’s excellent, The Wright Brothers, published in 2016.

25 Games to Teach Elementary Skills

Games are a daily occurance in our home. They’re fun. They’re engaging. They’re relational and they’re educational. Games are a WIN WIN and a welcomed rescue to table time. Here’s a few we’ve loved, preschool through elementary.

• BINGO (number recognition 1-75)

• Matching/Concentration (similarities and differences, short-term memory, working memory)

• War - with a deck of cards (matching quantity, more than, less than)

• Dominoes (matching similarities, quantity recognition 1-6, counting 1-6)

• Scrabble Junior (letter recognition, introductory phonics, initial consonant sounds, spelling)

• Uncle Wiggly (number recognition 1-100, counting)

• Guess Who? (critical thinking, problem solving)

• Rush Hour Traffic Jam Logic Game (thinking skills by ThinkFun)

• Hi-Ho Cherry-O (early counting, addition and subtraction concepts)

• Barrel of Monkeys (GREAT for motor skills!)

• Busy Bee (thinking skills, addition, an oldie but goodie introduced to us by great-grandma)

• Rivers, Roads, and Rails (thinking skills, another oldie by goodie)

• World and US map floor puzzles (geography)

• Scrabble Sentence Game for Juniors (sentence structure, spelling)

• Scrabble Sentence Cube Game (sentence structure, spelling)

• Learning Resources Pizza Fraction Fun (fractions)

• Oreo Matching Middles (shape matching)

• Hopscotch (great for motor skills)

• Simon Says (listening and following directions)

• Checkers (thinking skills)

• Hail to the Chief (history)

• RACK-O (counting 1-60, more than, less than)

• Yahtzee (quantity recognition, addition, multiplication)

• Even Steven’s Odd (counting, sequencing, number patterns, addition, and multiplication)

• Somebody Game (human body game)

10 Biography Series to Build Your History Curriculum

Considering homeschooling history?

These biography series may be used to supplement a curriculum or be combined organically with experiential learning opportunities—museums, art projects, dioramas, co-op classes, re-enactments, or tours—to create-your-own history unit studies based on the age and interests of the learner.

Early elementary learners

A Picture Book of….

David A. Adler’s been writing biographies for decades. His treasures were among the first of our biography discoveries when our oldest was a Kindergartener asking to learn about the people he’d heard mentioned in conversation—George Washington, Abraham Lincoln, Louis Braille. More readily more available in the library then some of our other finds, these books invited us to look closely at the illustrations and listen carefully to the text—formatted as picture books with detailed illustrations. Mr. Adler’s books are a great means to introduce children to presidents, heroes, inventors, and world-changers. We’ve added these to our home library as we find them at thrift stores and garage sales. We’ve read and enjoyed:

A Picture Book of Daniel Boone

A Picture Book of George Washington

A Picture Book of Helen Keller

A Picture Book of Lewis and Clark

A Picture Book of Louis Braille

A Picture Book of John and Abigail Adams

A Picture Book of Paul Revere

A Picture Book of Thomas Alva Edison

and more on listed on his site.

Step-Up Books

We’ve LOVED these books, again, featuring real people with whom young children are familiar or have heard mention: John F. Kennedy, Thomas Jefferson, Benjamin Franklin and more! Written on the first to second grade reading comprehension level, these gems make great read-alouds. For us, these read-alouds equate to more than history. Reading them, we saw learning strides in vocabulary development and comprehension. They also prompted discussions about geography. In addition, some of our learners used the contents for copy work to practice handwriting. The larger font and line spacing of the text, hardcovers and chapters, make these books a welcomed treat for young eyes as well as reluctant or late readers. Step-Up books are equally rewarding for middle to upper grade elementary. The titles are out-of-print, but worth searching for and adding to the home library. You can read more about this series here.

Garrard Discovery Books

Once our children read independently, these books allow for fast, quick, and satisfying gains in fluency. Hardcovers divided into chapters, these books give children a feel and satisfaction for reading “real books”. These well-written biographies begin with the main character’s early childhood and continue through adulthood, providing insight to historical events and geographical influences that impacted their lives. Though fluent second graders could read the books in this series, middle to late elementary learners also love them, especially in situations where gaining fluency and independent reading skills are goals. These are definitely some our most loved biographies for reading aloud (I often hear, “Just one more chapter!”) and independent reading. Out of print but great adds to the home library. You can learn more here.

Early to Middle Elementary

Childhood of Famous Americans

First published in the 1940s and reprinted several times in both hardcover and paperback, these titles have spanned generations of readers. I remember having these available in my elementary school library and likewise my children have chosen these treasures from our home library shelves. Though these biographies are fictionalized, there is merit to the content as it places individuals, and their impact on America and the world, in the minds of learners. These biographies definitely invite children to dig deeper as often the book tells of the childhood and growing up years with a chapter or two at the end focusing on the contributions made as an adult. For more information, you can read this blog post. Occasionally, have these available in my store.

Who IQ

This series began in 2002 and with over 200 titles, this series is easier to find at the local libraries. We’ve enjoyed many of the ones we’ve read and had many great conversations when content provided a different perspective. In our discussions, we’ve talked about interconnected concepts in history, science, geography, and even theology. Great read-alouds and independent reads for upper elementary and even younger middle schoolers. Like the Childhood of Famous Americans, I have some of these titles available in my store.

If You (history-related, not biographies but work in tandem well)

This non-fiction series, though not biographical, has been a welcomed addition to our elementary history studies. The books offer color illustrations and answer questions children may ask about specific eras and events. This series definitely rounds out our history units.

If You Grew Up with George Washington

If You Lived in Colonial Times

If You Sailed on the Mayflower

If You Traveled West in A Covered Wagon

If You Were There When They Signed the Constitution

Middle to Late Elementary

Margaret Davidson Biographies

Middle elementary readers love Margaret Davidson biographies. These engaging, short chapter books enable young readers to devour a book in a day or a few, offering a sense of accomplishment and the personal satisfaction of "I did it!" Thankfully, unlike many older biography series, some libraries are keeping Margaret Davidson treasures on the shelves, making them readily available--at least for now! Check out your library. Maybe you will find on these gems living on the shelves. If so, borrow it!

