THEWELL-TRAINED

MIND

AGuidetoClassicalEducationatHome

FourthEdition

SUSANWISEBAUER

JESSIEWISE

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CONTENT

WhatTheWell-TrainedMindDoes:AnOverviewPracticalConsiderations:UsingTheWell-TrainedMindWithoutLosingYourOwn

SupplementingYourChild’sEducation:TheWell-TrainedMindandFull-TimeSchool

PROLOGUE:THESTORYOFACLASSICALHOMEEDUCATION

1. UnchartedTerritory:Jessie2. APersonalLookatClassicalEducation:Susan

PARTI.THEGRAMMARSTAGE:KINDERGARTENTHROUGHFOURTHGRADE

3. TheParrotYearsNoworNeverHowtoTeachthePoll-ParrotStagePriorities

4. UnlockingtheDoors:ThePreschoolYearsPreschool:BirthtoThreeKindergartenYears:FourandFiveRESOURCES

5. Words,Words,Words:Spelling,Grammar,Reading,andWritingKeepingItOrganizedGeneralInstructionsforGrades1through4OverviewofLanguageWorkRESOURCES

6. TheJoyofNumbers:MathProceduralMathandConceptualMathSpiralApproachandMasteryApproachTheWayChildrenThinkMathTables:ADefenseKeepingMathinViewEducateYourselfHowtoChooseaProgramSuggestedSchedulesRESOURCES

7. SeventyCenturiesinFourYears:HistoryandGeographySeventyCenturiesinFourYearsWhatIfYou’reStartingintheMiddle?HowtoDoItSuggestedSchedulesRESOURCES

8. InvestigatingtheWorld:ScienceGoalsfortheGrammarStageWhichSubjectstoStudy,andWhenHowtoTeachScience:GeneralMethodsHowtoDoLifeScience:Animals,HumanBeings,andPlantsHowtoDoEarthScienceandAstronomyHowtoDoChemistry

HowtoDoPhysicsHowtoDoTechnologySuggestedSchedulesRESOURCES

9. DeadLanguagesforLiveKids:Latin(andOtherLanguagesStillLiving)

WhyLatin?HowDoesLatinWork?HowtoDoItWhataboutOtherLanguages?SuggestedSchedulesRESOURCES

10. ElectronicTeachers:UsingComputersandOtherScreens11. MattersofFaith:Religion

RESOURCES12. FinerThings:ArtandMusic

ArtMusicSuggestedSchedulesRESOURCESPartIEpilogue:Charts,Schedules,Worksheets,Etc.TheGrammarStageataGlanceNotebookSummary,Grades1through4SampleWeeklyChecklistsCurriculumPlanningWorksheetWholeLanguageandPhonics:WholetoPartsversusPartstoWhole

Teaching

PARTII.THELOGICSTAGE:FIFTHGRADETHROUGHEIGHTHGRADE

13. TheArgumentativeChildBuildingontheFoundation

LogicandtheTriviumLogicintheCurriculumHowtoTeachtheLogicStagePriorities

14. SnowWhiteWasIrrational:LogicfortheIntuitiveAnIntroductiontoLogicHowtoTeachLogicRESOURCES

15. TheLanguageofReason:MathHowtoPlanMiddle-GradeMathSuggestedSchedulesRESOURCES

16. RecognizingthePatterns:ScienceYourGoalsWhichSubjectstoStudy,andWhenHowtoTeachScientificConcepts:GeneralMethodsHowtoDoLifeScience:Animals,HumanBeings,andPlantsHowtoDoEarthScienceandAstronomyHowtoDoChemistryHowtoDoPhysicsHowtoDoTechnologySuggestedSchedulesRESOURCES

17. Why1492?HistoryandGeographyKeepingItOrganizedStartingintheMiddle(orwithMorethanOne)AWordaboutAmericanHistoryHowtoDoItHowtoOutlineSummaryofLogic-StageHistoryWorkRESOURCES

18. ThinkingStraight:Spelling,Grammar,Reading,andWritingKeepingItOrganized

SpellingandWordStudyGrammarReading:LiteratureReading:ForFun(ContinuingSkillDevelopment)MemoryWorkWritingOverviewofLanguageWorkRESOURCES

19. LookingintoOtherWorlds:LatinandLanguagesTeachingOptionsWhichLanguages,andWhen?WhenDoIDoIt?SuggestedSchedulesRESOURCES

20. AwaywithAbusiveFallacies!ReligionRESOURCES

21. TheHistoryofCreativity:ArtandMusicArtMusicSuggestedSchedulesRESOURCES

22. TextsandTechnology:HowtoUseScreensintheLogicStageBasicSkillsinTechnologyEducationalSoftwareOnlineLearningInternetResearchMovies,Etc.RESOURCES

23. MovingtowardIndependence:LogicforLifeRESOURCESPartIIEpilogue:Charts,Schedules,Worksheets,Etc.TheLogicStageataGlanceNotebookSummary,Grades5through8

SampleWeeklyChecklistsCurriculumPlanningWorksheet

PARTIII.THERHETORICSTAGE:NINTHGRADETHROUGHTWELFTHGRADE

24. PreparingforHighSchool:AnOverviewHigh-SchoolRequirementsPlanningAheadStayingOrganizedOneLastNote

25. SpeakingYourMind:TheRhetoricStageAGeneralGuidetotheRhetoricStageTheStudyofRhetoricHowtoDoItAlternativesAWordaboutSTEMKidsandRhetoricDebateSuggestedSchedulesHowtoPutItontheTranscriptRESOURCES

26. SkillwithWords:GrammarandWritingHowtoDoItSuggestedSchedulesHowtoPutItontheTranscriptRESOURCES

27. GreatBooks:HistoryandReadingHowtoDoItHowtoTalkabouttheGreatBooksWritingProjectsWhataboutAmericanHistoryandGovernment?StartingintheMiddle

UniversitySourcesforGreatBooksCurriculaSuggestedSchedulesHowtoPutItontheTranscriptRESOURCES

28. ComfortwithNumbers:MathAWordaboutStudentsWhoStruggleSuggestedSchedulesHowtoPutItontheTranscriptRESOURCES

29. PrinciplesandLaws:ScienceAnOverviewofRhetoric-StageScienceWhattoStudy,andWhenHowtoDoItSuggestedSchedulesHowtoPutItontheTranscriptRESOURCES

30. LearningOtherWorlds:ForeignLanguagesWhichLanguages?PlanningtheProgressionSuggestedSchedulesHowtoPutItontheTranscriptRESOURCES

31. LookingBehindtheCurtain:TechnologySkillsTheObligatoryWarningsabouttheInternet,SocialMedia,Etc.BasicProgrammingIsImportantSuggestedSchedules

32. ApologizingforFaith:ReligionandEthicsRESOURCES

33. AppreciatingtheArts:ArtandMusicArtMusicSuggestedSchedulesHowtoPutItontheTranscript

RESOURCES34. TheSpecialist

GeneralGuidelinesFlexibilitySpecificGuidelinesEvaluationSuggestedSchedulesHowtoPutItontheTranscript

35. SomePeopleHateHomerPartIIIEpilogueTheRhetoricStageataGlance

PARTIV.COMINGHOME:HOWTOEDUCATEYOURCHILDATHOME

36. TheKitchen-TableSchool:WhyHome-Educate?WhyShouldYouHome-School?EncouragementforParentsFirstStepsTakingYourChildOutofSchoolTheRealitiesofHomeSchoolingAPersonalWordfromJessieRESOURCES

37. WhenLearningDoesn’tImprove:DifficultiesandChallenges38. TheConfidentChild:Socialization39. TheCharacterIssue:ParentsasTeachers

RESOURCES40. AndJustWhenDoIDoAllThis?SchedulesforHomeSchoolers

HowMuchTimeDoesItTake?YearlyPlanningWeeklyPlanningDailyPlanningJessie’sMethodofOrganizing:APersonalAccount

GoodUseofTimeHomeSchoolingwithBabiesandToddlersSchedulesforHomeSchoolersJESSIE’SFAVORITERESOURCES

41. PaperProof:GradesandRecordKeepingNotificationElementarySchoolandMiddleSchool:PortfoliosHighSchool:TranscriptsDiplomaRESOURCES

42. TheYardstick:StandardizedTestingYearlyTestingAPandCLEPExamsPSAT,SAT,andACTRESOURCES

43. Where’stheTeam?AthleticsatHomeRESOURCES

44. TheLocalSchool:DealingwithYourSchoolSystem45. YellingforHelp:Tutors,OnlineResources,DistanceLearning,

CooperativeClasses,andCollegesandUniversitiesTutorsOnlineResourcesCorrespondenceSchoolsCooperativeClassesCommunityCollegesandLocalUniversities

46. GoingtoCollege:ApplicationsforHomeSchoolersPlanningforCollegeChoosingaCollegeTheApplicationProcessThePortfolioOneSuccessfulApplicationAWordaboutEarlyAdmissionsRESOURCES

47. Working:ApprenticeshipsandOtherJobsRESOURCES

48. TheFinalWord:StartingintheMiddle

Appendix:TakinganOralHistory

AcknowledgmentsIndex

WHATTHEWELL-TRAINEDMINDDOES:ANOVERVIEW

Ifyou’refortunate,youliveinaschoolsystemfilledwithexcellent,well-paidteacherswhoarededicatedtodevelopingyourchild’sskillsinreading,writing,mathematics, history, and science.The teachers at the elementary school havesmallclasses—nomorethantenstudents—andcangiveeachstudentplentyofattention. The elementary school sits next to amiddle school that is safe (nodrugs,guns,orknives).Themiddle-schoolteacherstraintheirstudentsinlogic,critical thinking,andadvancedwriting,andplentyofone-on-one instruction isoffered, especially inwriting.And in thedistance (not too far away) is ahighschoolthatsteersolderstudentsthroughworldhistory,theclassicsofliterature,thetechniquesofadvancedwriting,high-levelmathematicsandscience,debate,art history, and music appreciation (not to mention vocational and technicaltraining,résumépreparation,andjob-huntingskills).Thisbookisfortherestofus.After a combined total of over forty years in education—Jessie as an

elementary and middle-school teacher and administrator in both public andprivate schools, Susan as student, graduate student, and college teacher—wehavecometoonesimpleconclusion:ifyouwantyourchildtohaveanexcellenteducation,youneedtotakechargeofityourself.Youdon’thavetoreformyourentireschoolsystem.Allyouhavetodoisteachyourownchild.

Never mind educational rhetoric about the years of specialized trainingnecessaryforteachers.Forgeteverythingyou’veheardabouttheneedforclassesin child development and educational psychology. These things are indeednecessaryfortheteacherfacedwiththirtysquirmingfirstgradersortwenty-fiveturned-offadolescents.Butyouhaveanentirelydifferenttask:theeducationofyourownchild,one-on-one.Youprobablyfeelthatyoudon’thavetheskillstoteachyourchildathome.

Youaren’talone;everyhome-schoolingparenthasfeltthisway(seeChapter1).But we have consulted with scores of parents—some college-educated, somewithout high-school diplomas—who have successfully guided their children’seducation. At conferences and seminars, we’ve met hundreds more. Home-educationmagazinesoverflowwith storiesofparent-taught teenswhoexcelatreading,writing,science,andmath.Allyouneedtoteachyourchildathomeisdedication,somebasicknowledge

about how children learn, guidance in teaching the particular skills of eachacademicsubject,andlotsofbooks,CDs,posters,kits,andotherresources.Thisbookwillprovideyouwitheverythingexceptthededication.

The Well-Trained Mind is a parent’s guide to a do-it-yourself, academicallyrigorous,comprehensiveeducation—aclassicaleducation.Whatisclassicaleducation?Itislanguage-intensive—notimage-focused.Itdemandsthatstudentsuseand

understand words, spoken and written, rather than communicating primarilythroughimages.It is history-intensive, providing students with a comprehensive view of

humanendeavorfromthebeginninguntilnow.Ittrainsthemindtoanalyzeanddrawconclusions.Itboth requiresanddevelops self-discipline—theability to tackleadifficult

taskthatdoesn’tpromiseanimmediatereward,forthesakeoffuturegain.It produces literate, curious, intelligent students who have a wide range of

interestsandtheabilitytofollowuponthem.TheWell-TrainedMind isahandbookonhowtoprepareyourchild to read,

write, calculate, think, and understand. In the Prologue, we’ll outline what aclassical education is and tell you about our own experience with classicaleducationandwithvariousformsofschoolathome.Part I tells you how to lay the foundations of academic excellence, from

kindergartenthroughfourthgrade.PartIIoutlinesaprogramthatwill trainthe

maturingmind of amiddle-school child (grades 5 through 8). Part III covershigh-schoolskills.Evenifyou’restartingwithanolderchild, though,considerreadingthroughtheearliersectionssothatyouunderstandthebasicprinciplesofclassicaleducation.Eachsectionincludesagrade-by-gradesummarysothatyoucanseeataglancewhateachschoolyearshouldinclude.The progression of learning that we describe in Parts I–III is a model—an

ideal.Every ideal has to shift (often, in unexpectedways)when it comes intocontact with real human beings. Make sure to read Chapter 37, which dealsbrieflywithlearningdifficultiesandpointsyoutowardadditionalresources.Part IV is dedicated to the issues surrounding full-time home education—

getting started, socialization, grade and record keeping, standardized testing,collegeapplications,athletics,andotherhome-schoolingmatters.Youmaydecidetoremoveyourchildfromschool;youmaydecidetoleave

herinregularclasses.Eitherway,thisbookwillgiveyouthetoolsyouneedtoteach her at home or to supplement and reinforce what she’s learning in theclassroom.Wehaveheardfromparentsallovertheworldwhoarechoosingto“afterschool”theirchildren—toworkwiththemindividuallyintheeveningsandonweekends and over summers, either to remediate or enrich their classroomeducations. Ifyouwant tokeepyourchild inschoolbutdoadditionalwork ingrammar or math, you can use the curricula and methods we suggest in theevenings or during breaks. If your childwants to go above and beyondwhatshe’slearninginhistoryorscience,shecanpursueonherowntimetheat-homeprogramsweoutline.Awordaboutresources.Wefindhugelistsofresourcesoverwhelming.When

Susanhadfourchildrenathome,shedidn’twanttosortthroughanextensivelistofrecommendedbookstofindthebestsecond-gradeguidetoancientEgypt—she justwanted twoor threeof thebestchoices.For this reason,we’vesortedthrough available resources and listed our top picks. There are many books,programs, and resources that are compatible with the goals of classicaleducation,andwehavemadenoeffort tolist themallhere.Theresourcesthatappearinthisbookarethosethatcombineacademicexcellence,easeofuseforthe parent, clarity, and (whenpossible) affordability.Other excellent programsmay not be listed because they duplicate material in a programwe’ve listed;becausetheyseemunnecessarilycomplicated,especiallyforbeginners;becausetheyhavegrownhard to find;orbecause theyare (inouropinion)overpriced.Butyoucansubstitutewithconfidencewhereverneeded.Manyofourrecommendationshavechangedfromeditiontoedition.Insome

cases,booksandprogramshavesimplygoneoutofprint,forcingustofindnewtitles to replace them.But inmany cases, new curricula have been developedthat(inouropinion)supersedeourearlierrecommendations.Finally, please visit www.welltrainedmind.com, where we’ve provided

additional resource pages: curricula for kids who don’t fit the traditionalprogression described in these pages—because they have leapt ahead, aredealing with learning challenges, or simply process information differently; acontinuouslyupdatedlistofpopularapps,web-basedlearninggames,andonlineenrichment activities; alternative curricula that we found too complicated,expensive,specialized,orquirkytorecommendinthesepages,butwhichhaveenthusiastic support among many veteran home schoolers. And atwww.forums.welltrainedmind.com, you can join thousands of home-schoolingparents who are discussing learning challenges, sharing their curriculadiscoveries,swappingteachingtips,andmuch,muchmore.

PRACTICALCONSIDERATIONS:USINGTHEWELL-TRAINEDMINDWITHOUTLOSINGYOUROWN

This is a very big book. The Well-Trained Mind provides information onteaching all the subjects in the classical curriculum for all twelve grades—literature,writing,grammar,history,science,math,Latin,modernlanguages,art,music,debate,andmore.It’sarareparentwhowillfollowthisprogramexactly.Thefreedomtotailor

anacademicprogramtoyourchild’sparticularinterestsandneeds,strengthsandstruggles, isoneofhomeeducation’sgreatestadvantages.We’veexplainedthegeneral philosophy that governs each part of the curriculum, but our specificschedules,texts,andprogramsarejustillustrationsofhowtoputthisphilosophyinto practice. We think the texts and programs we’ve settled on are the bestavailable,butyoushouldalwaysfeelfreetosubstitute,topickandchooseandadapt.Forexample,inChapter17werecommendthatmiddle-gradehistorystudents

spend timeoutlining theirhistory reading,andwedemonstrate thisprocessbyquoting from theKingfisher History Encyclopedia, one of our recommendedtexts. But you can accomplish the same goal using other good world historytexts.Andalthoughwerecommendthatstudentsusestandardoutlineform(I,II,

III;A,B,C;1,2,3;etc.),ourpurposeistoteachstudentstodistinguishbetweenorganizing ideas (“topics”), supporting statements, and additional details—toteachthemfamiliaritywiththestructureofawell-writtenpiece.Soifthestudenthas learned elsewhere how to do a spider diagram or a flow chart and thosemethodsfit thestudent’swayofthinkingbetter(andstillreveal theunderlyingdesignofanessay),youcansubstituteoneofthemforthetraditionaloutline.You can follow one part of the program, but not another. If, for example,

you’vefoundamathcurriculumthatworkswellforyoursixthgrader,youcanusethelanguageresourceswesuggestwithoutfeelingas thoughyou’vegot toconvert to themath books we like. If your high-school student already has aliterature list he’s reading his way through, you can still use our writing andgrammarsuggestionswithoutadoptingourreadinglist.Nostudentwilldoall theworkwe suggest—especially in the early grades,

when learning to read,write, and understand arithmeticmay takemost of thechild’s study time. In the classical tradition, reading, writing, grammar, andmathematicsarethecenterofthecurriculum.Historyandsciencebecomemoreand more important as the child matures. Foreign languages, music, art, andelectiveshave to followthesefoundationalcurriculaareas.Andmanystudentshave extracurricular activities (soccer, swimming, music lessons, serioushobbies,clubs, skillscourses suchasaccountingor typing) thatmaybumpartappreciationorFrench(orevenLatin)fromyourschedule.AfteryoureadthroughPartsI,II,andIII,youshouldhaveagoodgraspofthe

principles that guide a classical education. As you put them into effect, takeseriously our constant direction toward texts and curricula that are systematicand rigorous. Remember that a childmust have a thorough grounding in thebasicskillsofgrammar,spelling,writing,andarithmeticbeforehecanproceedtomorecomplexanalyticalwork(moreon this inPart I).Butwhenyou teachyourchildathome,youmakethefinaldecisiononwhichbooksyou’lluseandhowmuch time you’ll spend on schoolwork.Our suggestions are simply that:suggestions,meanttoguideyouasyouplanyourchild’seducationathome.

SUPPLEMENTINGYOURCHILD’SEDUCATION:THEWELL-TRAINEDMINDANDFULL-TIMESCHOOL

Noteveryonewhousesthisbookwillwanttojointheranksoffull-timehomeschoolers.Althoughmuchinthisbook(andmostoftheinformationinPartIV)willbeuseful toparentswhoareeducating theirchildrencompletelyathome,theinformationonteachingeachsubjectandtheresourceliststhatfolloweachchapter will help you supplement the education of a child who’s already inschool.Every involved parent is a home educator. If you’re checking your child’s

compositions, talking him through his history homework, or drilling him inmath,you’realreadyteachinghim.Inthiscase,you’reactingasateacher’saide—helpingtoteachandreinforcematerialthathasalreadybeenpresentedintheclassroom.Youmayfind,though,thatyouwanttomovebeyondthisroleandtakeonthe

job of organizing and presenting newmaterial yourself. Your childmay needextra tutoring andpractice in a subject in order tomaster it.Orhemaybe sointerestedinasubjectthathewantstogobeyondtheprescribedcurriculum.Either way, we suggest that you read Chapters 1 and 2, which explain our

basictheoryofclassicaleducation,andthechaptersthatdealwitheachstageof

the mind’s development: Chapter 3, “The Parrot Years”; Chapter 13, “TheArgumentativeChild”;andChapter25,“SpeakingYourMind.”Thesewillgiveyouanoverviewoftheprocessoflearning,nomatterwhatageyourchildis.Encourageyourchildtowardabsorptioningrades1through4,criticalthought

in grades 5 through 8, and expression in grades 9 through 12. Shemust havegood, phonics-based reading skills. Use one of the phonics programs that werecommendtoteachbeginningreadingskills;makesureshedoesplentyofextrareading in the early grades; and use the logic resources and primary sourcerecommendations in Part II to help her think critically about middle-gradehistory, science, and math. In the high-school years, examine our rhetoricresources to improveyourstudent’swritingskills.Writingisadifficultskill toteach in a group setting, andmost students need extra practice and individualattentiontowritewell.If you want to encourage your child to go beyond the classroom, use the

information we present, and adapt it to his school schedule. For example, inChapter16,“RecognizingthePatterns,”wedescribeascienceprogramforfifththrough eighth grade that requires the student to complete experiments, writereports,andsketchdiagrams.Youcanusethescienceresourceswerecommendandkeythechild’sstudytowhathe’slearningintheclassroom.Ifhe’sstudyingfifth-gradebiologyandwants toknowmore,useourbiologyresourcesectionstoprovideyourchildwithsupplementarylearning.Youcanalsousethesechapterstoguideacourseofsummerstudy.Butbearin

mind that a twelve-week summer course can’t cover all thematerial listed inthesechapters,whicharedesignedtoprovideaschoolyear’sworthofstudyathome.Ifyouwanttomakesurethatyourchildmastersaskillareathat’sgivingher

trouble,youcanusethebooksandprogramswedescribeassystematicanddrill-oriented. You shouldn’t try to key these to classroom work, since each skillbuildsonwhathasalreadybeentaught.Instead,devoteanappropriateamountoftimetopursuingtheadditionalstudyasanextracurricularactivity.If you’re particularly unhappy with the way one subject is being taught,

consideraskingyourschoolsystemwhetheryourchildcanstudythatparticularmaterialwith a tutor.Many schoolswill allow this as long as the child showssteadyprogress.Youcanthensubstituteoneoftheprogramsweoutline,eitheractingas tutoryourselforhiringsomeone toworkone-on-onewithyourchild(seeChapters44and45for informationonapproachingyour localschoolandfinding reliable tutors). It sometimes happens that an excellent teacher and a

bright student are unable to connect in the classroom because their learningstyles conflict.Andmany children need one-on-one instruction in order to dotheirbestwork.

Forweletouryoungmenandwomengooutunarmedinadaywhenarmorwasneversonecessary.Byteachingthemtoread,wehaveleftthematthemercyoftheprintedword.Bytheinventionofthefilm and the radio, we have made certain that no aversion to reading shall secure them from theincessantbatteryofwords,words,words.Theydonotknowwhatthewordsmean;theydonotknowhowtowardthemofforblunttheiredgeorflingthemback;theyareapreytowordsintheiremotionsinsteadofbeingthemastersofthemintheirintellects....Wehavelostthetoolsoflearning,andintheirabsencecanonlymakeabotchedandpiecemealjobofit.

—DorothyL.Sayers,“TheLostToolsofLearning”

THEWELL-TRAINED

MIND

PROLOGUE

THESTORYOFACLASSICALHOMEEDUCATION

1

UNCHARTEDTERRITORY:JESSIE

ThefirstdayItaughtmythreechildrenathome,Icleaneduptheplayroomandsetupthreedesks.IhunganAmericanflagatthefrontoftheroomandledtheminthePledgeofAllegiance.Iwasshakingwithnervousness.Itwas1973,andmyhusband,Jay,andIhadjustdonesomethingradical.We

hadremovedourchildrenfromschool.Iwasterrified,whichwasridiculous.Afterall,Iwasastate-certifiedteacher.

I’d taught public school for six years; I’d taken postgraduate courses ineducation from Tulane University, the College ofWilliam andMary, and theUniversityofVirginia.Oneyear,I’dmanagedthirty-eightsecondgradersfromdawntilldusk—nolunchbreak,norecessbreak,andnoteacher’saide.Yet Iwascompletely intimidatedby those three littlechildren,certain that I

couldn’tdoanadequatejobofteachingthemmyself.Allmyteachereducationhadbrainwashedme.Iwasconvincedthatparentscouldn’tpossiblyteachtheirownchildren—certainlynotathome.Ithadtobedoneinaninstitutionalsetting,runbyprofessionals,withtheirresourcesandspecializedtrainingandexpertise.Unfortunately,theprofessionalshadletusdown.I wasn’t a stranger to failures in the system. The last year I taught public

school,Ihadinmysixth-gradeclasstwosixteen-year-oldboyswhohadnotyetlearned to read. I’d never even heard of home schooling, but I rememberthinking: If I ever have a child, hewill know how to read before he goes toschool.Iwillnothavemysonsittinginsixthgrade,unabletoread.Sowhenmyoldestchildturnedfour,Isaidtohimoneday,“Bob,wouldyou

rathertakeanap,orwouldyouliketolearnhowtoread?”Hechosereading(not

surprisingly), and I started him on the old-fashioned phonics I’d been taughtwhenIwasachild.I’dliedownwithhimonhislittlebedafterlunchandworkonhis letters (since I also had a two-year-old and a thirteen-month-old, Iwasalwaysgladtoliedown).Wepracticedvowelsandconsonants,andsoundedoutnewwordsthatyear.Wecalledit“doingkindergarten.”Bythetimemymiddlechild was three, she wanted in. “My do kindergarten, too,” she’d say, and Iwouldboostherupandletherrepeatthesoundsafterme.Iwasproudofmyself.Iwaspreparingmychildrenforschool.Kindergarten,

whenitcame,wasuneventfulandpurelysocial.Boblovedtoplayatschool.Athome, I went on reading to him and teaching him his language and numberskills.But when Bob reached first grade, he didn’t fit in. He already knew the

material, andhewas bored.The school—awell-regardedprivate school—wascooperative andmoved him into second grade. Hewas bored there, too. Theclass was working on early reading skills, and we’d already done that. Thesecondgradersdidn’tlikehimbecausehewasalittleupstartinvadingtheirturf.Theadministrationmovedhimbacktofirstgrade,butnowthefirstgraderswerehostile.Hewasabigshotwho’dbeenthoughtworthyofsecondgrade,andtheywouldn’tplaywithhim.Theywerejealousbecausehewaswellprepared.Soherehewas,infirstgrade,alreadyfeelingthatdoingwellinschoolmade

himunpopular.Hestartedtochange.Hehadbeenanexcited,exuberant,curiouschild.Nowhewas a behavior problem.He stopped doingwell in school.Hispapers had always been meticulously done, but suddenly his writing becamesloppy.The teacher complained to us thatBobwas always questioning her inclass. And the bus ride to school was horrendous: the older kids made theyounger ones sit on the floor, stole their lunches, and dirtied their clothes sothey’d get demerits from the teachers at school. Every day, Bob got off theschool bus with a handful of bad papers, and he was either fighting mad orcrying.Atthispoint,JayandIrealizedthatwewerespendingmostofourtimewith

thischildtryingtoundowhatwashappeningtohimwhenhewasatschool.Andwe were afraid that our second child, Susan, would go through the samemetamorphosis.Susanhadjuststartedkindergarten,andtheteacherwasalreadyprotesting to us that shewould be a socialmisfit because shewanted to readduringfreetimeinsteadofplaying.Wewereexperiencingfirsthandtheterrificlevelingpressureappliedinsomanyschools:theefforttosmoothoutthebumpsbybringingwell-preparedkidsdowntotheleveloftherest.

Thisstillhappensinsomeschools.Notlongago,thebestprivatepreschoolinour area agreed to stop teaching four-year-olds beginning reading skills.Kindergarten teachers in the local public schools had complained that thechildren turnedout by this preschoolwerebored inkindergartenbecause theyalreadyknewthematerial.Theschoolsdemandedthatthepreschoolquitturningoutsuchwell-preparedfive-year-oldssothatallthekindergartnerswouldstartatthe same level of ignorance. I was appalled when the preschool buckled andwentbacktoteachingcolorsand“socialskills.”Back in 1973, noone toldme to stop teachingphonics tomypreschoolers.

Andwedidn’tknowwhat todowith theseacademicmisfitsIhadmanagedtoproduce.Sowetookourtwoschool-agechildrentoapsychologistinthelocalmental-healthsystem.Hetestedbothofthem,andIfoundoutwhatmycarefulpreparationforkindergartenhaddone:Bob,thesecondgrader,wasreadingonaseventh-grade level;Susan, thekindergartner,was reading fifth-gradematerial.Thepsychologist calledus intohis office afterward. “Listen,” he said, “if youkeep those children in school, they are going to become nonlearners. They’reboredtodeath.You’vegotateacher’scertificate.Whydon’tyoutakethemoutofschoolandteachthemyourself?”Thishadneveroccurredtous.Afterall,educationwasthedomainofschools.

. . and thesewereour children!We didn’t know anyone elsewhowashome-schooling.Thewholeideawasoddandradical,andweweren’tsureitwasevenlegal;Virginialawwasfuzzyonthispoint.But we had no other choice. The local public school was a terrible

environmentsocially,andtestscoresrankedourcountyatthebottomofthestateyear after year. The private school had been our solution. So, quaking inmyboots,IsetupthedesksandtheAmericanflagandstartedtoteachmychildrenathome.Iworriedthewholetime.Iworriedthatmychildrenweren’tgoingtoget into college. Iworried that the school systemwasgoing to comeand takethem away from us for neglect and truancy. I worried that their socialdevelopmentwouldsuffer.Thoseworries didn’t come true. Bob,my early reader,went on to excel in

mathandsciences.Hestudiedcomputerscienceat theCollegeofWilliamandMary,earnedhismaster’sdegreefromtheUniversityofVirginia,andwentintoa high-profile career in technology; he’s worked with innovative start-ups inSeattleandhasalsoheldexecutivepositionswithHPandSamsung.Susanwentto college at seventeen as aNationalMerit finalist, and then completed threegraduate degrees, ending up with her Ph.D. in American Studies. She taught

literatureandwritingatWilliamandMaryforanumberofyears,hasathrivingcareer as a writer, and also runs her own publishing company. Deborahgraduated from the University College at the University of Maryland; sheachieved certification as a forensics evidence technician, and then became aMarylandpoliceofficer.Afteranon-the-jobinjury,sheretrainedasaparalegalandjoinedaBaltimorelawfirm.AsIlookbackontheeducationIgavethesechildren,Icanseethatitfollows

a pattern that hasmostly disappeared from public education. To beginwith, Ifilled theirheadswith factswhen theywere small. I taught them to readearlyandkeptbookseverywhereinthehouse;wehadbooksforpresentsandrewards,andIwasknownatthelocalpubliclibraryas“theladywiththelaundrybasket”becauseItookmychildrenineveryweekandfilledalaundrybasketwiththeirbooks. On each library visit, I had them check out the following books: onesciencebook,onehistorybook,oneartormusicappreciationbook,onepracticalbook(acraft,hobby,or“how-to”),abiographyorautobiography,aclassicnovel(or an adaptation suited to age), an imaginative storybook, a book of poetry.Theywereallowedtochoosethetitles,butIaskedthemtofollowthispattern.Andtheywerealsoallowedtocheckoutotherbooksonanytopictheypleased.Furthermore, I made themmemorize. They could recite multiplication tables,listsoflinkingverbs,dates,presidents,andLatindeclensions.Astheirthoughtprocessesmatured,Itaughtthemhowtofitknowledgeinto

logicalstructures.Ispentalotoftimeinone-on-onediscussionandinteraction.We learned spelling rules, mathematics, and basic logic; we followed anunfashionably strict grammar book and diagrammed sentences of increasingcomplexity;wekeptsciencenotebooksandtimelinessothatwecouldorganizetheirgrowingknowledgeof facts into logicalandchronologicalorder. I taughtthemhowtoorganizeaparagraph,anessay,aresearchpaper.WestudiedLatingrammar, took music lessons, carried out science experiments (including onememorable dissection of a cow’s eyeball, acquired from a farmer neighbor).They learnedhow to followcustom-made schedules, balancing academics andpersonal interests like music, programming, and creative writing. And theycontinuedtoread.As they moved into high school, I spent more time working on skills in

writing and self-expression. They wrote critical essays and research papers,studiedtheprinciplesofrhetoric,readwidely—and,mostimportantly,begantodeveloptheirownspecialinterests.Bobspentmuchofhisstudytimelearningtoprogramonhisbrand-newcomputer.Susanhadabentforwords;shewrotetwo

novels,researchedearlyBritishhistoryandliterature,andtaughtherselfWelshandGaelic(certainlynothingIwouldhavecomeupwith).Deborahstudiedartandalsobecameanaccomplishedviolinist.Ididn’tknowuntillaterthatIhadfollowedthepatternofclassicaleducation

calledthetrivium.IdidknowthatwhatIwasdoingworked.Susanwillwriteaboutthetriviuminthenextchapter;it’stheclassicaltheory

of education, which organizes learning around the maturing capacity of thechild’smind.Itnolongerexistsinpubliceducation.Ididn’tlearnbythismethodwhenIwaseducated in thecountypublicschoolsback in the1940sand’50s.ButIwasraisedbyelderlyrelativeswhohadbeentaughtbyclassicalmethodspopularbeforetheturnofthecentury.Meme,asIcalledher,hadonlyfinishedeighthgradeinaone-roomschoolhouse,andUncleLutherhadn’tevengonethatfar.Butbyeighthgrade,MemehadlearnedLatinandalgebra,andUncleLutherhad learnedadvancedpracticalmathematics andhow to thinkandwrite.TheytaughtmetoreadbeforeIeverwenttoschool.Thefirst-gradeteacherwasourneighbor,andwhensheheardthatMemewasdrillingmeinphonics,shemadeaspecial trip over towarn us that I’d be ruined for life ifMeme used such anoutdatedmethod.Memewasundaunted,andwhenIdidenterschoolIwasputstraightintosecondgradebecauseoftheskillsI’dalreadyacquired.WhenIcamehomefromschoolintheevenings,MemeandUncleLuthersat

me down and made me learn.Meme would point at the lists in the books—multiplicationtables,partsofspeech—andsay,“Memorizethose.”“Buttheteachersaidwedon’thavetomemorizethem,”Iprotested.“Wejust

havetobeabletousethem.”“I don’t carewhat the teacher says,”Meme insisted. “These are things you

havetoknow.”I had been trained to be obedient and disciplined, so Imemorized the lists,

even though memorization was difficult for me. I learned my algebra andgrammar.Iwentontocollegeandaprofessionalposition;Iwastheonlygirlinmyhigh-schoolclasstograduatefromcollege.WhenIhadchildrenofmyown,I usedMeme’smethod and found that the three-part processofmemorization,logicalorganization,andclearexpressionputthemfarabovetheirpeers.Inthemiddleofthiscentury,DorothySayers,authorandcreatorofLordPeter

Wimsey,toldanaudienceatOxfordUniversitythateducationhadgivenuponthe triviumandwasnowrunningonwhatshecalled the“educationalcapital.”Wenolongerteachourchildrentheprocessofmemorization,organization,andexpression—thetoolsbywhichthemindlearns.Theleftoverremnantsofthose

methods have carried us through several decades of schooling withoutcatastrophe;Imadeitthroughpublicschoolatthetopofmyclassbecausemyguardianstaughtmefromwhattheyhadlearned.Butsoonerorlater,thecapitalgets used up. My own children were faced with teachers who brought themdown to the levelof the class; teacherswho thought itwasmore important toteach social skills than academic subjects; textbooks that had abandonedgrammatical rules and mathematical logic in favor of scattershot, incidentallearning. They were surrounded by peers who considered anyone good atlearning to be a geek. They spent seven hours every day sitting in desks,standing in lines, riding buses, and doing repetitive seatwork so that theirclassmatescouldlearnwhattheyalreadyknew.Iwantedsomethingbetterforthem.AsI’vewatchedhomeeducationdevelop

over the lastdecades, I’vebecomeconvinced thatanydedicatedparentcandowhat I did.Myown education didn’t stretch toLatin orGaelic or calculus orcomputer science or art or violin, butmy children learned all of these things.With the help of resources and support groups now in place throughout thecountry—andwiththeprincipleswe’llgiveyouinthisbook—youcanprovideyourchildwithaclassicaleducationathome,even ifyou’veneverglancedatLatinorlogic.Youcandowhatmyguardiansdidand,onyourowntime, teachyourchild

thebasicskillsshemaynotbelearningatschool.Youryoungstudentmayneedparticular help in math, science, reading, or writing. Even the best and mostdiligent teacher (I speak from experience) is often prevented from givingnecessary individual attentionby the growing size of her class. If youuse theresourceswe’vecollectedinthisbookandinvestinsomeone-on-onetimewithyourchild,youwillbecapableofeducatinghim.WhenI taughtschool,Iwasconvincedthatparentscouldn’t teachtheirown

children.But fortyyears later, Ican lookbackandsay:Theexperimentwasasuccess. Iwas thebest teachermychildrencouldpossiblyhavehadbecause Iwastheirparent.I happened to have a teacher’s certificate. But during my years of home

schooling, I learned more academic material, more about how to manageindividualrelationshipswithchildren,andmoreabouthowtoteachthanIdidinanyofmyteacher-educationcourses.Teacher-educationcoursesgavemeagreatdealofgoodinformationonhowtomanagelargegroupsofchildren.Ineededthatinschools,butaparentdoesn’tneedittoteachathome.Ihappenedtohaveacollegedegree.ButinthefortyyearssinceIfirstbecame

involved with the home-education movement, I’ve seen parents who onlyfinishedhighschoolleadtheirchildrensuccessfullythroughtwelfthgrade,andI’vewatchedthosechildrenthriveincollege.Youshouldn’tbeafraidtotakeyourchildoutofschool,ifnecessary.Thisisa

radical step for most parents; it means a change in schedule, in priorities, inlifestyle.Andapartfromacademicconcerns,manyparentsask,“Whataboutmychild’s social development? Doesn’t he need peers?” Children need friends.Childrendonotneedtobesurroundedbylargegroupsofpeerswhoinevitablyfollowthestrongestpersonalityinthecrowd.Thequestionforanyparentis:DoIwantmychildtobelikehispeers?OrdoIwantmychildtoriseabovethem?Finally, ifyou’reaccustomedtosendingyourchild toschooleverymorning

andallowingtheprofessionalstoworryaboutwhathelearnsandhowhelearnsit,theideaofsupervisinganentireeducationmayoverwhelmyou.Isympathize.WhenIstarted,IwasconvincedIcouldneverdoit.Butifyoufeelyourchildisbeingshortchanged inschool,wecangiveyouaplan tofix that. In thisbook,not only will we introduce you to the trivium method, but we’ll give youresourcestocarryitoutandaplanfortheentiretwelveyearsofschool.IdiscoveredthathomeeducationhasagreatadvantageIknewnothingabout

whenIstarted.Homeeducationteacheschildrentolearnandeventuallytoteachthemselves.Bythetimemychildrenweretwelveorso,Ididlessandlessactualteaching.Isupervised;Idiscussedcontentwiththem;Iheldthemaccountable;Igraded; I bought books and organized coursework and found tutors for theiradvanced courses. But by early high school, they had been trained in themethods of learning. From this point, they began the process of educatingthemselves,withsomehelpfromtutorsandcorrespondencecourses.Asadults,they continue to educate themselves, to widen their intellectual horizons.Certainly,thisshouldbethefirstgoalofeducation.

2

APERSONALLOOKATCLASSICALEDUCATION:SUSAN

Ilovedgoingtoschoolathome.Asahigh-schoolstudent,Iwouldgetupinthemorning, practice the piano for two hours, domymath and grammar lessons,finishoffmyscience,andthendevotetherestofmyschooldaytomyfavoritesubjects—history,ancientlanguages,andwriting.Onceaweek,weallpiledintothecaranddrovearoundtomusiclessons,mathtutoringsessions,libraryvisits,collegeclasses.Onweekends,wewenttoathleticmeets—mybrother’sbicycleraces,thehorseshowsmysisterandItrainedforandrodein.But IwasnervouswhenIwentaway tocollege.AlthoughI’ddonewellon

standardizedexams,I’dneverreallysatinaregularclassroom,facinginflexibledeadlines.Iwasusedtotakingtestsfrommymother.Ishouldn’thaveworried.Itestedoutofthirtyhours’worthofcollegecourses;

bymysecondsemester,Iwastaking400-levelcourses.Ihadahostofstrangeskills:Icoulddiagramsentences;IcouldreadLatin;Iknewenoughlogictotellwhetheranassertionwastrueorfaulty.AndIwassurroundedbyeighteen-year-oldswhocouldn’twrite,didn’twanttoread,andcouldn’treason.I worked in the Peer Tutoring Center for two years, tutoring English

compositionandGreekgrammar. I foundmyself teaching fifth-gradegrammartocollegestudents.Mypeerscameinbecausetheyweregettingfailinggradesincomposition; I discovered that they couldn’t tell the difference betweenfragmentsandrun-onsentences.StudentsofGreekcame inbecause theywerehavingtroubletranslating;theycouldn’tidentifynounsandverbsortellmewhatthedifferencewas.

This collegewas small and nonexclusive, but the problem is universal. Tenyears later, I taught my first semester of university classes at the College ofWilliamandMaryinVirginia.WilliamandMary,whichstillholdstothemodelof classical education, is selective about admissions. The students in myliteratureclasseshadhighgrades,hightestscores,lotsofextracurricularcredits.I had sixty students my first year and taught two sections of Major BritishWriters,EighteenthandNineteenthCenturies: JonathanSwift toArthurConanDoyleinonefellswoop.I spent the beginning of the semester teaching remedial English to these

freshmen.My first hint of trouble camewhen I assignedWordsworth’s “Ode:Intimations of Immortality” andgave a readingquiz.As I collected the test, Isaw that Wordsworth’s title had been thoroughly mangled: “Intemmitions,”“Intimmations,”“Inntemisions.”“Didn’t any of you learn phonetic spelling?” I asked.Most of them shook

their heads.Well, I already knew that phonics tends to be unfashionable, so Idecidedtobemerciful.Afterall,Ithought,theycanalwaysrunaspellcheckerontheirpapers.Itoldthemtowriteafour-tosix-pagepapercomparingtwoofthepoemswe’dcoveredorcomparingoneofthepoemstoamodernwork—nofootnotesnecessary,noresearchintoscholarlyarticlesrequired.Almostatonce,thee-mailstartedtofloodintomyelectronicmailbox:

ProfessorBauer,IneverwroteapaperonapoembeforeandIdon’tknowwheretostart.

ProfessorBauer,Iwanttowriteon“TheRimeoftheAncientMariner,”butIdon’tthinkIcansayenoughaboutittofillupfourpages.

(“TheRimeoftheAncientMariner”hasenoughmetaphorandphilosophyinittoprovidematerialforadoctoralthesis.)

Whilethinkingaboutmypapertopic,IhaverealizedthatIhavenoclueastowhatIshouldwriteon.

ProfessorBauer,I’mcompletelylost,Ionlyhavedillusionsofcorrectpapertopics.

The papers,when finally turned in, contained a few gems, but themajoritywere badlywritten, illogical, and full of grammatical errors.And,with a few

exceptions,myprivatelyeducatedstudentsstruggledrightalongwiththepublic-school graduates. They labored to put a thesis into words. They sweated andcomplained and groaned, trying to prove it. And they didn’t know whetherthey’dproveditornotwhentheygottotheendoftheirpaper.Ispentagreatdealoftimetalkingtothesefreshmenandsophomoresinmy

office.Theywerebright, lively,energetic, interestingkids.Theyhadideasandpassionsandphilosophicalinsightsandsocialconcernsandcreativeaspirations.Butthey’dbeendoneagreatdisservice.Theirschoolsgavethemfewtools;theirmindswerefilledwiththerawmaterialsneededforsuccess,buttheyhadtodigwiththeirhands.Iwas aheadof themwhen Iwas their age—not because of superiormental

abilities, but because I’d been equipped with a closetful of mental tools.Mymother taught us the way she’d been taught at home. Our education waslanguage-centered,notimage-centered;wereadandlistenedandwrote,butwerarely watched. She spent the early years of school giving us facts,systematicallylayingthefoundationforadvancedstudy.Shetaughtustothinkthrougharguments,andthenshetaughtushowtoexpressourselves.This is theclassicalpatternof the trivium, the three-partprocessof training

themind.Thefirstyearsofschoolingarecalledthe“grammarstage”—notbecauseyou

spend four years doing English, but because these are the years in which thebuildingblocksforallotherlearningarelaid,justasgrammaristhefoundationforlanguage.Intheelementary-schoolyears—grades1through4—themindisready to absorb information. Since children at this age actually findmemorization fun, during this period education involves not primarily self-expression and self-discovery, but rather the learning of facts and training inbasicthinkingskills:rulesofphonicsandspellingandhowtousethem,rulesofgrammarandunderstandinggoodsentencestructure,poems, thevocabularyofforeignlanguages,thestoriesofhistoryandliterature,descriptionsofplantsandanimalsandthehumanbody,hownumbersworkandthebasicsofmathematicalthinking—thelistgoeson.Somewhere around fourth or fifth grade, children begin to think more

analytically.Middle-schoolstudentsarelessinterestedinfindingoutfactsthanin asking, “Why?” The second phase of the classical education, the “logicstage,”isatimewhenthechildbeginstopayattentiontocauseandeffect,totherelationshipsamongdifferentfieldsofknowledge, to thewayfactsfit togetherintoalogicalframework.

Astudent is readyfor the logicstagewhen thecapacity forabstract thoughtbeginstomature.Duringtheseyears,thestudentbeginsthestudyofalgebraandappliesmathematical reasoning to real-life situations. She studies the rules oflogic,andbegins toapply logic toallacademicsubjects.The logicofwriting,forexample,includesparagraphconstructionandsupportofathesis;thelogicofreading involves the criticism and analysis of texts, not simple absorption ofinformation;thelogicofhistorydemandsthatthestudentfindoutwhytheWarof 1812was fought, rather than simply reading its story; the logic of sciencerequiresthechildtolearnandapplythescientificmethod.The final phase of a classical education, the “rhetoric stage,” builds on the

first two.At this point, thehigh-school student learns towrite and speakwithforceandoriginality.Thestudentofrhetoricappliestherulesoflogiclearnedinmiddle school to the foundational information learned in the early grades andexpressesherconclusions inclear, forceful,elegant language.Thestudentalsobeginstospecializeinwhateverbranchofknowledgeattractsher;thesearetheyears for art camps, college courses, foreign travel, apprenticeships, and otherformsofspecializedtraining.Aclassicaleducationismorethanjustapatternoflearning,though.First,itis

language-focused: learning is accomplished primarily through words, writtenandspoken,ratherthanmostlythroughimages(pictures,videos,andtelevision).Why is this important? Language learning and image learning require verydifferent habits of thought. Language requires the mind to work harder; inreading, the brain is forced to translate a symbol (words on the page) into aconcept. Images, suchas thoseonvideos and television, allow themind tobepassive.Infrontofavideoscreen,thebraincan“sitback”andrelax;facedwiththewrittenpage,themindisrequiredtorollitssleevesupandgettowork.Second, a classical education follows a specific three-part pattern: themind

must be first supplied with facts and images, then given the logical tools fororganization of those facts and images, and finally equipped to expressconclusions.Third,classicaleducationstrivesformastery intheskillareas,butdiscovery

andexplorationinthecontentareas.Skillareasarethosepartsofthecurriculumthat give the student tools for learning: grammar, phonics and spelling, themechanics of sentence and paragraph construction, mathematical operations(from addition to complex equations), basic concepts in science. Skills aredeveloped in a prescribed sequence, each step building on the one before;additionandsubtractioncomebeforemultiplicationanddivision,commauseis

mastered before compound-complex sentences are addressed.Workbooks andtextbooksarevaluableforbuildingskillareas.Contentareasare literature,history, the sciences,mathematical thinkingand

understanding, written composition, art,music—fields of study that are open-endedand that can’t be “mastered.”Studentswill never learn all ofhistoryorscienceorreadallof thegreatbooks. In thesecontentareas, there is roomforstudentstochoosetheirowndirection,todevelopadeepandnarrowexpertiseora broader, wider knowledge, to tailor their study to their interests. Whenpossible, we steer away from textbooks in the content areas, and towardcollections of “living books”—books written by single authors, exploringparticularissuesandideas.Fourth, to the classical mind, all knowledge is interrelated. Astronomy, for

example,isn’tstudiedinisolation;it’slearnedalongwiththehistoryofscientificdiscovery,whichleadsintothechurch’srelationshiptoscienceandfromtheretotheintricaciesofmedievalchurchhistory.ThereadingoftheOdysseyallowsthestudenttoconsiderGreekhistory,thenatureofheroism,thedevelopmentoftheepic,andhumankind’sunderstandingofthedivine.Thisiseasiersaidthandone.Theworldisfullofknowledge,andfindingthelinksbetweenfieldsofstudycanbe a mind-twisting task. A classical educationmeets this challenge by takinghistory as its organizing outline—beginningwith the ancients and progressingforwardtothemodernsinhistory,literature,art,andmusic—andbyconnectingthehistoryofscientificdiscoveriestothestudyofscientificprincipleswheneverpossible.Wesuggest that the twelveyearsofeducationconsistof three repetitionsof

thesamefour-yearpattern:theancients(5000B.C.–A.D.400),themedievalperiodthrough the early Renaissance (400–1600), the late Renaissance through earlymoderntimes(1600–1850),andmoderntimes(1850–present).Thechildstudiesthesefour timeperiodsatvaryinglevels—simpleforgrades1through4,moredifficultingrades5through8(whenthestudentbeginstoreadoriginalsources),and taking an evenmore complex approach in grades 9 through12,when thestudentworksthroughthesetimeperiodsusingoriginalsources(fromHomertoHitler)andalsohastheopportunitytopursueaparticularinterest(music,dance,technology,medicine,biology,creativewriting)indepth.This four-year pattern isn’t set in stone.We’ve seen parents use three-year

sequences,six-yearsequences,andtakeayearoutforconcentratednationalorstate history study. The principle, not the exact time frame, is what matters:Move forward chronologically, and organize the bulk of your history by time

period, rather than by individual country. The traditionalAmericanmethod ofstudying history by region (United States, Europe,Asia, etc.) does nothing tohelp studentsdrawconnectionsbetweenevents, vital to critical thinkingabouthistory.(We’llexpandonthisinthechaptersabouthistorythatfollow.)Literatureislinkedtohistorystudies.Thestudentwhoisworkingonancient

history will read Greek and Roman mythology, the tales of the Iliad andOdyssey,earlymedievalwritings,ChineseandJapanesefairytales,and(fortheolderstudent)theclassicaltextsofPlato,Herodotus,Virgil,Aristotle.She’llreadBeowulf,Dante,Chaucer,Shakespeare thefollowingyear,whenshe’sstudyingmedieval and early Renaissance history. When the eighteenth and nineteenthcenturies are studied, she starts with Swift (Gulliver’s Travels) and ends withDickens;finally,shereadsmodernliteratureassheisstudyingmodernhistory.Thesciencesshouldbestudied inawaythatdoesnot isolate themfromthe

humanities (and vice versa); science is a human pursuit, and students mustunderstandbothitsdevelopmentanditscurrentstate.InearliereditionsofTheWell-Trained Mind, we suggested that the sciences be studied in a four-yearpatternthatroughlycorrespondstotheperiodsofscientificdiscovery:biology,classification, and the human body (subjects known to the Ancients); earthscience and basic astronomy (which flowered during the early Renaissance);chemistry(whichcameintoitsownduringtheearlymodernperiod);andbasicphysicsandcomputerscience(verymodernsubjects).

TheStudyofScience

Nameofperiod Yearscovered Scientificsubjects Studiedduringgrades...

Ancients 5000B.C.–A.D.400BiologyClassificationHumanbody

1,5,9

Medieval–earlyRenaissance 400–1600 Earthscience

Astronomy 2,6,10

LateRenaissance–earlymodern 1600–1850 Chemistry 3,7,11

Modern 1850–present PhysicsComputerscience 4,8,12

This pattern has proved helpful to many families, but others—particularlythosewithaprimaryfocusonSTEMsubjects(science,technology,engineering,

andmathematics)—havefoundtheyearlongfocusonasinglefieldawkward.Inthe chapters on science that follow, we’ll offer several different ways to putclassicalmethodstouseinthestudyofscience.Allofthemmaintainthepatternthat is so central to classical education: exploration in the early years, criticalthinkingandanalysisinthemiddlegrades,specializationandself-expressioninthe high-school years. No matter what topics they study (or in what order),young scientists will spend their grammar-stage years observing the worldaround them as you nurture their curiosity and sense of wonder; logic-stagestudents will learn to really grasp the central concepts of science, through acombination of reading, demonstration, and experimentation; high-schoolstudents will begin to truly understand scientific inquiry, the techniques ofscience,andthedevelopmentofscientifictheoriesovertime.The classical pattern lends coherence to the study of history, science, and

literature—subjects that are too often fragmented and confusing. The patternwidens and deepens as the student matures and learns. For example, a firstgrader listens to you read the story of the Iliad from one of the picture-bookversions available at any public library. (My experience has been that firstgradersthinktheIliadisablast,especiallywhenAchillesstartshaulingHector’sbodyaroundthewallsofTroy.)Fouryearslater,thefifthgraderreadsoneofthepopularmiddle-gradeadaptations—OliviaCoolidge’sTheTrojanWarorRogerL.Green’sTheTaleofTroy.Fourmoreyearsgoby,andtheninthgrader—facedwithHomer’s Iliad itself—plunges right in,undaunted.Shealreadyknows thestory.What’stobescaredof?Inthechaptersthatfollow,we’llshowyouhowtofollowthispatternforeach

subject,listtheresourcesyou’llneed,andtellyouwheretofindtheseresources.Classical education is, above all, systematic—in direct contrast to the

scattered, unorganized nature of so much secondary education. Rigorous,systematic study has two purposes. Rigorous study develops virtue in thestudent:theabilitytoactinaccordancetowhatoneknowstoberight.Virtuousmenorwomencanforcethemselvestodowhattheyknowisright,evenwhenitrunsagainsttheirinclinations.Classicaleducationcontinuallyasksastudenttofocus not on what is immediately pleasurable (another half hour of TV orcomputergame, forexample)buton thestepsneeded to reacha futuregoal—masteryofvitalacademicskills.Systematicstudyallowsthestudent to joinwhatMortimerJ.Adlercalls the

“GreatConversation”: the ongoing conversation of greatminds down throughthe ages. Much modern education is so eclectic that the student has little

opportunity tomake connections betweenpast events and the floodof currentinformation. “The beauty of the classical curriculum,” writes classicalschoolmasterDavidHicks,“isthatitdwellsononeproblem,oneauthor,oroneepochlongenoughtoalloweventheyoungeststudentachancetoexercisehismindinascholarlyway:tomakeconnectionsandtotracedevelopments, linesofreasoning,patternsofaction,recurringsymbolisms,plots,andmotifs.”*Mymotherstruggledhardtogiveusthebenefitsofaclassicaleducation.She

began to teach us at home in a day when few materials existed for home-educatingparents;shehadtocreateherowncurriculum.We’regoingtolayoutawholeplanofstudyforyou—notjusttheory,butresourcesandtextbooksandcurricula.It’s still hard work. We don’t deny it. We’ll give you a clear view of the

demandsandrequirementsofthisacademicproject.Butaclassicaleducationiswortheverydropofsweat—Icantestifytothat.Iamconstantlygratefultomymother for my education. It gave me an immeasurable head start, theindependence to innovate and work on my own, confidence in my ability tocompeteinthejobmarket,andthementaltoolstobuildasatisfyingcareer.AndnowthatIhavegrownchildrenofmyown—childrenwhowereeducatedinthissameclassicaltradition—Iseethoseadvantagesworkingforthemaswell.

* David Hicks,Norms and Nobility: A Treatise on Education (New York:Praeger,1981),p.133.

PARTI

THEGRAMMARSTAGE

KindergartenthroughFourthGrade

3

THEPARROTYEARS

So far (except, of course, for the Latin), our curriculum containsnothingthatdepartsveryfarfromcommonpractice.Thedifferencewillbefeltratherintheattitudeoftheteachers,whomustlookuponall these activities less as “subjects” in themselves than as agathering-togetherofmaterialforuseinthenextpartoftheTrivium.

—DorothySayers,“TheLostToolsofLearning”

Housesrestonfoundations.Journalistsgatherallthefactsbeforewritingtheirstories;scientistsaccumulatedatabeforeformingtheories;violinistsanddancersanddefensivetacklesrelyonmusclememory,storedintheirbodiesbyhoursofdrill.Aclassicaleducationrequiresastudenttocollect,understand,memorize,and

categorize information. Although this process continues through all twelvegrades,thefirstfourgradesarethemostintensiveforfactcollecting.This isn’t necessarily a fashionable approach to early education. Much

classroom time and energy has been spent in an effort to give children everypossibleopportunitytoexpresswhat’sinsidethem.There’snothingwrongwithself-expression,butwhenself-expressionpushestheaccumulationofknowledgeoffstage,something’soutofbalance.Young children are described as sponges because they soak up knowledge.

But there’s another side to the metaphor. Squeeze a dry sponge, and nothingcomes out. First the sponge has to be filled.Language teacherRuthBeechickwrites,“Oursociety issoobsessedwithcreativity thatpeoplewantchildren to

becreativebeforetheyhaveanyknowledgeorskilltobecreativewith.”*Yourjob,duringtheelementaryyears,istosupplytheknowledgeandskillsthatwillallowyourchildtooverflowwithcreativityashismindmatures.Thatdoesn’tmeanthatyourfirstgraderhastolearnaboutcomplexsubjectsin

depthorthatyou’regoingtoforcehimtomemorizelonglistsofdetails.Inthefirst fouryearsof learning,you’llbe fillingyourchild’smindand imaginationwith as many pictures, stories, and facts as you can. Your goal is to supplymental pegs onwhich later information can be hung. Think of an experiencemostadultshavehad.Youreadaboutaminormoviestar,andsuddenlyyouseehisnameeverywhere.Youlearnanewvocabularywordandinstantlynotice itsprinkled throughall sortsofdifferent texts.Youhappenacross thenameofatiny,obscureforeigncountryandinthenextfewdaysyounoticeadozennewsitemsaboutit.Youmight remark to your spouse, “What a coincidence!” Usually, though,

thatinformationhassurroundedyouallalong.Themoviestar’sname,thenewword,theforeigncountrywerealreadyinthemagazinesandnewspapersatthecheckout line, but because the information was unfamiliar to you, your eyespassedoveritwithoutrecognition.Oncetheinformationenteredyourmemory,yourecognizeditandbegantoaccumulatemoreandmoredetails.This iswhat you’ll be doingwith your elementary-school child.Youmight

read a book about the planetMars to your second grader. If it’s the first timeshe’s heard about Mars, she probably won’t grasp all the information you’regivingher.ButshemayhearonthenewsthatnightthemostrecentinformationfromtheMarsspaceprobe,andsuddenlysomethingthatwouldhavepassedbyherclicksinhermind.You’lltellher,inhistory,abouttheRomangodMars,thefather of Romulus and Remus, and she’ll hang this detail on the peg youprovidedwhenyoureadthatbookabouttheplanets.Whensherunsacrossthewordmartialandaskswhatitmeans,youcantellherthatitmeanswarlikeandcomesfromthenameMars,godofwar—andtheinformationwillstick.Thewholestructureof the triviumrecognizes that there isanideal timeand

place for each part of learning: memorization, argumentation, and self-expression.Theelementaryyearsareidealforsoakingupknowledge.Aclassicaleducationassumesthatknowledgeoftheworld,pastandpresent,

takespriorityoverself-expression.Intensivestudyoffactsequipsthestudentforfluent and articulate self-expression later on. Too close a focus on self-expressionatanearlyagecanactuallycrippleachildlateron;astudentwhohasalways been encouraged to look inside himself may not develop a frame of

reference,asenseofhowhisideasmeasureupagainstthethoughtsandbeliefsofothers.So the key to the first stage of the trivium is content, content, content. In

history,science,literature,and,toalesserextent,artandmusic,thechildshouldbe accumulatingmasses of information: stories of people andwars; names ofrivers, cities, mountains, and oceans; scientific names, properties of matter,classifications; plots, characters, and descriptions.The youngwriter should bememorizingthenutsandboltsoflanguage—partsofspeech,partsofasentence,vocabularyroots.Theyoungmathematicianshouldbepreparingforhighermathby mastering the basic math facts and developing an understanding ofarithmeticaloperations.

NOWORNEVER

Why are the first four grades a particularly fruitful time to concentrate oncontent?This is the first timeyour childwill encounterEgyptian embalming ritesor

theatmosphereofVenus; this is the first timehewillunderstandwhat light ismade of or why Americans rebelled against the British. He will never get asecond chance to read The Lion, the Witch, and the Wardrobe, or hear TheHobbit read aloud for the first time. Seize this early excitement.Let the childdelvedeep.Lethimread,read,read.Don’tforcehimtostopandreflectonityet.Don’tmakehimdecidewhathelikesanddoesn’t likeaboutancientRome;lethimwallow in gladiators and chariot races. He wants to find out how thingswork, how ancient people lived, whereMount Vesuvius is located, and whatPompeii looked like covered with volcanic ash. This thirst for sheeraccumulationwon’teverdiecompletely,butitismoreeasilysatisfiedlateron.And the wonder of that first encounter with a strange civilization will nevercomeagain.The immature mind is more suited to absorption than argument. For most

children,thecriticalandlogicalfacultiessimplydon’tdevelopuntillateron.Thetypical second grader will take great joy in singing the latest televisioncommercialstoyouwordforwordbutwillstareatyouslack-jawedifyouaskherwhy the advertiserwants her tobuy theproduct orwhat themerits of theproduct are or whether it’s reasonably priced. There is nothing wrong with achildaccumulatinginformationthatshedoesn’tyetunderstand.Itallgoesinto

thestorehouseforuselateron.Susan recalls that somewhere around second grade she learned to chant the

entirelistofhelpingverbs.Theusesofahelpingverbweren’tcleartoheruntilmuch later on. But she finds that list popping into her mind whenever she’scheckingherownwritingforgrammaticalerrorsorlearningaforeignlanguage.Finally,there’stheenjoymentfactor.Childrenlikelistsatthisage.Theylike

rattling off rote information, even if they don’t understand it. They enjoy theaccomplishment,thelookonthefaceofanadultwhentheytrotouttheirstoredknowledge,andthesoundsof thesyllablesrollingoff their tongues.Asadults,wemay tend to “protect” our children frommemorywork becausewe find itdifficultandtedious.Butmostyoungchildrenenjoyrepetitionanddelightinthefamiliarity ofmemorizedwords.Howmany times have you readGreen EggsandHamtoafour-year-oldwhoalreadyknowstheentirebookbyheart?

HOWTOTEACHTHEPOLL-PARROTSTAGE

As your child’s teacher, you’ll serve as a source of information. In the earlygrades, you’ll be telling your child stories, reading to him from history andscience books, teaching himmath facts. And you’ll expect him to be able torepeatback toyou the storiesand factshe’sheard.Thisprocess—whichwe’lloutline indetail for each areaof the curriculum—will trainhim tograsp factsandexpresstheminhisownwords.Don’t make K–4 students dig for information. Fill their minds and

imaginationswithimagesandconcepts,picturesandstories.Spreadknowledgeoutinfrontofthem,andletthemfeast.Asyougothroughthissection,keeptwoimportantprinciplesinmind.First,thegoalofgrammar-stageinstructionisnottorestrictyourchild(“No,

youcan’t thinkcritically about thatyet!Gomemorize!”), but rather toprotectherloveoflearning.Childrenmatureoutofthegrammarstageandintothelogicstage (see Chapter 13) at different times. A young student who is alreadythinkingabstractlyandcriticallycanbeencouragedtodoso—butachildwhoisstillfirmlyinthegrammarstagewillbefrustratedanddiscouragedbycurriculathat askher to speculate,predict, analyze,or carryoutother tasks that requiremorementalmaturitythanshepossesses.Childrenwhocry,sulk,orgrowangrywhen faced with schoolwork are probably being asked to work at adevelopmental level that they haven’t reached. They should be allowed to

continuewith the grammar-levelwork described in this section until the earthhasgonearoundthesunalittlebitlonger;maturitycan’tberushed.Second,childrenmatureunevenly.Somesecondgradersmayalreadybeready

for abstract mathematical concepts, but not prepared to think critically aboutliterature until fifth grade or even later. Other third graders may be eager toanalyzeanddissect literature(alogic-stageskill),butarestillyearsawayfromalgebraic thinking—or vice versa. When a child leaps ahead into logic-stagethinking inoneormore areas,we tend touse theword “gifted, “which is notentirelyaccurate.Whathasactuallyhappenedisafastermaturingprocess.Giveyourchildrenthetimeandspacetomature,ineachsubjectarea,fromgrammarintologic-stagethinking.

PRIORITIES

Schools struggle to make time for all the subjects students need and want—grammar, writing, reading, math, history, science, art, music, religion, typing,testpreparation,andsoforth.Partoftheschooldilemmaresultsfromanover-focusontestingresults;home

educatorsarefreefromthatpressure,soyouwon’thavetodecidebetweentestprepandexpositorywriting.Buthomeschoolersalsostrugglewiththemassofmaterialthatcouldbecovered.Therearesomanygoodhistorybooks,scienceexperiments,worksofclassicliterature,engagingmathresources,pianopieces,arttechniques.Howdoyoupickandchoose?In the elementary grades, we suggest that you prioritize reading, writing,

grammar,andmath.Historyandscienceareimportant.Butifyoudon’tdomuchbiology in firstgrade, itdoesn’tmatter:yourchild’sgoing toget tobiologyatleast two more times before he goes to college. If you skimp on reading orwriting, though, you’re likely to hamper your child’s educational progress.History and science are reading-dependent.Achildwho reads andwriteswellwill pickup surprising amountsof history and science as hebrowses.Achildwhohasdifficultyreadingandwritingwillstrugglewitheverysubject.Infirstgradeespecially, thechild’smindisbusywithnewskills.Youspend

an immense amountof time inone-on-one tutoring.Language skills andmathwilltakeupmostofthattime.Ifyoudohistoryandsciencetwoorthreetimesaweek,that’sfine.Ifyoudon’tstartmusic,theskywon’tfall.Ifyoudon’tdoartuntil much later, nothing drastic will happen. Don’t feel that you must teach

everysubjectindepth.Remember, classical education teaches a childhow to learn. The childwho

knowshowtolearnwillgrowintoawell-rounded—andwell-equipped—adult...evenifhedidn’tfinishhisfirst-gradesciencebook.

* Ruth Beechick,A Strong Start in Language: Grades K–3 (Pollock Pines,CA:ArrowPress,1993),p.6.

4

UNLOCKINGTHEDOORS:THEPRESCHOOLYEARS

Very soon after I went to live withMr. andMrs. Auld, she verykindlycommencedtoteachmetheA,B,C.AfterIhadlearnedthis,sheassistedmeinlearningtospellwordsofthreeorfourletters....I had no regular teacher [but] . . . the first step had been taken.Mistress,inteachingmethealphabet,hadgivenmetheinch,andnoprecautioncouldpreventmefromtaking theell.TheplanwhichIadopted, and theonebywhich Iwasmost successful,was that ofmakingfriendsofallthelittlewhiteboyswhomImetinthestreet.Asmanyof these as I could, I converted into teachers.With theirkindly aid, obtained at different times and in different places, Ifinallysucceededinlearningtoread.

—FrederickDouglass,NarrativeoftheLifeofFrederickDouglass,anAmericanSlave,WrittenbyHimself

SUBJECT:Preparationforreading,writing,andmath,birth–age5TIME REQUIRED: Start with 10 minutes a day for each subject, graduallyincreasingtoabout30minutesadaybyage5

Whenyoueducateyourchildathome,youdon’thavetodrawalinebetweenparenting and teaching. Teaching—preparing the child for the twelve formalyearsofclassicaleducation—beginsatbirth.

PRESCHOOL:BIRTHTOTHREE

Thebestearly teachingyoucangiveyourchild is to immerseher in languagefrombirth.

Reading

Turnoffthetelevision—halfanhourperdayisplentyforanychildunderfive.Talk,talk,talk—adulttalk,notbabytalk.Talkincompletesentences.Talktoherwhile you’rewalking in the park,while you’re riding in the car,while you’refixingdinner.Tellherwhatyou’redoingwhileyou’redoingit.(“NowI’mgoingtosendafax.Iputthepaperinfacedownandpunchinthetelephonenumberofthe faxmachine I’mcalling . . . and then thepaper starts to feed through likethis.”“Ispilledflouronthefloor.I’mgoingtogetoutthevacuumcleanerandplugitin.IthinkI’llusethisbrush—it’sthefurniturebrush,buttheflour’sdownin the cracks, so it should work better than the floor brush.”) This sort ofconstantchatterlaysaverbalfoundationinyourchild’smind.She’slearningthatwordsareusedtoplan,tothink,toexplain;she’sfiguringouthowtheEnglishlanguage organizes words into phrases, clauses, and complete sentences. Wehavefoundthatchildrenfromsilentfamilies(“Weneverreallytalkmuchduringtheday,”onemothertoldus)struggletoread.Read, read, read.Start readingchunkybooks toyourbaby inhercrib.Give

hersturdybooksthatshecanlookatalone.(Atornbookortwoisasmallpricetopayforliteracy.)Readpicturebooks,pointingatthewordswithyourfinger.Readthesamebooksoverandover;repetitionbuildsliteracy(evenasitslowlydrivesyouinsane).Readlongerbookswithoutpictureswhileshesitsonyourlaporplaysonthefloororcutsandpastesandcolors.Investinatoddler-safeMP3player and load it with audio versions of preschool books. Record yourselfreading,alongwiththechild’scomments,sothatshecanlistentoyoureading,singing,talking,tellingstories,andrecitingpoemswhilesheplaysinhercrib.Afteryoureadtoyourtoddler,askherquestionsaboutthestory.Whatdidthe

gingerbreadboydowhentheoldwomantriedtoeathim?WhenthedogsgottothetopofthetreeattheendofGo,Dog,Go,whatdidtheyfind?Whathappenedafter Bananas Gorilla stole all the bananas? If she doesn’t know, answer thequestionyourselfinacompletesentenceandencouragehertorepeatitafteryou.As soon as your child begins to talk (which will be early if she’s this

immersedinlanguage),teachherthealphabet.Singthealphabetsongwheneveryou change her diaper (often). Stencil alphabet letters, both capital letters andlowercase letters, to the wall, or put up a chart. Read alphabet rhymes andalphabetbooks.Whensheknowsthenamesoftheletters,tellherthateachletterhasasound,

justaseachanimalmakesasound—“Pigssayoink”;“Dogssaywoof”;and“Bsays b, b, b as in baby.” Start with the sounds of the consonants (that’severythingexcepta,e,i,o,andu).Tellherthatbisthesoundatthebeginningofbat,ball,andBen;say,“T,t,tickle”and“M,m,mommy”and“C,c,cat.”Thentellherthatthevowels(a,e,i,o,u)arenamedA,E,I,O,andU.Sing,

“OldMcDonaldhadafarm,A,E,I,O,U.”Thenteachherthateachvowelhasasound,justaseachanimalmakesasound—“Aasinat,”“Easinegg,”“Iasinigloo,”“Oasinoctopus,”and“Uasinumbrella.”Thesearetheshortsoundsof the vowels, the only vowel sounds you should teach at first. All of this isprereading.Prereading preparation works. Susan was reading on a fifth-grade level in

kindergarten. Her son Christopher was checking out fourth- and fifth-gradebookshalfwaythroughhisfirstyearofschoolathome.We’veseentheseresultsduplicatedbymanyotherhomeschoolers. Ifyoucreatea language-richhome,limit TV and videos, and then teach systematic phonics, you can producereaders.

Writing

Very young children (under two)will pick up a pencil and imitate scribbling.Teach a child from the beginning to hold the pencil correctly. Draw lots ofcircles and loops in a counterclockwise direction. Most printed letters usecounterclockwisecircles;althoughmanychildrennaturallywanttodrawcirclesclockwise, this habit will make cursive handwriting difficult later on. Makesnowmen, Slinkies, smoke from a train, car wheels, and so forthcounterclockwise.Letthechildpracticemakingletterswithoutusingaregularpencil.Ayoung

childlacksfine-motormaturity,butshecanformlettersandnumbersbywritinginriceorsandwithherfinger.Or,ifshewantstouseawritingtool,shecanusechalkonabigchalkboardoracrayonorpencilonlargesheetsofpaper.Regular-diameter short pencils are often easier for small fingers to handle than fat“preschool”pencils.Teachyourthree-year-oldbasicdot-to-dotskillsbydrawing

yourowndot-to-dotpicture(ahouse,asmileyface)usingfourorfivebigdots,thenguiding thechild’scrayon fromdot todot so that shecan see thepictureemerge.Continualdrawingandmakingcounterclockwisecircleswillpreparethepreschoolerforkindergartenwriting.

Math

Start tomakeyour child “mathematically literate” in the toddleryears. Just asyoureadtothetoddler,surroundinghimwithlanguageuntilheunderstoodthatprinted words on a page carried meaning, now you need to expose him tomathematicalprocessesandlanguagecontinually.Onlythenwillheunderstandthatmathematicalsymbolscarrymeaning.Bring numbers into everyday life as often as possible. Start with counting:

fingers,toes,eyes,andears;toysandtreasures;rocksandsticks.Playhide-and-seek,countingtofiveandthentoten,fifteen,ortwentytogether.Countbytwos,fives, and tens before shouting, “Coming, ready or not!” Play spaceship incardboardboxes,andcountbackwardfortakeoff.Readnumberbookstogether.Once thechild iscomfortablecounting,youcanstartworkingonsimplemathsums—usuallyduringtheK–4andK–5years.

GeneralPreschoolLearning

Inadditiontoteachingyourchildprereadingandbeginningmathskills,youcanprepareher forkindergartenworkbyusing thepreschoolenrichmentmaterialslisted in the Resources section. One caution: it’s easy to over-buy and over-schedulepreschool.Don’tpushanunwillingtoddlerintocuttingandpastingorotheractivities; lotsof informal learningandactiveplayare themostvaluablepreparationfortheschoolyears.

KINDERGARTENYEARS:FOURANDFIVE

Wehavemixedfeelingsaboutformalkindergartenprogramsforfour-andfive-year-olds.Akindergartenprogramthatcombinesbeginningreadingandwritingwithlotsofartworkandactiveplaycanbeproductive.Butit’sararefive-year-oldwho’s ready to do verymuch paper-and-pencilwork at a desk, and a six-

year-oldwhohasn’tdoneaformalkindergartenprogramcaneasilybeginfirst-gradework.“Icanalwaystellthechildrenwho’vebeentokindergartenfromtheoneswho

haven’t,”afirst-gradeteachertoldSusan.“Aretheythatmuchfurtherahead?”Susanasked.“No,”shesaid,“buttheyalreadyknowhowtostandinline.”Kindergartendoes teach five-year-olds to stand in line, towait to go to the

bathroom, to raise their handwhen theywant to ask a question, and to walkthroughacafeteriawithoutspillingtheirfood.Butifyou’reteachingyourchildathome,thesearen’tthesurvivalskillsshehastohaverightaway.Kindergartenfor four–year-oldsaccomplisheseven less.Most four-year-olds

havemicroscopic attention spans, immature hand-eye coordination, and a badcase of thewiggles.And normal four-year-olds differwidely in theirmaturitylevels: onemight be ready to read but be completely disinterested inwriting;anothermightenjoydrawingandhandworkbutshownodesiretoread;athirdmightliketoplayendlessgamesofUno™butrejectanythinghavingtodowithlettersandwords.Wefeel that there’s littlepoint in followinga formal,academicK–4orK–5

curriculumathome.Rather,thefirstfourorfiveyearsofachild’slifeshouldbespent in informal teaching—preparing the child for first-gradework. In aboutthirtyminutesperday,plusinformalteachingasyougoaboutyourfamilylife,youcaneasily teachyourchildbeginningreading,writing,andmathconcepts,allwithoutworkbooksorteacher’smanuals.Ifyou’realreadyteachinganolderchildathome,yourfour-year-oldmaybeg

to “do school” as well. At the end of the chapter, we’ll recommend severalreadingandmathprogramsthatwillkeepakindergartneroccupiedatoneendofthetablewhileherbigsisterdoessecond-grademathattheotherend.Buttrynotto thinkof these curricula as schoolwork, or youmay findyourself pushing areluctantpreschoolerto“justfinishthatpage”whenherattentionspanhaslongsinceexpired.Rather,youshouldaimto teachreadingandmath in thesameway thatyou

taughtthechildtospeak,totiehershoes,todress,tocleanupafterherself—bydemonstratingthebasicskillsyourself,practicingthemforafewminuteseachday,andtalkingabout themasyougothroughtheroutinesof life. (“Therearefourofus.Howmanyspoonsshouldyouputonthe tableso thatwecaneachhaveone?”“CanyougetmethecanthatsaysTomatoonit?You’llrecognizetheTthatsayst,t,tomato.”)

Youcanusecharts,CDs,games,workbooks,andstickersifyouwantto.Butyoudon’tneedthem.

Reading

Aclassical education reliesheavilyon thewrittenword.Asaparent-educator,yournumberonegoal shouldbe tohaveyour childwell on thepath to fluentreadingwhenhestartsfirst-gradework.Here’sthegoodnews:Forchildrenwhoareonanormaldevelopmentalpath,

readingisastraightforwardskill—andlearningtoteachit issimple.Youdon’thavetobeanexpertinphonemicawarenessanddecodingskillsinordertoteachyourchildtoread.*Frederick Douglass, as well as Abraham Lincoln, Benjamin Franklin, and

thousands of eighteenth-century pioneer children, learned to read with thealphabetandafewgoodbooks.Douglass learnedhisABCsfromanadultandobtainedtherestofhisreadingcompetencyskillsfromstreeturchins.I[Jessie]learnedtoreadfromasetofalphabetblocks.Betweentheagesoffourandsix,most children who have been read to since toddlerhood and who are notsuffering froma learningdisorder (see “When toGetHelp”onpage000) canlearntoread.Andanyreasonablyliterateadult(whichincludesanyonewhocanreadthisbook)canserveastutorforbasicphonicsskills.†Youshouldcontinuetoimmersefour-andfive-year-oldsinlanguage,justas

you’vebeendoingsincebirth.Readwith themin the“realworld”:billboards,storenames,bumper stickers, cerealboxes in thegrocery store,bannersat thegasstation.Get them audiobooks—not the fifteen-minute children’s tapes with all the

bells andwhistles designed to keep children occupied, but real books read intheirentiretywithoutsoundeffects.MostpubliclibrarieshaveshelvesofbooksonCDinthechildren’ssection.Childrencanlistentoandenjoybooksthatarefar,farabovetheirvocabularylevel;inoneyear,Susan’sthree-year-oldandfive-year-oldlistenedtoallofKipling’sJustSoStories,theoriginalJungleBook,allof Edith Nesbit’s books, The Chronicles of Narnia, Barrie’s densely writtenPeterPan,E.B.White’sCharlotte’sWebandTheTrumpetoftheSwan,FrancesHodgson Burnett’s A Little Princess, the unabridged Christmas Carol byDickens. Audiobooks stock a child’s mind with the sounds of thousands ofwords.Whenchildrenstartsoundingoutwordslateron, they’llprogressmuch

morequicklyiftheyrecognizethewords.Readyourself.TurnofftheTVandreadabook,doacrosswordpuzzle,buy

theNewYorkTimes.Keeponreadingtogether.Starttoaskslightlymorecomplexquestionsabout

thestories.“WhatwasWilburafraidofinCharlotte’sWeb?”“DidFern’smotherworrywhenFerntoldherthattheanimalsweretalkingtoher?”Bytheageoffour,theaveragechildshouldknowheralphabetandthesounds

thateachlettermakes.Continuetoworkonletternamesandsounds.Lowercasemagneticrefrigeratorlettersareagoodwaytodothis.Youcangivethechildadmagnetandsay,“D,d,d,dog”; youcan say, “Mary,gogetme the letter thatsays t, t, t,” andMarywill goover to the refrigerator anddecidewhich lettermakesthatsound.Sometimearoundagefourorfive,mostchildrenarereadytostartreading.Sit

downwith a simpleprimer that teachesphonics—the sounds that lettersmakewhen they’re combined together into words. The primer should contain clearstep-by-step instructions on how to teach reading from the very beginningstages, startingwith letter sounds andmoving systematically throughblendingsounds into reading real words and sentences. Your goal is to get the childreadingquicklyandconfidently;handwritingandspellingcanbedelayeduntilshehasenoughfinemotorcoordinationtowritewithoutfrustration.Progress systematically through the primer. Go slowly, with plenty of

repetition;rereadthelessonsuntilyourchildiscompletelycomfortablewiththesoundsandtheircombinationintowords.Dothisforfiveminutestostartwith;workuptotenorfifteenminutespersession.Atsomeothertimeduringtheday,sitdownwiththechildanda“realbook,”

andletherreadit.Attheendofthischapter,you’llfindalistofbooksthatcanbe readwith relativeease, evenbya childwho’sonly learnedconsonants andoneortwovowelsounds.(Thelowestlevelsuseonlytheavowelsound,soyoucan start on a “real book” right after the first few lessons!) Don’t forget thatyou’vealreadydoneyourdrill.Givethechildagoodchancetosoundwordsout,butifshegetsstuck,sounditoutforherandmoveon.Ifyougettoawordthatusesaruleshehasn’tusedyet,simplytellherwhattheruleisandkeepgoing.