Margaret Davidson penned the stories of world changers; real people (and in some cases animals) solving real problems. As a child, Margaret was an eager reader. Her love for story shines through her work. Her biographies include:

Abraham Lincoln, Margaret Davidson and Robert Shore 

Balto: The Dog Who Saved Nome, Margaret Davidson and Cathie Bleck 

Frederick Douglass Fights for Freedom, Margaret Davidson

Helen Keller, Margaret Davidson and Wendy Watson 

Helen Keller's Teacher, Margaret Davidson and Wayne Blickenstaff 

I Have A Dream: The Story of Martin Luther King, Margaret Davidson

Louis Braille: The Boy Who Invented Books for the Blind, Margaret Davidson and Janet Compere 

My Lords Richard, Margaret Davidson

The Adventures of George Washington, Margaret Davidson

The Story of Alexander Graham Bell: Inventor of the Telephone, Margaret Davidson and Stephen Marchesi (Illustrator)

The Story of Benjamin Franklin: Amazing American, Margaret Davidson and John Speirs (Illustrator)

The Story of Eleanor Roosevelt, Margaret Davidson

The Golda Meir Story, Margaret Davidson

The Story of Jackie Robinson: Bravest Man in Baseball, Margaret Davidson

The Story of Thomas Alva Edison, Inventor: The Wizard of Menlo Park, Margaret Davidson

Landmark Books

Originally published in the 1950’s and 60’s by Random House, these works were penned by some of greatest children’s authors in history: Sterling North (Rascal), Armstrong Sperry (Call it Courage), C. S. Forrester (Horatio Hornblower series), and Wyatt Blassingame (also authored Discovery Biography titles). Others were written by experts in their field, for example, Captain Ted Lawson. This series of over 200 titles, both American and world, is well-known in homeschooling circles for the wealth of topics in areas of history and science. Typically the average reading level is fifth grade. Though some in the series are now out-of-print, others have been edited and republished in paperback.

Middle and High School

Signature Series

This has been a favorite for several of our learners. Grosset & Dunlap originally published this series in the 1950’s and 60’s; the contents often narrated by the main character. These dialogue-packed chapter books engage middle grade learners (fifth to eighth grade, though some high schoolers appreciate the depth of content). These books are harder to find, but worth the search.

Messner Biographies

These classics are some of the best-written biographies—featuring more obscure (not often studied), yet pivotal leaders in the fields of science, history, politics, and the arts—for older readers. We found these books more difficult to find, but the content depth is inviting to high schoolers, especially since many of the biographies are about lesser known (but not any lesser influence) individuals in history. We’ve enjoyed

What learning awaits in the biographies your learners will read? Start with one—someone your child is intrigued with or someone who was influential in the period of history you family is studying. You may find reading biographies a rewarding supplement or your learner may insist on reading “just one more” in the series and soon you discover you’ve built your entire year around biographies. We’ve had this happen in our home: a child starts with one book and suddenly wants to work his or her way through a whole series! In those seasons, I had to make sure there was time in our day for independent study and digging deeper. I’ve been amazed how one book can lead to a year-long study. With the help of some of these reads, maybe the same will happen in your home.

How to Create Titles for Elective Courses

"What are some common titles for elective credit in high school?"

Before titling a course, one must understand the difference between core and elective courses and how these terms are used in the educational world—the "education-eze". Colleges use “education-eze”.

Parents must also understand what is and isn't required by their state school law statutes. Though some colleges and universities hire home education admission personnel versed with knowledge to help homeschooled applicants, other advisors are not always familiar with state statutes, requirements, or procedures. Knowledgeable parents have the means to empower student applicants who may face questions.

Core courses are offerings in the major discipline areas of English, math, social sciences, and natural sciences. Some districts (and colleges) include foreign or world languages in core courses. All other courses are considered electives.

For this post, I am revising an elective list I created in 2015. The list does not include courses most often considered core academics--for example, Calculus or British Literature--though those core courses could also be used as electives if the core course requirements have been meet.

English Electives (when not considered part of the core content English I, English II, English III, and English IV)

Shakespearean Theater

Greco-Roman Theater

Short Stories

Poetry (perhaps of a specific historical era or demographic)

Writing for Print and Publication

Creative Writing

Yearbook

Digital Publishing

Ancient Languages

Biblical Studies: Old Testament

Biblical Studies: New Testament

Communication Electives

Speech (this course may considered a core by some schools)

Competitive Speech

Impromptu Speech

Expository Speech

Policy Debate

Lincoln-Douglas Debate

Media Productions

Mathematics Electives

Business Mathematics (some schools no longer consider this a high school level course)

Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science Electives

Comparative Government

Global Studies

International Relations

Introduction to Law

Mock Trial

Constitutional Law

Independent Study: Foreign Policy

Introduction to Criminal Justice

Psychology (this course may be considered a core course for some schools and an elective for others)

Sociology

Anthropology

Archaeology

Family and Consumer Science 

Contemporary World Issues

Ancient Civilizations

Independent Study: The Korean War

Medieval History

Introduction to Social Work

Child and Adolescent Psychology

Philosophy

World Religions

Theology

Church History

Internship: Youth Ministry

Natural Science Electives

Environmental Science

Animal and Agricultural Sciences

Introduction to Agriscience

Equine Science

Equine Medicine

Introduction to Veterinary Science

Introduction to Forestry

Botany

Entomology

Zoology

Astronomy

Introduction Aerospace Science

Forensics

Introduction to Health Sciences

Performing/Fine Arts Electives

Introduction to Drama

Musical Theater

Art History (perhaps add a historical era, for example Asian Art History)

Art Appreciation

Choreography

Dance Technique (consecutive years add beginning, intermediate and advanced)

Competitive Dance

Introduction to Ball Room Dance

Stagecraft

Set Design

Theater Production

Two-Dimensional Art

Three-Dimensional Art

Sculpture

Ceramics

Drawing and Painting

Cartooning and Caricature

Printmaking

Pottery

Creative Photography

Digital Photography

Band

Orchestra

Symphonic Band

Wind Ensemble

Jazz Ensemble

Keyboard

Piano

Music Theory (consecutive years add beginning, intermediate and advanced)

Music History (perhaps add a historical era or genre, for example, History of Jazz)

Music Appreciation

Physical Education Electives

Personal Fitness (this course is sometimes considered a required course for some schools but an elective for others)

Nutrition and Wellness

Aerobics

Tennis

Golf

Volleyball

Competitive Swimming

Water Polo

Lifesaving

Advanced Lifesaving

Team Sports

Recreational Sports

Beginning Weights (consecutive years add intermediate and advanced)

Weight Training (often accompanies sports training and play) 

Sports Psychology

Introduction to Sports Medicine

Care and Prevention of Athletic Injuries

Sports Rehabilitation

Business Education Electives

Accounting

Marketing 

Copyright Law

Advertising and Sales

Principles of Entrepreneurship

Banking and Finance

Business Principles

Foundational Principles of Small Business

Business Technology

International Business

Global Business Studies

Computer Science Electives

Computer Fundamentals and Programming

Introduction to Computer Systems

Computer Design and Repair

Keyboarding

Word Processing

Graphic Design

Digital Design

Web Design

Digital Arts

Computer Gaming 

Home Economics Electives

Fashion Design

Textiles and Fabrics

Clothing Construction and Textiles

Machine Sewing

Quilting and Applique

Interior Design

Introduction to Early Childhood Education

Nutrition

Principles in Food Preparation

Principles in Food Preparation: Pastry

Principles in Food Preparation: Desserts

Principles in Food Preparation: Main Courses

Principles in Food Preparation: Appetizers

Introduction to Culinary Arts

Introduction to Pastry

Cake Decorating

Home and Automotive Repair

First Aid and CPR

Emergency Preparedness

Vocational Electives

Cosmetology

Cabinet Making

Carpentry

Trim and Finish Carpentry

Masonry

Landscaping

Horticulture

Floral Design

Landscape Architecture

Building Design and Architecture

Drafting

Technical Drawing

Plumbing

Welding

Auto Mechanics

Diesel Mechanics

Small Engine Repair

Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles. If I can't find a title or course content close to what our learners are studying, I search for high school courses (and in some cases college courses) offered at other high schools across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

If you want to learn more about documentation of elective credits and how to create college admission paperwork, check out this post.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Using Living Books in High School

When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

YOU can use Living Books in high school.

Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly influenced their career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

History

Aristotle. Complete Works of Aristotle, Vol. 1. Princeton University Press, 1984.

De Tocqueville, Alexis. Democracy in America and Two Essays on America. Penguin Classics, 2003.

Franklin, Benjamin. The Autobiography of Benjamin Franklin. 1790.

McCullough, David. John Adams. Simon &Schuster, 2002.

McCullough, David. The Wright Brothers. Simon &Schuster, 2015.

Metaxas, Eric. Amazing Grace: William Wilberforce and the Heroic Campaign to End Slavery. Harper One, 2007.

Rousseau, Jean-Jacques. On the Social Contract. Dover Publications, 2003.

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The next content area in which we chose to incorporate Living Books was science. It was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we included adult and college level materials. 

Science

Burton, Mary June. Louis Pasteur: Founder of Microbiology. Franklin Watts, 1963.

Carson, Ben, and Cecil Murphey. Gifted Hands: The Ben Carson Story. Zondervan, 1996.

Douty, Esther. America’s First Woman Chemist: Ellen Richards. Julian Messner, 1961.

Einstein, Albert. The Meaning of Relativity: Four Lectures Delivered at Princeton University, May 1921 (Classic Reprint). Forgotten Books, 2017.

Keller, Helen. The Story of My Life. 1903. Signet, 2010.

Williams, Beryl, and Samuel Epstein. Medicine from Microbes: The Story of Antibiotics. Julian Messner, 1965.

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Reaching our creatives with written materials was challenging at times, unless the reading was related their artistic gifting or interest. Perhaps you find yourself in that quandary. The effort you put forth to help your high schoolers find books, matters. Make suggestions. Go to the bookstore together. Visit the library and browse the shelf. Find out who influences or has influenced the field. The effort speaks to your interest in what matters to your teen.

I did discover I had to let go of my rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The Arts

Astaire, Fred. Steps in Time: An Autobiography. Cooper Square Press, 2000.

Kistler, Mark. You Can Draw in 30 Days: The Fun, Easy Way to Learn to Draw in One Month or Less. Da Capo Lifelong Books, 2011.

Tada, Joni Eareckson, Joni. Bantum Books. 1978.

Trapp, Maria. The Story of the Trapp Family Singers: The Story Which Inspired The Sound of Music. William Morrow Paperbacks, 2001.

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What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Sports

Dorman, H. A., and Karl Kuehl. The Mental Game of Baseball. Diamond Communications, 2002.

Hershiser, Orel, and Jerry B. Jenkins. Out of the Blue. Wolgemuth & Hyatt Publishers, 1989.

Kilmeade, Brian. The Games Do Count: America’s Best and Brightest on the Power of Sports. HarperCollins, 2004.

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Living Books have the power to pull in even the most reluctant reader!

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Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials. I worked on ways to incorporate what she was reading into an elective: Personal Development and Career Exploration. I could have also titled the course Interpersonal Communication, based on the resources she chose. When I wrote More Than Credits, I included the books and activities into an elective framework. It is one of five electives featured in the book.

How to Use What You Have - Geography

We’ve adopted a phrase.

Use what we have to boost what we know.

Could mean one of two things.

Use the resources and items we have to learn something new.

Or

Use the resources and items we have to deepen or reinforce knowledge we learned previously.

Today, my mind is on geography and map skills.

In the era of digitalization and GPS, are geography skills still valuable?

Every family must decide, but our learning experiences have proven to us that this skills are important. Though amazing navigational tools and digital helps make finding our way easy, foundational concepts remain necessary if a person is to have context for conversation and learning. For example, if a child is engaged in a discussion about France, knowing where France is located it essential to understanding the context and content being shared. Likewise, if a child is reading a book set in the Alps, knowing the geographical relevance provides important insight to the characters, setting, and plot.

Geography does matter.

How can we add to our learner’s knowledge, to what they know as well as to what they might want to discover?

If you have a world map, atlas, or globe (ours would require a good dusting!), a child or teen could

• Learn the states and their capitals and label on a printable map.

  • Older learners can learn to spell the states and capitals.

• Find and identify the seven continents - North America, South America, Europe, Asia, Africa, Australia, and Antarctica.

• Locate the major ocean basins - Atlantic, Pacific, Indian, Arctic, and Southern.

• Print a blank map of one of the continents. Locate and label the capitals and five major cities for each country. Draw in any significant land features—mountains, lakes, rivers, and deserts.

• Choose a country. Draw the country flag. Find out what major resources are available in the country. Research major landmarks. Discover the culture and customs. Consider creating a diorama, poster, or Powerpoint of what was learned.

• Research online to find a printable crossword puzzle or word search about a continent of choice. Use your atlas or map to help solve the puzzle.

• Read geography-related picture and non-fiction books.

• Take a trip around the world, together. Divide the family into two teams. Each team will need a map and a scavenger hunt (hit the print button). Based on the ages of your children, choose either a specific amount of allotted time to complete the hunt or simply determine the winner to be the first team to find all the items.