CHILD:Annwenttothestepsandwent—(Sticksontheword“down.”)YOU:Thatsays“down.”Oandwtogethersay“ow.”D-ow-n.CHILD:—down.

Ifyoudon’tknowtheruleyourself,tellthechildthewordandmoveon.(Looktheruleuplater.)AlthoughTheOrdinaryParent’sGuidetoTeachingReadingisourfirstchoice

because it is a thorough phonics program that provides clear and explicitinstruction for the parent, you can follow this process with any systematicphonicsprogram.Inbeginningreadinginstruction,itisbesttostaywithsupplementaryreaders

thatarestrictlyphonetic(seesuggested“BeginningReaders”intheResourcesattheendofthischapter).Butasyourchildbecomesmoreconfidentinhisabilitytosoundoutwords,hewillwanttoreadeasybooksthatcontain“sight”wordsthatdon’tfollowphoneticrules(andthathewillneedtorecognizeon“sight”).Suchwordsusedfrequently inbeginningstorybooks include:are,build,busy,buy, come, do, does, done, eye, father, gone, have, love, mother, of, oh, one,there,they,to, two,was,were,where,you.Could,should,andwould,althoughphonetic, appear in many early readers before they are taught in systematicprograms,andmaybetreatedassightwords.Makeflashcardsforthesewordsandteachthemafewatatimeasyouseethemoccurinyourchild’sbooks.Donot teach these in isolation! Wait until they occur in the beginning readers.Readingisbesttaughtinthecontextofmeaningfulcontent.Andyoudon’twantyourbeginningreadertomemorizewholewordsasahabit,ratherthansoundingoutthephoneticelementsineachword.Startwith fiveminutesofdrill and fiveminutesof reading inaneasybook

everyday.Workup tofifteenminutesofeach.Don’task,“Doyouwant todoyour reading now?” (They always say no.) Plan it as matter-of-factly as youwould plan tooth brushing and bedmaking.You’ll be astounded at the speedwithwhichchildrenbegintosoundoutwordsontheirown.Theadvantageofthismethodisthatyou’renotlimitedinwhatyoureadwith

the child; if you sound out words that are beyond the child’s “drill level,”together the twoof you can readpractically anything in the “easy reading”or“beginning reader”sectionof the library.Andyou’lloften find thatyourchildhasalreadyabsorbeda ruleby the timeyouget to it in theprimer. Ifyou sayenoughtimes,whilereading,“Theeontheendmakestheasayitsname—that’sthedifferencebetweenhatandhate,”yourlittlereaderwillgreetthatrulewhenyouarriveatitwithashrugand“Ialreadyknewthat.”Andthat’sit.Don’t you need songs, drills, exercises, workbooks, and charts? We don’t

thinkso,forawholehostofreasons.

Inthefirstplace,lotsofpeoplewhoteachafour-orfive-year-oldtoreadalsohave a toddler or newborn. (Susan had both when her oldest son was five.)Sortingthroughchartsandsongsandtryingtofollowaprogramwithlotsofaidsmaketeachingmorecomplicatedthanitneedstobe.Withourmethod,allyouneedisaprimerandlotsofbooks.Second, all those reinforcements and aids create extra mental steps for the

learner.Ifyou’reteachingachildtosingthesong“Aisforapple,bisforbear,...,”you’re teachingher to seeana, think“apple,” and then think the soundofshorta.Ifyouhaveaflashcardwithabandapictureofabirdonit,thepicture—nottheletter—becomesasignaltothechildtosaythebsound.Thechildgoesthroughanextrastepinassociatingthesoundwiththeletter.Insteadoflookingatabandformingthebsound,thementalprocessbecomes“B...bird...b.”This is slow, and in many cases the child stays slow because he becomesdependentontheclue.Withouttheclue,hehasnoideahowto“break”thecodeoftheword.There’saneasierway.Justpointtotheaandsay“A,a,a” (that’sthe shorta sound as inat); point to theb and say,“B, b, b.” Even two- andthree-year-olds love this game, and they learn these associations much fasterthanyoumightexpect.Third, most reinforcements—even though they may be advertised and

produced for a home-education setting—were originally designed for aclassroomofchildren.Ateacherteachingawholegroupofstudentstoreadcan’tsitdownwitheachoneandteachhimorhertopronounceeachlettercorrectlywheneverheorsheseesitonthepage.That’sanintensive,one-on-oneprocess.The teacher has to resort to the second-best method: reinforcing the correctsoundthroughsecondaryaidsinanonreadingcontext.Youdon’thavetodothat.Fourth, you’re not teaching your four- or five-year-old the exhaustive

elements of the English language. Beginning in first grade, your child willreceive amore thorough grounding in the rules of spelling,which are simplyphonics rulesapplied towriting. (We’ll recommendresources fordoing this inChapter5.)DuringtheK–4andK–5years,yourgoalissimplytogetthechildreadingasquicklyandfluentlyaspossible.Akindergartnerdoesn’tneed tobeabletolistfrommemoryallthedifferentwaysalong-esoundcanbespelled;hejustneedstobeabletopronouncemeal,field,andteethwhenheseesthem.And finally,workbook-centered reading programs demand a fair amount of

finemusclecoordinationfromyoungchildren.Kindergartnersvarywidelyintheamount of pencil work that they’re prepared to do; boys in particular maturemore slowly when it comes to handwriting. Tying reading instruction to

assignments that require handwriting can retard reading progress, since manyfive-year-olds are capable of reading far ahead of what they’re able to write.Children with slower muscle development can grow frustrated with reading,when in fact they’re perfectly ready to read; they’re just not ready to write.Separatingtheactofreadingfromphysicalwritingassignmentsallowsthemtoprogressforwardatanatural,enjoyablerate.Ifyoupreferaworkbookapproachandhaveacoordinatedpreschoolerwho

doesn’t have troublewithwriting skills, or if youhave ayounger childwho’sanxious to doworkbooks in imitation of an older sibling, youmight considerinvesting inoneof themorepencil-centered resources listedat theendof thischapter.Butbeverysensitivetosignsofhandfatigue,andtreattheworkbookpagesas

gamesratherthanassignments;noneofthemhavetobe“finished,”andyoucanskipanythingthatseemstoolaborious.Whatifmychildisn’treadytoread?Ifyou’vereadtoyourpreschoolersince

shecouldstareatapage,youcanstartthisprocessatagefourandtakeacoupleof years to go through it. Or you can start at age five and do it in less time.Second and third children,who’vewatched older brothers and sisters learn toread, are likely to want to start sooner. If your four-year-old asks you for areadinglesson,obligeher.I[Jessie]taughtSusantoreadatthreebecauseeverytimeIsatdownwithherfive-year-oldbrothertodoaphonicslesson,shewantedtobeincluded.Reading readiness (likeeverythingelse in this chapter) isn’t complicated.A

childisreadytolearntoreadwhenshecollectsherstuffedanimalsandapicturebookandtellsthemastory;orwhenshepicksupabook,sitsonthesofa,andpretendsshe’sreadingtoyou;orwhensheconstantlyasksyou,“Whatdoesthissay?”Alloftheseactivitiesshowthatsheunderstandsthatprintedwordscarryamessage.Mostfive-year-oldsarecapableoflearningtoread,whichdoesn’tmeanthat

they’llwant todo it.Achildwhosquirms,complains,andprotestsevery timeyou produce the primer isn’t necessarily demonstrating “reading unreadiness.”She’ssimplybeingfive.It’sararechildwhowantstodosomethingunfamiliarthat involveswork; as amatterof fact,we’veyet tomeet a five-year-oldwhocould be convinced to set her eyes on long-range goals.‡ If the child doesn’twant to learn to read, tell her that you’re going to do five minutes per dayanyway.Thebeginningstage,whenyou’reteachingthechildtosoundoutthree-letter

wordsforthefirsttime,isthemostdifficult.Persistuntilyoucanstartthechildontheearliestreaderslistedattheendofthischapter.Mostchildrenwillswellupwithprideoverbeing able to read a “wholebookall alone.”Once they’vestartedputtingsentencestogether,they’lltellyoutheydon’tneedtodothedrillanymore;theyjustwanttoread.That’sagoodsign,butinsistonthetenminutesofdrilleverydayuntilyou’vecoveredall therules in thephonicsprimer.Usecommonsense, though.Ifyou’vestartedonthree-letterwords,doingafaithfulten minutes per day for three or four weeks, and the child shows nocomprehension, shehasn’tmade the connectionbetweenprint and soundsyet.Dropitforamonthortwo,andthencomebacktoit.

WhentoGetHelp

Afive-year-oldwho isn’tcatchingon tophonetic reading isstill in thenormalrange.As we’ll discuss in the next chapter, if your child remains mystified by

phonetic principles into the first-grade year, professional evaluation might becalled for. But at age five, you can feel comfortablewaiting for a littlemorematurity.Ifthechildiswillingtositwithyoufortenminutesperdaytosoundoutthree-letterwords,keeponworkingonthisbasicskill.Ifsheresists,givethedrill a rest and play more alphabet games, and then try again in six or eightweeks.However, thereareacoupleof signposts thatmight indicateanearlierneed

for intervention. Preschool and kindergarten children who are normallycompliant and enjoy other “schoolish” activities, but who throw tantrums orweepwhen facedwith reading, are signaling that something iswrong.Speechdelay(byagethree,achildshouldbeusingphraseslongerthantwowordsonaregular basis; by four, complete sentences; your pediatrician can provide youwith the standard benchmarks) can point to hearing or processing problems.Lackofinterestinreadingcombinedwithphysicalsignssuchasinabilitytoholda crayon, catch a ball, or do up buttons can signal a developmental difficulty.Inabilitytorecognizethealphabetbyagefiveisawarningsign.In these cases, get both eyesight andhearing evaluated first. If the physical

findingsarenormal,consideranevaluationbyaqualifiedtherapist.(SeeChapter37formoreonthis.)

Writing

Manyphonicsprograms insist thatyoucombinewritingwith reading. Inotherwords,teachthechildtheconsonantsandthesoundofa,butdon’tgoontothenextstepuntilthechildisablebothtoreadandwritesat,cat,fat,bat.Aswe’ve saidabove, this tends to frustrateveryyoung readers.Remember,

youwantthechildtoreadquickly,easily,andearly.Manychildrenarereadytoread long before they have the muscular coordination to write. Why delayreadinguntilthemusclesofthehandandeyecatchup?Sodoyourreadingandwritingdrillsseparatelyduringyourchild’sfourthandfifthyears.When thechild is able tohold thepencil comfortablyandhas somecontrol

over it, then move on to formal writing instruction. Get a beginning writingworkbook along with plenty of lined writing paper, sized for preschool andkindergartenwriters(seepages51–53).Yourwritingworkbookshouldteachastyleofprintingthattransitionseasily

intocursivewriting.Intraditionalball-and-stickwriting,thestudentcontinuallyliftsherhand—ifshewritesasmalld,forexample,shedrawsacircle,picksupher pencil, and then connects a line to the circle.Then,when she starts to dotraditionalcursiveinstruction(usuallyhalfwaythroughsecondgrade),shehastolearn an entirely new set of strokes, just as her muscle memory is becomingsolid.Instead,lookforacontinuousstrokemethod,inwhichlettersarewritteninonemotion; thismakesforaneasier transitionintocursive.Italicwritingisanalternativestylethatalsoavoidsanabruptchangeduringsecondgrade.SeetheResourceslistattheendofthischapterforcurriculathatmeetthesestandards.Teach only one letter (always do a capital and small letter together) or one

numberatatimeuntilyou’vegonethroughtheentirealphabetandthenumbers1through10.Youcaneitherfollowthesuggestedworkbooksequenceorteachthelettersintheorderpresentedinyourphonicsprimer.Thewritingworkbookshavearrowsandnumbers toshowtheexactwaythat lettersshouldbewritten:thecircleforasmallaisalwaysdrawncounterclockwise;thestraightedgeofacapitalDisalwaysdrawnfirst,withthecurveoftheletterdrawnsecond.Thisisimportant!Makesureyou teach thechild towriteeach letterproperly,andforthe first few months supervise her carefully so that she doesn’t fall into badhabits.Whenyou’veworkedthroughtheentirealphabet,letthechildbegintocopy

words that you write out for her—family names are a good place to start.Eventually,askhertocopyveryshortsentences:“Iloveyou.”“Benissmart!”

“Doyouliketowrite?”Inthisway,thefive-year-oldnotonlypracticeswriting,butbeginstolearntheconventionsofwrittenlanguage:capitalsfornamesandthe beginnings of sentences, spaces between words, periods and exclamationpoints.You’llcontinueonwithcopyworkmoresystematicallyinfirstgrade,andthenprogresstodictation,wherethechildwillwritewithoutamodelinfrontofher.Butfornow,writeoutthesentencesforhertocopy,andletherrefertoyourmodelsasoftenasneeded.Tenminutesperday,threetofivetimesperweek,issufficient. Frequency and consistency bring quicker results than prolongedsessions.Awordaboutcursivewriting.Agreatdebate isonaboutwhen to introduce

cursivepenmanship.Someeducatorssaythatchildrenshouldbeginwithcursiveand skip manuscript printing; others recommend beginning cursive anywherebetweenfirstandfourthgrade.Wehavealwayschosentoteachprintinguntilthechildiswritingquicklyandwell,andthenbegincursivepenmanship,usuallyinthemiddle of second grade.This seems easier formost children, as long as acompletechangeinstrokestyleisnotrequired;manybeginningwritershaveagreatneedtoformlettersthatlooksomethingliketheletterstheyseeinbooks,andcursivewritingfrustratesthem.Wewouldnotteachtypinguntilfourthgrade.Althoughstudentswillprobably

type themajority of their written work in themiddle- and high-school years,duringtheearlyyearstheyarestilllearningthedifferencesbetweenlettersandassociatingletters(andlettercombinations)withsounds.Whenastudentprintsana and a t, her hand makes very different motions; this helps her brain tocontinuetodistinguishbetweenthetwolettersandthetwoverydifferentsoundsthattheymake.Intyping,eachletterisproducedwithessentiallythesamefingermotion.So takehandwriting seriously in the earlyyears.Once language skillsarefirmlyestablished,typingcantakeitsplaceasausefultoolforthebuddingwriter.

Math

Now that the child can count, continue to do “daily” math by adding andsubtracting in the context of everyday family life. Setting the table is a greatmathexercise:askyourchildtofigureouthowmanyplates,knives,forks,andspoonsarenecessary.Addandsubtract in thegrocerystore(“Look,Mike. I’mpickingupfourtomatoesandthenonemoretomato—thatmakesfive!”).Cooktogether—recipesarefulloffractionsandmeasures.Whenyoucutasandwich

inhalforquarters,say,“Look,Icutthisinhalf!”or“Icutthisintofourths!”Playgamesthatusenumbers.Uno™isaclassic—itteachesbothnumberand

colormatching.SimplecardgamessuchasBattleandGoFishrequirechildrentorememberwhichnumbersarehigherandwhicharelower.Practice writing numbers using pencil and paper, chalk and chalkboard,

crayonsandposterpaper,fingersandsand.Bignumbersarefunandeasy—don’tinsist that preschoolers and kindergartnerswrite their numbers neatly on linedpaper.Do lots of addition and subtraction with manipulatives (beans, buttons,

pencils, chocolate chips). Play with math manipulatives: Cuisenaire Rods,countingbears,fractioncircles.Practicecountingtoonehundredbytwos,fives,and tens. Learn about money, tell time, and name geometric figures—circles,squares,triangles,rectangles.Yourpubliclibraryshouldhaveacolorfulselectionofkindergarten-levelmath

books—easyproblemsworkedoutwithphotographedobjects.Getabookeveryweek,andreadthroughitwithyourchild.Ifyoudothis,yourchildwillbereadyforfirst-grademath.Susan’schildren

hadnodifficultygoingdirectly intoafirst-grademathcurriculumwithoutfirstcompletingaformalkindergartenmathprogram.Asinreading,though,youngerchildren may enjoy having a math program to work on along with an olderbrother or sister; many kindergarten math programs are fun and full ofmanipulatives.Again, thinkofakindergartenmathprogramasagame,notasanacademic

pursuit.Ifthechildgetstiredafterfiveortenminutes,don’tforcehertofinishthelesson.

ScienceLearning

Ifyou’dliketodokindergartenscienceprojectswithyourpreschooler,usetheelementary activity guides listed in our Resources section; they offer clearinstructions and experiments that use common household items. You cansupplementbeginningreading,writing,andmathbydoingascienceexperimentonceortwiceaweek.Moreformalsciencestudyisn’tnecessaryatthisstage.

GeneralLearning

Kindergartenstudentsmayenjoycutting,pasting,coloring,andgameplaying.Ifyouneedsomeassistancecomingupwith relatedprojects, consult theactivityguideswe’velistedunderGeneralLearningintheResourcesbelow.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

ReadingSkills:PhonicsPrimers

Hiskes,DoloresG.PhonicsPathways. 10th ed. Indianapolis, IN: Jossey-Bass,2011.$32.95. This phonics primer covers all the letter sounds and combinationsneeded for fluent reading. Sample pages can be viewed at the author’swebsite,Dorbooks.

Wise, Jessie.TheOrdinaryParent’sGuide toTeachingReading. Charles City,VA:Well-TrainedMindPress,2004.$29.95.A scripted phonics primer that supplies full parent support; all youhavetodoisreadtheinstructordialogueout loud.Flashcardsandanaudiocompanionarealsoavailable.Samplepagescanbeviewedatthepublisher’swebsite.

ReadingSkills:AdditionalPractice

ExplodetheCode.Cambridge,MA:EducatorsPublishingService,2003.Order from EPS. Each workbook drills a particular phonetic sound; the

introductory books (A, B, andC) teach the letters. The “½” books provideadditionalpractice.Thestudentbooksare$9.40each. Ifyoufindananswerkeyisnecessary,theyareavailableforeachbookandarepricedat$9.35.GetReadyfortheCodeBookA.Consonantsoundsb,f,k,m,r,t.GetSetfortheCodeBookB.Consonantsoundsd,h,j,n,p,s.GofortheCodeBookC.Consonantsoundsc,g,l,q,v,w,y,z,x.Book1.Consonants,shortvowels.Book1½.

Book2.Blends.Book2½.

Book3.Beginninglongvowels,consonantdigraphs,diphthongs.Book3½.

Book4.Compoundwords,commonendings,syllables.Book4½.

Book5.Wordfamilies,three-letterblends.Book5½.

Book6.Vowelsplusr,diphthongs.Book6½.

Book7.Softcandg,silentconsonants,ph.Book8.Suffixesandirregularendings.

Hiskes, Dolores G. Reading Pathways: Simple Exercises to Improve ReadingFluency.5thed.Indianapolis,IN:Jossey-Bass,2007.$24.95.Exercisesbuild fromsinglewords tophrases to short sentencesandfromshort tomultisyllabicwords,usingapyramidlayout that improveseyemovement.Samplepagescanbeviewedattheauthor’swebsite,Dorbooks.

BeginningReaders

AnimalFriends.Pensacola,FL:ABekaBook,variousdates.$9.35. Order from A Beka Book. A set of eight full-color booklets,phonetically progressing from three-letter words to words with long vowelsounds.

TheEmergentReaderseries.Lyme,NH:FlyleafPublishing,variousdates.

$8.50 each, or order the entire 41-book series for $162. Available directlyfrom the publisher (and at some local libraries). Samples and a completelistingoftitlescanbefoundonthepublisher’swebsite.Thesecolorfulreadersprogressfromtwo-andthree-letterwords(“vowelconsonant”and“consonantvowel consonant”) in the first sevenbooks, to short- and long-vowelwordswith consonant blends in books 8–14, compound words in books 15–21,multisyllabicandlong-vowelwordsinbooks22–28,andwordswithendingsandvariantvowels sounds inbooks29–41.Somesightwordsare alsoused(e.g.,seetheshort-vowelreaders).

Books1–7IAmSamCamandSamAnnCanCandKCanYouSee3?PamLikestoNapCanISeeTom?

Books8–14WeCan’tStop!DotandDanDotLikestoDigTotheTopOnaLogHalLikesHatsFranCanFlip

Books15–21TedCanDoTricksMyWagonIsRedTheSunsetPondJen’sBestGiftEverWeCanGetFitThisandThatScampGetsaBath

Books22–28

ItIsHalloween!FredandMaxintheSandboxWillIsUpatBatILikeSoccerICanMixColorsVividMegandJim’sSledTrip

Books29–41ACricketSingsStinkBugGrandmaDotFuninWinter,Spring,Summer,FallJustaBoxAmILucky?HintsofFallILikeSpectrumsISangaSongtoSpringBallsInsectsDogsICanPlantaSeed

LittleBooks1–12.Pensacola,FL:ABekaBook,variousdates.$10.80.Order fromABekaBook.Twelve small storybooks that beginwithonly short vowel words and progress through blends, words, and simplesentences.Includespagestocolor.

Maslen, Bobby Lyn. Bob Books series, illus. John R. Maslen. New York:Scholastic,2006.The sets contain8–10 smallpaperbacks insideeachbox.Theseare the firstbooksyourchildwillbeabletoreadalone;childrenlovethembecausetheycan start on theBobBooks after only a fewweeksof phonics lessons.Theexperienceofreadinganentirebookindependentlyrightat thebeginningofthe learning process provides young readers with immense encouragement.Highly recommended.Most libraries carry them; but the books are in highdemand,andyoumayhavetroublegettingthem(andkeepingthemformore

thanacoupleofweeks).Ifyouplantoteachmorethanonechildhowtoread,they’reworthbuyingbecauseolderchildrencanhelpyoungersiblingssoundthemout.

BobBooks,Set1:BeginningReaders.$10.25.BobBooks,Set2:AdvancingBeginners.$9.60.BobBooks,Set3:WordFamilies.$10.90.BobBooks,Set4:ComplexWords.$14.16.BobBooks,Set5:LongVowels.$13.71.BobBooks:RhymingWords.$13.59.Short-vowelstoriestoldinrhyme;canfollowSet1foradditionalpractice.Bob Books: Sight Words, Kindergarten. $9.48. The thirty most commonsightwords;useanytimeafterSet1.

BeginningStoryBooks:“EasyReaders”

The“EasyReader”category isconfusingbecausemostof thesebooksare funandengaging,butnotgearedtophoneticinstruction.Theyhavejustafewwordsonthepage,butbeginningreaderscannotreadsomeofthesebooksunlesstheyhavememorizedwholewords.Iftherearemanysightwordsorwordsthechildhasnotyetencounteredinhisphonicsinstruction,readthesebookstothechild,pointingtothepicturesandaskingthechildtosoundoutonlythosewordsthatyouknowheisreadytodecode.Thesearejustafewofthemultipletitlesavailable,butstartingwiththesewill

leadyoutomanymore.

Brown,MargaretWise.BigRedBarn.NewYork:HarperFestival,1995.

________.ILikeBugs.NewYork:RandomHouse,1999.

Eastman,P.D.AreYouMyMother?NewYork:RandomHouse,2010.

________.TheBestNest.NewYork:RandomHouse,2010.

________.Go,Dog,Go.NewYork:BeginnerBooks,1961.

________.SamandtheFirefly.NewYork:RandomHouse,2010.

________.Snow.NewYork:BeginnerBooks,1962.

Geisel, Theodore Seuss (Dr. Seuss).The Cat in the Hat. NewYork: RandomHouse,2013.

________.Dr.Seuss’sA.B.C.NewYork:RandomHouse,1996.

________.TheFootBook.NewYork:RandomHouse,1968.

________.GreenEggsandHam.NewYork:RandomHouse,2013.

________.HopOnPop.NewYork:RandomHouse,1963.

________.OneFish,TwoFish,RedFish,BlueFish.NewYork:RandomHouse,1960.

________.There’saWocketinMyPocket.NewYork:RandomHouse,1974.

Gustafson, Scott.Alphabet Soup: A Feast of Letters. Shelton, CT: GreenwichWorkshopPress,1994.

Hoff,Syd.DannyandtheDinosaur.NewYork:HarperCollins,2008.

________.Oliver.2000.

Lobel,Arnold.Frog and Toad Storybook Treasury. NewYork:HarperCollins,2013.

________.GrasshopperontheRoad.1986.

________.MouseSoup.1983.

________.OwlatHome.2012.

________.SmallPig.1988.

Lopshire,Robert.PutMeintheZoo.NewYork:RandomHouse,2011.

Minarik,Elsie.AKissforLittleBear.NewYork:HarperTrophy,2003.

________.LittleBear.2003.

________.LittleBear’sFriend.2003.

________.LittleBear’sVisit.1979.

PenguinYoungReaders.NewYork:Penguin.Level1series.Andrews,Alexa.AttheBeach.2013.________.CatDays.2012.________.OnaFarm.2013.Blevins,Wiley.MaxHasaFish.2012.________.ANewFriend.2013.Ingalls,Ann.IceCreamSoup.2013.

Level2series.Abramson,Jill,andJaneO’Connor.PuppyParade.2013.Herman,Gail.LuckyGoestoSchool.2001.________.WhataHungryPuppy!1993.Holub,Joan.ThePizzaThatWeMade.2001.Masurel,Claire.ThatBad,BadCat!2002.Moffat,Judith.WhoStoletheCookies?1996.Thomas,ShelleyMoore.GoodNight,GoodKnight.2002.

Level3series.Aboff,Marcie.TheGiantJellybeanJar.2004.Clarke,GinjerL.FakeOut!AnimalsThatPlayTricks.2007.Dussling,Jennifer.PinkSnowandOtherWeirdWeather.1998.Holub,Joan.WhyDoCatsMeow?2001.________.WhyDoDogsBark?2001.Kramer,Sydelle.WagonTrain.1997.Thomas,ShelleyMoore.GetWell,GoodKnight.2004.________.HappyBirthday,GoodKnight.2014.

Rylant, Cynthia. Henry and Mudge: The First Book. New York: Simon &Schuster,1996.

________.HenryandMudgeandAnnie’sGoodMove.2000.

________.HenryandMudgeandtheForeverSea.1989.

________.HenryandMudgeandtheHappyCat.1990.

________.HenryandMudgeandtheLongWeekend.1992.

________.HenryandMudgeandtheWildGooseChase.2003.

________.HenryandMudgeinPuddleTrouble.1987.

Thomas, Patricia. “Stand Back,” Said the Elephant, “I’m Going to Sneeze,”illus.WallaceTripp.NewYork:Lothrop,Lee&Shepard,1990.Thisrhymingstorycontainsmanyvowelcombinationsthatlookdifferentbutsoundthesame(forexample,bear,fair,declareallinarow).

Wiseman,B.MorristheMoose.NewYork:HarperCollins,1991.

Writing

Olsen, Jan Z. Handwriting Without Tears program. Cabin John, MD:HandwritingWithoutTears.Analternativehandwritingprogramforchildrenwhoareverychallenged inthe area of muscular coordination. This program emphasizes using shortpencils of the standard diameter rather than fat preschool pencils, since theshorterpencilsareeasierforchildrentomanipulate.Theprogramalsohasthechilddomanipulativeworkbeforeheactuallywrites.Whenhedoesbegintocopy letters, instead ofwriting awhole line of letters (asmost penmanshipbookssuggest),hewrites fewer lettersata timebutconcentratesonwritingthem as perfectly as possible. Each lesson involves fifteen minutes ofpenmanship time: ten minutes of instruction and five minutes of carefullysupervisedpractice.Thestudentdoeslessworkthanintraditionalpenmanshipbooks,butwhathedoesisasperfectashecanmakeit.Theworkbookshavemanymodel letters per line, so the child doesn’t write a line of one letter,consistentlygettingworseandworseashegoes(childrentendtocopythelastlettertheymade,ratherthanlookingbackatthecorrectmodel).Althoughthisprogramoffersmanyexcellent insights for teachingwriting, it isn’tour firstrecommendation because the script itself is not as attractive as the Zaner-

Bloserscript(below);thefocusisonlegibilityratherthanbeauty.However,achildwhoisstrugglingwillbenefitgreatlyfromthisprogram.Samplepagescanbeviewedatthepublisher’swebsite.Thebooksbelowarelistedinprogressiveorder.LettersandNumbersforMe(K).$9.50.Kindergarten Teacher’s Guide. $10.50. Provides an overview of theprogramandtipsonteaching.MyPrintingBook(Firstgrade).$9.50.1stGradePrintingTeacher’sGuide.$10.50.PrintingPower(Secondgrade).$9.50.2ndGradePrintingTeacher’sGuide.$10.50.

Notebook Paper.Designed specifically to go alongwith the skills taught inthisprogram.Wide(K–1).100sheets.$3.75.Wide(K–1).500sheets.$11.75.Regular(2–3).100sheets.$3.75.Regular(2–3).500sheets.$11.75.

Zaner-BloserHandwritingseries.Columbus,OH:Zaner-Bloser,2008.Our favorite resources for teaching writing are from Zaner-Bloser, whichpublishes colorful learn-to-write workbooks using the “continuous-stroke”alphabet.Intraditionalball-and-stickwriting,thestudentcontinuallyliftsherhand—ifshewritesasmalld, forexample, shedrawsacircle,picksupherpencil, and then connects a line to the circle. In the continuous-strokealphabet,theletteriswritteninonemotion.Thissimplifieswritingandmakesforaneasier transition intocursive.Also, somecapital letters in thecursivealphabethavebeensimplifiedsothattheylookmoreliketheprintedversions.StartwithGradeKStudentBook and let thechildprogressatherown rate.Themanuscriptlinesbecomesmallerwitheachbook.Thebooksdon’tgivealot of practice space, so you’llwant to order some extrawritingpaper.Theteacher editions are not necessary. Sample pages can be viewed at thepublisher’swebsite.Zaner-BloserHandwriting.$11.49each.GradeKStudentBook.Grade1StudentBook.

Zaner-BloserHandwritingPaper.$10.99perream.

Order thesepacksofwritingpaper for extra handwritingpractice fromZaner-Bloser.Onereamperyearisplenty.Theruledlinesonthesesheetsnarroweachyear.Achildwhoishavingdifficultywithhandwritingwillsometimesimproveifyoumovetoapaperwithnarrowerlines.GradeKpaper(¾″wide).Grade1paper(5/8″wide).Grade2paper(½″wide).

Mathematics:Guides

Althoughwedon’tthinkyouneedaformalmathcurriculumforpreschoolandkindergarten, these guides can provide you with a pattern for developingmathematicalliteracy.

Kumon.Are You Ready for Kindergarten? Math Skills. Teaneck, NJ: KumonPublishing,2010.$6.95.Pre-Kskillsincountingandshaperecognition,withsimpleworkbookactivities(drawinglines,circlingshapes).

Snow, Kate. Preschool Math at Home: Simple Activities to Build the BestPossibleFoundationforYourChild.CharlesCity,VA:Well-TrainedMindPress,2016.$19.99.Fungames and simple activities that buildmathematical awareness,alongwithclearexplanationsfor theparentof theconceptsbehind theplay.Nowritingrequired.

Williams, Robert A., Debra Cunningham, and Joy Lubawy. Preschool Math.Beltsville,MD:GryphonHouse,2005.$19.95.Writtenforpreschoolteachersbutaccessibletoanyparent,thisguidegivesprinciplesforhands-onmathteachingandsuggestsnumerousactivitiesthatcanbedonewithcommonhouseholdobjects.Notas“pickupandgo”astheSnoworKumonguides,butexcellentforcreatinggreatermathawareness.

Mathematics:Manipulatives

CuisenaireRodsIntroductorySet.OrderfromHand2Mind.

$9.25.Anindividualsetofseventy-fourCuisenaire®Rodsalongwithabriefguideontheiruse.

FractionCircles.OrderfromDidaxEducationalResources.$6.95.Nineplasticcirclesdividedintohalves,quarters,eighths,etc.

Geosolids.OrderfromHand2Mind.$13.Asetofnineteenwoodengeometricsolids,fromcubestoellipsoids.

JumboSorting&CountingBears.OrderfromLakeshoreLearningMaterials.$29.99.Twenty-sevenbearsinthreesizesandthreecolors,plusastoragejar.

KumonFlashCards:WriteandWipe!Teaneck,NJ:KumonPublishing.$9.95.Eachsetcontainsthirty-twohard,laminatedflashcardsandadryerasepen. Students learn numbers and shapes through tracing and dot-to-dotexercises.EasyTellingTimeNumbers1–30Shapes

WoodenPatternBlocks.OrderfromDidaxEducationalResources.$22.95.Oneof themostusefulpreschoolmanipulative sets; each250-piecesetof1-cm-thickblockscontains25yellowhexagons,25orangesquares,50green triangles, 50 red trapezoids, 50 blue parallelograms, and 50 tanrhombuses. Stack them, count them, make pictures with them, wallow inthem.

Mathematics:StoryBooks

Checkyourlocallibraryorbookstoreforthesemathstorybooksandmakethempart of your reading routine.Onceyou start exploring, you’ll findmanymorewonderfultitles.

Allen,NancyKelly.OnceUponaDime:AMathAdventure.Watertown,MA:Charlesbridge,1999.

Anno,Mitsumasa.Anno’sMathGames.NewYork:Putnam&Grosset,1997.

________.Anno’sMysteriousMultiplyingJar.NewYork:Penguin,2008.

Axelrod,Amy.PigsWillBePigs:FunwithMath&Money.NewYork:Aladdin,1997.

Burns,Marilyn.GreedyTriangle.NewYork:Scholastic,2008.

________.SpaghettiandMeatballs forAll:AMathematicalStory.NewYork:Scholastic,2008.

Jonas,Ann.Splash!NewYork:MulberryBooks,1997.

Miranda,Anne.MonsterMath.NewYork:Harcourt,2002.

Mogard,Sue.GobbleUpMath:FunActivitiestoCompleteandEatforKidsinGradesK–3.HuntingtonBeach,CA:LearningWorks,1994.

Murphy,StuartJ.DivideandRide.NewYork:HarperCollins,1997.

Myllar,Rolf.HowBigIsaFoot?NewYork:Yearling,1991.

Neuschwander, Cindy. Sir Cumference and the First Round Table: A MathAdventure. Watertown, MA: Charlesbridge, 2002. Also look for SirCumference’ssixadditionaladventures.

Pinczes,ElinorJ.OneHundredHungryAnts.Boston:HoughtonMifflin,1999.

Schwartz,DavidM.HowMuchIsaMillion?NewYork:HarperCollins,2004.

Scieska,Jon,andLaneSmith.MathCurse.NewYork:VikingChildren’sBooks,2007.

Tang,Greg.Math for All Seasons:Mind-StretchingMath Riddles. NewYork:Scholastic,2005.

Wright, Alexandra. Alice in Pastaland: A Math Adventure. Watertown, MA:Charlesbridge,1997.

GeneralLearning

Use any of these resources to round out your preschool and kindergartenexperience.Remembertovisitwww.welltrainedmind.comforlinkstoadditionalresources.

TheCompleteBookseries.Greensboro,NC:ThinkingKids,2015.$12.99 each. Phonic and math readiness, coloring activities, stickers, andmore.TheCompleteBookofGradePreK.TheCompleteBookofGradeK.

Kuffner,Trish.TheToddler’sBusyBook:365CreativeGamesandActivities toKeepYour11/2-to-3-Year-OldBusy.Minnetonka,MN:Meadowbrook,1999.$9.95.Ideasforlearningactivitiesinart,music,activeplay,andmuchmore.

Kumon.AreYouReadyforKindergarten?Teaneck,NJ:KumonPublishing.$6.95foreachworkbook.Practiceinfinemotorskillsforpreschoolers.ColoringSkills.PastingSkills.PencilSkills.ScissorSkills.

Roux,Nicolette,etal.99FineMotorIdeasforAges1–5.CreateSpace,2014.$18.99.Written by ten mothers and teachers of young children, this guideoffersdozensofcreativeandfunwaystodevelopfinemotorcoordinationintoddlersandpreschoolers.

Schiller, Pam, and Patt Phipps. The Complete Daily Curriculum for EarlyChildhood: Over 1200 Easy Activities to Support Multiple Intelligences andLearningStyles,2nded.Beltsville,MD:GryphonHouse,2011.$39.95. Designed for preschool and kindergarten teachers, this guide offersactivities, games, andprojects.Someof thegamescanonlybedonewith agroup,butmostofthesuggestionsareeasilyadaptedtoahomeenvironment.Agoodidea-generator.

ScienceExploration

Citro, Asia. The Curious Kid’s Science Book: 100+ Creative Hands-OnActivitiesforAges4–8.Woodinville,WA:InnovativePress,2015.$21.95.Awonderfulseriesofexperimentsandprojectsinnaturalandphysicalscience.Somearetooadvancedforpreschoolandkindergarten-agedchildren,butthereareanumberofage-appropriateactivitiesfortheyoungerset.

TheLittleHandsseries.Charlotte,VT:WilliamsonPublishing.$14.99 each. (Some are now out of print, but easily found secondhand.)Colorfulandengagingguidestoscienceexploration,withprojects,crafts,andclearexplanations.Castaldo, Nancy. The Little Hands Nature Book: Earth, Sky, Critters &More.1997.Hauser,JillFrankel.SciencePlay!2006.Press,Judy.AnimalHabitats!2005.________.SeaLifeArt&Activities.2003.

VanCleave,Janice.JaniceVanCleave’sBigBookofPlayandFindOutScienceProjects.NewYork:Jossey-Bass,2007.$19.95. Explorations in natural science, physical science, and the humanbody;alldesignedforparentsandchildrentodoathome.

Audiobooks

Manybooksareworth listening to—herearea fewofour favorites.Manyareavailablefromyourlocallibrary.Manydifferentversionsoftheseclassicshavebeenmade;makesureyoulookforunabridgedversions.

Barrie,J.M.PeterPan.

Carroll,Lewis.AliceinWonderland.

________.ThroughtheLooking-GlassandWhatAliceFoundThere.

Kipling,Rudyard.TheJungleBooks,IandII.

________.JustSoStories.

Lawson,Robert.RabbitHill.

Lewis,C.S.TheChroniclesofNarnia.The 7-volume CD box set from HarperFestival features wonderfulperformancesbyDerekJacobi,KennethBranagh,PatrickStewart,andotherclassicallytrainedactors.

Macdonald,Betty.TheMrs.Piggle-Wiggleseries.IfyoucanlocatetheJohnMcDonoughrecordings,theyarepreferabletolaterversions.

MacDonald,George.ThePrincessandCurdie.

Milne,A.A.Winnie-the-Pooh.Don’t miss Peter Dennis’s award-winning and unmatchable audioperformances, sold as The Complete Works of Winnie-the-Pooh. Visit hiswebsite,poohcorner.com,forsamples.Wortheverypenny.

Nesbit,Edith.TheCompleteBookofDragons.

________.TheRailwayChildren.

White,E.B.Charlotte’sWeb.

________.StuartLittle.

________.TheTrumpetoftheSwan.Look for versions read by E. B. White himself, which are very pleasantlistening.

Read-AloudBooks

Wehavetoomanyfavoritestolisthere.ButagoodguidetoreadingaloudisTheRead-Aloud Handbook, 7th ed., by Jim Trelease (New York: Penguin Books,2013).Itcontainshundredsofwonderfulsuggestions.

* However, don’t be surprised if you are discouraged by some professionaleducators.I(Jessie)wasverballyaccosteddecadesagowhenIwenttoareadingprofessortofindreadersforSusan.Hedemanded,“Whatdoyouthinkyouaredoing, teachingyourchild to readyourself?” Iwas so intimidated that Ineverwentbacktohimforhelp.Incontrast,afirst-gradeteacherwhowassuccessfullyteachingallherfirstgraderstoreaddirectedmetothephonicsmaterialshewasusingsothatIcouldgetitformyself.Alas, thematerialhasnowbeenrevisedbeyondrecognition.

† See pages 271–275 for a brief discussion of the phonics–whole languagedebate.

‡I(Jessie)amnotimpressedby“child-led”education(waitinguntilthechildbrings you a book and begs for a reading lesson) for the same reasons that Ididn’t let my elementary-school children eat exactly what they want: youngchildren do not usually realize that real food is not only better for them thanTwinkies, but actually more satisfying in the long run. A typical learning-to-read-at-homedialoguemightsoundlikethis:

PARENT:Don’tyouwanttolearntoread?Ifyouworkontheselistsofrulesforayear,youcanreadbookstoyourself!

CHILD:(Eyeingtwentypagesofrulesandreasoningthattheparentreadsbookstoheranytimeshewantsanyway.)Idon’tlikeit.

PARENT:Butyouhaven’teventriedyet.CHILD:ButIdon’tlikeitanyway.

Thisexchangeoughttosoundfamiliartoanyonewho’sservedachildanewfood:

PARENT:Thesearefreshstrawberries.You’lllovethem.CHILD:(Eyeingthestrawberries.)Idon’tlikethem.PARENT:Butyou’venevereatenastrawberry.CHILD:Idon’tlikethemanyway.

Thereasonableresponseis:EatoneeverytimeIservethem,andyou’lllearntolikethem.Readingisnodifferent.

5

WORDS,WORDS,WORDS:SPELLING,GRAMMAR,READING,ANDWRITING

For their Studies, First they should begin with the chief andnecessary rules of some good Grammar. . . . Next to make themexpert in the usefullest points of Grammar, and withall to seasonthem,andwinthemearlytotheloveofvertueandtruelabour,ereany flatteringseducement,orvainprincipleseize themwandering,someeasieanddelightfulBookofEducationwouldbereadtothem.

—JohnMilton,“OfEducation”

SUBJECT:Spelling,grammar,reading,andwritingTIMEREQUIRED:60–110minutesperday(byfourthgrade)

Yourgoal,ingrades1through4,istomaketheproperuseoflanguagesecondnature to your child. In the logic and rhetoric stages of classical education(grades5through8and9through12,respectively),thestudentwillneedtouselanguagetoreason,argue,andexpressideas.Hecan’tdothisaslongashe’sstillstrugglingwiththehow-tosofwrittenandverbalexpression.Thefirstfouryearsofformalclassicaleducationarecalledthegrammarstage

because thestudent spends themlearning theconventionsandbasic facts—the“grammar”—ofeachacademicsubject.Inaway,thegrammaroflanguageisthefoundation on which all other subjects rest. Until a student reads withoutdifficulty,hecan’tabsorb thegrammarofhistory, literature,orscience;untilastudentwriteswithease,hecan’texpresshisgrowingmasteryofthismaterial.

Acquiring the “grammar” of language involves practice in four separatedisciplines:spelling(the“grammar”of individualwords—howeachone isputtogether), English grammar itself (the way those words fit together intosentences),reading(throughwhichthestudent’smindwillbefilledwithimages,stories, and words), and writing (the way in which sentences are formed andassembled).Because languageskillsare thecornerstoneofclassicaleducation,thestudentwillspendmoretimeonreadingandwritingthanonanyothertask.

KEEPINGITORGANIZED

Whenyouactasyourchild’steacher,youneedawaytoorganizeandstoreallofthechild’swork.Onewaytodothisistokeepthree-ringednotebooksforeachmajor subject: reading, writing, history, and science.* Soon you’ll have a fatstackofbooks,eachshowingthestudent’sgrowingcomprehensionofasubject.Thesenotebookswillalsobeusefulforevaluationattestingtime(seePartIVformoreontestingforhomeschoolers).Begintheacademicyearwiththree-ringednotebooks,athree-holepunch,and

lots of paper, both lined and plain.Also lay in a boxful of art supplies: glue,scissors, construction paper, colored pencils (good artist-quality ones likeSanfordPrismacolor),stickers,andanythingelsethatstrikesthechild’s(oryour)fancy. For elementary language arts, you’llwant tomake use of two of thesenotebooks.Labelone“Literature”andtheother“Writing.”You can also use accordion folders or file boxes to keep assignments

organized.Notebooks,though,allowthestudenttoflipquicklythroughhispastworkandappreciatehowmuchhe’sproduced.

GENERALINSTRUCTIONSFORGRADES1THROUGH4

In theearlyyearsof school, childrenvary sowidely in theirdevelopment thatassigning a child to a particular “grade” can be extremely difficult. Normalchildren can begin first grade reading “first grade” books and writingcomfortably,reading“thirdgrade”booksandwritingreasonablywell,orreading“sixth grade” books and hardly writing at all. For this reason, much of thematerial we recommend isn’t divided into grades, but rather into levels. Youshouldalwaysspendasmuchtimeononelevelasyouneedandprogressonto

the next level onlywhen your child hasmastered the first level,whether thatcomesbeforeorafterthe“normal”age.Adjust the time you spend on each subject so that you can concentrate on

weaker areas.Your goalwill be to bring the child up to fourth-grade level ineacharea—spelling,grammar,reading,andwriting—bytheendoffourthgrade(ages10to11).

Reading:Skills

In theelementarygrades, readinghas twoparts:ongoing instruction inhow toread and the actual readingofworthwhile books (whichwe’ll discuss shortly;seepages62–69).We’llcallthese“Reading:Skills”and“Reading:Literature.”Try tomake time for both during theweek;while reading skills are essential,young students alsoneed the chance touse them in readingactual, interestingbooks.(Otherwisetheymayloseinterestinthewholeproject.)Ifyou’reusingoneofthephonicsprimerslistedinthelastchapter,continue

on with your daily practice sessions until you’ve completed the book orcurriculum. If you haven’t begun phonics instruction yet, go back and readChapter4beforecontinuingon.Yourspellinglessons(seebelow)willreinforceandstrengthenthosephonics

skills; it isn’t necessary to continue onwith further direct phonics instructiononce theprimer isdone. Instead,once the student is reading fluently, give thestudent at least three “readingperiods”during theweek,duringwhichhewillspendatleastthirtyminutesreadingbooksofhisownchoice.(Chosenwithyourhelp,thatis.)Asyouhelp thestudentchoose readingbooks,beaware that thereare three

levelsatwhichbeginnersread.

1. Instructional level. The student is stillworking hard at themechanics ofreading—thinkingabout lettercombinationsandthesounds theyrepresentand struggling to remember how words are actually pronounced. Mostphonicsinstructionisdoneat“instructionallevel.”It’sverycommonforastudent to read a difficult instructional-level sentence perfectly, and thenhave no idea what it said—he was concentrating on the sounds, not themeaning they convey. You shouldn’t expect perfect comprehension frominstructionallevelreading.

2. At-level reading. The student knows all of the letter combinations and

wordsshe’llencounter.Herphonicsknowledgemaynotbeautomatic,butshe’s comfortable enough to focus on meaning. She will still encounterwordsshedoesn’tknow,soyoushouldbepreparedtohelpasnecessary.At-levelreadingtendstobeslowandrequiresgoodconcentration.

3.Below-level (or “fun”) reading.These are books that use only thewordsandcombinations that the student iscompletelycomfortablewith.Below-level reading is important: it allows students toenjoy reading (rather thanworkatit),anditimprovesreadingspeed.

Aimforthe“readingperiods”toincludeallthreeskills,eachweek.Youcancombine them into every reading period: begin with ten minutes or so ofinstructionalreading(you’llwanttoaskthestudenttoreadoutloudsothatyoucanhearherwordattackskillsandpickupanyerrors),allowthestudenttoread“at-level” books for another ten minutes, and then let her finish up with tenminutesorsoof fun,easy reading.Oruseone readingperiod for instructionalreading,anotherforat-levelreading,andathirdforfunreading.Wehaveprovidedabrieflistofclassicbeginnerbookstouseforyourreading

sessions;youwillfindmanymorebybrowsingthelibraryshelves.

ReadingSkills:WhenItDoesn’tSeemtoBeWorking

Ifyou’vebeenpursuingthereadingprimerapproachdescribedinChapter4,thestudentshouldbesoundingoutatleastshortvowelwordsandconsonantblendswithinafewmonthsofbeginningtheprimer,andthenshouldprogressforwardsteadily(everyone’sspeedisdifferent)withoutshowingconstantfrustration.Whatifthatdoesn’thappen?The approach we suggest is straightforward, simple, and effective for the

majority of beginning readers, so start there. But there’s a solid subset ofstudentswhoneedadifferentwaytounderstandthewrittenword.Anotherroadto reading is the “Orton-Gillingham” method—an approach that is morecomplicatedandinvolvesmuchmorepreptimeonthepartoftheparent/teacher,butwhichcanopenuptheworldofbooksinawholenewwayforasignificantnumberofchildren.TheOrton-Gillinghammethoddoesn’t justoffer lettersandsounds(auditory

andvisuallearning).Instead,studentsaretaughttounderstandwrittenlanguagethrougha“multisensoryapproach”—tracingintheair,tracingonpaper,writingin sand, dictation, workbook exercises, and other techniques that bring

kinesthetic and tactile instruction into themix.Readingcurriculabasedon theOrton-Gillinghammethodteachthestudentseventy-twodifferent“phonograms”(letters and letter combinations that represent single sounds), making use ofplentyofactivitiesandconstantlyreviewingskillspreviouslytaught.The Orton-Gillingham approach was originally developed for dyslexic

students,butprogramsusing theO-Gprinciplescanbehelpfulforanystudentwhostruggleswith theprimerapproach. Ifyour student is showing frustrationandlackofprogresswiththeprimer,considerchangingovertoanO-Gprogram.Beaware,however,thatsincethesystemwasoriginallydevelopedtobeusedasremedial instruction for older students, many O-G curricula tie reading andhandwriting together in a way that can force very young learners—alreadyfrustrated with the reading process—to do far too much handwritten work,makingthewholereadingprojectevenmorefraught.Ourrecommendationsforanage-appropriatecurriculumareintheResourceslistattheendofthechapter;youcanfindadditionalprogramsandparentreviewsatwelltrainedmind.com.How do you know if you’re dealing with actual dyslexia (defined by the

National Institutes ofHealth as “a brain-based type of learning disability thatspecificallyimpairsaperson’sabilitytoread”)?If,bytheendoffirstgrade,yourstudentisstillstrugglingtounderstandhow

reading works, we would suggest professional evaluation—particularly if thisstruggleisaccompaniedbyaninabilitytograspbasicspellingprinciples,troublefollowing verbal directions, and lack of coordination. A neuropsychologist orotherqualifiedspecialist(seeChapter37formore)cantellyouwhetheryou’redealingwith a learningdisability or simply a slow-maturing reader—inwhichcaseyoumayjustneed tobepatient.But inouropinion, it’sbetter toruleoutdyslexiaearly,ratherthantolosemonthsoryearsoflearningtimetofrustration.

Reading:Literature

Whilethestudentisdevelopinghisbasicreadingskills,heshouldalsobeginhisacquaintance with literature—stories that offer rich character development,fascinatingsettings,complexplots,andbeautyofexpression.Youwon’t beusing a textbook for literature.We strongly feel that “reading

texts” (books with snippets of stories and poems followed by comprehensionexercises)turnreadingintoachore.Books,evenintheearlygrades,oughttobesources of delight and information, not exercises to be mastered. A goodclassical education instills a passion for books in the student. “Reading texts”

mutilate real books by pulling sections out of context and presenting them as“assignments.” Even worse are textbooks that provide selections designedespeciallyfortextbookuse,whichmeansthatyourchildspendshistimereadinggenericproseproducedbytextbookwritersinsteadofstorieswrittenbymasters.During thefirst fouryearsofeducation,youhave twopurposes:notonly to

getthechildtoreadquickly,well,andhabitually,buttofillhismindwithstoriesof every kind—myths, legends, classic tales, biographies, great stories fromhistory. Instead of a “literature curriculum,” you’ll use your library and thenotebook labeled “Literature.”Divide thenotebook into two subsections: “MyBooks”and“MemoryWork.”Wesuggestthatliteraturefollowthesamepatternashistorystudies:

Firstgrade Ancients(5000B.C.–A.D.400)Secondgrade Medieval–earlyRenaissance(400–1600)Thirdgrade LateRenaissance–earlymodern(1600–1850)Fourthgrade Modern(1850–present)

See Chapter 7 for a full explanation of these divisions. (Once you’ve readChapter7,thefollowingwillmakemoresense.)Theprincipleissimple:trytogivethechildsimplifiedversionsoftheoriginal

literature that he’ll be reading in the higher grades or introduce him (throughstories or biographies) to a writer he’ll encounter later. Begin with twenty tothirtyminutes of reading, three times perweek, in first grade; you’ll want toworkuptoforty-fiveminutesbyfourthgrade.Attheendofthischapter,you’llfindalistofmajorauthorsforeachperiod.

Searchinthechildren’ssectionofthelibraryforbooksaboutthelivesofthesewritersandparaphrasesoftheirworks.We’vesuppliedyouwithalistofsomeofourfavoriteresources:retellingsofancientmyths,of theIliadandOdyssey,ofShakespeareandDickens.Firstgraderswhoareworkingwith theancientscanbeginonthefairytalesofancientChinaandJapan,storiesoftheBible,mythsofRomeandGreece,Aesop’s fables,storiesabout thegreatGreeksandRomans,andsimplifiedversionsofHomer.Susanandherhusband,Peter,spentsixweeksreadingthroughalavishlyillustratedchild’sversionof theIliadwith theirsix-and four-year-olds. Since the children hadn’t learned to be frightened of theclassics, theywere enthralled and eventually put on a puppet showwith theirstuffedanimals:TheFallofTroy,starringastuffedbearasAjax.Don’t overlook audiobooks as a supplement to (not a replacement for)

reading.Mostfourthgraders,forexample,can’treadShakespeareindependentlybut will listen to a dramatized version ofAs You Like It (or theOdyssey, orOliverTwist,ortoRobertFrostreadinghisownpoetry).Thebiographieslistedin thehistoryresourcescanalsoberead. (Youshouldfindhistoryandreadingassignments overlapping quite a bit—this helps the student’s comprehension,since history will be giving him the context that he needs to appreciate hisliterature studies. Generally, put imaginative literature—stories, myths, fairytales,poems,novels—inthe“MyBooks”sectionoftheLiteraturenotebook.Putfactualbooksandbiographiesinthehistorynotebook.SeeChapter7forafullexplanation.)Don’t limit the student’s reading toworks on a first- or second-grade level.

He’salreadydoingindependentreadingpracticeduringhis“readingperiods,”soyoucanfeelfreetoreadtohimduringliteraturestudy.Infact,studentswhoarestrugglingcanbenefit themost fromread-aloud literaturesessions; listening toanexcitingpicturebookreadoutloudisfun,andshowsthemthatreadingwon’talwaysbepurehardwork.Andsomeofthemostenthrallingworkswillremainabove any young child’s reading level. For example, we’ve recommendedseveral interesting and beautifully illustrated versions of theOdyssey for first-grade reading. These books will be well beyond most first graders’ readingability.Buttryreadingthemaloud;firstgradersarefascinatedbytheadventuresofOdysseusandwilllistenopenmouthed.TheMyBookssectionoftheLiteraturenotebookwillbecomearecordofthe

literature that the child has read and enjoyed or that you have read to him.Althoughyoushouldn’tmakehimreportoneverybook,youshouldaskhimatleastonceortwiceaweektotellyou,intwotofoursentences,somethingabouttheplotof thebookyouhavejustread.Youngerstudentswillneedyoutoaskthemspecificquestionsaboutthebook:“Whatwasthemostexcitingthingthathappened in thebook?”or“Whowasyour favoritecharacter,andwhatdidhedo?”aretwousefulquestionsthathelpthechildnarrowinonthebook’scentraltheme.Some third and fourthgraderswill be able to answer themoregeneralquestion“Whatwasthebookabout?”whileotherswillstillneedmoreguidance.Ineithercase,help thechildnarrow theanswerdown tounder fivesentences.Theseoralanswersarecallednarrations.Learning how to identify one or two items about a book asmore important

thantherestisavitalfirststepinlearningtowrite;ayoungwriterwillflounderaslongashecannotpickoutoneortwooftheideasinhismindascentraltohiscomposition. For first grade and second grade, you shouldwrite the narration

down,havethechildreaditbacktoyou,andthenplace itunderMyReading.Most first graders will enjoy drawing crayon pictures to illustrate thesenarrations. You can also copy out favorite poems to file under My Reading,lettingthechilddecoratethepageswithstickersandglitter.In third and fourth grade, students can begin to write down their own

narrations.(Seethe“Writing”sectiononpages72–79forafullerdescriptionoftheelementarywritingprocess.)Narrationremovestheneedfor“comprehensionexercises.”Insteadof learningtocompletefill-in-the-blankquestions, thechildusesallhismentalfacultiestounderstand,remember,andrelatethemainpointsofastory.Everythreeorfourweeks,thechildshouldalsomemorizeapoemandrecite

it to you. Memorization and recitation of poetry is an important part of thereadingprocess;itexercisesthechild’smemory,storesbeautifullanguageinhismind, and gives him practice in speaking aloud (early preparation for therhetoric stage). Aim for memorization of at least four to eight short poemsduringeachschoolyear.Pickpoemsthatthechildhasreadandenjoyed,eitherduring his literature studies or his reading practice, or use one of thememorization resources we suggest in the Resources list. These poems don’thavetobe tiedto theprogressionof literaturefromancient tomodern; lethimmemorize anything that he likes.Make a recording of either you or the childreadingthepoem,andallowhimtolistentoitoverandoveragain.Whenhecanrecitethepoemalongwiththerecording,askhimtostandupandreciteforyouallbyhimself.Manychildrendon’tlikethis—notbecausetheycan’tmemorize,butbecause

theydon’tliketobewatchedwhiletheyrecite.Letthempracticeinfrontofthemirroror in frontof their stuffedanimals.Thenhave themstandupand,withtheirhandsandfeetstill,recitethepoeminfrontofyou.Whentheycandothat,bring in an extra audience member: your spouse, a grandparent, a neighbor.You’renowbuildingpublic-speakingskills.Whenapoemhasbeenmemorizedandrecitedtoyoursatisfaction,writeitout

(orhavethechildwriteitout,ifhisskillsareuptothejob)andplaceitintheMemory Work section of the Literature notebook along with the date ofrecitation. This will serve as a reward—visual proof of the child’saccomplishment—aswellasaremindertoreviewthememoryworkeveryfewweeks.You’llfollowthisbasicpatternduringsecond,third,andfourthgradesaswell.

Second-gradestudentsshouldspendatleastthirtyminutes,threedaysperweek,

reading literature from the Middle Ages and early Renaissance: simple talesfromChaucerandShakespeare,writtenforchildren;booksaboutShakespeare’slife;storiesofKingArthurandtheKnightsoftheRoundTable.We’vesupplieda listat theendof thischapter.As in firstgrade,youcan readaloudanythingthat’sbeyondthechild’sreadinglevel.ContinuemakingnotebookpagesonceortwiceaweekandfilingthemunderMyReadingintheLiteraturenotebook.Bysecondgrade,manychildrencandictate shortnarrations toyouand thencopysome of these narrations themselves. Continue to memorize poetry and anyspeechesthatthechildfindsandlikesinhisreading.Aimtomemorizeeighttotwelvepiecesduringthesecond-gradeyear.Ifpossible,expandtheaudiencetoincludegrandparentsandfriends.Your third grader will spend thirty to forty-five minutes per day reading

writers from the late Renaissance–early modern period, which includes JohnBunyan (the simplified Pilgrim’s Progress) and Charles Dickens (abridgedversions),alongwiththesimplerpoetryofWordsworthandBlake.Weprovideafulllistattheendofthischapter.Bythirdgrade,youshouldbeencouragingthechildtoreadallbyhimself;readtohimonlyifyouwanthimtoreadanoriginaltextinsteadofanabridgment(AChristmasCarolisagoodbooktoreadaloudinitsentirety),or ifheisstillstrugglingwiththemechanicsofreading.Don’tbeafraid to assign the child abridged and simplified versions of the classics. Ingrades5through8,he’llcyclethroughtheancient,medieval,Renaissance,andmodernerasagain.Ifhe’salreadyreadGreatExpectationsinasimplifiedform,he’llknowthebasicoutlineoftheplotandwon’tbeintimidatedbytheoriginal.Continue to make notebook pages once or twice a week, summarizing the

booksthechildisreading.Bytheendofthirdgrade,yourstudentmaybeabletonarratetheplotbacktoyouandwriteitdownhimselfwithouttheintermediatestepofdictatingandthencopying.Inshort,he’llhavegraduallyworkedhiswayuptowritinghisownparagraphs.Aimtomemorizeandrecitetwelvetofifteenpoemsandspeechesduringthe

third-gradeyear.Third-gradehistory, like third-grade reading,covers theyears1600 to 1850, a periodduringwhichgreatAmericandocuments and speeches(thepreambletotheConstitution,theDeclarationofIndependence,andPatrickHenry’s“GiveMeLiberty”speech,amongothers)abound.Thirdgradeisn’ttooearlytomemorizemanyofthesefoundationalAmericanworks.The fourth grader will read and make notebook pages for literature of the

modernperiod,1850 to thepresent.We’ve listeda few reading suggestions atthe end of the chapter, but children vary widely in reading ability by fourth

grade. Your best bet would be to consult with your local children’s librarian.Also, don’t neglect poetry;CarlSandburg,T.S.Eliot,Walter de laMare, andothergreatpoetsofthemodernperiodwrotemuchthatcanbeenjoyedbyyoungchildren.Afourthgrader’swrittensummaryofabookshouldfillhalfanotebookpage

oralittlemore.It is not necessary for your elementary student to be answering critical

questions about the books he’s reading, either for literature or in his otherstudies.While some young readersmay enjoy talking about plot developmentandcharactermotivation,mostarestillat thestageofabsorbing—figuringouthow stories work, encountering many different heroes and villains, hearingdifferentkindsoflanguageanddialogue.Theelementaryyearsareatimetofillthestudent’smindwithasmanydifferentstoriesaspossible.Thiswillactastherawmaterialforcriticalthinkinginliterature,whichbeginsinearnestduringthemiddlegrades.Askingstudentstocriticizeliteratureattooyounganagecanbecounterproductive—it encourages them to draw conclusions too quickly, turnsreadingintolaboriouswork,andhasthepotentialtodamagetheirbuddingloveofbooks.Therewillbeplentyoftimetodevelopskillsinliteraryanalysisintheyearstocome.

Spelling

Spelling is the first step inwriting.Before you can put aword on paper, youhavetoknowwhatletterstouse.Youcanbeginspellingoncethestudenthaslearnedalloftheconsonantsand

vowelsandcansoundout three-lettershortvowelwords; it’s fine towaituntilblendsandlongvowelshavealsobeencovered.Thestudentmustalsobeabletoform his letters. He does not need to write with ease; many bright children(especially boys) take time to develop the fine motor skills associated withhandwriting. It’s perfectly acceptable to wait and begin spelling lessons insecondgrade;firstgradeisalreadyaverybusyyear.Inthebeginning,spellingissimplyphonicsinreverse.Inthephonicsprimer,

yourchildhasalreadyencounteredbasicspellingrules.Forexample,thereadingrule“Thesilenteattheendofawordmakesthevowelsayitsname”isalsoaspellingrule;it tellsyouthatawordsuchas late,wherea says itsname,musthaveasilenteattheend.Nowit’stimeforthechildtostartapplyingthoserulesofreadingtowordshewantstowrite.Elementaryspelling,then,isamatterof

transformingrulesofreadingintorulesofwriting.Sowhenyou firstbegin spelling,youdon’tnecessarilyneed to invest inan

entirelyseparatespellingprogram.Youcangobacktothepageinyourphonicsprimer that firstcombinedconsonantandvowelsounds intowords, reviewtherule with your student (“When you see the letters s and h side-by-side, youshouldsaythesound/sh/,asin“Sh,sh,don’twakethebaby!”),looktogetherattheword list given (ship, shop, shed, shut, shall, shack), and then dictate thewordlistbacktothestudentasspellingpractice.Onlydictateasmanywordsasthestudentcancomfortablywrite.Unfortunately, English is not a completely phonetic language; students

encounternumerous“sightwords”astheylearntoread,andthephonicsprimerwillonlygetyousofar.Somostparentswillwanttoinvestinaseparatespellingprogram.In our Resources section, we’ve listed several different programs, from the

simplest to themost time-consuming. You can substitute any of them for theprimerapproachatanypoint,orbeginanyofthematgradelevelafteryoufinishgoing through the primer rules. Whichever resource you use, if you beginspellinginfirstgrade,aimtospendjusttentofifteenminutesperdayworkingon your spelling lesson. By second grade, you can expand this to twentyminutes.Try to avoid spendingmore than twentyminutes per dayon spellingduring the elementary grades; we don’t think you should allow spelling toconsumeyourlanguageartstime.Remembernot to tie spelling instruction to reading (or towriting—moreon

this in the Writing section that follows). Some students are natural spellers;others need much more direct instruction; and a small subset will alwaysstrugglewithcorrectspelling.Astudentwhoisreadytoprogressfromcopyworkto dictation (see page 74), or from dictation to logic-stage writing, should beallowedtodosoevenifsheisstillworkingonsecond-orthird-gradespelling;simply give her as much help as necessary while she writes, and correct hermisspelledwordswithoutmakingabigfussaboutit.Spelling, grammar, reading, and writing are related skills, but they ask for

different kinds of mastery. It’s important to allow students to progress at anatural pace in each of the language arts areas without frustrating them bylimiting theirprogress to thespeedof theirworst subject.For this reason,youwon’tfindintegratedlanguageartscurriculathattrytotackleallfoursubjectsatonceinourrecommendations.

Grammar

You’ll begin oral grammar lessons in first grade, transitioning slowly intolessonsthatrequiremorephysicalhandwriting.Intheelementaryyears,grammarinvolveslearningthenamesofthepartsof

speech (“A noun is the name of a person, place, thing, or idea”), the properrelationships between these parts of speech (“Singular nouns take singularverbs”),andthemechanicsoftheEnglishlanguage(indentingparagraphs,usingquotationmarks,andsoon).Whybotherwithgrammarintheearlyyears?Grammarandspellingarebothsupportingskillsforwriting,whichwe’llget

to shortly. In many ways, writing is an unnatural code, invented by humanbeingslong,longaftertheylearnedhowtotalk.Writtenlanguageisveryunlikespokenlanguage;ithasdifferentrulesandconventions.(Ifyoudoubtthis,havea look at any transcript of an oral interview—spoken language that soundedliterateandintelligentoftenbecomesincoherentwhenit’sputdownonpaper.)The goal of grammar study is tomake those rules and conventions second

nature to thestudent,ata timewhenhisbrain isparticularlyopen to languagelearning. If you teach a young writer the correct use of semicolons, thedifferencebetweenacompleteandincompletesentence,andtheproperwaytouse commas todivide a series of nouns, that knowledgewill be somethinghepulls up ashedoeshis copywork anddictation.By the timehe’smoving intoindependentcomposition,hewon’thavetostopandthinkabouthispunctuationorhissyntax;correctformwillhavebecomeautomatic.If, on the other hand, your fourth- or fifth-grade writer has to pause to

considermechanicsashewrites,he’llbeconstantlybroughttoahalt.Everytimehestopstothinkaboutform,he’lllosehistrainofthoughtandhavetorecaptureit.Doinggrammarearlyisonewaytoavoidreluctanceinwritinginthemiddlegrades.“Doing grammar early” doesn’tmean hours ofworkbook time. In first and

second grade, students simply cannot do very much handwriting work; handmuscles take time and slow, steady exercise to develop. Actual writingassignments will use up most of the student’s writing energy. So grammarexercisesshouldbedoneorally—eitherusinganorallanguagetextoradaptingatraditionalworkbook-centeredgrammarprogramtooraluse.(Readthroughthelessonwiththestudent,havehimrepeatdefinitionsafteryouuntilhehasthemmemorized,andthendoexercisesbyaskinghimtotellyoutheanswersorpoint

themouton thepage.)Most traditional languageartsprogramsrequire far toomuchphysicalhandwritingfromfirst-andsecond-gradestudents,sobesensitivetoyourchild’sphysicallimitations.Ifhesayshishandfeelslikeit’sgoingtofalloff,hemeansit.Givehishandabreak.Infirstgrade,tentofifteenminutesperdayofgrammarworkisplenty;this

canexpand to twentyminutes insecondgrade,mostof thisdoneorally.Thirdgraderscanbegintodomoreworkbookexercises,andbyfourthgrade,grammarstudycanexpandtothirtyminutesperday.Wehavelistedourfavoriteorallanguageandtraditionalgrammarprogramsin

theResources. Inmostcaseswesuggest thatyoudonot complete anywritingelement of the grammar program. In our experience, language arts programstend to do either grammaror writing well; when they are folded in together,either the grammar suffers (it becomes nonsequential and confusing), or thewritingisbadlydesignedandrigid.By the end of fourth grade, the child should know the proper names and

usages of all the parts of speech, the rules of punctuation and capitalization,dictionary use, and proper sentence structure. Until these basic skills aremastered,hewon’tbeabletoexerciselanguagewiththemasterythatthelogicstagedemands.

Writing

At the beginner level, writing is simply penmanship practice. As the child isable,workup from five to fifteenminutesper day, using ahandwritingbook,such as one from the Zaner-Bloser or HandwritingWithout Tears series (seeChapter 4 for details). Traditionally, children transition into cursivewriting insecond grade. If you are using the Zaner-Bloser handwriting programrecommended in Chapter 4, you’ll begin the Zaner-BloserGrade 2C StudentBook around the beginning of the second-grade year; this book begins withpractice ofmanuscript letters and thenmoves on to cursive handwriting. TheHandwriting Without Tears program introduces cursive later (closer to thirdgrade).Eitherway,untilthechildiscomfortablewithallcursiveletters,shecancontinue to print her spelling and writing assignments. Make sure you ordersecond-grade paper at the beginning of the second-grade year—the lines areslightlynarrower than thoseon first-gradepaper (see theordering informationon pages 103–104). Continue penmanship through at least the end of fourthgrade.

Whataboutactualwriting?Writingisadifficultskillbecauseitrequiresthechildtoexpresscontentatthe

same time that she is learning the tools of expression. For this reason, earlywriting instruction should focus on developing those tools, rather thandemanding a great deal of original content. In grades 1–4, students shouldprogressfromcopyworktodictation,andfromoralnarration(retellingpassagesfromhistory,science,orliterature)towrittennarrations.It’simportanttounderstandwhyyou’refocusingoncopywork,dictation,and

narration, rather thanonwriting essays andbook reports.Writing is a processthatinvolvestwodistinctmentalsteps.First,thewriterputsanideaintowords;then,sheputsthewordsdownonpaper.

Maturewritersareabletodobothstepswithoutpayingmuchattentiontothefact that theirbrainsareactuallycarryingout twodifferentoperations.But forthebeginningwriter,evenasimplewritingexercise(“Writedownwhatyoudidthismorning”)requires thesimultaneousperformanceof twonewanddifficulttasks.And so the student struggles—just as a babywhohas barely learned towalk will struggle if you simultaneously ask her to perform some other task(suchasrubbingherhead).Allofthebaby’sattentionneedstogointomovingherfeet,untilthatactionbecomesautomatic.Ifyouaskhertowalkandrubherhead,she’llprobablyfreezeinoneplace,swayingbackandforthuncertainly—justlikemanynewwriters.Some young students—those with a natural affinity for language arts—

manage to grasp this process intuitively. But the majority need to be taught,explicitly,howtodobothtasks.Andbecauseitisimportantnottoteachstudentshowtodotwonewanddifficultthingsatthesametime,pulltheprocessapart.Teach students how toput ideas intowords throughpracticingnarration.Helpthemlearntoputwordsdownonpaperthroughcopyworkanddictation.Whentheycanperformbothtaskswithease,theyarereadytobeginoriginalwriting.Thisistheessenceofgoodteachingintheclassicaltradition:breakingtasks

downintotheircomponentelementsandteachingstudentshowtoperformeachelement,beforeputtingtheelementsbacktogether.Thepianistpracticesfirsttheright hand, and then the left hand, before putting the two together; the youngwriterpracticesputtingideasintowords,andthenputtingwordsdownonpaper,

beforetryingtodobothsimultaneously.Let’sstartwiththesecondpartoftheprocess—puttingwordsdownonpaper.

Thisisnotasimpletask.Itrequiresphysicallabor,finemotorcoordination,andan understanding of the rules that govern written presentation: capitalization,punctuation,spacing,letterformation.Thebeginningstudentdoesn’tevenknowyethowwrittenlanguageissupposedtolook.Beforeshecanputwordsdownonpaper,shemusthavesomevisualmemoryofwhatthosewordsaresupposedtolook like. So, during first grade, she’ll copy out sentences from goodwriters,practicingthelookandfeelofproperlywrittenlanguage.Once thestudenthasbecomeaccustomedtoreproducing,onherownpaper,

properly written sentences placed in front of her as a model, you’ll take themodel away. Now that her mind is stocked with mental images of properlywritten language, sheneeds to learnhowtovisualizeawrittensentence inhermindandthenputitdownonpaper.Fromsecondgradeon,ratherthanputtingthewrittenmodelinfrontofthestudent,youwilldictatesentencestoher.Thiswillforcehertobringhermemoryintoplay,topicturethesentenceinhermindbeforewritingitdown.Eventuallyyou’llbedictatingtwoandthreesentencesatatimetoastudent,encouraginghertoholdlongerandlongerchunksoftextinher mind as she writes. Many students who struggle with writing put downsentencesthatarelackinginpunctuation,capitalization,orspacing—acluethattheyhavenever learned topicturewritten language in theirminds.Otherscantellyouwithgreat fluencyexactlywhat theywant towrite; ifyou thensay tothem, “Great!Write that down!” they’ll ask, “What did I just say?” Both arecluesthatstudentshavenotlearnedtovisualizesentencesandholdtheminmind—bothessentialifthestudentisevergoingtogetwordsdownonpaper.Movingfromcopyworktodictationdevelopstheseskills.Atthesametime,youwillbeworkingonthefirstpartofthewritingprocess

—putting ideas into words—through practicing narration. Narration happenswhenthestudenttakessomethingshe’sjustread(orheardyouread)andputsitintoherownwords.This begins on a very simple level: You read to the student and ask her

specific questions about what she’s heard, such as “What was the mostinteresting thing in that story?” or “Whowas that history lesson about?”Youthenrequirehertoansweryouincompletesentences.Asthestudentgrowsmorefamiliar with the process of narration, you can move on to more generalquestionssuchas“Summarizewhatwejustreadinyourownwords.”Thisallowstheyoungstudenttopracticethenewanddifficultskillofputting

anideaintoherownwordswithouthavingtocomeupwithoriginalideasfirst;becausehernarrationsarealwaysrootedincontentthatshe’sjustreadorheard,shecanconcentrateonthetaskofexpressingherselfwithwords.Sheisalsopracticingthisnewskillwithouthavingtoworryaboutthesecond

partofthewritingprocess:puttingthosewordsdownonpaper.Asshenarrates,you—theteacher—writethewordsdownforherasshewatches.Shecansimplyconcentrate on the task at hand, without worrying about the mechanicaldifficultiesofwieldingapencil. (For studentswhose finemotor skills are stilldeveloping, this is essential; they cannot focus on narration if they’re alsocontemplatinghowmuchtheirhandisgoingtohurtwhentheyhavetowritethenarrationdown.)Around third grade,most students are ready to begin putting the two skills

together.Inthirdgrade,studentswillbegintousepartoftheirownnarrationsasdictationexercises.Theywill tellyou thenarration;youwillwrite itdownforthem,andthendictatethefirstsentencebacktothem.Eventuallytheywilllearnthat, inordertowrite,all theyneedtodoisputanideaintowords(somethingthey’vepracticedextensivelythroughnarration),andthenputthosewordsdownonpaper(whichthey’reaccustomedtodoingduringdictation).During the last twoyears of the elementary grades, concentrate on drawing

the twoskills together for thestudent.Somestudentswillbeable tobring thetwo steps together instinctively, without a struggle. But many need to be ledthrough the process gradually, with plenty of practice, so that it can becomesecondnature—andiftheyarenotgiventhispractice,theycontinuetostruggleintomiddleschool,highschool,andbeyond.It is completely normal for students towork on this process through fourth

grade. Students who catch on a little earlier should continue to practice theirwrittennarrations,butcanmoveontosentenceandparagraphcomposition(seeResources,pages106–107).Doesthisprocessstiflecreativity?No—itbuildstheskillsthechildneeds in

ordertobetrulycreative.WhenafirstgradercopiesasentencefromCharlotte’sWeb, she’s learning spelling, mechanics (punctuation and so forth), basicgrammar(subject-verbagreement,adjectiveuse),andvocabularyfromamasterof English prose. She’ll need all this information in order to write down thesentencessheformsinherownhead.JackLondonlearnedtowritebycopyingliterature in the San Francisco Public Library; Benjamin Franklin learned towritebycopyingessaysfromTheSpectator.Theclassicalpupil learns towritebycopyinggreatwriters.