Have maps, globes, geography-related resources? Consider how your family might travel the world while learning or reviewing together.

Every. Moment. Matters. when making use of what’s available.

How to... Use What You Have

Perhaps the current season launched you into a place you didn’t expect to be.

As this blog post is being edited libraries are closing. Where will we find materials and resources?

You may be scared, overwhelmed, unsure.

You are not alone.

Like you, other parents are trying to figure out how to navigate increasing closures and wonky schedules hoping to find new solutions.

We are in this together. Let’s help one another

• take a deep breath.

• be open to the possibilities which already exist and sit waiting to be discovered.

• find goodness in what is unfolding. It looks different than many of us envisioned. This happens. Different doesn’t mean wrong. Let’s help one another stick with it. We may find the outcomes are better than we imagined.

For the past three evenings, my middle schooler has been devouring a book she found on our shelf—The Young People’s Encyclopedia of the United States. Her excitement had been contagious as she’s proclaimed, “listen to this!” or “I forgot about that!”.

What we have is boosting what she knows!

The book went unnoticed on our shelves for years. This week, someone rediscovered it—considered it a treasure—began reading, and showed excitement. The excitement proved contagious. Currently, two learners are working together to figure out how to share the “high demand” book, and each wants to read aloud to me. Great problems!

The discovery was unplanned yet full of possibilities.

When I acknowledged the discovery and the interest, excitement escalated.

The book—something we already had—instantly became a means for learning.

I suspect there is something in or around your home waiting to be discovered by your child. When it’s found, embrace the educational moments it provides. They may be better than you could have planned or imagined.

How to use what you have

My daughter asked if she could read to me. Children need to read aloud to build fluency. We sat together (she loved that, too!) and she read. WIN all the way around. I wrote “read to mom” on our log of activities (part of what our state statute requires for home education). We learned a great deal and enjoyed the time together.

My daughter asked for clarification. As she read, she stopped to clarify. This is an important part of building reading comprehension. The ten minutes we spent talking about what she was reading proved valuable. Twenty-four hours later, we read related content and she discovered on her own how the information was related. Higher level thinking skills were utilized for the task. Another WIN! And, she was enjoying the process. Reading comprehension and summarization were noted both in our learning activities for the day.

My daughter asked questions. Fostering curiosity is always time well spent. One question leads to another. Again, interest is key. If the learner chooses a book and wants to read more, retention follows. On one particular quest through her new found treasure, she read explanations about sports. Some of the information was review, other tidbits were new. Along the way she reviewed alphabetical order and used study skills. I logged the sports information as well as study skills for our record keeping.

My daughter learned new vocabulary. There were times when my daughter asked me to read to her. As I read, I paused to explain words I presumed to be new. We talked about the definition of the word and I used the word in a sentence. When I logged what we accomplished, I wrote “discussed new vocabulary”. Another WIN.

Additional learning ideas

If a learner finds a resource and is engaged,

• the time may be ripe to use words of interest as spelling words. Children desire to learn to spell words they want to use. For example, a book about baseball may turn on an interest to learn baseball related words—base, player, glove, catcher, outfield. A printable list of frequently misspelled words is included on this post.

• there may be an opportunity for creative writing. Let’s say a child finds a book about dog breeds and suddenly wants to purchase a particular breed. Writing a persuasive piece including the pros and cons of buying that particular breed may be a possibility. For learners who prefer to create a visual, maybe a designing a brochure or flyer would be a better option.

• ask questions and connect. People appreciate when others take notice and interest in what they are doing. Consider open-ended questions which require more than yes, no, or nothing.

  • “It seems like you are really enjoying that book. What was the most interesting thing you learned today?”

  • “Which topics do still hope to investigate?”

  • “That’s a great book! I remember reading it. What’s been your favorite scene or point of action?”

  • “We have other books related to that topic. I’d be glad to help you find some if that would be helpful.”

• ask the child to keep a list of items he or she has studied. For some learners, having a visual of accomplishments is helpful. For others, it allows an opportunity for the child to take personal responsibility for what he or she is learning. I use this list to add details to our activity log.

• use the resource as a springboard for application or experiential learning. For example, if the learner chooses a field guide or identification resource, perhaps he or she could us the guide to identify species in your area—the backyard or on a walk in the neighborhood. Some of my learners have enjoyed making a tally chart of items on a scavenger hunt. For children with a creative gifting, sketching may be a great lead to science.

• consider using that interest as a springboard to learn another skill. For example, if a learner chooses a book about space, review syllables and then ask him or her to make a list of three- or four-syllable words—Jupiter, galaxy, telescope, constellation. If the child is younger, one-or two-syllable words would be more appropriate—star, planet, Mars, Saturn, moon.

Time together is priceless. Often the best takeaways aren’t readily measurable and don’t fit neatly on a log of activities. That’s okay. Relationships matter and are worth the time spent to build. In the slower, unique pace of the season, taking time to sit and listen to a familiar voice read or tell a story is soothing to the soul. In addition, in circumstances where handshakes, hugs, and high fives are cautioned due to social distancing, children need our physical touch. Truth is, we all need a few extra hugs—parents and children. I can’t think of a better time to pull closer, snuggle, and learn together!

My mom placed a set of encyclopedias on our family bookshelf. I’d go to the shelf and pull off a few volumes—usually my favorite letters and settle on the couch. I also remember going to my grandmother’s home and finding books of on her shelves. I’d make selections and find myself lost in the “newness” of the content. Likely, it wasn’t new information, but it caught my attention and was presented in mode different from I was doing in school. New was appealing. And, it was in my grandmother’s house! In both cases, at my home and in my grandmother’s house, I had time to linger, time to digest the content.

In this unique season of our history, we all have resources and time. I wonder what “new” is waiting to be discovered.

Ride the West with Living Books

I didn’t see it coming.

Recently, I was reminded that some of the best learning “units” we’ve enjoyed were unplanned and unexpected. They were birthed by questions raised from learning a new word, being involved in an intriguing moment, or engaging in a fascinating event. One of our most recent learning tangents evolved after reading a few chapters of The Pony Express by Samuel Hopkins Adams (Random House, 1950) to my middle schooler. In the process, the elementary learner wondered what the excitement was about and she, too, was hooked. Before we knew it we were all riding the routes of the Pony Express (Mom included after realizing she didn’t know as much as she wished she did), racing through mountain passes, stopping at rest stations, and outwitting bandits.