Ifyour firstgraderhasa suddendesire towritea story,poem,or letter toafriend(ortoSantaClaus),byallmeansputthecopyingawayandhelpherdoit.PutthestoriesandpoemsintheWritingnotebook.Ifatallpossible,photocopytheletterbeforeyousendit,andkeepthecopy.Butthenextday,getthecopyingwork back out. You’re laying the groundwork for dictation (second grade),whichinturnwilldeveloptheskillsneededfororiginalwriting(thirdandfourthgrades...andtherestofthechild’slife).Encourage any creative impulses. If the child does have a bent toward

storytelling, you can follow the same pattern you’re using for narration:writedown the stories that the firstgrader tells andput them in thenotebook;writedownthestoriesthatthesecondgradertellsandhavethechildcopytheminhisown writing; help a third or fourth grader write his own stories and poemswithout awrittenmodel.But don’t require the child to be creative during thegrammarstageofeducation.She’sstillabsorbingandtakingin.Ifshe’snaturallycreative, fine. If not, demanding creativity will only be counterproductive. Inmany cases, creativity will develop later, once the child is comfortable withwriting skills. And some children may never become creative writers. That’sfine;they’llstillhavetheexpositorywritingskillstheyneed.Whatprogramsshouldyouuse?For parentswho are not comfortablewith language arts or just need a little

more structure, we’ve recommended copywork and dictation resources at theendofthischapter,alongwithseveralgoodoptionsformovingontosentenceand paragraph composition. But you don’t necessarily need a “writingcurriculum” to teach these skills. Copywork, dictation, and narration can bepracticedaspartofliterature,history,andscience.We’vealreadyrecommendednarration as part of literature studies (page 66), and you’ll see us suggestingnarrationsinhistoryandscienceaswell.Copyworkanddictationcanalsobedrawnfromthestudent’sworkacrossthe

curriculum. You can pick sentences from good literature (E. B.White, C. S.Lewis,LynnReidBanks),fromthechild’shistory,orfromscience.Aimtoworkupfromfive-wordsentencestolongerandmorecomplexsentences.Writethesesentencesout(inyourbesthandwriting)onfirst-grademanuscriptpaper(seetheorderinginformationonpages103–104).Putthepaperinfrontofthechildandask her to copy the sentence. At this stage, it’s best to sit with the child andcorrectherwhenshebeginstomakeamistake.Thereisnopointinallowingherto copy incorrectly.She should alwaysuse a pencil, so that she can erase andcorrect if necessary. Encourage her to compare her work frequently with the

model. Praise her when she’s finished! Put the copywork in the Writingnotebook.Once your child is copying sentences easily, move on to dictation (usually

aroundsecondgrade).Theprocessissimple:Dictateashortsentenceslowlytothe child as she writes. Choose sentences from your phonics primer, history,science,or literature.If thechildmakesamistake,stopherandhaveherwritetheword correctly.Give her all necessary helpwith punctuation and spelling.Make sure that she uses a pencil so she can erase and correct as she goes.Remindherofproperspacingasshewrites.That’sallthereistoit.At first, this will take a lot of time. Start with simple words in very short

sentences,threeorfourwordsmaximum(“Thecatsatup”).You’llhavetohelpthechildsoundthelettersout,remindingherofherphonics(andtellinghertheanswers if she’s stuck).Don’t frustrateher, especially at thebeginning. “Whatlettersmakethethsound?Tandh,remember?Nowwriteatandanh.Doyourememberwhat letter comes at the endof theword the?Youdon’t? It’s ane.The.Cat.Doyourememberwhatlettersmakeaksound?Doesakoraccomeatthebeginningofcat?Nowwhat lettermakes thatmiddlesound?”Thechildwho’sspentfirstgradecopyingwillalreadyhaveavisualmemoryofcommonwords.Butduring the transition fromcopying todictation,you’llneed tohelpherdeveloptheskillsofsoundingoutandwritingdownwordswithoutlookingatamodel.Whenshe’sfinishedwriting,praisesomeaspectofthework.Likeanynewskill, this isdifficult at first.Butdo it forabrief time—three

daysperweek.Tentotwentyminutesperdayonaregularbasiswillresultinarapidimprovementinwritingskills.Whentheseshortsentencesbecomeeasy,progresstodictatingsentencesfrom

literature—anyten-tofifteen-wordsentencefromthechild’sbooks.SusanlikesE. B. White’s books:Charlotte’s Web, Stuart Little, and The Trumpet of theSwan.White’sbooksarefullofamusingsentences,andhe’sawonderfulstylist.C.S.Lewis’sChroniclesofNarniaisanothergoodsourcefordictation.Repeatdictationsentencesasoftenasnecessary,butalwaysrepeat theentireselectionfromthebeginningandencouragethechildtosayitafteryou—don’tdictateonewordatatime(thisdoesnothingtohelpdevelopthestudent’smemory).Giveallnecessaryhelpinpunctuationandspelling.By third grade, begin to encourage the child to do all formal work using

cursivewriting.Continue topracticepenmanship.Requireallwork tobedoneneatly;don’tbeafraidtotellathirdgradertorecopysomethingthat’scarelesslydone. Order third-grade paper for all writing exercises. Third graders should

continuetododictationexercisesthreetimesperweek.Mostthirdgraderscannowprogresstocomplexsentencesortwoorthreesentencesatatime.Alsointhird grade, begin to use the student’s own narrations from literature, science,andhistoryforsomeofyourdictationlessons.Bythefourthgrade,thestudentshouldbeabletowriteseveralsentencesfrom

dictation, insertingpunctuationmarks suchasquotationmarksandsemicolonswhere appropriate. A typical fourth-grade dictation, repeated as often as thestudentneedstohearit,mightbe:

Thehousewasreallyasmallcastle.Itseemedtobealltowers;littletowerswithlongpointedspiresonthem,sharpasneedles.Theylookedlikehugedunce’scapsorsorcerer’scaps.Andtheyshoneinthemoonlightandtheirlongshadows lookedstrangeon thesnow!Edmundbegan tobeafraidofthehouse.†

The fourth grader who writes this from dictation is practicing spelling andpunctuation (semicolons and exclamation points); he’s learning vocabulary(What is a dunce cap?); and he’s working on spelling (sorcerer, moonlight,afraid). Most of all, he’s learning what a vivid, evocative description soundslike.KeepfilingthesedictationexercisesorplacetheminaWritingnotebook.This

willallowyourchildtolookbackoverhisworkandseehowhe’simprovedorwhatareasofpunctuationandformcontinuetotriphimup.Fourth-gradestudentsshouldalsobegintowritedowntheirownnarrationsin

literature,history,andscience.Usefourth-gradepaperforallwork.

Writing:WhenItDoesn’tSeemtoBeWorking

Childrenwhoarestillstrugglingwithsimplecopyworkattheendoffirstgrade,orwho still have difficultywith one-sentence narrations by the endof secondgrade, should be evaluated by a professional—particularly if these difficultiesare combinedwith very slow reading progress. Difficulty inwriting can be apointer to dyslexia; it can also be a sign of dysgraphia (a “transcriptiondisability”thataffectsthestudent’sabilitytotranslateorallanguageintowrittenlanguage). Don’t allow students to suffer through years of frustration beforegettinghelp!SeeChapter37formore.

OVERVIEWOFLANGUAGEWORK

FirstGrade

Reading:Skills15–20minutesperdayofphonicswork;introduce30–minuteperiodsofreading,3daysperweek.Readingatallthreelevels(instructional,at-level,below-level)eachweek.

Reading:Literature20–30minutes,3daysperweek,focusingonancientmythsandlegends;makenotebookpages(narrations)1–2timesperweek;memorizeapoemevery3–6weeks.

Spelling 10–15minutesperday,3–4daysperweek.Grammar 10–15minutesperday,3–4daysperweek.

WritingPenmanship5–10minutesperday;copyshortsentences2–3daysperweek;doatotalofthreenarrationsperweekfromliterature(above),history,andscience.

SecondGrade

Reading:SkillsPhonicsuntilprogramisfinished;30–minuteperiodsofreading,3daysperweek.Readingatallthreelevels(instructional,at-level,below-level)eachweek.

Reading:Literature30minutes,3daysperweek,focusingonstoriesoftheMiddleAges;makenotebookpages(narrations)1–2timesperweek;memorizeapoemevery2–4weeks.

Spelling 20minutesperday,3–4daysperweek.Grammar 20minutesperday,3–4daysperweek.

Writing

Penmanship10minutesperday,introducingcursivescripthalfwaythroughtheyear;dictationexercises2–3timesperweek;doatotalofthreenarrationsperweekfromliterature(above),history,andscience.

ThirdGrade

Reading:Skills

30–minuteperiodsofreading,3daysperweek.Readingatallthreelevels(instructional,at-level,below-level)eachweek.(Phonicsinstructioncontinuesuntilprimerorprogramisfinished.)

Reading:Literature

30–45minutes,3daysperweek,focusingonliteratureofthelateRenaissanceandearlymoderneras;makenotebookpages(narrations)1–2timesperweek;memorizeapoemevery2–3

weeks.Spelling 20minutesperday,3–4daysperweek.Grammar 20–30minutesperday,3–4daysperweek.

WritingPenmanship10–15minutesperday;dictationexercises3timesperweek;doatotalofatleastthreenarrationsperweekfromliterature(above),history,andscience.

FourthGrade

Reading:Skills

30–minuteperiodsofreading,3daysperweek.Readingatallthreelevels(instructional,at-level,below-level)eachweek.(Phonicsinstructioncontinuesuntilprimerorprogramisfinished.)

Reading:Literature30–45minutes,3daysperweek;makenotebookpages(narrations)1–2timesperweek;memorizeapoemevery2–3weeks.

Spelling 20minutesperday,3–4daysperweek.Grammar 30minutesperday,3–4daysperweek.

Writing

Penmanship15minutesperday;studentshouldwritehisownnarrationsatleast3timesperweekinliterature(above),history,andscience.Mayaddworkinsentenceandparagraphconstructionifstudentiswritingeasily.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

Reading:Skills

Forphonicsprimers,seetheChapter4resourcelistonpages44–45.

AllAboutReading.EagleRiver,WI:AllAboutLearningPress,2011–2016.Orderfromthepublisher.We find this to be the most age-appropriate and parent-friendly Orton-

Gillinghamprogramon themarket.Developedbydyslexia researcherMarieRippel, All About Reading is a four-level series that uses the Orton-Gillingham system, but avoids handwritten assignments. The accompanyingworkbooks use flash cards, flip charts, cutting and pasting, and othernonwritingactivitiestoreinforcephonicslearning.EachTeacher’sManualcontainsbetweenforty-nineandsixty-threescripted

lessons,withsuggesteddialogueanddirectionsthatarecleartononspecialists.Lessons beginwith a brief instructor preparation; plan to do these ahead oftime;mostshouldtakeonlytentofifteenminutes.Eachlessoncontainsthreetoeight“mini-lessons”;doasmanyasyourchildcancomfortablymanageina single sitting. For example, Lesson 26 of Level 1 (teaching the endingsounds ff, ll, and ss, and the sight words said and I) contains seven mini-lessons:Review,BlendSoundswithLetterTiles,CompleteActivitySheets,CompassPoints(agame),PracticeReadingWords,TeachTwoSightWords,PracticeFluency.Theprevious lessonhasonly threemini-lessons: review,ashort readingassignment for the student, and twentyminutesof readingoutloudtothestudent.(IfyoudecidetouseAllAboutReading,therecommended“Read-AloudTime”which ispartofmany lessonscanbecompletedduringyourliteraturestudy.)EachleveloftheseriesrequiresaTeacher’sManual,aStudentPacketwith

a softcover workbook and various sets of cards, and a set of levelledhardcover readers.Youwillalsoneed tobuyoneInteractiveKit (containinglettertiles,a“PhonogramSounds”app,andothermultisensoryteachingaids)fortheentireseries.A2×3-footmagneticwhiteboardishighlyrecommendedbutnotmandatory.All About Reading will take considerably more time and effort than our

phonicsprimerapproach,soyouwillneedtoadjustyourotherlanguageartsareas:ifyou’respendingforty-fiveminutesperdayonAllAboutReading infirst grade, you’ll need to spend less time on reading sessions, literature,grammar, or writing. The redistribution of time is worthwhile, though;studentswhoneedthemultisensoryapproachcanbereadingwellbytheendoffourthgradeandreadytomoveoninallthelanguageartsareas.

Samplesofeachlevelandplacementtestsareavailableonthepublisher’swebsite.ReadingInteractiveKit,$21.85.Level1,$99.95.Level1Teacher’sManualLevel1StudentPacketRun,Bug,Run!ACollectionofShortStoriesTheRuntPig:ACollectionofShortStoriesCobwebtheCat:ACollectionofShortStories

Level2,$119.95.Level2Teacher’sManualLevel2StudentPacketWhatAmI?ACollectionofShortStories,3rded.QueenBee:ACollectionofShortStories,3rded.

Level3,$119.95.Level3Teacher’sManualLevel3StudentPacketChasingHenry:ACollectionofShortStoriesShipwreck!ACollectionofShortStories

Level4,$119.95.Level4Teacher’sManualLevel4StudentPacketHeirloomAntics:ACollectionofShortStoriesTheVoyage:ACollectionofShortStories

Readers

Therearehundredsofgoodbooksandcollectionsofpoetryavailabletoachildwhoisreadingonafirst-throughfourth-gradelevel.Thechildren’slibrarianatyour local library or the children’s books manager at a larger bookstore candirect you toward award-winning stories, novels, and poetry on your child’sreadinglevel.Alsoconsiderusingthefollowingresources:

Hirsch, E. D., Jr., and John Holdren.Books to Build On: A Grade-by-GradeResourceGuideforParentsandTeachers.NewYork:Delta,1996.

Recommendedtitlesdividedbycurricularareas:languagearts,history,visualarts,music,science,math.

Lipson,EdenRoss.TheNewYorkTimesParent’sGuide to theBestBooks forChildren.3rded.NewYork:ThreeRiversPress,2000.Anannotatedlistofbooksinsixageranges,from“wordlessbooks”forbabiesallthewayuptoyoungadults.

Wilson,ElizabethL., andSusanSchaefferMacaulay.BooksChildren Love: AGuidetotheBestChildren’sLiterature.Wheaton,IL:CrosswayBooks,2002.

Wehave listed justa fewofour favoriteauthorsandbeginningreadersbelow.Alsolookforothertitlesbytheseauthorsandillustrators.

Cronin, Doreen. Click, Clack, Moo: Cows That Type. New York: Simon &Schuster,2011.

Hoban, Russell. The Frances series.NewYork: Trophy Picture Books, 1960–1994.

Leaf,Munro.TheStoryofFerdinand,illus.RobertLawson.NewYork:Grosset&Dunlap,2000.

McCloskey, Robert.Make Way for Ducklings and Blueberries for Sal. NewYork:Puffin,1976and1991.

Meddaugh,Susan.TheMarthaseries.Boston:HoughtonMifflin,1992–2004.

Munsch,Robert.ThePaperBagPrincess.Toronto:AnnickPress,1980.

Rey,Margret,andH.A.TheCuriousGeorgeseries.Boston:HoughtonMifflin,1958–1989.

Scieszka,John.TheTrueStoryoftheThreeLittlePigs,illus.LaneSmith.NewYork:Puffin,1996.

Steig,William. Sylvester and theMagic Pebble andThe Amazing Bone. NewYork:Simon&Schuster,1969and1977.

Trivizas, Eugene. The Three Little Wolves and the Big Bad Pig, illus. HelenOxenbury.NewYork:MargaretK.McElderry,1997.

VanLeeuwen,Jean.TheAmandaPigseries,illus.AnnSchweninger.NewYork:PenguinYoungReaders,1982–2008.

Viorst, Judith.Alexander and theTerrible,Horrible,NoGood,VeryBadDay,reprinted.NewYork:Atheneum,1987.

Waber, Bernard. The Lyle the Crocodile series. Boston: Houghton Mifflin,1965–1998.

Zion, Gene. The Harry series, illus. Margaret Bloy Graham. New York:HarperCollins,1956–1966.

Reading:Literature

Thesetitlesarelistedinorderofuse.Remember,youdon’thavetoreadallofthese. But you can choose reading assignments from among the followingnames.Notethatthislist—especiallytheearly-modernandmodernsections—ismerelyastartingplace.Therearemanyotherauthorsandbooksworthreading,and you’ll discover them as you explore your library. Rather than organizingthese books and authors alphabetically, we have listed them in chronologicalorder,andwesuggest thatyouread themin thisorder. Inmostcases,youcanuseanyversionofthesestories.Wehavesuggestedafewspecificeditionsthatweparticularlylike.

UsefulforAllFourYearsRussell,William F.Classics to Read Aloud to YourChildren: Selections fromShakespeare, Twain, Dickens, O. Henry, London, Longfellow, Irving, Aesop,Homer,Cervantes,Hawthorne,andMore.NewYork:CrownPublishers,1992.Excerpts fromclassicsappropriate for firstgrade(“TheUglyDuckling”and“HowArthurWasCrownedKing”,etc.)throughfourthgrade(TheRedBadgeofCourage,“TheHighwayman,”TheCalloftheWild,etc.).Ahandyresourceforallfouryears,coveringancientsthroughthetwentiethcentury;allexcerptsareagoodlengthforasingle-sessionread-aloud,andpronunciationguidesareincluded.

Ancients,5000B.C.–A.D.400(FirstGrade)

Work through these books and authors in the following order. Many otherliteratureselectionsthatcorrespondtohistoryareprovidedintheactivityguideto The Story of the World, one of our recommended history resources. (SeeChapter7.)

Storiesandpoemsby,about,orfrom...TheBible

HomerLittle,Emily.The TrojanHorse:How theGreeksWon theWar. NewYork:RandomHouse,1988.Partofthe“StepintoReading”series,thissecond-grade-leveltextcanalsobereadindependentlybystrongfirst-gradereaders.

McCaughrean,Geraldine.TheOdyssey, illus.VictorG.Ambrus.NewYork:Puffin,1997.Atmostpubliclibraries;worthaskingforoninterlibraryloan.Toodifficultfor firstgraders,but awonderful read-toover severalweeks (onechapterper session).GeraldineMcCaughreanmanages tokeep thepoetic flowoftheoriginal.

Sutcliff,Rosemary.BlackShipsBeforeTroy:TheStoryoftheIliad,illus.AlanLee.NewYork:Bantam,2005.Find at any bookstore or library. Another read-aloud with beautifulillustrations.

GreekandRomanMythsAliki.TheGodsandGoddessesofOlympus.NewYork:HarperCollins,1997.Anage-appropriatesetoftales.

D’Aulaire, Ingri, and Edgar Parin D’Aulaire. D’Aulaires’ Book of GreekMyths.NewYork:DelacorteBooksforYoungReaders,1992.

Demi.KingMidas: TheGoldenTouch. NewYork:MargaretK.McElderry,2002.Spectacularillustrationsinthispicture-bookretelling.

Kimmel,EricA.TheMcElderryBookofGreekMyths,illus.PepMontserrat.NewYork:MargaretK.McElderry,2008.ThestoriesofPrometheus,Pandora,Arachne,Theseus,andmore,withartinspiredbyancientfriezes.

Lock,Deborah.GreekMyths(DKReaders,Level3).NewYork:DKChildren,2008.A beginning book accessible to strong first-grade andmost second-gradereaders.

Mayer,Marianna.Pegasus,illus.KinukoY.Craft.NewYork:HarperCollins,1998.

Russell,WilliamF.ClassicMythstoReadAloud:TheGreatStoriesofGreekandRomanMythology.NewYork:BroadwayBooks,1992.Shortandlivelyversionsforstudentsaged5–12,completewithbackgroundfortheparentandapronunciationguide(veryuseful).

Osborne,MaryPope.FavoriteGreekMyths.NewYork:Scholastic,1989.Aread-aloudcollectionthatretellsstoriesfromOvidinanage-appropriatemanner.

Aesop’sfablesPlatoAristotle

EgyptianmythsBarker,Henry.EgyptianGodsandGoddesses, illus.JeffCrosby.NewYork:Penguin,1999.FromtheAllAboardReadingseries;someyoungstudentswillbeable toreadthisindependently.

IndianfolktalesWilliams,Marcia.TheElephant’sFriendandOtherTalesfromAncientIndia.NewYork:Candlewick,2014.Thiscolorfulandentertainingtextcombinescomic-book-stylelayoutwithclear,beginner-friendlytext.

AfricanfolktalesArkhurst, Joyce Cooper. The Adventures of Spider:West African Folktales,illus.JerryPinkney.NewYork:Little,Brown&Co.,1992.

ConfuciusChineseandJapanesefolktalesBishop,Claire.TheFiveChineseBrothers.NewYorkPuffin,1996.Tryyourlocallibrary.Thisfavoritefolktaleisavailableinseveraldifferentversions.

AncientChineseandJapanesepoetry

VirgilEmily Frenkel.Aeneas: Virgil’s Epic Retold for Younger Readers. London:BristolClassicalPress,1991.Anindependentreadformiddle-schoolstudents,butperfectlyaccessibleasaread-aloudtoyoungerlearners.Clearandaccessible,withapronunciationguide.

English,Irish,andWelshfairytalesSmith,Philip, ed. IrishFairy Tales (DoverChildren’s ThriftClassics). NewYork:Dover,1993.Well-toldread-aloudtaleswithblack-and-whiteillustrations.

Medieval/EarlyRenaissance,400–1600(SecondGrade)Workthroughthesebooksandauthorsinthefollowingorder.

Storiesandpoemsby,about,orfrom...

SaintAugustine

BeowulfGreen,John.Beowulf(DoverColoringBook).NewYork:Dover,2007.Briefcleartextandthirtyscenestocolor;afunwayforelementarystudentstoencounterthetaleforthefirsttime.

SirGawainandtheGreenKnight

StoriesofRobinHoodSanSouci,RobertD.RobinHoodandtheGoldenArrow,illus.EarlB.Lewis.NewYork:OrchardBooks,2010.A beautifully illustrated version for students reading a little below gradelevel.

Pyle, Howard, John Burrows, and Lucy Corvino. The Adventures of RobinHood(ClassicStarts).NewYork:Sterling,2005.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

GeoffreyChaucer,CanterburyTalesMcCaughrean, Geraldine. The Canterbury Tales, illus. Victor G. Ambrus.NewYork:Puffin,1997.The Junior Bookshelf calls this “one of the very finest interpretations ofChaucerfortheyoung.”Aread-toformostsecondgraders.Wellworththeeffortoforderingoninterlibraryloan.

EdmundSpenser,TheFaerieQueeneHodges,Margaret.SaintGeorgeandtheDragon, illus.TrinaSchartHyman.NewYork:Little,Brown,1990.ACaldecottMedalwinner;retellsthestoryofSaintGeorgefromEdmundSpenser’sFaerieQueene.Beautiful illustrations,andHodgesretainssomeofSpenser’soriginalpoetry.Atmostlibraries.

WilliamShakespeare,alltheplaysAShakespeareColoringBook.SantaBarbara,CA:Bellerophon,1985.HistoricalillustrationsoffamousscenesfromShakespeare’splays.

Burdett,Lois.TheShakespeareCanBeFunseries.Designed for ages 6–8, these books retell the plays in rhyming couplets,illustratedbychildren’sdrawings.HamletforKids.Toronto:FireflyBooks,2000.MacbethforKids.Buffalo,NY:FireflyBooks,1996.MuchAdoAboutNothingforKids.Toronto:FireflyBooks,2002.RomeoandJulietforKids.Toronto:FireflyBooks,1998.TwelfthNightforKids.Buffalo,NY:FireflyBooks,1994.

Coville, Bruce.William Shakespeare’s A Midsummer Night’s Dream, illus.DennisNolan.NewYork:Puffin,2003.A beautiful picture-book version. Out of print but worth tracking downsecondhandoratyourlocallibrary.Covillehasalsodonebeautiful(outofprint) versions of The Tempest, The Winter’s Tale, Macbeth, Romeo andJuliet,andHamlet.

Garfield,Leon.LeonGarfield’sShakespeareStories,illus.MichaelForeman.NewYork:NYRChildren’sCollection,2015.Retellingsof twenty-oneplays, retainingmuchof theoriginal language;atwentieth-centuryclassicrecentlyrepublished.

Lamb,Charles, andMaryLamb.Tales fromShakespeare.NewYork:PuffinClassics,2010.These classic retellings of Shakespeare’s stories use the original wordswhereverpossible.Sixth-grade reading level; a read-to forgrammar-stagestudents.

Nesbit,E.Shakespeare’sStoriesforYoungReaders.NewYork:Dover,2006.Nesbit’s retellings are read-aloud for younger students, independent readsfor middle graders. Briefer and more lyrical than the classic Lambretellings.

Dante,TheInferno

ThomasMalory,Morted’ArthurTranslated,thismeansthe“deathofArthur.”LookforretellingsoftheArthurlegend,mostofwhicharebasedonMalory.Gross, Gwen. Knights of the Round Table. Stepping Stone series, illus.NormanGreen.NewYork:RandomHouse,1985.TheSteppingStoneseriesadaptsclassicstoriestoasecond-tothird-gradelevel.

Hodges, Margaret. The Kitchen Knight: A Tale of King Arthur, illus. TrinaSchart-Hyman.NewYork:HolidayHouse,1993.

ErasmusMartinLuther

JohnCalvin

SirThomasWyattWyatt,apoetinhisownright,sometimesshowsupasasecondarycharacterinstoriesaboutHenryVIIIandAnneBoleyn.

JohnKnoxRenéDescartes

LateRenaissance/EarlyModern,1600–1850(ThirdGrade)Workthroughthesebooksandauthorsinthefollowingorder.

Storiesandpoemsby,about,orfrom...JohnMilton

FrenchfairytalesManywerecollectedbyCharlesPerrault,1628–1703.

DanielDefoe,RobinsonCrusoeDefoe,Daniel,DeannaMcFadden,andJamelAkib.RobinsonCrusoe(ClassicStarts).NewYork:Sterling,2006.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

JonathanSwift,Gulliver’sTravelsSwift, Jonathan, and Martin Woodside. Gulliver’s Travels (Classic Starts).NewYork:Sterling,2006.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Findlay, Lisa.Gulliver in Lilliput, illus. Antonio Caparo. NewYork: RandomHouse,2010.

Forstudentswhoarestillreadingalittlebelowgradelevel.

JohnBunyan,Pilgrim’sProgress

VictorHugoHugo, Victor, Deanna McFadden, and Lucy Corvino. The Hunchback ofNotre-Dame(ClassicStarts).NewYork:Sterling,2008.

Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Hugo, Victor, and Monica Kulling. Les Miserables. Stepping Stone series.NewYork:RandomHouse,1995.Adaptedtoasecond-tothird-gradereadinglevel.

AlexandreDumasDumas,Alexandre,andDeborahG.Felder.TheThreeMusketeers.SteppingStoneseries.NewYork:RandomHouse,1994.Adaptedtoasecond-tothird-gradereadinglevel.

Dumas, Alexandre, Oliver Ho, and Jamel Akib. The Three Musketeers(ClassicStarts).NewYork:Sterling,2007.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

WilliamBlake,SongsofInnocenceWilliamWordsworth,collectedpoemsJaneAustenAlfred,LordTennysonRobertBrowning,ThePiedPiperofHamelinElizabethBarrettBrowningJacobandWilhelmGrimm,Grimms’FairyTales

CharlesDickensDickens, Charles, Deanna McFadden, Eric Freeberg. Great Expectations(ClassicStarts).NewYork:Sterling,2010.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Dickens, Charles, andMonica Kulling.Great Expectations. Stepping Stoneseries.NewYork:RandomHouse,1996.Adaptedtoasecond-tothird-gradereadinglevel.

Dickens, Charles, Kathleen Olmstead, and Dan Andreasen. Oliver Twist(ClassicStarts).NewYork:Sterling,2006.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Dickens, Charles, Les Martin, and Jean Zallinger. Oliver Twist. Stepping

Stoneseries.NewYork:RandomHouse,1990.Adaptedtoasecond-tothird-gradereadinglevel.

EdwardLear,thenonsensepoemsChristinaRossetti,children’spoemsLewisCarroll,AliceinWonderlandandThroughtheLooking-Glass

MarkTwain,allthestoriesTwain,Mark, andDeidre S. Laikin.The Adventures of Tom Sawyer: GreatIllustratedClassics.NewYork:BaronetBooks,2008.Adaptedtoathird-tofourth-gradereadinglevel.

JamesFenimoreCooper,allthenovels

JulesVerne,allthenovelsVerne,Jules,andJudithConaway.20,000LeaguesUndertheSea,illus.GinoD’Achille.SteppingStoneseries.NewYork:RandomHouse,1983.

Verne, Jules,DeannaMcFadden, JamelAkib.Around theWorld in80Days(ClassicStarts).NewYork:Sterling,2007.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Verne,Jules,KathleenOlmstead,andEricFreeberg.JourneytotheCenteroftheEarth(ClassicStarts).NewYork:Sterling,2011.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

NorwegianfolktalesAsbjronsen, Peter, and Jorgen Moe. Norwegian Folk Tales. New York:Pantheon,1982.Thisbookisanaffordableversionoftheoriginal1849collection.

HermanMelville,Moby-DickMelville,Herman,KathleenOlmstead,andEricFreeberg.Moby-Dick(ClassicStarts).NewYork:Sterling,2010.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Modern,1850–Present(FourthGrade)

Tell thechildren’s librarianatyour local library thatyou’re looking forclassicliteraturefrom1850tothepresent,onyourchild’sreadinglevel,andfollowupon his or her suggestions. (Librarians may differ in their ideas about what’ssuitableforfourthgraders,soglancethroughalltherecommendations.)Wealsosuggest the following (work through these books and authors in the followingorder).

Storiesandpoemsby,about,orfrom...RobertLouisStevensonStevenson,RobertLouis.AChild’sGardenofVerses,illus.TashaTudor.Rev.ed.NewYork:Simon&Schuster,1999.

Stevenson, Robert Louis.Kidnapped. Narrated by John Sessions. Franklin,TN:NaxosAudiobooks,2000.Although this is an abridged audiobook, Kidnapped can be difficult tofollow,andthisversionisworthcheckingout;itmakesthestorylineclear,andSessionsisawonderfulnarrator.

Stevenson, Robert Louis, Chris Tait, and Lucy Corvino. Treasure Island(ClassicStarts).NewYork:Sterling,2005.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

ArthurConanDoyleJohannaSpyri,Heidi

CarloCollodi,PinocchioCollodi,Carlo.TheAdventuresofPinocchio:StoryofaPuppet,illus.RobertIngpen.NewYork:Sterling,2014.Avoid the Disney version, which changes both the plot and the originalmoralmessageofthestory.

H.G.WellsWells, H. G., Chris Sasaki, and Troy Howell. The Time Machine (ClassicStarts).NewYork:Sterling,2008.Anillustratedretellingaccessibletothird-andfourth-gradereaders.

Wells, H. G., andMalvina G. Vogel.War of the Worlds: Great Illustrated

Classics.Edina,MN:AbdoPublishingCompany,2005.Adaptedtoathird-tofourth-gradereadinglevel.

LouisaMayAlcott

AndrewLang,collectedtalesLang,Andrew.TheBlueFairyBook.NewYork:Dover,1965.

________.TheOrangeFairyBook.NewYork:Dover,1968.

________.TheLilacFairyBook.NewYork:Dover,1968.

FrancesHodgsonBurnett,allthenovels

KennethGrahame,TheWindintheWillowsGrahame, Kenneth. The Wind in the Willows. New York: Signet Classics,2006.

JamesBarrie,PeterPanandalltheplays

RudyardKipling,JustSoStoriesandTheJungleBooksKipling,Rudyard.TheElephant’sChild,illus.TimRaglin.NewYork:RabbitEarsEntertainment,2013.Kipling’soriginaltextalongwithyoung-reader-friendlyillustrations.

________.How the Camel Got His Hump, illus. Tim Raglin. New York:RabbitEarsEntertainment,2012.

________.How the Leopard Got His Spots, illus. Tim Raglin. New York:RabbitEarsEntertainment,2012.

________.HowtheRhinoGotHisSkin,illus.TimRaglin.NewYork:RabbitEarsEntertainment,2012.

________.TheJungleBook,illus.RobertIngpen.NewYork:Sterling,2012.

BeatrixPotter,allthestoriesLauraIngallsWilder,allthenovelsWalterdelaMare,collectedpoems

CarlSandburg,collectedpoems

JohnCiardi,collectedpoemsCiardi, John.You Read toMe, I’ll Read to You, illus. Edward Gorey. NewYork:HarperCollins,1987.Anaward-winningbookofpoetrydesignedforparentsandchildrentoreadtoeachother.

T.S.Eliot,OldPossum’sBookofPracticalCats

RecordingstoSupplementLiterature

Storyteller JimWeiss retells classic stories for children, including versions ofsome of the titles listed above. TheseMP3s and compact discs arewonderfullistening; they won’t replace reading, but they will serve as a valuablesupplement. The list below is only partial; visit Well-Trained Mind Press atwww.welltrainedmind.comforafulllist.Veryhighlyrecommendedforbuildingknowledge of the classics and improving general literacy. Read-along printversionsarealsoavailableforsometitles.Titlesinclude:

AncientTimesEgyptianTreasures:MummiesandMythsGreekMythsJuliusCaesarandtheStoryofRomeSheandHe:AdventuresinMythologyHeroesinMythology:Theseus,Prometheus,andOdin

MiddleAges/EarlyRenaissanceArabianNightsCelticTreasuresKingArthurandHisKnightsRomeoandJulietShakespeareforChildrenThreeMusketeers/RobinHood

LateRenaissance/EarlyModern

ThePrinceandthePauper:TheMarkTwainClassicRipVanWinkle/Gulliver’sTravelsAChristmasCarolandOtherFavoritesATaleofTwoCitiesAmericanTallTalesTheAdventuresofTomSawyer

ModernTheJungleBookSherlockHolmesforChildrenTreasureIslandMystery!Mystery!SherlockHolmes,FatherBrown,AugusteDupinSpookyClassicsforChildrenTwentyThousandLeaguesundertheSea

PoetryMemorizationResources

Ferris,Helen,ed.FavoritePoemsOldandNew, illus.LeonardWeisgard.NewYork:Doubleday,1957.

Hall,Donald, ed.TheOxford IllustratedBook of AmericanChildren’s Poems.NewYork:OxfordUniversityPress,2001.

Kennedy,Caroline,ed.PoemstoLearnbyHeart,illus.JonJ.Muth.NewYork:Disney/HyperionBooks,2013.

Prelutsky,Jack,ed.TheRandomHouseBookofPoetryforChildren:ATreasuryof572PoemsforToday’sChild,illus.ArnoldLobel.NewYork:RandomHouse,1983.

Spelling

Therearedozensofspellingcurriculaandresourcesoutthere.We’velistedthreeresourceswithverydifferentapproacheshere;weselectedtheseforeaseofuse,affordability, and their track record of effectiveness across a wide range ofhome-schoolingfamilies.

Modern Curriculum Press Spelling Workout series, rev. ed. Parsippany, NJ:ModernCurriculumPress(PearsonLearningGroup),2002.$12.97 for each student edition, $13.47 for each Teacher’s Edition (youprobably won’t need these until you’re into the fourth or fifth book at theearliest).OrderfromPearsonLearning.We’velistedtheentireseriesforyourreference,butmostchildrenwon’tgetpastEorFbyfourthgrade.Thegradelevelsareapproximate,butwillgiveyouaguideastowheretobeginwithanolderstudent.SpellingWorkout is themost straightforwardof theprograms listedhere:

studentsprogressthroughaseriesofworkbookexercisesthatteachtherulesof spelling (“Thesound /oi/ canbe spelledoy oroi, as in toy andoil”), theproper names for letter combinations (“A consonant digraph is twoconsonants that come together to make just one sound”), and the phoneticsymbolsused indictionaries (“/ar/makes the sound in farm”).TheSpellingWorkoutserieseventeachesbasicproofreadingmarks.Begin first grade with the first workbook, Spelling Workout A. This

workbook is themost basic one: it reviews the letters of the alphabet, askschildrentoconnectpicturesofobjectsthatbeginorendwiththesameletter,and then has the children write three-letter words. These exercises teachbeginningspellerstoheartheindividualsoundsinwordsandtranslatethosesounds intowrittensymbols.Most first-gradestudentswhoare readingwellwillfindthisbookeasy.Don’tskipanything,though;thebooksbuildvaluableskills and confidence through repetition. And don’t try to match books togradelevel;moveontoSpellingWorkoutBwheneverAisfinished,andsoon.SpellingWorkoutworksbest forstudentswho learn to readwithoutmuch

difficultyandwhodon’tstrugglewithspelling;itwillreinforcetheirintuitiveknowledgeoflanguage,teachrulesexplicitly,anddrilltheminproofreading.Caveats: Don’t do the associated writing exercises, which are badly

organized (asmanywriting assignments in spelling and grammar programstend to be). Ignore anythingwhich seemsunnecessarily “schoolish” to you,such as the Pearson “Guide for Parents,” which earnestly explains howimportant it is to have adetailed lessonplan for your spellingprogram thatincludes “potential field trip ideas” and “key concepts.” (Guys: It’s justspelling. SpellingWorkout’s strength is its organization—you don’t have toprepare,justopenandgo.)Andifyourstudentdoesn’tlikepuzzles,don’tdothecrosswords.Otherwise, this is a clear, minimal-preparation-required, simple spelling

program.SpellingWorkoutA(first-gradelevel)Teacher’sEditionA

SpellingWorkoutB(second-gradelevel)Teacher’sEditionB

SpellingWorkoutC(third-gradelevel)Teacher’sEditionC

SpellingWorkoutD(fourth-gradelevel)Teacher’sEditionD

SpellingWorkoutE(fifth-gradelevel)Teacher’sEditionE

SpellingWorkoutF(sixth-gradelevel)Teacher’sEditionF

SpellingWorkoutG(seventh-gradelevel)Teacher’sEditionG

SpellingWorkoutH(eighth-gradelevel)Teacher’sEditionH

AllAboutSpelling.EagleRiver,WI:AllAboutLearningPress,2006–2014.Developedbydyslexia researcherMarieRippel,AllAbout Spelling is basedontheOrton-Gillinghamsystem.Thisseven-levelworkbookseriesisidealforstudents who need more direct instruction than Spelling Workout provides.Students who struggled with the primer approach to reading outlined inChapter 4 should go directly toAll About Spelling (don’t even trySpellingWorkout). Each Teacher’sManual is “lightly scripted” (you, the parent, aretoldwhattoexplain,howtoexplainit,andwhatvisualaidsandmanipulativesto use). The accompanying Student Packets contain all cards, charts, andworksheetsrequired.Inkeepingwithourapproach,AllAboutSpellingallowsspelling to be studied at its own pace, rather than connecting it to otherlanguageartsareas,anddoesnotrequiresignificanthandwritingintheearlyyears.Directionsareclear,thereislittlebusywork,andteacherpreparationisminimal.Samplesareavailableatthepublisher’swebsite.Wehavelistedtheentireseriesforyourconvenience,butmostchildrenwill

notprogresspast level4or5during theelementaryyears.Whenbeginningtheprogram,you’llneedtopurchaseoneSpellingInteractiveKit(containinglettertiles,magnets,cards,andapp),whichwillserveyoufortherestofthe

levels.Samplesmay be viewed on the publisher’s website, which also provides

scopeandsequencedocuments,videoclips,apps,andmore.Level1(Teacher’sManualandStudentPacket),$29.95.Level2(Teacher’sManualandStudentPacket),$39.95.Level3(Teacher’sManualandStudentPacket),$39.95.Level4(Teacher’sManualandStudentPacket),$39.95.Level5(Teacher’sManualandStudentPacket),$39.95.Level6(Teacher’sManualandStudentPacket),$39.95.Level7(Teacher’sManualandStudentPacket),$39.95.SpellingInteractiveKit,$22.85.

SequentialSpelling.Clio,MI:AVKOEducationalResearchFoundation,variousdates.This seven-level series was developed by longtime teacher Don McCabe,himself a dyslexic reader. Sequential Spelling takes an entirely differentapproach: rather than teaching the rules that govern English spelling, thebooks teach words in “word families” that all have the same pattern. Forexample, one early lesson builds on the vowel-consonant combination in toteachthespellingofbin,inn,spin,inner,andchin;amuchlaterlessonteachesthelettercombinationange,andbuildsonthatcombinationtoformthewordsrange,ranges,arranges,andarrangement.Sequential Spelling requires more teacher preparation time than either

Spelling Workout or All About Spelling, since you must understand anddirectlyteacheachlesson;thereisnoscriptingandyouwillneedtotakesometimetograspthemethodandtheaimed-forresults.However,theprogramisoften very effective for students who struggle with rule-based spelling. Inaddition, thepublisheroffersDVDlessons that teach thestudentdirectly,sothattheparentneedsonlytosuperviseandcheck(aparticularlygoodoptionforlargerfamilies).SequentialSpellingdoesnotteachrulesatall(“Mostpeopleneverneedto

be taughtspellingrules inorder to learnEnglish”), insteadfocusingentirelyon patterns. However, supplemental materials teaching spelling rulesexplicitly can be downloaded from the publisher’swebsite;we suggest thatyoumakeasmuchuseoftheseaspossible.The publisher recommends beginning in second grade; Level 1 is too

intensive for first grade. The levels are not by grade, but rather by wordfamily;alwaysbeginwithLevel1.Eachlevelcosts$15fortheTeacherManual,$10fortheStudentResponse

Book, and $30 for theDVD (ebook versions are also available for a lowercost, as are “bundles” of all required materials). Buy from the publisher,www.avko.org. Extensive samples of all materials are available at thepublisher’swebsite.SequentialSpelling1SequentialSpelling2SequentialSpelling3SequentialSpelling4SequentialSpelling5SequentialSpelling6SequentialSpelling7

Grammar

Wise,Jessie.FirstLanguageLessons for theWell-TrainedMind.CharlesCity,VA:Well-TrainedMindPress.First Language Lessons covers parts of speech, punctuation, types ofsentences,andworduse.Levels1and2areentirelyoral(optionalenrichmentexercises involve small amounts of writing). Levels 3 and 4 introducehandwritten workbook assignments, using a separate student workbook foreach level.Theprogramisscriptedfor theparent’suse,so thatparentswhoare unfamiliar with grammar can use it with confidence. Review of allconceptsandmemoryworkisbuiltintothelessons.Secondandthirdgradersjust entering the program can begin at grade level; it is recommended thatfourth graders begin with First Language Lessons 3. Purchase from thepublisher’swebsiteorfromanybookstore.FirstLanguageLessonsfortheWell-TrainedMind,Level1,2nded.(2010),$14.95FirstLanguageLessonsfortheWell-TrainedMind,Level2,2nded.(2010),$14.95FirstLanguageLessonsfortheWell-TrainedMind,Level3(2007).$29.95.FirstLanguageLessons,Level3StudentWorkbook.$18.95.

FirstLanguageLessonsfortheWell-TrainedMind,Level4(2008).$29.95.FirstLanguageLessons,Level4StudentWorkbook.$19.95.

EnglishfortheThoughtfulChild.Lebanon,TN.:GreenleafPress.This revision of classic nineteenth-century grammar books updates andsimplifiestheoriginaltexts.Useasanorallanguagetextforfirstandsecondgrade;unlessyourchild isanunusuallywillingandcomfortablewriter,skipthe writing assignments.English for the Thoughtful Child does not have agreatdealofteacherdirectioninit,andsomeuserscomplainthatitstillfeelsdated, but it covers basic grammar skills with less repetition than the FLLseries.Incidentally, if you are relatively comfortablewithEnglish grammar, you

can download and use the original texts for free (both are available atbooks.google.comandelsewhere, aswell asatmany libraries).Volume1 isbasedonPracticalLessons in theUseofEnglish,Book I:ForPrimaryandIntermediateGrades, byMaryF.Hyde (Boston:D.C.Heath&Co.,1894).Volume2 isbasedonLessons inEnglish:BookOne,byFredNewtonScottandGordonA.Southworth(NewYork:B.H.Sanborn&Co.,1906,revisedin1912, 1916, and 1921). With some adjustments (such as leaving out thecopperplate copywork, doing written exercises orally, and skipping theassignedcompositions),youcaneasilyadapt the texts for first-andsecond-gradeuse.Whicheverversionyouuse,plantomoveontooneoftheotherresources

listedforthird-andfourth-gradegrammar.EnglishfortheThoughtfulChild,Vol.1,byMaryF.HydeandCynthiaA.Shearer(1990).EnglishfortheThoughtfulChild,Vol.2,byFredNewtonScott,GordonA.Southworth, andCynthiaA.Shearer (2003).Revised forprint-on-demand2013.

Rod&StaffGrammarandCompositionseriesParentswhohavefinishedEnglishfortheThoughtfulChildordonotwishtocontinuewiththescriptedstyleofFirstLanguageLessonscaninsteadusethetextbook series published by Rod & Staff. The third-grade book is calledBeginningWisely:English3, the fourth- grade book is calledBuildingwithDiligence:English4,andtheseriesisunabashedlyChristian(Rod&StaffisaMennonite publisher). (First- and second-grade grammar is integrated into

theirentire“languagearts”curriculum,whichwedonotrecommend.)Thesetextsprovideanexcellent,rigorous,thoroughgroundingingrammar.

Remember,though,thatthisprogramwasoriginallydesignedforaclassroom,and there’s enough repetition in the exercises to keep a roomful of studentsbusy. Don’t feel that you need to complete every exercise if the childunderstands the concept. The books are nonconsumable and the student isexpected to copy out each exercise; be very careful how much physicalwritingyourequireofathird-orfourth-gradestudent,andfeelfreetodoasmanyexercisesorallyasyouthinkappropriate.Skipthewritingassignments.Wehaveprovidedinformationabout the testsandextrapracticeworksheets,butmoststudentswillnotneedthem.Rod&Staffhasnowebsiteandlimiteddistribution;orderfromMilestone

BooksorExodusBooks.BeginningWisely:English3.Crockett,KY:Rod&Staff,1991.PupilTextbook.$14.25.Worksheets(additionalpractice).$3.60.Teacher’sManual.$17.55.TestBooklet.$2.50.

BuildingwithDiligence:English4.Crockett,KY:Rod&Staff,1992.PupilTextbook.$17.55.Worksheets(additionalpractice).$3.60.Teacher’sManual.$23.05.TestBooklet.$2.50.

HakeGrammar&Writingseries.Boston:HoughtonMifflinHarcourt,2014.Previously known as Saxon Grammar, Hake Grammar & Writing offers athorough and nonsectarian approach to grammar. The exercises arecomprehensiveandprovideanexcellenttransitionfromorallanguagelessonsintowrittengrammar.There isno third-gradebook; the seriesbeginswithBook4,butyoucan

choosetoextendFirstLanguageLessonsorEnglishfortheThoughtfulChildoverthreeyearsandbeginHakeinfourthgrade,orbeginHakeinthirdgradeandtaketwoyearstocompletethebook.YouwillneedtheStudentTextbookandTeacherEdition;thesecontainall

ofthegrammarinstructionandexercises.WedonotrecommendtheStudentWorkbook, which contains the writing component of the program. Hake

introducesexpositoryessays,personalnarratives,descriptiveessays,andevenresearch papers in fourth grade, which is completely developmentallyinappropriate. These are logic-stage skills. Buy the Student Textbook andTeacher Edition separately rather than buying the Homeschool Kit, whichcontainstheStudentWorkbookaswell.Order from Houghton Mifflin Harcourt’s home education site or from a

home-school supplier such as Rainbow Resource. Note: HMH’s main sitesells thehardcoverschoolversionof theprogram,which isdifferentonly informatandcannotbepurchasedbyindividualusers.Samplescanbeviewedon the publisher’s website. ISBNs are provided because the site is verydifficulttonavigate.GrammarandWriting4StudentTextbook(ISBN9780544044203).$43.25.GrammarandWriting4TeacherGuide(ISBN9780544044227).$29.75.

VoyagesinEnglishseries.Chicago:LoyolaPress,2011.Voyages in English is a series originally designed by Loyola Press forCatholicschoolsandreissuedinanonsectarianversion.Therulesareclearlystatedandtheexercisesareadequate;theprogramisnotquiteasrigorousorcomplete as the Rod& Staff program, and the writing exercises should beskipped(seetheWritingsectioninthischapter).Moststudentswillnotneedthe additional practice books. Samples can be viewed on the publisher’swebsite.OrderfromLoyolaPressorfromRainbowResourceCenter.VoyagesinEnglish,Grade3,StudentEdition.$52.95.VoyagesinEnglish,Grade3,PracticeWorkbook.$11.95.

VoyagesinEnglish,Grade3,TeacherGuide.$81.95.VoyagesinEnglish,Grade4,StudentEdition.$52.95.VoyagesinEnglish,Grade4,PracticeWorkbook.$11.95.

VoyagesinEnglish,Grade4,TeacherGuide.$81.95.

Penmanship

Olsen, Jan Z. HandwritingWithout Tears program, rev. ed. Cabin John,MD:HandwritingWithoutTears.Order from Handwriting Without Tears. The books below are listed inprogressiveorder.

MyPrintingBook(firstgrade).$9.50.1stGradePrintingTeacher’sGuide.$10.50.PrintingPower(secondgrade).$9.50.2ndGradePrintingTeacher’sGuide.$10.50.CursiveHandwriting(thirdgrade).$9.50.3rdGradeCursiveTeacher’sGuide.$10.50.CursiveSuccess(fourthgrade).$9.50.4thGradeCursiveTeacher’sGuide.$10.50.DoubleLinedNotebookPaper.Designedspecificallytogoalongwiththeskillstaughtinthisprogram.Regular(grades2–3).100sheets.$3.75.Regular(grades2–3).500sheets.$11.75.Narrow(grades4+).100sheets.$3.75.Narrow(grades4+).500sheets.$11.75.

Zaner-BloserHandwritingseries.Columbus,OH:Zaner-Bloser,2008.$11.49each.Order fromZaner-Bloser.This is theZaner-Bloser continuous-strokealphabetmethod.SeeChapter4,Resources,forthefirsttwobooksintheseries(GradesK–1).Handwriting:Grade2CStudentBook.Thisbookprovidesthetransitionintocursivewriting.Useforsecondorthirdgrade.

Handwriting:Grade3StudentBook.Morepracticeincursivewriting.

Handwriting:Grade4StudentBook.Handwriting:Grade5StudentBook.Handwriting:Grade6StudentBook.

Zaner-BloserHandwritingPaper.$10.99each.OrderthesepacksofwritingpaperforextrahandwritingpracticefromZaner-Bloser.Atypicalstudentusesonereamofwritingpaperperyear.The ruled lines on these sheets narrow as the grades go on. SeeChapter 4,Resources,forK–1paper.Grade2paper(½"wide).Grade3paper(3/8"wide).

Grades4–6paper(3/8"widewithnocenterguideline).

Writing

TheFirstSteps:Copywork,Dictation,Narration

While a writing curriculum is not necessarily required for parents who feelcomfortablefollowingtheprinciplesinthischapter,manyfamiliesfindamorestructuredprogramhelpful.

Bauer,SusanWise.TheCompleteWriter:WritingWithEase.CharlesCity,VA:Well-TrainedMindPress.SusanhaslaidoutacompleteelementaryprograminherseriesTheCompleteWriter: Writing with Ease. The core text, Strong Fundamentals, gives adetailed overview of the skills that should be developed during theelementary-, middle-, and high-school years; outlines a complete four-yearprogression of copywork, dictation, and narration for elementary students,completewithweeklylessonplans;andprovidestroubleshootingforcommonwritingproblems.Thecoretextallowstheparenttoplanoutthefouryearsofelementarywritingandtochoosethemajorityofthecopywork,dictation,andnarrationexercises independently.StrongFundamentalsallowswriting tobeintegratedacrossthecurriculum,withnarrationandwritingexerciseschoseninliterature,history,andscience.Parentswhowouldprefertohaveeachday’slessonspelledoutcanusethe

accompanyingworkbooks.TheCompleteWriter:Level1Workbook laysoutan entire year’s worth of copywork and narration exercises, all based onclassicliterature,andprovidesascriptfortheinstructortofollow.TheLevel2and Level 3 workbooks each cover one year of elementary writing,progressing from copywork into dictation and more complex narrationexercises. After Level 3, elementary students may progress to one of theelementarywritingcourseslistedbelow;theLevel4workbookisoptional,forstudentswhoneedadditionalpracticebeforegoingintoacompositioncourse.The workbooks are open-and-go; no preparation time is required and allparent guidance is scripted. However, in exchange for ease of use andinstructorsupport,youlosesomeoftheintegrationacrossthecurriculum.Samplesofallbooksareavailableatthepublisher’swebsite.

Choosewhichapproachsuitsyoubest;allof themwill teach thechild towrite.WritingwithEase,StrongFundamentals:AGuidetoDesigningYourOwnElementaryWritingCurriculum,rev.ed.2015.$29.95.Level1WorkbookforWritingwithEase.2008.$34.95.Level2WorkbookforWritingwithEase.2008.$34.95.Level3WorkbookforWritingwithEase.2009.$36.95.(Optional)Level4WorkbookforWritingwithEase.2010.$36.95.

IntroductiontoComposition.Louisville,KY:MemoriaPress.Thisone-yearcourseusesthreeclassicchildren’snovels(Charlotte’sWeb,Farmer Boy, and The Moffats) as the basis for exercises in narration,dictation,andbeginningoutlining.Bestforfourthgradeoradvancedthirdgraders,thiscanbeusedasafourthyearafterWritingWithEaseorasanindependentone-yearpracticecourse.IntroductiontoComposition:StudentGuide,2nded.2014.$10.IntroductiontoComposition:TeacherKey,2nded.2014.$10.

TheNextStep

Most students need to continuewith dictation and narration exercises throughthird grade, andmany should continue towork on these skills through fourthgrade.However, studentswhowritewitheasemaywish tomoveon toanewchallenge. They should continue to write narrations in history, science, andliterature,butyoumaychoosetoaddoneofthefollowingcurricula.

Killgallon, Don and Jenny. Sentence Composing for Elementary School: AWorktexttoBuildBetterSentences.Portsmouth,NH:Heinemann,2000.$27.50.Developedby collegewriting teacherDonKillgallon and secondarywritingteacher Jenny Killgallon, this one-year, one-volume course focuses onanalyzingandimitatinggoodsentencesfromaccomplishedwriters.Excellentpreparationforthemiddle-gradeyearsandinlinewithclassicalprinciplesofmodelingworkbeforeaskingstudentstocompleteit.Thecoursedoesassumethat students have had a basic grammar course. Suitable for fourth-gradewriters.Answerkeyisinthebackoftheworktext.Samplescanbeviewedatthepublisher’swebsite.

Writing & Rhetoric: A Creative Approach to the Classical Progymnasmata.CampHill,PA:ClassicalAcademicPress.CAP’sWriting&Rhetoricseriesbringstheclassicalprogymnasmata(asetofexercises assigned by ancient andmedieval teachers of rhetoric in order todeveloptheirstudents’persuasiveskills)downtotheelementarylevel.Asweexplain in greater detail in Chapter 25 (pages 574–576), we find theprogymnasmatatobebestsuitedtothehigh-schoolyears.However,thefirstvolumeintheseriesspendsanentireyearonthefirstoftheprogymnasmataexercises: retelling a fable. This retelling builds on and improves skills innarration; students not only summarize, but begin to work on the skills ofrewriting, using dialogue, changing points of view, and so on. A goodchallengeforyoungwriterswhodon’tstrugglewiththemechanicsofgettingwordsdownonpaper.Suitableforafourth-gradewriter.Samplescanbeviewedonthepublisher’s

website.Kortepeter,Paul.Writing&Rhetoric,Book1:Fable.2013.$19.95.________.Writing&Rhetoric,Book1:Fable,Teacher’sEdition.2013.$19.95.

WritingStrands:ChallengingWritingProgramsforHomeschoolersseries.Niles,MI:NationalWritingInstitute,rev.ed.This seven-book series begins with simple descriptions and progressesthroughparagraphconstruction, tenseuse,narrativevoice,dialogue, reports,interviews, and short stories. Two additional books cover exposition andfiction on the high-school level. Since Writing Strands contains creativewritingexercisesaswell,itshouldnotbeusedwithyoungstudentswhofindimaginativewritingorjournalingdifficult.Writing Strands is best suited to studentswho don’t have trouble getting

words down on paper, butwho need thewriting process broken down intosmallsteps;studentswhoarenaturallycreative,butresistexpositorywriting;andstudentswhoprefertoworkindependently.Samplescanbeviewedatthepublisher’swebsite.The firstWriting Strands book is a prewriting book that can be skipped.

BeginwithWriting Strands 2 and allow the student to progress at his ownrate. (This is not exactly in linewith the publisher’s recommendations, butwillsuitmoststudents.)Onecaution:TheWritingStrandsbooksdeclarethatnooneeverlearnedtowritebystudyinggrammar.Whilethisistrue,there’sa

strongflavorof“Therefore,nobodyneedstostudygrammar”throughoutthebooks.Grammar is necessary. So is writing. Contractors should be able todrawupplansandhammernails;youngwritersshouldknowtheirgrammarrulesandbeabletoputthemtouseincompositions.Books 2–4 are elementary level; Book 5 begins dealing with the logical

developmentofarguments(seeChapter13).TheWritingStrandsprogramcanbepurchaseddirectlyfromtheNational

WritingInstituteor,atasmalldiscount,fromRainbowResourceCenter.Thebooksaren’t consumable;youdoall the assignmentsonnotebookpaper, soyoucanreusethesebooksforanotherchild.WritingStrands2.$20.WritingStrands3.$20.WritingStrands4.$20.

* Spelling, grammar, and math programs tend to come with their ownworkbooks,soyouwon’tneedtokeepadditionalnotebooksfor thesesubjects.Forartandmusic,theelementarystudentdoesverylittlewriting;butifyouwishtokeepdrawingsinaportfolio,youcandoso(seeChapter12).

†C.S.Lewis,TheLion,theWitch,andtheWardrobe(NewYork:Macmillan,1978),pp.88–89.

6

THEJOYOFNUMBERS:MATH

Letnooneignorantofmathematicsenterhere.—Plato(inscriptionwrittenovertheentrancetotheAcademy)

SUBJECT:ElementarymathematicsTIMEREQUIRED:30–60minutesperday

The four years of elementary math—first through fourth grade—lay thefoundationforthehigh-levelabstractthinkingrequiredbyalgebra,trigonometry,and calculus later on.And foundation laying iswhat the grammar stage is allabout.Thejoboflayingamathematicalfoundationshouldbetakenseriously.Basic

mathematics—theskillsofadditionandsubtraction,multiplicationanddivision,the knowledge of basic geometrical shapes and patterns, the ability to thinkthroughwordproblems,afirmgraspof therelationshipsbetweennumbers—isas vital to high-level mathematical achievement as an understanding ofpunctuationandsentencestructureistohigh-levellanguageuse.(Thebuzzwordfor this is numeracy: not just a grasp of basic arithmetic, but also anunderstandingofhownumberswork,a“numbersense.”)In fact, mathematics is a language because it uses symbols and phrases to

represent abstract realities. And for many children, it’s a foreign languagebecausetheydon’tgrowuphearingitallaroundthem.The classical educator can change this bydevelopingmathematical literacy:

helpingyoung students tomasterbasicmathoperations,memorizemath facts,andalsounderstandtheconceptsbehindboththeoperationsandthefacts.

Thisseemsintimidatingtomanyparentswhodon’tconsiderthemselvesmath-savvy. Don’t worry; you can learn along with your student. Start by readingcarefullythroughthefollowingsections,whichwillacquaintyouwithsomeofthemostimportantaspectsofteachingelementarymathematics.

PROCEDURALMATHANDCONCEPTUALMATH

As soon as you start reviewing math curricula, you’ll run across the phrase“conceptualmath.”Whatisconceptualmath(andwhyshouldyoucare)?“Conceptual math” is shorthand for mathematics instruction that clearly

explainsthereasonswhyoperationsworkastheydo.Itisoftencontrastedwith“proceduralmath,”which teachesstudents tosolveproblemsbygiving themaseriesofstepstodo.Proceduralmathapproachesanelementaryproblemsuchastwo-digitsubtraction:

72−69

by teaching students to “borrow”: since you can’t subtract 9 from 2, strikethrough the 7 next to the 2, turn it into a 6, and “lend” the 1 that you’veborrowedtothe2.Thatturns2into12,and12−9is3,while6–6is0.

Thisseriesofstepsisknownasanalgorithm:asetprocessthatyoufollowtofindtheanswertoaproblem.Conceptualmathexplainswhythealgorithmworks.Firstofall,thesenumbers

arejustshorthandwaystowrite

70+2and60+9

Rather than being taught to “borrow” a 1 from the 7 tomake 12, the studentinstead might learn that 70 is made up of ones that are “bound up,” or“composed,”intosevensetsof10.

10+10+10+10+10+10+10+2

and that one of those sets will need to be “decomposed” back into ones andcombinedwiththe2onesinordertoforma12.Sothesubtractionproblemcanactuallybewritten:

This is thesortofproblemthat shouldbedemonstratedusingmanipulativessuchastoothpicksorpencilstiedupingroupsoftensthatcanbebrokenapart;see “The Way Children Think,” below. (The language of “composed” and“decomposed” is suggested by Liping Ma in her classic work on conceptualmath,KnowingandTeachingElementaryMathematics;seetheResourcesattheendofthischapter.)Atthemostelementarylevel,thismightnotseemlikesuchabigdifferencein

method.But the understanding that a larger number is “composed” of smallergroups bound up into larger sets will be crucial to a proper understanding ofmore complicated operations—such as long division. Studentswho only learnprocedure will find themselves, at the upper levels, carrying out algorithmswithoutunderstandingwhythestepswork.(Inthewordsofonemanualformathteachers, “Many students in theUnitedStateshavegivenupon everknowingwhy thingswork inmathematics.When they get an answer correct by simplyfollowing a procedure, regardless of conceptual understanding, they aresatisfied.”)*Proceduralmathisimportant;youngstudentsshouldlearnthealgorithms.But

mathematicalliteracyinvolveslearningboththeproceduresandthereasonswhytheywork.

SPIRALAPPROACHANDMASTERYAPPROACH

Mathprogramstendtotakeoneoftwoapproaches:spiralormastery.Thespiralapproachassumesthatstudentslearnbestwhentheypracticeaskill

atabasiclevel,moveawaytootherskills,andthenreturntothefirstskillandpracticeitataslightlydeeperlevel.Multipleskillsaretaughteachyear,andthenrevisited each following year; the student isn’t expected to entirely masterconceptsandoperationsuntilthey’vebeen“spiraled”backtoagainandagain.Themastery approach teaches fewer topics per year but focuses in on each

longer.Mastery programs also cover concepts at greater depth, expecting thestudenttodevelopadeeperunderstandingbeforemovingontothenextconcept;thatknowledge then servesas a foundation for thenext concept,butwon’tbeexplicitlyrevisitedforamuchlongerperiodoftime.

THEWAYCHILDRENTHINK

Nomatterwhatprogramorapproachyouendupusing(seebelow), theuseofmanipulativestoillustrateconceptsisvital.When you taught your student towrite, the first stepwas to put a concrete

model—awrittenwordorsentence—infrontofthechildsothatshecouldcopyit.Onlywhenshemasteredcopyingdidyoutakeawaytheconcretemodelandaskhertowritefromdictation.Onlyaftercopyingfromawrittenmodelwassheabletoformamentalpictureofthespokensentence.This first step isnecessarybecauseyoungchildren tend to think inconcrete

terms.Theydon’tdomathematicaloperations in theirheads; ifyouaska firstgradertoadd3and2,she’lllookaroundforspoons,fingers,apples,orpenniestocountsothatshecanfindtheanswer.Justasyouaskedthebeginningwritertocopyavisiblemodel,you’llaskthebeginningmathematiciantodoarithmeticusing“manipulatives”—objectsthatshecansee,touch,andmovearound.Math companies sell boxedmanipulatives (seeResources at the end of this

chapter), but you can also use beans, pennies, blocks, or chocolate chips.Toothpicksworkwellwhenyougettoplacevalue—youcanmoveabundleof10 toothpicks from the 1s column to the 10s column to illustrate adding two-digit numbers, or you can break the bundles open to illustrate “borrowing.”Every timeyou teach a newmath skill, have the childwork theproblemsoutwithrealobjectsuntiltheconceptmakessensetoher.

YOU:Putthesethreebeansinonepile.Putthesetwobeansinanotherpile.Nowpushthemtogether.That’saddition.Howmanydoyouhave?

CHILD:(Carefullycountsthebeans.)Five.

Or...

YOU:Let’saddthirty-sixandtwenty-seven.Forthirty-six,wehavethreebundlesof ten toothpicks—that’s thirty—plus six extra toothpicks: the ones. For

twenty-sevenwehavetwobundlesoften,plussevenextraones.Howmanybundlesoftoothpicksdowehave?

CHILD:(Countsthebundles.)Five.YOU:Howmanytoothpicksareinthosefivebundlesalltogether?CHILD:Fifty.YOU:Howmanyones—singletoothpicks—dowehave?CHILD:(Groupsthesixtoothpickswiththeseven.)Thirteen.YOU:Canwewritethirteenintheonescolumn?No,becauseitwon’tfit.Wherecanweputtheextratoothpicks?

(Thechildseesthatshecanbundletogethertenofthethirteenandputthemwiththefivebundlesshealreadyhas.Nowshehassixgroupsoftenandthreeleftover—sixty-threeinall.She’sjustlearnedhowtocarry.)

Even older children can benefit from using manipulatives when learning anew skill; fractions, for example,may require division of an apple pie beforetheymakesense.Whentheconceptismasteredonthisconcretelevel,itistimetomoveonto

mentalarithmetic,where thechildcanpicture the itemsinhermindinsteadofhaving actual apples, pennies, beans, or toothpicks in front of her.† Mentalarithmetic requires abstract thinking because numerals now stand for concreteobjects: 3 and 2 represent 3 beans and 2 beans; the number 27 represents 2bundlesoftenplus7singletoothpicks.Butdon’tpushthechildtodispensewithhermanipulativesuntilshe’sready.Children’smindsmatureatdifferentrates;ifyourequireachildtodoadditionwithnumeralsalone(noobjects)beforeshe’sready,theresultwillbemathfrustration.Children aged 5 through 7 usually need concrete objects; children aged 8

through 10 begin to shift into “mental image” mode (but will still needmanipulatives when new concepts are introduced). Ask a five-year-old howmany people are in her family, and she’ll turn around and count everyonepresent.Askaneight-year-oldthesamequestion,andyou’llseehersummonamental imageof eachperson tomindandcount the images: “Me,Mom,Dad,Jeremy.That’sfour.”Trueabstractthinking—theabilitytousethesymbols5+7or27×2without

using or picturing concrete objects—is the third stage ofmental development.Abstract thinking begins around age nine or ten, which coincides with thebeginningof the logic stage.And the logic stage is the time to teach “higher-

ordercriticalthinkingskills.”The goal of early elementary mathematics is to move the child from

manipulating real objects to picturing thoseobjectsmentally.You achieve thisthroughlotsofpracticewithrealobjects.Inlaterelementarymathematics(thirdor fourth grade), you’ll begin to nudge the child, through much repetition,toward early symbolic thinking so that she can use written numbers andunderstandwhatthosenumbersrepresent.You can’t force a child to develop abstract thinking. Instead, lay the

foundation for it with practice. You’ve got four years to get there. Take yourtime,andthechildwillhaveastrongfoundationonwhichtobuildthosehigher-orderskills.‡

MATHTABLES:ADEFENSE

Wethinkthatthememorizationofmathematicalfacts—additionandsub-tractionfacts, the multiplication and division tables—is essential in building a strongfoundation.We feel thatmuch of the protest over learning themath tables byrote arose because children were being taught to skip that important mental-image step of thinking. If a child goes straight from manipulative mode tosymbolicmode,thesymbols2+4=6don’tmeananythingtoher.She’sneverpracticed themwithbeans. If she’s forced tomemorizeawhole sheetof thesemeaningless symbols (2 + 1 = 3, 2 + 2 = 4, 2 + 3 = 5), she’s memorizinggobbledygook. That’s rote learning at its worst, and, of course, it isn’tproductive.But after you’vepracticed additionwithmanipulatives (2 beans and1 bean

equal3beans,2beansand2beansequal4beans,2beansand3beansequal5beans) and then practiced these same sums with imaginary beans, the childunderstandstheconceptofaddition.Atthispoint,thememorizationofthemathtablesreinforcesandstrengthenstheconceptthatthechildcomprehends.The memory work also moves the child’s mind toward abstract, symbolic

thinking. Thorough knowledge of math facts leads to an instinctiveunderstandingofmathrelationships.Consider,forexample,the9timestable:

9×2=189×3=279×4=36

9×5=459×6=54

When you multiply a one-digit number by 9, the first digit of the resultingnumberisalwaysonelessthanthenumberyoubeganwith:

9×2=1_9×3=2_9×4=3_9×5=4_9×6=5_

And the second digit of the resulting number, when added to the first digit,alwaysaddsupto9.

9×2=18(1+8=9)9×3=27(2+7=9)9×4=36(3+6=9)9×5=45(4+5=9)9×6=54(5+4=9)

This little mental trick for remembering the 9 times table also reveals animportantmathematical relationship:because9 is1 less than10,multiplyingaone-digitnumber(like6)by9willneverproduceanumberthathasthatsameone-digit number in the 10s column. 6 × 9has to be less than 60, because 9groupsof6mustbelessthan10groupsof6.

Masteringbasicfactsnowlaysthefoundationfortrueunderstandinglateron.One of Jessie’s eighth-grade relatives attended a well-regarded private schoolnearby.Insteadofbeingrequiredtomemorizehismathfacts,hewasallowedtouseacalculatorformathsinceaveryearlygrade.Whenhereachedalgebra,hecould work rote problems—problems that exactly followed the pattern in thetextbook—but he lacked a true understanding of basic mathematicalrelationships. When more difficult or innovative problems appeared, he was

helpless.Themachinehaddonehiscomputationfortoomanyyears.This leadsus toa firmprincipleofelementarymathematics:nocalculators.

No child who has not already memorized her mathematical facts should beallowedtouseacalculator.Werecommendtheuseofcalculatorsbeginninginseventhgradeandnotbefore.

KEEPINGMATHINVIEW

InChapter4,werecommendedanumberofmathstorybooksandmanipulativesto usewith your preschooler.When you begin an actualmath curriculum, it’seasy to let othermath activities slide. But don’t forget thatmathematics isn’tmerelyaschoolsubject;it’sawayofunderstandingtheworld.In the first chapter of his book How Not to Be Wrong: The Power of

MathematicalThinking,mathematicianJordanEllenbergpointsoutthattreatingmathsimplyasanotherpartofthecurriculumencouragesstudentstothinkofitas irrelevant and pointless, particularly once they get into the higher levels.(“The number of adults whowill evermake use of . . . synthetic division ofpolynomials,”heremarks,“canbecountedonafewthousandhands.”)Rather,Ellenbergencouragesreaderstothinkofmathematicalknowledgeas“apairofX-ray specs that reveal hidden structures underneath the messy and chaoticsurface of the world. Math is a science of not being wrong about things, itstechniques andhabits hammeredout by centuries of hardwork and argument.Withthetoolsofmathematicsinhand,youcanunderstandtheworldinadeeper,sounder,moremeaningfulway.”§Soasyouworkthroughyourmathprogram,makeanefforttocheckoutmath

booksandtopracticeeverydaymath.We’vesuggestedresourcesforbothinthelists at the end of this chapter. If integrating mathematics into your regularroutine doesn’t feel natural (probably because you never had it done for youduringyourschoolyears),setagoal:readonemathstorybookanddoone“real-life”mathprojecteveryweek.Andtakethislastsectionseriously.

EDUCATEYOURSELF

Toteachyourchildmathematics,youhavetodevelopyourownunderstanding.

Don’t worry: when your young student hits the higher levels, you candefinitely choose to use a tutor, online class, or other outside instruction.Youdon’t necessarily have to master the intricacies of algebra or pre-calculus inordertohome-educate.But youdo need to understand thebasics ofmathematical thinking. If your

firstgraderhastomasterplacevalue(reallymasterit,notjustlearntoperformsteps),youcanmasterittoo.She’sonlysix.You’reagrown-up.Andyouhavearesponsibilitytohelpherlearn.A2015studypublishedbythe

Association for Psychological Science suggests that when parents who areanxious about math help first and second graders with homework, theirassistance actually decreases their children’s math performance.So if your“numeracy” is low, resolve to read at least one popular math book per year.Don’t get hung up on trying tomaster every single equation or problem thatthese books present; instead, try to understand the type of thinking thatmathematics requires. We’ve provided a list in the Resources section thatfollows.

HOWTOCHOOSEAPROGRAM

Picking the right math program for your child is always going to involve acompromise.Most curricula lean a little too far in one direction or the other.Conceptualmathprogramstendtoscorelowonthe“usability”frontforparentswho are not themselves mathematically inclined, low on the “affordability”scale,orboth;theyalsogenerallygivemasteryofmathfactsshortshrift.(“Writethe numbers that add up to 6. Memorize these!” says Math Mammoth, butprovides no memorization strategies or practice drills.) Curricula that leantowardtheproceduralarestronginpracticeandindrill,butoftenfallshortonexplainingtheconceptsclearly.In addition, students learn differently. Very concrete thinkers may be

frustrated by highly conceptual programs; some children need to learn theprocedureandfollowthisupwithmoreinstructioninconcepts.Othersneedtograsptheconceptfirstandneedlittle inthewayofprocedural teaching.Spirallearning suits some students and frustrates others. Mastery teaching sparksinterestinsomechildren,butfeelslikeoverkillforothers.We’veindicatedtheapproachofeachcurriculumthatfollowsandhaveadded

alistofadditionalresourcesforteachingconceptsandprocedures.Ifyouchoose

aconceptualprogram, supplementwithadditionalmathdrills; ifyouchooseamoreproceduralprogram,besuretoaddsomeextrainstructioninconcepts.Until you start math instruction, you may not know whether a spiral or

masteryapproachsuitsyourchildbest.Wehighlyrecommenddownloadingthesample lessons from each publisher’s website and doing a dry run beforepurchasing.Butitmighttakesixmonthsormoreofinstructiontoidentifyyourstudent’s preferred learning style. Don’t worry: first- and second-grade mathoughttobeatimewhenyoucanexperimentandswitchprogramsasnecessarywithoutbeingconcernedabout“gettingbehind.”Findingtherightapproachforyourchildshouldbeatoppriority.Once you find aworkable program, try to stickwith it.Allmath programs

buildonwhat’sbeentaughttheyearbefore.Themoreoftenyouchangesystems,themorechancestoconfusethestudent.Manyparentsagonizeoverchoosing thecorrectmathprogram.Buteachof

the math programs we list here is a good choice. Choosing a math programshouldn’tcauseyoutostayawakeatnight.If your child crieswhen you bring out themath book, switch programs, no

matter how good everyone else tells you the program is. If your child isflourishing,stickwith theprogram,even ifeveryoneelse inyourhome-schoolsupportgroupswitchestosomethingelse.Ifyouwant tocheckthatyourchildunderstandswhatshe’s learning(rather

than simply doing it by formula, with no comprehension of the principlesinvolved), simply take a lesson or two from another math program orsupplementandaskhertocompleteit.Makesureyoupicklessonsthatinvolvematerialthechildhascoveredseveralmonthsbefore,sinceittakestimeformathconcepts to “sink in.” If the child cando lessons fromanother program, she’sunderstanding her work; she is able to take concepts from one program andtransfer them to another. If she seems lost, shemaybe learningby formula—figuringouthowto“plug in”answers thataparticularmathprogramrequires,withoutreallyknowingwhy.Ifthishappens,tryanotherprogram.

SUGGESTEDSCHEDULES

Math is best done daily, especially in the early grades. (And most homeschoolersschedulemathfirst thingin themorning,whenchildrenare themostalertandreadytotackleachallenge.)Atypicalschoolyearis36weeks,or180

days,althoughyoucanarrangeyourschoolyeartofityourfamilysituation(seeChapter40formoredetails).Countthelessonsinwhichevercurriculumyou’vechosen.Thendecide ifyouwant todoyourmath lessons fivedaysaweekorfourdaysaweek(savingonedayforfieldtrips,libraryvisits,mathreading,orhands-onprojects).The Saxon first-grade home-study kit, for example, has 130 lessons,which

meansthatyoucandofourlessonsperweekandsaveadayforsomethingelse,orfourlessonsperweekwiththeoptionofdoingalessonortwoovertwodays(someofthelessonsarelongerthanothers),orfivelessonsperweekandtakeaweekoff from thecurriculumnowand then.WhenSusan’soldestwas in firstgrade, he loved the playing-store lessons, so we would stretch those over acoupleofdays.Wealsotookaweekofffromallofourcurriculanowandthentofocusonsomespecialhistoryorscienceproject:buildingamodeloftheGreatWallofChina;assemblinganaturenotebook;plantingaflowergarden;goingtothesciencemuseum.Remember,infirstandsecondgradesespecially,youwon’twanttotakemore

thanaweekoffatatimefrommathlessons.Unfamiliarmathconceptsareeasilyforgotten.

SampleSchedules(onlytwoofmanypossibleschedules)

FirstGrade

30–40minutesperday Mon. Mathlesson

Tues. Mathlesson,readmathstorybook

Wed. Mathlesson

Thurs. Mathlesson,doreal-lifemathproject

Fri. Project/libraryday

Second,Third,andFourthGrade

40–60minutesperday Mon. Mathlesson

Tues. Mathlesson,readmathstorybook

Wed. Mathlesson

Thurs. Mathlesson,doreal-lifemathproject

Fri. Project/libraryday

OR

FirstGrade

30–40minutesperday Mon./Wed./Fri. Mathlesson

Tues. Mathlesson,readmathstorybook

Thurs. Mathlesson,doreal-lifemathproject

Second,Third,andFourthGrade

40–60minutesperday Mon./Wed./Fri. Mathlesson

Tues. Mathlesson,readmathstorybook

Thurs. Mathlesson,doreal-lifemathproject

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

EducatingYourself

Startwith:

Ma, Liping. Knowing and Teaching Elementary Mathematics: Teachers’Understanding of Fundamental Mathematics in China and the United States,anniversaryed.NewYork:Routledge,2010.

Ma’s study of the differences between American and Chinese elementarymath teachers is a wonderful introduction tomathematical thinking; it alsoprovidesplentyofinsightintoteachingconceptstoyoungerstudents.

Thentrytacklingafewofthese(asyouread,you’lldiscovermoretitles):

Benjamin,Arthur.TheMagic of Math: Solving for x and Figuring Out Why.NewYork:BasicBooks,2015.

Eastaway, Rob, and JeremyWyndham.Why Do Buses Come in Threes? TheHiddenMathematicsofEverydayLife.NewYork:JohnWiley&Sons,2000.

Ellenberg,Jordan.HowNottoBeWrong:ThePowerofMathematicalThinking.NewYork:PenguinBooks,2015.

Fernandez, Oscar E. Everyday Calculus: Discovering the Hidden Math AllAroundUs.Princeton,NJ:PrincetonUniversityPress,2014.

Mlodinow,Leonard.TheDrunkard’sWalk:HowRandomnessRulesOurLives.NewYork:Vintage,2009.

Oakley,Barbara.AMindforNumbers:HowtoExcelatMathandScience(EvenIfYouFlunkedAlgebra).NewYork:Tarcher,2014.

Strogatz, Steven.The Joy of x: AGuided Tour ofMath, fromOne to Infinity.NewYork:MarinerBooks,2013.

MathCurricula(listedalphabetically)

MathMammoth

MathMammothisarelativelynewbuthighlyregardedelementaryprogramthatis stronglymasteryorientedandconceptual inapproach—in fact,probably themostconceptualoftheprogramslistedhere.Presentationissimple(there’sjust

onebookforeachlevel,containingboththeexplanationsandalloftheproblemstobeworked),conceptsareexplainedclearlyandinsmallsteps,thereareplentyof illustrations (although no manipulatives included), and you can downloadeachlevelforanextremelyaffordableprice.Theprogramisverystrongonconcepts,mentalmath,andproblemsolving.It

ismuchweaker inpracticingprocedures,andverylightondrill. (Occasionallythetextnotes,“Memorizethesefacts!”butyoudon’tgetalotofhelp.)Inaddition,thereispracticallynoteacherguidance.Theprogramisadvertised

as “self-teaching,”which it is absolutely not. There’s nothingwrongwith theexplanations in the text,but ifyourchilddoesn’tunderstandon the first read-through,you’llhave to figureouthowto re-present thematerialonyourown.MathMammoth is definitely best for math-oriented parents (and I’d stronglysuggestthatyoureadLipingMa’sbookbeforestartingtoteachit).You’llwanttoaddseveralelementstotheprogram:mathfactdrillsasneeded,

more frequent review of concepts that have been covered in the past, andmanipulatives.Most elementary studentswill need to do somehands-onworkwith the concepts rather than just looking at the illustrations. The program’sauthor recommends an abacus, but you’ll also want to add some of themanipulativeslistedinourresourcessectionbelow.Samplelessonsandmanyadditionalresourcesareavailableatthepublisher’s

website.ThecurriculumisavailablebothasadownloadandonaCD.Eachlevelcontains two books:A for the first semester andB for the second.When youpurchase the “Full Set” you also get answer keys, additional review, and anInternet-linkedworksheetgenerator.Thedownloadforeachsetis$37.50;theCDsarepricedat$42.50.MathMammothLightBlueSeriesGrade1fullset.Grade2fullset.Grade3fullset.Grade4fullset.Grade5fullset.

Math-U-See

The Math-U-See program is based on a series of teaching videos in whichconcepts are demonstrated using manipulatives; the student also works with

thesemanipulativeswhencompletingworkbookexercises.Itissuitedtoparentswhoareintimidatedbytheideaofteachingmathandtochildrenwhoareveryhands-on or visual in their learning styles. The multisensory approach isparticularlygoodforstudentswhohavesomelevelofdyslexia.Theprogramisconceptualinapproach;besuretopurchaseadditionalMUS

practice sheets or supplement with the resources suggested below, so thatstudentswillhaveplentyofopportunitytosolidifytheirknowledgeofthemathfacts.Math-U-See isprimarilyamasteryprogram.Frequent reviewsareprovided.