I remembered we had a few more books about riders on our home library shelf—as well as books about the period of history. I invited my youngest to join me at the bookshelf to find other resources she might enjoy. She was intrigued by the cover of one in particular, Buffalo Bill and the Pony Express by Eleanor Coerr (HarperCollins,1995). Upon opening the book and fanning through the pages—seeing the larger font—she was even more excited. Large font. Easy, enjoyable reading. Unintimidating. We began reading and she immediately recognized some of the rider’s names and station stops from listening to me read to her sister. Learning about the Pony Express just got a bit more personal for her.

Three weeks later, looking back, the “unit” was more than I could have imagined, mostly because of the level of engagement. There was interest and they fully “owned” what they were learning, because they were interested. The more we read, the more involved my learners became. When they had questions, we did our best to find answers. This paved the way to practice research skills.

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Language arts. Study skills. History.

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I know my girls remember a large percentage of what they learned. That makes my heart smile. But, there was something else that grew along with their knowledge…a relationship. They had something in common, a mutual interest, something they could talk and wonder about. They shared what they learned; got excited together.

I could never have manufactured or orchestrated that aspect of the process.

Even after 26 years of homeschooling, I didn’t see a “unit” growing from this book.

But, it did!!

And, I am grateful.

Today, because of that deeper care for one another, they are outside reading in the fort. That’s another story for another day.

Related resources for riding and exploring the west:

Buffalo Bill, Augusta Stevenson (Childhood of Famous Americans)

Buffalo Bill: Wild West Showman, Mary R. Davidson (Discovery biography series, Garrard Publishers)

The California Gold Rush, May McNeer (Landmark series)

Annie Oakley: The Shooting Star, Charles P. Graves (Discovery biography series, Garrard Publishers)

Jim Bridger: Man of the Mountains, Willard and Celia Luce (Discovery biography series, Garrard Publishers)

Kit Carson: Pathfinder of the West, Nardi Reeder Campion (Discovery biography series, Garrard Publishers)

Daniel Boone: The Opening of the Wilderness, John Mason Brown (Landmark series)

Daniel Boone: Young Hunter, Augusta Stevenson (Childhood of Famous Americans)

The Story of Daniel Boone, William O’Steele (Signature series)

When Curriculum Looks Different

People often ask what we use for curriculum.

The short answer? We use anything which will help our children learn what it is they are trying to learn. And, if it involves real life, even better.

Sometimes our curriculum looks traditional, like a math textbook.

Other times our curriculum is a stack of Living Books.

A few months ago, my middle schooler initiated a flower bed renovation project. She wanted a flower garden to call her own, a place she could eventually grow cut flowers. A few visits to the clearance section of the local garden shop and she had rescued several very nice—but wilting—flowers (aka curriculum). With a little research in a field guide and a how-to online tutorial (more curriculum), the plants were thriving.

Today we added a few more resources to the curriculum—a collection of solar garden lights. Before placing them in the bed, we experimented with them in a dark room. So fun! The littlest learners were enthralled!

“Flashlights without batteries!” one shouted.

Curriculum incorporates all that a learner uses to learn the content of a specific subject. Though we are often tempted to stay within the means of what we know or have experienced as curriculum, in real-life the definition of curriculum broadens to include any materials used to foster a student’s understanding.

The possibilities are endless.

Consider broadening your sense of what curriculum includes. Maybe it’s

• Front porch wonders
• Stickers, a Scrabble board, and some acorns
• An ant farm
• An Olympic runner and her friend
• DYI projects and a grandfather
• 4-H studies
• Field trips
• A stack of Living Books
• Owl pellets and a Magiscope

When learning is real, relational and intentional it's remembered! 

Every. Moment. Matters.

Teaching High School American History and American Literature with Living Books

I am often asked how we teach American History and American Literature in high school. 

Actually, we have used different means and methods with each of our high school learners, dependent on their interests, learning styles, and in some cases, learning challenges. 

This blog post addresses one of those methods; the method we used with our reader who LOVED history. 

With our son's interest in reading and history, we divided American History into Early American (to 1850) and Modern (from 1850 to present) so we could allow time for him to dig deeper. After extensive research (based on my love for education as well as the fear I was doing enough--yes, I have been there!), I developed literature lists for American, British, and World Literature courses. These lists provided my son with reading suggestions to get him started, a springboard of sorts. His desire to learn history prompted him to seek out additional titles. My motto became, 

"You read it, I will give you credit."

For readers interested in the list of works from which we used toward either American History or Survey of American Literature, our reading list (remember it was a springboard from which he could jump in for more) is below. The American, British, and World literature lists are included in my book, Celebrate High School. 

Please keep in mind as you read through this list, our son was a self-motivated reader with an interest in the subject. Not all young adults will share this interest or learning preference. In addition to his independent reading, we used a textbook as a spine of topics. Though he started the year reading some of the text, by the end of the year he was reading more primary source documents, living history selections, and biographical pieces than text. He also had amazing opportunities to tour many of the Civil War battlefields and visited Washington, D. C., Boston, Plymouth, Philadelphia, and New York City. God provided for his love of history through many experiential opportunities. We realize not all learners will have these experiences but trust there will be other provisions for your family. 

This method worked for our oldest son. I tweak the process for each young adult, asking for their input. Please, don't use what is written here as a comparison for what your student should or shouldn't be doing. Learners are unique and high school is not a one-size-fits-all experience. 

Comparing ourselves or our children to others leads to discouragement and discontent, neither of which are valuable.

Our examples are only intended as encouragement, to give an idea of what worked for us and what you might be able to create (or adjust) for your high schooler. Our young adult was (and still is) a reader, but your young adult may have an opportunity to intern with a local historical site or job shadow a museum curator. Use what God provides for your learner and pray about how he is preparing your young adult for the future plans He has, not for the ones we best intention.