Rather than providing grade-by-grade texts, the Math-U-See ElementaryCurriculum is divided into levels. The Primer level, for preschool andkindergarten,canprobablybeskippedbymoststudentsunlessyoufeelagentleintroduction to formalmath is necessary. Otherwise, progress through the sixbooksof theElementaryCurriculum inorder:Alpha (single-digit additionandsubtraction), Beta (multiple-digit addition and subtraction), Gamma(multiplication),Delta (division), Epsilon (fractions), and Zeta (decimals andpercentages).Thisprogressionwill takeyou throughfifthorsixthgrade. (Thisdescription reflects the 2004 revision of theMath-U-See program; if you buysecondhandmaterials published in 2003 or before, you’ll find the curriculumdivided into Foundations of Mathematics, which covers first-, second-, andthird-gradematerial,and IntermediateMathematics,whichcovers fourth, fifth,andsixthgrades.)Each level includes a Student Pack (workbook and test booklet) and an

InstructionPack(InstructionManualandDVD).Visit thepublisher’swebsite forplacement tests,ademonstrationvideo,and

otherresources.ManipulativeBlocks. $38. These are necessary for all levels. The publisherrecommendsthatyoubuytwosets.Primer(preschoolandkindergarten).InstructionPack.$31.StudentPack.$22.

Alpha(single-digitadditionandsubtraction).InstructionPack.$43.StudentPack.$30.

Beta(multiple-digitadditionandsubtraction).InstructionPack.$43.

StudentPack.$30.Gamma(multiplication).InstructionPack.$44.StudentPack.$30.

Delta(division).InstructionPack.$44.StudentPack.$30.

Epsilon(fractions).InstructionPack.$45.StudentPack.$30.FractionOverlays.$40.

Zeta(decimalsandpercentages).InstructionPack.$45.StudentPack.$30.Algebra/DecimalInserts.$20.

RightStartMathematics

Right StartMath is a hands-on program based onMontessori principles. Theprogram, which makes heavy use of an abacus and manipulatives and de-emphasizes worksheets, is well designed for students who struggle with finemotorskills;learningisnottiedtothestudent’sabilitytowrite.RightStartMath isconceptual inorientationbutalsoprovidesquiteabitof

procedural teaching.While it is probably themost comprehensiveprogramonourlist,itisalsobyfarthemostexpensive.Althoughthepublisherclaimsthattheprogramisbothspiralandmasteryinapproach,itleansmuchmoreheavilytowardsthespiral.The elementary program is divided into levels, not grades; Level A is

preliminary, kindergarten-type preparation, and most first-grade students canprogress directly into Level B. The Right Start website provides a placementtest.CompletionofLevelsB throughEshouldbring the student to theendoffourthgrade;seeChapter15,page309,forthoughtsaboutthetransitionoutofRightStartintoanothermathprogram.Asof2015,theprogramwasunderrevision;thesecondeditionwaspartially

complete,withtheremaininglevelsdueoutby2017.Samplescanbeviewedatthepublisher’swebsite.

RS2MathSet(allmanipulativesforalllevels).$280.LevelABookBundle(2nded.)(optional).$85.LevelBBookBundle(2nded.).$85.LevelCBookBundle(2nded.).$85.LevelDBookBundle(2nded.).$85.LevelEStarterKit.$215.

SaxonMath

SaxonMathisthemostproceduraloftheprogramswelist.Somestudentswillfinditdryanduninspiring,whileothersneedthecarefulstep-by-stepinstruction,the concrete examples, and the repetition in order to find their way inmathematics. Saxon’s Home Study Kits contain student workbooks and ateacher’smanual that explains the concepts to the parent and tells her or himhowbest toteachthem.Grades1–3alsoincludeaDailyMeetingBook,whichtakes the parent through practical skills like measuring, telling time, readingcharts, and so on. SaxonMath has plenty of activities as well: playing story,measuringrooms,graphingtheagesofeveryonethechildknows,andsoon.Themanuals recommend that the young child studymath for short periods

twiceperday:forthefirstsession,explaintheconceptusingmanipulatives,andcomplete one side of aworksheet; later in the day, have the child review thematerialbycompletingtheothersideofthesheet.Mosthomeschoolers(Susanincluded)findonesessionperday(andonesideoftheworksheet)tobeplenty,anditisn’tnecessarytodotheDailyMeetingunlessyouenjoyit.Besuretousethemanipulativesrecommended.Saxonisheavilyspiralinapproach.Saxon Math is graded K, 1, 2, and 3 for kindergarten through third-grade

students. After third grade, the textbooks switch to “skill level” rather than“gradelevel.”Thus,Math3isfollowedbyMath5/4,whichisforfourthgraderswhohavefinishedtheMath3bookorforfifthgraderswhotooktwoyearstogetthroughtheMath3book.Math5/4isfollowedby6/5,7/6,8/7(generalmathforthosewhoneed extra practice), and thenAlgebra 1/2 (seeChapter 5). Ideally,yougofromMath7/6straighttoAlgebra1/2.We strongly suggest that you combine Saxon with one of the conceptual

supplements listed below. Also, timed fact drills are not appropriate forelementarystudents,whooftenpanicwhenaclockbeginstotick;dothedrills,justdon’ttimethem.

SaxonHomeschoolMathematics.Boston:HoughtonMifflinHarcourt.SaxonMath1HomeschoolCompleteKit(1sted.).$117.55.SaxonMath2HomeschoolCompleteKit(1sted.).$117.55.SaxonMath3HomeschoolCompleteKit(1sted.).$121.20.SaxonMath5/4HomeschoolCompleteKit(3rded.).$96.85.Forfourth-gradestudents.

SaxonHomeschoolManipulativeKit(1sted.).$94.40.Containsallmanipulativesrequiredforgrades1–3.

SingaporePrimaryMath

Singapore Math is the program used in Singapore’s schools; it has becomepopular in theUnitedStates in largepartbecauseof thehighscoresearnedbySingapore’s children on international math tests. Singapore Math is highlyconceptual; its focus is on teaching mathematical thinking from the verybeginningand“mentalmath”exercisesareassignedassoonaschildrenlearntocount. Because the goal of the Singapore program is to produce anunderstanding of the way mathematical processes work, skills are introduceddifferently than in American programs.Multiplication and division are begunveryearly(rightatthebeginningofsecondgrade),sothatthestudentisawareoftherelationshipbetweenmultiplication/additionandsubtraction/division.Each semester of the Singapore Primary Math program (for grades 1–6)

consistsofonetextbook,oneworkbook,andaparentguide.Thetextbooksarecolorful,withcartoon-like illustrationsandpicturesshowingeachnewconceptworkedoutwithactualobjects(veryimportantforgrammar-stagestudents).Theaccompanyingworkbooksareconsumable.Singapore is not as fact-oriented as Saxon orMath-U-See, and it lacks the

procedural instruction found inRightStart.Manychildren flourishwith it,butothers simply need a less abstract approach in the early years. The Singaporemethod leads children into “logic-stage” thinking much earlier than otherprograms. If you try Singapore and your child is frustrated, thismay signal amaturitygap; stickwithanotherprogramforacoupleofadditionalyears.TheHome Instructor’s Guides (which are indispensable) provide lists ofrecommendedmanipulatives,buttheyarenotincluded.TheSingaporeapproachfollowstheconcrete>pictorial>abstractmethod:youteachtheconceptsfirstwith concrete objects, then with pictures, and finally with symbols, so it’s

essential tohave themanipulativesonhand.Also, remember that thisprogramproduceshighmarks inSingaporebecause it ispartofamath-orientedculturethat provides plenty of additional reinforcement. The coursebooks andworkbooks alone do not provide enough practice; invest in the additionalresourcestheprogramoffers,suchastheExtraPracticeandChallengingWordProblemsbooks.

SingaporeMath,U.S.edition.$12.50foreach textbookandworkbook,$17.50for eachHome InstructorGuide.Theprogramcanbe ordered fromSingaporeMath, Inc. (theU.S. distributor, not the program publisher), or from a home-schoolsupplier.TheU.S.editionusesAmericanweightsandmoney.PrimaryMathUS1ATextbook.PrimaryMathUS1AWorkbook.PrimaryMathUS1AHomeInstructor’sGuide.PrimaryMathUS1BTextbook.PrimaryMathUS1BWorkbook.PrimaryMathUS1BHomeInstructor’sGuide.PrimaryMathUS2ATextbook.PrimaryMathUS2AWorkbook.PrimaryMathUS2AHomeInstructor’sGuide.PrimaryMathUS2BTextbook.PrimaryMathUS2BWorkbook.PrimaryMathUS2BHomeInstructor’sGuide.PrimaryMathUS3ATextbook.PrimaryMathUS3AWorkbook.PrimaryMathUS3AHomeInstructor’sGuide.PrimaryMathUS3BTextbook.PrimaryMathUS3BWorkbook.PrimaryMathUS3BHomeInstructor’sGuide.PrimaryMathUS4ATextbook.PrimaryMathUS4AWorkbook.PrimaryMathUS4AHomeInstructor’sGuide.PrimaryMathUS4BTextbook.PrimaryMathUS4BWorkbook.PrimaryMathUS4BHomeInstructor’sGuide.

ExtraPracticeforPrimaryMathUSEdition1.$11.20.ExtraPracticeforPrimaryMathUSEdition2.$11.20.ExtraPracticeforPrimaryMathUSEdition3.$11.20.ExtraPracticeforPrimaryMathUSEdition4.$11.50.ExtraPracticeforPrimaryMathUSEdition5.$11.50.ChallengingWordProblemsforPrimaryMathematicsCommonCoreEdition1.$12.80.ChallengingWordProblemsforPrimaryMathematicsCommonCoreEdition2.$12.80.ChallengingWordProblemsforPrimaryMathematicsCommonCoreEdition3.$12.80.ChallengingWordProblemsforPrimaryMathematicsCommonCoreEdition4.$12.80.ChallengingWordProblemsforPrimaryMathematicsCommonCoreEdition5.$12.80.

Manipulatives

Abacus.Wooden Abacus. $14.99. Self-standing frame, one hundred colored beadsstrungin10×10rows.OrderfromRainbowResourceCenter.

CuisenaireRods.CuisenaireRodscomeinlengthsfrom1cmto10cm,eachcolor-coded.Usealongwithoneofthelistedbooksforvisualandhands-onrepresentationsofplace value and mathematical operations. All may be ordered fromHand2Mind.Rods:CuisenaireRodsIntroductorySet,Plastic,Setof74.$9.25.

Books:Bradford, John. Everything’s Coming Up Fractions with CuisenaireRods.NewRochelle,NY:CuisenaireCompanyofAmerica,1981.Davidson, Patricia. Addition and Subtractions with Cuisenaire Rods.NewRochelle,NY:CuisenaireCompanyofAmerica,1989.Davidson, Patricia, and Robert E. Willcott. From Here to There with

Cuisenaire Rods: Area, Perimeter & Volume. New Rochelle, NY:CuisenaireCompanyofAmerica,1981.Marolda,MariaR.CuisenaireRodsAlphabetBook:ProblemSolvingAtoZ.VernonHills,IL:LearningResources,Inc.,2002.

FractionStax.$22.99. Order from Carson-Dellosa Publishing Group. 51 stacking piecesallowthestudenttoformhalves,thirds,fourths,fifths,sixths,eighths,tenths,andtwelfths.

GearedClock.StudentGearedClock.$3.99.OrderfromRainbowResourceCenter.

NumberLine.Student Number Lines withWipeoff Crayon orMarker. $2.50. Order fromRainbowResourceCenter.

PatternBlocks.Wood,plastic,orfoam(largerforsmallhands).Considerorderingoneofthelistedguidesaswell.OrderfromDidax.Blocks:PlasticPatternBlocks. 250 pieces, six shapes and colors, .5 cm thick.$17.95.PatternBlocks,Foam.1,250pieces,1cmthick.$47.WoodenPatternBlocks.250pieces,sixshapesandcolors.$22.95.

Guides:Swan, Paul, and Geoff White. Developing Mathematics with PatternBlocks.Greenwood,WA:RICPublications,2006.

UnifixCubes.Snap-together cubes allow you to teach patterning, counting, addition,subtraction,multiplication, and division, allwith one set.Consider orderingthelistedguideaswell.OrderallfromDidax.Cubes:100UnifixCubes.$13.95.300UnifixCubes.$37.95.

Guide:

Swan, Paul, and Geoff White. Developing Mathematics with Unifix,GradesK–3.Greenwood,WA:RICPublications,2006.

ConceptualMathSupplements

KhanAcademy.Founded by Salman Khan as a nonprofit educational organization, KhanAcademy offers “microlectures” in all elementary mathematical concepts,along with online exercises and practice problems. Use to learn or reviewspecific topics, or design a personalized instructional plan. Highlyrecommendedasasupplementtoanymathprogram.www.khanacademy.org.

MathematicsEnhancementProgram.A British version of a mathematics program developed in Hungary, MEPoffersfreeonlinepracticesheets,answers,andsometeacherhelps,alongwithnumber lines and number and shape cards.When followed sequentially, thelessons are spiral in approach. Download at the Centre for Innovation inMathematicsTeaching.www.cimt.plymouth.ac.uk

MiquonMath.Miquon Math is a “discovery math” program that uses workbooks (“labsheets”)andCuisenaireRodstoencouragestudentstofindoutmathematicalprinciplesthroughacombinationofhands-onactivities,criticalthinking,anddeduction. Particularly good as a supplement to Singapore Math, since itprovides the hands-on illustration to round out Singapore’s more abstractapproach.The program requires a fair amount of parent preparation. Some children

willfindMiquon’sapproachexciting;otherswillbefrustratedduetoaneedtohave theconcepts laidoutclearlyfor themfromthebeginning.However,usingMiquononcetheconcepthasbeenintroducedandthoroughlyexplainedelsewherecanaddanadditionallevelofunderstanding.Samplesandascopeandsequenceareavailableatthepublisher’swebsite.

Eachbookis$8.95.OrangeBook(Level1)RedBook(Level2)BlueBook(Level3)

GreenBook(Level4)YellowBook(Level5)PurpleBook(Level6)CuisenaireRods,introductoryset.$9.95.

ProceduralMathSupplements(IncludingFactsDrills)

AudioMemorySongs.NewportBeach,CA:AudioMemory.$9.95 for each CD, $12.95 for each CD/workbook set. Order fromAudioMemory. These CDs contain the addition, subtraction, multiplication,anddivisionfacts,puttomusic.Playtheminthecar,andlearnallyourmathfacts.AdditionSongs.SubtractionSongs.MultiplicationSongs.DivisionSongs.

Developmental Mathematics: A Self-Teaching Program. Halesite, NY:MathematicsProgramsAssociates.Eachleveloffersaworkbook($10),teacher’sguide($4),andsolutionmanual($15).Afulldescriptionofthetwentylevelsavailableandaplacementtestisavailable on the publisher’s website. Lots of extra practice problems forelementary math operations; useful to review past concepts while using amasteryprogram,or todevelopmoremasterywhileusinga spiralprogram.BestorderedfromRainbowResourceCenter.Level1.Ones:ConceptsandSymbols.Level2.Ones:AdditionConceptsandBasicFacts.Level3.Ones:SubtractionConceptsandBasicFacts.Level4.Tens:Concepts,AdditionandSubtractionofTens.Level5.Two-DigitNumbers:AdditionandSubtractionwithoutRegrouping.Level6.Tens&Ones:AddingandGrouping.Level7.Tens&Ones:SubtractingwithExchange.Level8.Multiplication:ConceptsandFacts.

LearningWrap-Ups.

$8.99 each. Order from Learning Wrap-Ups. As you go through the factsprintedonthefrontofeachcard,wraptheattachedstringthroughthenotchesofthecorrectanswerstoformapattern.Addition.Division.Fractions.Multiplication.Subtraction.

MontessoriFlashCards.Theseflashcardsprovidenotjustnumbers(3+4=)butunitdotsprintednextto each number to provide a visual reminder. The reverse side shows theanswer in the sameway.Agood“first flash cards”drill option.Order fromShillerMathorRainbowResourceCenter.$9.95each.MontessoriFlashCards:AdditionMontessoriFlashCards:SubtractionMontessoriFlashCards:MultiplicationMontessoriFlashCards:Division

Snow, Kate.Addition Facts That Stick: Mastering the Addition Tables in SixWeeks.CharlesCity,VA:Well-TrainedMindPress,2016.

________.SubtractionFactsThatStick:MasteringtheSubtractionTablesinSixWeeks.CharlesCity,VA:Well-TrainedMindPress,2016.

$14.95each.Orderfromthepublisher.Eachbookcontainsasimple,effectivesix-weekprogramofgamesandactivitiesthatnotonlyexplainbutcementtheadditionandsubtractionfacts.Appropriateforgrades1–4(andabove).

TimedMathFlashCards.Traditionalflashcardswiththemathfactsonthem;don’ttimethem,justusethecardsfordrill.$11.99each.OrderfromRainbowResourceCenter.TimedMathFlashCards:AdditionTimedMathFlashCards:SubtractionTimedMathFlashCards:MultiplicationTimedMathFlashCards:Division

TimesTales.$19.95. Order from Times Tales. A nontraditional memory system for themultiplicationtables,basedonpicturesandasimplenarrative.TimesTalesPrintEdition.$26.95.TimesTalesDVD.$26.95.MathBundleDeluxe.$69.80.

MathReading

Thisisonlyabeginninglist;youwillfindmoretitlesasyouexplore.

Adler,DavidA.Perimeter,Area,andVolume:AMonsterBookofDimensions.NewYork:HolidayHouse,2012.

________. Shape Up! Fun With Triangles and Other Polygons. New York:HolidayHouse,1998.

Calvert,Pam.MultiplyingMenace:TheRevengeofRumpelstiltskin,illus.WayneGeehan.Watertown,MA:Charlesbridge,2006.

________. The Multiplying Menace Divides. Watertown, MA: Charlesbridge,2011.

Clements,Andrew.AMillionDots.NewYork:Simon&Schuster,2006.

Dodds,DayleAnn.FullHouse:An Invitation toFractions, illus.AbbyCarter.Cambridge,MA:Candlewick,2009.

________.TheGreatDivide:AMathematicalMarathon, illus.TracyMitchell.Cambridge,MA:Candlewick,1999.

________. Minnie’s Diner: A Multiplying Menu, illus. John Manders.Cambridge,MA:Candlewick,2004.

Ellis,Julie.What’sYourAngle,Pythagoras?AMathAdventure.Watertown,MA:Charlesbridge,2004.

Gifford, Scott. Piece = Part = Portion, illus. Shmuel Thaler. Berkeley, CA:

TricyclePress,2008.

Giganti, Paul. Each Orange Had 8 Slices: A Counting Book. New York:GreenwillowBooks,1992.

Hulme, JoyN.WildFibonacci:Nature’sSecretCodeRevealed.Berkeley,CA:TricyclePress,2005.

Jenkins,Steve.ActualSize.Boston:HoughtonMifflin,2004.

Juster,Norton.TheDot and theLine:ARomance inLowerMathematics.SanFrancisco,CA:ChronicleBooks,2012.

Lasky, Kathryn. The Librarian Who Measured the Earth. Boston: Joy StreetBooks,1994.

Neuschwander, Cindy.MummyMath: An Adventure in Geometry. New York:HenryHolt,2005.

________. Patterns in Peru: An Adventure in Patterning. New York: HenryHolt,2007.

Pallotta,Jerry.AppleFractions,illus.RobBolster.NewYork:Scholastic,2002.

Pappas,Theoni.TheAdventuresofPenrose theMathematicalCat.SanCarlos,CA:Tetra,1997.

________.Fractals,Googols,andOtherMathematicalTales.SanCarlos,CA:Tetra,1993.

Pinczes,ElinorJ.ARemainderofOne.Boston:HoughtonMifflin,1995.

Reimer,Luetta.MathematiciansArePeopleToo:StoriesfromtheLivesofGreatMathematicians.PaloAlto,CA:DaleSeymourPublications,1995.

Schwartz, DavidM.On Beyond a Million: An Amazing Math Journey, illus.MikeReed.NewYork:Simon&Schuster,2006.

Silveria,Gordon.TheGreedyTriangle.NewYork:Scholastic,1994.

Tang,Greg.MathFables:LessonsThatCount.NewYork:Scholastic,2004.

________.MathPotatoes:Mind-StretchingBrainFood.NewYork:Scholastic,2005.

*MargaretM.PearseandKateWalton,TeachingNumeracy:9CriticalHabitstoIgniteMathematicalThinking(ThousandOaks,CA:Corwin,2011),pg.4.

†Educators refer to thisasmoving from themanipulative orpreoperationalstagetothementalimageorconcreteoperationalstage.

‡ The concept of “higher-order skills”may seem to imply that “lower-orderskills” (such as the knowledge of addition or division facts) are somehowinferior, less important, or unnecessary. But “higher” simply means “comingafter.”Thetenthstoryofabuildingis“higher”thanthefoundation,butnoonewouldarguethatthefoundationislessimportantsimplybecauseitis“lower.”

§ Jordan Ellenberg, How Not to Be Wrong: The Power of MathematicalThinking(NewYork:PenguinBooks,2015),pp.2–3.

7

SEVENTYCENTURIESINFOURYEARS:HISTORYANDGEOGRAPHY

Thehistoryoftheworldisbutthebiographyofgreatmen.—ThomasCarlyle

SUBJECT:HistoryandgeographyTIMEREQUIRED:Anaverageof3hoursperweek,about60minutesperday,threedaysperweekor1½hoursperday,twodaysperweek

Documentary filmmaker Ken Burns appeared at the National Press Club inearly1997toplughislatestproject(thelifeofThomasJefferson).Afterward,hetookquestions.One questioner pointed out that an astronomical percentage ofhigh-school graduates saw no purpose in studying history and asked for aresponse.Ken Burns answered: History is the study of everything that has happened

untilnow.Unlessyouplan to liveentirely in thepresentmoment, thestudyofhistoryisinevitable.History,inotherwords,isnotasubject.Historyisthesubject.Itistherecord

of human experience, both personal and communal. It is the story of theunfoldingofhumanachievement in every area—science, literature, art,music,and politics.A grasp of historical facts is essential to the rest of the classicalcurriculum.Whenyoufirstintroducetheelementarystudenttohistory,youmustkeepone

centralfactinmind:historyisastory.

The logicalway to tell a story is tobegin (as theKingsaid toAlice)at thebeginningandgoontillyoucometotheend.Anystorymakeslesssensewhenlearned in bits and pieces. If you were to tell your five-year-old the story ofHansel and Gretel, beginning with the house made of candy and cookies(because that’s likely to be themost interestingpart of the story to the child),then backing up and telling about the woodchopper’s unfortunate secondmarriage,thenskippingtothewitch’sdemise,andthenscootingbackwardagainandrelatingthestoryofHanselandGretel’swalkinthewoods, thestoryisn’tgoingtoformacoherentwholeinthechild’smind.Evenifhelistenstotheend,youmayhavelosthimlongbeforethat.Historyisnodifferent.Yetit’stoooftentaughtunsystematically—asaseries

ofunrelatedbitsandpieces:Americanhistorythisyear,ancienthistorythenext,eighteenth-century France the year after that. Think back. By the time yougraduatedhighschoolorcollege,you’dstudiedKingTutandtheTrojanWarandtheBronzeAge;youprobablylearnedabouttheendoftheAthenianmonarchyandtheriseofthecity-state;youmayhavebeentaughtabouttheExodusortheMagna Carta or the early history of Ethiopia. Chances are you studied thesesubjects in different years, in different units, out of different textbooks. Youprobablyhavedifficultyfittingthemtogetherchronologically.Furthermore, if yougrewup in theUnitedStates youprobably startedwith

Americanhistory(whichisprettyneartheendofthestoryasweknowit)andthen spent at least twice asmuch time studyingAmerican history as you didstudyingtherestoftheworld.Yes,AmericanhistoryisimportantforAmericans,but this myopic division of the curriculum does the Founding Fathers adisservice.ChildrenwhoplungeintothestudyoftheAmericanRevolutionwithnoknowledgeof theclassicalmodelsusedbyJefferson,Washington,andtheircolleagues can achieve only a partial understanding of American governmentand ideals.AndAmerican history ought to be kept in perspective: the historycurriculumcoversseventycenturies;Americaoccupiesonlyfiveofthem.A common assumption found in history curricula seems to be that children

can’tcomprehend(orbeinterestedin)peopleandeventsdistantfromtheirownexperience.Sothefirst-gradehistoryclassisrenamedSocialStudiesandbeginswith what the child knows: first, himself and his family, followed by hiscommunity,hisstate,hiscountry,andonlythentherestoftheworld.Thisintenselyself-focusedpatternofstudyencouragesthestudentofhistory

torelateeverythinghestudiestohimself,tomeasuretheculturesandcustomsofotherpeoplesagainsthisownexperience.Andthat’sexactlywhat theclassical

education fights against—a self-absorbed, self-referential approach toknowledge.History learned thiswaymakesourneedsandwants thecenterofthehumanendeavor.Thisattitudeisdestructiveatanytime,butitisespeciallydestructiveinthecurrentglobalcivilization.Thegoalof the classical curriculum ismulticultural in the true senseof the

word: the student learns the proper place of his community, his state, and hiscountrybyseeingthebroadsweepofhistoryfromitsbeginningandthenfittinghisowntimeandplaceintothatgreatlandscape.Thesystematicstudyofhistoryin the first fouryears lays the foundation for the logicstage,when thestudentwill begin to understand the relationships between historical events—betweenEgyptandGreece,GreeceandRome,RomeandEngland,EnglandandAmerica.From a practical point of view, starting the curriculumwith ancient history

makes sense. First graders are fascinated by ancient times—the mummies ofEgypt, themythsofGreece, thegreatwarsofRome,thearmiesofChina.Theaveragefirstgraderwouldmuchratherreadabout theembalmingprocess thangoonafieldtriptohislocalcenterofgovernment.

SEVENTYCENTURIESINFOURYEARS

Where’s the text that supplies this comprehensive survey of history from itsbeginnings?Well, there isn’t one. The trivium in general steers away from “texts”—

predigested historical facts, analyzed and reduced by someone else—andrequiresthestudenttotackleoriginalsources.Intheyearstocome,yourhistorystudent will read Herodotus, not a textbook version of his histories; TheFederalistPapers,notasimplifiedexplanationof therelationshipbetween thestatesandthefederalgovernment.Ofcourse,studentsaren’treadingat thislevel infirst throughfourthgrades.

But instead of limiting your elementary student to a text, you’ll use a basichistorysurvey(severaldifferentresourcesandapproachesarelistedattheendofthis chapter) to anchor your study. Armed with a library card, you’ll studyhistory using the fascinating, inventive, colorful history books published foryoungchildren.Over the fouryearsof thegrammarstage,you’llprogress from5000B.C. to

the present, accumulating facts the whole way. These four years will be anexplorationofthestoriesofhistory:talesofgreatmenandwomenofallkinds,

battlesandwars, important inventions, theworld religions,detailsofdaily lifeandculture,thecreationofgreatbooks.As you do this, it’s important to remember that history isn’t a skill or a

“mastery”subject.Youwillnevercoverallofhistory(orevenmostofitsmorefamousevents),andyourelementarystudentisnotgoingtoretaineverything(oreven most) that she learns. History is an exploration, a chance for even theyoungeststudentstobegindevelopingtheskillsshe’llneedforlaterhumanitiesresearch, a place where your child can practice reading and writing withfascinating content as the subject matter. Elementary history study has threemajor goals: to give students an overall sense of the progression of historicaleventsfromancienttimestothepresent;todevelopskillsinreadingandwriting;andtoteachgeographicawareness.Andintheelementarygrades,historyshouldbeenjoyable.In the Resources at the end of this chapter, we suggest several different

“spines,”chronologicalworldhistoriesthatcanserveasyourorganizingoutlineand jumping-off point for the study of history.We suggest that, using one ofthese,youdividehistoryintofoursegments,onesegmentperyearofstudy.Infirst throughfourthgrades, thechildwill studyhistory from5000B.C. throughthe present day. In fifth through eighth grades (the logic stage), he’ll study itagain, concentrating on cause-and-effect and chronological relationships. Ingrades9through12,he’llrepeatityetagain,thistimestudyingoriginalsourcesandwritingthoughtfulessaysaboutthem.Theclassicalmethodleansheavilyonoriginalsources.Becausetheseincrease

as time goes on, the centuries aren’t divided evenly among the four years ofstudy (see the table). This breakdown, however, does allow for a fairly evendivisionof labor fromyear toyear. It takesnoticeof the fact thatan immenseamountofgreat literaturewasproducedbetween theyears1600and1850andthatscientificdiscoveryandtechnologicalchangesacceleratedata tremendousratebetween1850andthepresentday.

TheStudyofHistory

Period Years Studiedduringgrades...

Ancients 5000B.C.–A.D.400(5,400years) 1,5,9Medieval–earlyRenaissance 400–1600(1,200years) 2,6,10

LateRenaissance–earlymodern

1600–1850(250years) 3,7,11

Modern 1850–present(150years) 4,8,12

Thisprogressionisnot,ofcourse,setinstone.Youmightchoosetocondensethefour-yearsequenceintothreeyears,andthenspendayeardoingnationalandstatehistory.Youmightdecidetowaitonhistorystudiesuntilsecondgrade(agood choice if your first grader is already spendinghoursper dayon reading,writing,andmath),andthencondensethesequenceintothreeyears,orstretchitoutsothatitrunsintothelogicstage(seeChapter17formoreaboutthis).Justtry toholdon to twoprinciples:progressingchronologicallyfromyourchosenstartingpointgivesstudentsanorganizedandorderlywaytothinkabouthistory;andthemajorityofyourhistorystudyshouldbedonewithaworldwidefocus,notcountrybycountry.

WHATIFYOU’RESTARTINGINTHEMIDDLE?

If you’re beginning to home-school a second or third grader, remember thathistoryisastoryandthatyoushouldusuallystartatthebeginning.Mostoftheresourceswerecommendcanbeusedandenjoyedbystudentsbetweengrades1and6.Nomatterwhatgradeyoubegin in,progress to themoderns;when thestudent reaches fifth grade (the “logic stage”), supplement his study with theKingfisher History Encyclopedia, a time line, and the teaching techniquessuggestedinChapter17(see“StartingintheMiddle”formoredetails).Ifyou’reteachingmorethanonechild,youcancertainlyadjustyourhistory

lessons so that both students are covering the same period. Grammar skills,spelling,writing, andmath should be taught individually, but both a first andthirdgradercouldstudyancienthistory.Expectmorewriting,morediscussion,andmoreoutsidereadingfromthethirdgrader.Whenyourthird-gradestudentreaches fifth grade, incorporate the suggestions found in Chapter 17 into hisstudyofhistory,nomatterwhatperiodofhistoryheisstudyingatthatpoint.

HOWTODOIT

Tostudyhistoryandgeography,you’llneeda3-inch three-ringnotebookwithlots of paper, a three-hole punch, art supplies, your chosen history “spine,”

geographyresources(aglobe,awallmapoftheworld,andmapstocolor—seeResourcesfororderinginformation),andalibrarycard.The history notebook will contain your child’s pictures, compositions, and

narrationsabouthistory,andwillorganizethechild’shistorystudyforgrades1through4.Makefourdividers:

Ancients,5000B.C.–A.D.400Medieval/EarlyRenaissance,400–1600LateRenaissance/EarlyModern,1600–1850Modern,1850–PresentDay

InChapter5,weintroducedyoutonarration:readingtothechild(orgivingthechildareadingassignment),andthenaskinghertotellyouwhatshe’sjustread.You’llbeusing this techniqueextensively in the studyofhistory. (Don’tforgetthatnarrationsdoneforhistory,andcopywork/dictationchosenfromyourchild’shistorybooks,canbeusedtomeetthewritinggoalsinChapter5.)You’ll need to decide howmany pages or chapters of your history spine to

cover per week (see the notes in the Resource section for some guidance onthis). If you’re doing history twice aweek, cover half of thematerial in eachlesson;ifthreetimesaweek,one-third.Nomatterhowmanypagesorchaptersyou’restudying,followthesamebasicpattern:

1.Readthematerialtoyourchildasshefollowsalong.Onceshe’sbeginningtoread independently,alternate readingparagraphsorsectionsout loud toeachother.Bythirdorfourthgrade,somestudentsarereadytoreadalone(althoughmostwillstillgetmoreoutofthematerialiftheyreadoutloudtoyou;it’seasyforyoungmindstowanderwhenreadingnonfiction).

2.Make a narration page.After your first or second grader tells you aboutwhat you’ve just read, write her version down on notebook or drawingpaper for her. (By third grade, children should be starting to write downtheirownnarrations;seepage78).

3. Ask the child to illustrate what she’s just read (and help her make acaption),orlethercolorapicturerelatedtothestory.

4.Findthegeographicalareaunderdiscussiononaglobeandonawallmap,andcolortheappropriateblack-linemap.

5.Gotothelibrarytofindoutmoreaboutthesubject.

Youdo not need to perform all five steps for every reading. If students areinterested,stopandspendmoretimeonatopic;ifnot,read,askthestudenttonarratebacktoyouorally,andthenmoveonwithoutworryingaboutmakingapage or doing additional work (although you should always locate the areasyou’vejustreadaboutonamap).Allofthechild’snarrationpagesandpicturesshouldbeplacedinthehistory

notebook.Once amonth or so, read back through the notebook together; thiswillhelpthestudentrememberwhat’sbeenstudied.

FirstGrade:Ancients(5000B.C.–A.D.400)

Duringfirstgrade,aimtospendatleastthreehoursperweekonhistory.Use common sense.History is important, but the first grader is learning all

sorts of foundational skills from scratch: reading, writing, putting sentencestogether, keeping track of the dates, telling time, adding, subtracting, and soforth. If thechildmissessomeancienthistory infirstgrade,he’llpick itup infifthgrade,or inninthgrade,or in independent reading. Ifhedoesn’t learn toread,write,andunderstandbasicmathematicaloperations,he’llbehamperedforyears.Sointheearlygrades,giveprioritytoreading,grammar,spelling,writing,andmath.Historyandsciencefollowonthesebasicabilities.Ideally, you’ll do history three days perweek for an hour each day, or two

days for a slightly longer period; or you’ll do math, grammar, writing, andreading fourdays aweek anddevote the fifth tohistory and science. (See theEpilogue,“TheGrammarStageataGlance,”pages253–258,forseveralsampleschedules.)Sitdownonthesofawithyourfirstgraderandreadasectionofyourchosen

history spine aloud to him. Let him ask questions.When you’ve finished thesection,movetoawritingsurface(adeskorthekitchentable).Getoutasheetofnotebookpaper,andgiveitthesametitleasthesectionyou’vejustread(“TheFirstWriting,”forexample,or“MakingMummies”).Thenaskthechildtotellback to you the most important or most interesting thing that you just read.Prompt him with questions, if necessary.* Write his narration down in yourneatestprinting—youwanthimtobeabletoreadit.Whenthispageisfinished,askthechildtoreaditbacktoyou.Thenputitintothechild’shistorynotebook.Nowask the child to complete a coloringpage related to the history lesson

(seetheResourcesattheendofthischapter),ortodrawapictureofsomething

fromthelessonthatstrikeshisfancy.Althoughthechildshouldhavefun,don’tlethimdounnecessarilysloppywork;encouragehimtodraworcolorcarefully(this will help to improve fine motor skills). When the coloring page orillustrationisfinished,writeacaptionforthepage.Bytheendoffirstgrade,youshouldwriteoutthecaptiononanothersheetofpaper,andaskthechildtocopyitonto thedrawing;by theendofsecondgrade,heshouldbewritinghisowncaptions. Then put this drawing in the notebook aswell.Keep these pages inchronologicalorder.Bytheendoftheyear,thisnotebookwillcontainthechild’sown story of ancient history. (Note: Work done for the notebook should becarefully done; handwriting, cut edges, labels, and coloring should all be thechild’sbesteffort.)Oncethechildhasfinishedthenarrationandcoloringpage, looktogetherat

themapat thebeginningof thechapter.Find the locationof themaponyourglobe.Most children enjoyputting their fingeron their own location and thentraveling to the ancient country under discussion. Then go to the wall map,which is larger andmore detailed than the globe, and find the location there.Finally, ask the child to color a black-line map of the area, either from theaccompanyingactivitybookorfromoneoftheresourceslistedattheendofthischapter.Punchholesintheblack-linemapandputitintothenotebookaswell.Youmaywishtofinishallofthisworkinonelongsession;youmaywantto

stretchitoutovertwo.(Alternately,youcanreadanentirechapterorsectioninyourfirstsession,andthenuseyoursecondsessiontodoonenarration,coloringpage, and map exercise on the whole selection.) Once you’ve completed theprocessofread/narrate/color/map,it’stimetogotothelibrary.Findbooksinthechildren’s section about anything in the lesson that interests the child. Yourchildren’s librariancanhelpyou;most librarieshave referenceworks thatwillhelpthelibrarianfind,forexample,picturebookssetinancientEgypt.Wehaveincludeda fewrecommended titlesat theendof thischapter (youcanuse thiseither as a library list or as a shopping list if you decide to buy the booksinstead).Checkthesebooksout,andreadthemathome.Then,moveontothenexttopicinthehistorybook.Asyoucontinue,you’ll find thatsome topicsprovidevery littleopportunity

forextrareading(sofarasweknow,there’snofirst-gradeguidetoUronyourlibraryshelves),whileotherswillleadyoutoscadsofwonderfulbooks(ancientEgyptprobablyoccupiesanentire libraryshelfof itsown).Useyourcommonsense.Youdon’thavetomakealibraryvisitforeverychapter,orlabortofindbooksonobscuretopics;justdoanarration,acoloringpage,andmoveon.If,on

the other hand, the child’s interest is sparked by the invention of writing,mummification,ortheHangingGardensofBabylon,takeasmuchtimeasyoupleasetoinvestigateitthoroughly.Historyshouldbeadelight-centeredactivityfor the grammar-stage child.Allow him to explore, do activities and projects,andhavefun;youcanalwayshurryover(orskip)laterchapterswithoutinjury.Keepthefollowingtipsinmindasyoustudyhistory:Don’tlimityourselftobooksthechildcanreadonhisown.Mostchildren’s

historybooksarewrittenonathird-toseventh-gradereadinglevel.Checkthemout, and read them to your young student. Soon he’ll be reading them on hisown.You’ll never read every good book in the library, so don’t even try.At the

beginning, youmay find it easier to go to the library on your own and bringbookshome.Bysecondgrade,however,you’llwanttotakeyourchildwithyouatleastpartofthetimesothathecanlearntofindbooksinthecatalogandthenlocatethemontheshelf.(Achildren’slibrarianwillbegladtoshowhim—andyou—howthecatalogworks.)Don’t forget to check the audiobook section of the library; look for

unabridgedaudioversionsofchildren’shistorytitles.Use hands-on projects as well as books. We’ve recommended several

resourcesforhistoryprojects:treasurechestswithEgyptianbeadsinside,ancientChinesegames,booksthattellyouhowtomakeGreekclothingorRomanfood.You’llwantthechildtomakenotebookpagesaboutsomeofthelibrarybookshereadsandprojectshedoes.Useyourjudgment.Aswithreading,don’tmakehimdoapageforeverybook,orthefunofdiscoverywillquicklybecomedrudgery.A tip for recording history projects: Veteran home schoolers continually

wonderwhattodowithallthemaps,projects,crafts,andactivitiestheirchildrenproduce.Wesuggestthatwhenyoufinishaproject,youtakeapictureofit,tapethepicture toanotebookpage,and record thedate.Theprojecthas thusbeenimmortalized.Eventually,youcandisassembleitorthrowitaway.Payspecialattentiontobiographies.Trytomakeapageforallthegreatmen

and women you encounter (Sargon, Moses, Hammurabi, Hatshepsut,Tutankhamen,Alexander theGreat, JuliusCaesar . . . the list goeson).Thesebiographies can be wonderful “pegs” on which to hang the progression ofhistory.Youmay not remembermuch about ancient history, but youprobablyremember that Alexander cried when he found no more worlds to conquer.We’vesuppliedalistofgreatmenandwomenattheendofthischapter,foryourreference.

Again,don’tfeelthatyouhavetoreadabiographyofeveryhistoricalfigure.Theelementaryyearsarenotthetimetodevelopcomprehensiveknowledge,buttoseehowhistoryprogresses.Firstgradersarenotonlylearninghowtorecordinformation, but the information itself, so you’ll move slowly at first. If youspend a lot of time on the first Olympic games and end up skipping theScythians,nothingdreadfulwillhappen.Yourchildwillcomeacrossthisperiodagaininfifthgrade,whenhe’sreadingandwritingwell.Remember,fileallthesepagesinthehistorynotebookchronologically.Bythe

end of fourth grade, the history notebook will be crammed with fascinatinginformation; thestudent’sfirst trip throughtheentireexpanseofworldhistory,organizedandrecordedinhisownhand(andyours).Whatabouttesting?Formal testing is unnecessary at this level. If the child can tell you what

you’ve read tohim,he’sbeen listening. Ifhe readsseveralbookson thesamesubject,theinformationwillbefixedinhismind.Onceamonth,sitdownwiththechildandreadthroughthepageshe’salreadydonesothathecanreviewthehistoryhe’scovered.

Memorization

The history notebook should be accompanied by a certain amount ofmemorization. Dates, personalities, and wars serve as pegs on which to hangincominginformation.(AlexanderGrahamBellinventedthetelephonein1876.Quick:WasthisbeforeoraftertheCivilWar?)You can pick your own “pegs.” Almost any series of major events or

personalities will do, but these “mental pegs” will be most useful if theycorrespondtothechild’sinterests.Infirstgrade,peopleandeventswillprobablybemoremeaningful thandates.Afirstgradercouldmemorize thepharaohsofEgypt and the first twenty emperors ofRome. (Any six-year-oldwho can saytyrannosauruscanlearntosayAmenhoteporPertinax.)We’vesuggestedsomeadditionalmemorizationresourcesattheendofthischapter.Forfirstgraders,aimtomemorizeonelistoftwentyfactsorso(rulers,major

wars,birthdatesofgreatinventors,etc.)ortwodifferentlistsofninetotenfactseach over the course of the year. You can add more if your student findsmemorizationfun.

SecondGrade:Medieval–EarlyRenaissance(400–1600)

Usingnarration,coloringpages,mapwork,andlibrarytrips,thesecondgrader(orthestudentinthesecondyearofhistory)willstudyhistoryfromabout400to1600.You’ll follow the same basic procedure, but you’ll findmanymore on-topiclibrarybooksforthishistoricalperiod.Atthebeginningofsecondgrade,writehalfofthechild’snarration,andask

her tocopyfromyourmodel theotherhalf.Aimtohavehercopyingherownnarrations by the end of the year.Again, don’t do these narrations for all thebooksshereads;thiswouldtieherreadingskillstoherwritingskills,whicharetypicallyslowertodevelop.Ifshewritesonenarrationforhistory,shecanthendictateothernarrationstoyou(ordrawpictures).Don’tforgettoreviewonceamonth,andlookbackatthosefirst-gradepages

severaltimesduringtheyear.

MemorizationA second grader could memorize the rulers of England from Egbert throughElizabeth I, alongwith each ruler’s family allegiance (Saxon,Dane, Norman,Plantagenet, Lancaster, York, Tudor). Other options, depending on the child’sinterests and background, are the rulers of Scotland fromMalcolm II throughJames VI, the later Holy Roman Emperors, or the rulers of other medievalcountries—France, Spain, Japan,Russia. Second graders could alsomemorizethemajorwarsandmajordiscoveries.Aimfortwolistsoffifteentotwentyfactseachoverthecourseoftheyear:therulersofEngland,perhaps,plusoneothersetofrulers,wars,ordiscoveries.SecondgraderscanalsomemorizeaShakespearesonnet(Sonnet18,“ShallI

compare thee to a summer’s day?” is probably the most familiar; seeShakespeare-online.comforallofthesonnets)andoneShakespeareansoliloquy(alongthelinesofMacbeth’s“Tomorrow,andtomorrow,andtomorrow”speechfromact5,scene5;seeResourcesformoresuggestions).It isn’tnecessaryforyoung children to understand every word in a poem or speech in order tomemorizeandspeakit;theprocessofmemorizingandspeakingwillitselfbeginto accustom them to more complex language patterns and more difficultvocabulary.

ThirdGrade:LateRenaissance–EarlyModern(1600–1850)

Thirdgraders(orstudentsinthethirdyearofhistorystudy)willcovertheyearsfrom 1600 to 1850. Continue on with narration (these narrations should nowcontain more detail and should begin to resemble one- to two-paragraphcompositions;seeChapter5formoredetails),coloringpages,mapwork,libraryreadings,andprojects.Bythirdgrade,somechildrenarereadytobegintomakeseveralwrittenpagesperweekforthehistorynotebook;aimforthis ifwritinghasbecomeeasierforthestudent.

Memorization

During the third-grade year, American students should memorize at least thebeginning of the Declaration of Independence (most children can master theentiredocument,givenenoughtimeandrepetition).ThethirdgradershouldalsomemorizethefirsttwelvepresidentsoftheUnitedStatesandthemajorwarsforthe period 1600 to 1850. (Parents in other countries should adjust thismemorizationgoaltotheirownnationalhistories.)You can assign other lists—rulers of other countries, important discoveries

andexplorations—atyourowndiscretion.Aimforatleastthreedifferentlistsoftwelvetoeighteenitemseachoverthecourseoftheyear.

FourthGrade:Modern(1850–Present)

The fourth grader will study the years 1850 to the present. Follow the samepattern: narration (now short compositions of about two paragraphs),illustrations or coloring pages, maps, and library visits. Even more libraryresourceswillbeavailableforthestudentoncontemporarytopics,sodon’tfeelobligedtoreadevenafractionofthesupplementalbooksavailable;letthechildpickthesubjectsthatinteresthimforfurtherreading.Americanfourthgradersshoulduseadditionalmapresourcestolearnthefifty

states of theUnited States ofAmerica.Use one of the coloring or geographyresources listed inResourcesunder“Modern,1850–Present (FourthGrade)”attheendofthischapter.Bytheendoftheyear,thefourthgradershouldbeabletolocate each state on a map of the United States. (Parents in other countriesshouldchoosecomparable,butsuitable,geographicgoals.)Also plan to spend severalweeks (three to six, depending on the emphasis

your state places on state history) studying the history of your own state,

province, or region. In the United States, most public libraries carry severalseriesofbooksaboutthestates(seetheResourcessection).Usethesamebasicprocedure to study thesebooks: read,have thechildcompleteanarration, andthenlookforadditionallibraryresourcesonsubjectsthatinterestyourstudent.

MemorizationAmerican fourth graders should know the Preamble to the Constitution, theGettysburgAddress,andthepurpose(ifnottheexactwords)oftheamendmentsto theConstitution.Also,plan to finishmemorizing the listofpresidents from1850tothepresent,thedatesofthemajorwarssince1850,andthecapitalsofthefiftystates.Attheendofthischapter,we’vesuggestedsongs,games,flashcards,andcoloringbookstohelpwiththismemorywork.As above, if you live in another country adjust this assignment to suit your

ownsituation.

SUGGESTEDSCHEDULES

You can study history eitherMonday/Wednesday/Friday, or Tuesday/Thursdayforalongertime.

AgoodMonday/Wednesday/Fridayschedulemightlooklikethis:

MondayReadselectedpagesfromyourselectedhistoryspine.Lookuplocationsonaglobeandmap.Askthestudentquestionsaboutthereading;helphimtoanswerincompletesentences.

Wednesday

Helpthestudenttomakeanarrationpageaboutthematerialcoveredinthespine(firstandsecondgradersnarratetoyou,thirdandfourthgraderscanbegintowritetheirownnarrations).Youngerstudentsmayalsochoosetodrawapictureandthennarrateasentencetoyouaboutthepicture.

Friday Readadditionalchaptersorlibrarybooksaboutthesubject,ordoahistoryproject/activity.Goovermemorywork.

ATuesday/Thursdayschedulemightlooklikethis:

Tuesday

Readselectedpagesfromyourselectedhistoryspine.Lookuplocationsonaglobeandmap.Askthestudentquestionsaboutthereading;helphertoanswerincompletesentences.Readone

additionalchapterorlibrarybook.

Thursday

Readatleastonemorechapterorlibrarybook.Askthestudenttomakeanothernarrationpagecoveringoneoftheadditionalresources.Ordoahistoryactivityorproject.Goovermemorywork.

Youcouldalsochoosetoalternateweeks:

WeekOne ReadfromyourhistoryspineMWForT/Th;makeatleastonenarrationpageaboutatopiccovered.

WeekTwoReadadditionallibrarybooks,ordohistoryprojects/activitiesbasedonatleastoneofthetopicscoveredinWeek1.Doatleastonenarrationpage.

Whateverpatternyouchoose,plantospendaminimumof1½hoursperweekdoinghistoryinfirstgrade;aminimumof2hoursinsecondgrade;andatleast3hoursperweekinthirdandfourthgrade.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwanttouse themin).Books inseriesare listed together.Remember thatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.The titles we list are only a few of the many available. Plan on exploring

libraryandbookstoreshelvesforyourself.During first and second grades, you should plan on readingmany of these

biographies and histories aloud. We have suggested a few simple books thatyoungchildrencanreadalone.Basictextsforthefour-yeargrammarstagearelistedfirst.Asupplementary

listisprovidedforeachyearofstudy.Thefirstsectionforeachyearlistsbooksthatprovidegeneralinformationaboutthehistoricalperiod,includingcoloringbooks and other project resources. The second section lists some of the most

usefulbiographiesalphabeticallybysubject.Becausebiographiesareoftenthemostusefulsupplementalreadingforyoung

children,wehavesuppliedchronological listsof famouspeople tohelpyou inyour search for library titles. For third and fourth grade, when children arebetter able to understand historical “topics,” we have also supplied a list ofmajorhistoricaleventsthatthestudentcanexplore.

BasicTexts(“Spines”)

NarrativeSpines

Theseare told instory format,engaging thestudent’s imaginationandmakingretentionsimpler.Theyhave fewvisuals,andonlyTheStoryof theWorldhasaccompanyingcurriculumguides.Studentswhoneedpicturesmaybenefit fromoneoftheencyclopediasthatfollow.Narrativeandencyclopedicspinescanbeusedindividuallyortogether.

Bauer, Susan Wise. The Story of the World: History for the Classical Childseries.CharlesCity,VA:Well-TrainedMindPress.This four-volume series provides an engaging narrative, connecting eventsaround the world in a way grammar-stage children can easily grasp. Eachvolumecoversoneyearofhistorystudy.Volumes1and2(AncientTimesandTheMiddleAges)canbereadaloud;Volumes3and4(EarlyModernTimesandTheModernAge)canbereadindependently.Eachvolumeiswrittenataslightlyhigherreadinglevel.Youcanassembleyourownmaps,illustrations,andreadinglists,usingthe

suggestionsweprovidehere; alternatively, eachvolumeofThe Story of theWorld can be ordered with an accompanying activity book which containscomprehensionquestionsandanswers,samplenarrationsforeachsection(togiveyousomeideaoftheappropriatelevelofdetailyouhopetohearfromthechild), bothnonfiction and fiction library lists for additional reading, black-line maps and exercises for each chapter, coloring pages, and projectinstructions(forhands-onlearning).Eachvolumeisavailableinpaperback($16.95)andhardback($21.95),as

wellasinaPDFdownload.UnabridgedaudiobookversionshavebeenrecordedbyJimWeissandare

availableinCDandasanMP3download.Testbookletsarealsoavailable.Wedon’tthinktestingisnecessaryduring

thegrammarstage,butthetestsalsomakeexcellentreviewworksheets.TheStoryoftheWorldisnotaheavilyillustratedseries;childrenwhoneed

visualswillappreciateusingoneoftheencyclopediasbelowasasupplement.Extensivesamplescanbeviewedatthepublisher’swebsite.

Volume I:Ancient Times: From the Earliest Nomads to the Last RomanEmperor,rev.ed.(2006).Coversworldhistory5000B.C.–400A.D.

ActivityBookI:AncientTimes,3rded.(2006).$34.95.Volume1Audiobook,rev.ed.(2006).$39.95,MP3download$25.Rountree, Elizabeth. Volume 1, Ancient Times: Tests and Answer Key(2007).$12.95.

Volume II: The Middle Ages: From the Fall of Rome to the Rise of theRenaissance,rev.ed.(2007).Coversworldhistory400–1600.

ActivityBookII:TheMiddleAges,rev.ed.(2008).$36.95.VolumeIIAudiobook,rev.ed.(2008).$44.95,MP3download$29.Rountree, Elizabeth.Volume 2, TheMiddle Ages: Tests and Answer Key(2007).$13.95.

Volume III: EarlyModern Times: From Elizabeth the First to the Forty-Niners(2004).Coversworldhistory1600–1850.

ActivityBookIII:EarlyModernTimes(2004).$36.95.VolumeIIIAudiobook(2007).$49.95,MP3download$32.Rountree,Elizabeth.Volume3,EarlyModernTimes:TestsandAnswerKey(2007).$13.95.

VolumeIV,TheModernAge(2004).Coversworldhistory1850–present.

ActivityBook IV:TheModernAge:FromVictoria’sEmpire to theEndoftheUSSR.(2004).$36.95.VolumeIVAudiobook(2006).$54.95,MP3download$35.

Rountree, Elizabeth.Volume 4, The Modern Age: Tests and Answer Key(2007).$14.95.

Gombrich,E.H.ALittleHistoryoftheWorld.NewHaven,CT:YaleUniversityPress,2008.$15 paperback; an illustrated paperback edition (2013) is available for $22.This one-volume world history takes young readers from the Stone Agethroughthemid-twentiethcenturyinfortychapters.ErnstGombrich, trainedasanarthistorian,wrotetheLittleHistoryinGermanin1935,andattheendof his life revised it for English-speaking readers. It is a readable andentertaining history that covers world events in much less detail than TheStory of theWorld; you will need to use at least one of the encyclopediasbelowtofleshoutthedetails.Asianhistorygetsverylittlespace,andyoumaywish to consider using the fourth volume of The Story of the World as asupplement, since post–World War I history is covered in a very sparsefashion.However,thisisagoodoptionforparentswhoprefertopulltogethermoreoutsideresources;alsoagoodchoiceforolderstudentswhowishtodoaone-ortwo-yearsurveyofworldhistorybeforeenteringthelogicstage.Samplechapterscanbepreviewedatthepublisher’swebsite.

EncyclopedicSpinesThese chronological encyclopedias offer brief, easily grasped chunks of textalongwithplentyof charts,graphs,and illustrations.The information ismorefragmentedthaninthenarrativespines,butsomestudentsmaypreferthemorevisualapproach;otherswillfinditbusyanddistracting.Unfortunately,allthreepublishers(DK,Kingfisher,andUsborne)areterribly

unreliable,andtheseencyclopediasconstantlygooutofprintandarereplacedby new versions—sometimes for the same age group and sometimesconsiderably more advanced. Used versions of the resources can usually belocatedonline.Theencyclopedias canalsobeusedashandy supplements to thenarratives

listedabove.

Bingham,Jane,FionaChandler,andSamTaplin.TheUsborneInternet-LinkedEncyclopediaofWorldHistory.Tulsa,OK:E.D.C.Publishing,2003.This is the hardback; the paperback is currently dated 2010. Definitely themost age-appropriate encyclopedia for the grammar stage, but (annoyingly)

outofprint.Checkonlineforusedversions.

History Year by Year: The History of the World, From the Stone Age to theDigitalAge,1stAmericaned.NewYork:DKPublishing,2013.$24.99.MoreaccessiblethantheKingfisherencyclopediaforyoungstudents,but with more fragmented text (many one- to two-sentence “sound bites”)than theUsborneencyclopedia.Visually appealingandverywellorganized,but plan to supplement with a narrative spine or plenty of storybook-typeresources so that students become familiarwith sustainedhistoricalwriting.Samplescanbeviewedonthepublisher’swebsite.

TheKingfisherHistoryEncyclopedia,3rded.NewYork:Kingfisher,2012.$32.99.Reallymoreappropriateforfifthgradeandup(seeChapter17),butcanbeadaptedforusewithyoungerchildren(withsomeparentaleffort),andmorewidelyavailablethantheUsborneencyclopedia.Expecttoreadaloudingrades 1–3. The “Ready Reference” section in the back provides usefulmemorization lists: dynasties, emperors, kings, prime ministers, presidents,andmajorwars.

GeographyResources

Up-to-dateglobesandwallmapscanbefoundattheNationalGeographiconlinemapstore(maps.nationalgeographic.com).

Arnold,Caroline.TheGeographyBook:ActivitiesforExploring,Mapping,andEnjoyingYourWorld.NewYork:Jossey-Bass,2001/Wiley,2002.$15.95. For third grade and older. An excellent introduction to physicalgeography: the points of the compass, time zones, different types of maps,physical formations (continents, mountains, valleys, oceans, seas, etc.), andweather. Activities and projects throughout. Good for focused geographystudy.

Geography.Louisville,KY:MemoriaPress.For third grade and older. An organized, sequential course in politicalgeography; exercises teach thecurrentborders and featuresof eachcountry,withabriefhistoricalsurveyofthecountry’sdevelopmentanda“fastfacts”chart thatgivesmajorcities,population,andother important figures.Use in

theorderlistedbelow.Samplesmaybeviewedatthepublisher’swebsite.States&Capitals.

StudentGuide.$12.95.TeacherManual.$12.95.

GeographyI:TheMiddleEast,NorthAfrica,&Europe.MemoriaPressisaChristianpublisher,andthesectionsonMiddleEasternhistorymakeuseoftheOldandNewTestamentaccounts.StudentText.$14.95.Workbook.$12.95.TeacherGuide.$14.95.

GeographyII:Sub-SaharanAfrica,Asia,Oceania,&theAmericas.StudentText.$14.95.Workbook.$12.95.TeacherGuide.$14.95.

GeographyIII,2nded.Amoredetailedreviewofworldgeography(definitely involving logic-stageskills).StudentText.$16.95.Workbook.$17.95.TeacherGuide.$17.95.

GeographySongsKit.NewportBeach,CA:AudioMemory,1999.$22.95forCD.Thirty-threesongscovercontinents,oceans,planets,and225countries;includes23mapstolabel.

Johnson,Terri.BlacklineMapsofWorldHistory.Boring,OR:KnowledgeQuestMaps.“Historical” geography; focus is on the changes in countries, empires, andkingdomsovertime;usefulasasupplementforallgrades.Black-linemapstolabelandcolor;full-colorteacher’smapsplusblankstudentmaps.Extensivesamples and lesson plans also available at the publisher’s website. Alldownloadsarefromthepublisher’swebsite.MapTrek,V1:AncientWorld.$14.95fordownload.MapTrek,V2:MedievalWorld.$14.95fordownload.MapTrek,V3:NewWorld.$14.95fordownload.

MapTrek,V4:ModernWorld.$14.95fordownload.MapTrek,USEdition.HistoricalandcontemporarymapsoftheU.S.states.$19.95fordownload.Map Trek: The Complete Collection. $55 for hardcover book plus CD-ROM,$47fordownload.

VanCleave, Janice. Janice VanCleave’s Geography for Every Kid. New York:Wiley,1993.$16. For third grade and older. A combination of historical and physicalgeography; plenty of activities (making your own Mercator projection,drawingmapsforotherstofollow)withsomeconnectiontohistoricalevents(such as the first trip around the African continent). Good for a one-yearfocusedgeographycourse.

Ancients,5000B.C.–A.D.400(FirstGrade)

ListofGreatMenandWomentoCover

Cheops,pharaohofEgypt(2700–2675B.C.)Abraham(c.2100B.C.)Hammurabi(c.1750B.C.)QueenHatshepsutofEgypt(c.1480B.C.)Moses(c.1450B.C.)Tutankhamen(c.1355B.C.)Nebuchadnezzar(1146–1123B.C.)KingDavid(c.1000B.C.)Homer(c.800B.C.)Romulus(753–716B.C.)Sennacherib(705–681B.C.)Lao-tse(b.604B.C.)Pythagoras(581–497B.C.)Confucius(K’ungFu-tsu)(551–479B.C.)Buddha(SiddharthaGautama)(550–480B.C.)Socrates(470–399B.C.)Plato(427–347B.C.)

Aristotle(384–322B.C.)AlexandertheGreat(356–323B.C.)Hannibal(foughtwithRomec.218–207B.C.)Cicero(106–43B.C.)JuliusCaesar(100–44B.C.)Virgil(70–19B.C.)CaesarAugustus(c.45B.C.–A.D.14)JesusChrist(c.4B.C.–A.D.33)SaintPaul(c.A.D.45)Nero(diedA.D.68)ConstantinetheGreat(ruledA.D.306–337)

GeneralInformationAli,Daud.AncientIndia:DiscovertheRichHeritageoftheIndusValleyandtheMughalEmpire.Wigston,Leicester:Armadillo,2014.$12.99. Fifteen first-grade-friendly projects and over three hundredillustrationsilluminateancientIndiancustomsandhistory.

Broida, Marian. Ancient Egyptians and Their Neighbors: An Activity Guide.Chicago:ChicagoReviewPress,1999.$16.95. Includes information and activities aboutMesopotamians, Nubians,andHittites,aswellasthemorepopularEgyptians.

Carlson,Laurie.ClassicalKids:AnActivityGuidetoLifeinAncientGreeceandRome.Chicago:ChicagoReviewPress,1998.$16.95.Informationandhands-onactivitiesaboutthesetwoancientcultures.

A Coloring Book of Ancient Egypt. Santa Barbara, CA: Bellerophon Books,1985.$4.95. Museum-shop-quality coloring book with designs and images fromEgyptiantombsandmonuments.

AColoringBookofAncientIndia.SantaBarbara,CA:BellerophonBooks,1989.$4.95. Scenes drawn from ancient Indian paintings and carvings showeverydaylifeaswellaspicturesfrommythandlegend.

A Coloring Book of Ancient Rome. Santa Barbara, CA: Bellerophon Books,1988.$4.95.Museum-shop-qualitycoloringbookwithRomanartdepictingCaesars,senators,chariotraces,andotherscenesfromRomanlife.

Ford,Michael.YouWouldn’tWant toBeaGreekAthlete!NewYork:FranklinWatts,2014.$9.95.Theeverydaylifeofanathlete,plusaglossaryofterms.

Green,John.LifeinAncientEgypt.NewYork:Dover,1989.$3.99.Coloringbook;anartist’sdetaileddrawingsofEgyptianlife.

________.LifeinAncientGreece.NewYork:Dover,1993.$3.99.Coloringbook;anartist’sdetaileddrawingsofGreeklife.

________.LifeinAncientRome.NewYork:Dover,1997.$4.99.Coloringbook;anartist’sdetaileddrawingsofRomanlife.

________.LifeinOldJapan.NewYork:Dover,1994.$4.99.Coloringbook;anartist’sdetaileddrawingsofancientJapaneselife.

Guerber,H.A.TheStoryoftheGreeks,3rded.FortCollins,CO:NothingNewPress,2003.$26.95.An engaging narrative history, broken into small, readable sections,firstpublishedinthelatenineteenthcentury;agreatreferencebooktohaveonhandforextrareadingthroughtheyear.

________.The Story of the Romans, 3rd ed. Fort Collins, CO: Nothing NewPress,2002.$24.95.An engaging narrative history, broken into small, readable sections,firstpublishedinthelatenineteenthcentury;agreatreferencebooktohaveonhandforextrareadingthroughtheyear.

Krebs, Laurie.We’re SailingDown the Nile: A Journey Through Egypt, illus.AnneWilson.Cambridge,MA:BarefootBooks,2007.$7.99. A rhyming read-it-yourself book for the youngest students, withadditionalinformationaboutancientEgyptfortheparent/teacher.

Malam,John.YouWouldn’tWanttoBeaRomanGladiator!GoryThingsYou’dRatherNotKnow.NewYork:FranklinWatts,2012.$9.95. All about gladiators and the ancient Roman culture that surroundedthem.

Mann,Elizabeth.TheGreatPyramid.NewYork:MikayaPress,2006.$9.95.A lavishly illustrated guide to the construction of thiswonder of theancientworld,withfold-outsections.

________.TheGreatWall.NewYork:MikayaPress,2006.$12.95.Anotherbeautifulbook,coveringthehistoryandextentof theGreatWallofChina,withafold-outsceneofanattackonthewall’scenter.

Morley,Jacqueline.YouWouldn’tWant toBeaPyramidBuilder!AHazardousJobYou’dRatherNotHave.NewYork:FranklinWatts,2013.$9.95.AnengaginglookatlifeonthebottomofEgyptiansociety.

________.YouWouldn’tWant to Be a Sumerian Slave! A Life ofHard LaborYou’dRatherAvoid.NewYork:FranklinWatts,2007.$9.95.Arare(andfunny)lookatSumeriancustoms.

________.YouWouldn’tWanttoBeinAlexandertheGreat’sArmy!MilesYou’dRatherNotMarch.NewYork:FranklinWatts,2005.$9.95.CoversanumberoftheareasthatAlexanderconquered.(Somedeathanddismemberment,althoughit’scartoonishinnature.)

________.YouWouldn’tWant toWork on the GreatWall of China! DefensesYou’dRatherNotBuild.NewYork:FranklinWatts,2006.$9.95.AnentertainingexaminationoftheGreatWallthroughtheeyesofitsbuilders.

Oakes,Lorna.Mesopotamia:AllAboutAncientAssyriaandBabylonia.Wigston,Leicester:Armadillo,2012.$12.99. Fifteen first-grade-friendly projects and over three hundredillustrationsilluminateancientMesopotamiancustomsandhistory.

O’Connor, Jane. Hidden Army: Clay Soldiers of Ancient China (All-AboardReading).NewYork:Grosset&Dunlap,2011.

$3.99. A paperback beginning-reader guide to the terra-cotta soldiers ofancientChina.

Payne,Elizabeth.ThePharaohsofAncientEgypt.NewYork:RandomHouse,1981.$5.99. Each chapter tells about one pharaoh. Fourth- to fifth-grade readinglevelbuteasily readaloud.CoversEgypt’shistoryfromthebeginning to itsconquestbyGreeceandRome.

QueenNefertitiColoringBook.SantaBarbara,CA:BellerophonBooks,1992.$3.50. Museum-shop-quality coloring book with reproductions of actualimagesfromtombsandmonumentsinEgypt.

Sanders, Nancy I.Old Testament Days: An Activity Guide. Chicago: ChicagoReviewPress,1999.$18.95. Activities and information aboutNear Eastern lands during ancienttimes.

Steele, Philip. Ancient China: Step Into the Time of the Chinese Empire.Wigston,Leicester:Armadillo,2012.$12.99. Fifteen first-grade-friendly projects and over three hundredillustrationsilluminateancientChinesecustomsandhistory.

Tames,Richard.AncientGreece: Step Into theWorld of theClassicalGreeks.Wigston,Leicester:Armadillo,2012.$12.99. Fifteen first-grade-friendly projects and over three hundredillustrationsilluminateancientGreekcustomsandhistory.

BiographiesAlexandertheGreatDemi.AlexandertheGreat.NewYork:MarshallCavendish,2010.$19.99; less for the ebook version.A kid-friendly picture-book survey ofAlexander’slife,withbeautifulillustrations.

CleopatraStanley, Diane, and Peter Vennema. Cleopatra. New York: HarperCollins,1997.

$7.99. The picture-book formatmakes this biography attractive to youngreaders,butyou’llneedtoreadthetextaloud.

EratosthenesLasky,Kathryn.TheLibrarianWhoMeasuredtheEarth,illus.KevinHawkes.NewYork:Little,Brown&Co.,1994.$18.99.Unfortunatelyavailableonlyinanexpensivelibrarybinding;checkyourlibrary.ThispicturebooktellsthestoryoftheancientGreeklibrarianwhomanagedtomeasuretheearth’scircumference,usingtheshadowscastbythesun.

JuliusCaesarMedina,Nico.WhoWasJuliusCaesar?illus.TimFoley.NewYork:Grosset&Dunlap,2014.$5.99.Anaccessibleread-aloudbiographywithshortchapters.

RomulusandRemusRockwell, Anne.Romulus and Remus (A Ready-to-Read Book). New York:SimonSpotlight,1997.$3.99.TheReady-to-Readseriesisaccessibletobeginningreaders.

TutankhamenSabuda,Robert.Tutankhamen’sGift.NewYork:Aladdin,1997.$7.99.Thispicture-bookbiographytellsaboutTutankhamen’slife,notjusthistomb.

Medieval/EarlyRenaissance,400–1600(SecondGrade)

ListofGreatMenandWomentoCover

SaintAugustine(writingc.411)AttilatheHun(c.433–453)KingArthur(probablykilledin537attheBattleofCamlann)Muhammad(570–632)Charlemagne(ruled768–814)AlfredtheGreat(849–899)

LeifEriksson(discoveredNorthAmericac.1000)EdwardtheConfessor(1042–1066)GenghisKhan(b.1155)DanteAlighieri(1265–1321)GeoffreyChaucer(c.1340–1400)JanvanEyck(c.1390–1441)JohannesGutenberg(c.1396–1468)ChristopherColumbus(1451–1506)LeonardodaVinci(1452–1519)AmerigoVespucci(1454–1512)NicolausCopernicus(1473–1543)Michelangelo(1475–1564)FerdinandMagellan(1480–1521)MartinLuther(1483–1546)Raphael(1483–1520)Nostradamus(1503–1566)JohnCalvin(1509–1564)HernandoCortés(enteredMexicancapital,1519)TychoBrahe(1546–1601)WalterRaleigh(1554–1618)WilliamShakespeare(1564–1616)GalileoGalilei(1564–1642)

GeneralInformationAliki.AMedievalFeast.NewYork:HarperTrophy,1986.$6.99. A colorful account of the journey of a medieval king and thepreparationsmadeforhisarrival.

Apte,Sunita.TheAztecEmpire:ATrueBook.NewYork:Scholastic,2010.$6.95.The origin of theAztecs, the building ofTenochtitlan, daily life, theextentoftheempire,andtheconquestbySpain.

Carlson, Laurie.Days of Knights and Damsels: An Activity Guide. Chicago:ChicagoReviewPress,1998.$15.95. Activities and information about the Middle Ages, designed for

elementarystudents.

AColoringBookof theMiddleAges. SantaBarbara,CA:BellerophonBooks,1985.$4.95.Pictures fromactualmedieval drawings andpaintings, showingdailylife,worship,knights,kings,monks,andwarfare.

Copeland,PeterF.ExplorationofNorthAmerica.NewYork:Dover,1992.$3.90.Informativecoloringbook.

________.IndianTribesofNorthAmerica.NewYork:Dover,1990.$3.99.Informativecoloringbook.

Green,John.Life inaMedievalCastleandVillageColoringBook.NewYork:Dover,1990.$4.99.

MacDonald,Fiona.YouWouldn’tWant toBeaCrusader!AWarYou’dRatherNotFight.NewYork:Children’sPress,2005.$9.95.Centeredaroundtheearliercrusades.

________.YouWouldn’t Want to Be a Medieval Knight!, rev. ed. New York:FranklinWatts,2013.$9.95.Anentertainingwalkthroughaknight’straining,life,andduties.

________.YouWouldn’tWanttoWorkonaMedievalCathedral!ADifficultJobThatNeverEnds.NewYork:FranklinWatts,2010.$9.95.Kid-friendlylookatthegargantuantaskofcathedral-building.

Maloy,Jackie.TheAncientMaya:ATrueBook.NewYork:Scholastic,2010.$9.95. The development of the Mayan culture: daily life, achievements,beliefs,anddecline.

Manning, Mick, and Brita Granstrom. Viking Longship: See History as ItHappened.London:FrancesLincolnChildren’sBooks,2015.$9.99.AninteractiveandentertainingguidetoVikinglife,fromthewell-doneFlyontheWallseries.

Miller, Christine, H. A. Guerber, and Charlotte M. Yonge. The Story of theMiddleAges,3rded.FortCollins,CO:NothingNewPress,2002.$30.95.An engaging narrative history, broken into small, readable sections,that reworks two nineteenth-century texts into a chronicle of events andcolorfulpersonalities.

Mooney, Carla. Explorers of the New World: Discover the Golden Age ofExploration.WhiteRiverJunction,VT:NomadPress,2011.$15.95. Readable guide to the explorers of the fifteenth and sixteenthcenturies,with twenty-twohands-onprojects (using a compass, tyingknots,etc.).

Newman,Sandra.TheIncaEmpire:ATrueBook.NewYork:Scholastic,2010.$6.95.Thelocation,customs,rise,andfalloftheIncas.

Olmon, Kyle, and Tracy Sabin.Castle:MedievalDays andKnights. London:OrchardBooks,2006.$19.99.Designedbypaper engineersRobertSabudaandMatthewReinhart,this pop-up book lets you into a wonderfully detailed castle complete withprisoners, jousting, and a drawbridge.Out of print butworth searching for,particularforengineering-mindedstudents.

Paper Soldiers of the Middle Ages: 100 Years’ War. Santa Barbara, CA:Bellerophon,1992.$3.95.

Paper Soldiers of the Middle Ages: The Crusades. Santa Barbara, CA:Bellerophon,1992.$4.95.

Polin,C.J.TheStoryofChocolate.NewYork:DorlingKindersley,2005.$3.99. ADKReader designed for second and third graders, this history ofchocolategivesdetailsaboutitsuseintheAztecworldandinmedievaltimes—afunwaytoconnectancientAmericatothepresentday.

QueenElizabethI:PaperDollstoColor.SantaBarbara,CA:Bellerophon,1985.$4.95.Paper dolls ofElizabeth I,SirWalterRaleigh, the earl ofEssex, andothers,withoutfits,aswellassometextwrittenbyQueenElizabethherself.

Renaissance.SantaBarbara,CA:Bellerophon,1983.$4.95. Coloring book with images from Renaissance paintings, engravings,andfrescoes.

Senior,Kathryn.YouWouldn’tWant to be Sick in the 16th Century!DiseasesYou’dRatherNotCatch,rev.ed.NewYork:Children’sPress,2014.$9.95.Aslightlytongue-in-cheekintroductiontomedievalmedicine:humors,epidemics,battlefieldwounds,andtheslowprogressofmedicineinPadua.

Shakespeare Fandex Family Field Guide. New York: Workman Publishing,2003.$9.95.Fiftycards,heldtogetherinaneasy-referencefanshape,withplentyofcolor illustrationsandfascinatingfactsaboutShakespeare,hisplays,andhistimes.

Smith,A.G.CastlesoftheWorldColoringBook.NewYork:Dover,1986.$4.99.Medieval castlesnotonly fromEnglandandFrance,but fromSpain,Portugal,Japan,andothercountries.

________.KnightsandArmorColoringBook.NewYork:Dover,1985.$3.99.Drawingsofknightsandarmoratdifferentperiodsinhistory.

________.LifeinCelticTimesColoringBook.NewYork:Dover,1997.$4.99.

________.StoryoftheVikingsColoringBook.NewYork:Dover,1988.$4.99.Tells the storyof theVikingpresence inEuropeaswell as inRussiaandothercountries.

Vikings.Mahopac,NY:Z-ManGames.$59.99.A familygame for up to four players; lead aVikingband, discoverislands,buildsettlements,andconqueryourneighbors.

BiographiesChristopherColumbusDeKay, James T.Meet Christopher Columbus. New York: Random House,

2001.$4.99.ALandmarkBiographyonasecond-tofourth-gradereadinglevel.

Foster, Genevieve. The World of Columbus and Sons. Sandwich, MA:BeautifulFeetBooks,1998.$21.95.Aread-aloudbiographyofColumbusandhissons,interwovenwithotherbiographies:Erasmus,Copernicus,RichardIII,andothers.

Wade, Mary Dodson. Christopher Columbus (Rookie Biographies). NewYork:Children’sPress,2014.$5.95.OneofthebooksinthewonderfulRookieBiographyseriesforfirst-tothird-gradereaders.

ElizabethIStanley,Diane.GoodQueenBess.NewYork:HarperCollins,2001.$17.99.

GalileoSis,Peter.StarryMessenger.NewYork:SquareFish,2000.$7.99.Tells the story ofGalileo’s discoveries,with illustrations based onGalileo’sownjournalsandrecords.

GenghisKhanDemi.GenghisKhan.Tarrytown,NY:MarshallCavendish,2009.$19.99; ebook also available for much less. A lovely picture bookbiographyforyoungstudents,withbrieftextandmanyillustrations.

JoanofArcStanley,Diane.JoanofArc.NewYork:HarperCollins,2002.$8.99.

LeifErikssond’Aulaire,Ingri,andEdgarParin.LeiftheLucky.Minneapolis:UniversityofMinnesotaPress,2014.$16.95.

MarcoPoloHerbert,Janis.MarcoPoloforKids.Chicago:ChicagoReviewPress,2001.$16.95.AbiographyofMarcoPolothatincludesactivitiesandprojects.

MuhammadDemi.Muhammad.NewYork:MargaretK.McElderryBooks,2003.$19.95.Checkyour library;manyusedcopiesalsoavailable.Aneasy-to-read picture book with illustrations modeled on Persian miniatures andMuhammaddepictedasagoldensilhouette.

WhointheWorldBiographySeries.CharlesCity,VA:Well-TrainedMindPress.$9.50each.OrderfromanybookstoreorfromWell-TrainedMindPress.Thisseries, designed especially for second- to fourth-grade readers,mesheswithVolumeIIofTheStoryoftheWorld.Accompanyingaudiobooks,readbyJimWeiss,arealsoavailableonCDfor$12.95.Beckham,Robert.WhointheWorldWastheSecretivePrinter?TheStoryofJohannesGutenberg.2005.Clark, Connie.Who in the World Was the Unready King? The Story ofEthelred.2005.Lambert,Lorene,WhointheWorldWastheForgottenExplorer?TheStoryofAmerigoVespucci.2005.Phillips,Robin.WhointheWorldWastheAcrobaticEmpress?TheStoryofTheodora.2006.

LateRenaissance/EarlyModern,1600–1850(ThirdGrade)

ListofHistoricalTopicstoCover

Yourchildren’slibrariancanpointyoutothird-grade-levelbooksexploringthesemajorevents(listedchronologically):theMayflowerearlyAmericansettlementsRussiaunderPetertheGreatandhissuccessorsPrussiaintheeighteenthcenturytheEnlightenmenttheagriculturalrevolutionNativeAmericanculturestheBritishinIndiatheFrenchRevolution

British-FrenchconflictinCanadatheAmericanRevolutiontheNapoleonicWarstheindustrialrevolutionSimónBolívar’sfightforindependenceinSouthAmericathesiegeoftheAlamotheCaliforniagoldrushAustralia’sbeginningsasapenalcolony.

ListofGreatMenandWomentoCoverMaryStuart(MaryQueenofScots)(1542–1587)TokugawaIeyasu(1543–1616)JamesIofEngland(1566–1652)QueenNzingaofAngola(1582–1644)ShahJahan(1592–1666)OliverCromwell(1599–1658)CharlesI(1600–1649)Rembrandt(1606–1669)JohnMilton(1608–1674)RobertBoyle(1627–1691)LouisXIVofFrance(1638–1715)IsaacNewton(1642–1727)WilliamPenn(1644–1718)PeterI(PetertheGreat)(1672–1725)Yoshimune(1684–1751)JohannSebastianBach(1685–1750)FrederickWilliamI(FredericktheGreat)(1688–1740)BenjaminFranklin(1706–1790)Qianlong(1711–1795)MariaTheresa(1717–1780)CatherinetheGreat(1729–1796)GeorgeWashington(1732–1799)FranzJosephHaydn(1732–1809)ThomasJefferson(1743–1826)

BetsyRoss(1752–1836)PhyllisWheatley(1753–1784)LouisXVI(1754–1793)MarieAntoinette(1755–1793)WolfgangAmadeusMozart(1756–1791)GeorgeIIIofEngland(1760–1820)EliWhitney(1765–1825)CaptainJamesCook(1768–1771)Tecumseh(1768–1813)Napoleon(1769–1821)LudwigvanBeethoven(1770–1827)MeriwetherLewis(1774–1809)andWilliamClark(1770–1838)SimónBolívar(1783–1830)ShakaZulu(1787–1828)Sacagawea(c.1788–1812)NatTurner(1800–1831)

GeneralInformationAliki.TheKing’sDay:LouisXIVofFrance.NewYork:Crowell,1989.Outofprint, butworthcheckingyour library for; aday in the lifeofLouisXIV,withillustrationsanddescriptionsofhislavishlifestyle.