Our American Literature list:

Alcott, Louisa May, Little Men

Alcott, Louisa May, Little Women

Barton, David, Bulletproof George Washington

Baum, L. Frank, The Wizard of Oz

Bierce, Ambrose, Civil War Stories

Cather, Willa, My Antonia*

Cather, Willa, O Pioneers!*

Cooper, James Fenimore, The Last of the Mohicans*

Crane, Stephen, The Red Badge of Courage*    

de Tocqueville, Alexis, Democracy in America*

Dewey, John, Democracy and Education*

Douglass, Frederick, Narrative of the Life of Frederick Douglass*

Edwards, Jonathan, Sinners in the Hands of an Angry God*

Faulkner, William, The Sound and the Fury*

Fitzgerald, F. Scott, The Great Gatsby*

Franklin, Benjamin, The Autobiography of Benjamin Franklin*

Hawthorne, Nathaniel, The Scarlet Letter

Hemingway, Ernest, A Farewell to Arms*

Hemingway, Ernest, For Whom the Bell Tolls*

Hemingway, Ernest, The Old Man and the Sea*

Hemingway, Ernest, The Sun Also Rises*

Hurston, Zora Neale, Their Eyes Were Watching God*

Irving, Washington, The Legend of Rip Van Winkle

Keller, Helen, The Story of My Life*

Lee, Harper, To Kill a Mockingbird

McCullough, David, 1776

McCullough, David, John Adams

McCullough, David, The Wright Brothers

Melville, Herman, Moby Dick

Miller, Arthur, The Crucible

Miller, Arthur, The Death of a Salesman

Rawlings, Marjorie Kinnan, The Yearling

O.Henry, The Gift of the Magi

Steinbeck, John, Of Mice and Men*

Steinbeck, John, The Grapes of Wrath*

Stowe, Harriet Beecher, Uncle Tom’s Cabin*

Thoreau, Henry David, Civil Disobedience*

Thoreau, Henry David, Walden*

Thurber, James, The Secret Life of Walter Mitty

Twain, Mark, Life on the Mississippi

Washington, Booker T., Up From Slavery

Wilder, Thornton, Our Town*

Williams, Tennessee, The Glass Menagerie*

In addition to this literature list, we use primary source documents including speeches and journals.

Here are some examples. There are plenty of resources available on the internet (which could be a great catalyst for a discussion on reliable sources.

50 Core Documents, Teaching AmericanHistory.org

Primary Source Documents in American History

National Archives

Journals of Lewis and Clark

The Story of A Common Soldier- Kindle ebook

The Journal of James Audubon

Orville Wright's journal entry

This post is based on the experience of our oldest son. It is not intended as legal advice and is written with the knowledge that parents are ultimately responsible for the education of their children. 

Living Books in High School

When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

Living Books belong in high school!

While preparing a workshop I will present at the 2017 FPEA Convention, May 25-27, I decided to give Celebrate Simple readers some quick ideas we used as we incorporated Living Books into high school course content. Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly impacted career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

Adding Living Books to our science studies was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we branched out into adult and college level materials. 

Reaching our creatives with written materials was a challenge at times, unless the reading was related their artistic gifting or interest. If you find yourself in that quandary, know that you are not alone and that your efforts are worth the time spent trying to find them great, applicable reads.

And, I had to let go of my more rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The power of the story--not my definition of Living Book--impacted the life of the reader. 

What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Living Books have the power to pull in even the most reluctant reader! 

Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials, while another continued on her pursuit of all things medical. Why not include Living Books in that area, too!

If you are in Orlando over Memorial Day weekend, I would love for you to join me in my workshop, Keeping High School Alive with Living Books, at the FPEA Convention. This workshop will offer insight as to how Living Books bring high school studies to life and influence choices learners make beyond the tassel turning. The workshop will be packed with specific ideas in regards course content, book titles, and life-learning experiences. Hope to see you there! 

The Inauguration: Watching and Learning Together

I have been asked if our family will watch the inauguration.

Yes.

Wait! Before you decide to click off this post thinking I am about to get political, I encourage you to read on.

This post is about relationships.

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My brother and I waited in anticipation as Grammy turned the knob on the television. One click, fuzzy white. Another click, more fuzz. One more click and there it was, the Inauguration. People lined streets, flags waving. Bands were playing. The date was January 20, 1973.

This was the day we waited for; the day we would spend at Grammy’s watching the inauguration of Richard Nixon.

We didn’t really understand the scope of the meaning behind an inauguration.

What we did know was we loved spending time with Grammy.

Leading up to the day, she talked about my Grandfather’s service in the military. We walked the memorial park near her house. She put a flag out on her porch. We could tell from our discussions and her actions that Inauguration day was important. Grammy made us curious. And, we loved our time with her.

As for any celebration, Grammy purchased snacks, snacks we could eat while watching the event. Having not seen an inauguration before, my brother and I had lots of questions. There was security in knowing Grammy would be seating next to us in the living room—knitting needles clicking away—eager to answer any questions. She was so patient.

It would be a day together, watching and learning.

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Tomorrow at the Bastian home, we will watch the Inauguration day events. Not because we agree with everything that has been said or everything that has happened. But because we are an American family who is grateful for our nation and the process by which we elect leaders. Tomorrow, we will be watching and learning together.

There will be questions; likely lots of questions since we have littles who have never witnessed an Inauguration. I will know some answers, others we will have to research together. We will learn tidbits of trivia, nuggets of history, and have discussions. Some of the children and young adults will likely share thoughts, ideas they are processing. 

And, we will have snacks.

It will be a day of learning together, watching and listening.

Helpful resources and places to find answers

• Watch footage and coverage of past inaugurations. 
• Read a biography. Our littlest learners have enjoyed The Picture Book of series by David A. Adler, president biographies in the Random House Step Up book series, Garrard Publishing Company's Discovery biographies, and Childhood of Famous American biographies. Biographies in the Signature series have invited my older learners into history. 
• Visit https://kids.usa.gov/.
• Visit https://bensguide.gpo.gov/

Most Popular Posts of 2016

2016 is marked as significant.

Why? Because every moment of our days mattered--the triumphs and the trials. We lived and learned together being intentional about using what was real and relational--from cradle to shingle--toddler to adult. Thank you for walking that journey alongside us! We are grateful for you, our readers! 

As a recap of our year together, I compiled our top 15 posts of 2016. ENJOY! 

The Many Possibilities of High School Success

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

If you enjoyed this post, you might also be encouraged by Real-Life for High School Credit: Care and Concerns for the Elderly.

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Preschooling, Naturally

Preschool is foundational for life and learning. In fact, it is during the preschool years that little learners master foundational skills which serve as a base for later learning. More importantly, attitudes and temperaments toward learning are set during the preschool and early elementary years.

If you enjoyed this post, you might also be encouraged by "Let Me Do It!" Helping Little Learners Become Independent

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5 Comments I Don't Regret

Words are remembered, taken with us through our days. This is true for us and it is true for our children and young adults.

If you found this post helpful, you might also enjoy Legacy: Learning Alongside

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The Possibilities of Elective Credits - Part II

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work.

If the information in this post was helpful, you might want to continue on and read Part III.

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32 Ways to Learn from Real and Relational 

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

If you are being intentional about keeping learning real and relational, you might also be encouraged by the practical life lessons (and history!) in this post-- Living History: 30 Questions that Bring History to Life

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8 Skills Children Practice in Puddles

There was much to learn in the puddles. Each learner carried a small fish net, sand bucket or shovel. They were off on an adventure.

Rainy days are natural wonders which intrique little learners. If rain is falling at your house and you are waiting for a safe pause in weather, try this indoor art activity--Torn Paper Rainbows

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Grades...In High School

"How do I give grades in high school?"

If designing a transcript is your next step, this post may be helpful--Transcript Matters

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Using 4-H for High School Course Content

"Our high school learner is very active in 4-H. Can we use any of what the student is doing toward high school credit?" 

If you have middle school learners and are wondering how you can help them manage time, organize belongings, and pursue interests, this post--Magnificent, Make-A-Difference Middle School--might be helpful. 

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Preschooling, Intentionally

Learning is the natural outcome of everyday living, especially for little learners. With a few intentional questions here and a purposeful explanation there, preschoolers can learn naturally from walking alongside older siblings and significant adults. Through everyday experiences, preschoolers gain a jump start to mastering foundational cognitive, social, emotional, physical, and spiritual life skills.  By the time the young learner blows out six candles on the birthday cake, significant progress toward mastery of foundational skills has likely been made.

If you are seeking ways to help your little learners do what they can, 3 Things They Can DO on Their Own, might be helpful. 

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Living Books and Independent Studies

An interest evolved into an independent study, a year-long learning adventure. 

Science--especially animal science--is particularly interesting to little learners. If you have little learners with a zest for all things living, check out the book list in Vintage Science Readers for the WIN! 

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Nature Adventures Made EASY- A Glimpse into Part of Our Day

Ten minutes later, peering out the bedroom window to check on the adventure, my heart smiled--three little learners discovering, wondering together. Co-laboring in learning. 

Looking for a way to learn math outdoors, in nature, where children crave? Check out Math Adventures!

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Using Living Books in High School for Credit

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Interested in earning credit for writing college essays? This post--High School Made Simple: College Essays for Credit--might offer some insight. 

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SIMPLE Prepositions for Little Learners

Keeping early learning active and fun!

Picture books can encourage learning. Read Aloud to Foster Counting Skills lists some of our favorite math picture books. 

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Intentional Cursive Handwriting

Oh yes, there is good reason to teach cursive, teaching correct strokes and rotations. Proper letter formation does make composition easier. However, once initial instruction is complete and letters are formed properly, practice begins. Practice.

Interested in hands-on, real-life, spelling activities? This post--What About Spelling?--has lots of practical ideas. 

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Helping Learners Foster Strengths and Interests

A trip to the electronics store. I was hoping to go alone. You know, time to enjoy quiet; time to think without questions. After all, it is ONLY the electronics store. 

If this post made you curious about interest-based learning, The Benefits of Interests: Motivating Learners, may answer a few more questions. 

Want to know more about how your days can be intentional, real, and relational? Click below to sign up for the Celebrate Simple Newsletter. 

Living History: 30 Questions that Bring History to Life

We--family and friends--sat around tables at my grandmother's 90th birthday. Most were enjoying cake, punch, and conversation. One woman, sitting alone, attracted our attention. My children and I carried our cake plates over and sat alongside her. She was delighted. 

We introduced ourselves. She told us how she knew Grams. Then I asked, 

"Tell us something about your life."

And she did. 

"I was an Olympic runner with Wilma Rudolph." 

I wasn't too sure I believed her--you know, memory care and all. However, after talking, the story became clear and I was convinced. The kids marveled and asked questions--all the important whys, wheres, whens, whats, and hows. After our new friend finished her cake, she insisted we wait at the table while she went to her apartment. 

She had something to show us. 

Fifteen minutes later, she walked in the room with a photo album and an Olympic torch! No kidding! She sat back down at the table, opened up the album and pointed to a yellowed newspaper clipping of her standing alongside Wilma. 

We asked more questions, just like we had in our conversations with Grammy.

These women were living history--memoirs--testimonies of real-life, real moments in time. 

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My grandmother celebrated 95 birthdays in her life. In our times together, she shared memories of her childhood, her family, her hobbies, and of times in history she experienced first-hand. She lived through the Great Depression, WWII, the Kennedy Era, the invention of many modern conveniences. She remembers events well, better than most of us on any given day.

She holds within her, a living history, of our world and of our family.

Several years ago, my then seven-year-old daughter questioned the age of her great-grandmother and made an insightful comment as we studied the Great Depression.

“We must ask Grammy about her experiences during the Great Depression. She might be the only person left alive that we can talk to about living during that time.”

Ah, yes child, you understand the importance of passing down stories.

Every person has stories and each of us can be story tellers, story bearers, regardless of our age. Stories connect generations; the stories we long to hear, the stories our hearts need to hear.

When you have opportunity to visit with someone, particularly someone with age and experience, consider the stories they might share. They will likely be eager to share and you may learn something no one else could share. 

Questions to ask:

• Where and when were you born?
• Did you have brothers and sisters? Were they younger or older than you?
• Tell me about the house in which you grew up.
• What activities did you enjoy as a child?
• What do you remember about your parents or grandparents?
• Did you go to church? Tell me about the church you attended.
• Did you have a favorite book? Who read to you?
• Tell me about your school.
• What was your favorite subject in school?
• Did you have any pets?
• Did you play a musical instrument?
• What was your favorite type of music? What were some of your favorite songs?
• What did you enjoy doing? Did you have any hobbies?
• Who were your friends? What did you enjoy doing together?
• What is your favorite childhood memory?
• What was your favorite food? 
• How much did a hamburger and fries cost?
• Did you have a job? At which age did you start working?
• Tell me about your first car.
• How much did your first car cost?
• Did you marry?
• If so, how did you meet your spouse? What did you enjoy doing together? 
• Tell me about the proposal.
• Did you have children? How many? What were their names?
• Did you travel? Where did you visit?
• Did you serve in the military? Where and when did you serve? What do you remember about your service?
• What inventions do you remember and how did they impact your life?
• Have you ever been to a World's Fair? Which one? What was it like?
• What historical events do you remember? 
• Did you belong to any organizations or clubs?
• Was there someone who strongly impacted or changed your life?

How does what I experienced with that dear Olympic runner, my grandmother, and others impact me and my family? Today, I will purpose to tell at least one personal story to my children, one with which they might better understand their heritage and their world.