Benchley, Nathaniel. George the Drummer Boy, illus. Don Bolognese. NewYork:HarperCollins,1987.$3.99.Historicalfictiononasecond-tofourth-gradereadinglevelaboutthebattlesatLexingtonandConcord.

________.SamtheMinuteman, illus.ArnoldLobel.NewYork:HarperCollins,1987.$3.99. Historical fiction on a second- to fourth-grade reading level about aRevolutionaryWarsoldier.

Bliven,Bruce.TheAmericanRevolution.NewYork:RandomHouse,1981.$5.99.PartoftheexcellentLandmarkseries.

Brill, Ethel.Madeleine TakesCommand, illus. BruceAdams. South Bathgate,

ND:BethlehemBooks,1996.$13.95. A read-aloud that corrects the U.S.-centered focus of many bookswritten about this time period by telling the story of a French Canadianheroine.

Copeland, Peter F.Early American TradesColoring Book. NewYork: Dover,1980.$4.99.DrawingsofthedifferentoccupationsinColonialAmerica.

________.LifeinColonialAmericaColoringBook.NewYork:Dover,2002.$4.99.

________.The Story of the American Revolution Coloring Book. New York:Dover,1988.$4.99.

Daugherty, James. The Landing of the Pilgrims. New York: Random House,1981.$5.99.Aclassicaccount.

Dennis, Yvonne Wakim, and Arlene Hirschfelder. A Kid’s Guide to NativeAmericanHistory.Chicago:ChicagoReviewPress,2009.$16.95.Projects,games,andcraftscoveringninemajorgeographicalareasinNorthAmerica,alongwithsuggestionsforadditionalreadingandatimeline.

Guerber, H. A. The Story of the Great Republic. Ed. Christine Miller. FortCollins,CO:NothingNewPress,2006.$26.95.An engaging narrative history, broken into small, readable sections,firstpublishedinthelatenineteenthcentury.ThefirsthalfofthebookdealswithAmericabeforetheCivilWar.

________.TheStoryof theThirteenColonies.FortCollins,CO:NothingNewPress,2002.$26.95.An engaging narrative history, broken into small, readable sections,firstpublishedinthelatenineteenthcentury;agreatreferencebooktohaveonhandforextrareadingthroughtheyear.

Harness,Cheryl.They’reOff!TheStoryofthePonyExpress.NewYork:Simon

&Schuster,2002.$7.99.Thestoryofcommunicationsbetweentheeastandwestcoasts in themid-1800s,writtenonathird-tofourth-gradereadinglevel.

King,DavidC.,andBobbieMoore.ColonialDays:DiscoverthePastwithFunProjects,Games,Activities,andRecipes.NewYork:Jossey-Bass,1997.$14.95.

________. Pioneer Days: Discover the Past with Fun Projects, Games,Activities,andRecipes.NewYork:Jossey-Bass,1997.$12.95.

Maestro, Betsy.A More Perfect Union: The Story of Our Constitution, illus.GiulioMaestro.NewYork:HarperCollins,2008.$7.99. The simplest and clearest introduction to the Constitution and itshistory,writtenforgrades2–4.

________.StruggleforaContinent:TheFrenchandIndianWars:1689–1763,illus.GiulioMaestro.NewYork:HarperCollins,2000.$18.99.AnicelyillustratedandclearguidetothewarsontheNorthAmericancontinent.

Moore,Kay. If YouLivedat theTimeof theAmericanRevolution.NewYork:Scholastic,1998.$6.99. Part of the Scholastic series written for young children; covers bothdailylifeandhistoryinanentertainingway.

Morley,Jacqueline.YouWouldn’tWanttoBeanAmericanColonist.NewYork:Children’sPress,2013.$9.95.Leadsyoungstudentsstep-by-stepthroughtheperilsoflifeintheearlyAmericancolonies.

Mullenbach, Cheryl. The Industrial Revolution for Kids: The People andTechnologyThatChangedtheWorld.Chicago:ChicagoReviewPress,2014.$16.95.Ahands-onintroductiontotheworldwidechangesthat industrialismmade;photographs,explanations,andtwenty-oneactivitiesandprojects.

SanSouci,Robert,andN.C.Wyeth.N.C.Wyeth’sPilgrims.SanFrancisco,CA:

ChronicleBooks,1996.$6.95.SimpletextaccompaniesN.C.Wyeth’swonderfulfull-colorpaintingsofpilgrims.Generallyinformative,butignorethepagethatexplainshowthefirstsettlersthrewaThanksgivingfeasttothanktheIndians(!).Outofprint,butworthtrackingdownsecondhand.

Schwartz, Heather. The French Revolution: Terror and Triumph. HuntingtonBeach,CA:TeacherCreatedMaterials,2013.$8.99. Part of the Primary SourceReaders series, this illustrated paperbackdiscusses the major players of the French Revolution (the royal family,Robespierre,andmore)andcoverstheeventsleadinguptotheDeclarationoftheRightsofMan.

Tierney,Tom.AmericanFamilyoftheColonialEra:PaperDollsinFullColor.NewYork:Dover,1987.$6.95.Large,historicallyaccuratepaperdolls.

________.MarieAntoinettePaperDoll.NewYork:Dover,2001.$6.95. Paper dolls of the queen and her dressmaker, along with fifteencostumes(andwigs).

BiographiesAdams,AbigailWagoner, Jean Brown. Abigail Adams: Girl of Colonial Days. New York:Aladdin,1992.$6.99.Writtenonathird-tofifth-gradelevel,theseimaginativebiographiesin the Childhood of FamousAmericans series focus on the childhood ofeachsubject.Highlyrecommended.

Adams,JohnBenge,Janet.JohnAdams:IndependenceForever.Lynnwood,WA:EmeraldBooks,2002.$8.99. One of the Heroes of History series, written on an entertainingfourth-tofifth-gradelevel.

Hopkinson,Deborah.JohnAdamsSpeaks forFreedom, illus.CraigOrback.NewYork:SimonSpotlight,2005.$3.99.OneoftheReady-to-Readseries,thisisidealforstudentsreadingon

a second- to third-grade level (much simpler than the Heroes of Historybiographyabove).

Antoinette,MarieHockinson, Liz.Marie Antoinette: “Madame Deficit” (The Thinking Girl’sTreasuryofDastardlyDames).FosterCity,CA:GoosebottomBooks,2011.$18.95. Available as an ebook for less. A nicely illustrated, well-writtenbiographyofMarieAntoinette that coversher timesaswell;writtenonathird-tofourth-gradelevelwithsomeadvancedvocabulary.

Attucks,CrispusMillender, Dharathula H. Crispus Attucks: Black Leader of ColonialPatriots.NewYork:Aladdin,1986.$6.99.AChildhoodofFamousAmericansbiography.

Bach,JohannSebastian.Venezia,Mike.JohannSebastianBach(GettingtoKnowtheWorld’sGreatestComposers).NewYork:Children’sPress,1998.$6.95.Simple illustratedbiographyofBachalongwith informationabouthisgreatesthits;agoodindependentreadformostthirdgraders.

Beethoven,LudwigvanVenezia,Mike.LudwigVanBeethoven(GettingtoKnowtheWorld’sGreatestComposers).NewYork:Children’sPress,1996.$6.95. Simple illustrated biography of Beethoven alongwith informationabouthisgreatesthits;agoodindependentreadformostthirdgraders.

Boone,DanielStevenson,Augusta.Daniel Boone: Young Hunter and Tracker. New York:Aladdin,1986.$6.99.AChildhoodofFamousAmericansbiography.

BuffaloBillStevenson, Augusta. Buffalo Bill: Frontier Daredevil. New York: Aladdin,1991.$6.99.AChildhoodofFamousAmericansbiography.

Crockett,DavyParks, Eileen Wells. Davy Crockett: Young Rifleman. New York: Aladdin,1986.$6.99.AChildhoodofFamousAmericansbiography.

Franklin,BenjaminCousins,Margaret.Ben Franklin in Old Philadelphia. New York: RandomHouse,2004.$5.99.OneoftheLandmarkBiographyseries.

Giblin,JamesCross.TheAmazingLifeofBenjaminFranklin, illus.MichaelDooling.NewYork:Scholastic,2006.$7.99. A well-written picture-book biography with plenty of additionalinformationaboutFranklin’stimes.

Harness, Cheryl. The Remarkable Benjamin Franklin. Washington, DC:NationalGeographicChildren’sBooks,2008.$7.95. Another fine, highly illustrated biography suitable for readers ingrades3–5.

Handel,GeorgeFridericVenezia,Mike.GeorgeHandel.Chicago:Children’sPress,1995.$6.95. Part of the readable junior series Getting to Know the World’sGreatestComposers.

Henry,PatrickAdler,DavidA.APictureBookofPatrickHenry.NewYork:HolidayHouse,2001.$7.99. A simple and interesting guide to Patrick Henry’s life. From thePictureBookBiographiesseries.

Fritz, Jean.Where Was Patrick Henry on the 29th of May?, illus. MargotTomes.NewYork:Puffin,1997.$6.99. A classic children’s book, covering the history of the earlyRevolutionasittellsthestoryofPatrickHenry.

Jackson,AndrewVenezia, Mike. Andrew Jackson: Seventh President, 1829–1837. Chicago:Children’sPress,2005.

$7.95.AsimplerreadthantheJacksonbiographylistedbelow,thisispartoftheGettingtoKnowtheU.S.Presidentsseries.

Stanley,GeorgeEdward.AndrewJackson:YoungPatriot.NewYork:Aladdin,2003.$6.99.OneoftheChildhoodofFamousAmericansseries.

Jefferson,ThomasBarrett,Marvin.MeetThomasJefferson.NewYork:RandomHouse,2001.$4.99.ALandmarkBiography.

Giblin, James Cross. Thomas Jefferson: A Picture Book Biography. NewYork:HolidayHouse,1991.$7.99. A simple biography with attractive color illustrations; part of thePictureBookBiographiesseries.

Lafayette,MarquisdeFritz, Jean.Why Not Lafayette?, illus. Ronald Himler. New York: Putnam,2001.$5.99.Afourth- to fifth-grade levelbiographyof theMarquis; thiswouldalsomakeanentertainingread-aloudforyoungerstudents.

Monroe,JamesVenezia, Mike. James Monroe: Fifth President, 1817–1825. Chicago:Children’sPress,2005.$7.95.PartoftheGettingtoKnowtheU.S.Presidentsseries.

Mozart,WolfgangAmadeusVenezia, Mike. Wolfgang Amadeus Mozart (Getting to Know the World’sGreatestComposers).NewYork:Children’sPress,1995.$6.95.SimpleillustratedbiographyofMozartalongwithinformationabouthisgreatesthits;agoodindependentreadformostthirdgraders.

NurJahanBridges,ShirinYim.NurJahanofIndia(TheThinkingGirl’sTreasuryofRealPrincesses).FosterCity,CA:GoosebottomBooks,2010.$18.95. Available as an ebook for less. A nicely illustrated, well-writtenbiography of Nur Jahan that also discusses Shah Jahan and the Mughalempire; written on a third- to fourth-grade level with some advanced

vocabulary.

NzingaHavemeyer, Janie. Njinga: “The Warrior Queen” (The Thinking Girl’sTreasuryofDastardlyDames).FosterCity,CA:GoosebottomBooks,2011.$18.95. Available as an ebook for less. A nicely illustrated, well-writtenbiographyofQueenNzinga;writtenona third- to fourth-grade levelwithsomeadvancedvocabulary.

Pitcher,MollyStevenson,Augusta.MollyPitcher:YoungPatriot.NewYork:Aladdin,1986.$8.99.OneoftheChildhoodofFamousAmericansseries.

PocahontasPenner, Lucille Rech. The True Story of Pocahontas. New York: RandomHouse,1994.$3.99.AStepIntoReadingbiography,writtenonasecond-gradelevel.

Revere,PaulStevenson,Augusta.PaulRevere:BostonPatriot.NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Ross,BetsyGreene,Stephanie.BetsyRossandtheSilverThimble,illus.DianaMagnuson.NewYork:SimonSpotlight,2002.$3.99.AStepIntoReadingeasyreaderforbeginners.

SacagaweaSeymour, Flora Warren. Sacagawea: American Pathfinder. New York:Aladdin,1991.$6.99.OneoftheChildhoodofFamousAmericansseries.

SittingBullStevenson,Augusta.SittingBull:DakotaBoy.NewYork:Aladdin,1996.$6.99.OneoftheChildhoodofFamousAmericansseries.

Squanto

Bulla,ClydeRobert.Squanto,FriendofthePilgrims.NewYork:Scholastic,1990.$5.99.

TecumsehMayer,Cassie.Tecumseh.Portsmouth,NH:Heinemann,2007.$5.99.AFirstBiography,writtenonaverysimplereadinglevel.

Washington,GeorgeAdler,DavidA.APictureBookofGeorgeWashington.NewYork:HolidayHouse,1990.$7.99. A simple biography with colorful illustrations; part of the PictureBookBiographiesseries.

Harness, Cheryl. George Washington. Washington, DC: National GeographicChildren’sBooks,2006.

$8.99. Large illustrations, straightforward text on a third- to fifth-gradelevel.

Heilbroner,Joan.MeetGeorgeWashington.NewYork:RandomHouse,2001.$4.99.AStep-UpBiography.

Washington,MarthaWagoner,JeanBrown.MarthaWashington:America’sFirstFirstLady.NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Wheatley,PhillisWeidt,Maryann.Revolutionary Poet: A Story about PhillisWheatley, illus.MaryO’KeefeYoung.Minneapolis,MN:CarolrhodaBooks,1997.$6.95.

Modern,1850–Present(FourthGrade)

ListofHistoricalTopicstoCover

Your children’s librarian can point you to fourth-grade level books exploring

thesemajorevents(listedchronologically).ForU.S.statehistory,youcanalsowritetoyourstate’sChamberofCommerceandrequestmaterialstostudyyourstate’shistory,geography,andcommerce.AfricaunderEuropeancontroltheIndianmutiniestheCrimeanWartheVictorianerasuffragemovementandtheSenecaFallsdeclarationtheWarbetweentheStates(CivilWar)explorationoftheAmericanWestEuro-AmericanconflictwiththeNativeAmericantribestheBoxerRebellionWorldWarItheRussianRevolutiontheSovietUniontheGreatDepressiontheNewDealcivilwarinSpaintheAxisandtheAlliesWorldWarIINaziGermany/HitlertheHolocaustZionism/theJews’returntoPalestineapartheid/SouthAfricansegregationChinaunderMaotheKoreanWartheAmericancivilrightsmovementtheVietnamWarspaceraceandlandingonthemoon

ListofNotableMenandWomentoCoverAndrewJackson(1767–1845)LouisJosephPapineau(1786–1871)SamuelMorse(1791–1872)

CommodoreMatthewPerry(1794–1858)SantaAnna(1794–1876)RobertE.Lee(1807–1870)AbrahamLincoln(1809–1865)DavidLivingstone(1813–1873)OttovonBismarck(1815–1898)ElizabethCadyStanton(1815–1902)KarlMarx(1818–1883)QueenVictoria(1819–1901)VictorEmmanuelII(1820–1878)SusanB.Anthony(1820–1906)FlorenceNightingale(1820–1910)HarrietTubman(1820–1913)UlyssesS.Grant(1822–1885)CatewayooftheZulus(1826–1884)SittingBull(1831–1890)EmpressDowagerCixi(1835–1908)SamuelClemens(MarkTwain)(1835–1910)GeorgeCuster(1839–1876)ClaudeMonet(1840–1926)AlexanderGrahamBell(1847–1922)ThomasEdison(1847–1931)Mutsuhito(emperorofJapan)(1852–1912)TheodoreRoosevelt(1858–1919)HenryFord(1863–1947)WilburWright(1867–1912)andOrvilleWright(1871–1948)MahatmaGandhi(1869–1948)VladimirLenin(1870–1924)WinstonChurchill(1874–1965)JosefStalin(1879–1953)FranklinD.Roosevelt(1882–1945)BenitoMussolini(1883–1945)AdolfHitler(1889–1945)DwightD.Eisenhower(1890–1969)

CharlesdeGaulle(1890–1970)FranciscoFranco(1892–1975)MaoZedong(1893–1976)CzarNicholasII(1895–1917)AmeliaEarhart(1897–1932)AlbertEinstein(1879–1955)CharlesLindbergh(1902–1974)JohnF.Kennedy(1917–1963)NelsonMandela(1918–2013)MargaretThatcher(1925–2013)MartinLutherKing,Jr.(1929–1968)NeilArmstrong(1930–2012)SaddamHussein(1937–2006)BillGates(1955–)

GeneralResources

If you are a U.S. home-schooling family, your district may ask you to spendfourthgradestudyingAmericanhistory;wesuggest thatyoucontinuewiththestudyofworldhistory,butfocusyouradditionalandsupplementalreadingsontheAmericanhistoryresourceslistedbelow.Thebookslistedbelowareonlyafewofthemanyavailable.

Archambault, Alan. Black Soldiers in the Civil War Coloring Book. SantaBarbara,CA:Bellerophon,1995.$3.95.Amuseum-shop-qualitycoloringbookofCivilWar–eraimages.

________. Civil War Heroes: A Coloring Book. Santa Barbara, CA:Bellerophon,1988.$4.95. A museum-shop-quality coloring book of contemporary Civil Warportraits.

Bernhard,Annika.StateBirdsandFlowersColoringBook.NewYork:Dover,1990.$3.99.

Bunting,Eve.TheWall.Boston:HoughtonMifflin,1992.$6.99. A little boy is taken to find his grandfather’s name on the VietnamVeteransMemorial.

Carey,CharlesW.The Emancipation Proclamation. Chanhassen,MN:Child’sWorld,2014.$20.95.PartoftheJourneytoFreedomseries,thisinformativebookforyoungstudentsisavailableasanebookonly.

AColoringBookofOurPresidents,WashingtonthroughClinton.SantaBarbara,CA:Bellerophon,1999.$4.95.Contemporaryportraitsofeachpresident.

Conklin, Wendy. The Cold War. Huntington Beach, CA: Teacher CreatedMaterials,2013.$8.99.Heavily illustrated introduction tocommunism, thearmsraceandthespacerace,theBerlinWall,theKoreanWar,theCubancrisis,andtheVietnamconflict,allreadableonafourth-gradelevel.

Copeland,PeterF.FamousWomenoftheCivilWarColoringBook.NewYork:Dover,1999.$3.99.

________.StoryoftheCivilWarColoringBook.NewYork:Dover,1991.$3.99.

Demuth,PatriciaBrennan.WhatWasD-Day?,illus.DavidGrayson.NewYork:Grosset&Dunlap,2015.$5.99.Interestingandage-appropriatecoverageoftheeventsleadinguptoD-Dayaswellastheinvasionitself.

________.WhatWasPearlHarbor? illus.JohnMantha.NewYork:Grosset&Dunlap,2013.$5.99.TheeventsofDecember7,1941,andwhatcameafter.

Dubois,MurielL.TheU.S.HouseofRepresentatives.Mankato,MN:CapstonePress,2003.$7.29.Simpleandheavilyillustratedguide.

________.TheU.S.Presidency.Mankato,MN:CapstonePress,2003.$7.29. Simple and heavily illustrated guide to one of the three branches ofgovernment.

________.TheU.S.SupremeCourt.Mankato,MN:CapstonePress,2003.$7.29.Simpleandheavilyillustratedguide.

Foster, Genevieve. Abraham Lincoln’s World. Sandwich, MA: Beautiful FeetBooks,2003.$21.95.TellsthestorynotonlyofLincoln,butalsoofothermenandwomenwhoselivesintersectedhis.

Fradin, Dennis Brindell. From Sea to Shining Sea series. Danbury, CT:Children’sBookPress.Thisseriesincludesonetitleforeachstateandiswrittenonasimplesecond-tofourth-gradereadinglevel.

Graham, Ian.YouWouldn’tWant to Be aWorldWar II Pilot! Air Battles YouMightNotSurvive.NewYork:FranklinWatts,2009.$9.95.Engagingcartoon-illustratedguidetoWorldWarIIcombatflying.

Holling,HollingC.MinnoftheMississippi.Boston:HoughtonMifflin,1978.$11.95. The history of the Mississippi told through the adventures of asnappingturtle.

________.Paddle-to-the-Sea.Boston:HoughtonMifflin,1980.$11.95. A Caldecott-winning story about an Indian boy’s toy canoe and itsjourneyfromtheGreatLakestotheAtlantic.

________.TreeintheTrail.Boston:HoughtonMifflin,1990.$11.95. The history of the Great Plains and Santa Fe Trail, centered on acottonwoodtree.

King, David C. Civil War Days: Discover the Past with Exciting Projects,Games,Activities,andRecipes.NewYork:Jossey-Bass,1999.$16.95.Follows the livesof twofamilies,onewhiteandoneblack, throughdailyactivities;plentyofsuggestionsforhands-onlearning.

________.WorldWarIIDays:DiscoverthePastwithExcitingProjects,Games,Activities,andRecipes.NewYork:Wiley,2000.$12.95.ExplorethecultureofAmericainthe1930sand’40s.

Levine, Ellen. If You Lived at the Time of Martin Luther King. New York:Scholastic,1994.$6.99.Simplereadingaboutthecivilrightsmovement.

Lincoln,Abraham.TheGettysburgAddress,illus.MichaelMcCurdy.NewYork:HoughtonMifflin,1998.$7.99.EachsentenceoftheGettysburgAddressstandsinlargetypeaboveawoodcutillustration;thisbookwillbringthefamousspeechtolife.

Malam,John.YouWouldn’tWanttoBeaSecretAgentDuringWorldWarII!APerilousMissionBehindEnemyLines.NewYork:FranklinWatts,2010.$9.95. Follow along as a spy goes behind enemy lines in France underGermanoccupation.

Matthews, Rupert. You Wouldn’t Want to Be a Chicago Gangster! SomeDangerousCharactersYou’dBetterAvoid.NewYork:FranklinWatts,2010.$9.95.TheRoaringTwentiesinChicago.

Meyer,Carolyn.Anastasia:TheLastGrandDuchess,Russia,1914.NewYork:Scholastic,2013.$6.99.Partofthe“RoyalDiaries”series,thisstoryoftheRussianRevolutionis told in the form of brief diary entries kept by Anastasia, the youngestdaughterofTsarNicholasIIandTsarinaAlexandra.Historicalnotesfleshoutthepictureofearlytwentieth-centuryRussiansocietyanditsconflicts.

Moore,Kay. If YouLivedat theTimeof theCivilWar.NewYork: Scholastic,1994.$6.99.Simplereadinglevel.

Murphy,Jim.TheBoys’War.Boston:HoughtonMifflin,1993.$8.95.BoysasyoungaselevenandtwelvefoughtintheCivilWar;thisbooktellstheirstoriesintheirownwords.

Pascal, Janet.WhatWas theGreatDepression?, illus.Dede Putra.NewYork:

Grosset&Dunlap,2015.$5.99.Eightyillustrationsandkid-friendlytext.

PresidentsoftheUnitedStatesPocketFlashCards.$2.99. All the U. S. presidents on cards: portraits, signatures, briefbiographies,andtrivia.

ThePresidentsSong.Animaniacs,1995.Thecatchiestmemoryaidaround;Wakkoandfriendssingthefirstforty-threepresidents. The song can be purchased as part of the Animaniacs series,Season3,Episode75;firstairedonNovember11,1995.YoucanalsofinditonYouTube.com.

Rasmussen, R. Kent. World War I for Kids: A History with 21 Activities.Chicago:ChicagoReviewPress,2014.$17.95. Clear text about the conflict, good illustrations, and plenty ofactivitiesexplaininghowtrenchwarfareworked.

Rickman,David.Cowboysof theOldWestColoringBook.NewYork:Dover,1985.$4.99.

Smith,A.G.Easy-to-Make Plains Indians Teepee Village. NewYork: Dover,1990.$6.99.Amodelingprojectthatneedsnoscissors!

________.UnionArmyPaperSoldiers.NewYork:Dover,1995.$6.95.Twenty-fourlargesoldiers.

StatesandCapitalsSongs.NewportBeach,CA:AudioMemory,1998.$12.95forCDandkit.ThekitincludestheCDwithstatesandcapitalssongs,plusamaptocolor.

Wyk, Chris van, ed. Nelson Mandela: Long Walk to Freedom, illus. PaddyBouma.NewYork:FlashPoint,2009.$18.99. This adaptation of Mandela’s autobiography, aimed at readers ingrades3–5,isagoodwaytolearnmoreaboutapartheidanditsbreakdown.

BiographiesAlcott,LouisaMayMeigs, Cornelia. Invincible Louisa: The Story of the Author of LittleWomen.Boston:Little,Brown,1995.$9.A1937Newberywinner.

Anthony,SusanB.Monsell,HelenAlbee.SusanB.Anthony:ChampionofWomen’sRights.NewYork:Aladdin,1986.$6.99. One of the Childhood of Famous Americans series, imaginativebiographies written on a third- to fifth-grade level that focus on thechildhoodofeachsubject.Highlyrecommended.

Barton,Clara.Stevenson,Augusta.ClaraBarton:FounderoftheAmericanRedCross.NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Bethune,MaryMcLeodGreenfield, Eloise.MaryMcLeod Bethune, illus. Jerry Pinkney. NewYork:HarperCollins,1994.$6.99.Asimplebiographyofthefamouseducatorbornthefifteenthchildofformerslaves.

Blackwell,ElizabethHenry,JoanneLanders.ElizabethBlackwell:GirlDoctor.NewYork:Aladdin,1996.$6.99.OneoftheChildhoodofFamousAmericansseries.

Carver,GeorgeWashingtonMoore, Eva. The Story of George Washington Carver, illus. AlexanderAnderson.NewYork:Scholastic,1990.$5.99. This ScholasticBiography iswritten for good third- to fifth-gradereaders.

Chavez,CesarKrull, Kathleen.Harvesting Hope: The Story of Cesar Chavez, illus. Yuji

Morales.NewYork:Harcourt,2003.$17.95. A fascinating picture-book account of Cesar Chavez’s childhoodandhisrisetoactivism.

Churchill,WinstonLabracque,Ellen.WhoWasWinstonChurchill?,illus.JerryHoare.NewYork:Grosset&Dunlap,2015.$5.99. Engaging illustrated biography written on a fourth- to fifth-gradereadinglevel.

CixiYim,Natasha.Cixi:“TheDragonEmpress”(TheThinkingGirl’sTreasuryofDastardlyDames).FosterCity,CA:GoosebottomBooks,2011.$18.95. Available as an ebook for less. A nicely illustrated, well-writtenbiography of the lastQing ruler;written on a third- to fourth-grade levelwithsomeadvancedvocabulary.

Darwin,CharlesHopkinson,Deborah.WhoWasCharlesDarwin?,illus.NancyHarrison.NewYork:Grosset&Dunlap,2005.$5.99. A simple but thorough biography,written on about a fourth-gradelevel.

Douglass,FrederickAdler,DavidA.APictureBookofFrederickDouglass.NewYork:HolidayHouse,1995.$7.99.Orderfromanybookstore.AsimpleillustratedguidetoDouglass’slife.

Earhart,AmeliaHenderson,Meryl.AmeliaEarhart:YoungAviator.NewYork:Aladdin,2000.$6.99.OneoftheChildhoodofFamousAmericansseries.

Edison,ThomasGuthridge,Sue.ThomasEdison:YoungInventor.NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Edmonds,EmmaReit,Seymour.BehindRebelLines.NewYork:HMHBooks,2001.$6.95.ThetruestoryofaCivilWar–eragirlwhoposedasaboy,becameasoldier,andthenbecameaspy.

Einstein,AlbertHammontree, Marie. Albert Einstein: Young Thinker. New York: Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Ford,HenryAird,HazelB.HenryFord:YoungManwithIdeas.NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Gandhi,MohandasDemi.Gandhi.NewYork:MargaretK.McElderry,2001.$21.99.Abiographythatmostelementarystudentscanreadindependently.

Keller,HelenDavidson, Margaret. Helen Keller, illus. Wendy Watson. New York:Scholastic,1989.$5.99. This ScholasticBiography iswritten for good third- to fifth-gradereaders.

Kennedy,JohnF.Frisbee, Lucy Post. John F. Kennedy: America’s Youngest President. NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

King,MartinLuther,Jr.Millender,DharathulaH.MartinLutherKing,Jr.NewYork:Aladdin,1986.$6.99.OneoftheChildhoodofFamousAmericansseries.

Lincoln,AbrahamFreedman, Russell. Lincoln: A Photobiography. Boston: Houghton Mifflin,1989.$9.95. This Newbery Medal winner shows the changes in Lincoln over

time.Harness,Cheryl.AbeLincolnGoes toWashington,1837–1865.Washington,DC:NationalGeographicChildren’sBooks,2008.$7.95. Simple andwell-illustrated biography covering themost importantyearsinLincoln’slife.

Marshall,ThurgoodAdler,DavidA.APictureBookofThurgoodMarshall.NewYork:HolidayHouse,1999.$7.99.AsimpleillustratedguidetoMarshall’saccomplishments.

Parks,RosaMara,Will.RosaParks.Chicago:Children’sPress,2007.$5.95.AverysimpleRookieBiography.

Pasteur,LouisAlphin,ElaineMarie.GermHunter:AStoryAboutLouisPasteur,illus.ElaineVerstrate.NewYork:CarolrhodaBooks,2003.$8.95. Part of the CreativeMinds Biography series, this book is writtenwithanalmostnovelistictone—enjoyablereadingforgrades3–5.

Roosevelt,EleanorWeil,Ann.EleanorRoosevelt:FighterforSocialJustice.NewYork:Aladdin,1989.$6.99.OneoftheChildhoodofFamousAmericansseries.

Roosevelt,FranklinD.Mara,Will.FranklinD.Roosevelt.Chicago:Children’sPress,2004.$4.95.AverysimpleRookieBiography.

Roosevelt,TheodoreMara,Will.TheodoreRoosevelt.Chicago:Children’sPress,2007.$4.95.AverysimpleRookieBiography.

Stanton,ElizabethCadyFritz,Jean.YouWantWomentoVote,LizzieStanton?NewYork:Puffin,1999.$6.99.AnentertainingaccountofStanton’slife.

Tubman,HarrietMcDonough,Yona.WhoWasHarrietTubman?, illus.NancyHarrison.NewYork:Grosset&Dunlap,2002.$4.99. A thorough but simple biography,written on about a fourth-gradelevel.

Twain,MarkMason,MiriamE.MarkTwain:YoungWriter.NewYork:Aladdin,1991.$6.99.OneoftheChildhoodofFamousAmericansseries.

QueenVictoriaGigliotti, Jim. Who Was Queen Victoria?, illus. Jerry Hoare. New York:Grosset&Dunlap,2014.$5.99. Engaging illustrated biography written on a fourth- to fifth-gradereadinglevel.

Wright,WilburandOrvilleSchulz,WalterA.WillandOrv.NewYork:CarolrhodaBooks,2003.$6.99.Aneasy-readeraccountofthedaywhentheairplanefirstflew.

Stevenson, Augusta.Wilbur and Orville Wright: Young Fliers. New York:Aladdin,1986.$5.99.OneoftheChildhoodofFamousAmericansseries.

*SeeChapter5,pages74–75,foradiscussionofthenarrationmethod.You’llprogressfromwritingwhatthechilddictatestoyou,towritinghiswordsoutandaskinghim tocopypartof thenarrationout inhisownwriting, tohelping thechildwritehisownoriginalsentenceswithoutawrittenmodelinfrontofhim.

8

INVESTIGATINGTHEWORLD:SCIENCE

Alltheworldisalaboratorytotheenquiringmind.—MartinH.Fischer

SUBJECT:BeginningscienceTIMEREQUIRED:Anaverageof2 to3hoursperweek,60–90minutes twiceperweek

For the next four years, the beginning science student gets to explore thephysical world: animals and people (biology), the earth and the sky (earthscienceandastronomy),thewaytheelementsworktogether(chemistry),andthelawsthatgoverntheuniverse(physics).

GOALSFORTHEGRAMMARSTAGE

As in other areas of the curriculum, the grammar-stage student should begatheringbasicinformation.Forscience,thismeansexploringtheworldaroundus: learning about animal anatomy and behavior, the functions of the humanbody, themovements of the planets and the position of the stars, theways inwhichatomsinteract.Grammar-stagestudyhasalargergoal,though.Whilegrammar-stagestudents

are gathering all of this information, you (the parent-teacher) should be

cultivatingtwoimportantattitudes:asenseofamazementandacommitmenttolookhardattheworldaroundus.Theoverallpurposeofgrammar-stagesciencestudyisnotjusttoaccumulate

information,buttobegintodevelopascientificviewpoint.Thescientistdoesn’ttakenaturaloperationsforgranted.Sheasks:Whydoobjects fall to theearth?Thesunlooksas thoughitmovesfromonehorizon to theother,butwhat is itreallydoing?Oneoftheveryfirstscientists,Aristotle,beganhisstudyofnaturebyasking:

Whydothingsgrow?Whydoesaseedturnintoatree?Whydoesakittengrowinto a cat?Thesequestionsbecame the catalyst for the firstWestern scientificwriting—Aristotle’sHistoryofAnimals, a study that gave birth to the field ofbiology.Aristotle’s countrymenhadalso seenkittensgrow into cats and seedsintotrees,buttheytookthischangeforgranted;itdidn’tstrikethemasamazing,so they didn’t look hard at it. Aristotle was thinking like a scientist. He wasamazed,andsohetriedtofindanexplanation.That’s the way young students should learn to think in the grammar stage.

Clouds areamazing. Flowers and dolphins and chemical reactions and thingsthatfallareamazing.Whydotheybehavethewaytheydo?Soasyoustudy,you’llkeepthesepurposesinmind.You’renottryingtoteach

your second grader everything that’s important about the earth and sky (thatwould be overwhelming). You’re learning basic information about our planetandabouttheuniverse,andthenyou’reusingthatinformationasaspringboardtoask:Why?Lookhardattheinformation.Questionit.(Andbeamazed.)

WHICHSUBJECTSTOSTUDY,ANDWHEN

Think of science as divided into five major fields of study: biology/naturalscience (the study of animals, plants, and people), astronomy, earth science,chemistry, andphysics.You could choose to add a sixth areaof investigation,whichwe could call technology—how andwhymachines, electronics, robots,digitalplayers,andLegocreationsworkthewaytheydo.*In earlier editions of this book, we suggested dividing the four years of

sciencestudyintosubjects thatroughlycorrespondtothehistoryperiods.Firstgraders,whoarestudyingtheAncients,learnaboutthosethingsthattheancientscouldsee—animallife,thehumanbody,andplants.Theymakecollections,takenaturewalks,andsproutbeans in jars.Secondgradersstudy theearthandsky

while also studying the Middle Ages and early Renaissance, a time whenastronomywasthequeenofthesciences.Thirdgradersworkonbasicchemistry—atomsandmolecules,whatelementsareandhowtheyinteract—whilethey’realso reading history from the period spanning 1600 to 1850 (the years whenRobert Boyle, Georg Ernst Stahl, Antoine Lavoisier, and John Dalton lived).Fourthgraders,studyingmoderntimes,learnbasicphysicsandareintroducedtomoderntechnology.These divisions—the study of life, the study of earth and sky, the study of

chemistry,thestudyofphysics—alsocorrespondtothechild’sgrowingabilitytothink abstractly.A six-year-old can collect and examine plants and animals; aseven-year-old,whoisalittlemoremature,canunderstandsomethingaboutthevastness of space; an eight-year-old can comprehend atoms, even though shecan’tseethem;andanine-year-oldcanbegintounderstandwhatlightandsoundaremadeof.Thisisoneusefulwaytoorganizeyoursciencestudies—butonlyone.Parents

whoarethemselvesscientistshavetoldusthattheyprefertoteachthesciencesas connected to each other rather than related to history. Other parents havefoundthattheirstudentsaremoreengagedandhavebetterretentioniftheycyclethroughallofthesciencesinasingleyear,atsix-oreight-weekintervals,ratherthancoveringonefieldoveranentireyearofstudy.When andhowyou teach each field of science ismuch less important than

keeping the primary goals (collecting basic information and facts, learning tolookhardandaskquestions,andstayingamazed)inmind.Anyofthefollowingschemes—or another scheme that you develop yourself—can work forelementary science study. (Formore explanation of themethods used, see the“Howto”sectionsbelow.)

Firstgrade Biology Animalkingdom(18weeks) Humanbody(10weeks) Plantkingdom(8weeks)

Secondgrade Earthandskyscience Earthscience(18weeks)

Astronomy(18weeks)Thirdgrade Chemistry Basicchemistry(36weeks)

Fourthgrade Physics&technology Basicphysics(18weeks)

Technology&engineering(18weeks)

OR

Firstgrade Thebasicsciencesofnature Earthscience(8weeks)

Astronomy(8weeks) Animalkingdom(8weeks) Humanbody(8weeks) Plantkingdom(4weeks)

Secondgrade Lookingbelowthesurfaces Basicchemistry(12weeks)

Basicphysics(12weeks) Technology&engineering(12weeks)

ThirdgradeRepeatfirstgradetopics:reviewandgodeeper

Fourthgrade:Reviewsecondgradetopics:reviewandgodeeper

OR

Firstgrade Allsciences Earthscience(5weeks) Astronomy(5weeks) Animalkingdom(6weeks) Humanbody(5weeks)

Plantkingdom(5weeks) Chemicalreactions(5weeks) Physics(5weeks)

Secondgrade Sametopicswithmoredepth

Thirdgrade Sametopicswithmoredepth

Fourthgrade Sametopicswithmoredepth

Asyouplan,rememberthattheelementaryyearsarethetimewhenvitalbasicskills (reading, writing, and arithmetic) are a priority. A second grader whodoesn’tfinishlearningabouttheconstellationswon’tbehamperedlateron.But

a second graderwho doesn’t grasp the concept ofwriting complete sentencesinsteadof fragments, or the basics of addition,will be hobbled. Sobe sure todevoteenoughtimetoskilldevelopment,evenifitmeansspendinglesstimeinthecontentareasofhistory,science,art,etc.Someclassicalacademiesevengosofaras to leavescienceoutof thepoll-

parrotstagealtogether,whichwethinkisapooridea.Grades1through4areatimeofdiscovery—whyleavescienceoutoftheequation?Butit’struethattheelementary student—especially a first or second grader—will spend a largepercentageofhertimeandenergyonbasicskills.Becauseofthis,youmaywanttoschedulesciencestudyonlyoneortwodaysperweekforyoungerstudents,andyoumaychoosetointroducesciencestudyforthefirsttimeseveralweeksor months into the first-grade year, after the six-year-old has settled into herreading,writing,andmathroutines.

HOWTOTEACHSCIENCE:GENERALMETHODS

Theonlybooksmoreboring thanbasichistory textbooks are standard sciencetextbooks. They tend to lack good organization, decent writing, clear layout,and/or any sense of overall purpose. (One textbookwe reviewedmoved fromrain forests to diet andnutrition to soundwaveswithin a twelve-weekperiod.Why?) So instead of using a single text, then, we suggest that you useencyclopedia-typeworks as a “spine,” and supplement thiswith living books,kits, and projects—just as you do for history. (We’ve listed a number of ourfavorites at the end of this chapter, but you will find many more as youinvestigate.)Youmayalsowishtouseanactualsciencecurriculum,particularlyifyoufeel

youneedmorestructure.We’velistedafewoptionsforthoseaswell.Asyoupursuethestudyofscience,werecommendthatyoumakeuseofthree

generalmethods.

Read,Narrate,InvestigateFurther

Theprocessissimple:Readaloudtothechildfromthescienceencyclopediaor“spine.”Askhertonarrate—totellbacktoyouinherownwordstwoorthreeimportantfactsthatshe’slearned(seeChapter5foradescriptionofthenarrationprocess).Write this narration down (or ask the child to write it, if her skills

permit).Ifthechildshowsinterest,gofindadditionallibrarybooksonthetopic.Readthebookstogether.Andifnot,moveontothenexttopic.Don’tforgetthatyoucanstopatanytimeanddigdeeperintoasubject.Your

goalisnottocompletesomesortofpredeterminedsurveyoftheentirescientificfield. If the child develops a sudden devouring interest in guinea pigs orvolcanoesorhowfireworks,that’sfine.Spendsometimecheckingbooksoutofthe library, reading, doing more narrations, and allowing the student to drawpicturesand illustratehernarrationpages.Wesuggest thatyoukeepallof thesciencenarrationsandpicturesinasciencenotebookforeasyreference.This is anexcellent first-exposuremethod: it introduces students toawhole

rangeoftopics,facts,andideasthattheymightotherwisenotknow,allowsthemtopracticeputtingthenewknowledgeintowords,andgivesthemthechancetodig deeper as interest dictates. (However, as we explain in the sections thatfollow,you’llprobablywanttoskipthisstepwhendoingchemistryandphysics,sincehands-onlearningsuitstheseareasbetter.)

DoProjects,TalkAboutThem

Inthegrammarstage,studentsdonotdo“experiments”(inthestrictsenseoftheword).Anexperimentrequiresyoutohaveahypothesis—sometheoryofwhatthe outcome might be—and grammar-stage students don’t have enoughbackground information to hypothesize. Rather, you should aim to give themprojects:hands-onexplorationsoftheworld.Aprojectissomethingyoudo,ratherthansomethingyousimplyreadabout.A project can be looking at something (really looking at it, not just seeing

what you already know is there) and describing it: a mosquito under amicroscope,acloudformation,amovinggear.A project can bewatching a science documentary together and then listing

threethingsyoulearnedthatyoudidn’talreadyknow.A project can be building a simple machine from blocks or Legos and

explaininghowitworks.Aproject canbe collectingpine cones andpulling themapart to seewhat’s

inside.Aprojectcanbewatchingthemotherbirdinthebackyardandrecordinghow

oftensheleaveshernest,howlongshe’sgone,andwhenshereturns.Measuringandrecordingrainfallovertheperiodofaweekisaproject.Sois

setting out bread and recording how long it takes to grow mold, watching a

meteor showerandmakingnoteof the secondsbetweeneachmeteor sighting,making homemade slime and figuring out which ingredients make it slimy,creatingasaltmapofatectonicplate.Projects make science concrete, in the same way that manipulatives make

math concrete.We’ve listed a number of project resources at the end of thischapter; pick and choose or devise your own. There’s only one requirement:makesomerecordofyourproject.Forfirstandsecondgraders,havethestudenttellyou in twoor threesentenceswhatshe learned,orwhatquestionsshestillhas.Writedownheranswerandhaveherreaditbacktoyou.Putthesentencesinthesciencenotebook.Forthirdandfourthgrade,havethestudentcompleteaProjectPagewithbrief

answerstothefollowingquestions:

WhatDidWeUse?WhatDidWeDo?WhatHappened?WhatDidWeLearn?

(If the student is still struggling with the writing process, give all necessaryhelp.)TheseProjectPageswillpreparethestudentforthewritingoflabreports in

theyearstocome,andwillalsoserveasarecordofprojectscompleted.(Forchemistryandphysics,you’llprobablywanttocombinethismethodwith

themethodthatfollows;seeourmoredetailedexplanationsbelow.)

AskWhy,How,orWhat:FindtheAnswer

Askaquestionthatyoudon’tknowtheanswerto.

Whydoesakitefly?Whydoesaplanefly?Whatfallsfaster,lightobjectsorheavyobjects?Whydoesbreadgetmoldy?Whatisthemostcommontreeinmyneighborhood?What’sinthatbluewaterwepouronflowersthathelpsthemgrow?Howdoweknowwhat’satthecoreoftheearth?Whatdothechambersoftheheartreallylooklike?

Howdoesamicrowaveovenwork?

Gocheckoutbooksanddoprojectstohelpfindtheanswer.Takeaslongasyouneed.Whenyou’vefoundananswer,recorditusingthefollowingform:

InitialQuestion.ResourcesWeConsulted.ProjectsWeDid.OurAnswer.

Placetherecordinthesciencenotebook.Whenyou’reworkingwith a grammar-stage student, it’s important to ask a

question that can be answered in terms of their very basic and concreteknowledge. So, ask “Does a large stone fall faster than a small stone?”(somethingthatcanbeeasilyresearchedandthentested),not“Whydolargeandsmallstonesfallatthesamerate?”(aquestionwhichrequiresyoutotackletheprinciplesofgravitationalpull—whicha few,butbynomeansall, elementarystudentswillbereadyfor).Get into thehabitof askingwhy,how,andwhat as often as possible.Every

time the student does a project or reads a book, think to yourself: Is there aquestion we can ask about this? A project involving the use of two differentfertilizers on two plants to see which one works better leads to the question:Whatchemicalsinthefertilizerareaffectingtheplants,andwhy?Abookaboutdolphinbehaviormightleadtothequestion:Howdoesdolphinhearingwork?Developing this habit is vital to thinking scientifically—which means not

taking anything for granted. Like Aristotle, question the obvious. And at thepointwhenyousuddenlyrealizethatansweringthequestionisgoingtoinvolvehigh-schoollevelmathematicsoranadvancedgraspofphysics,don’tbeafraidtodiscardthequestion,backup,andaskamoreappropriateone.Trialanderrorisalsopartofscience.Note:Suggestions forhow tobalance all threemethods canbe foundunder

“SampleWeeklySchedules,”pages207–208.

HOWTODOLIFESCIENCE:ANIMALS,HUMANBEINGS,ANDPLANTS

Duringthegrammar-stagestudyof livingthings,you’llexamine,describe,andexploreanimals,humanbeings,andplants.Forabasic text,chooseoneof thecolorful, large-printguides to thenatural

world listed in the Resources, and use this as a jumping-off point for furtherreadings,projects,andinvestigations.Ifyou’respendingthewholeyearonlifescience, divide your thirty-six-week school year into approximately twentyweekson the animalkingdom, tenweekson thehumanbody, and the last sixweeks(orso)ontheplantkingdom.Keepthosesameproportionsifyoudecidetocoverlifescienceinlesstime.

HowtoRead,Narrate,InvestigateFurther

Beginbyreadingtheencyclopediaentry(usuallyonepage)tothechild,andthenaskher tonarrate theinformationbacktoyouwhileyouwrite.Note:Thebestwaytopromptasciencenarrationat this level is tosay,“Canyou tellmetwothings that you learnedabout this animal?”or “Whatwas themost interestingthingwereadaboutthisplant?”Then,gotothelibraryandbrowsethroughthejuvenilesciencebooks.You’ll

findplentyoftitleswithcolorfulpicturesandclear,simpletext.Readafewofthesetitlestogether.Youdon’thavetomakeanarrationpageforeverybook,buttrytomakeanarrationpagefromoneoutofthree(orso)outsidesources.Thechildcanillustratethenarrationpageswithpicturesshe’sdrawn,photocopied,orcutoutofmagazines.Placethesepagesinyoursciencenotebook.

HowtoDoProjectsandTalkAboutThem

We’velistedanumberofdifferentprojectresourcesintheResourcesattheendofthischapter;remembertohavefirstandsecondgraderstellyoutwoorthreesentencesaboutwhatthey’vedone,andaskthirdandfourthgraderstocompleteaProjectPage.Butforlifescience,outsideobservationcanalsoserveasa“project”forthe

study of animals and plants. For animals, go outside and hunt for worms,butterflies,orspiders.Putthespecimensinajarorbug-house.Askthechildtodrawapictureofthespecimen.Then,writedowntheanswerstothreeormoreofthefollowingquestions:

Doesithaveabackbone?Doesithavefur?Doesithavewings?Whatdoesitsskinfeellike?Howmanyfeetdoesithave?Whatdoitsfeetlooklike?Howmanylegsdoesithave?Whatdothelegslooklike?Whatdoesitsbodylooklike?Whatdoesiteat?Wheredoesitlive?Howbigisit?Whatdoitsbabieslooklike?Isitdomesticated(tamedbyman)orwild?Isitendangered?

Forawormobservation,thequestionsandanswersmightlooklikethis:

Doesithaveabackbone?Thewormhasnobackbone.Doesithavefur?Thewormhasnofur.Doesithavewings?Thewormhasnowings.Whatdoesitsskinfeellike?Theskinfeelssoftandslimy.Howmanyfeetdoesithave?Whatdoitsfeetlooklike?Thewormhasnofeet.Howmanylegsdoesithave?Whatdothelegslooklike?Thewormhasnolegs.

Whatdoesitsbodylooklike?Thebodyisroundandsoft,withsegments.Whatdoesiteat?Thewormeatssoil.Wheredoesitlive?Itlivesindirtallovertheworld.Howbigisit?[Measuretheworm.]Whatdoitsbabieslooklike?Wedon’tknow.[Wherecanwefindout?]Isitdomesticated(tamedbyman)orwild?[Haveyoueverseenatameworm?]

Isitendangered?[Askthechildhowmanyearthwormsshe’sseen.Aretheyinanydangerofdisappearingfromtheearth?]

This process builds the habit of looking closely—the child isobserving theanimal in an attempt to answer certain questions about it and is beginning tolearnhowtodeducefromwhatshesees.Forplants,youcanpursuethesamebasicprocedure,withaheavyemphasis

on identifying trees from their leaves and bark and wildflowers from theirblooms. Don’t feel that it’s necessary to teach actual classification unless thestudent shows an interest (the difference between monocotyledons and

dicotyledons is pretty abstract for most elementary students). Concentrate oncloseobservationofwhatcanbeseen.Anumberof humanbodyproject resources are suggested at the endof this

chapter.Youcanalsokeeprecordsofthestudent’s(andfamily’s)heartbeatandrespiration rates afterdifferent activities,make fingerprints andexamine them,record all food eaten over a certain period and compare intake ofprotein/carbohydrate/fats/vegetables, chart physical activity, watchdocumentaries about the body’s function—or simply do an online search forhumanbodystudyforkidsanduseanyofthemyriadofactivitiesthatpopup.

HowtoAskWhy,How,orWhatandFindtheAnswer

Nowthatyou’veobserved,begintoaskquestionsaboutthestructuresoflivingthingsandhowtheywork.Whatdowormsdofortheearth?Howdotheydoit?Howdoesaplantwork?Whatisthefunctionofrootsandleaves,howdoplantsmanufacturechlorophyll,whatnutrientsdo theyneed to survive,howdo treeshelptheearth?Nowthatyouknowwheretheheartisandwhatitsstructureis,ask:Whydoesitbeat?Howdoesthecirculationofbloodhelpthebody?Whatisbloodmadeof?Forthestudyofanimals,concentrateonhowanimalanatomyaffectsbehavior

andsurvival.Forplants,lookatthestructureoftheplant,howitfunctions,andwhatitdoesforthesurroundingarea.Andforthehumanbody,ask:Howdoesthebodyreacttodifferentsituations?Whyareorganslocatedincertainpartsofthebodyandnotinothers?Andwhatisthefunctionofthoseorgans?Theproject resourcesat theendof thischaptercontainplentyofwhy,how,

andwhatprojects;usethemtohelpdiscoverandanswerquestions.Onceyoufindananswer,helpthestudenttowritedownboththequestionand

theanswer.

AWordAboutClassification

The animal encyclopedias listed at the end of this chapter are organizedalphabetically,notbyclassification.Wethinkthisisappropriatefortheyoungeststudents, who (inmost cases) aren’t yet ready to sort and classify the world;classificationismorelikelytobenefit themiddle-gradestudentwhoismovinginto the logic stage of study. However, if youwould prefer to group animals

togetherbyphylum,usethissimplechartandstudyanimalsinthesamephylumandclassatthesametime:

TheAnimalKingdom

Phylum Class Animals

Mollusca Octopus,squid,slug,snailAnnelida EarthwormEchinodermata Starfish,rayCnidaria JellyfishChordates Amphibia Frogandtoad,newt,amphibian

Reptilia

Lizard,allsnakes,turtleandtortoise,alligatorandcrocodile,chameleon,komododragonandiguana

Chondroichthyes Shark

Osteichthyes Eel,salmonandtrout,fish,goldfish,seahorse,swordfish

Aves Allbirds,chickenandturkey,duckandgoose

Mammalia

Aardvark,anteater,antelope,armadillo,baboon,badger,bat,bear,beaver,bisonandmuskox,buffalo,camel,cat,chimpanzee,cowandbull,deer,dog,dolphin,donkey,elephant,elk,fox,giraffe,goat,gorilla,guineapig,hedge-hog,hippopotamus,horse,hyena,kangarooandwallaby,killerwhale,koala,wombatandopossum,lemur,leopard,lion,llama,meerkat,mole,monkey,mouse,orangutan,otter,panda,pig,polarbear,porcupine,puma,rabbitandhare,raccoon,rat,reindeer,rhinoceros,seacow,sealandsealion,sheep,skunk,sloth,squirrel,tiger,walrus,weasel,

whale,wolf,yak,zebraArthropoda Chilopoda Centipede Arachnida Spider,scorpion

Insecta

Antandtermite,beeandwasp,beetle,butterflyandmoth,cricketandgrasshopper,dragonflyanddamselfly,fly

Crustacea(subphylumofarthropoda)

Malacostraca Crab,lobsterandcrayfish,shrimpandprawn

If you decide to introduce classification to the young student, you shouldbegin by explaining what classification is.Classification is organizing thingsintogroups.Foranexample,usetypesofstores:grocerystores,hardwarestores,toy stores, and clothes stores all sell different kinds of things. Help the childthink through the differences between groceries, hardware, toys, and clothes.Thenexplainthatthekingdoms(animalandplant)arelikestoresfororganizingdifferenttypesoflivingthings—animalsandplants.You can play this gamewith your house aswell.Whydo you keep certain

things in the bedroom, certain things in the kitchen, and certain things in theliving room? Each room can represent a kingdom, where different types ofhouseholditemsarekept.Go on to explain thatwithin each kingdom, things are divided into smaller

groups.Thegrocerystoreisthefoodkingdom.Butthegrocerystoredoesn’tjustputallthefoodintoonebigheap—meatisinoneplace,cerealinanother,freshvegetablesinanother.Useyournextgrocerytripasaclassificationexercise,andseeifthetwoofyoucanfigureoutwhyfoodisclassifiedasitis:Whydoeggs,milk,andcheeseallbelongtogether?Oncethechildunderstandsthisconcept,youcanexplainthedifferentgroups

(phyla) within the animal kingdom. When you read the section on worms,explain that earthworms are in the annelid group because they have bodiesdividedintosegments,butthatflatwormsbelongtoanothergroupbecausetheyhave no segments. Explain that insects have bodies divided into three parts(head, thorax, and abdomen), six legs, and wings; spiders, therefore, aren’tinsectsbecausetheyhaveonlytwobodyparts(headandabdomen),eightlegs,

andnowings.(Don’tworry—allthisinformationisclearlylaidoutinthebookswe recommend.) As you make your narrative pages, try to note the group(phylum) to which each animal belongs. You’ll probably want to begin eachgrouping by reading the topic page (“Mammal,” “Insect,” “Amphibian”) thatdescribesthephylumorclassunderstudy.

HOWTODOEARTHSCIENCEANDASTRONOMY

Nowthatyourchildhasstudiedlifeonearth,she’sreadytomoveontothestudyoftheplanetitself.As with life science, we suggest that you use one of the encyclopedia

resourceslistedattheendofthischapterasa“spine.”Beginwithearthscience,andthenmoveontoastronomy.

HowtoRead,Narrate,InvestigateFurther

Readapageofyour“spine”textaloudtothestudent.Encouragehimtobegintoread portions of the text aloud to you, if he’s able.After reading, ask him tonarratebacktoyouwhathe’sjustheard;usethepromptingquestions“Canyoutell me two or three things that you learned?” and “What was the mostinteresting thing we just read?” to encourage him. This narration should bewrittendownandputinthesciencenotebook.Bysecondgrade,somechildrenmaybereadytowritedownatleastthefirstsentenceoftheirownnarrations.Thendoadditional reading.Again,use libraryvisits;we’ve recommendeda

few excellent earth and space titles in our Resources list, and a search of thelibrarycatalogwillprovideothers.Aimtomakeanarrationpageforatleastoneadditionalsource.Remember:don’ttrytocovereverydetailoneverypage!Pickoutthetopics

that excite your child. If he gets excited about volcanoes or the sun, let himspend weeks in the library, discovering everything he can. Don’t hurry himalong!You are not giving the child an exhaustive course in earth science andastronomy. The goal of classical education is to teach the student to enjoyinvestigationandlearning.Ifyoucansuccessfullyintroducehimtoastronomy,you’ll find him checking out books about the planets and stars—and readingthemonhisowntime.

HowtoDoProjectsandTalkAboutThem

Activity andproject resources are listed at the endof this chapter;more ideascanbe foundbysearchingonline forearth science forkidsandastronomy forkids. Earth science activitiesmight involve digging in the dirt to examine itslayers, investigating weather, collecting rocks, watching documentaries aboutvolcanoesandearthquakes,andchartingtides;astronomyprojectsmightincludechartingthephasesofthemoon,makingasundial,buildingamodelofthesolarsystem,and(aboveall)stargazing.Stargazing can be difficult in urban areas; if you’re surrounded by light

pollution,plananighttime tripoutof thecityandawayfromcity lights.Mostmajorcitieshaveastronomyclubs thatsponsorstarparties,with telescopessetupandresidentexpertsonhand.Watchfortheseinyourlocalnewspaper,orcallyourlocalmuseumandaskforinformation.If the student shows interest, you can spend several weeks on the

constellations and do notebook pages on the legends behind favoriteconstellations.Continue to ask younger students to describe the finished project in two or

threesentences;askthirdandfourthgraderstocompleteaProjectPage.

HowtoAskWhy,How,orWhatandFindtheAnswer

Whydo certain typesof clouds form?What sort ofweatherdo theyproduce?Howdoes themoonaffect the tides?Whydoes thesunappear tomove in thesky? Once the student has observed (above), look a little deeper into eachphenomenon. Remember to ask questions with concrete answers; it’s easy,particularly inastronomy, to suddenly findyourself inveryadvanced territory.“How longdoes it take the light fromSirius to reach theearth?” isaquestionthat can be answeredwith a little bit of basic research. “Howdowemeasureelectromagneticradiationfromthestars?”isbettersavedforlateryearsofstudy.Helpthestudentwritedownthequestionandtheanswer.

HOWTODOCHEMISTRY

Manyelementary science texts ignorechemistryaltogether, andalthough thereareanumberofgood“chemistryforkids”booksavailable, theyarewrittenat

the logic-stage level and above. So instead of trying to follow the three-stepinvestigationdescribedabove(readandnarrate,doprojectsandtalkaboutthem,thenaskwhy)wesuggestthatyougostraighttodoingprojectsandaskingwhy.Essentially, beginning chemistry combines the methods of doing projects andtalking about them, and asking why/how/what, into a single activity-focusedstudy.We also suggest that you save chemistry for third or fourth grade, so that

studentscanrecordeachactivityonaProjectPage.ThequestionsontheProjectPage:

WhatDidWeUse?WhatDidWeDo?WhatHappened?WhatDidWeLearn?

areparticularlyusefulforchemistry.In the elementarygrades, chemistry “experiments” are simply activities that

teach the principles of chemistry in a hands-onway. (We have recommendedseveralgoodresourcesattheendofthischapter.)Chooseanexperiment,carryitouttogether,andhavethestudentcompletetheProjectPage.Thisservesasthefirstpartofthechemistrylesson.Then, have the student look up each chemical term encountered during the

experiment inascienceencyclopedia.SheshouldthenmakeaDefinitionPagethat contains the term (or terms), its definition, andadrawingordiagram thatmakesthetermclear.Forexample,thechildmightinvestigatemolecularmovementbyusingfood

coloringandaglassofwater.He’llobservecoloredmoleculesspreadingthroughtheclearmoleculesofwater,andthencompleteaProjectPage,whichwilllooksomethinglikethis:

ProjectPage:DoMoleculesMove?WhatDidWeUse?Weusedfoodcoloringandaglassofwater.WhatDidWeDo?Wedroppedonedropoffoodcoloringintothewater

anddidnotmovetheglass.WhatHappened?Thecolorspreadoutthroughthewatereventhoughthe

glasswasstill.WhatDidWeLearn?Thisshowedusthatthemoleculesinthewaterweremoving.

The student has now learned from experimentation a basic principle ofchemistry: molecules are in constant motion. He should then look up thedefinitionofmolecule in one of the recommended science encyclopedias, andmake aDefinition Pagewith a brief definition of amolecule and one or twosimpledrawingsofdifferentmolecules.Some experiments will contain multiple terms that need defining. An

experiment with yeast that explores whether molecules can be broken intosmaller molecules might include the terms enzymes, yeast, and fermentation.Afterdoingtheexperiment,thechildwritesenzymeonablanknotebookpage,alongwiththedefinitioninthebook:“Enzymesarecomplexmoleculesmadebyliving organisms.” When he looks up enzymes in the appropriate ScienceEncyclopedia,hewillfindafullerexplanationplusdiagramsandpictures.Withyourhelp,heusesthisinformationtomakehisnotebookpageandthenplacesitin Definitions. He should do the same with the next two terms. Stretch theassignmentoutoverasmanydaysasnecessaryifthechildisaslowwriter.Put the Project Page and the Definition Page into the student’s science

notebook.On theonehand,wewishall this informationhadbeenpublishedneatly in

one book; on the other, the child is practicing how to look up and recordinformation—a very scientific endeavor. Even if you’re science-challenged,don’tworry—alltherecommendedtextsarewritteninplain,easy-to-understandlanguagewithlotsofpictures.

HOWTODOPHYSICS

Chemistryisthestudyofthewaymoleculesreacttoeachothertoformdifferentsubstances.Physicsisthestudyofhowthosesubstancesactintheuniverse.Physicsissimplythestudyofthephysicalworldandhowitworks.Theway

soundtravels,magnetism,thelawsofelectricity,energy,andmotion—thesearetheconceptsofphysics.Likebasicchemistry,elementaryphysicsshouldbeactivityfocused.(Seethe

Resources list at the end of this chapter.) After doing an “experiment” (forexample,investigatingfrictionbyrubbingtwoblocksofwoodagainsteachotherand then repeating theactionafter covering theblockswith soaporVaseline),thestudentshouldfilloutaProjectPage:

ProjectPage:FrictionWhatDidWeUse?Weusedtwoblocksofwoodandabarofsoap.WhatDidWeDo?We rubbed the blocks together.Thenwe coated the

blockswithsoapandrubbedthemtogetheragain.WhatHappened?Theblocksweremucheasiertomovewhentheywere

coatedwithsoap.WhatDidWeLearn?Thesoapcoveredthesurfaceofthewoodsothattheblocksdidn’tactually

toucheachother.Thisreducedthefrictionbetweenthem.

Then, sheshouldcomplete the lessonbymakingaDefinitionPage: lookingupfrictioninoneoftherecommendedscienceencyclopediasandwritingabrief(two-tothree-sentence)explanation.Aswithchemistry,wesuggestsavingphysicsforthirdgradeorabove.

HOWTODOTECHNOLOGY

Ifyou’d like toadd technology to thesebasic fieldsof science,useoneof theresources listedat theendof thischapterandfollowthesamebasicproceduredescribedforphysics.

SUGGESTEDSCHEDULES

SampleYearlySchedulesConsiderusingoneoftheschedulessuggestedbelow:

Grade Topic(s)Firstgrade Animalkingdom(20weeks)2timesperweek Humanbody(10weeks) Plantkingdom(6weeks)

Secondgrade Astronomy(18weeks)2timesperweek Earthscience(18weeks)

Thirdgrade ChemistryORPhysics(18weeks)3timesperweek Technology(18weeks)

Fourthgrade ChemistryORPhysics(18weeks)3timesperweek Technology(18weeks)

Grade Topic(s)Firstgrade Animalkingdom(12weeks)2timesperweek Humanbody(6weeks) Plantkingdom(4weeks) Earthscience(14weeks

Secondgrade Astronomy(10weeks)2timesperweek Chemistry(10weeks) Physics(10weeks) Technology(6weeks)

Thirdgrade Animalkingdom(12weeks)3timesperweek Humanbody(6weeks) Plantkingdom(4weeks) Earthscience(14weeks

Fourthgrade Astronomy(10weeks)3timesperweek Chemistry(10weeks) Physics(10weeks) Technology(6weeks)

Grade Topic(s)Firstgrade Earthscience(5weeks)2timesperweek Astronomy(5weeks) Animalkingdom(6weeks) Humanbody(5weeks) Plantkingdom(5weeks) Chemicalreactions(5weeks) Physics(5weeks)

Secondgrade Sametopicsatgreaterdepth2timesperweek

Thirdandfourthgrades Sametopicsatgreaterdepth3timesperweek

SampleWeeklySchedules

Youcanarrangeyourweeklyscheduleinmanydifferentways.Pickoneofthesemethodsasabase:

AlternatingWeeksWeekOne:Read,narrate,investigatefurther.WeekTwo:Doaprojectandtalkaboutit.WeekThree:Askaquestionaboutthereadingandprojects;answerittogether.Repeatthree-weeksequence

AlternatingDaysFirstandsecondgrades:WeekOneDayOne:Readandnarrate.Makeanarrationpage.

DayTwo:Doaproject,talkaboutit.Makeaprojectpage.

WeekTwoDayOne:Readadditionalbooks.Makeonemorenarrationpage.

DayTwo:Askaquestion;answerittogether.Recordthequestionandtheanswer.

Thirdandfourthgrades:WeekOneDayOne:Readandnarrate.Makeanarrationpage.

DayTwo:Investigateadditionalbooks.Makeonemorenarrationpage.

DayThree:Beginaproject.WeekTwoDayOne:Finishtheproject.Makeaprojectpage.

DayTwo:Askaquestionandbegintoanswerit.DayThree:Finishansweringthequestion.Recordthequestionandtheanswer.

When doing chemistry and physics, alternate doing experiments and projectpages,andlookingupdefinitionsandmakingdefinitionpages.Be guided by the student’s interest; allow reading, projects, and

asking/answeringquestionstoflowintoadditionaldaysasneeded.Sometopicswilllendthemselvestoadditionalreading;otherstomoreinvolvedprojectsthattakemultipledays tocomplete.Somequestionscanbeansweredwithasingleday’swork;othersmaytaketwoorthreedaysorevenmore.Remember:Thegoalistopracticedoingscienceandtocultivateenthusiasm,

nottocoveracertainamountofmaterialeachyear!

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

BasicTexts(“Spines”)

Anyoftheseresourcescanhelporganizeyourstudyandserveasajumping-offpointforfurtherinvestigation.Forproject,activity,andexperimentresources,seethesupplementalliststhat

follow.

LifeScienceCarlson,Laurie.GreenThumbs:AKid’sActivityGuide to IndoorandOutdoorGardening.Chicago:ChicagoReviewPress,1995.

$14.95.Althoughnotanexhaustiveguide to theplantkingdom, thisprojectbook explains the basic facts about seeds, plants, and trees, and offers bothinsideandoutsidegardeningprojects.Combinewithsupplementaryreadingsandactivitiesforanengagingintroductiontobotany.

DKFirstAnimalEncyclopedia,reissueed.NewYork:DKChildren,2015.$16.99. Excellent for first- and second-grade study. Don’t try to cover thewholebook;choosefromtheavailabletopics.Planoncoveringonetopic(onepage) per week, along with additional reading (and if the child develops apassion for armadillos or rattlesnakes, don’t hold yourself to this schedule).Youmightwant to read through the tableofcontentswithyour studentandallowhertopicktheanimalsthatshewantstostudy.

DKFirstHumanBodyEncyclopedia.NewYork:DKChildren,2005.$16.99.Idealforfirstandsecondgraders.Don’ttrytocoverthewholebook;pickyourfavoritetopics.

HumanBody:AVisualEncyclopedia.NewYork:DKPublishing,2012.$24.99. Well suited to third grade and above, this beautifully illustratedencyclopedia covers the body systems inmore detail than theFirstHumanBodybook.

Spelman, Lucy.National Geographic Animal Encyclopedia.Washington, DC:NationalGeographicChildren’sBooks,2012.$24.95. Excellent for third grade and above: 2,500 animals with amazingphotographs,cleartext,andmaps.

EarthScience

FirstEarthEncyclopedia.NewYork:DKChildren,2010.$16.99.Agoodintroductiontothestudyoftheearth.Simplereadinglevelforgrades1–3.

Woodward, John. Geography: A Visual Encyclopedia. New York: DKPublishing,2013.$19.99.DevelopedincooperationwiththeSmithsonianInstitute,thisheavilyillustratedreferenceworkcoversthemajortopicsinearthscience(theplanet’s

structure, rocks and minerals, oceans, weather, etc.) as well as topics ingeographyandculture.Bestforgrades3andup.

AstronomyDickinson,Terence.ExploringtheNightSky:TheEquinoxAstronomyGuideforBeginners.CamdenEast,ON:CamdenHouse,1987.$9.95. An illustrated paperback guide to the stars that begins in our solarsystemand travelsout into theuniverse.Good forgrades3-4,althoughyouwillwanttosimplifysomeofthetext.

Hughes, Catherine D. National Geographic Kids First Big Book of Space.Washington,DC:NationalGeographicChildren’sBooks,2012.$14.95. For first- and second-grade students, a colorful and well-organizedguidetothesolarsystem,ourgalaxy,andtheuniversebeyond.

Thompson, C. E.Glow-in-the-Dark Constellations: A Field Guide for YoungStargazers,illus.RandyChewning.NewYork:Grosset&Dunlap,1999.$8.99. Brief retellings of the legends behind the constellations, descriptionsanddiagramsofeachconstellation,and,acrossfromeachdiagram,aglow-in-the-darkpictureoftheskysothatyoucanpracticefindingaconstellationinthedarkbeforeyougooutside.

ChemistryHeinecke, Liz Lee. Kitchen Science Lab for Kids: 52 Family FriendlyExperimentsfromAroundtheHouse.Beverly,MA:QuarryBooks,2014.$24.99. Basic chemical reactions, crystals, polymers, colloids, acids, bases,andmore,allwithcommoningredients.

VanCleave, Janice. Janice VanCleave’s Chemistry For Every Kid: 101 EasyExperimentsThatReallyWork.NewYork:JohnWiley&Sons,1989.$14.95.Simpleandfunexperimentsilluminatingthenatureofmatter,forces,gases,changes,solutions,acidsandbases.

PhysicsHodge,Deborah.StartingwithScience:SimpleMachines.Tonawanda,NY:KidsCanPress,1998.

$7.95.Thirteen experimentswith levers,wheels and axles, pulleys, inclinedplanes,wedgesandscrews;combinewithanotherresourcetocreateaphysicsspine.

Mandell,Muriel.PhysicsExperimentsforChildren.NewYork:Dover,1968.$6.95. One hundred and thirteen experiments divided into seven chapters:Matter:Air;Matter:Water;MechanicalEnergyandMachines;Heat;Sound;Light; and Magnetism and Electricity. There’s a fair amount of overlapbetweentheexperiments,soyoucaneliminatethosethatcallformaterialsnotfoundaroundyourhouse,sinceoneortwooftheexperimentsuseitemsmorecommoninthe1950sthantoday(amedicinebottlesealedwithacork?).

Osborne,Louise.StartingWithScience:Solids,Liquids,andGases.Tonawanda,NY:KidsCanPress,1995.$7.95. Thirteen experiments with matter in all three states; combine withanotherresourcetocreateaphysicsspine.

VanCleave, Janice. Janice VanCleave’s Physics For Every Kid: 101 EasyExperiments in Motion, Heat, Light, Machines, and Sound. New York: JohnWiley&Sons,2009.$14.95. Simple and fun experiments with electricity, magnets, buoyancy,gravity,balance,simplemachines,inertia,motion,light,heat,andsound.

TechnologyMacaulay,David,andNeilArdley.TheNewWayThingsWork,rev.ed.Boston:HMH,1998.$35.Amassiveandfascinatingbookthatwillprovidethecuriouswithmonthsof additional exploration, this book groups machines together by theprinciples that make them run. Gears, sound, magnetism, computertechnology,andmuch,muchmore.

GeneralReferenceEncyclopedias

Use for definitions while studying chemistry and physics, and for generalreferenceforallfieldsofscience

DKFirstScienceEncyclopedia.NewYork:DKChildren,2008.

$16.99.Writtenforgrades1–3,thiscontainssimplywrittenentriesonmajortopics in life science, physical science, elementary chemistry, and earth andspacescience.

TheKingfisherScienceEncyclopedia,3rded.NewYork:Kingfisher,2011.$34.99.Themostdetailedandusefuloftheencyclopedias,writtenforfourthgradeandabove(toodifficultforfirst-andsecond-gradestudents).

TheNewChildren’sEncyclopedia.NewYork:DKChildren,2013.$19.99.Forgrades3–6;moredetail,slightlymoredifficultreadinglevelthanthe First Science encyclopedia. Covers life science, basic chemistry, andphysicalforcesaswellastopicsinhistory.

FormalCurricula

Someparentsmayprefertouseadevelopedcurriculumratherthanfollowingtheexploratory methods described in this chapter. The following programs arecompatible with our approach, but consider supplementing with additionalbooks,projects,andnarrationassignments.

ElementalScience.Wytheville,VA:ElementalScience,2014.Developed by a science-oriented home-schooling parent, the ElementalScience series loosely follows our recommendations for hands-onexperimentation, supplemental outside reading, and narration pages. Lessonplansandplentyofteachersupport.Viewsamplesatthepublisher’swebsite.Eachsetisonefullyearofstudy.BiologyfortheGrammarStage.TeacherGuide.$21.99.StudentWorkbook.$19.49.ColoringPages.$6.50.ExperimentKit.$45.99.

EarthScience&AstronomyfortheGrammarStage.TeacherGuide.$21.99.StudentWorkbook.$19.49.ColoringPages.$5.ExperimentKit.$45.99.

ChemistryfortheGrammarStage.(Requirespurchaseorlibraryuseofadditionalbooks;seethepublisher’swebsitefordetails.)Teacher’sGuide&StudentWorkbookCombo.$28.99.ExperimentKit.$60.99.

PhysicsfortheGrammarStage.(Requirespurchaseorlibraryuseofadditionalbooks;seethepublisher’swebsitefordetails.)Teacher’sGuide&StudentWorkbookCombo.$28.99.ExperimentKit.$55.99.

Great Science Adventures, by Dinah Zike and Susan Simpson. Melrose, FL:CommonSensePress.Asstudentsprogressthroughthelessons,theycut,fold,draw,andgluepaperhandouts into mini-books and construct paper models. The program isdesignedforteachingstudentsofdifferentagestogether;eachlessonprovidesthreedifferentprojectsonthreedifferentlevelsofdifficulty.Mostelementarystudentswould do only the first and easiest project; somemay be ready toprogresstothesecond.Theprogramiswellorganizedandinteresting,butitmay frustrate students (and parents)who don’t like to cut and paste.OrderfromCommonSensePress.Eachbookis$24,providestwenty-fourlessons,and should take eight to twelve weeks to complete. Supplement withexperiments and outside reading. Samples can be viewed at the publisher’swebsite.DiscoveringtheHumanBodyandSenses(lifescience)TheWorldofInsectsandArachnids(lifescience)TheWorldofVertebrates(lifescience)TheWorldofPlants(lifescience)DiscoveringEarth’sLandformsandSurfaceFeatures(earthscience)DiscoveringtheOcean(earthscience)TheWorldofSpace(astronomy)DiscoveringAtoms,Molecules,andMatter(chemistry)TheWorldofLightandSound(physics)TheWorldofToolsandTechnology(technology)

R.E.A.L.ScienceOdyssey.MountDora,FL:PandiaPress.

Developedforusebyhome-schoolingparentsandsmallclassrooms,R.E.A.L.Science emphasizes hands-on learning. The elementary levels begin with aread-aloud lesson, followedby“lab”activities thatare intended to teach thebasics of the scientific method along with developing skills in closeobservation and recording findings. Each level is one full year of science.Student and instructor pages are bound together into the books; additionalsupplies are necessary. Samples and supply lists can be viewed at thepublisher’swebsite.Cheaperebookversionsarealsoavailable.Life,LevelOne.$68.Earth&Space,LevelOne.$68.Chemistry,LevelOne.$68.

SupplementaryResources

LifeScience

Animals

Audubon,J.J.,andPaulE.Kennedy.AudubonBirdsofAmericaColoringBook.NewYork:Dover,1974.$3.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

Bernath,Stefen.TropicalFishColoringBook.NewYork:Dover,1978.$3.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

Green,John.BirdsofPreyColoringBook.NewYork:Dover,1989.$3.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

________.HorsesoftheWorldColoringBook.NewYork:Dover,1985.$3.95.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

________.WildAnimalsColoringBook.NewYork:Dover,1987.$3.95.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

Grow-A-FrogKit.$24.95.OrderfromYoungExplorers.Raisealivehybridfrogwithtransparentskin(sothatyoucanseeitsinternalorgans)!

NationalAudubonSocietyPocketGuides.NewYork:Knopf.Ifyou’reabletogooutandsearchforwildlifewhilemakingyourlife-sciencenotebook, consider theNationalAudubonSocietyPocketGuides.These arefull of beautiful, clear color photographswith full descriptions; toodifficultfor six-year-olds, but a wonderful parent resource. Most libraries carry thefieldguides,oryoucanbuythemthroughanybookstore.FamiliarBirdsofNorthAmerica:EasternRegion.1987.$11.95.FamiliarBirdsofNorthAmerica:WesternRegion.1987.$10.95FamiliarInsectsandSpidersofNorthAmerica.1988.$10.95.FamiliarReptilesandAmphibiansofNorthAmerica.1988.$10.95

Quirk, Thomas C., Jr. Reptiles and Amphibians Coloring Book. New York:Dover,1981.$4.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

RookieRead-AboutScienceSeries.SanFrancisco,CA:Children’sBookPress.$4.95–$5.95each.Thisbeginning-readerseries isheavily illustratedandhasvery brief, large-print text on each page. Excellent for encouraging youngreaders!Fowler,Allan.TheChickenortheEgg?1993.________.LifeinaTidePool.1997.________.TheseBirdsCan’tFly.1999.Herrington,LisaM.FrogsandToads.2015.________.It’saGoodThingThereAreSpiders.2014.Mattern,Joanne.It’saGoodThingThereAreLadybugs.2014.

Sovak,Jan.ButterfliesColoringBook.NewYork:Dover,1992.$4.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

________.InsectsColoringBook.NewYork:Dover,1994.$4.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

________.SnakesoftheWorldColoringBook.NewYork:Dover,1995.$4.99. Order from Rainbow Resource Center. Includes instructive captionsandcolorpicturesontheinsidecovers.

TOPS Learning Systems Activities (Life). Watsonville, CA: TOPS Learning

Systems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedatthepublisher’swebsite.Forgrades3andabove.

Animal Survival. Twenty activities centered around animal adaptabilityandsurvival.$18.

HumanBeings

My First Skeleton (Tiny Tim). Baltimore, MD: Anatomical Chart Company(Lippincott,Williams&Wilkins).$24.96.Afullyassembled16½-inchplastichumanskeletononastandwithamoveablejawanddetachablelimbs.

Cole, Joanna. The Magic School Bus: Inside the Human Body. New York:Scholastic,1990.$6.99.Atripthroughallthemajorpartsofthebody!

Colombo, Luann.Uncover the Human Body. San Diego, CA: Silver DolphinBooks,2003.$18.95.Thethickpagesallowyoutoconstructanddeconstructahumanbody,onesystematatime.

HandsOnLab.Torrance,CA:Artec-Educational.Order fromthepublisher.Funhands-onproject resourceswithstudyguides.Forallelementarystudents.BuildYourOwnInternalOrgans.$9.99.CellsofLife.$12.99.Buildmodelsofanimalandplantcells.Model Eye with Liquid Lens. $14.99. Reproduces the inside of the eye;changelensfromconcavetoconvexandseethedifference.

HumanAnatomyFloorPuzzle.Wilton,CT:Melissa&Doug.$13. This 4-foot-tall two-sided floor puzzle has the skeletal system on thefrontandotherbodysystemsonthereverse.

RookieRead-AboutScienceSeries.SanFrancisco,CA:Children’sPress.

$4.95–5.95 each. This beginning-reader series is heavily illustrated and hasvery brief, large-print text on each page. Excellent for encouraging youngreaders!Curry,DonL.HowDoYourLungsWork?2004.________.HowDoesYourBrainWork?2004.

Fowler,Allan.ArmsandLegsandOtherLimbs.1999.________.KnowingAboutNoses.1999.________.ALookatTeeth.2000.

Somebody:FiveHumanAnatomyGames.Plainwell,MI:Talicor-Aristoplay.$30.Playfivedifferentgamesof increasingcomplexitywith thisbody-partsgame—wonderfulforteachinganatomyaswellasorganfunction.

PlantsArbel,Ilil.FavoriteWildflowersColoringBook.NewYork:Dover,1991.$4.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

Bernath,Stefen.GardenFlowersColoringBook.NewYork:Dover,1975.$4.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

HandsOnLab.Torrance,CA:Artec-Educational.Order fromthepublisher.Funhands-onproject resourceswithstudyguides.Forallelementarystudents.$9.99each.AnatomyofaPlant.Tendifferentexperimentsilluminatingplantstructure.PhotosynthesisinaTube.Watchtheprocesshappening.Roots&Shoots.Cleartankallowsstudentstoobserverootgrowth.SproutGarden.Seehowdifferentconditions(airquality,sunlight,gravity,etc.)affectplantgrowth.

NationalAudubonSocietyPocketGuides.NewYork:Knopf.Ifyou’reabletogooutandsearchforplantswhilemakingyourlife-sciencenotebook, consider theNationalAudubonSocietyPocketGuides.These arefull of beautiful, clear color photographswith full descriptions; toodifficultfor six-year-olds, but a wonderful parent resource. Most libraries carry thePocketGuides,oryoucanbuythemthroughanybookstore.FamiliarFlowersofNorthAmerica.1987.$10.95.

FamiliarMushrooms.1990.$11.95.FamiliarTreesofNorthAmerica:East.1987.$10.95.FamiliarTreesofNorthAmerica:West.1987.$10.95.

RookieRead-AboutScienceSeries.SanFrancisco,CA.:Children’sPress.$4.95each.Orderfromanybookstoreorcheckyourlibrary;manycanalsobeordered from Rainbow Resource Center. This beginning-reader series isheavilyillustratedandhasverybrief,large-printtextoneachpage.Excellentforencouragingyoungreaders!Fowler,Allan.Cactuses.2002.________.It’saFruit,It’saVegetable,It’saPumpkin.1996.________.PineTrees.2002.________.PlantsThatEatAnimals.2001.Herrington,LisaM.SeedtoPlant.2014.Robinson,Fay.Vegetables,Vegetables!1995.

Soffer,Ruth.CoralReefColoringBook.NewYork:Dover,1995.$4.99.Includesinstructivecaptionsandcolorpicturesontheinsidecovers.

TOPS Learning Systems Activities (Life). Watsonville, CA: TOPS LearningSystems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedatthepublisher’swebsite.Forgrades3andabove.Green Thumbs: Radishes. Twenty activities all using easy-to-grow radishsprouts: understanding plant structure, experimenting with light and soil,theeffectsofgravity,andmuchmore.$18.

EarthScienceandAstronomy

EarthScience

Burns,T.D.RocksandMinerals.NewYork:Dover,1995.$4.99.Thisisahigh-qualitycoloringbookwithinstructivecaptionsandcolorillustrationsontheinsidecovers.

Cole,Joanna.TheMagicSchoolBusInsidetheEarth,illus.BruceDegen.New

York:Scholastic,1989.$6.99.

HandsOnLab.Torrance,CA:Artec-Educational.Order fromthepublisher.Funhands-onproject resourceswithstudyguides.Forallelementarystudents.HomeVolcano.$12.99.Measureashdistribution,watchamagmachambererupt,andmore.PlanetAnatomy.$9.99.Makeamodeloftheearthanditslayers.ShinyEarthBalls.$12.99.Investigatesoil,rocks,andminerals.WeatherWatcher.$12.99.Basicprojectsinmeteorology.

RocksandMineralsoftheU.S.Collection.Order fromRainbowResourceCenter. These are themost economical rockcollectionsaroundandincludestudyguides.$31.50.BasicCollection,35pieces.$22.80.ReferenceCollection,24pieces.

RookieRead-AboutScienceseries.SanFrancisco,CA:Children’sPress.$4.95each.Orderfromanybookstoreorcheckyourlibrary.Thisbeginning-readerseriesisheavilyillustratedandhasverybrief,large-printtextoneachpage.Excellentforencouragingyoungreaders!Fowler,Allan.AlltheColorsoftheRainbow.1999.________.Icebergs,IceCaps,andGlaciers.1998.________.TheTopandBottomoftheWorld.1997.________.What’stheWeatherToday?1992.Mara,Wil.TheFourOceans.2005.Robinson,Fay.WhereDoPuddlesGo?1995.

ScienceinaNutshellseries.Nashua,NH:DeltaEducation.$45. Order from Delta Education. These kits provide a complete scienceexperimentandactivitycenter,designedforgrades2–6.Considersharingthecostwithaneighbor,sincethekitsprovidematerialsfortwoorthreestudents.FossilFormations.Thekitincludessixactualfossilsamples,sand,plasterofParis,modelingclay,anactivityguide,andajournal.Rock Origins. Investigate the origins of twenty-two rock and mineral

samples;includesactualsamples.

Simon,Seymour.$6.99. Simon’s elementary science books, available through libraries andbookstores,havespectacularphotographsandeasy-to-followtext,writtenonathird-tofourth-gradereadinglevel.Earthquakes.NewYork:HarperCollins,2006.Hurricanes.NewYork:HarperCollins,2007.IcebergsandGlaciers.NewYork:HarperCollins,1999.Lightning.NewYork:HarperCollins,2006.Mountains.NewYork:HarperCollins,1997.Oceans.NewYork:HarperCollins,2006.Storms.NewYork:HarperCollins,1992.Tornadoes.NewYork:HarperCollins,2001.Volcanoes.NewYork:HarperCollins,2006.Weather.NewYork:HarperCollins,2006.

Astronomy

Cole, Joanna. The Magic School Bus: Lost in the Solar System. New York:Scholastic,1992.$6.99.

HandsOnLab.Torrance,CA:Artec-Educational.Order fromthepublisher.Funhands-onproject resourceswithstudyguides.Forallelementarystudents.

PlanetEngineer.$9.99.Constructaplanetinoursolarsystem—orinventyourown.WorldTimeSundial.$9.99.Buildasundial thatcantell thetimeinanycountry.

Ghez,AndreaMia,andJudithLoveCohen.YouCanBeaWomanAstronomer,illus.DavidKatz.NewYork:CascadePress,1995.$6.Dr.Ghezhasextensiveexperienceinastronomy,rangingfromastintataChileanobservatorytoworkontheHubbleSpaceTelescope.Thistitleisoneofaseriesdepictingrealwomeninscienceandmathcareers.

Lafontaine,Bruce.ConstellationsintheNightSky.NewYork:Dover,2003.$4.99.Acoloringbookoftheconstellations.

Rey,H.A.TheStars:ANewWaytoSeeThem,2nded.NewYork:HMH,2008.$11.99. The author of Curious George provides a way to picture theconstellationsthatismuchsimplerthantheclassicdrawingsofGreekmyths.Text is written for the middle grades and up, but the drawings are worthlookingatwithyoungerstudents.

RookieRead-AboutScienceseries.SanFrancisco,CA:Children’sPress.$4.95each. Order from any bookstore or check your library. This beginning-readerseries is heavily illustrated and has very brief, large-print text on each page.Excellentforencouragingyoungreaders!Bullock,Linda.LookingThroughaTelescope.2004.Fowler,Allan.EnergyfromtheSun.1998.________.SoThat’sHowtheMoonChangesShape!1992.________.TheSun’sFamilyofPlanets.2002.________.WhenYouLookUpattheMoon.1994.

Simon,Seymour.$7.99each.Simon’selementarysciencebooks,availablethroughlibrariesandbookstores,havespectacularphotographsandeasy-to-followtext,writtenonafirst-tothird-gradereadinglevel.Someareavailableasebooks.Comets,Meteors,andAsteroids.HarperCollins,1998.Destination:Jupiter.NewYork:HarperCollins,2000.Destination:Mars.NewYork:HarperCollins,2004.Destination:Space.HarperCollins,2006.Galaxies.NewYork:HarperCollins,1991.Saturn.NewYork:HarperCollins,1988.Stars.NewYork:HarperCollins,2006.TheSun.NewYork:HarperCollins,1989.TheUniverse.NewYork:HarperCollins,2006.Uranus.NewYork:HarperCollins,1990.Venus.NewYork:HarperCollins,1998.

SolarSystemFloorPuzzle.Wilton,CT:Melissa&Doug.

$13.OrderfromFatBrainToys.A2×3-footfloorpuzzleofthesolarsystemandasteroidbelt.

SolarSystem:GlowintheDark.SanFrancisco,CA:GreatExplorations.$24.OrderfromFatBrainToys.Nineglow-in-the-darkplanets,200glow-in-the-darkstars,andsuppliestoturnthemintoamobile.

StarTheaterHomePlanetarium.AgouraHills,CA:UncleMiltonToys.$30.95.OrderfromHomeScienceTools.Projectconstellationsontothewallsand ceiling of a dark room; learn the position of the major stars andconstellationsthroughouttheyear.

ChemistryAtomChartlet.$2.49.Order fromRainbowResourceCenter.A17×22-inchchartshowingthepartsofanatom.

FizzyFoamyScience.Seattle,WA:ScientificExplorer.$19.95. Safe kit of acids and bases and a set of experiments that foam andbubble.

HandsOnLab.Torrance,CA:Artec-Educational.Order fromthepublisher.Funhands-onproject resourceswithstudyguides.Forallelementarystudents.FunWithPolymers.$12.99.Investigatethepropertiesofpolymers.Marvelous Molecules. $12.99. Build models of atoms and a variety ofmolecules.Unmixables: Water and Oil. $12.99. Experiment with the properties ofboth.

TheMagicSchoolBusSlime,Gel&GoopScienceKit.$19.95. Order from Home Science Tools. Transform liquids into solids,experimentwithpolymers,growgelcrystals.

MyFirstChemistryKit.Seattle,WA:ScientificExplorer.$21.Order from Fat Brain Toys. A chemistry set andmicroscope designed

especiallyforelementarystudents.

RockCandyCrystalGrowingExperimentKit.$16.95.OrderfromHomeScienceTools.Growlargecrystalswithinaweek;allingredientsincluded.

RookieRead-AboutScienceseries.SanFrancisco,CA:Children’sPress.$4.95each.Orderfromanybookstoreorcheckyourlibrary.Thisbeginning-readerseriesisheavilyillustratedandhasverybrief,large-printtextoneachpage.Excellentforencouragingyoungreaders!Garrett,Ginger.Solids,Liquids,andGases.2005.Trumbauer,Lisa.WhatAreAtoms?2005.

ScienceWizChemistryKit.$21.99.OrderfromHomeScienceTools.Thirtyactivities;someitems(wax,testtubes,sand,etc.)provided,othersmakeuseofcommonhouseholditems.

PhysicsHandsOnLab.Torrance,CA:Artec-Educational.Order fromthepublisher.Funhands-onproject resourceswithstudyguides.Forallelementarystudents.LightRays:ReflectionandRefraction.$12.99.Moving Heat. $14.99. Multiple experiments exploring the properties ofheat.PendulumsandCollisions.$12.99.BuildNewton’sCradleandmore.PulleySystems.$12.99.Movingpulleys,compoundpulleys,andsystems.SoundWaves:FrequencyandPitch.$9.99.WavesinMotion.$14.99.ViewwaveswithLEDlightsandmore.

OurAmazingBridgesArchitectureKit.Plymouth,MI:Poof-Slinky,Inc.$20. Order from Fat Brain Toys. Slightlymore difficult than the other kitslisted,butappropriateforfourthgraders interestedinthephysicsofbridges;buildthreedifferentmodelbridges.

ScienceinaNutshellseries.Nashua,NH:DeltaEducation.$45. Order from Delta Education. These kits provide a complete science

experimentandactivitycenter,designedforgrades2–6.Considersharingthecostwithaneighbor,sincethekitsprovidematerialsfortwoorthreestudents.BubbleScience.Variablesaffectingthesize,shape,color,anddurabilityofbubbles.

ChargeIt!StaticElectricity.Positiveandnegativecharges,staticelectricity.

ElectricalConnections.Simpleandcomplexcircuits,current,batteries.

EnergyandMotion.Storedenergy,motion;weights,marbles,andramps.

GearsatWork.Gearsystemsandinteraction.

MagnetMagic.Magneticmaterials,polarstrength.

SoundVibrations.Soundwavesandtheirinteractionwithvariousmaterials.

Work:PlaneandSimple.Inclinedplanes;forceandfriction.

RookieRead-AboutScienceseries.SanFrancisco,CA:Children’sPress.$4.95each.Orderfromanybookstoreorcheckyourlibrary.Thisbeginning-readerseriesisheavilyillustratedandhasverybrief,large-printtextoneachpage.Excellentforencouragingyoungreaders!Barkan,Joanne.WhatIsDensity?2006.________.WhatIsVelocity?2005.Bullock,Linda.YouCanUseaBalance.2004.Curry,DonL.WhatIsMass?2005.________.WhatisMatter?2005.Fowler,Allan.SimpleMachines.2001.________.WhatMagnetsCanDo.1995.Murphy,PatriciaJ.PushandPull.2002.Stewart,Melissa.EnergyinMotion.2006.Trumbauer,Lisa.AllAboutLight.2004.________.AllAboutSound.2004.________.WhatIsElectricity?2004.

________.WhatIsFriction?2004.________.WhatIsGravity?2004.________.WhatIsVolume?2006.Young,June.EnergyIsEverywhere.2006.

TOPS Learning Systems Activities (Physics I). Watsonville, CA: TOPSLearningSystems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedatthepublisher’swebsite.Forgrades3andabove.Diving Into Pressure and Buoyancy. Fourteen activities involvingdisplacement, volume, Archimedes’ principles, etc. Downloadable PDFfrompublisher’swebsite.$7.50.Electricity.Twentyactivitiesbasedonbuildingelementarycircuits.$18.Magnetism. Twenty activities using mapping and graphing of fields andconstructionofbasicmachines.$18.PerfectBalance.Twentyactivitiesexploringmassandweight.$18.

* It is common to see the curriculum divided into two major fields: thehumanities (languagearts and social sciences) andwhat isoften referred to asSTEM areas (science, technology, engineering, andmathematics). Technically,“engineering” involves design and “technology” encompasses bringing thosedesignstolife,butforthegrammarstagebothaspectscanbecombined.

9

DEADLANGUAGESFORLIVEKIDS:LATIN(ANDOTHERLANGUAGES

STILLLIVING)

Docendodiscitur.*—Seneca

SUBJECT:LatinandotherforeignlanguagesTIMEREQUIRED:2½–4hoursperweek,beginninginthirdorfourthgrade.

As you’ve no doubt noticed, we don’t consider Latin to be the definingelementof a classical education.Classical educationhas todowith settingupsolid foundations, with learning how to learn, with mental discipline andintellectualcuriosityandawillingnesstograpplewiththelessonsofthepast.Allofthisismuchmoreimportantthanasingleforeign-languagecourse.ButyoushouldstillstudyLatin.Elementary students are perfectly capable of beginning Latin. In third and

fourth grade, the students do basic memory work (vocabulary and parts ofspeech),work onEnglish derivations fromLatinwords, and study elementaryLatingrammar.Attheendofthischapter,we’llrecommendsystematic,easy-to-followLatin

coursesthatyoucanteachtoyourthird-orfourth-gradechild.Andyou’llhavetheopportunitytolearnalongwithhim.

WHYLATIN?

WhybotherwithLatin?Itis,afterall,adeadlanguage(apejorativephrase)—noliteratureisbeingproducedinit,noone’sspeakingitordoingbusinessinit.Webotherwithitforanumberofreasons.Latintrainsthemindtothinkinanorderlyfashion.Latin(beingdead)isthe

most systematic language around. The discipline of assembling endings andarranging syntax (grammar patterns) according to sets of rules is the mentalequivalent of a daily two-mile jog.And becauseLatin demands precision, theLatin-trainedmindbecomesaccustomedtopayingattentiontodetail,ahabitthatwillpayoff—especiallywhenstudyingmathandscience.LatinimprovesEnglishskills.ThegrammaticalstructureofEnglishisbased

on Latin, as is about 50 percent of English vocabulary. The student whounderstandshowLatinworksisrarelytrippedupbycomplicatedEnglishsyntaxorobscureEnglishwords.Andfordecades,criticalstudieshaveconfirmedthatchildren who are taught Latin consistently score higher than their peers inreading comprehension, vocabulary, and even critical thinking and problemsolving.†Latin prepares the child for the study of other foreign languages: French,

Spanish,andItalianareallrelatedtoLatin.Evennon-Latinatelanguagescanbemoreeasily learned ifLatinhasalreadybeenstudied.Thechildwhohasbeendrilled inLatinsyntaxunderstands theconceptsofagreement, inflectednouns,conjugated verbs, and grammatical gender, no matter what language theseconceptsappearin.Latinguards against arrogance.The studyof the language shows theyoung

childthathisworld,hislanguage,hisvocabulary,andhiswayofexpressionareonly oneway of living and thinking in a big, tumultuous, complicatedworld.Latinforcesthestudenttolookatwordsandconceptsanew:

WhatdidthisLatinwordreallymean?IsthisEnglishwordagoodtranslationforit?Doesn’ttheLatinwordexpresssomethingthatEnglishhasnoequivalentwordfor?

Doesthisrevealagapinmyownthinking?

A foreign language, as Neil Postman writes in The End of Education,“providesonewithentryintoaworldviewdifferentfromone’sown....Ifitis

importantthatouryoungvaluediversityofpointofview,thereisnobetterwaytoachieveitthantohavethemlearnaforeignlanguage.”‡

HOWDOESLATINWORK?

YoucanlearnLatinalongwithyourchild,butitwillhelpifyouhavesomebasicunderstandingofhowthelanguageworks.Latinisaninflectedlanguage,whichmeansthatwordendingsaremoreimportantthanwordorder.IfIwanttosaythatmyhusbandjustplantedhisshoeinthedog’sribs,Isay:

Peterkickedthedog.

(althoughhewouldneverdosuchathing).HowdoyouknowthatthedogwasthereceiverofthekickandthatPeterwasthegiverofthekick?BecausePetercomesbeforetheverb,andthedogcomesafter.ThistellsEnglishspeakersthatthedogistheobject(receiver)ofthekickandthatPeteristhesubject(thedoer)ofthekick.ButLatinworksslightlydifferently.Asetofendingscalledinflectionstellthe

readerwhether a noun is the subject or the object. It’s as though, in English,everynounactingasasubjecthadansontheendandeverynounactingasanobjecthadanoontheend:

Peter-skickedthedog-o.

IfEnglishworkedthisway,wecouldreversethesentence:

Thedog-okickedPeter-s.

andthereaderwouldstillrealizethatPeterhaddonethekickingandthatthedoghadreceivedit—becauseoftheending.That’s how Latin works. Case endings take the place of word order. Case

endings tellyouwhetheraword isbeingusedasa subject,object,possessive,andsoon.YoualsoneedtoknowthatLatinusesthesewordendingsonverbstotakethe

placeofpronouns.IfIsay:

Ikickedthedog

youknowwhodidtheaction,because“I”comesbefore“kicked.”Butinsteadofusing pronouns before verbs, Latin conjugates verbs by tacking the pronounsontotheendsoftheverbs:

Kicked-Ithedog.

NowIcouldsay“Thedogkicked-I”andmeanthesamething.There’smoretoLatinthanthis,ofcourse,buttheaboveexplanationswillget

youstarted.There are several differentways to pronounce Latin: the so-called classical

pronunciation (in which, for example, v is pronounced as u or w) and the“Christian”or “ecclesiastical”pronunciation, usedbychoirs, are the twomostcommon.Weprefernottoworryovermuchaboutpronunciation.Eveninancienttimes, Latin pronunciation varied widely by region and by century. TheecclesiasticalpronunciationwillbeusefulifthechildevergetstosinginLatin;otherwise,don’tgettoosidetrackedtryingtomasterpronunciation.

HOWTODOIT

Ifyoudecide tobeginLatin in thirdor fourthgrade (seeChapter19 forotheroptions), you’ll take advantage of the child’s most natural “window” forlanguage learning.Theresources thatwesuggestat theendof thischapteraresuitable for elementary students, and do not require that you have previousknowledgeofthelanguage.Thecurriculawesuggestare“parts towhole”(conjugationsanddeclensions

are taught all at once rather than incidentally), rather than “whole to parts.”§Here’swhatwemean: InLatin,everyverb(suchasamo,“I love”)hasaroot,whichcarriestheverb’sbasicmeaning(am-,“love”),andendings,whichserveaspronouns:-omeans“I,”–asmeans“you”singular,andsoon.Thesepronounendingsarethesameforeveryverbthechildencountersinthefirsttwoyearsofstudy. So once the student learns the list of endings for I, you (singular),he/she/it,we,you(plural),they(theendingsare–o,-as,-at,-amus,-atis,-ant),hecanputthemonanyverbhewants:

amo Ilove voco Icallamas Youlove vocas Youcallamat He/she/itloves vocat He/she/itcalls

amamus Welove vocamus Wecallamatis Youlove vocatis Youcallamant Theylove vocant Theycall

Thisisparts-to-wholeinstruction:firstthestudentlearnstheparts,thenhelearnshowtoputthemtogethertoformawhole.Whole-to-partsLatinprimers,on theotherhand, tell thechild that theword

amamusmeans“welove,”neverexplainingthatthewordhasbotharootandapersonalending.Later, thechildwillmeetvocamus inasentenceanddiscoverthatthiswordmeans“wecall”—againwithnoexplanation.Soonerorlater,he’llfigureoutthat-amusmeans“we.”Orhemaygetfrustratedwiththisapparentlypatternlesslanguageandquit.Eitherway,he’llhavewastedagreatdealoftimeandenergytryingtounderstandhowLatinworks.Butifheissimplygiventhelistofpersonalendingstomemorize,hewillhavethepowertoformanyLatinverbhelikesaswellastheknowledgetodecodetheLatinwordsheencountersin his reading. Whole-to-parts Latin instruction is frustrating andcounterproductive,andbreaksdowntheveryskillthatsystematicLatinlessonsdevelop—thehabitofsystematicthinking.

WHATABOUTOTHERLANGUAGES?

Whydowe recommendbeginningLatinwhen everyoneknows that starting amodernforeignlanguageatayoungageisthebestwaytoachievefluency?Well,we agree.The elementary gradesare the best time to learn amodern

foreign language, and we think every American child should learn to speakSpanish (at the very least). At the end of this chapter we’ve recommended acouple ofmodern language programs suitable for home use. However, in ourexperience,none of these programswill get you speaking a foreign language.Thisonlyhappens ifyou’reable tospeak the language (witha liveperson)atleast twice aweek.Conversation,which requires you to think in the languageyou’relearning,istheonlypathtofluency.If you speak a foreign language fluently andwould like to teach it to your

student,goaheadanddothisduringthethird-andfourth-gradeyears,andsaveLatinuntillater.Orifyoucanarrangeforatutor(preferablyanativespeaker)tocomeinandconversewithyourchildatleasttwiceaweek,goaheadandstudyamodern language now and wait on Latin until sixth or seventh grade. Many

parents have also told us that attendance at Saturday language schoolwas theonlywaytheirchildrenattainedevenbasicfluencyinanotherlanguage.But if you can’t arrange for modern-language conversation, make Latin

central to your foreign-language learning for right now. The study of Latinsyntax and vocabulary will provide many of the same benefits as modern-language study, as well as improving the child’s general language skills. ThestudentwhohascompletedaLatincoursewillhavemuch lessdifficultywhenshe encounters a modern foreign language later on. And since Latin isn’t aspokenlanguage,youwon’tneedtoworryabouttheconversationalcomponent.As you study Latin, you may want to use one of the modern language

programs listed below as an additional resource, perhaps adding it to yourscheduleonceortwiceaweek.Thiswillgivethestudentexposuretoamodernlanguageandprepareherforlaterlearning.

SUGGESTEDSCHEDULES

Plan on spending between 2½ and 4 hours perweek onLatin, depending onmaturityandinterest.It’smoreproductivetospendthirtyminuteseverydaythantodoonelongsessionoreventwoshorteronesperweek.Threedaysperweekisanabsoluteminimum;fourisbetter.

RESOURCESMostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.Online language instruction and practice designed for elementary students

canbe found formany,manymore languages.Visitwww.welltrainedmind.comforlinksanddescriptions!

BasicTexts

Latin

Lowe, Leigh. Prima Latina: An Introduction to Christian Latin, 2nd ed.Louisville,KY:MemoriaPress,2003.PrimaLatina consists of a student book, teachermanual, andpronunciationCD; you can also buy an instructional DVD and premade flash cards. Theprogram is called “Christian Latin” because it teaches ecclesiasticalpronunciation (although the publisher’s website gives tips on using otherpronunciationstyles)andalsousesearlyChristianhymnsandprayersinsomeofthelessons.Theteacher’smanualhasasummaryofLatingrammarinthefront. Read it over, but don’t let it confuse you. In the twenty-five lessonsprovided,youcanlearnthebasicgrammarneededalongwithyourchild.YoucanbeginPrimaLatinaineitherthirdorfourthgrade;theprogramwill

takeayearorlesstocomplete.WhenyoucompletethisintroductiontoLatin,youcancontinueontoLatinaChristianaI,whichisputoutbythesamepressandisdesignedtofollowPrimaLatina.Bothoftheseprogramsarewrittenforparents who do not know Latin and feature very clear instruction. TheoptionalDVDsprovideinstructionfromoneoftheprogram’sauthors,LeighLowe.OrderfromMemoriaPress.Samplesavailableonthepublisher’swebsite.PrimaLatinaTextSet(studentbook,teachermanual,pronunciationCD).$34.95.PrimaLatinaCompleteSet(TextSetplusinstructionalDVDsandflashcards).$90.90.

Lowe,Cheryl.LatinaChristiana:AnIntroductiontoChristianLatin.Louisville,KY:MemoriaPress,2001.FollowsPrimaLatinaandintroducesmorecomplexLatingrammar; inmostcases students will need to be working on at least a fourth-grade level inEnglishgrammartobegintheseries.

Latina Christiana I Set (student book, teacher manual, pronunciationCD).$41.95.LatinaChristianaICompleteSet(alsoincludesinstructionalDVDsandflashcards).$98.90.

Latina Christiana II Set (student book, teacher manual, pronunciationCD).$41.95.LatinaChristianaIICompleteSet(alsoincludesinstructionalDVDsandflashcards).$98.90.

SongSchoolLatin.CampHill,PA:ClassicalAcademicPress.SongSchoolLatin isafirstLatincoursewithaverydifferentapproachthanPrimaLatina. Instruction isfarmoreaural(songs,chants,conversation)andteachesLatinphrases andvocabulariesmuchmore in the styleof amodernforeignlanguage.Eitherpronunciationcanbeused.Thecourseisbothmoreelaborate(moreactivities,games,andworksheets)andmoretime-consumingthanPrimaLatina.GoodformultisensoryteachingandforparentswhowanttomakeLatinahigherpriority.Notethatalthoughthefirstbookismarketedforgrades1–3,wedonotsuggestbeginningthisprogrambeforethirdgrade;thereistoomuchpencilwork.Order from Classical Academic Press. Samples are available at the

publisher’swebsite.Song School Latin Book 1 Program. Includes student book, teacher’smanual,DVDteachingset,andaflashcardgame.$82.95.Song School Latin Book 2 Program. Includes student book, teacher’smanual,DVDteachingset,andanotherflashcardgame.$82.95.

LatinforChildren.CampHill,PA:ClassicalAcademicPress.DesignedtofollowSongSchoolLatin2,thisprimerbeginsonafourth-tofifth-grade level. An online supplement provides additional games andopportunities for reinforcement. Order from Classical Academic Press.Samplesareavailableatthepublisher’swebsite.LatinforChildrenPrimerAProgram. Includesstudentworkbook,answerkey,DVDandCDset,activitybook,andasimplereader.$99.95.

Drown,Catherine.TheBigBookofLivelyLatin.SanMarcos,CA:LivelyLatin,2008.Good for those beginning with an advanced third-grade or fourth-gradestudent. Written by Latin teacher and home-schooling parent CatherineDrown,theBigBookprovidesgoodbasicsingrammarandvocabularyaswellas supplementary material (historical background, activities and games,studies inmythologyandRomansociety).TheBigBook is self-explanatory,

intendedforparentsandstudentstoworkthroughtogether.Aftercompletingthe second Big Book, students can continue on to one of the programssuggestedinChapter19.Samplescanbeseenatthepublisher’swebsite.BigBook1.$55fortheonlinePDFversion,$79forthePDFona2-CDset,$125fortheprintversionplusCD.BigBook2.$70fortheonlinePDFversion,$89forthePDFona2-CDset,$140fortheprintversionplusCD.

ModernLanguagesSongSchoolSpanish.CampHill,PA:ClassicalAcademicPress.A fun first introduction to Spanish vocabulary and grammar; begin anytimefrom third grade on (second grade if children are comfortable withhandwriting). Plenty of songs and basic conversation; games, puzzles, andadditional online supplementary activities. Order from Classical AcademicPress.Samplesavailableatpublisher’swebsite.SongSchoolSpanishProgram.Studentbook, teacher’sedition, flashcardgame, and online access; note that there is no instructionalDVD orCD.$66.95.

Kraut, Julia, et al. Spanish for Children. Camp Hill, PA: Classical AcademicPress,2008.DesignedtofollowSongSchoolSpanish,butyoucanbeginitinfourthgradeor later even if you haven’t used the Song School materials. Order fromClassicalAcademicPress.Samplescanbeviewedonthepublisher’swebsite.Spanish for Children Primer A Program. Includes student book, answerkey, DVD and CD set, reader, and online access to games and drills.$94.95.

LaClaseDivertida.HollyHills,FL:LaClaseDivertida.OrderfromLaClaseDivertida.ThisSpanishprogram,developedbyahome-schoolfatherwithtwentyyearsofSpanishteachingexperience,isdesignedasafamilylearningproject.TheRosettaStonecourseslistedbelowarefocusedprimarilyonlanguagelearning;thisprogramprovidesgames,stories,cookingandprojectactivities,andotherresourcesalongwithvideoandaudiocassetteinstruction,turningSpanishintosomethingclosertoamini-unitstudy.Good

for family fun. Each kit provides enough material (workbooks and craftsupplies)fortwostudents.Level1Kit.$120.AdditionalStudentPacket.$15.LevelIIKit.$130.AdditionalStudentPacket.$25.

Linney, William E., and Antonio L. Orta. Getting Started with Spanish:Beginning Spanish for Homeschoolers and Self-Taught Students of Any Age.Burke,VA:ArmfieldAcademicPress,2009.$20.95. Systematic clear grammar designed for home use, alongwithMP3filesforpronunciationhelp.Parentscanlearnalongsidechildren.

Schultz,Danielle.FirstStartFrench.Louisville,KY:MemoriaPress,2008.Order fromMemoria Press. This beginning French program takes the sameapproach asPrimaLatina. The pronunciationCD features a native speaker.Eachbookoffersoneyearofstudy.SamplescanbeviewedontheMemoriaPresswebsite.FirstStartFrenchISet.Studentbook, teachermanual,andpronunciationCD.$43.95.FirstStartFrenchIISet.Studentbook,teachermanual,andpronunciationCD.$43.95.

* “One learns by teaching” (something you’ll have the opportunity to do asyougothroughLatinwithyourthirdgrader).

†See, forexample,NancyA.Mavrogenes,“TheEffectofElementaryLatinInstructiononLanguageArtsPerformance,”inTheElementarySchoolJournal77, 4 (March 1977), pp. 268–73; Richard L. Sparks et al., “An ExploratoryStudy on the Effects of Latin on the Native Language Skills and ForeignLanguageAptitudeofStudentsWithandWithoutLearningDisabilities,”inTheClassicalJournal91,2(January1996),pp.165–84;TimothyV.Rasinskietal.,“The Latin-Greek Connection: Building Vocabulary Through MorphologicalStudy,” inTheReadingTeacher 65, 2 (October 2011), pp. 133–41; andmany,

manymore.

‡NeilPostman,TheEndofEducation:RedefiningtheValueofSchools(NewYork:Knopf,1995),p.147.

§ See pages 271–275 for a further explanation of “whole to parts” versus“partstowhole”instruction.

10

ELECTRONICTEACHERS:USINGCOMPUTERSANDOTHERSCREENS

NewYorkTimes reporterNickBilton:So,yourkidsmust love theiPad?

SteveJobs,CEOofAppleInc.andPixarAnimation:Theyhaven’tusedit.Welimithowmuchtechnologyourkidsuseathome.

You’llnoticethat,sofar,wehaven’trecommendedonlineinstruction,orverymuchinthewayofcomputer-basedlearning,inourResourceslists.Yes,weknow theyexist (andwe’ll suggestvariousways touse technology

with yourmiddle- and upper-grade students in the sections to come).We justdon’t think this should be your preferred method of teaching grammar-stagestudents.Reading is mentally active and forces the student to use a brand-new and

difficultsetofskills.Watchingapresentationonlineismentallypassive.Writingislaborintensive.Clickingiconsiseffortless.Printthatstaysstillanddoesn’twiggle,talk,orchangecolorsmakesthebrain

workhardatinterpretation.Printthatjumpsup,changescolors,andsingsasonginterpretsitselfforyouanddoesn’tmakethebrainworkatall.All children prefer ease to effort. It seems reasonable to us to limit their

exposuretotheeasierwayuntiltheharderwayhasbeenmastered.There’sagrowingbodyofscientificevidencetobackusuponthis.Thebrain

activitycreatedby readingandwriting is significantlydifferent from thebrainactivity created by image-based technologies. Jane Healy, PhD in educationpsychologyandtheauthorofEndangeredMinds,pointsout thatwhile readingandwritingdependonleft-hemispherebraindevelopment,children’stelevisionprogramming depends almost entirely on right-hemisphere stimuli—quicklychangingvisualimagesinsteadofstability;noises(booms,crashes,single-wordexclamations) rather than complex sentences; bright colors, rapid movement,andimmediateresolutionsratherthanlogicalsequencingofactions.*In theearlygrades, thebraindevelopsmorequickly thanat anyother time.

Connectionsaremade.Neuralpathwaysareestablished.Thegrammarstageisaparticularly crucial time for verbal development: the brain ismapping out theroads itwilluse for the restof thechild’s life. (This iswhy foreign languagesacquired during early childhood are almost always completely fluent, whilelanguages learned later are never as natural.) It is vital that the child becomefluent in reading and writing during the elementary years—and the braindevelopment required for this fluency ismarkedlydifferent from thatused forcomprehending visual images. And online learning for the youngest studentstendstobeimage-centered,notword-centered.“Inprintculture,”NeilPostmanwrites in The End of Education, “we are apt to say of people who are notintelligent that we must ‘draw them pictures’ so that they may understand.Intelligenceimpliesthatonecandwellcomfortablywithoutpictures,inafieldofconceptsandgeneralizations.”† Indeed, thehigherstagesofclassicaleducationrequirethechildtothinkwithoutpictures—tobesocomfortablewithnonvisualconcepts such as responsibility,morality, and liberty that she can ponder theirmeanings inwidely different circumstances.Word-centered education requiresthestudenttointeractwiththematerial—tocomprehendit,interpretit,andtalkaboutit.Astudentmustbeactivelyinvolvedinthelearningprocessinordertobenefit; this iswhywelaysuchstressonreadinghistoryandscienceand thenwritingabouttheknowledgegained.Watchedtoooftenandtooearly,screenscanbegintoreplacethechild’sown

imagination.Susanonce checkedout amovieversionof the children’s classicThe Lion, theWitch, and theWardrobe for her six-year-old son, Christopher.They’d read the book aloud together, and although he enjoyed the video, heheavedabigsighwhenitwasover.“What’swrong?”Susanasked.“Mommy,”hesaid,“IhadanotherpictureofLucyinmyhead,andthatgirl

didn’tlookanythinglikeher.”

“Well,youcanstillthinkofherinyourheadhoweveryouwant.”“No,”hesaid.“Nowthatpicture’sinmyheadandIcan’tgetitout.”And there can be developmental implications when software takes priority

over traditional reading and writing. In 2013, the American Academy ofPediatrics recommended that toddlers avoid all screen time and that youngchildren be limited in their use of computers, iPads, and other devices; whenswipingandtappingtakeprecedenceoverdrawing,writing,andmovingaround,finemotorskillsremainunderdevelopedandmusclestrengthisaffected.Whataboutonlinelearning?We’refansofusingonlineclassesandtutorials,

as longas theonlinecomponent isadeliverymethod thathelpsmorestudentsandparentsworkwithgreatteachersonfascinatingcontent.Butgrammar-stagestudents are still learning the basics of human communication. They need tointeract with real people in real time; this is how they learn to interpretexpressions, tones of voice, bodymovements. Face-to-face learning is a vitalstageintheirmaturingprocess.We’renotsayingthatyoushouldmakenouseofonlineresources.We’vejust

recommended a few for language learning, after all.But formalonline classesshouldwaituntilthemiddlegrades.Andwe’renotsayingthatyoushouldbanscreens.Limittheiruse,particularly

in education. Supervise content.Asmuch as possible, steer away fromhighlyvisual, quickly changing programs with a constant barrage of sound effects.Don’tenrollyourgrammar-stagechildinonlineclasses;teachheryourself.Whenyouhavetheflu,orwhenyou’retryingtoteachfractionstoyourthird

graderwhileyourfour-year-oldsprintsaroundandaroundthekitchen,orwhencompany’scomingandthebathroomhasn’tbeencleaned,putonamovie.But,everyonceinawhile,askyourself:WhatamIgivingup?IfIdidn’tputthison,wouldthekidsgoplaybasketballoutback,ordragoutChutesandLaddersoutofsheerboredom?Wouldtheyreadabook?WouldIbeforcedtogivethefour-year-old amath lesson to keephimhappy, too? Ifmy twelve-year-olddoesn’twatchthismovie,willhegobuildamodel?Ifmyten-year-oldistoldshecan’tplaythiscomputergame,willshewanderoffandreadfairytales?Educational videos can be useful in science.We’ve enjoyed the spectacular

photography of the Eyewitness science videos, and we watch NationalGeographicspecialswithraptattention(lavaflowingdownamountainhastobeseen to be believed). Butwewatch screens in the evening—curled upwith abowlofpopcorn—notduringschooltime.Duringschooltime,wereadbooks,doexperiments,andwriteaboutwhatwe’relearning.It’shardwork,butthemore

thestudentreadsandwrites,themorenaturalreadingandwritingbecome.Unfortunately, the same is true of watching, and using, screens. The brain

becomesexpertatwhateveritdoesthemostofduringtheformativeyears.Sodoyourbesttolimittheyoungchild’slessonswiththe“electronicteacher.”Weguaranteeyouthatshewon’thaveanytroublecatchinguplateron.

* See Jane Healy, Endangered Minds: Why Our Children Don’t Think andWhatWeCanDoabout It (NewYork:Touchstone,1990), ch.10, “TV,VideoGames,andtheGrowingBrain,”esp.p.211.

†NeilPostman,TheEndofEducation:RedefiningtheValueofSchool (NewYork:Knopf,1995),p.25.

11

MATTERSOFFAITH:RELIGION

Manisbyhisconstitutionareligiousanimal.—EdmundBurke,ReflectionsontheRevolutioninFrance

The old classicists called theology the “queen of sciences” because it ruledover all other fields of study. Theology still does, either in its presence or itsabsence. The presence or absence of the divine has immense implications foreveryareaofthecurriculum:Areweanimalsorsomethingslightlydifferent?DomathrulesworkbecauseofthecoincidentalshapeofspaceandtimeorbecauseGod is an orderly being,whose universe reflects his character? Is amanwhodiesforhisfaithaheroorafool?Publicschools,whichhavetheimpossibletaskofteachingchildrenofmany

different faiths,mustproclaimneutrality.Wedon’tdeal inmattersof faith, theteachersexplain.We’reneutral.Thinkabout this foraminute.Arguing for thepresenceofGod isgenerally

considered“biased.”Assuminghisabsenceisusuallycalled“neutral.”Yetbothare statements of faith; both color the teacher’s approach to any subject; bothmakeafundamentalassumptionaboutthenatureofmenandwomen.Tocallthisneutralityisintellectuallydishonest.Educationcannotbeneutralwhenitcomestofaith:it iseithersupportiveor

destructive. The topic of education is humanity, its accomplishments, itsdiscoveries,itssavagetreatmentofitsownkind,itswillingnesstoendureself-sacrifice.Andyoucannotlearn—orteach—abouthumanitywithoutconsideringGod.

Let’stakebiologyasanexample.Mammalsarecharacterizedby,amongotherthings,theirtendencytocareforandprotecttheiryoung.Domotherslovetheirbabiesbecauseofsheerbiologicalimperative?Ifso,whydowecomedownsohardon fatherswhoneglect their children? It’s a raremalemammal thatpaysmuchattentiontoitsyoung.DofatherslovetheirbabiesbecauseoftheurgetoseetheirowngeneticmaterialpreservedorbecausefathersreflectthecharacterofthefatherGod?Howshouldafathertreatadisabledchild?Why?Wedon’tblamethepublicschoolsforsidesteppingthesesortsofquestions.In

mostcases,it’stheonlystrategytheycanadopt.Yet this separation of religious faith from education yields an incomplete

education. We’re not arguing that religion should be “put back” into publicschools.We’djustlikesomehonesty:aneducationthattakesnonoticeoffaithis,attheveryleast,incomplete.Sinceyou’reteachingyourchildyourself,youcanrectifythissituation.Don’t

ignore instruction in (at the bare minimum) the facts of the world’s majorreligions. Do try to relate the child’s studies to your own faith, to your ownreligiousheritage.Your childwill probably start asking the tough questions in the logic stage

(somethingtolookforwardto):WhydidtheCrusadestakeplace?Isn’titwrongtotrytochangepeople’sreligionbyforciblemeans?Well,howaboutpeacefulmeans? Was the pope wrong to put all of England under an interdict? Whywould amedieval scholar risk excommunication?Why didNewton believe inGod?Andwhataboutthatfatherandhisdisabledchild?Theelementary-levelstudentwon’tbethinkingonthislevel,soyoucanrelax

fora fewyears.Butnowis the time tounderstand thebasicsof thefaiths thathave shaped both history and science. Explain Islam and Buddhism andHinduism and ancestor worship. Discuss the elements of Christianity andJudaism. Teach the Exodus and the Conquest and the Exile and the birth ofChrist right along with ancient history. Show how these world religions havecollided—why, for example, the English ruling India were so appalled oversuttee(widowburning)whiletheIndiansconsidereditanhonorableact.Don’tbe afraid of America’s Puritan and Dissenter past. And don’t fall into the“Thanksgivingtrap.”*Ifyoudon’tdothisnow,yourchildwillreachthelogicstagebadlyequipped

—unabletounderstandfullytheeventsofhistoryandwhytheyhaveunfoldedintheirpresentpattern.Religionplaysamajorroleintheformationofanyculture.Forthisreason,itisimperativethatthecontinuingeducationofthechildinclude

howreligionhasinfluencedart,music,literature,science,andhistoryitself.Webelievethatreligion’sroleinbothpastandpresentculturesisbesttaught

bytheparentsfromthestrengthoftheirownfaith.I(Susan)don’twantmysix-year-oldtaughtreligioninschool.That’smyjob.ItismyresponsibilitytoteachmychildrenwhatIbelieve,whyIbelieveit,andwhyitmakesadifference.

RESOURCES

For the teaching of religion, use family resources or check with your ownreligiouscommunityforsuggestions.

*Manyelementary-schoolhistorytexts,unwillingtoruntheriskoflawsuits,tell third graders that the Pilgrims gave thanks at Thanksgiving but nevermentionGod.OneparticularlybadtextinformschildrenthatthePilgrimsgavethankstotheIndians.

12

FINERTHINGS:ARTANDMUSIC

Oh,theworldissofullofanumberofthings.—RobertLouisStevenson

SUBJECT:ArtandmusicTIMEREQUIRED:1–4hoursperweek

One of the distinctive traits of classical education is the attention it pays tobasics.Classicaleducationtakesgreatcareinlayingtheproperfoundationsforreading,writing,math,history,andscience.Layingfoundationsistime-consuming.Ifyoulearnthesesubjectsthoroughly

andwell,youmayfindthatyoudon’thaveagreatdealoftimeforotherareasofstudyatthislevel.In thesciencechapter(Chapter8),wetoldyounot to try tocoverallof the

animalkingdomorallofastronomy.Thepurposeoftheelementaryyearsistoaccumulateknowledge,yes,butthefocusofyourteachingshouldnotbesheeramountofmaterialcovered.Rather,yourchildoughttobelearninghowtofindinformation, how to fit information together, and how to absorb informationthroughnarration,notebookpages,andmemorization.Whatistrueforscienceholdstruefortheentireelementarycurriculum.You

willneverbeabletocovereverysubjecttaughtinelementaryschools.Resistthetemptation to spread your instruction too thin.Give the academic basics yourbesttimeandteachingenergyduringtheseearlyyears.Havingsaidthat,wenowgoontosaythatartandmusichavegreatvaluefor

elementary students. Instruction in drawing and art appreciation improves

musclecoordinationandperceptionskills.Recentstudieshaveshownthatpianolessonsimprovethereasoningskillsofpreschoolchildren.Wesuggestthatyoutrytoscheduleatleastoneblockoftime(anhourortwo)perweekforartandmusicappreciation.Ifyoucanmanagetwoblocksoftimeduringtheweek,doart appreciationonedayandmusic appreciationanother. Ifyoucanonlycopewithonemoreteachingperiodperweek,alternate—artappreciationoneweek,musicthenext.

ART

Artforelementarystudentsshouldinvolvebasictrainingintwoareas:learningabout art techniques and elements (drawing, color, and so forth), and learningaboutgreatartists.Youcanalternateactualartprojectsandreadingbooksaboutgreatartists.For

art projects,we’ve recommended several drawing resources at the end of thischapter.Youcanalsomakeuseofpicturestudy, themethodusedbyCharlotteMason,theeducatorwhooriginatednarrationasateachingtool.Likenarration,picturestudyrequiresthestudenttotakeininformationandthenrepeatitbacktotheteacher.Usingthechildren’sartbookswe’verecommendedintheResources,askthe

childtolookintentlyatapaintingforawhile—twoorthreeminutesforyoungerchildren,up to ten for fourthgraders.Then take thepicture away, andask thestudenttotellyouaboutit.Atfirst,youmayhavetoaskleadingquestions.“Whatcoloris_________?”

“Whatisthemanatthesidedoing?”Withpractice,though,thestudentwillstarttonoticemoreandmoredetailsandretainthemlongerandlonger.Wheneveryoureadanartist’sbiography,besuretouseatleastoneofheror

hispaintingsforpicturestudy.

MUSIC

Aswithothersubjects,musicingrades1through4isamatterofaccumulation—gettingfamiliarwithwhat’soutthere.Youcanrequirethechild,twiceaweek,to spend half an hour or so listening to classicalmusic.Most public librarieshave a fairly extensive classical music selection available for checkout. Start

withmusicdesignedforchildren,suchasPeterandtheWolf,andthenexploretogether.You’llfindadditionalsuggestionsintheResourcessection.Thefirsttimethechildlistenstoapieceofmusic,haveherlistentoittwoor

threetimesinarow.Thenmakesuresheplaysitagainatthebeginningofhernextlisteningperiod.Familiaritybreedsenjoyment.Shecandohandworksuchas Play-Doh or coloring books about the composer she is listening to (seeResources at the end of this chapter) but nothing that involves words; herattentionshouldbefocusedonwhatshehears,notonwhatshereads.There’snoeasywayto“narrate”symphonies.Askingthechildhowthemusic

madeherfeelisofdubiousvalue;askinghertohumthemelodyonlyworksifshecanhumandthemelodyisuncomplicated.Wesuggestthatyousimplymakesureshelistenstothepieceatleasttwice.(Dancingalongisalwaysagoodidea.)Justasmathandreadingareeasierforchildrenwho’veheardsumsandstories

all their lives, somusic appreciation comesmore naturally to childrenwhoseparentsplaymusicinthehouse.Thebestwaytofollowuponthechild’smusic-appreciation lesson is to play the piece yourself a couple of weeks later andlistentoitasafamily.Playinglivelyclassicalmusicwhiledoinghouseworkandplaying quiet classicalmusic duringmeals are twoways to have your familybecomefamiliarwithclassicalmusic.Ifyoucanaffordthem,pianolessonsaregood.I(Jessie)feelthateverychild

shouldtaketwoyearsofpiano(allofminedid).Myexperiencehasbeenthatiftheyshowednointerestinitaftertwoyearsofstudy,keepingthematitwasawaste of time and energy, counterproductive to their love and appreciation ofmusic.Iftheyshowanyinterestinaninstrument,doyourbesttoprovidelessons.If

possible,aswithpiano,requiretwoyearsoflessonsbeforeallowingthestudentto drop; two years is the minimum time that it takes to begin to enjoy aninstrument,ratherthansimplystrugglingwithit.

SUGGESTEDSCHEDULES

FirstandsecondgradeWeekOne 1artlesson,60–90minutesWeekTwo Readanartistbiography,dopicturestudy,60–90minutes

Listentoclassicalmusicfor2hoursatsomepointduringthe

WeekThree week

WeekFour Readacomposer’sbiographyRepeatsequence

ThirdandfourthgradeWeekOne Day1:Artlesson,60minutes

Day2:ReadanartistbiographyDay3:Dopicturestudy,15–20minutes

WeekTwo Day1:Listentoclassicalmusicfor1hourDay2:Listentoclassicalmusicfor1hourDay3:Readacomposer’sbiography

Repeatsequence

Note:Youcouldalsochoosetofocusinonmusicduringthefirstsemesterandartduringthesecondsemester,orviceversa.

RESOURCES

Pick and choose from among these books and tapes in order to familiarizechildrenwithawiderangeofartandmusicskillsandstyles.Mostofthesetitles(andsomeoftheCDs)willbeatyourlocallibraryorbookstore.

ArtAppreciation

DoverArtPostcards.NewYork:Dover.Order fromRainbowResourceCenter.Thesesetsofartpostcards (24each)provideasimplewaytodopicturestudy.$5.95–$6.95perset.BertheMorisotDalíDegasBalletDancers(smallformatpostcardbookfor$1.99)LeonardodaVinciManetPaintingsMasterpiecesofFlowerPaintingMonet

PicassoPre-RaphaelitePaintingsRenoirVanGoghVermeerWinslowHomer

Martin, Mary, and Steven Zorn. Start Exploring Masterpieces: A Fact-FilledColoringBook.Philadelphia:RunningPress,2011.$11.95.Sixtyfamouspaintingstocolor,alongwiththestoriesbehindthem.

Venezia, Mike. Getting to Know the World’s Greatest Artists. Chicago:Children’sPress.$6.95 each. Order from Rainbow Resource Center or check your library.Theseshort,32-pagechildren’sbooksprovideanentertainingintroductiontosome of themost important artists of theRenaissance and later, alongwithverynicereproductionsofpaintings.Thetextiswrittenonathird-tofourth-gradelevel.Botticelli.1994.Bruegel.1994.MaryCassatt.1994.PaulCézanne.1998.Dalí.1994.DaVinci.1994.Gauguin.1994.FranciscoGoya.1994.EdwardHopper.1994.PaulKlee.1994.HenriMatisse.1997.Michelangelo.1991.Monet.1994.O’Keeffe.1994.Picasso.1994.Pollock.1994.Rembrandt.1988.

Renoir.1996.DiegoRivera.1995.Toulouse-Lautrec.1995.VanGogh.1989.GrantWood.1996.

Wolf, Aline D. How to Use Child-size Masterpieces for Art Appreciation.Hollidaysburg,PA:ParentChildPress,1996.$12.Order fromParentChildPressor fromRainbowResourceCenter.ThisMontessori-methodartappreciationcourseforagesthreethroughninebeginswith simple matching and progresses through more complicated exercises.This instruction manual tells the parent how to use the postcard-sized artreproductionslistedbelow;childrenareencouragedtomatch,pair,andgrouppaintings,tolearnthenamesofartistsandtheirworks,tolearnaboutschoolsofart,andfinallytoplacepaintingsonatimeline.Child-size Masterpieces. $16 each. Each book below has postcard-sized

reproductions of paintings for you to remove and use in picture study, asdescribedinthehandbookabove.Usethesethreebookstomatchandgrouppaintingsandartists:Child-sizeMasterpieces:Level1—EasyLevel.Child-sizeMasterpieces:Level2—IntermediateLevel.Child-sizeMasterpieces:Level3—AdvancedLevel.Usethenextthreebookstolearnnamesofpaintingsandartists:Child-sizeMasterpieces:Step4—LearningtheNamesoftheArtists.Child-sizeMasterpieces:Step5—LearningAboutFamousPaintings.Child-sizeMasterpieces:Steps6&7—ModernSchoolsofArt.

ArtSkills

ArtisticPursuits,TheCurriculum for Creativity, rev. ed.Arvada, CO:ArtisticPursuits,2008.OrderfromArtisticPursuits.Thebooksare$47.95each.GradesK–3BookOne:AnIntroductiontotheVisualArts.GradesK–3BookTwo:StoriesofArtistsandTheirArtGrades.GradesK–3BookThree:ModernPaintingandSculpture.

Elementary4–5BookOne:TheElementsofArtandComposition.Artsuppliescanbepurchasedfromoneofseveralartsupplycompanies(links and lists for each book are provided on the Artistic Pursuitswebsite)orinapreassembledkit.SupplyKitGradesK–3Kit1.$76.SupplyKitGradesK–3Kit2.$92.SupplyKitGradesK–3Kit3.$81.SupplyKitGrades4–5Kit1.$45.

Press, Judy, andLorettaTrezzoBraren.TheLittleHandsArtBook:ExploringArtsandCraftswith2- to6-Year-Olds.Charlotte,VT:WilliamsonPublishing,2008.$12.99. For younger children, art (glue, paint, paper, crayons,markers) andcrafts (clothespins,popsicles,paperbags,etc.)projects thataresimple todo(andusecommonhouseholditems).

Usworth,Jean.Drawing IsBasic.Parsippany,NJ:DaleSeymourPublications,2000.$21.47each.OrderfromRainbowResourceCenter.Forthebusyparentwhowants to do art but can’t find the time, these books offer fifteen-minute“drawingbreaks”foryoutoguidethestudentin;thesebreaksteachbeginningskillsandgrowalittlemoredemandingwitheachyear.DrawingIsBasic:Grade1.DrawingIsBasic:Grade2.DrawingIsBasic:Grade3.DrawingIsBasic:Grade4.

MusicAppreciation

Beethoven’sWig.Cambridge,MA:RounderRecords.$11.99atiTunes.AfavoriteattheBauerhousehold,thisputs(silly)wordstogreat music, builds familiarity, and reveals the underlying structure ofsymphoniesandothermusicforms.Sing-AlongSymphonies.2002.Vol.2:MoreSing-AlongSymphonies.2004.Vol.3:ManyMoreSing-AlongSymphonies.2006.

Vol.4:Dance-AlongSymphonies.2008($14.98).

Brownell,David.AColoringBookofGreatComposers:BachtoBerlioz.SantaBarbara,CA:Bellerophon.$4.95. Order from Bellerophon. Portraits to color along with biographicalsketchesforfifteencomposerseach.Vol.One:BachtoBerlioz.Vol.Two:ChopintoTchaikovsky.Vol.Three:MahlertoStravinsky.AmericanComposers.

ClassicalComposersCollections:50Bestofseries.Chicago:GIAPublications,Inc.Anothersetof“greatesthits”andexcerpts,thisoneencompassingmorerecentclassicalmasters. Prices range from$7.99–$10.99 on iTunes; an average offourtofivehoursofmusiconeachalbum.50BestofBach.50BestofBrahms.50BestofGriegandDvorak.50BestofHaydn.50BestofLiszt,Strauss,andMendelssohn.50BestofProkofiev.50BestofRachmaninov.50BestofRavelandSchubert.50BestofRimsky-Korsakov,Borodin,Mussorgsky.50BestofSmetana,Bizet,Orff.50BestofVivaldi.

Hammond,Susan,producer.ClassicalKidsseries.Toronto:Children’sGroup.$16.98.Orderfromanymusicstore,fromRainbowResourceCenter,orcheckyourlibrary.TheseCDscombinemusicwithhistoryanddramaticstorytellingto familiarize children with great composers and their works. Very highlyrecommended.BeethovenLivesUpstairs.2000.AyoungboylearnsaboutBeethoven’slifethroughletterstohisuncle.

HallelujahHandel.2000.

The composer gets involved in a fictional plan to help an orphan boywhosingsbutwon’tspeak.

Mozart’sMagicFantasy:AJourneyThrough“TheMagicFlute.”2000.AyounggirlismagicallytransportedintothemiddleofTheMagicFlute.

Mr.BachComestoCall.1999.An eight-year-old practicing the Minuet in G is startled when Bachshowsupinherlivingroom.IncludesovertwentyexcerptsfromBach’sworks.

TchaikovskyDiscoversAmerica.1998.ThecomposerarrivesinNewYorkin1891fortheopeningofCarnegieHall.

Vivaldi’sRingofMystery.1998.AnorphanedviolinisttriestofindoutmoreaboutherfamilyinVivaldi’sVenice.Overtwenty-fourVivaldiworksareincluded.

Rise of the Masters: 100 Supreme Classical Masterpieces series. Stockholm,Sweden:X5MusicGroup.Ranging from $4.99 to $7.99 on iTunes, each of these collections from thedigital-onlymusicpublisherX5MusicGroupcontainsonehundredpiecesorexcerpts (asmuch as twelve hours ofmusic) fromeach composer.Excerptsare a goodway to get young children “hooked” on classicalmusic; they’reusually the most tuneful and attractive parts of longer, more complicatedworks.BeethovenChopinDebussyGriegHandelMozartSchubertSchumannTchaikovsky

Tomb, Eric. Early Composers Coloring Book, illus. Nancy Conkle. SantaBarbara,CA:Bellerophon,1988.$3.95.FromPalestrinathroughCorelli,withabiographicalnoteandaportrait

(tocolor)ofeach.

MusicSkills

JohnThompson’sModernCourseforthePiano.Althoughyouwillwanttofindanexperiencedmusicteacherbeforelong,youcanuse theJohnThompsonpianocourse foranearly introduction topiano;the books begin by assuming no piano knowledge at all. Order from J.W.Pepperorthroughalocalmusicstore.Teaching Little Fingers to Play: A Book for the Earliest Beginner/CD.$9.99.FirstGrade:Book/CD.$10.99.PopularPianoSolos,FirstGrade:Book/CD.$10.99.

TheViolinBookSeries.Clearwater,FL:EbaruPublishing.Order from Ebaru Publishing. Eden Vaning, a concert violinist and violinteacher,developedthisseriesofself-teachingbooksforparentsandstudents.Like the Thompson course above, it provides an affordable introduction toinstrumentskills.Inouropinion,you’llwanttofindateacherbythesecondyear,buttheEbaruseriesbuildsgoodbasics.Susan(whoknewnothingaboutviolin)beganoneofhersonsonthisseries;whenhebeganformallessonsthefollowingyear,histeacherpraisedthefundamentalsthattheEbarubookshadbuilt.(Hewentontofouryearsofhigh-schoolyouthorchestraandbecameamusicmajor in college.) Learnmore (and order both books and reasonablypriced student violins) at Vaning’s website, www.theviolinbook.com.Beginninglevelsarelistedbelow.TheViolinBookBook 0: Let’s Get Ready for Violin/Practice and Performance CD.$43.96.Book1:BeginningBasics/PracticeandPerformanceCD.$43.96.Book2:TheLeftHand//PracticeandPerformanceCD.$51.96.Studentviolins(seewebsite).

PARTI

EPILOGUE:CHARTS,SCHEDULES,WORKSHEETS,ETC.

TheGrammarStageataGlance

Guidelines to howmuch time you should spend on each subject are general;parents should feel free to adjust schedules according to child’s maturity andability.

Kindergarten(AgesFourandFive)

Reading

Spendtimeeverydayreadingoutloud,asmuchtimeasyoucanafford.Learnbasicphonicsforfluentreading.Beginwith10minutes,graduallyworkingupto30minutes.Practicereadingeasybooks.

Writing Practiceprinting.Workupto10minutesperday.Copyshortsentencesfromamodel.

Mathematics

Learntocountfrom1to100.Useactualobjectstounderstandwhatnumbersmean,1to100.Beabletowritethenumbersfrom1to100.Practiceskip-countingby2s,5s,and10s.Teachaboutmathasyougoaboutlife.Ifyouuseakindergartenmathprogram,planonnomorethan30minutesaday.

GeneralLearning Dofinemotorwork(coloring,cuttingandpasting,stickers,etc.)for10–15minuteseveryday.Scheduleactiveplaydaily.

FirstGrade

Reading15to20minutesperdayofphonicswork.30minutesofreading(skillbuilding),3timesperweek;oneinstructional,oneat-level,onebelow-level.

Literature20to30minutes,3daysperweek,focusingonancientmythsandlegends;makenotebookpages(narrations)onceortwiceperweek;memorizeapoemevery3to6weeks.

Spelling 10to15minutesperday,3to4daysperweek.Grammar 10to15minutesperday,3to4daysperweek.

Writing

Penmanship,5to10minutesperday.Copyshortsentences2or3daysperweek(maybecompletedasahistoryorscienceassignment).Doatotalofthreenarrationsperweek(maybecompletedasaliterature,history,orscienceassignment).

Mathematics 30to40minutesperday(mathlessonandstorybookreading);trytodoonereal-lifemathprojectperweek.

History

Studyancienttimes(5000B.C.–A.D.400).Readbiographiesandeasyhistorybookstothechild;askthechildtotellyouwhatyou’vejustread;makeonenarrationpageeachweekforthehistorynotebook.Dothisforatleast1½hoursperweek,dividedintotwoorthreesessions.

Science

Spendatleast2hoursperweek,either1or2daysperweek,readingsciencebooks,doingscienceactivitiesandprojects,oraskingandansweringscientificquestions.Writeoutatleastoneofthefollowingasthechilddictates:anarrationpageaboutthesciencebook,abriefdescriptionoftheprojectoractivity,oraquestionanditsanswer.

ReligionLearnaboutworldreligionsthroughthestudyofhistory;learnthebasicsofthefamily’sfaithfor10to15minutesperdayaspartof“familytime.”

Art&Music OPTIONAL:Spend1to2hoursperweekonartprojects,readingbiographiesofcomposersandartists,orlisteningtomusic.

SecondGrade

Reading20to25minutesperdayofphonicsworkuntilprogramisfinished.30minutesofreading(skillbuilding),3timesperweek;oneinstructional,oneat-level,onebelow-level.

Literature30minutes,3daysperweek,focusingonstoriesoftheMiddleAges;makenotebookpages(narrations)1or2timesperweek;memorizeapoemevery3to6weeks.

Spelling 20minutesperday,3to4daysperweek.Grammar 20minutesperday,3to4daysperweek.

Writing

Penmanship,10minutesperday,introducingcursivescripthalfwaythroughtheyear.Shortdictationexercises2or3daysperweek(maybecompletedasahistoryorscienceassignment).Doatotalofthreenarrationsperweek(maybecompletedasaliterature,history,orscienceassignment).

Mathematics 40to60minutesperday(mathlessonandstorybookreading);trytodoonereal-lifemathprojectperweek.

History

Studymedieval–earlyRenaissancetimes(400–1600).Readbiographiesandeasyhistorybookstothechild;askthechildtotellyouwhatyou’vejustread;makeatleastonenarrationpageperweekforthehistorynotebook.Dothisforaminimumof2hoursperweek,dividedinto2or3sessions.

Science

Spendatleast2hoursperweek,either1or2daysperweek,readingsciencebooks,doingscienceactivitiesandprojects,oraskingandansweringscientificquestions.Writeoutatleastoneofthefollowingasthechilddictates:anarrationpageaboutthesciencebook,abriefdescriptionoftheprojectoractivity,oraquestionanditsanswer.

ReligionLearnaboutworldreligionsthroughthestudyofhistory;learnthebasicsofthefamily’sfaithfor10to15minutesperdayaspartof“familytime.”

Art&MusicOPTIONAL:Spend1to2hoursperweekonartprojects,readingbiographiesofcomposersandartists,orlisteningtomusic.Begininstrumentalinstructionifdesired.

ThirdGrade

Reading20to25minutesperdayofphonicsworkuntilprogramisfinished.30minutesofreading(skillbuilding),3timesperweek;oneinstructional,oneat-level,onebelow-level.

Literature

30to45minutes,3daysperweek,focusingonliteratureofthelateRenaissanceandearlymoderneras;makenotebookpages(narrations)onceortwiceperweek;memorizeapoemevery3to

6weeks.Spelling 20minutesperday,3to4daysperweek.Grammar 20to30minutesperday,3to4daysperweek.

Writing

Penmanship,10to15minutesperday.Dictationexercises3daysperweek(maybecompletedasahistoryorscienceassignment).Doatotalofthreenarrationsperweek(maybecompletedasaliterature,history,orscienceassignment).

Mathematics 40to60minutesperday(mathlessonandstorybookreading);trytodoonereal-lifemathprojectperweek.

History

StudylateRenaissance–earlymoderntimes(1600–1850).Readhistorybookstothechild;assigneasybiographiesandhistoriesforthechildtoread;askthechildtotellyouwhatyou’vejustread;makeatleastonenarrationpageforthehistorynotebook.Thechildshouldbewritingatleastpartofhisownnarrationsnow.Dothisfor3hoursperweek,dividedinto2or3sessions.

Science

Spendatleast3hoursperweek,either2or3daysperweek,readingsciencebooks,doingscienceactivitiesandprojects,oraskingandansweringscientificquestions.Helpthechildwriteoutatleastoneofthefollowing:anarrationpageaboutthesciencebook,abriefdescriptionoftheprojectoractivity,oraquestionanditsanswer.

Latin/ForeignLanguage

OPTIONAL:Spend30minutesperdayonbasicvocabularyandgrammar.

ReligionLearnaboutworldreligionsthroughthestudyofhistory;learnthebasicsofthefamily’sfaithfor10to15minutesperdayaspartof“familytime.”

Art&MusicOPTIONAL:Spend2to3hoursperweekonartprojects,readingbiographiesofcomposersandartists,orlisteningtomusic.Beginorcontinueinstrumentalinstructionifdesired.

FourthGrade

Reading 30minutesofreading(skillbuilding),3timesperweek;oneinstructional,oneat-level,onebelow-level.

Literature30to45minutes,3daysperweek,focusingonliteratureofthemodernera;makenotebookpages(narrations)1or2timesperweek;memorizeapoemevery3to6weeks.

Spelling 20minutesperday,3to4daysperweek.

Grammar 30minutesperday,3to4daysperweek.

Writing

Penmanship,15minutesperday.Studentshouldwriteherownnarrations3timesperweek(maybecompletedasliterature,history,orscienceassignments).Optional:addpracticeinsentenceandparagraphconstructionifstudentiswritingeasily.

Mathematics 40to60minutesperday(mathlessonandstorybookreading);trytodoonereal-lifemathprojectperweek.

History

Studymoderntimes(1850–present).Readhistorybookstothechild;assigneasybiographiesandhistoriesforthechildtoread;askthechildtotellyouwhatyou’vejustread;makeatleastonenarrationpageperweekforthehistorynotebook.Thechildshouldbedoingmostofherownwriting.Dothisforatleast3hoursperweek,dividedinto2or3sessions.

Science

Spendatleast3hoursperweek,either2or3daysperweek,readingsciencebooks,doingscienceactivitiesandprojects,oraskingandansweringscientificquestions.Askthechildtowriteoutatleastoneofthefollowing:anarrationpageaboutthesciencebook,abriefdescriptionoftheprojectoractivity,oraquestionanditsanswer.

Latin/ForeignLanguage

OPTIONAL:Spendatleast30minutesperdayonbasicvocabularyandgrammar.

ReligionLearnaboutworldreligionsthroughthestudyofhistory;learnthebasicsofthefamily’sfaithfor10to15minutesperdayaspartof“familytime.”

Art&MusicOPTIONAL:Spend2to3hoursperweekonartprojects,readingbiographiesofcomposersandartists,orlisteningtomusic.Beginorcontinueinstrumentalinstructionifdesired.

NotebookSummary,Grades1through4

Literature.Usethesamenotebookforgrades1–4orbeginanewbindereachyear.Thisnotebookcontainstwosections:

1.MyBooks.Useforsummariesor illustrationsofbooksfromthe literaturelistsinChapter5.

2.MemoryWork.Allpieceslearnedbyheartandrecitedinfrontoffamilyorfriends.

Writing. All copywork, dictation, and narration exercises not filed underLiterature,History,orScience.Optional:storiesdonebystudentswhoenjoycreativewriting.

History.Ifpossible,usethesamenotebookforgrades1–4.This notebook contains four divisions; each has pictures, compositions,historical narrations, and photographs of projects, arranged in chronologicalorder.Alsoplacecopiesofmemorizedlists,speeches,etc., in thenotebookforperiodicreview.

1.Ancients2.Medieval–EarlyRenaissance3.LateRenaissance–EarlyModern4.Modern

Science(useanewnotebookeachyear)Notebooksusedforlifescience,astronomy,andearthscienceshouldhavethreedivisions.

1.Narrations.Fornarrationsofsciencebooks.2. Project Pages. Two- to three-sentence descriptions for first and secondgraders, answers to all four Project Page questions for third and fourth

graders.3.AnswerstoQuestions.Usetheformonpage194.

Forchemistryandphysics,addanadditionalsection:4.Definitions.Allterms,brieflydefinedandillustratedifappropriate.

SampleWeeklyChecklists

Note: These are intended only as illustrations of how your weeks might beorganized. Adjust and change or make your own checklists. If particularcurricula areas are a challenge and take additional time, eliminate optionalstudiesuntilthecoreskillsaremastered.Bealertforexhaustionandgiveplentyofbreaks!

FirstGrade(averageof2½to3½hoursontaskperday)Note: Writing assignments are completed as part of history, science, andliterature.Theycanalsobescheduledasaseparatecourse(seeSecondGrade).

MondayPhonics(20minutes)_________At-levelreading(30minutes)_________Grammar(10minutes)_________History(40–45minutes)_________(Includescopying1sentence)

Literature(20minutes)_________Penmanship(5minutes)_________Math(30–40minutes)_________

TuesdayPhonics(20minutes)_________Listen to music and color (30 minutes)_________

Grammar(10minutes)_________Math(30–40minutes)_________

Spelling(15minutes)_________Penmanship(5minutes)_________Science(1hour)_________(Includes1narration)

Wednesday

Phonics(15minutes)_________Instructional-level reading (30 minutes)

Art project/drawing (30–40 minutes)_________

Literature(25minutes)_________

_________Math(30–40minutes)_________

(Includescopying1sentence)History(40–45minutes)_________(Includes1narration)

ThursdayPhonics(20minutes)_________Spelling(15minutes)_________Grammar(10minutes)_________Penmanship(10minutes)_________

Math(30–40minutes)_________Science(1hour)_________(Includescopying1sentence)

FridayPhonics(20minutes)_________Below-level reading (30 minutes)_________

Spelling(15minutes)_________Grammar(10minutes)_________

Literature(25minutes)_________(Includes1narration)

Math(30–40minutes)_________Penmanship(5minutes)_________

SecondGrade (averageof3½ to4hourson taskperday; adjust formaturitylevel!)Note:Writingassignmentsaredoneasaseparatecourse,soslightlylesstimehasbeenallowedforhistory,science,andliterature.Theycouldalsobecompletedaspartoflongerhistory,science,andliteraturelessons(seeFirstGrade).

MondayPhonics(25minutes)_________At-levelreading(30minutes)_________Grammar(20minutes)_________History(40minutes)_________

Literature(25minutes)_________Penmanship(10minutes)_________Math(45minutes)_________Writing(dictation,15minutes)_________

Tuesday

Phonics(25minutes)_________Spelling(20minutes)_________Writing(narration,25minutes)_________Science(1hour)_________

Listen to music and color (30 minutes)_________

Penmanship(10minutes)_________Math(45minutes)_________Grammar(20minutes)_________

Wednesday

Phonics(20minutes)_________Instructional-level reading (30 minutes)_________

Writing(dictation,15minutes)_________

Math(45minutes)_________Literature(25minutes)_________History(40minutes)_________Art project/drawing (45 minutes)_________

ThursdayPhonics(25minutes)_________Spelling(20minutes)_________Grammar(20minutes)_________Writing(narration,25minutes)_________

Penmanship(10minutes)_________Math(45minutes)_________Science(1hour)_________Latin(30minutes)_________

FridayPhonics(25minutes)_________Below-level reading (30 minutes)_________

Spelling(25minutes)_________Grammar(10minutes)_________Penmanship(10minutes)_________

Literature(25minutes)_________Latin(30minutes)_________Math(45minutes)_________Writing(dictation,15minutes)_________Writing(narration,25minutes)_________

ThirdGrade (averageof3½to4½hoursontaskperday;adjustformaturitylevel!)Note: Writing assignments are completed as part of history, science, andliterature.Theycanalsobescheduledasaseparatecourse(seeSecondGrade).

MondayPhonics(20minutes)_________At-levelreading(30minutes)_________Math(45minutes)_________History(60minutes)_________(Includesnarrationexercise)

Literature(30minutes)_________(Dictationexerciseaspartofliterature)

Penmanship(15minutes)_________Latin(30minutes)_________

TuesdayPhonics(20minutes)_________Spelling(20minutes)_________

Penmanship(15minutes)_________Math(45minutes)_________

Grammar(10minutes)_________Listen to music and color (30 minutes)_________

Science(90minutes)_________(Includes1narration)

Latin(30minutes)_________

WednesdayGrammar(30minutes)_________Instructional-level reading (30 minutes)_________

Math(45minutes)_________Art project/drawing (30–40 minutes)_________

Literature(30minutes)_________(Narrationexerciseaspartofliterature)

History(60minutes)_________(Includesdictationexercise)

Latin(30minutes)_________

ThursdayPhonics(20minutes)_________Spelling(20minutes)_________Grammar(10minutes)_________Latin(30minutes)_________

Penmanship(15minutes)_________Math(45minutes)_________Science(90minutes)_________

FridayBelow-level reading (30 minutes)_________

Spelling(20minutes)_________Grammar(30minutes)_________Penmanship(15minutes)_________

Literature(40minutes)_________Math(45minutes)_________History(60minutes)_________(Includesdictationexercise)

Latin(30minutes)_________

FourthGrade (averageof3½to4½hourson taskperday;adjust formaturitylevel!)

Note:Thisstudenthasbegunasentence/paragraphwritingcourse.Othersmightstillbedoingnarrationanddictation(seeSecondorThirdGrade).

Monday

Literature(45minutes)_________At-levelreading(30minutes)_________Math(45minutes)_________

History(60minutes)_________(Includesbriefwrittensummary)

Penmanship(15minutes)_________Latin(30minutes)_________

Tuesday

Penmanship(15minutes)_________Spelling(20minutes)_________Grammar(10minutes)_________Listen to music and color (30 minutes)_________

Writingcourse(25minutes)_________Math(45minutes)_________Science(90minutes)_________Latin(30minutes)_________

WednesdayGrammar(30minutes)_________Instructional-level reading (30 minutes)_________

History(60minutes)_________Art project/drawing _________ (30–40minutes)

Literature(30minutes)_________(Includesbriefwrittensummary)

Math(45minutes)_________Latin(30minutes)_________

Thursday

Writingcourse(25minutes)_________Spelling(20minutes)_________Grammar(30minutes)_________

Latin(30minutes)_________Penmanship(15minutes)_________Math(45minutes)Science(90minutes)_________

FridayBelow-level reading (30 minutes)_________

Latin(30minutes)_________Spelling(20minutes)_________Grammar(30minutes)_________

Literature(45minutes)_________Math(45minutes)_________History(60minutes)_________(Includesbriefwrittensummary)

CurriculumPlanningWorksheet

Use thisworksheet to startplanningout eachyearof study.DownloadaPDFversionofthisworksheetatwelltrainedmind.com.