History can be intentional, real, and relational. 

Living Books and Independent Studies

"Mom, do we have any nurse books?"

That question. 

An interest.

I started with what I knew. My knowledge of nursing minimal at best. 

A Florence Nightingale biography; I knew we had one in our biography section. I  eagerly motioned her over to the shelves. 

A week. She read; late into the evenings. I could tell she was engaged. She had accepted the author's invitation to walk hospital ward halls where Florence served, cared. My daughter experienced the Crimean War, through the pages of that biography.

The final evening, sprawled across the recliner, she closed the book and pulled it close to her chest. A sigh. I inquired. 

"I love that book! I know Florence. She persevered. She solved problems to help others. I know Florence."

My daughter had been invited into a life, into a life that mattered.  

"Do we have any other nurse books?"

That question.

An interest evolved into an independent study, a year-long learning adventure. 

I knew it would happen. I just didn't know exactly when or with which book. 

Stories have a way about beckoning us to places, meeting people we would never otherwise meet. While my daughter read the The Story of Florence Nightingale by Margaret Leighton, I heard a whisper, a quiet voice which suggested I build; build resources, other books related to nursing. In answering the call, I searched book lists. Bought used and asked knowledgeable people for ideas. All for a purpose. 

I found books. They were delivered to our door. My daughter read.

About three books into her reading, she started to recognize connections between these often heroic women. At dinner I heard about her ah-ha moments. My daughter commented, sharing stories of how one nurse inspired, trained, or mentored another. 

I was astounded by the understanding she was gaining, truly amazed!

My daughter's independent study began with one Living Book, a book about a real person who recognized a need, saw a problem and then found solutions. That one book led to an independent study, a study I didn't plan. My role was to foster her interest by finding resources--in this case books--and to be willing to listen--to process. There were many discussions, many summaries voluntarily shared because the learning intrigued and mattered. My daughter analyzed, compared, inferred, questioned.

Surprisingly, her independent study began with one book; an invitation into the life of one nurse.

One Living Book. One real story. An independent study.

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What were the books?

In addition to The Story of Florence Nightingale by Margaret Leighton (a Signature series biography) the book which started the study, my daughter also enjoyed:

Great Women of Medicine by Ruth Fox Hume, a collective biography

Nurse Around the World: Alice Fitzgerald by Iris Noble, a Messner biography

The Story of Edith Cavell by Iris Vinton. a Signature series biography

First Woman Ambulance Surgeon: Emily Barringer by Iris Noble, borrowed from a friend who knew of my daughter's interest, also a Messner biography

Frontier Nurse: Mary Breckinridge by Katherine E. Wilkie

America's First Trained Nurse: Linda Richards by Rachel Baker, a Messner biography

Remember, some of these books are intended for older learners. My daughter was entering high school when she read these books. What one family deems appropriate may not be considered acceptable for another family. Parents should consider their family's guidelines for reading material, as well as the maturity of their reader, when offering titles for learning. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Using Living Books in High School for Credit

I am often asked how I design classes for our high school young adults.

Actually, I don't design all their classes, only ones where there is a special interest, an intrinsically motivated independent study, a travel experience which sparks learning, or in a case where we can't find a traditional curriculum fitting our learning goals.

We have used several approaches to formulating classes based on strengths, interests and the future plans of the young adult.

Our oldest son had a great interest and gift for learning history. This was, by my understanding, his favorite subject in school. He read constantly, checking out books at the library and spending saved monies at museum and historical landmark book shops. He outsourced his dad, a public school history teacher, very early. By the time he reached high school, there really wasn't a curriculum available to challenge him. I had to research accelerated reading lists, college course syllabi, and talk with historians to find resources for him. It was a challenge, but a privilege to help him grow yet further in his learning.

With his interest in history, we divided American History into Early American (to 1850) and Modern (from 1850 to present), and World History into Ancient (to the Reformation) and Modern (from the Reformation to present) so we could allow time for him to dig deeper into his interest. I developed literature selection lists for each course, providing him reading suggestions to get him started. His desire to learn history prompted him to seek out additional titles. My motto became, 

"You read it, I will give you credit."

For readers interested in the detail of what we constituted Ancient World History/Survey of Ancient Literature, our reading list (remember it was a springboard from which he could jump in for more) is below.

Please keep in mind as you read through the list, he was a self-motivated reader with an interest in the subject. Not all young adults will share this interest or learning preference. In addition to his independent reading, we used a textbook as a spine of topics. Though he started the year reading some of the text, by the end of the year he was reading more primary source documents, living history selections, and biographical pieces than text. He also had the amazing opportunity to travel to Rome, including tours of several sites inside the ancient city wall. 

This method works for us. I tweak the process with each young adult. Please, don't use what is written here as a comparison for what your student should or shouldn't be doing.

Comparing ourselves or our children to others leads to discouragement and discontent, neither of which are valuable.

Our examples are only intended as encouragement, to give an idea of what worked for us, and what you might be able to create (or adjust) for your high schooler. Our young adult was (and still is) a reader, but your young adult may have an opportunity to intern with a local businessman or a museum curator. Use what God provides for you and pray about how he is preparing your young adult for the future plans He has, not for the ones we best intention.

Our ancient world history/ancient literature list:

The Epic of Gilgamesh

Oedipus Rex, Sophocles

Oedipus at Colonus, Sophocles

Antigone, Sophocles

Mysteries of Ancient China, Rawson

Mythology, Hamilton

The Roman Way, Hamilton

The Greek Way, Hamilton

The Death of Socrates, Plato

Ben Hur, Lew Wallace

For the Temple, Henty

The Young Cathaginan, Henty

The Riddle of the Rosetta Stone, Giblin

In the Footsteps of Alexander the Great, Wood

The Republic, Plato

The Histories by Herodotus

The Eagle of the Ninth, Sutcliff

Anna of Byzantium, Barrett

The City of God, Augustine

I, Claudius, Graves

Claudius the God, Graves

Don Quixote, Cervantes

Julius Caesar, Shakespeare

Sign up for our Celebrate High School newsletter and get a free printable Ancient Literature check-off list.

I am so excited about a NEW  workshop I've added to my conference speaking topics--Keeping High School ALIVE with Living Books. Can't wait to share how Living Books can continue to impact learning all the way through high school.

Check out my speaking topics page. 

*The information in this blog post is not intended as legal or educational advice. It is simply a journal of what worked for us. Parents are responsible to oversee their child's home education.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children.