READINGSKILLS

PrimerApproachOrdinaryParents’Guide_________PhonicsPathways _________Other_________

O-GApproachAllAboutReading_________Other_________

Possiblereaderstohaveonhandastheyearbegins:_________

Poemstomemorizethisyear:_________________

SPELLING

SpellingWorkout_________AllAboutSpelling_________

SequentialSpelling_________Other_________

GRAMMAR

FirstLanguageLessons_________

EnglishfortheThoughtfulChild(Grades1&2only)_________

Rod&Staff(Grades3&4only)_________

HakeGrammar(Grades4or3–4only)_________

VoyagesinEnglish(Grades3&4only)_________Other_________

PENMANSHIP

Handwriting Without Tears _________ Zaner-Bloser _________ Other_________

WRITING

WritingwithEase_________

Copywork,dictation,andnarrationacrosscurriculum_________

IntroductiontoComposition(Grades4oradvanced3–4only)_________

SentenceComposing(Grade4only)_________

Writing&Rhetoric1:Fable(Grade4only)_________

WritingStrands_________Other_________

MATH

ConceptualApproachMathMammoth_________Math-U-See_________RightStart_________Singapore_________Other_________

ProceduralApproachRightStart_________Saxon_________Other_________

ConceptualSupplements(forProceduralCourses)Khan Academy _________ MEP _________ Miquon _________ Other_________

ProceduralSupplements(forConceptualCourses)AudioMemory_________DevelopmentalMathematics_________MontessoriFlashCards_________TimedMathFlashCards_________TimesTales_________LearningWrap-Ups_________Other_________

Possiblemathreaderstohaveonhandastheyearbegins:_________

HISTORY

NarrativeSpineApproachStoryoftheWorld_________LittleHistory_________Other_________

EncyclopedicSpineApproachUsborneI-LEncyclopedia_________HistoryYearbyYear_________KingfisherHistoryEncyclopedia_________Other_________

TentativeChapters/PagestoCoverPerSemester:_________TentativeChapters/PagestoCoverPerWeek:_________

Additionalreaderstohaveonhandastheyearbegins:________

GEOGRAPHY

GeographySongsKit_________Black-lineMaps_________TheGeographyBook(Grades3&4only)_________MPGeography(Grades3&4only)_________Janice VanCleave’s Geography (Grades 3 & 4 only) _________ Other

_________

LITERATURE

Possibletitlestohaveonhandastheyearbegins:________

SCIENCE

Fields(s)tocoverthisyearandhowmanyweekstotaketostudythem

Animal kingdom _________ / _________ Plant kingdom _________ /_________Humanbody_________/_________Earthscience_________/_________Astronomy_________/_________Chemistry_________/_________Physics_________/_________Technology_________/_________

LifeScienceSpines/CurriculaDKFirstAnimalEncyclopedia_________National Geographic Animal Encyclopedia _________ Green Thumbs_________DK First Human Body Encyclopedia _________ Human Body: VisualEncyclopedia_________ElementalBiology_________GreatScienceAdventures_________R.E.A.L.Science,Life_________Other(s)_______________

EarthScienceandAstronomySpines/CurriculaFirst Earth Encyclopedia _________ Geography: A Visual Encyclopedia_________Exploring the Night Sky _________ National Geographic Kids. . . . Space_________Glow-in-the-DarkConstellations_________

ElementalEarthScience&Astronomy_________Great Science Adventures _________ R.E.A.L Science, Earth & Space_________Other(s)_______________ChemistrySpines/CurriculaKitchenScienceLab_________JaniceVanCleave’sChemistry_________ElementalChemistry_________GreatScienceAdventures_________R.E.A.L.Science,Chemistry_________Other_________PhysicsSpines/CurriculaStartingwithScience:SimpleMachines_________StartingwithScience:Solids,Etc._________Physics Experiments for Children _________ Janice VanCleave’s Physics_________ElementalPhysics_________GreatScienceAdventures_________Other_________

TechnologySpines/CurriculaTheNewWayThingsWork_________GreatScienceAdventures_________

EncyclopediaDK First Science _________ Kingfisher Science _________ New Children’s_________Other_________

FOREIGNLANGUAGES(Grades3&4only)PrimaLatina_________LatinaChristiana_________SongSchoolLatin_________LatinforChildren_________BigBookofLivelyLatin1_________BigBookofLivelyLatin2_________Song School Spanish _________ Spanish for Children _________ La ClaseDivertida_________Getting Startedwith Spanish_________Getting StartedwithFrench_________FirstStartFrench_________Other_________

ART&MUSIC(optional)

ArtAppreciationDoverArtPostcards_________StartExploringMasterpieces_________Child-SizeMasterpieces_________GettingtoKnowtheWorld’sGreatestArtists_________Other_________

ArtSkillsArtisticPursuits_________LittleHandsArtBook_________DrawingisBasic_________Other_________

MusicAppreciationBeethoven’sWig_________ColoringBookofGreatComposers_________ClassicalComposersCollections_________ClassicalKids_________RiseoftheMasters_________EarlyComposersColoringBook_________Other_________

MusicSkillsJohnThompson_________ViolinBook_________Lessons_________Other_________

WholeLanguageandPhonics:WholetoPartsversusPartstoWholeTeaching(ABriefExplanation)

Using phonics—the method of teaching children the sounds of letters andcombinations of letters—is the best way to teach reading. “Whole language”instruction,popularinmanyclassrooms,isbasedonaninnovationofthe1930s—theso-called“look-say”method.Theinventorsoflook-sayreadingthoughtthatteachingchildrenthesoundsof

lettercombinations (phonics) required lotsofdrill andmemorization, resultingintedium.Couldn’tthisunnecessarystepbeeliminated?Afterall,goodreadersdon’t soundawordout frombeginning toend;good readersglanceat awordandtakeitallininonegulp.Childrenoughttolearnthisfromthestart.Soanewmethodof reading tookover: “wholeword”or “look-say.” Insteadof learningletter combinations and sounding words out, children were taught each wordseparatelyandinisolation.Whole-wordteaching,meant topreservechildrenfromthedrudgeryofdrill,

actually increased the amount of drill needed. It also prevented children fromreadinganythingthatcontainedwordstheyhadn’tyet learned,whichiswhyittook Theodore Geisel (Dr. Seuss) almost a year to writeThe Cat in the Hat.“ThatdamnedCatintheHattookninemonthsuntilIwassatisfied,”Geisellaterwrote. “I did it for a textbook house and they sentme . . . two hundred andtwenty-threewords touse in thisbook. I read the list three timesandIalmostwentoutofmyhead.”ChildrentaughtthatsamelistcouldreadTheCatintheHatandpracticallynothingelse.And parents weren’t able to teach whole-word reading.* Look-say required

expertteachers.Youcouldn’tjuststartteachingachildwords;youhadtoteachthewordsinaparticularordersothatthechildcouldreadhislessons.Andyouhad to reinforce thismemoryworkwith a complex systemof drills andwordgames.Look-say is generally acknowledged to have been a disaster. It’s true that

somechildren—thosewhosesubconsciouseswereverywellstockedwithwords

and sounds because they came from homeswhere printwas important—wereable to figure the process out. But many more simply gave up. Whole-wordreadingmighthavediedaquickandignobledeathbutforthephonicsteachers,whohadbeenlaboringtoturnphonicsintoascience.Insteadoflearninghowtopronounce the alphabet, six-year-olds in phonics classrooms were taughtphoneticnotationanddrilledonindividualsoundsformonthsbeforetheywereallowedtoreadactualsentences.Eventually,both“scientificphonics”andlook-say reading gave way to the “whole language” classroom, where students—rather than being taught to sound out words—are “immersed” in language.Teachersreadstories,pointtowords,talktothechildren,andgenerallysurroundthemwithwords,aswesuggestyoudoduringthepreschoolyears.Unfortunately, illiteracy is still soaring in states where whole-language

classrooms dominate. There are several reasons for this. First, many whole-language teachers,while insisting that theirmethods differ from look-say, arestillusinglook-saydrills.Theyreadtextsoverandoveragain,pointingtoeachword and encouraging the children to join in. Children eventually learn torecognize many of the words through sheer repetition. This, of course, doesnothing to teach them how to read real literature,whichmight containwordstheyhaven’tseenintheclassroom.Second,mostwhole-languageteacherswillinsistthattheydon’trelyonlook-

sayalone;theyalsoteachsomethingcalled“incidentalphonics.”If,forexample,thechildhasseenthewordssmile,smoke,small,smog,andsmithoverandoveragain,theteacherwillfinallypointoutthatsmmakesthesamesoundeverytime.Incidental phonics teaches the connections betweenwords and soundsonly asthe child runs across them in texts. Which means that a child who doesn’tencountermanywords ending in -ough could get to sixth grade or so beforefindingoutthat-oughcanmakeanfsound.This guessing game is labeled “developing phonemic awareness.” It’s also

called “whole-to-parts phonics instruction” because the student is given the“whole” (the entire word) and only later is told about the “parts” (the lettersounds) thatmakeitup.Granted, it’sanimprovementonpurelook-say,whichneverletsonthatthere’sanyconnectionbetweenwordsandthelettersthatmakethemup.Butwhole-language teachingstillencourageschildren toguess.Theysee a familiar combination of letters, but they haven’t learned the letters thatcomeafter.Theyseeawordthatstartswithin-,butthentheyhavetousecontexttofigureoutwhetherthewordisincidental,incident,inside,incite,andsoforth.Andunlessateacherisstandingoverthemtohelp,theyhavenotoolstoreadthe

restoftheword.†Butwhyforcethechildrentoguess?Whynotsimplyputtheminasystematic

phonicsprogramandgivethemtherules?Agoodsystematicphonicsprogramdoesjustthat—ittellschildrentherules

upfront.Thisiscalled“parts-to-whole”instructionbecausethestudentistaughtthe parts of words and then shown how they fit together. A good phonicsprogramhasthechildrenreadingbooksassoonaspossible.Mostphonics-taughtchildrencanreadpicturebookswitheasytextafterafewweeks.Manymoveontochapterbooksafteronlyafewmonthsofinstruction.‡Whole-language teachers want to saturate children with language; the

classicaleducationrequiresit.Yetwhole-languagephilosophycollideswiththephilosophy of classical education. Whole-language teachers put the highestpriorityonthechild’smentalprocess,notontheinformationthatisonthepage.If the child is constructing a meaning while reading, that’s good enough. Itdoesn’tmatter if themeaningmay not correspond towhat’s in front of them.Guessing(whole-languageteachersprefertocallthis“predictingbycontext”)isperfectly all right. KenGoodman, professor of education at the University ofArizonaandawhole-languageproponent,saysthat“accuracyisnotanessentialgoalofreading.”§Thisattitudeisoneofthemosttroublingaspectsofwhole-languagereading.

A classical education tries to equip a child to join theGreat Conversation, tounderstand and analyze and arguewith the ideas of the past. Those ideas areimportant.Thosewords are important.Aristotle chosehis termswith care; thereadermuststruggletounderstandwhy,notsubstituteanotherphrasetosimplifymatters.Furthermore, whole-language rejects all drill and repetitive memory work.

Granted, drill can be overdone (and has been in many phonics-basedclassrooms).Butthegoalofclassicaleducationistoshowachildhowsubjects—reading, writing, science, history—are assembled, from the most basicelements to the finished structure. And drill is important because it equips achild’smindwiththemostbasictoolsneededforunderstandinglanguage.Teachingreadingbyapurewhole-languageapproachisliketryingtotraina

house builder by showing him a manor house, explaining to him how toconstructthosepartsthatcatchhisinterest—achimneyhere,aporchfrontthere—andthen leavinghimtofigureout therestonhisown.Aclassicalapproachfirst explains the properties of brick, wood, concrete, plaster, and steel; thenteachestheprospectivebuildertoreadaplan;andonlythensetshimonthetask

ofhousebuilding.Abuilderwhoknowshisworkfromthebottomupcanfixaleak or a sagging floor, instead of staring helplessly at the problem andwonderingwhatwentwrong.In the early grades, teaching shouldbe parts towhole, rather thanwhole to

parts.Parts-to-wholeteachinggivesthestudentallthefacts—thebuildingblocks—andthenletshimassemblethemintoameaningfulstructure.Whole-to-partsinstruction presents the child with the entire structure and then pulls bits andpiecesoutandexplainsthem,oneatatime,asthechildencountersthem.Parts-to-wholeteachingtellstheyounghistorianaboutthegodsandgoddesses

ofancientRomeandexplainshowtheRomansusedomensandauguriestotellthefuture.Whole-to-partsteachinggivesthechildstoriesaboutRomanreligiouscustomsandasks,“WhatgodsdidtheRomansworship?Why?Howisthislikemodern religion in America? How is this like your own experience withreligion?”Parts-to-whole science informs the budding entomologist that insects have

five different types of leg and foot (swimming leg, digging leg, jumping leg,pollen-carrying leg, and food-tasting brush foot), and then asks the student toplacetheinsectshefindsintothesecategories.Whole-to-partssciencelaysoutatray fullof insects andasks, “Whatdifferencesdoyou seebetween these legsandthoselegs?”What’sthematterwithwhole-to-partsinstruction?Nothing,exceptthatitcan

beimmenselyfrustratingforchildrenwhoareatthepoll-parrotstage.Whole-to-partsinstructionrequiresanalyticalthought,anabilitythatisdevelopedlater(inour experience, around fourth or fifth grade). And whole-to-parts teachingassumes a certain knowledge base that untaught children don’t yet have.Examinetheinstancesabove.Thehistoryexamplerequirestheimmaturemindtoreflectonreligiouspracticesaboutwhichitknowsverylittle.Andthewhole-to-partsscienceassignmentcan’tbedoneunlessthestudentknowsthatdifferentinsectsdodifferentthingswiththeirlegs.Learningthroughdeductionandanalysisisavaluablemethod—butprimarily

in the second stage of the trivium, the logic years, when the student has theaccumulatedknowledgeof thepoll-parrotyears tobuildon.Trying to instructchildrenbydeductionandanalysiswithoutfirst laying thefoundationofgood,solid,systematicknowledge is likebuildingahousefromthe topdown.Manypopular school texts are whole to parts in the elementary grades; when yourecognizewhole-to-partsinstruction,avoidit.

*Thisantiparentmoodstillhasavoiceinmany“wholelanguage”classrooms,expressed in such phrases (encountered by us in our research) as “No parentshould tutor a child without the teacher’s knowledge,” “Maybe the parentshouldn’t be tutoring the child,” and “Reading instructional material is notdesigned forparents.” If a teacherhas ever toldyounot to tutoryour child inphonics,you’veexperiencedthislegacy.

†Thewhole-languagemethodisinfamousforsuggestingthatitdoesn’treallymatterwhether thechildreads inciteorincidentas longas thesentencemakessensetothechild.

‡And,yes,Englishisaphoneticlanguage.RudolphFleschwrites,“About13percentofallEnglishwordsarepartlyirregularintheirspelling.Theother87per cent follow fixed rules. Even the 13 per cent are not ‘unphonetic,’ asDr.Witty calls it, but usually contain just one irregularly spelled vowel: done ispronounced‘dun,’oneispronounced‘wun,’are ispronounced‘ar,’andsoon”(RudolphFlesch,WhyJohnnyCan’tReadandWhatYouCanDoaboutIt[NewYork:Harper&Row,1985],p.13).

§ Art Levine, “Education: The Great Debate Revisited,” Atlantic Monthly,December1994,p.41.

PARTII

THELOGICSTAGE

FifthGradethroughEighthGrade

13

THEARGUMENTATIVECHILD

ThePertage...ischaracterizedbycontradicting,answeringback,liking to “catch people out” (especially one’s elders); and by thepropoundingofconundrums.Itsnuisance-valueisextremelyhigh.

—DorothySayers,“TheLostToolsofLearning”

Somewherearoundfourthgrade,thegrowingmindbeginstoswitchgears.Thechildwhoenjoyedrattlingoffhermemorizedspellingrulesnowstartsnoticingalltheawkwardexceptions.Theyounghistoriansays,“ButwhydidAlexandertheGreatwant toconquer thewholeworld?”Theyoungscientistasks,“Whatkeeps the earth in orbit around the sun?” The mind begins to generalize, toquestion,toanalyze—todevelopthecapacityforabstractthought.Inthesecondstageofthetrivium,thestudentbeginstoconnectallthefacts

shehas learnedand todiscover the relationshipsamong them.The firstgraderhas learned that Rome fell to the barbarians; the fifth grader asks why anddiscovers that high taxes, corruption, and an army made up entirely ofmercenariesweakened the empire. The second grader has learned that a nounnames a person, place, thing, or idea; the sixth grader discovers that gerunds,infinitives,andnounclausescanalsoactasnouns.Thethirdgraderhaslearnedhowtomultiplytwotwo-digitnumberstoproduceananswer;theseventhgraderasks,“WhatifIhaveonlyonetwo-digitnumberandananswer?CanIdiscoverthemissingnumberifIcallitx?”Nowit’stimeforcriticalthinking.“Critical thinking skills” has become the slogan of educators from

kindergarten through high school. Critical-thinking books, software, andcurriculaabound.Catastropheispredictedforchildrenwhomissoutonthisvitaltraining.“Areyougoingtowaituntilschoolsteachthinkingdirectly?”askstheback cover of one critical-thinking tome. “That may be too late for yourchildren.”Butwhatarethese“criticalthinkingskills,”andhowaretheytobetaught?Aquicklookthrougheducationmaterialsrevealscertainphrasespoppingup

again and again: “higher-order thinking,” “problem solving,” “metacognitivestrategies.”All theseboildown toonesimpleconcept:critical thinkingmeansthat the student stops absorbing facts uncritically and starts to ask “Why?”:“Why did the U.S. wait so long to enter World War I?” “Why do scientistsbelievethatnothingcangofasterthanthespeedoflight?”“Whydowordsthatbeginwithpre-allhavetodowithsomethingthatcomes‘before’?”“Howdoweknowthatwaterboilsat212degreesFahrenheit?”Thestudentwhohasmastered“higher-orderthinking”and“problem-solving

techniques”doesn’tsimplymemorizeaformula.(“Tofindtheareaofasquare,multiplythelengthofasidebyitself.”)Instead,shememorizestheformulaandthenfiguresoutwhyitworks.(“Hmmm...thesidesofasquarearethesame,so thearea inside thesquare isalwaysgoing tomeasure thesamehorizontallyandvertically.That’swhyImultiply thesideby itself.”)Oncesheknowswhytheformulaworks,shecanextrapolatefromittocoverothersituations.(“HowwouldIfindtheareaofatriangle?Well,thistriangleislikehalfasquare...soifImultiplythissidebyitself,I’llgettheareaofasquare...andthenifItakehalfofthat,I’llknowhowmuchareathetrianglecovers.Theareaofatriangleisthisside,timesitself,timesone-half.”)Somecritical-thinkingadvocatessuggest that“thinkingskills”cansomehow

replace the acquisition of specific knowledge. “Traditional teaching” is oftenreferred to,with scorn, as “mere fact assimilation”or “rotememorization,” anoutdatedmodeof learning that shouldbe replacedwith classes in “learning tothink.”Thepopularteacher’sjournalEducationWeekdefinescriticalthinkingas“the mental process of acquiring information, then evaluating it to reach alogical conclusion or answer,” and adds, “Increasingly, educators believe thatschoolsshouldfocusmoreoncriticalthinkingthanonmemorizationoffacts.”*Butyoushouldn’tconsidercriticalthinkingandfactgatheringtobemutually

exclusiveactivities.Criticalthinkingcan’tbetaughtinisolation(or“directly,”asthecritical-thinkingmanualquotedabovesuggests).Youcan’t teachachild tofollow a recipewithout actually providing butter, sugar, flour, and salt; piano

skills can’t be taught without a keyboard. And focusing on the whys andwhereforesdoesn’tmeanthatyourchildwillnolongerlearnfacts.Afifthgradercan’tanalyzethefallofRomeuntilsheknowsthefactsaboutRome’sdecay.Aseventhgradercan’ttrackdominantandrecessivetraitsunlessheknowswhatanalleleis.So we won’t be simply recommending workbooks that claim to develop

isolated “critical-thinking skills.” Instead, as we cover each of the subjects—math,language,science,history,art,music—we’llofferspecificinstructionsonhowtoteachyourmiddleschoolertoevaluate,totraceconnections,tofitfactsintoa logical framework,and toanalyze theargumentsofothers.Themiddle-grade student still absorbs information.But insteadof passively accepting thisinformation,she’llbeinteractingwithit—decidingonitsvalue,itspurpose,anditsplaceintheschemeofknowledge.

BUILDINGONTHEFOUNDATION

Thepoll-parrotstagehaspreparedthemiddle-gradestudentforthelogicstageintwoimportantways.First, themiddle-gradestudentshouldnolongerbestrugglingwiththebasic

skills of reading,writing, and arithmetic.A childmust read fluently andwellbeforeentering the logic stage; the studentwho still battleshisway throughasentence cannot concentrate on what that sentence means. The logic-stagestudentwillwriteextensivelyasheevaluates,analyzes,anddrawsconclusions;thestudyofgrammarandpunctuationwillcontinuethroughhighschool,butthebasic mechanics of spelling, comma placement, capitalization, and sentenceconstruction should no longer act as barriers to expression. Themiddle-gradechildwillbegintomovetowardincreasinglyabstractmathematics;hecan’tdothisunlessthebasicfactsandconceptsofarithmeticarerocksolidinhismind.Second,thestudenthasalreadybeenexposedtothebasicsofhistory,science,

art,music,andothersubjects.Nowhehasaframeworkofknowledgethatwillallowhimtothinkcritically.Onpages271–275,wediscussedthedifferencesbetweenparts-to-wholeand

whole-to-partsinstruction.Whenyoutaughtbugsinfirstgrade,youusedparts-to-whole instruction.Yougotoutall thepicturesofbugs(orusedactualbugs)anddescribedthefivedifferenttypesoflegsandfeet.Thenyouaskedthechildtotellyouwhathejustheard,topointoutthedifferenttypesoflegs,towritea

sentenceordrawapicture.Inotherwords,youtaughtthebitsofinformation—theparts—tothechildandthenhelpedhimassemblethemintoawhole.Themiddlegraderhasalreadylearnedsomethingaboutbugs,though.Andhis

mind has matured and developed beyond the need for spoon-feeding. In themiddle grades, you’ll move toward a whole-to-parts method of teaching—presentingthestudentwithapieceofinformationoraphenomenonandaskinghimtoanalyzeit.Whenyoustudybiologywithafifthgrader,youcanlayoutatrayfullofinsectsandask:“Whatdifferencesdoyouseebetweentheselegsandthose?”“Howwouldyoudescribeeachleg?”“Whatfunctiondoeseachhave?”Henowhasenoughbasicknowledgeaboutinsectstoapplycategoriestotherawinformationinfrontofhim.Inthefollowingchapters,we’llguideyouthroughthistypeofteachinginthe

middle-gradecurriculum.

LOGICANDTHETRIVIUM

Aclassical education isn’t amatter of tacking logic andLatinonto a standardfifth-gradecurriculum.Rather,logictrainsthemindtoapproacheverysubjectinaparticularway—to look forpatternsand setsof relationships ineach subjectarea.Butformallogicisanimportantpartofthisprocess.Thesystematicstudyof

logic provides the beginning thinker with a set of rules that will help her todecidewhetherornot shecan trust the information she’s receiving.This logicwillhelpheraskappropriatequestions:“DoesthatconclusionfollowthefactsasIknowthem?”“Whatdoesthiswordreallymean?AmIusingitaccurately?”“Isthis speaker sticking to thepoint, or ishe trying todistractmewith irrelevantremarks?”“Whyisthispersontryingtoconvincemeofthisfact?”“Whydon’tIbelievethisargument—whatdoIhaveatstake?”“Whatotherpointsofviewonthissubjectexist?”These are questions that very young minds cannot easily grapple with. A

seven-year-oldhasdifficultyinunderstandingthat(forexample)apublicfiguremight twist the facts to suit himself or that a particular text might not betrustworthybecauseofthewriter’sbiasorthatnewspaperreportsmightnotbeaccurate. But in the expanding universe of the middle-grade child, thesequestionshavebeguntomakesense.Youmayfindyourselfindebtedtoformallogicaswell.Anyparentofafifth

gradershouldbeable topointout such logical fallaciesas theargumentumadnauseam (the belief that an assertion is likely to be accepted as true if it isrepeated over andover again) and theargumentumadpopulum (if everyone’sdoingit,itmustbeokay).

LOGICINTHECURRICULUM

In language, the logic-stage student will begin to study syntax—the logicalrelationshipsamongthepartsofasentence.He’ll learntheartofdiagramming(drawing pictures of those relationships). The grammar-stage student wrotecompositions that summarized information—how the Egyptians wrote, theimportant battles of the Civil War, the life of George Washington. Now,compositionswillbegintofocusonstructure:howtoassemblefactsandideasinto central and supporting points, how to develop an argument in away thatmakessense,howtopresentinformationinanorderly,clearmanner.Logic-stagestudentswill alsobegin to read literaturemore critically, looking for characterandplotdevelopment.Properlyspeaking,grammar-stagemathisconcernedwitharithmetic—adding,

subtracting, multiplying, and dividing actual numbers. Arithmetic isn’ttheoretical.Arithmeticproblemscanbeworkedout inapplesandorangesandpieces of bread. But in the second stage of the trivium, the student beginsmathematics proper—the study of the many different relationships betweennumbersbothknown(1013)andunknown(2y÷6x).Inotherwords,arithmeticisthefoundationformathematicsproper.In science, students will learn scientific concepts, how they relate to each

other, andhow theywork themselvesout in thephysicalworld.Theywilluseexperimentsanddemonstrationstomakethoseconceptsclearandwillpracticerecordingthoseexperimentsanddemonstrationsproperly.Historyinthelogicstagewilltakeonanewcharacter.Thestudentwillstillbe

responsiblefordatesandplaces,butyou’llencouragehimtodigdeeperintothemotivations of leaders, into the relationships between different cultures thatexistedatthesametime,intoformsofgovernmentandcausesofwar.Moralityshould become amatter of discussion as well.Was this action (this war, thisthreat)justified?Why,orwhynot?The studyof art andmusic at this pointwill become synchronizedwith the

studyofhistory.Thestudentwilllearnaboutbroaddevelopmentsinsocietyand

cultureandwilltrytounderstandhowthesearereflectedinthecreativeworksofthetimes.

HOWTOTEACHTHELOGICSTAGE

Foryou, the teacher, the teachingprocesswill changeslightly. In first throughfourthgrades,yourfocuswasonmemorization—onthelearningofrules,dates,stories,andscientificfacts.Youtoldthestudentwhatsheneededtolearn,eitherbyreadingtoherorbygivingheralittlelecture,andyouexpectedhertobeabletorepeatthatinformationbacktoyou.Youusednarrationandnotebookpagestobringthisabout.Now,youwon’tbefeedingthechildwithaspoon.You’llbeaskinghertodig

a littledeeper, todomorediscoveringonherown. Insteadof lecturing,you’llconcentrateoncarryingonadialoguewithyourchild,aconversationinwhichyouguideher toward thecorrect conclusions,whilepermittingher to findherownway.You’ll allow the child to disagreewith your conclusions, if she cansupport her points with the facts. And you’ll expect her not simply to repeatwhat she’s read, but to rework thematerial to reflect her own thoughts.Onceshe’sdonethis,she’llhavelearnedthematerialonceandforall.Here, one-to-one tutoring has an obvious advantage over the large public-

school classroom. Classrooms encourage children to answer questions set tothem; one-on-one instruction encourages children to formulate their ownquestions and then pursue the answers. Even themost dedicated teacher can’tallowaclassofthirtytodialoguetheirwaytocomprehension—thenoisewouldbeoverwhelming.Asthelogicstageprogresses,you’llbeusingmoreandmoreoriginalsources,

steeringawayfrom“textbooks”inthecontentareas.Manytextbooksareboring.And most present information in a way that’s actively incompatible with theintent of the logic stage. History, for example, is often given as a series ofincontrovertiblefacts.AsNeilPostmanobserves,thereisusually“nocluegivenas towhoclaimedtheseare thefactsof thecase . . .nosenseof thefrailtyorambiguityofhumanjudgment,nohintofthepossibilitiesoferror.”†Atextbookleavesnothingfor thechild to investigateorquestion; it leavesnoconnectionsforthestudenttodiscover.Howdoyouguidethisjourneytowarddiscovery?Startwithlogic.Inthenextchapter,we’llintroduceyoutotheformalstudyof

logic.Inthechaptersthatfollow,we’llguideyouinapplyingthecategoriesandstructuresoflogictothevarioussubjects.We cover logic itself first; then, science and mathematics; then since the

middle-gradehumanitiescurriculumisstructuredaroundthelogicofhistory,wepresent history before continuing on to reading, writing, grammar, foreignlanguages,art,andmusic.

PRIORITIES

The logic-stage student is doing much more independent work than thegrammar-stage student and is requiring much less one-on-one attention fromyou.Home-educatedstudents typicallyspendanhour inself-directedworkforeverytenminutesofparentaltutoring.Becauseofthisnewtimeeconomy,andbecausethestudenthasnowmastered

themost basic elements of reading,writing, andmath, you’ll find that you’reabletocovermorematerial.Language,mathematics,logic,history,andsciencearestaplesofthelogicstage;artandmusicshouldbepursued,ifpossible.Whileyouwon’t need todo asmuchone-on-one teachingwith the student,

maintainclosesupervision.Everyhome-schoolingparenthasmadethemistakeof relying a little toomuch on the self-reports of a seeminglymature seventhgrader,onlytofindatThanksgivingthatmostoftheworkhasbeenleftundone.Checkassignmentsonaweeklybasis.Becausehomeeducation is flexible,youcanstructureyouracademicday to

allowachildtofollowaninterest.If,forexample,yourseventhgraderacquiresa passion for King Arthur, let her follow the knights of the Round Tablethroughoutliteratureandhistoryforseveralmonths;don’tinsistthatshemovetotheReformationrightonschedule.Ifshewantstoimmerseherselfinacomplexcrystal-growing project that accounts for a whole range of variables(temperature,outsideimpurities,differentconcentrationsofchemicals,differentmixingtechniques),don’tinsist thatshebringtheexperimenttoanendsothatyoucanmoveontothenextsciencetopic;letherwork.Duringthemiddlegrades,manystudentsbegintodevelopaclearpreference

for either the humanities or the STEM subjects (science, technology,engineering,mathematics).Thismay requireyou todo some trickybalancing.On the one hand, it’s good teaching to encourage students to explore moredeeplyinareaswherethey’retalented.Ontheotherhand,middle-gradestudents

aren’tyetreadytochooseaspecialty;that’ssomethingthathappensclosertothehigh-schoolyears(seeChapter34).Afifth-gradestudentwhoprefershistorytomath may be a born humanities scholar—or she may still be struggling withfoundational math concepts and feel lost in the face of increasingly difficultassignments. A sixth grader who hates literature and would rather work ontechnologicalprojectsmaybeabuddingengineer—orhemaybean immaturereader who will hit his stride once his reading ability catches up to histechnologicalknowledge.Soinsistthatyouryoungstudentskeepupineachcoresubjectarea,whileyou

allow them to follow their interests in the less essential fields of study. YourSTEM-inclined student should still be doing a full complement of grammar,writing,spelling,literature,andhistoryassignments,butyoumightwanttogiveart and music short shrift so that she can spend more time with her scienceprojects. Your young novelist should still be encouraged to pursue rigorousmathematicsandscience,butdon’tinsistonsciencefairprojectsifshe’dratherbecreatingcharactersketches.

*“CriticalThinking,”EducationWeekontheWeb,www.edweek.org.

†NeilPostman,TheEndofEducation:RedefiningtheValueofSchools(NewYork:Knopf,1995),p.115.

14

SNOWWHITEWASIRRATIONAL:LOGICFORTHEINTUITIVE

Captain,thatisanillogicalconclusion.—Mr.Spock

SUBJECT:Formallogicandpuzzlesolving,grades5–8TIMEREQUIRED:3hoursperweek

Howdoyouteachlogicwhenyou’veneverstudiedit?Ifyoucanread,youcanunderstandthelogictextswerecommendattheend

ofthischapter.Noneofthemrequireanypreviousknowledgeoflogic.Themostimportant background knowledge for the study of logic is (you might besurprisedtodiscover)grammatical:youhavetobeabletodistinguishbetweenastatementandaquestion,betweenalinkingverbandanactionverb,betweenasubjectandanobject.Ifyoucandothat,youcanunderstandlogic.

ANINTRODUCTIONTOLOGIC

Whatislogic,anyway?Logicissimplythestudyofrulesofreasoning.Thinkoflogicasaroadmap

thatkeepsyoudrivinginthecorrectdirection.Theroadmaphasnocontroloverwhereyoustart,justastherulesoflogicwon’tautomaticallyguaranteethatan

argumentbeginswith thecorrectassumptions. Ifyoubeginanargumentaboutaffirmativeaction, forexample,bystating thatone race isnaturally inferior toanother, logicwon’t prevent you fromarriving at a bigoted conclusion.But ifyou have your facts straight, the rules of logic will guide you to the correctdestination.Logic has a three-part structure, which is used to help you examine an

argument:

1.thepremise,thefactsyoustartwith—statements2.theargument,thedeductionsyoumakefromthesefacts3.theconclusion,yourfinaldeduction—anotherstatement

Afallacyisaflawintheprocess:alousypremise,anincorrectargument,oranirrelevantstatementinthemiddle.Let’sdemystifythiswiththehelpofSnowWhiteandtheSevenDwarfs(the

BrothersGrimmversion).Atthebeginningofthestory,aqueenissittingatherebonywindow,lookingoutatthefallingsnow.Shepricksherfinger,andbloodfallsonthesnow.“Ah,”shesighs,“IwishIhadachildaswhiteassnow,asredasblood,andasblackasebony.”Some(unspecified)timelater,thisdoesindeedhappen.ThequeennamesthebabySnowWhiteanddiesimmediatelyafterherbirth.Alreadywe’vegotmaterialtoworkwithhere.Thestorycontainsanumberof

statements, sentences that tell us something that canbe trueor false.The firstlessonoflogicisthatstatements(whicharethefoundationoflogicalarguments)mustbedistinguishedfromothertypesofsentences.

Wasthequeenhappywithherbaby?

Thisisn’tastatement.Itdoesn’tgiveusinformation,anditcan’tbeclassifiedastrueorfalse,soitcan’tbeusedaspartofanargument.Neithercanacommand,suchas

Finishreadingthestory.

Onlysentencesthatgiveinformationcanbeusedinalogicalargument.

Thequeenprickedherfinger.Thequeenwishedforawhite,red,andblackbaby.

SnowWhitewasbornafterthequeen’swish.ThequeendiedafterSnowWhite’sbirth.

Allofthesesentencesgiveinformation,sotheypassthetest:they’restatements(asopposed, say, toquestionsorcommands).Nowwehave todecideon theirtruthvalue.

Thequeenprickedherfinger.

istrue.

Thequeendidn’twantababy.

isfalse.Avalidargumentismadeupoftwotypesofstatements:truestatementscalled

premises,andastatementofconclusion.

PremiseA:Thequeenwishedforawhite,red,andblackbaby.PremiseB:Afterward,thequeenhadawhite,red,andblackbaby.Conclusion:Therefore,thequeengotherwish.

This is a valid argument. The premises are true, and the conclusion comesdirectlyfrominformationcontainedinthepremises.Butit’sunexpectedlyeasytotripup.Considerthis:

PremiseA:Thequeenwishedforawhite,red,andblackbaby.PremiseB:Afterward,thequeenhadawhite,red,andblackbaby.Conclusion:Therefore,thequeen’swishwasgranted.

What’s the problem?Well, the premises don’t say anything about the wishbeinggranted. Justbecauseoneevent followsanotherevent in time (thebabycame after thewish), we can’t assume that the first event caused the second.ThisfallacyhasaniceLatintag—posthoc,ergopropterhoc—andshowsupallthetimeinpolitics.

PremiseA:Iwaselectedin2008.PremiseB:Theeconomybegantoimprovein2009.Conclusion:Mypoliciescausedeconomicimprovement.

Noticethatboththepremisesare true,but theconclusionisn’tvalidbecauseitdoesn’tcomedirectlyfromthepremises.This kind of fallacy is called an inductive fallacy—the conclusionmight be

true, but you just don’t have enough information in the premises to be sure.Inductive fallacies show upwhen youmake a conclusion (an “induction”) oninsufficientevidence.Anothertypeofinductivefallacyisthehastygeneralization:

PremiseA:SnowWhite’sstepmotherwaswicked.PremiseB:Cinderella’sstepmotherwaswicked.PremiseC:HanselandGretel’sstepmotherwaswicked.Conclusion:Allfairy-talestepmothersarewicked.

Thiscouldwellbetrue(Ican’tthinkofanyexceptionsoffhand),butunlessyoudoanexhaustivesurveyoffairy-talestepmothers,youcan’tbesure.Tocontinue.SnowWhite’sfather,misguidedman,marriesawitchwhocan’t

bearanyrivaltoherbeauty.Everymorningsheaskshermagicmirror,“Mirror,mirroronthewall,whoisthefairestofthemall?”Andthemirror,whichneverlies, replies, “You are the fairest of them all.” But one day, Snow Whitesurpassesthewitchinbeauty,andthemirrorinformsthewitch,“You,myqueen,havebeautyrare,butSnowWhiteisbeyondcompare.”Thequeen,unabletolivewith this competition, tells her chief huntsman to take SnowWhite into theforest,killher,andbringbackherlungsandliver.The huntsman agrees but has an attack of conscience in the forest and lets

SnowWhitego.HebringsbackthelungsandliverofaboarasproofthatSnowWhiteisdead.AccordingtotheBrothersGrimm,thewickedqueentheneatstheorgansfordinner(withsalt).Noticethequeen’slogichere:

PremiseA:SnowWhiteismorebeautifulthanIam.PremiseB:IbelievethatIcannotliveifanyoneismorebeautifulthanIam.Conclusion:IcannotletSnowWhitelive.

Isthisavalidargument?Well,let’sstartwiththepremises.Afterall,oneofthefirstrulesoflogicis:

Be sure of your premises because false premises will always yield a falseconclusion.

PremiseA:Theearthisaflatsurface.PremiseB:Itispossibletofallofftheedgeofaflatsurface.Conclusion:Itispossibletofallofftheedgeoftheearth.

That’s an impeccably valid argument in form, but since the first premise iswrong,theconclusionisuseless.How does the queen’s argument look? Premise B is fine; it’s called a self-

supporting statement—a statement that has to be accepted as true. There arethreetypesofself-supportingstatements:thosethathavetobetruebecausetheycoverallthepossibilities(“SnowWhiteiseitheraliveordead”),thosethathavetobetruebecausetheycontaintheirowndefinitions(“Themirrorreflects”),andthose that have to do with personal belief (called “self-reports”). To say “Ibelievethatthesunisblue”hastobeacceptedaslogicallyvalid,evenbythosewhodon’tagree.Icanprovetoyouthatthesunisyellow,butIhavetoacceptasfactthatyoubelieve it’sblue.PremiseBisaself-report—ithas todowith thequeen’sfeelings.Logically,it’svalid.But notice. We’ve already encountered one limit of logic. Is it morally

acceptabletobelievethatyouhavetobethemostbeautifulpersononearth?No,of course not. But logic is concerned with the form of the argument, not itscontent.Youcanalwaysdiscountavalidconclusionifyoudisagreewithoneofitspremises.Let’s apply this to history for amoment.A typical sixth-gradehistory-book

accountoftheAmericanCivilWarmightproceedinthisway:

Premise A: Lincoln believed that it was necessary for the federalgovernmenttostopslavery.PremiseB:Onlyacivilwarcouldstopslavery.Conclusion:Itwasnecessaryforthefederalgovernmenttofightacivilwar.

Case closed? Not for the classically trained student, who has learned in hisformal-logicclasstobewaryofself-reportswhentheyshowupaspremisesofarguments. Recast this argument without a self-report as premise A, and theargumentappearsquitedifferent:

PremiseA:Itwasnecessaryforthefederalgovernmenttostopslavery.PremiseB:Onlyacivilwarcouldstopslavery.Conclusion:Itwasnecessaryforthefederalgovernmenttofightacivilwar.

Thisisstillavalidconclusion,butnowthatpremiseAisnolongeraself-report,thestudentcannotautomaticallyacceptitasvalid.Wasittrulynecessaryforthefederalgovernment to stop slavery?This statementhasnowceased tobe self-supportingandisnowasupportedstatement:outsideevidencehastobebroughtin to support it. Premise B is a supported statement aswell. Before the sixthgradercanacceptthisargument,hehastoinvestigateotherremediesforslaveryand conclude that they were inadequate. And once he’s done that, he’llunderstandtheCivilWarinanewandvividway.NowbacktoSnowWhiteandtheegomaniacalstepmother.Ifwe allow thewickedqueenher self-report in premiseB,we still have to

dealwith premiseA: “SnowWhite ismore beautiful than I am.” This isn’t aself-supportingstatement: itdoesn’tcoverall thepossibilities(“SnowWhite iseitherbeautifulornotbeautiful”)orcontainitsowndefinition(“SnowWhiteissnowwhite”),anditdoesn’thavetodowithpersonalbelief.Sothisstatementisasupportedstatement.There’sahiddenargumentinthispremise:

PremiseA:Themirroralwaystellsthetruth.PremiseB:ThemirrorsaysSnowWhiteismorebeautifulthanIam.Conclusion:SnowWhiteismorebeautifulthanIam.

Becausethemirrorismagical,premiseAistrueandtheconclusionisvalid.SnowWhite flees through the forest until she finds the house of the seven

dwarfs,whereshedinesonleftoversandfallsasleepinoneofthedwarfs’beds.Thedwarfscomehome,discover their things indisarray,andexclaim,“Who’sbeeneatingourfood?Who’sbeensittinginourchairs?”inanechoofthethreebears.When they find SnowWhite, they decide she can stay as long as shecooksandcleansforthem.Meanwhile,thewickedqueendiscovers(withthehelpofhermagicalmirror)

thatSnowWhiteisstillalive.Shedisguisesherselfasanoldpeasantwomanandarrives at thedwarfs’ cottagewith apoisonedapple—half red,halfwhite, andmagicallyconstructedsothatall thepoisonis intheredhalf.ThedwarfshavewarnedSnowWhitenot to letanyone inwhile they’reat themines,butSnowWhitereallywantsthatapple.“Lookhere,”saysthedisguisedqueen.“I’llcutitinhalfandeathalfmyself.”

She eats the white half. And when Snow White sees that the apple seemsharmless,she lets thewomanin, takesabitefromtheredhalf,andfallsdowndead.Eventually,aprincecomesalongandcarriesherbodyaway,which jolts

hersothat thepoisonedapplefallsfromherthroat,andshewakesup,marrieshim,andliveshappilyeverafter.Now, there are any number of logical fallacies—statements that sound like

validargumentsbutaren’t—impliedinthisstory:

■anecdotalevidence fallacy—using a personal experience to prove a point.“I’vemetpeasantwomenbefore,andnoneofthemeverpoisonedme.”

■ argumentum ad hominem—an attack on the speaker rather than on theargumentitself.“Didthedwarfstellyounottoletanyonein?Theyjustwantyoutokeeponcookingtheirmealsandscrubbingtheirfloors.”

■argumentum ad misericordiam—appeal to pity. “I’m just a poor peasantwomantrying toearnapennyformysickchildren,soyouhave to letmein.”

■argumentum ad verecundiam—appeal to authority; it uses the name of afamouspersoninsupportofanassertion.“I justsoldanapple to theking,andhesaid itwas thebestappleheeverate!” (Unless theking isanotedappleconnoisseur,thisisirrelevant.)

■ argumentum ad lazarum—the assumption that a poor person isautomaticallymore virtuous than a rich person. “I’m just a simple beggarwoman,soI’dneverhurtyou.”

Onceyou’vestudiedtheseandahostofotherlogicalfallacies,you’llfindthemeverywhere: policy speeches, ad campaigns, election slogans, news-papereditorials,andjunior-highhistorytextbooks.As logiccontinues, thestudentwillbegin to learn thatall statementscanbe

placedintooneoffourcategories—theuniversalaffirmative (“Allstepmothersarewitches”), theuniversalnegative (“Noprincesarevillains”), theparticularaffirmative (“Some dwarfs are miners”), and the particular negative (“Somefairy-tale heroines are not intelligent”). These are known as categoricalstatements.The syllogism is a type of logical argument used for evaluating categorical

statements.SnowWhite’ssyllogismprobablywentsomethinglikethis:

Mystepmotherisawitch.Thispeasantwomanisnotawitch.Therefore,thispeasantwomanisnotmystepmother.

Syllogisms have particular rules. For one thing, the first statement in the

syllogism

Mystepmotherisawitch.

oughttodescribethelastphraseoftheconclusion,theso-calledmajorterm—inthiscase,“mystepmother.”Also,thesecondstatementinthesyllogism

Thispeasantwomanisnotawitch.

ought to describe the first phrase of the conclusion, the minor term—“thispeasantwoman.”Furthermore,thesyllogismhastohaveamiddle—atermthatappearsinboth

of the premises, but not in the conclusion. The middle in Snow White’ssyllogismis“witch.”Sofar,sogood.But SnowWhite’s middle has problems. In a syllogism, the middle has to

refertoeverymemberofitsclassinatleastoneofthepremises(thisiscalledadistributedmiddle).SnowWhitenevermakesasweepingstatement(auniversalcategorical statement) about witches. She has committed the fallacy of theundistributedmiddle,whichalwaysyieldsafalseconclusion.Ifshehadconstructedthissyllogismproperly,itwouldhavelookedlikethis:

Mystepmotherisawitch.Nopeasantwomanisawitch.Therefore,thispeasantwomanisnotmystepmother.

Inthissyllogism,thestatement“Nopeasantwomanisawitch”hasadistributedmiddlebecause it sayssomethingaboutallwitches (noneof them isapeasantwoman).ButifSnowWhitehadmadethisargument—whichislogicallyvalid—shemighthavehesitatedoverthatmiddlepremise.Howdoessheknowthatnopeasantwomenarewitches?Hasshemetthemall?SnowWhitepaysforhermuddledthought:shechokestodeathontheapple.

Fortunately, she lives in an enchanted forest and so revives and lives happilyeverafter—somethingthatviolatesallknownlawsoflogic.

HOWTOTEACHLOGIC

Logicisonlyonekindofcriticalthinking;studyingtheartofargumentationwillnot, in itself, turnyouryoung student into ananalytical thinker.But logic is auseful tool. It teaches students to pay attention to the exact words used inarguments—askillvitaltocriticalthinkinginallareasofthecurriculum.Logictrainsthemindtofollowcertainpatternsandgivesstudentsanewwaytothinkaboutthecategoriestrueandfalse.Therearethreebasicsortsoflogic:informal,formal,andsymbolic.Informal

logicpayscloseattentiontoargumentsmadeinwords,withaparticularfocusonfinding fallacies. Formal logic takes this one step further, distilling verbalarguments into formulas (such as the major premise, minor premise, andconclusion)andpayingmuchmoreattentiontoformandsyntaxthanmeaning.And symbolic logic reduces the patterns of argumentation even further, intosymbolicexpressions.(Propositionallogicisthemajorsubsetofsymboliclogicand is the type of symbolic logic you will most often encounter in advancedlogictexts.)Symbolic logic is a senior high-school/college-level subject, and not all

students need to advance forward into propositional logic; it’smost useful forphilosophyandadvancedmathematics. In themiddlegrades,you’llbeginwiththestudyofinformallogic.Oncethestudentiscomfortablewithinformallogic,aimtoadvanceforwardintoatleastoneyearofformallogic.Besensitive to thestudent’s levelofunderstanding.Notall fifthgradersare

readyforinformallogic.Astudentwhoisstillstrugglingwithgrammarshouldwaitatleastayeartobeginthestudyofinformallogicandmaynotbereadyforformallogicuntilninthgrade.Youcannotforcementalmaturity;bewillingtobeflexible.Wesuggestthatyoubeginwithayearofwhatwecall“casual”informallogic:

a year of exploring terms andmethods of informal logic through storybooks,puzzles, and other fun activities. This will serve as a warm-up for a moreorganized study of informal logic. Plan on spending twomore years workingthrough an informal logic course, and thenwrap upwith at least one year offormallogic.Progressingontothesecondyearofformallogicisoptional,andtheprogressionmaywellrunoverintothehigh-schoolyears.Sampleprogressionsmightlooklikethis:

Forthestudentcomfortablewithbothgrammarandmathematics:

GRADE TIMEPERWEEK SUBJECT

Fifth 2hours “Casual”informallogicSixth 3hours InformallogicISeventh 3hours InformallogicIIEighth 4hours FormallogicI

Optional progression forward, for students inclined toward mathematics andphilosophy:

Ninth 4–5hours FormallogicII

Tenth 5–6hours Symbolic/propositionallogic,introduction

Slowerprogression:

GRADE TIMEPERWEEK SUBJECTFifth _______ _______Sixth 2hours “Casual”informallogicSeventh 3hours InformallogicIEighth 3hours InformallogicIINinth 4hours FormallogicI

Optional:

Tenth 4hours FormallogicII

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found at www.welltrainedmind.com.Prices change constantly, butwehave included2016pricing to giveanideaofaffordability.

“Casual”InformalLogic

(Pickfromamongthefollowing.Theyarelistedinorderofdifficulty.)

Langman,Kris.AdventuresinReasonseries.Boston:PostHocPublishing.LogictotheRescue:AdventuresinReason.2008.ThePrinceofPhysics:AdventuresinReason.2014.Entertainingebookseriesaboutaheroinewhoentersamagicallandfilledwith knights, talking scarecrows, castles, wishing wells, and logicalfallacies. A fun introduction written on a fifth-grade level, excellent forstudentswhoenjoyreading.

Risby,Bonnie.BlastOffWithLogicseries.Austin,TX:PrufrockPress,2005.LogicCountdown(Grades3–4).LogicBlastoff(Grades4–6).OrbitingwithLogic(Grades5–7).A very different approach, this workbook series focuses in on teachingdeductive thinking: using grids, diagrams, charts, sequence completion,analogies,andothertoolstosharpenthestudent’sthinkingskills.Thefirstbook will be simple for most fifth graders, but is worth completing aspreparationforthemoreadvancedmaterial inthesecondandthirdbooks.Good for studentswho aremore comfortablewithmathematical notationthanwithwrittenexplanations.

Baker, Michael. The Basics of Critical Thinking. North Bend, OR: CriticalThinkingCompany,2015.CombinestheworkbookapproachoftheBlastOffserieswithsomeattentiontologicalfallacies;aone-yearcoursethatbeginsonalowfifth-gradelevelbutthen grows more complex. Sample pages can be viewed at the publisher’swebsite.

Almossawi,Ali.AnIllustratedBookofBadArguments,2nded.NewYork:TheExperimentPublishing,2013.Engagingcartoons illustrating logical fallacies,eachonefollowedbyabriefexplanationofthefallacyitself.Wellsuitedtofifthgradeandabove.

Givler, Ray.Don’t Get Fooled!How to Analyze Claims for Fallacies, Biases,

andOtherDeceptions.RayGivler,2013.This self-published book (available through Amazon.com as an ebook andprint-on-demandpaperback)offersclearexplanationsoflogicalfallaciesandhowtheylookinreallife.Fifth-tosixth-gradereadinglevel;you’llprobablywant to spenda little extra time findingadditionalexamplesof the fallacies(inreallife,newsreports,Facebookdebates,etc.).

InformalLogic

Classical Academic Press informal logic sequence. Camp Hill, PA: ClassicalAcademicPress.Larsen,Aaron,andJoelleHodge.TheArtofArgument:AnIntroductiontotheInformalFallacies.StudentText.$22.95.Teacher’sEdition.$24.95.DVDSet.$54.95.

Johnson,Shelly.TheArgumentBuilder:ConstructinganArgumentPiecebyPiece.StudentText.$22.95.Teacher’sEdition.$24.95.Together, these two sets provide a two-year course in informal logic(fallacies,anintroductiontoAristotle’s“commontopics”andsubtopics,and the development of valid arguments). Begin with The Art ofArgument(whichincludesanoptionalteachingDVD)andcontinuewiththeArgumentBuilder. Samples are available at the publisher’swebsite.Although thepublisher lists thisasseventhgradeandabove, thebooksareeasilyaccessibletoyoungerstudentswhoaregoodreadersandhavecompletedayearofcasualstudyasdescribedabove.

CriticalThinkingseries.NorthBend,OR:CriticalThinkingCompany.Harnadek,Anita.Critical ThinkingBookOne:ProblemSolving,Reasoning,Logic,andArguments.1998.StudentText.$24.99.Instruction/AnswerGuide:$10.99

________.CriticalThinkingBookTwo:ProblemSolving,Reasoning,Logic,andArguments.2014.

StudentText.$26.99.Instruction/AnswerGuide.$10.99

O’Meara, William, and Daniel Flage. James Madison Critical ThinkingCourse.2011.StudentText.$39.99.AnswerGuide.$10.99.Theworkbookformatofthislogiccourseiswellsuitedtostudentswhofindcomplextextdifficultorwhodonotlearnprimarilythroughreading.Books One and Two cover informal logic, including deduction,inference, and logical fallacies, andalsoprovideabrief introduction tosome formal logic terms and categories. The James Madison CriticalThinking Course provides problem-solving in the context of mysterystoriesandgoesmoredeeply intobeginningformal logic.Completeallthreebooksovertwoyears;completeonebookperyearandbeginformallogiconeyear later; or skip theJamesMadison course andgodirectlyintoformallogicafterCriticalThinkingBook2.

FormalLogic

Cothran,Martin.TraditionalLogic.Louisville,KY:MemoriaPress,2000.TraditionalLogicI:AnIntroductiontoFormalLogic.BasicSet(studentbook,teacherkey,quizzes).$38.CompleteSet(studentbook,teacherkey,quizzes,instructionalDVDs).$75.

TraditionalLogicII:AdvancedFormalLogic.BasicSet(studentbook,teacherkey,quizzes).$38.CompleteSet(studentbook,teacherkey,quizzes,instructionalDVDs).$75.Astraightforwardcourse inbasic formal logic.Thestudentand teacherbooks are concise; the instructional DVDs are highly recommended.Goodformathematical/philosophical/scientificthinkerswhointendtodoa full two years of formal logic. The publisher also offers an onlineversion of the course. Memoria Press is a Christian publisher and asignificantnumberof theexamplesaredrawnfrombiblicalwritersandthe Church fathers. Not all students will need to complete Book II.Samplescanbeviewedatthepublisher’swebsite.

Hodge,Joelle,AaronLarsen,andShellyJohnson.TheDiscoveryofDeduction:

An Introduction to Formal Logic. Camp Hill, PA: Classical Academic Press,2009.StudentText.$26.95.Teacher’sEdition.$29.95.Aone-yearintroductiontoformallogic,wellsuitedtostudentswhodonotintendtogoontothesecondyearofstudy.Insteadof thecombinationofbrief textandDVDteaching found in theMemoriaPresscourse, this isamore developed text at a slightly more complex reading level. Mostexamples are drawn from the classics rather than fromChristian writers.Samplescanbeviewedatthepublisher’swebsite.

15

THELANGUAGEOFREASON:MATH

Mathematicsistheextensionofcommonsensebyothermeans.—JordanEllenberg,HowNottoBeWrong

SUBJECT:Mathematicsandalgebra,grades5–8TIMEREQUIRED:45to60minutesperday

During the logic stage, the study of math begins to move away from theelementary-level focus on arithmetic (understanding and carrying outmathematicaloperationssuchasadding,subtracting,dividing,multiplying,andso on) to awider understanding ofmathematics (how numbers and quantitiesand shapes relate to one another and explain the world). Arithmetic usesnumbers;mathematicsalsomakesuseofsymbolsandsignsandproofs.Algebra,trigonometry, and calculus are all branches ofmathematics; they depend, andbuild,onastrongunderstandingofarithmetic.Thebroaderfocusonmathematicsbecomespossiblebecausethechild’smind

ismaking the transition from themental imagemode (picturing objects to goalongwith numerical symbols) to the symbolic mode (using numerals alone).Until this transition is complete, the abstract operations demanded by pre-algebraandalgebraareimpossible.Aproblemsuchas9×2simplyrequiresyoutopicturetwosetsofnineobjects.Butaproblemsuchas–5x=–15requiresyoutodealwithsymbolsthathavenoeasilypicturedrealitybehindthem.IfIdon’tknowwhatx is,howcanIpictureit?Andwhatmental imagecanImakeofanegativenumber?This transition to the symbolic mode happens for most students sometime

betweengradesfiveandeight—butit’simpossibletolaydownastrictruleforexactlywhen.Themovefromconcrete toabstract thinkingdependsonmentalmaturity, which can’t be rushed. However, the better the student’s grasp ofarithmeticalconceptsandoperations,thesimplerthetransitionwillbe.

HOWTOPLANMIDDLE-GRADEMATH

Everythingwe said aboutmath approaches inChapter 6 also applies to logic-stagecurricula,sowewon’trepeatitallhere.Butifyouhaven’treadChapter6,go back now and review the distinction between procedural and conceptualmath. Like grammar-stage programs, logic-stage programs lean toward oneapproachortheother,andyou’llneedtocontinuetomakesurethatthestudenthastheopportunitytobothpracticeoperationsandunderstandconcepts.Likewise,reviewtheexplanationofthespiralversusthemasteryapproachto

mathematicsinstruction;thiscontinuestoapplytomiddle-gradeprograms.And although you may choose to make use of tutorials, online classes, or

otherhelpsasyourstudentnearsalgebra,ourChapter6exhortationtoimproveyourownmathematicalunderstandingstillholdstrue.Youdon’thavetomasterquadraticequationsalongwithyourstudent,butyoushouldat leastbeable tograspwhataquadraticequation is.Oneor twoof the self-education resourceslistedattheendofChapter6shouldstillbeonyourbedsidetable.Atthebeginningofthelogicstage,youshouldconcentrateonsolidifyingthe

student’sunderstandingof,andskillin,arithmeticaloperations.You’llbegintointroducemoreabstractconcepts:negativenumbers,percentages,probabilities,and decimals. Increase the time spent doingword problems andmove towardmore complex problems that require both logic and abstract mathematicalreasoning. Your curriculum should involve plenty of practice—and no use ofcalculators. Until the transition to the symbolicmode of thought is complete,studentsmustcontinuetocarryouttheirownmathoperations.Wesuggestthatyoualsodosomepractical,hands-onmathworkduringthese

years. The middle-grade student grows easily impatient with material thatdoesn’t seem to have any logical connection to real life, which is why theNationalCouncilofTeachersofMathematics suggests thatmiddle-grademathcurricula place “math in the context of students’ everyday lives . . . givingstudentshands-onactivities”*andreal-lifeproblemstosolve.Mostmathcurriculacanbefinishedinayearifyoudofourlessonsperweek

and set aside one extra day to do testing, consumer math, a real-life mathproblem,ormathgames.We’vesuggestedafewconsumermathandmathgamebooksattheendofthischapter.Real-lifeproblemsmightinclude

■figuringoutthefamily’sgrocerybudgetforaweek(oramonth),orfindingthebestbuysatthegrocerystore

■ figuring out expenses and profits for a kid-run home business—grasscutting,pettending,baby-sitting,baking

■balancingacheckbook(betternowthanincollege)■figuringoutthemonthlyandyearlyinterestonacredit-carddebt(ditto)■calculatingtheareaofaroom,awall,ortheentirehouseforwallpapering,carpeting,oranotherhomeproject

■figuringoutthecostofdrivingthecartoandfromaspecialevent■ figuring out howmuch a restaurantmealwould cost if itwere cooked athome

■calculatingthecostinworkhoursofmovietickets,concertpasses,orothertypesofentertainment

■alteringarecipesothatitservesadifferentnumberofpeople—forexample,reducing a six-person dish so that it will now serve two or (morecomplicated)rewritingafour-personrecipesothatitwillnowservenineoreleven

■workingouttheitineraryforafamilytrip,completewithroutes,timetables,andscheduledstops

Yourownfamilylifewillyieldplentyofadditionalproblems.Trytostayalertfor those times you use numbers,measurements, or calculations, and then askyourselfwhetherthisproblemiswithinthereachofyouryoungmathstudent.Inmostmathprograms,thereorientationtowardsymbolicmathematicsbegins

inearnestwithpre-algebra.It’snormalforastudenttobereadyforpre-algebraanytimebetweensixthandninthgrade.Asyoulookforwardtothehigh-schoolyears,rememberthatstudentsneedthreeyearsofhigh-schoolmath—algebraI,algebraII,andgeometry—inordertograduatefromhighschool,soninthgradeis the absolute latest that any student should take pre-algebra. (Even if pre-algebraistakeninninthgrade,youcan’tawardahigh-schoolcreditforit,sinceitisconsideredamiddle-gradecourse.)Manycollegesprefertoseefouryearsofmathematics,sobeginningpre-algebranolaterthaneighthgradekeepsoneyearof high school open for pre-calculus or trigonometry. STEM-oriented students

(thosefocusinginonscience,technology,engineering,andmathematics)shouldtake pre-algebra no later than seventh grade so that the twelfth-grade year isopenforanadvancedmathelective.Mastery of algebra has implications that go far beyond successful college

admissions.Algebra, evenat itsmostbasic level, requires the student toworkwith unknowns, which means that she cannot memorize set answers and fillthem in mechanically. Instead, she must analyze each problem, discover itscentral point, and then apply the knowledge she has already acquired to itssolution.Algebra, likelogic, teachesthemindtothinkstraight.Itdemandsnotonly the memorization of information, but also the ability to apply thatinformationinanumberofdifferentsituations.Thatishigher-orderthinking.Wecan’temphasizeenoughthathigher-orderthinkingrequiresmasteryofthe

lower-orderskills.Calculatorsareonlyacceptableoncethestudentiscompletelyfluentinarithmetic.Again,wedepartfromtheopinionoftheNationalCouncilofTeachersofMathematics,whichrecommendstheuseofcalculatorsbeginninginfourthgrade—astandard that inevitablyproducesseventhgraderswith littleintuitiveunderstandingofmathematics.The resources listed at the end of this chapter are divided into “Before

Algebra” (curricula that firm up arithmetical understanding, typically used forfifth and sixth grade) and “Algebra” (including pre-algebra, which introducesalgebraic concepts). Use the “Before Algebra” resources until your student isconfidentandworkingproblemswithease;then,introducepre-algebra.Ifafteragoodtwo-monthtrial,thestudentisfrustrated,tryswitchingprograms;ifthere’snoimprovementinsixweeksorso,gobacktothe“BeforeAlgebra”programsandgivethestudentanothersixmonthsorsotomature.It’snotalwayseasytotell when a student is ready to step forward into algebraic thinking, and youshould be willing to experiment without panicking that your child isn’tprogressing“fastenough.”

SuggestedSchedules

45–60minutesperday M,T,W,Th Mathlesson

60minutesormore F Real-lifemathprojectoractivity

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

BeforeAlgebra

Curriculalistedalphabetically.Note: If you’ve been using an elementary programwith success, stickwith ituntil at least the end of the fifth-grade year; notes about the transition to pre-algebraare foundbelow. Ifyou’re justbeginning tohomeschoolnow,see thedescriptionsbelowforguidanceaboutwheretostart.

MathMammothMathMammothisstronglymasteryoriented,andhighlyconceptualinapproach.Presentationissimple(onebookforeachlevel,containingboththeexplanationsand all of the problems to be worked); concepts are explained clearly and insmall steps; there are plenty of illustrations (although no manipulativesincluded);andyoucandownloadeachlevelforanextremelyaffordableprice.Theprogramisverystrongonconcepts,mentalmath,andproblemsolving.It

is muchweaker in practicing procedures, and very light on drill. In addition,there is practically no teacher guidance. The program is advertised as “self-teaching,” which it is absolutely not. There’s nothing wrong with theexplanations in the text,but ifyourchilddoesn’tunderstandon the first read-through,you’llhavetofigureouthowtore-presentthematerialonyourown.Continuetoaddmath-factdrillsasneededalongwithmorefrequentreviewof

conceptsthathavebeencoveredinthepast.Samplelessonsandmanyadditionalresources are available at the publisher’swebsite. The curriculum is availablebothasadownloadandonaCD.Eachlevelcontainstwobooks:Aforthefirst

semesterandBforthesecond.Whenyoupurchasethe“FullSet”youalsogetanswerkeys,additionalreview,andanInternet-linkedworksheetgenerator.Thedownloadforeachsetis$37.50;theCDsarepricedat$42.50.Studentswho are new to the program should take the placement test at the

publisher’swebsite.StudentswhohavebeenusingMathMammothwithsuccesscansimplycontinueattheirownpaceuntiltheGrade7bookiscomplete.Grade7 covers pre-algebra; most students should be able to transition into anotherAlgebraIprogramwithoutdifficulty.However,sincemostalgebraoptionsofferasystematicfour-yearprogram(pre-algebra,algebraI,geometry,andalgebraII),youmayalsochoose to stop theprogramafterGrade6 andbegin the algebrasequencewiththepre-algebrabookrelatedtothatseries.

MathMammothLightBlueSeriesGrade 5 full set. Arithmetical operations, place value, decimals, simpleequations,graphing,fractions,basicgeometry.Grade 6 full set. Arithmetical operations; decimal review; fraction review;statistics;ratiosandpercentages;primefactorization;firstintroductiontopre-algebraictopics.Grade7 fullset. Introduction toalgebra:basicconcepts,one-stepequations,negative numbers, linear equations, ratios and proportions, geometry,probability,statistics.

Math-U-See

Math-U-Seeisaconceptualprogram,masteryinapproach,basedonaseriesofteaching videos inwhich concepts are demonstrated usingmanipulatives. It issuited to parents who are intimidated by the idea of teaching math, and tochildren who are very hands-on or visual in their learning styles. Themultisensoryapproachisparticularlygoodforstudentswhohavesomelevelofdyslexia. Supplement the program with additional drill as necessary (see the“Procedural”supplementslistedbelow).StudentswhoarealreadyusingMath-U-Seeshouldcontinueon through the

remaining books of the Elementary Curriculum (they are, in order, Alpha(single-digit addition and subtraction), Beta (multiple-digit addition andsubtraction),Gamma (multiplication),Delta (division),Epsilon (fractions), andZeta (decimalsandpercentages).Studentsnew to theprogramshould take theplacementtestprovidedonthepublisher’swebsite.

TheElementaryCurriculum is followedbyMath-U-See’s algebra sequence.Students who finish Zeta and are not ready for pre-algebra should considermovingsidewaysintooneoftheother“BeforeAlgebra”programslisted.Each level includes a Student Pack (workbook and test booklet) and an

InstructionPack(InstructionManualandDVD).Gamma(multiplication).InstructionPack.$44.StudentPack.$30.

Delta(division).InstructionPack.$44.StudentPack.$30.

Epsilon(fractions).InstructionPack.$45.StudentPack.$30.FractionOverlays.$40.

Zeta(decimalsandpercentages).InstructionPack.$45.StudentPack.$30.

Algebra/DecimalInserts.$20.

RightStartMathematicsRight Start Math, a hands-on program based on Montessori principles, isprimarily conceptual but also provides extensive procedural practice. It leanstowardthespiralapproachandiswelldesignedforstudentswhostrugglewithfinemotorskills.Studentsnewtotheprogramshouldtaketheplacementtestonthepublisher’s

website. First-time users should purchase the “starter kit,” which includesmanipulatives; students who have been using the program in earlier gradessimplyneedtheindividualmanualsandworksheets.AllstudentsshouldhavetheLevelGStarterKit,whichcontainstoolsnotpreviouslyused.The elementary program is divided into levels, not grades. Currently, the

programgoesdirectlyfromLevelE(whichcanbefinishedinfifthgradeorevenas early as fourth grade) to Level G, a quite advanced geometry/pre-algebracourse that is equivalent to the seventh-grade levelofferedbyotherprograms.Except formathematically precocious students,wewould recommendmovingsideways from Level E into one of the other Before Algebra programs

recommended.The publisher is currently planning a Level F to serve as a bridge between

Levels E and G, but as of this writing Level F is not available. Check thepublisher’swebsiteforupdatesandsamplelessons.LevelEStarterKit.$215.OrLevelELessons($70)andLevelEWorksheets($20).LevelGStarterKit.$150.

SaxonMathSaxonMathisaproceduralandheavilyspiralprogram.Somestudentswillfinditdryanduninspiring,whileothersneedthecarefulstep-by-stepinstruction,theconcrete examples, and the repetition. The Home Study Kits contain studentworkbooks and a teacher’s manual. Saxon contains more drill than manystudentsneed,soyoushouldfeelfreetoassigneveryotherproblemortailortheprogramtoyourchild’sneedsinsomeotherway.Afterthirdgrade,Saxonisorganizedby“skilllevel”ratherthan“gradelevel.”

Thefirstmiddle-gradelevel,Math5/4,canbetakenineitherthefourth-orfifth-gradeyearandisfollowedby6/5,7/6,8/7(anoptionalyear),andthenAlgebra1/2 (pre-algebra), which can be started right after 7/6 unless students needadditionalworkandpractice.Placementtestsareavailableatthepublisher’swebsite,underthe“Resources”

linkforSaxonMathHomeschool.WestronglysuggestsupplementingSaxonwithKhanAcademyoranotherof

theconceptualresourceslistedbelow.SaxonHomeschoolMathematics.Boston:HoughtonMifflinHarcourt.SaxonMath5/4HomeschoolCompleteKit,3rded.$96.85.SaxonMath6/5HomeschoolCompleteKit,3rded.$96.85.SaxonMath7/6HomeschoolCompleteKit,4thed.$107.75.SaxonMath8/7HomeschoolCompleteKit,3rded.$107.75.This is the transitional book for students who aren’t ready to begin pre-algebra. Ifyourstudentgoes throughMath7/6withoutunusualdifficulty,skipMath8/7andgostraightintoAlgebra1/2oranotheralgebrasequence

SingaporePrimaryMathSingapore Math is highly conceptual; its focus is on teaching mathematicalthinking from the very beginning and “mental math” puzzles are assigned as

soon as children learn to count. Each PrimaryMath semester for grades K–6consistsofonecoursebookandoneworkbook.Singaporeisnotasfact-orientedasSaxonorMath-U-See,anditlackstheproceduralinstructionfoundinRightStart;thecoursebooksandworkbooksalonedonotprovideenoughpractice,soinvestintheadditionalresourcestheprogramoffers,suchastheExtraPracticebooks.BesuretoaddtheChallengingWordProblemsintoyourfifth-andsixth-gradeyears.StudentswhocompleteLevel6shouldbepreparedforpre-algebra,butifan

extrayearofmaturityisneeded,considergoingsidewaysintooneoftheotherrecommendedprograms.

SingaporeMath,U.S.edition.$12.50foreach textbook,$11.20foreachworkbook,$17.50foreachHomeInstructorGuide.TheprogramcanbeorderedfromSingaporeMath,Inc.(theU.S.distributor,not theprogrampublisher)or fromahome-school supplier.TheU.S.editionusesAmericanweightsandmoney.PrimaryMathUS5ATextbook.PrimaryMathUS5AWorkbook.PrimaryMathUS5AHomeInstructor’sGuide.PrimaryMathUS5BTextbook.PrimaryMathUS5BWorkbook.PrimaryMathUS5BHomeInstructor’sGuide.PrimaryMathUS6ATextbook.PrimaryMathUS6AWorkbook.PrimaryMathUS6AHomeInstructor’sGuide.PrimaryMathUS6BTextbook.PrimaryMathUS6BWorkbook.PrimaryMathUS6BHomeInstructor’sGuide.ExtraPracticeforPrimaryMathUSEdition5.$11.50.ExtraPracticeforPrimaryMathUSEdition6.$11.50.Challenging Word Problems for Primary Mathematics Common CoreEdition5.$12.80.Challenging Word Problems for Primary Mathematics Common CoreEdition6.$12.80.

Algebra

Curriculalistedalphabetically.Note: There are many programs available to home educators; explore morealgebraoptionsandreaduserreviewsatwww.welltrainedmind.com.

ArtofProblemSolvingTheArt of Problem Solvingmath program is a highly conceptual, discovery-oriented program. Designed (in the publisher’s words) for “outstanding mathstudents,”itisprobablybestsuitedtostudentswhoflourishedwiththeapproachtakenbySingaporeandMathMammoth.Ratherthanlearningconceptsandthenpracticingskillstoreinforcethem,studentsarechallengedtosolveproblemsinorder to find their way to mastery; puzzlement is an important part of theprogram.Studentsworktheirwaythroughsetsofproblemsthatslowlyincreaseindifficultyinordertouncoveraconcept,andarethengivenanexplanationoftheconceptitselfafterward.Thiswillsuitstudentswhoenjoyachallengeandwhoprefertofindtheirway

independently,butfrustrate thosewhoneeda littlemorespecificguidanceandleadingfromateacher.Forthosewhoselearningstylesuitstheprogram,AOPScanleadtohighachievement.Diagnostic tests and samples are available at thepublisher’swebsite; online

classesusingthebooks,andonlineversionsofthetexts,arealsooffered.Foradditionaladvancedtexts,seeChapter28.ArtofProblemSolvingmathematicscurriculum.Alpine,CA:AOPSPress.Prealgebra.RichardRusczyk,DavidPatrick,andRaviBoppana.Textandsolutions,$54.IntroductiontoAlgebra.RichardRusczyk.Textandsolutions,$59.AcompleteAlgebraIcoursewithsomeAlgebraIImaterialincluded.IntroductiontoGeometry.RichardRuscyzk.Textandsolutions,$57.

Math-U-See

In the upper levels, Math-U-See continues on with the workbook/video/manipulative combination previously used (see above). The algebra sequencefollows the standard progression of pre-algebra, first-year algebra, geometry,second-yearalgebra,andtrigonometry.

EachUniversalSet includesallmanipulativesaswell as instructionalDVD,solutionmanual,studentworkbook,andtests.StudentswhohaveusedpreviouslevelsofMath-U-SeemayalreadyhavethemanipulativesandcansimplyordertheBaseSetforpre-algebraandalgebraIfor$90.Placement tests, online samples, andmoreorderingoptions canbe found at

thepublisher’swebsite.Math-U-See.Lancaster,PA:Math-U-See,Inc.Pre-AlgebraUniversalSet($169)orBaseSet($90).AlgebraIUniversalSet($169)orBaseSet($90).GeometryUniversalSet($92).

Saxon

Theupper levelsofSaxoncontinuewith thesamecarefulproceduralapproachas the elementary and middle grades (see above). Placement tests can bedownloadedfromthepublisher’swebsite.Supplementwithconceptualresourcesasnecessary.PreviouseditionsofSaxonmathhad“integratedgeometry”;ratherthanbeing

divided into the traditional American sequence of algebra I, geometry, andalgebraII, thethreebooks(AlgebraI,AlgebraII,andAdvancedMathematics)spreadalgebraicandgeometric topicsoutover threeyears.ThecurrenteditionfollowsthestandardAmericanpatterninstead.Ifyouareusinganolderversion,beawarethatallgeometrytopicswillnotbecovereduntil theendof thethirdyear,whichmay affect testing results (sincemostAmerican standardized testsassumeallgeometryhasbeencoveredinthesecondyear).SaxonHomeschoolMathematics.Boston:HoughtonMifflinHarcourt.SaxonAlgebra1/2KitwithSolutionsManual,3rded.$120.60.Pre-algebra.

SaxonAlgebraIHomeschoolKitwithSolutionsManual,3rded.$129.20.SaxonHomeschoolGeometryKitwithSolutionsManual,1sted.$135.80.

VideoText

Developed by mathematics teacher Tom Clark, VideoText takes a differentapproachtoalgebra.Thefirstcourse,Algebra:ACompleteCourse,coverspre-algebra, algebra I, and algebra II in a single course that stretches over 176

lessons (and can take up to three years to complete), while Geometry: AComplete Course is 176 lessons covering geometry, trigonometry, and pre-calculus.Sincethegeometrycoursefollowsthealgebracourse,studentswillnotcomplete geometry topics normally taught after algebra I until later years ofstudy; this is a perfectly reasonable strategy, but may affect test results(particularlySATscores)forstudentswhobeginthesequencelate.VideoText,recommendedbythedeveloperofRightStartasagoodfollow-up

to theRightStart elementarycourse, ismastery-oriented (not spiral)andnicelyblends conceptual teaching with procedural practice. Students watch a DVDlesson, pausingwhen instructed to answer questions or complete assignments,andthenworkthroughpracticeproblems.Theprogramisparticularlywellsuitedtostudentswhoarereadytobeginpre-

algebrarelativelyearly,givingthemagoodchancetogetthroughbothcoursesbeforeSATtestingbegins.Studentswhodonotwish togoon to trigonometrymaywanttosubstituteaseparategeometrycourse.Scope and sequence and further explanationsof themethod are available at

thepublisher’swebsite. Instructionalmaterials includeDVDs,workbook,printversion of DVD instruction, solutions manual, progress tests, and instructor’sguides; the publisher also offers an online version of the programwith variedpricingdependingonthenumberofstudentstakingpart.Algebra:ACompleteCourse.AlgebraModulesA-B-C.$279.AlgebraModulesD-E-F.$279.Geometry:ACompleteCoursewithTrigonometry.$529.

OnlineMathOptionsPre-algebra is often the point at which parents decide to outsource mathinstruction.Thereareanumberofgood,live,interactivealgebraclassesofferedonline.Webaddresses,teachers,andmaterialsoftenchange;foracontinuouslyupdatedlistofrecommendedclasses,visitwww.welltrainedmind.com.

Real-LifeMath

Checkbook Math: Detailed Exercises for Learning to Manage a Checkbook.Scottsdale,AZ:RemediaPublications,2010.$7.99.OrderfromRemediaPublications.Studentslearntowritechecks,keep

aregister,andbalanceacheckbook.

MathontheMenu.Berkeley,CA:GEMS,1999.$20.OrderfromtheLawrenceHallofScienceMuseumStore.DevelopedbyteachersJaineKoppandDeniseDavila,this144-pagemathunitwillleadyouthrough a real-life math scenario: the Rosada family is opening and thenexpanding their Mexican restaurant, and they need help pricing the menu,combiningingredients,analyzingcosts,openingasecondlocation,andmore.

Menu Math: Market Math and Extra Price Lists. Scottsdale, AZ: RemediaPublications,2009.$17.99.Order fromRemedia Publications.A colorful grocery price list andreal-lifemathproblemsforstudentstosolve:comparingpricesandquantities,usingcoupons,andmore.

MoneywiseKids.AnnArbor,MI:Aristoplay,1994.$12.OrderfromTalicor.Twogamesthatrequirekidssevenanduptobudgetanddisposeofahypotheticalpaycheck.

Stanmark,Jean,etal.FamilyMath.Berkeley,CA:Equals,1996.$19.95.Orderfromabookstore,RainbowResourceCenter,ortheLawrenceHallofScienceMuseumStore.PublishedbytheFamilyMathprogramattheLawrenceHallofScience,thisseriesisdesignedforusebytheentirefamily(K–6 especially). It contains hands-onmath activities, games, and referencecharts.Agoodguidetoreal-lifemathproblems.

Thompson,Virginia, et al.FamilyMath: TheMiddle School Years, AlgebraicReasoningandNumberSense.Berkeley,CA:Equals,1998.$20.95. Order from a bookstore or from the Lawrence Hall of ScienceMuseumStore.ThesequeltoFamilyMath, thisbookprovidesmorefamily-orientedmathactivities,includingsomethatreinforcealgebraskills.

ConceptualMathSupplements

ArborAlgebraseries.Anengagingnarrative approach to algebraic skills,withplentyof examplesandaccompanyingworkbooks.OrderfromArborAlgebra.

Samplesareavailableon thepublisher’swebsite.Additional titlesdealingwithmoreadvancedtopicsarelistedinChapter28.Rollman,Linus.JoustingArmadillos&OtherEquations:An IntroductiontoAlgebra.Studenttextandworkbook.$25.Answerbookandtests.$35.

Gardner,Martin.Martin Gardner, mathematician and magician, created science and mathpuzzles for Scientific American, the New York Times, and NPR. AlthoughmuchofGardner’sworkisbetterusedwithhigh-schoolstudents,aselectionof his puzzles has been reprinted by Dover Press for younger thinkers; anentertainingwaytoencouragelogic-stagestudentstoexercisethose“higher-level”thinkingskills.ClassicBrainteasers(1995).EntertainingMathematicalPuzzles(1986).MyBestMathematicalandLogicPuzzles(2013).PerplexingPuzzlesandTantalizingTeasers(1988).

Hands-OnEquations.Allentown,PA:BorensonandAssociates.Hands-OnEquationsisasupplementalproblem-solvingmethod,excellentforintroducing younger students to algebraic thinking. Manipulatives andactivities make abstract math concepts clear for visual and kinestheticlearners, who are taught to make models of how equations work. An appversionisalsoavailable(seewelltrainedmind.com).Additionalbuyingoptionsareavailableatthepublisher’swebsite.Hands-OnEquationsDeluxeHomeSet.$69.95.Instructor’s manual, verbal problems workbook, manipulatives,worksheets,andDVD.Canbepurchasedseparatelyaswell.

KhanAcademy.Founded by Salman Khan as a nonprofit educational organization, KhanAcademy offers “microlectures” in all elementary mathematical concepts,along with online exercises and practice problems. Use to learn or reviewspecific topics, or design a personalized instructional plan. Highlyrecommendedasasupplementtoanymathprogram.

www.khanacademy.org.

MathematicsEnhancementProgram.A British version of a mathematics program developed in Hungary, MEPoffersfreeonlinepracticesheets,answers,andsometeacherhelps,alongwithnumber lines and number and shape cards.When followed sequentially, thelessons are spiral in approach. Download at the Centre for Innovation inMathematicsTeaching.www.cimt.plymouth.ac.uk.

ProceduralMathSupplements

Developmental Math: A Self-Teaching Program. Halesite, NY: MathematicsProgramsAssociates.Eachleveloffersaworkbook($10),teacher’sguide($4),andsolutionmanual($15).Afulldescriptionofthetwentylevelsintheprogramandaplacementtestisavailableonthepublisher’swebsite.Lotsofextrapracticeproblemsforelementary math operations; useful to review past concepts while using amasteryprogram,or todevelopmoremasterywhileusinga spiralprogram.BestorderedfromRainbowResourceCenter.Level9.Division:ConceptsandFacts.Level10.HundredsandThree-UnitNumbers.Level11.Three-UnitNumbers:MultiplicationandDivisionSkills.Level12.ThousandsandLargeNumbers:ConceptsandSkills.Level13.Decimals,Fractions,andtheMetricSystem:ConceptsandBasicSkills.Level14.Fractions:ConceptsandSkills.Level15.Fractions:AdvancedSkills.Level16.SpecialTopics:Ratio,Percent,GraphsandMore.Level17.Algebra1:SignedNumbers.Level18.Algebra2:Equations.Level19.Geometry1:FoundationsofGeometry.Level20.Geometry2:Two-DimensionalFigures.

*DebraViadero,“MathTextsAreMultiplying,”EducationWeekontheWeb,May8,1996,www.edweek.org.

16

RECOGNIZINGTHEPATTERNS:SCIENCE

Scienceisorganizedknowledge.—HerbertSpencer

SUBJECT:Science:biology,astronomyandearthscience,chemistry,physicsTIMEREQUIRED:3hoursperweek—90minutesperday,twodaysperweek—plusadditionaltimeworkingonindependentexperimentation

Inlogic-stagescience,thestudentbeginstomakeconnections.Grammar-stage science was a time of discovery. The youngest students

explored the world around them, dipping into life science and astronomy,physicsandchemistry,andcollectinginterestingbitsofinformation.Duringthelogic stage, the budding scientist digs deeper and finds out how those bits ofinformationareconnected.The first grader learned about animals; the fifth graderwill learn about the

cells that make up the animal’s body, how they function, how they keep theanimalalive.Thesecondgradermemorized theconstellations; thesixthgraderwill learnhowandwhy stars arebornanddie.The thirdgrader experimentedwith food coloring and water; the seventh grader will study the atoms andmoleculesthatmakeupwateritself,theirconstruction,andtherulesthatgoverntheirmovement.Thefourthgraderdidexperimentswithweightsandplanes;theeighthgraderwilllearnaboutthelawsofmotionandtheprinciplesofgravity.Elementary students discovered facts; middle-grade students will begin to

grasp the scientific concepts that link those facts together. They’ll start to seepatterns. “To do science,” ecologist Robert MacArthur once observed, “is tosearch for repeatedpatterns,not simply toaccumulate facts.”During the logicstage,yourchildwillactuallybegintodoscience.

YOURGOALS

Yourfocusingrades5–8shouldbeonscientificconcepts:notjusthowbutwhythe world works as it does. And whenever possible, the logic-stage studentshouldnotjustlearnaboutconcepts,butreinforcethatknowledgewithhands-onwork:experiments,demonstrations,andprojects.Think of the concepts that you’ll teach in themiddle grades as falling into

threecategories.The first category: scientific principles. Scientific principles are statements

(thestudent’slogicstudyshouldhelphimrecognizethese)abouthowtheworldworks. Scientific principles hold true when they are demonstrated in the realworld or tested through experimentation. Principles can simply express howsomethingworks:“Livingorganismsgrowandreproducethroughcelldivision.”(ThestudentcanwatchcellsdividingonYouTube: that’sademonstration.)Orprinciplesmay be stated as laws:Newton’s ThirdLaw ofMotion, “For everyactionthereisanequalandoppositereaction,”isascientificlaw.(Themiddle-gradestudentcantestthisoutbystandingupinrollerskatesandthrowingaball—theactionofthrowingproducesthereactionofrollingbackward.)The secondcategory: scientificdescriptions.When you describe a chemical

reactionfrombeginningtoend,outlinethelifecycleofasalmon,investigatethestepsofavolcaniceruption,orreadaboutthebirth,life,anddeathofastar,youaremakinguseof scientificdescription:achronologicalnarrative layingout aseriesoforderlystepsthatoccuragain,andagain,andagain.Whenyoudescribethe rings of Saturn, the parts of a tuber plant, or the features of theMarianasTrench,youarealsomakinguseofscientificdescription.Thethirdcategory:scientificclassifications.Theperiodictable,thetaxonomic

categories, the grouping of planets into types (metallic, rocky, gaseous, fluid),thecategorizationofstarsasredgiants,bluegiants,reddwarfs,yellowdwarfs,browndwarfs,binarystars—alloftheseareexamplesofscientificclassification.Payingattentiontothesethreecategorieswillhelpyougiveyourlogic-stage

student a thorough grounding in the concepts of science and the patterns that

bringordertoourknowledgeoftheworld.

WhichSubjectstoStudy,andWhen

Asinthegrammarstage,you’llwanttocoverthefivemajorscientificfields—biology/natural science, astronomy, earth science, chemistry, and physics—possiblyaddingtechnologyasasixthfield.And,as in thegrammarstage,youcandivideyourstudiesbyyear:

Fifthgrade Biology Animal kingdom (18weeks)

Human body (10weeks)

Plant kingdom (8weeks)

Sixthgrade Earthscienceandastronomy Earth science (18weeks)

Astronomy (18weeks)

Seventhgrade Chemistry Concepts inchemistry

(36weeks)

Eighthgrade Physics Concepts in physics(36weeks)

OR

Physicsandtechnology Concepts in physics(18weeks)

Technology andengineering (18weeks)

Thisschemehastwoadvantages:first,theconceptsinbiologyandearthsciencetendtobealittlesimplerforyoungerstudentstograspthanthoseinastronomy,chemistry,andphysics,sothemoreabstractprinciplesareencounteredwhenthestudent is more mature; second, the student who is simultaneously studyinghistory in the orderwe recommend inChapter 17will encountermany of theinnovatorsineachfieldinhistoryaswellasscience.However,youcanalsochooseoneofthefollowingpatternsofstudy:

Fifthgrade Thebasicsciences Earth science (8weeks)

ofnature Astronomy (8weeks)

Animal kingdom (8weeks)

Human body (8weeks)

Plant kingdom (4weeks)

Sixthgrade Lookingbelow Basicchemistry(12weeks)

thesurfaces Basic physics (12weeks)

Technology andengineering

(12weeks)

Seventhgrade Repeat fifth grade topics:reviewandgodeeper

Eighthgrade Repeat sixth grade topics:reviewandgodeeper

OR

Fifthgrade Allsciences Earth science (5weeks)

Astronomy(5weeks)Animal kingdom (6weeks)

Human body (5weeks)

Plant kingdom (5weeks)

Chemicalreactions(5weeks)

Physics(5weeks)Sixthgrade SametopicswithmoredepthSeventhgrade SametopicswithmoredepthEighthgrade Sametopicswithmoredepth

(Seethe“HowtoTeachScientificConcepts”section,below,forsuggestionsonhowtoadvanceindepthanddifficultyeachyear.)Wewarnedyou in thegrammarstageagainstattemptinga“comprehensive”

studyofanyfieldofscience.Thiswouldn’tbepossibleeveninhighschool(orcollege,forthatmatter);scientificdiscoveryhurtlesforwardwhilestudentspicktheirwaycarefullythroughnewmaterial.Sowe’llrepeatthewarning:Middle-grade students have more maturity and better reading and writing skills thanelementarystudents,buttheystillcan’tbestuffedwithanexhaustiveknowledgeofscience.Yourgoalisnottocoveralloftheimportantconceptsinscience,buttobegintotrainthestudenttodoscience.

HowtoTeachScientificConcepts:GeneralMethods

Asin thegrammarstage,you’llwant touseascience“spine”ofsomekindtoorganizeyourwork.IntheResourcesattheendofthischapter,we’vesuggestedsomepossiblespinesthatcanserveasyourbasicsciencetext(s),aswellassomefully developed curricula for parentswhoprefer not to plan their own sciencestudy.Inordertoplanoutyouryear,decidehowmanyweeksyou’lldevotetoeach

fieldofscienceandhowmanypagesofyoursciencespineyou’llcoverduringthoseweeks.Then,wesuggestthatyouonceagainusethenotebookmethodtoorganizeyourstudy.Makefourdivisionsinthenotebook:

DefinitionsScientificPrinciplesScientificClassificationsScientificDescriptions

Using the sciencenotebook,nomatterwhat textsorcurriculayouchoose,hasthree benefits. First: the student is practicing beginning note-taking, learninghow to distill information down into shorter forms and write it down forreference.(SeeChapter18foranexplanationofhowthissortofwritingfitsintotheoveralllogic-stagewritingprogram.)Second:thestudentislearningtokeepneat and careful records, an important skill for any developing scientist. Andthird:thenotebookwillbecomeareferenceguideforhimashemovesintomorecomplexscience.

Definitions

Use the first sectionof thenotebook to collect thebasic facts that the studentshould be able to remember—the facts that he’s probably already met in thegrammarstage,butnowneedstobeabletokeepinmind.Wheneverthestudentrunsintoatermandanexplanationofthatterm,heshouldwriteitdownintheDefinitionssectionofthenotebook.Thishelpsthestudentcreateareferencelistofimportantinformation,butalso

forces him to winnow out the most important information rather than simplywritingeverythingdown(avital logic-stageskill).Adefinitiongenerally takestheformnoun,linkingverb,descriptivephrase.Forexample,ifthestudentreadsthefollowingtext:

Aroundthesun.Thesun’sgravityholds in thralladiverseassortmentofcelestial objects, as well as the eight planets, with their own families ofrings andmoons. The solar system comprises billions of pieces of rockyandicydebris.The planets all orbit the Sun in the same direction, and in almost the

same flat plane. Closest to the Sun’s heat are four small, rocky worlds:Mercury,Venus,Earth,andMars.Inthechillyfartherreachesofthesolarsystemliethegiantplanets:Jupiter,Saturn,Uranus,andNeptune.Theyarecomposedmostlyofsubstancesmorevolatilethanrock,suchashydrogen,helium,methane,andwater.Theasteroids,mostofwhichresidebetweenMarsandJupiter,arelumpsofrockydebrisleftover

fromthebirthoftheplanets.Theedgeoftheplanetarysystemismarkedbyicychunks—cometsandtheKuiperbeltobjects—thathavesurvivedfromtheearliestdaysofthesolarsystem.*

heshouldwritedownintheDefinitionssection

asteroids:lumpsofrockydebrisleftoverfromthebirthoftheplanets

Theotherinformationinthepassageisinteresting,butthisistheonlydefinition.

ScientificPrinciples

Every time the student encounters a scientific principle in his encyclopedia,book, or curriculum, he should write it down and place it in the ScientificPrinciplessectionofthenotebook.

A principle explains how the world works. A principle may be a simplestatement,arule,oralaw.Inbiology,principleswouldincludeMendel’srulesofinheritance and (for middle-grade students) the principle that DNA transfersinformation from generation to generation. (A more precise understanding ofwhatDNAdoeswillcomelater.).Inearthscience,“thecontinentsdrift”canbeconsidered a principle; in astronomy, Kepler’s laws of planetary motion; inchemistry, “atoms formmolecules by sharing their electrons”; in physics, theFirstLawofThermodynamics.Inthesectionsthatfollow,we’veprovidedafewmoreexamplesfromeachfieldofscience.(Keepinmindthattechnologyisaslightlydifferentkindofstudy:technology

is the application of scientific principles to real-world situations, so it doesn’tproducenewprinciples.Ifyouchoosetospendsometimestudyingtechnology,thestudentwillbereviewingprinciplesfromotherfieldsofscience.)Then,askthestudenttotakepartinsomekindofexperiment,demonstration,

oractiveillustrationoftheprinciple.Technically, an “experiment” happens when you come up with a question

(“Howdoestemperatureaffectthegrowthofcrystals?”),dosomeresearchtogetahintofwhattheanswermightbe,comeupwithapossibleanswer(“Crystalsgrow faster in colder temperatures”), and test the answer throughexperimentation (growing crystals in solutions at three different temperatures,with all other variables accounted for). The results of the experiment canconfirmordenythehypothesis—ortheycanbeinconclusive,whichmeansyouhavetoredotheexperiment(possiblyinadifferentway).Someprinciplesarewithinreachofactualexperimentationformiddle-grade

students: “Photosynthesis converts the sun’s energy to food and energy forplants”canbethebasisofanexperimentwheresomeradishsproutsareplacedin sunlight, others in the dark, and their vigor is then measured. Butexperimentation is only oneway to do science.Many principles—particularlythe foundational laws in physics and chemistry—are way out of the reach ofevenadvancedstudents.(Yourseventhgraderisnotgoingtobeabletomeasurethe bend of starlight as it passes the sun; it took Einstein’s colleagues over adecadetoobservethisafterheproposedit.)Instead,studentscandrawdiagrams,buildmodels,orwatchvideodemonstrations(bothliveandanimated).Yourgoalissimplytogettheprincipleoffthepageandintotherealworld.IntheResourcesattheendofthischapter,we’velistedanumberofhands-on

kits, experiment books, and projects to help. But you can also find numeroussimple demonstrations and experiments online, simply by searching. For

example, if you search for “Newton” + “second law of motion” +“demonstration,”you’llfindseveralYouTubedemonstrations,anillustrationofNewton’sCradle,andanumberofactivities(onewithayo-yo,severalmakinguseofmarblesandballbearings,andonewithadartgun).Once the student has done the experiment, watched the demonstration, or

carriedouttheproject,heshouldwriteabriefsummaryoftheactivityandputitinthenotebookwiththestatementoftheprincipleitself.He’sbeenpreparedforthisbythegrammar-stagescienceassignmentofkeeping“projectpages”andthegrammar-stage writing assignment of composing summaries. Fifth-gradestudents should write three or four sentences; sixth grade students, twoparagraphs;seventh-andeighth-gradestudents,halfapageormore.Iftheactivityisanactualexperiment,thiswrittensummaryshouldresemblea

lab report.Real lab reports are ahigh-school level assignment,but logic-stagestudents need training in careful and orderly record keeping. In theResourcessection,we’vesuggestedafewbasicguidestoexperimentationandlabreports;usethemforreferenceasneeded.Generally,themiddle-schoollabreportshouldbeaneatlywrittenpagewiththefollowing:

1.WhatquestionamItryingtoanswer?(statethequestion)2.Whatcouldtheanswerbe?(formahypothesis)3.HowwillItestthisanswer?

a. Materialsusedb. Stepsoftheexperiment

4.WhatresultsdidIget?5.DoesthisagreewiththeanswerIthoughtIwouldget?Ifnot,whatanswershouldIgiveinstead?

ScientificDescription

As the student works through his science spine, he’ll encounter descriptions:physical descriptionsof objects in nature (theparts of a cell, the layers of theearth, the structure of an atom) andnarrative descriptions of natural processes(thefissionofanatom,thejourneyofatreefromseedtosapling,theorbitofaplanet).Wheneverheencountersoneofthesedescriptions,heshouldsummarizeit briefly in his own words, write it down, and place it in the ScientificDescriptionsectionofhisnotebook.Forexample,astudentdoinglifesciencemightcomeacrossthisdescription

ofaninvertebratefamily:

The word cephalopod means “head-feet” in Greek, which reflects theiranatomy.Theirsizeisrecordedbythelengthoftheirbodycavity,calledamantle,whichsitsbehindthehead.Theirlargebrainsandadvancedsensesmakethemsociablecreaturesabletocommunicatewithoneanother—theysometimesevenshoalwithfishforcompany.Cephalopodscanchangethecolourandpatternoftheirbodiestocamouflagethemselvesorward

off predators. They have sucker-like tentacles, andmove by taking inwater and shooting it out tomoveforwardbyjetpropulsion.Cephalopodsproduceinkand,whenthreatened,theyreleaseaninkycloud toconfusepredators.Somecanproduceaghost-likecloudasimilarsize,shapeandcolour totheirownbody,whichactsasadecoyandgivesthecephalopodachancetoescape.†

Hewouldthenwriteasummary,resemblingthisone:

Cephalopodshaveabodycavity,themantle,thatsitsbehindthehead.Theyhave largebrains and tentacleswith suckers.Theycanchange their colorand pattern for camouflage. They move by jet propulsion, and they canreleaseinkandcloudstoprotectthemselvesfrompredators.

Thisisaphysicaldescriptionofanobjectinnature.Whiledoingearthscience,hemightcomeacrossthisdescriptionofanatural

process:

In1960,Hessproposeda radical idea.Hesuggested that theoceanfloorsmove like conveyor belts, carrying the continents along with them. Thismovementbeginsatthemid-oceanridge.Themid-oceanridgeformsalongacrackintheoceaniccrust.Atthemid-oceanridge,moltenmaterialrisesfromthemantleanderupts.Themoltenmaterialthenspreadsout,pushingolderrocktobothsidesoftheridge.Asthemoltenmaterialcools,itformsastripofsolidrockinthecenterof theridge.Thenmoremoltenmaterialflows into the crack.Thismaterial splits apart the stripof solid rock thatformedbefore,pushingitaside.Hesscalledtheprocessthatcontinuallyaddsnewmaterial totheoceanfloorsea-floorspreading.

He realized that the sea floor spreads apart alongboth sidesof themid-ocean ridgeasnewcrust isadded.‡

Hecouldsummarizethisintwoorthreesentences:

Sea-floor spreading happens when molten material rises up out of the

mantlethroughtheoceanfloor,spreadsout,cools,andformsastripofsolidrock.Thenmoremoltenmaterialrisesout,splitsthatstrip,andcools.Thisaddsnewcrusttotheoceanfloor.

The student can always add sketches to the descriptions tomake themclearer(coloredpencilsarefun!).

ScientificClassification

Finally, whenever the student encounters an explanation of a scientificclassification,heshouldnoteitdownandplaceitintheScientificClassificationsectionofhisnotebook.Classificationhappenswhenevernaturalprocessesorobjectsareplaced into

categories.Forexample,whiledoingchemistry, thestudentmightcomeacrossthisparagraph:

Theworldofchemicalscanbedividedbroadlyintoorganicandinorganiccompounds. The name organic compound intuitively feels soft, likesomething you might find growing in the garden. Indeed, many organiccompounds are closely associatedwith life. On the other hand inorganiccompound sounds gritty, like a rock, and in fact rocks generally areinorganic. But this hard-versus-soft definition doesn’t really work out—therearejusttoomanyexceptions.Sohow,exactly,isthedivisionbetweenorganicandinorganicdefined?§

Itisn’tnecessaryforthestudenttowritedowneverydetailofthediscussionthatfollows;hejustneedstonote:

Chemicals

Organic Inorganic

and place this in the notebook. As he comes across additional categories anddivisions,hecanaddthistohischart,orredrawittoshowthenewgroups.

Note: It’s important not to get bogged down in trying to write down everydefinition, principle, description, and classification. You are not attempting togivethestudentathoroughgroundingineachscientificfield;high-schoolstudy

willbemuchmoretechnical,systematic,andadvanced.Instead,youaretrainingthe student to keepgood records; the student is practicing his note-taking andwritingskill;andheisbeginningtograspthelargerpatternsofscience.Logic-stagescienceshouldbemorechallenging,andmoreorganized, thangrammar-stagescience,butitshouldstillbeenjoyable—nottedious.Usethesebasicrulesofthumb:

Fifth-gradestudentsshouldmakeatleasttwotothreeentriesinthesciencenotebookeachweek.

Sixth-gradestudentsshouldmakethreetofourentriesperweek.Seventh-andeighth-gradestudentsshouldmakefivetosevenentriesperweek.

HOWTODOLIFESCIENCE:ANIMALS,HUMANBEINGS,ANDPLANTS

Useaselectionof the recommendedspines in theResourcesat theendof thischapterandsupplementwiththeexperimentandprojectkitsandbookslisted,orsearchonlineforactivitiesanddemonstrations.

Lookoutforthesescientificprinciples:

Mendel’srulesofinheritance(dominantandrecessivecharacteristics)DNA’stransferofinformationfromgenerationtogenerationNaturalselectionThefoodchain

Trytoincludethesedescriptionsoverthecourseofyourstudy:

PartsandstructureofacellPartsofaflower(receptacle,petals,sepals,nectaries,stamens,pistil)Majorhumanbodysystems(couldincludeskin,skeletalsystem,muscularsystem,digestivesystem,respiratorysystem,circulatorysystem,urinarysystem,reproductivesystem,endocrinesystem,andnervoussystem)

Majorbones(cranium,mandible,clavicle,scapula,ribcage,ulna,radius,pelvis,carpus,femur,patella,fibula,tibia)

Componentsofbloodandwhateachdoes(redbloodcellscarryoxygen,white

bloodcellsfightdisease,plateletsstopbleeding)Basicstructureandfunctionofgenes

Importantcategoriesofclassification:

Animalkingdom:phylumandclass(seeChapter8,pages00)Plantkingdom:phylumandclassTypesofcompoundleaves(palmate,trifoliate,ternate,pinnate,bipinnate)Typesofroots(taproot,fibrousroot,adventitiousroot,aerialroot,proproot)

HOWTODOEARTHSCIENCEANDASTRONOMY

Useaselectionof the recommendedspines in theResourcesat theendof thischapterandsupplementwiththeexperimentandprojectkitsandbookslisted,orsearchonlineforactivitiesanddemonstrations.

Lookoutforthesescientificprinciples:

Heliocentrictheory(Copernicus)Kepler’slawsofplanetarymotionContinentaldriftExpansionoftheuniverseThespeedoflight

Trytoincludethesedescriptionsoverthecourseofyourstudy:

Solarsystem(planets,intheproperorder)Partsandlayersoftheearth,fromcoretocrustPlatesoftheearth(NorthAmerican,Cocos,Caribbean,SouthAmerican,Nazca,African,Eurasian,Indo-Australian,Pacific)

Layersoftheearth’satmosphereMajorconstellationsBirth,life,anddeathofastarPhasesofthemoonTidesThe“BigBang”

Importantcategoriesofclassification:

TypesofcloudsTypesofrocks/mineralsTypesofstarsandtheircharacteristics(redgiants,whitedwarfs,variablestars,supernovas,pulsars,binarystars,blackholes,neutronstars,etc.)

ClassificationofgalaxiesClassesofplanets

HOWTODOCHEMISTRY

Useaselectionof the recommendedspines in theResourcesat theendof thischapterandsupplementwiththeexperimentandprojectkitsandbookslisted,orsearchonlineforactivitiesanddemonstrations.

Lookoutforthesescientificprinciples:

Formationofmoleculesfromatoms(howtheyshare/exchangeelectrons)Boyle’slaw

Trytoincludethesedescriptionsoverthecourseofyourstudy:

Partsandstructureofanatom:electron,proton,neutron,nucleusStructureofmajormoleculesFissionofanatom

Importantcategoriesofclassification:

PeriodictableofelementsOrganic/inorganicThreestatesofmatter

HOWTODOPHYSICS

Useaselectionof the recommendedspines in theResourcesat theendof thischapterandsupplementwiththeexperimentandprojectkitsandbookslisted,or

searchonlineforactivitiesanddemonstrations.

Lookoutforthesescientificprinciples:

Archimedes’principleNewton’sthreelawsofmotionNewton’slawofgravitationLawsofthermodynamicsLawofconservationofenergy

Trytoincludethesedescriptionsoverthecourseofyourstudy:

ColorsofthespectrumoflightDirectcurrentandalternatingcurrentMass,force,andweightSoundwaves

Importantcategoriesofclassification:

TypesofenergyTypesofheatflow(conduction,convection,radiation)

HOWTODOTECHNOLOGY

Useaselectionof the recommendedspines in theResourcesat theendof thischapterandsupplementwiththeexperimentandprojectkitsandbookslisted,orsearchonlineforactivitiesanddemonstrations.Since technology is the application of scientific principles to real-world

problems,pursueitinaslightlydifferentmannerthantheotherscientificfields.Ifyoudecidetospendsometimeontechnology,createaseparatedivisioninthenotebook labeled “Technology.” For each technological project, answer thefollowingtwoquestions,writingthreeorfoursentencesforeach:

Whatproblemorneeddoesthisinvention/project/machinesolveoraddress?WhatscientificprinciplesamIputtingtouse?

Placethewrittenanswersinthenotebook.Youmayalsoaddasketchorphotoof

thefinishedproject.

SUGGESTEDSCHEDULES

SampleYearlySchedules

Considerusingoneoftheschedulessuggestedbelow:

Grade Topic(s) NotebookEntries

Fifthgrade3timesperweekAnimalkingdom(20weeks)Humanbody(10weeks)Plantkingdom(6weeks)

2–3entriesperweek;distributeamongdefinitions,principles,descriptions,andnotesonclassification

Sixthgrade3timesperweek

Astronomy(18weeks)Earthscience(18weeks)

3–4entriesperweek;distributeasabove

Seventhgrade3timesperweek

ChemistryORPhysics(18weeks)Technology(18weeks)

Forchemistryorphysics,5–7entries,distributeasabove.Fortechnology,trytocompleteatleast7projects,withapageforeach

Eighthgrade3timesperweek

ChemistryORPhysics(18weeks)Technology(18weeks)

Forchemistryorphysics,5–7entriesperweek;distributeasabove.Fortechnology,trytocompleteatleast7projects,withapageforeach

Grade Topic(s) NotebookEntries

FifthgradeAnimalkingdom(12weeks)Humanbody(6weeks)Plantkingdom(4weeks)

2–3entriesperweek;distributeamongdefinitions,principles,

3timesperweek Earthscience(14weeks) descriptions,andnotesonclassification

Sixthgrade3timesperweek

Astronomy(10weeks)Chemistry(10weeks)Physics(10weeks)Technology(6weeks)

3–4entriesperweek;distributeasabove.Fortechnology,trytocomplete2–3projects,withapageforeach

Seventhgrade3timesperweek

Animalkingdom(12weeks)Humanbody(6weeks)Plantkingdom(4weeks)Earthscience(14weeks)

5–7entriesperweek;distributeasabove

Eighthgrade3timesperweek

Astronomy(10weeks)Chemistry(10weeks)Physics(10weeks)Technology(6weeks)

5–7entriesperweek;distributeasabove.Fortechnology,trytocomplete3–4projects,withapageforeach

Grade Topic(s)

Fifthgrade3timesperweek

Earthscience(5weeks)Astronomy(5weeks)Animalkingdom(6weeks)

2–3entriesperweek;distributeamongdefinitions,

Sixthgrade3timesperweek

Humanbody(5weeks)Plantkingdom(5weeks)Chemicalreactions(5weeks)Physics(5weeks)Sametopicsatgreaterdepth

principles,descriptions,andnotesonclassification3–4entriesperweek;distributeasabove

Seventhandeighthgrades3timesperweek

Sametopicsatgreaterdepth 5–7entriesperweek;distributeasabove

AboutWeeklySchedulingIn themiddle grades, allowyour science spine to dictate yourwork eachday.Read; as definitions, principles, descriptions, and classification are addressed,makenotebookentries;stopaftereachprincipletoreinforcewithanexperimentor demonstration; do experiments and projects in the text according to thestudent’sinterest.

Be guided by the student’s interest; allow reading, projects, andasking/answeringquestionstoflowintoadditionaldaysasneeded.Sometopicswill lend themselves to additional reading, experimentation, and activities;others, to more involved projects that take multiple days to complete. Sometopicscanbecoveredinasingleday’swork;othersmayextendoveraweekormore.Remember:Asinthegrammarstage,thegoalistopracticedoingscienceand

tocultivateenthusiasm,nottocoveracertainamountofmaterialeachyear!

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.Reference materials for all four logic-stage years are listed first. For each

field of science, options for central “spines” are listed first, followed bysupplemental resources for experiments and demonstrations, and then optionsforfullcurricula.

ReferenceMaterialsforAllFourYears

BlisterMicroscope.Minneapolis,MN:GeneralScienceServiceCo.$65.OrderfromBlisterMicroscope.Thisaffordablemicroscopecanbeusedwithregularslidesorwiththecustom-fittedBlisterSlides,whichhaveasmalldepressionfortheeasyviewingofinsectsandsmallorganismsinliquid.Onehundredslidescomewiththemicroscope($57.50withoutslidesincluded).

BrockMagiscope.Maitland,FL:BrockOptical,Inc.$179andup.OrderfromBrock.Ifyouwantbetteropticsthanthoseprovidedbythe$65microscopeabove,useaBrockMagiscope—tough,reliable,easy

touse,goodmagnification.

Dinwiddie,Robert,etal.Science:TheDefinitiveVisualGuide.NewYork:DKChildren,2011.$24.99.Anillustratedencyclopediawrittenonasixth-toeighth-gradelevel.

Kramer,StephenP.HowtoThinkLikeaScientist:AnsweringQuestionsbytheScientificMethod,illus.FeliciaBond.NewYork:HarperCollins,1987.$16.89.Areadablestory-basedintroductiontothescientificmethod;aimedatgrades5and6.

Lemke,DonaldB. Investigating the ScientificMethodwithMaxAxiom, SuperScientist,illus.TodG.Smith.NorthMankato,MN:CapstonePress,2008.$8.10. Part of the Graphic Science series, this is designed for middle-school/junior-highstudents.Thegraphicnovelformatisexcellentforsloworreluctantreaders.

Taylor, Charles. The Kingfisher Science Encyclopedia, 3rd ed. New York:Kingfisher,2011.$34.99.Writtenonafifth-toseventh-gradelevel.

Woodford,Chris,andSteveParker.Science:AVisualEncyclopedia.NewYork:DKChildren/Smithsonian,2014.$29.99.Nicelyillustrated,writtenonafourth-tosixth-gradelevel.

Yomtov, Nel. How to Write a Lab Report. Ann Arbor, MI: Cherry LakePublishing,2014.$12.79.A late elementary-/earlymiddle-school guide toproducinggood labreports;highly recommendedasaclearandsimplemanualeven forslightlyolderstudents(whomayneedtoignorethecartoonmice).

LifeScience:Animals,HumanBeings,andPlants

BasicTexts(“Spines”)

Choosefromamongthefollowing.

Alderton, David. The Encyclopedia of Animals. New York: Chartwell Books,2013.$19.99.Gorgeousphotographsanddetailedtext.

Broom,Jenny.Animalium,illus.KatieScott.Somerville,MA:BigPicturePress,2014.$35. Part of the Welcome to the Museum series, this guide to the animalkingdom has clear text and gorgeous pen-and-ink illustrations. Engaging,excellentforfifth-andsixth-gradestudy.Supplementwithplantkingdomandhumanbodyspines.

CPOLifeScience.Nashua,NH:CPOScience,2007.This one-year life science course is a nicely produced, well-written textdesignedforschools;itismoreexpensivethantheotheroptions(asclassroommaterials tend tobe)but includesanimalandplantkingdomsaswell as thehumanbody.PurchasefromthepublisherorfromSchoolSpecialty.CPO Science Middle School Life Science Student Book Set (includesStudentTextandInvestigationsManualwithlabactivities).$72.95.CPOScienceMiddle School Life Science Teacher’sGuide. Lesson plans,review questions, and teaching suggestions; helpful but not necessary.$129.95.

Macaulay, David. The Way We Work: Getting to Know the Amazing HumanBody.Boston:HMHBooksforYoungReaders,2008.$35.This carefully illustrated book inDavidMacaulay’s distinctive style isthorough,readable,andfascinating.Fromthecelllevelupthroughthebody’smajorsystems.

McHenry, Ellen Johnston. Botany in 8 Lessons. Ellen McHenry’s BasementWorkshop,2013.$32.95.Afull(andinteresting)botanycurriculum,plusactivities,inonebook.Studentandteacherpagesbothincluded.

Prentice Hall Science Explorer: Life Science. Needham, MA: Prentice HallSchoolDivision.The basics of cells and heredity, as well as a survey of living things frombacteria all the way up to human beings. A full one-year life science text,

developed for classroomsbut useful for home educators.Good illustrations,clear text.The twomost recenteditionsare2005and2009;bothareuseful,but if you buy the accompanyingworkbook,make sure it is from the sameyear as the text. Order from Amazon, textbook.com, or another textbooksupplier.Thenewcopiesarepricedliketextbooks(whichmeans:ridiculouslyexpensive), but you can find lightly used and even new copies from onlinebooksellersforlessthanathirdofthecoverprice.Studentedition,$95.51coverpricebutavailablefor$29anduponline.GuidedReadingandStudyWorkbook,$10coverprice.Usefulreviewandstudyworksheetsbutnotessential.

Rothman, Julia, and John Niekrasz.Nature Anatomy: The Curious Parts andPiecesoftheNaturalWorld.NorthAdams,MA:StoreyPublishing,2015.$16.95.A fun visual guide to the plant kingdomwith some attention to theanimalkingdomaswell.Goodforafifth-tosixth-gradetourofplants;you’llwanttosupplementfortheanimalkingdomandhumanbody.

Spilsbury,Louise,andRichardSpilsbury.TheLifeofPlantsseries,2nded.NewYork:Heinemann,2008.Thisheavilyillustratedseriesprovidesasimpleandengagingintroductiontothe plant kingdom and the individual features of different plant families.Suggestedactivitiesincluded.$7.99each.PlantClassification.PlantParts.PlantGrowth.

SupplementaryResources:LifeSciencesAnimalKingdom

Arnold,Nick.TheHorribleScienceseries.NewYork:Scholastic,2014.This fun, insightful, kid-friendly series combines tongue-in-cheek text andcartoon illustrations with clear explanations and doable experiments. Somepaperbacksareoutofprintbutallareavailableasebooks(andsecondhand).NastyNature.UglyBugs.

Basic Animal Dissection Kit. Burlington, NC: Carolina Biological Supply

Company.$22.95.OrderfromCarolinaBiologicalSupply.

Burnie,David.Eyewitness:Bird.NewYork:DorlingKindersley,2008.$16.99.Agoodresourcetohaveonhandforthestudyofbirds.

CarolinaBioLab:Pig.Burlington,NC:CarolinaBiologicalSupplyCompany.$87.50. Purchase from Carolina Biological Supply. A “virtual dissection”softwareprogramthatallowsstudents to investigateanatomy,observeheart,muscle, and kidney function, and more. Actual fetal pigs and dissectionmanualscanalsobefoundattheCarolinawebsite.

Gilpin,Daniel.TheAnimalKingdomClassificationseries.NewYork:CompassPointBooks,2006.These lavishly illustrated books cover the physical characteristics, habitats,andhabitsofdifferentanimalfamilies.Thefocusonclassificationisidealforlogic-stage science, and the series covers unusual animals often ignored inotherguides.$29.99eachbutshouldbeatyourlocallibrary.Lobsters,Crabs,andOtherCrustaceans.Nematodes,Leeches,andOtherWorms.Snails,Shellfish,andOtherMollusks.Sponges,Jellyfish,andOtherSimpleAnimals.Starfish,Urchins,andOtherEchinoderms.

GraphicScienceseries.NewYork:CapstonePress.$8.10 each. Engaging and intelligent graphic novels, ideal for slow orreluctantreaders.Biskup, Agnieszka. Decoding Genes with Max Axiom, Super Scientist.2010.________. A Journey into Adaptation with Max Axiom, Super Scientist.2007.________. The Surprising World of Bacteria with Max Axiom, SuperScientist.2010.________.UnderstandingViruseswithMaxAxiom,SuperScientist.2010.Keyser,AmberJ.TheBasicsofCellLifewithMaxAxiom,SuperScientist.2009.

O’Donnell, Liam.Understanding Photosynthesis withMax Axiom, SuperScientist.2007.________.TheWorldofPhotosynthesiswithMaxAxiom,SuperScientist.2007.

Kneidel,SallyStenhouse.CreepyCrawliesandtheScientificMethod:OverOneHundred Hands-On Science Experiments for Children, 2nd ed. Golden, CO:FulcrumPublications,2015.$24.95.Showsparents how to teach the five steps of the scientificmethod:question,hypothesis,methods,result,andconclusion.

OwlPelletDissectionKit.$4.99.OrderfromDiscoverThis.

Parker, Steve, and Dave King. Eyewitness: Mammal. New York: DorlingKindersley,2004.$16.99. Another good reference book to have on hand for the study ofmammals.

________.Eyewitness:Seashore.NewYork:DorlingKindersley,2004.$16.99.Agoodreferencebooktohaveonhandforthestudyofsaltwaterfishandamphibians.

Parker, Steve, and Philip Dowell. Eyewitness: Pond and River. New York:DorlingKindersley,2011.$16.99. A good reference book to have on hand for the study of fish,amphibians,andreptiles.

Peterson, Roger Tory, et al. Birds (Peterson Field Guide Color-InBooks).Boston:HoughtonMifflinHarcourt,2013.$8.95. This coloring book, based on the Peterson’s Field Guide series,containsdetaileddrawingswithinformationabouteachspecimen.

________.Butterflies(PetersonFieldGuideColor-InBooks).Boston:HoughtonMifflinHarcourt,2013.$8.95. This coloring book, based on the Peterson’s Field Guide series,containsdetaileddrawingswithinformationabouteachspecimen.

________. Reptiles and Amphibians (Peterson Field Guide Color-In Books).Boston:HoughtonMifflinHarcourt,2011.$8.95. This coloring book, based on the Peterson’s Field Guide series,containsdetaileddrawingswithinformationabouteachspecimen.

VanCleave, Janice.A+ Projects in Biology:Winning Experiments for ScienceFairsandExtraCredit.NewYork:Jossey-Bass,2003.$14.95.Includesexperimentsinbothanimalandplantscience.

________.BiologyforEveryKid.NewYork:Wiley,1990.$16.

HumanBeingsArnold,Nick.TheHorribleScienceseries.NewYork:Scholastic,2014.This fun, insightful, kid-friendly series combines tongue-in-cheek text andcartoon illustrations with clear explanations and doable experiments. Somepaperbacksareoutofprintbutallareavailableasebooks(andsecondhand).Blood,Bones,andBodyBits.BodyOwner’sHandbook.BulgingBrains.DeadlyDiseases.DisgustingDigestion.MicroscopicMonsters.

Cumbaa,Stephen.TheBonesBookandSkeleton,illus.KimLaFave.NewYork:WorkmanPublishing,2006.$19.95. Assemble a twelve-inch, twenty-five-piece plastic skeleton withmovingjoints.

FingerprintKit.Plymouth,MI:SlinkyScience.$9.88.OrderfromAreYouGame.

Genetics&DNA.Portsmouth,RI:Thames&Kosmos.$36.95.OrderfromThames&Kosmos.Experimentkitwithmanual; isolateplant DNA, build a model of the double-stranded helix, chart inheritedcharacteristics,andmore.

Matt,Margaret,etal.HumanAnatomyColoringBook.NewYork:Dover,1982.$4.99.Detailed,scientificallyaccuratedrawingsofbodyorgansandsystems,withchartslistingnamesofbodyparts.

OpticalScienceExperimentKit.Portsmouth,RI:Thames&Kosmos.$34.95.OrderfromThames&Kosmos.Experimentwithlight,lenses,opticalillusions,andotherphenomenarelatedtosight.

ScienceinaNutshellseries.Nashua,NH:DeltaEducation.$45each.OrderfromDeltaEducation.Thesekitsprovideacompletescienceexperimentandactivitycenter;considergoinginwithafriend,sincethekitsprovidematerialfortwoorthreestudents.BodyBasics.Kitincludesmaterialsforanoverviewofthehumanbody,alongwithanactivityguideandstudentjournal.

TheHumanMachine.Kitincludesmaterialsforthestudyofbones,muscles,andjoints,alongwithanactivityguideandstudentjournal.

APeekInsideYou.Respiration,digestion,andcirculation.

Smell,Taste,andTouch.Thesenses.

VisionandHearing.Experimentsbasedonillusionsinsightandsound.

Stark, Fred. Gray’s Anatomy: A Fact-Filled Coloring Book. Philadelphia:RunningPress,2011.$12.95.Thissimplifiedblack-lineversionofGray’sAnatomyismoredifficultandmoreinterestingthantheDovercoloringbooklistedabove.

TheVisualDictionaryoftheHumanBody.NewYork:DorlingKindersley,1991.$18.99. Big clear drawings, exploded views, cutaways and sections, alllabeledwithproperLatinnames.Abeautifulbook.

PlantKingdomArbel,Ilil.MedicinalPlantsColoringBook.NewYork:Dover,1993.

$4.99.

Bernath,Stefen.HerbsColoringBook.NewYork:Dover,1977.$3.99.

BotanicalDiscoveries:ScienceFairKit.ChagrinFalls,OH:DuneCraft.$24.99.OrderfromDiscoverThisorHomeScienceTools.Growunusualandoddplants.

Burnie,David.Eyewitness:Plant.NewYork:DorlingKindersley,2011.$16.99. A good resource to keep on hand during the study of the plantkingdom.

CarnivorousCreationsTerrariumKit.ChagrinFalls,OH:DuneCraft.$24.99.OrderfromDiscoverThisorHomeScienceTools.

GraphicScienceseries.NewYork:CapstonePress.$8.10 each. Engaging and intelligent graphic novels, ideal for slow orreluctantreaders.O’Donnell, Liam.Understanding Photosynthesis withMax Axiom, SuperScientist.2007.

Peterson, Roger Tory, et al. Wildflowers (Peterson Field Guide Color-InBooks).Boston:HoughtonMifflinHarcourt,2013.$8.95.Order fromRainbowResourceCenter. This coloring book, based onthePeterson’sFieldGuideseries,containsdetaileddrawingswithinformationabouteachspecimen.

FormalCurricula

Someparentsmayprefertouseadevelopedcurriculumratherthanfollowingtheexploratory methods described in this chapter. The following programs arecompatible with our approach, but consider supplementing with the sciencenotebooksuggestionsinthischapter.

ElementalScience.Wytheville,VA:ElementalScience,2014.Developed by a science-oriented home-schooling parent, the Elemental

Science series loosely follows our recommendations for hands-onexperimentationandsupplementaloutsidereading.Lessonplansandplentyofteachersupport.Viewsamplesatthepublisher’swebsite.Eachsetisonefullyearofstudy.BiologyfortheLogicStage.PrintedCombo(Teacher’sGuideandStudentGuide).$40.99.

ExperimentKit.$65.99.

Great Science Adventures, by Dinah Zike and Susan Simpson. Melrose, FL:CommonSensePress.Asstudentsprogressthroughthelessons,theycut,fold,draw,andgluepaperhandouts into mini-books and construct paper models. The program isdesignedforteachingstudentsofdifferentagestogether;eachlessonprovidesthree different projects on three different levels of difficulty. Logic-stagestudentsshouldaspire todo thesecondandthirdprojects ineach level.Theprogram iswellorganizedand interesting,but itmay frustrate students (andparents)whodon’t like to cut andpaste.Order fromCommonSensePress.Each book is $24, provides twenty-four lessons, and should take eight totwelveweekstocomplete.Supplementwithexperimentsandoutsidereading.Samplescanbeviewedatthepublisher’swebsite.DiscoveringtheHumanBodyandSenses(lifescience).TheWorldofInsectsandArachnids(lifescience).TheWorldofVertebrates(lifescience).TheWorldofPlants(lifescience).

R.E.A.L.ScienceOdyssey.MountDora,FL:PandiaPress.Developedforusebyhome-schoolingparentsandsmallclassrooms,R.E.A.L.Science emphasizes hands-on learning. Each written lesson is followed bylabs, activities, and research assignments. The writing of lab reports isemphasized. Each level is one full year of science. Student and instructorpages are bound together into the books; additional supplies are necessary.Samples and supply lists canbe viewed at the publisher’swebsite.Cheaperebookversionsarealsoavailable.Biology,LevelTwo.Biology2(studentbook).$132.Biology2TeacherGuide.$42.

EarthScienceandAstronomy

BasicTexts(“Spines”)

Choosefromamongthefollowing.

Allaby, Michael. National Geographic Visual Encyclopedia of Earth.Washington,DC:NationalGeographicChildren’sBooks,2008.$24.95.Illustratedguidetoearthscienceforgrades5and6.

CPOEarthScience.Nashua,NH:CPOScience,2007.This one-year earth science course is a nicely produced, well-written textdesignedforschools;itismoreexpensivethantheotheroptions(asclassroommaterials tend to be) but can be boughtmore cheaply fromonline textbookstores.PurchasefromthepublisherorfromSchoolSpecialty.CPOScienceMiddleSchoolEarthScienceStudentTextBook.$54.95.CPO ScienceMiddle School Earth Science InvestigationManual. Usefulreviewquestionsandactivitysuggestions.$18.95.

Dinwiddie, Robert, et al. Universe: The Definitive Visual Guide, rev. andupdateded.NewYork:DKPublishing,2012.$50.Adetailedandbeautifulguidetothecosmos,includingastaratlaswithall known constellations, a planetary chart, and hundreds of photographs.Developed incooperationwith theSmithsonian Institute.Seventhgradeandup.

________.Earth:TheDefinitiveVisualGuide,rev.andupdateded.NewYork:DKPublishing,2013.$50. A detailed and beautiful guide to our planet, including 3-D cutawayillustrationsofmanyoftheearth’sfeatures.DevelopedincooperationwiththeSmithsonianInstitute.Seventhgradeandup.

Space:AVisualEncyclopedia.NewYork:DKChildren,2010.$24.99. A guide to all space topics, from our solar system to the fartherreachesof theuniverse.Textona fifth- to sixth-grade level and spectacularNASAphotographs.

Space:TheUniverseasYou’veNeverSeenItBefore.NewYork:DKPublishing,2015.$24.99.DevelopedinassociationwiththeSmithsonianInstitute,thisisagoodtext for fifth and sixthgraders.Plentyofphotographs andagood surveyofastronomytopics.

SupplementaryResources:EarthScienceCrystalPROCrystalGrowing&CrystallographyKit.$29.95.OrderfromDiscoverThis.

GraphicScienceseries.NewYork:CapstonePress.$8.10 each. Engaging and intelligent graphic novels, ideal for slow orreluctantreaders.Krohn,Katherine.TheEarth-ShakingFacts about EarthquakeswithMaxAxiom,SuperScientist.2008.________. The Whirlwind World of Hurricanes with Max Axiom, SuperScientist.2010.Harbo,ChristopherL.TheExplosiveWorldofVolcanoeswithMaxAxiom,SuperScientist.2008.

IntroductoryEarthScienceCollection.$79.OrderfromRainbowResourceCenter.Seventy-fiverocksamples,alongwithastudyguideandequipmentfortestingproperties.

NationalGeographicEarthquakes&VolcanoesExperimentKit.$36.95.OrderfromThames&Kosmos.

ScienceinaNutshellseries.Nashua,NH:DeltaEducation.$45each.OrderfromDeltaEducation.Thesekitsprovideacompletescienceexperimentandactivitycenter;considergoinginwithafriend,sincethekitsprovidematerialfortwoorthreestudents.FossilFormations.Sixfossilsamples,sand,plasterofParis,andmodelingclay,alongwithanactivityguideandstudentjournal.

RockOrigins.Twenty-two rock and mineral samples and materials for investigating

theirproperties.

TOPS Learning System Activities (Earth & Space). Watsonville, CA: TOPSLearningSystems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedatthepublisher’swebsite.The Earth, Moon and Sun. $18. Observation-based activities anddemonstrations.RocksandMinerals.$18.Testandclassifytherocksinyourownbackyard.

VanCleave,Janice.EarthScienceforEveryKid.NewYork:JohnWiley,1991.$14.95.Onehundredandoneexperiments.

________.SpectacularScience:Mind-BogglingExperimentsYouCanTurnintoScienceFairProjectsseries.NewYork:JohnWiley.Theseexperimentsaremorecomplex(andinteresting)thanthoseintheEveryKidseries.Suitableforexhibition.RocksandMinerals.1996.$12.95.Volcanoes.1994.$16.Weather.1995.$16.

VanRose,Susanna.Eyewitness:Earth.NewYork:DorlingKindersley,2013.$16.99.Agoodreferenceworkforreportwriting.

WindPower 2.0:RenewableEnergyScienceKits. Portsmouth,RI:Thames&Kosmos.$49.95.OrderfromThames&Kosmos.

SupplementaryResources:AstronomyArnold,Nick.TheHorribleScienceseries.NewYork:Scholastic,2014.This fun, insightful, kid-friendly series combines tongue-in-cheek text andcartoon illustrations with clear explanations and doable experiments. Somepaperbacksareoutofprintbutallareavailableasebooks(andsecondhand).Space,StarsandSlimyAliens.

Lafontaine, Bruce. Exploring the Solar System Coloring Book. New York:Dover,1998.$4.99.OrderfromRainbowResourceCenter.

Lippincott, Kirsten. Eyewitness: Astronomy. New York: Dorling Kindersley,2013.$16.99.Wonderfulpictures.

Mars2020.Dexter,MI:Aristoplay.$30.Inthisfamilyboardgame,aracetoMarsteachesaboutspaceandspaceexploration.

ThePlanets:TheDefinitiveVisualGuide toOurSolarSystem.NewYork:DKPublishing,2014.$30.Forgoodreaders,adetailed,heavilyillustratedstudyofthesolarsystem.3-Dmodelsofthestructureofeachplanetandexcellenttexts.

Primer for the Beginning Astronomer/Astromax Introductory AstronomyBinocularKit.$5 for the five-lesson primer, $99 for the high-powered binocular/star chartkit.OrderfromAstromax.

Staal,JuliusD.TheNewPatternsintheSky:MythsandLegendsoftheStars.Granville,OH:McDonald&Woodward,1988.$27.95. For good readers, a complete guide to the myths behind theconstellationsfromanumberofdifferentcountries.

StyrofoamSolarSystemKit$23.99. Order from Rainbow Resource Center. Paint and construct astyrofoamballmodelofthesolarsystem.

TOPS Learning System Activities (Earth & Space). Watsonville, CA: TOPSLearningSystems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedatthepublisher’swebsite.PiintheSky.$18.DevelopedincooperationwithNASA;usepitomeasure

heavenlyobjects;investigateradianangles,visualacuity,andparallax.ThePlanetsandStars.$18.Constellations,measuringspace,andmore.Scale the Universe. $18. Distance and time over forty- plus orders ofmagnitude.

VanCleave,Janice.AstronomyforEveryKid.NewYork:Jossey-Bass,1991.$16.

________.ConstellationsforEveryKid.NewYork:Wiley,1997.$16.Straightforwardastronomyexperiments.

FormalCurricula

Someparentsmayprefertouseadevelopedcurriculumratherthanfollowingtheexploratory methods described in this chapter. The following programs arecompatible with our approach, but consider supplementing with the sciencenotebooksuggestionsinthischapter.

ElementalScience.Wytheville,VA:ElementalScience,2014.Developed by a science-oriented home-schooling parent, the ElementalScience series loosely follows our recommendations for hands-onexperimentationandsupplementaloutsidereading.Lessonplansandplentyofteachersupport.Viewsamplesatthepublisher’swebsite.Eachsetisonefullyearofstudy.EarthScience&AstronomyfortheLogicStage.PrintedCombo(Teacher’sGuideandStudentGuide).$40.99.ExperimentKit.$60.99.

Great Science Adventures, by Dinah Zike and Susan Simpson. Melrose, FL:CommonSensePress.Asstudentsprogressthroughthelessons,theycut,fold,draw,andgluepaperhandouts into mini-books and construct paper models. The program isdesignedforteachingstudentsofdifferentagestogether;eachlessonprovidesthree different projects on three different levels of difficulty. Logic-stagestudentsshouldaspire todo thesecondandthirdprojects ineach level.Theprogram iswellorganizedand interesting,but itmay frustrate students (andparents)whodon’t like to cut andpaste.Order fromCommonSensePress.

Each book is $24, provides twenty-four lessons, and should take eight totwelveweekstocomplete.Supplementwithexperimentsandoutsidereading.Samplescanbeviewedatthepublisher’swebsite.DiscoveringEarth’sLandformsandSurfaceFeatures(earthscience)DiscoveringtheOcean(earthscience)TheWorldofSpace(astronomy)

Chemistry

BasicTexts(“Spines”)/FormalCurricula

Although there aremany different chemistry books and kits aimed at youngerstudents, they tend to be scattershot in approach: experiment-centeredworkbooksoftendon’texplain theconcepts, andbeautifullypresentedconceptbooksusuallydon’t includeexperiments.Becauseof this,we suggest thatyouuseoneofthefollowingchemistrycurriculaasyour“spine.”Continuetomakeuse of the notebook system that we recommend, asking the student to writeaboutdefinitions,principles,descriptions(therewillbeonlyafewofthese),andclassification.Supplementwith theconceptandexperimentbooks listed in thenextsection.

CPOPhysicalScience.Nashua,NH:CPOScience,2007.Theentire firsthalfof thisone-yearcoursecoversbasicchemistry.Anicelyproduced, well-written text designed for schools; more expensive than theother options (as classroom materials tend to be) but can be bought morecheaplyfromonlinetextbookstores.YoucanalsopurchasefromthepublisherorfromSchoolSpecialty.Anexcellentchoiceifyoudon’tintendtospendtheentireyearonchemistry;inthesecondhalfoftheyear,youcouldalsousetheTOPSorMcHenryresourceslisted.CPO ScienceMiddle School Physical Science Student Book Set. $72.95.Student text plus investigation manual with useful review questions andactivitysuggestions.CPO ScienceMiddle School Physical Science Teacher’s Guide. $129.95.Answers, teaching suggestions, review, and other supporting material;helpfulbutnotatallessential.

ElementalScience.Wytheville,VA:ElementalScience,2014.Developed by a science-oriented home-schooling parent, the ElementalScience series loosely follows our recommendations for hands-onexperimentationandsupplementaloutsidereading.Lessonplansandplentyofteachersupport.Viewsamplesatthepublisher’swebsite.Eachsetisonefullyearofstudy.Appropriateanytimebetweengrades5and8.ChemistryfortheLogicStage.PrintedCombo(Teacher’sGuideandStudentGuide).$40.99.ExperimentKit.$65.99.

Keller, Rebecca W. Focus on Middle School Chemistry. Albuquerque, NM:GravitasPublications,2013.$67 for the Middle School Chemistry Book Bundle, which includes thestudent text, teacher’smanual, a labworkbook, and a downloadable lessonplan. Order from the publisher; samples are available at the publisher’swebsite. A one-year course; good coverage of essential chemistry conceptswithtenexperiments(you’llwanttosupplement).

McHenry, Ellen Johnston. Basement Workshop chemistry series. EllenMcHenry’sBasementWorkshop,2013.Youwillwanttosupplementthiscoursewithadditionalexperimentsfromthesupplemental resources listed in the next section. Order from the author’swebsiteorfromahome-schoolsupplycompany.The Elements: Ingredients of the Universe. $24.95 for book andaccompanying CD. This is an excellent introduction to chemistry thatcovers difficult topics in a clear and entertaining way with plenty ofactivitiesbuilt in.Teacher and studentpages areboth included.A samplecanbe read at the author’swebsite.Highly recommended as a first forayintochemistry;tenweeksofstudy.Carbon Chemistry: An Introduction to Organic Chemistry andBiochemistry for Ages 9–14. $24.95 for book and accompanying CD.Designed to follow The Elements, this twelve- to sixteen-week coursecoversa rangeof topics inorganicchemistry, includingpolymersand thestructureofDNA.

PrenticeHallScienceExplorer:PhysicalScience.Needham,MA:PrenticeHallSchoolDivision.

The first eight chapters of this twenty-two-chapter middle-school text dealwiththebasicsofchemistry.Well-presentedandclear,butonlyabouttwelveweeks of study; good for studentswho are studying chemistry for a shorterperiod.CouldbethebasisforafullyearofstudyifcombinedwiththeEllenMcHenryorselectedTOPSmaterials.OrderfromAmazon,textbook.com,oranother textbook supplier. The new copies are priced like textbooks (whichmeans: ridiculously expensive), butyoucan find lightlyusedandevennewcopiesfromonlinebooksellersforlessthanathirdofthecoverprice.Studentedition,$89.40coverpricebutavailablefor$29anduponline.Guided Reading and StudyWorkbook, $14.14 cover price.Useful reviewandstudyworksheetsbutnotessential.

TOPS Learning System Activities (Chemistry). Watsonville, CA: TOPSLearningSystems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedat thepublisher’swebsite.Doall fiveof thefollowinginorder;bestforseventhandeighthgrades;youwillwant tosupplement thiscoursewithadditional experiments from the supplemental resources listed in the nextsection.Orderfromthepublisher;ebookversionsavailableforless.Analysis.Forty-eight-pageintroductiontochemistrywithsixteenactivities.AnalysisStarterKit.$25.50.AllofthesuppliesandchemicalsneededtocompletetheexperimentsinAnalysis.Cohesion/Adhesion. $14. Twenty-four projects demonstrating cohesion,adhesion, surface tension, and capillary action. Uses common householdobjects.Oxidation. $12. Sixteen activities dealing with the reactions caused byoxygen.Commonhouseholdobjects.Oxidation Starter Kit. $30.50. Nothing unusual here (D batteries, steelwool,gardenlime,ceramicmagnet,etc.)butconvenienttohaveitallinoneplace.Solutions. $16. Twenty-eight experiments demonstrating suspensions,solutions, coagulation, chlorination, crystallization, concentration,saturation,andsolubility.SolutionsSupplies. $18.50.Sevennot-so-commonchemicals to roundoutthecommoningredientsusedintheexperiments.

KineticModel.$14.Solids,liquids,gases,andhowtheybehave.KineticModel StarterKit. $54.Common items assembled for you, alongwithgraduatedcylinders,testtubes,syringe,pipettes,andtubing.

SupplementaryResourcesArnold,Nick.TheHorribleScienceseries.NewYork:Scholastic,2014.This fun, insightful, kid-friendly series combines tongue-in-cheek text andcartoon illustrations with clear explanations and doable experiments. Somepaperbacksareoutofprintbutallareavailableasebooks(andsecondhand).ChemicalChaos.

CHEMC2000ChemistryKit,version2.Portsmouth,RI:Thames&Kosmos.$149.95.OrderfromThames&Kosmos.

ElementO.$34.95.OrderfromRainbowResourceCenter. In thisMonopoly-typegame,players collect elements and pay each other with proton and neutroncertificates.KeeptrackwiththePeriodicTableofElementsinthemiddleoftheboard.Agreatwaytomemorizethebasicpropertiesofchemistry.

Elementsseries.Danbury,CT:Grolier.Checkyour library;mostwill carrya fewof these titles.Thebookscontainclearanddetailedexplanationsoftheelements,soconsiderreadingthroughatleast a coupleof them.They are listedhere in theorder they appear on theperiodictable.HydrogenandtheNobleGases.SodiumandPotassium.CalciumandMagnesium.Iron,Chromium,andManganese.Copper,Silver,andGold.Zinc,Cadmium,andMercury.Aluminum.Carbon.Silicon.LeadandTin.

NitrogenandPhosphorus.Oxygen.Sulfur.Chlorine,Fluorine,Bromine,andIodine.UraniumandOtherRadioactiveElements.

GraphicScienceseries.NewYork:CapstonePress.$8.10 each. Engaging and intelligent graphic novels, ideal for slow orreluctantreaders.Biskup,Agnieszka.TheDynamicWorldofChemicalReactionswithMaxAxiom.2010.________.SuperCoolChemicalReactionswithMaxAxiom.2015.

Gray,Theodore.Elements: AVisual Exploration of EveryKnownAtom in theUniverse.NewYork:BlackDog&Leventhal,2012.$19.95.Double-pagespreadsonthefirstonehundredelementsintheperiodictable, with color photographs of the element accompanied by images andexplanations of the ways in which each element is used. Highlyrecommended.

________.Molecules: The Elements and the Architecture of Everything. NewYork:BlackDog&Leventhal,2014.$29.95. The follow-up volume to Elements: A Visual Exploration; howelementsmakeupmaterialsallovertheworld.

Newmark,Ann.Eyewitness:Chemistry.NewYork:DorlingKindersley,2005.$16.99.Agoodguidetothehistoryofchemistry.

PeriodicTableofElementsChartlet.$2.49.OrderfromRainbowResourceCenter.A17×22-inchreferencechartofthetableofelements.

Trombley,Linda,andThomasG.Cohn.MasteringthePeriodicTable:ExercisesontheElements.Portland,ME:J.WestonWalch,2000.$24.OrderfromJ.WestonWalchorfromRainbowResourceCenter.

VanCleave, Janice. Janice VanCleave’s Chemistry for Every Kid: 101 Easy

ExperimentsThatReallyWork.Boston:Jossey-Bass,1989.$14.95.

________.JaniceVanCleave’sA+Projects inChemistry:WinningExperimentsforScienceFairsandExtraCredit.NewYork:JohnWiley,1993.$14.95.Theseexperiments,slightlymorecomplexthanthoseintheEveryKidseries,aresuitableforexhibition.

________.Molecules:Mind-BogglingExperimentsYouCanTurn Into ScienceFairProjects.NewYork:JohnWiley,1995.$15.

Physics

BasicTexts(“Spines”)

Choosefromamongthefollowing.

PrenticeHallScienceExplorer:PhysicalScience.Needham,MA:PrenticeHallSchoolDivision.Thefinalfourteenchaptersofthistwenty-two-chaptermiddle-schooltextdealwiththebasicsofphysics.Well-presentedandclear,butnotquiteafullyearofstudyunlesssupplementedwithotherunits(suchastheTOPSunitslistedbelow.)OrderfromAmazon,textbook.com,oranothertextbooksupplier.Thenewcopiesarepriced like textbooks (whichmeans: ridiculouslyexpensive),butyoucanfindlightlyusedandevennewcopiesfromonlinebooksellersforlessthanathirdofthecoverprice.Youwillneedanumberofsupplies.Onlineversionsofsomeof the tools

areavailableatExploreLearning;seeourlinkatwww.welltrainedmind.com.Studentedition,$89.40coverpricebutavailablefor$29anduponline.Guided Reading and StudyWorkbook, $14.14 cover price.Useful reviewandstudyworksheetsbutnotessential.

Reynolds,Helen.CompletePhysicsforCambridgeSecondary1.Oxford:OxfordUniversityPress,2014.ThisU.K. course is ideal for advanced seventh- or eighth-grade students; agoodandsystematicgroundinginphysicsconcepts.Usuallyavailable in the

U.S.fromonlinebooksellers,but if itappearsoutofstockitcanbeorderedfromamazon.co.uk forU.S.delivery.The teacherpack is recommendedbutnotabsolutelyessential.Viewsamplesonlineatthepublisher’swebsite.StudentBook:ForCambridgeCheckpointandBeyond.$31.(£19.50)TeacherPack.$113.(£63.25)

TOPSLearningSystemActivities (Physics IandPhysics II).Watsonville,CA:TOPSLearningSystems.Developed by a science educator, TOPS lessons use simple materials andemphasizeinquiry,discovery,andexperimentation.Extensivesamplescanbeviewedat thepublisher’swebsite.The list belowprogresses from simple tomoredifficult;wesuggestdoingtheminorderandprogressingatthestudent’snatural pace through asmany as will fit into the year. Each softback bookcontains multiple activities, but you don’t need to do them all; once thestudent has grasped the concepts you can move to the next book. A goodhands-on grounding that prepares students for high-school physics; easilyadaptabletostudyrangingfromsixweekstoafullyear.Orderfromthepublisher;ebookversionsareavailableforless.Thestarter

kitscontainthesuppliesrequired;manyarecommonhouseholditems,butyoumayfinditmoreconvenienttohavethemallinoneplace;contentslistedatpublisher’swebsite.Individualtitlesmayalsobeusedtosupplementtheotherresourceslisted

inthissection.PerfectBalance.$18.Cutandfoldpaperbalancebeamsasanintroductiontomassandweight.DivingIntoPressureandBuoyancy.$7.50forPDFdownload.Electricity.$18.Introductiontocircuits.ElectricityStarterKit.$29.50.Magnetism. $18. Using magnets to build compasses, motors, and otherinventions.MagnetismStarterKit.$20.75.Pendulums(I). $18.Cycles,measurement, graphing data, ratios, all usingpendulums.FocusPocus.$18.Uselensestoexplorerefraction.Weighing. $13. Building a gram balance to explore mass vs. weight,restoringforces,andmore.

Balancing. $13. Exploring the mathematics of balance with mobiles andcantilevers.Light.$18.Uselensestoexaminetheparticleandwavenatureoflight.LightStarterKit.$31.50.Floating and Sinking. $14. Displacing volumes, densities, weight, andbuoyancy.Pressure. $17. Build systems that are airtight and watertight to explorepressure.Sound.$13.Amplitude,wavelength,pitch,frequency.Motion. $18.Mass, inertia, balanced and unbalanced forces, acceleration,actionandreaction.Machines.$13.Buildingsimplemachinestocalculateefficiencyandeffort.Pendulums (II). $13. Focus on length and amplitude. Requires algebraicskills.Heat.$14.Heatinsolids,influids,andinspace.Electricity (II). $18. Like and unlike charges, current flow, parallel andseriescircuits,andmuchmore.Electricity Supplies. $12.50. The fivemost hard-to-locate items required;highlyrecommended.Magnetism (II). $116. Twenty-eight activities exploring the nature ofmagnetism.

SupplementaryResourcesArnold,Nick.TheHorribleScienceseries.NewYork:Scholastic,2014.This fun, insightful, kid-friendly series combines tongue-in-cheek text andcartoon illustrations with clear explanations and doable experiments. Somepaperbacksareoutofprintbutallareavailableasebooks(andsecondhand).FatalForces.FrightfulFlight.KillerEnergy.ShockingElectricity.TerribleTime.

EyewitnessScienceseries.NewYork:DorlingKindersley.$16.99each.Checkyourlibraryforthesetitles.

Burnie,David.Light.2001.Challoner,Jack.Energy.2012.Gribbon,Mary,andJohnR.Gribbon.TimeandSpace.2000.Lafferty,Peter.ForceandMotion.1999.Parker,Steve.Electricity.2013.

GraphicScienceseries.NewYork:CapstonePress.$8.10 each. Engaging and intelligent graphic novels, ideal for slow orreluctantreaders.Biskup,Agnieszka.ThePowerfulWorldofEnergywithMaxAxiom,SuperScientist.2009.________.TheSolidTruthAboutStatesofMatterwithMaxAxiom,SuperScientist.2009.Gianopoulos,Andrea.TheAttractiveStoryofMagnetismwithMaxAxiom,SuperScientist.2008.O’Donnell, Liam. The Shocking World of Electricity with Max Axiom,SuperScientist.2007.Sohn,Emily.AdventuresinSoundwithMaxAxiom,SuperScientist.2007.________.ACrashCourse inForcesandMotionwithMaxAxiom,SuperScientist.2007.________. The Illuminating World of Light with Max Axiom, SuperScientist.2008.

Great Science Adventures, by Dinah Zike and Susan Simpson. Melrose, FL:CommonSensePress.Asstudentsprogressthroughthelessons,theycut,fold,draw,andgluepaperhandouts into mini-books and construct paper models. The program isdesignedforteachingstudentsofdifferentagestogether;eachlessonprovidesthree different projects on three different levels of difficulty. Logic-stagestudentsshouldaspire todo thesecondandthirdprojects ineach level.Theprogram iswellorganizedand interesting,but itmay frustrate students (andparents)whodon’t like to cut andpaste.Order fromCommonSensePress.Each book is $24, provides twenty-four lessons, and should take eight totwelveweekstocomplete.Samplescanbeviewedatthepublisher’swebsite.DiscoveringAtoms,Molecules,andMatter.TheWorldofLightandSound.

Gurstelle, William. Backyard Ballistics: Build Potato Cannons, Paper MatchRockets, Cincinnati Fire Kites, Tennis Ball Mortars, and More DynamiteDevices,2nded.Chicago:ChicagoReviewPress,2012.$16.95.

Horemis,Spyros.VisualIllusions.NewYork:Dover,1973.$3.95.Order fromRainbowResourceCenter.Youwon’t knowwhether thelines are straight or curved until you color them. Finished, the designs arespectacular.

Mercer,Bobby.JunkDrawerPhysics:50AwesomeExperimentsThatDon’tCostaThing.Chicago:ChicagoReviewPress,2014.$14.95.Agreatsupplementtoanyphysicsprogram;fiftyuniqueexperimentsthat don’t require specialized equipment. Covers force, energy,momentum,light,magnetism,andpressure.

PhysicsDiscovery.Portsmouth,RI:Thames&Kosmos.$31.95. Order from Thames & Kosmos. Build twelve different models toexploreforceandsimplemachines.

PhysicsPro.Portsmouth,RI:Thames&Kosmos.$99.95. Order from Thames & Kosmos. Hands-on exploration of moreadvanced topics in physics: fluid dynamics, energy, oscillation, hydraulics,pneumatics.

PhysicsSolarWorkshop.Portsmouth,RI:Thames&Kosmos.$69.95. Order from Thames & Kosmos. Thirty experiments and twelvemodel-building projects using solar cells and transforming this power intoenergy.

PhysicsWorkshop.Portsmouth,RI:Thames&Kosmos.$54.95.OrderfromThames&Kosmos.Buildthirty-sixmodelsandconductexperimentswiththemtoexploremechanicalphysics:basicforces,centripetalforce,andmore.

Sato,Koichi.OpticalIllusionsColoringBook.NewYork:Dover,1994.$3.99.OrderfromRainbowResourceCenter.Mind-bendingpicturestocolor.Eighth-gradelevel.

ScienceinaNutshellseries.Nashua,NH:DeltaEducation.$45each.OrderfromDeltaEducation.Thesekitsprovideacompletescienceexperimentandactivitycenter,designed forgrades2 to6.Consider sharingthe cost with a neighbor, since the kits provide materials for two or threestudents.BubbleScience.Variablesaffectingthesize,shape,color,anddurabilityofbubbles.

ChargeIt!StaticElectricity.Positiveandnegativecharges,staticelectricity.

CleverLevers.Buildawheelbarrow,balanceascale,liftweights,andmore.

ElectricalConnections.Simpleandcomplexcircuits,current,batteries.

EnergyandMotion.Storedenergy,motion;weights,marbles,andramps.

Flight!GliderstoJets.Build designs for parachutes, gliders, propeller and jet craft; teachesprinciplesofairpressureandNewton’sthirdlawofmotion.

GearsatWork.Gearsystemsandinteraction.

MagneticMagic.Magneticmaterials,polarstrength.

PulleyPower.Using fixed and movable pulleys to reduce the force needed to liftobjects.

SoundVibrations.Soundwavesandtheirinteractionwithvariousmaterials.

Work:PlaneandSimple.Inclinedplanes;forceandfriction.

VanCleave, Janice. Magnets: Mindboggling Experiments You Can Turn intoScienceFairProjects.NewYork:JohnWiley,1993.$16.

________.PhysicsforEveryKid.NewYork:JohnWiley,1991.

$14.95.Simplerexperiments than theSpectacularScienceseries.Dealswithmotion,heat,light,machines,andsound.

FormalCurricula

Someparentsmayprefertouseadevelopedcurriculumratherthanfollowingtheexploratory methods described in this chapter. The following programs arecompatible with our approach, but consider supplementing with the sciencenotebooksuggestionsinthischapter.

ElementalScience.Wytheville,VA:ElementalScience,2014.Developed by a science-oriented home-schooling parent, the ElementalScience series loosely follows our recommendations for hands-onexperimentationandsupplementaloutsidereading.Lessonplansandplentyofteachersupport.Viewsamplesatthepublisher’swebsite.Eachsetisonefullyearofstudy.PhysicsfortheLogicStage.PrintedCombo(Teacher’sGuideandStudentGuide).$40.99

Keller, Rebecca W. Focus on Middle School Physics. Albuquerque, NM:GravitasPublications,2013.$67 for theFocusOnMiddleSchool PhysicsBookBundle,which includesthestudenttext,teacher’smanual,alabworkbook,andadownloadablelessonplan. Order from the publisher; samples are available at the publisher’swebsite. A one-year course; good coverage of essential chemistry conceptswithtenexperiments(you’llwanttosupplement).

Technology

If you decide to devote some focused time to technology, you can use theresources fromtheelementaryscience lists inChapter5 (particularlyTheNewWay Things Work) as well as any of the suggestions listed below. Seewww.welltrainedmind.comforcomputerprogrammingresources.

Arnold,Nick.TheHorribleScienceseries.NewYork:Scholastic,2014.This fun, insightful, kid-friendly series combines tongue-in-cheek text and

cartoon illustrations with clear explanations and doable experiments. Somepaperbacksareoutofprintbutallareavailableasebooks(andsecondhand).EvilInventions.ReallyRottenExperiments.

Brain,Marshall.HowStuffWorks.NewYork:ChartwellBooks,2010.$14.99. An illustrated encyclopedic guide to the technology of everydayobjects.

________.MoreHowStuffWorks.NewYork:JohnWiley,2002.$14.99.Availablesecondhandorasanebook.

FuelCell10ExperimentKit.Portsmouth,RI:Thames&Kosmos,2009.Buildamodelcarthatrunsonwater.

Great Science Adventures, by Dinah Zike and Susan Simpson. Melrose, FL:CommonSensePress.Asstudentsprogressthroughthelessons,theycut,fold,draw,andgluepaperhandouts into mini-books and construct paper models. The program isdesignedforteachingstudentsofdifferentagestogether;eachlessonprovidesthree different projects on three different levels of difficulty. Logic-stagestudentsshouldaspire todo thesecondandthirdprojects ineach level.Theprogram iswellorganizedand interesting,but itmay frustrate students (andparents)whodon’t like to cut andpaste.Order fromCommonSensePress.Each book is $24, provides twenty-four lessons, and should take eight totwelveweekstocomplete.Samplescanbeviewedatthepublisher’swebsite.TheWorldofToolsandTechnology.

LEGOMindstorms.Billund,Denmark:TheLEGOGroup.Build and program robots with touch, color, and infrared sensors. Visit theLEGOwebsiteformanymoreoptions.LEGO Mindstorms EV3. $349.99. 601-piece kit to build five differentrobots.

Mercer, Bobby. The Robot Book: Build and Control 20 Electric Gizmos,MovingMachines,andHackedToys.Chicago:ChicagoReviewPress,2014.$14.95.Simpledesignsusinghouseholdtoolsanditems,alongwithafew

specialty supplies (LED lights, etc.) that should be easily located at ahardwarestore.

Nanotechnology:ExperimentKit.Portsmouth,RI:Thames&Kosmos,2015.For STEM-inclined students, a kit-based series of experiments aimed atunderstandingandevenusingnanoparticles.

Platt,Charles.Make:Electronics.AHands-OnPrimerfortheNewElectronicsEnthusiast.Sebastopol,CA:MakerMedia,Inc.,2009.$34.99.A thorough, discovery-based exploration of electronics, includingclearexplanations,shoppinglists,andprojectdirections.

Salvadori, Mario. The Art of Construction: Projects and Principles forBeginningEngineers&Architects,3rded.,illus.SaralindaHooker.Chicago:ChicagoReviewPress,2001.$16.95. Learn the principles behind bridges, skyscrapers, and more; allprojectsdonewithhouseholditems.

SnapCircuits.Wheeling,IL:ElencoElectronics,Inc.Theseeasy-to-assemblecircuitscomeinkitsofvaryingcomplexity,alongwithdetailedmanuals.Excellent forall sortsofelectronicsprojects, fromAM radios to digital voice recorders. We’ve listed just a few of theavailable options; view thewhole range of products at the Snap Circuitswebsite.SnapCircuitsBasicElectricityMini-Kit.$19.95.SnapCircuitsBeginner.$24.95.SnapCircuitsElectromagnetismMini-Kit.$16.50.SnapCircuitsJr.Educational100Experiments.$54.95.SnapCircuitsMotionDetectorMini-Kit.$26.95.SnapCircuitsPro500Experiments.$99.95.SnapCircuits300Experiments.$66.95.

VanCleave,Janice.JaniceVanCleave’sEngineeringforEveryKid.NewYork:JohnWiley,2007.$14.95. 25 projects (structural, solar, electrical, and chemical) applyingscientificproblemstoreal-lifesituations.

*HeatherCouperetal.,ThePlanets:TheDefinitiveVisualGuidetoOurSolarSystem(NewYork:DK/Smithsonian,2014),p.12.

† JennyBroom,Animalium, illus.Katie Scott (Somerville,MA:Big PicturePress,2014),pp.12–13.

‡ Michael J. Padilla et al., Prentice-Hall Science Explorer Inside Earth(Needham,MA:PearsonPrentice-Hall,2005),p.35.

§TheodoreGray,Molecules:TheElementsandtheArchitectureofEverything,illus.NickMann(NewYork:BlackDog&Leventhal,2014),p.47.

17

WHY1492?HISTORYANDGEOGRAPHY

Allthingsfrometernityareoflikeformsandcomeroundinacircle.—MarcusAurelius,MeditationsII.14

SUBJECT:Historyandgeography,grades5–8TIMEREQUIRED:3hoursofintensivestudy,90minutesperday,twodaysperweek, or 60 minutes per day, three days per week, plus as muchadditionaltimeaspossibletobespentinfreereadingandinvestigation.

During the logicstage, thestudent learnshowto findconnections. In formallogic,hediscoversconnectionsbetweenasetofpropositionsandaconclusion.Inmath,he’staughttheconnectionsbetweenthepartsofanequation.Inscience,hebeginstorecognizethepatternsthatplayoutinthenaturalworld.In history, he’ll concentrate on finding connections between world events.

InsteadofsimplyreadingthestoryofRome’sfall, thefifthgraderwill lookatwhathappenedbeforethatfall—theeventsthatledtotheempire’sdestruction.InsteadofstudyingtheRevolutionaryWarasasingleevent,theseventhgraderwillreadabouttheearlydaysofthecoloniesandask:WhathappenedtomakeAmericans discontent?What happened after the war that allowed America tostay independent asanation? In the logic stage,historychanges froma setofstoriesintoonelong,sequentialstoryfilledwithcauseandeffect.Beginning in the logic stage, the study of history becomes the backbone of

classical humanities study. Literature, art, andmusic are organized around the

outline provided by history. History is the training ground where the studentlearns how to organize and evaluate information. And that’s the goal of theclassical education—to produce an adult who can take in new knowledge,evaluateitsworth,andthendiscarditorputittogooduse.InPartI,wereferredtothemindofanelementarystudentasastoreroomthat

mustbestockedwithallsortsofimagesandwords.Imaginewhatwouldhappento that storeroom if you kept cramming inmore andmore stuff without everstopping to organize it. Greek history, Chinese fairy tales, biologicalclassifications,thelifeofBach,theconcentrationcampsoftheThirdReich—alllie stacked together. The student who can’t get beyond this point will neverrealizethatthelawsofHammurabi,theMagnaCarta,andtheBillofRightsarelinked.The informationwill remain jumbled together andultimatelyunusable.Andunlessthestudentisgiventhementalskillstosortthroughandclassifyallthis knowledge, he’ll become an adult with (in the words of classicalschoolmasterDavidHicks)a“cluttered,disorderlymind—helplesstomakethefundamentalconnectionsbetweenbasicideas,orto.. .participateintelligentlyinthepublicdebateoverthegreatissuesconfrontinghisnationandhistimes.”*Asinthegrammarstage,studentswillnotuseapredigestedinterpretationof

worldhistory.Rather,theyshouldmakeuseofacoretextthatlaysouttheeventsinworldhistoryandallowsthemtoinvestigatefurther.SeetheResourcesattheendofthischapterforoptions.

KEEPINGITORGANIZED

Howdoesthestudentsortthroughandclassifyallthismaterial?He’llstillmakeuphistorynotebooksashedidintheelementarygrades.But

thestudyofhistorywillnowincorporatefourelements:

1.creatingatimeline2.outlining3.usingandevaluatingprimarysources4.organizingthisinformationusingthehistorynotebook

Each of these activities has a separate role in the mind’s development.Creating a time line teaches the student to trace chronological connections;outliningtrainsthestudenttolookpastrhetoricalsmokeandmirrorsinorderto

findthe“barebones”argumentofaspeechoressay;theuseofprimarysourcesteachesthestudenttointerpretmaterialhimselfinsteadofrelyingon“experts”;organizing information into the divisions of the history notebook helps thestudenttoclassifysimilareventsandhistoricaltrendstogether.

TheTimeLine

The time line is simply a piece of paper long enough to stretch alongone (ormore) walls of the student’s room. (Hallways are also good places for timelines.) You can tape sheets of oversized construction paper together or use acommercialtimeline;seetheResourcessectionfororderinginformation.Timelineshelpthestudentmakevisualconnectionsbetweenevents.Ayoung

historian could study the conquests of Genghis Khan, Francis of Assisi’sfounding of the Franciscan order, and the death of Richard the Lionheartedwithout realizing that theseeventsalloccurredwithin thesamedecade†—untilshesawthemmarkedonatimeline.The time line should begin with a reasonable date in ancient history. We

suggest5000B.C.,‡whenfarmingbeginsinearnestinChina,Mesopotamia,andtheNileRiver valley.Make the time line as long as you can,measure it, anddivide it by the number of centuries you’ll be studying that year. You’ll berepeatingthedivisionsyouusedduringthegrammarstage:

Ancients 5000B.C.–A.D.400Medieval–earlyRenaissance 400–1600

Late Renaissance–earlymodern 1600–1850

Modern 1850–present

Duringthefirstyearoflogic-stagehistory,sinceyou’llbecoveringfifty-fourcenturies,you’llwanttodividethetimelineintofifty-fourequalpartsandlabeleachone.Don’tforgetthatyearsB.C.runbackward,whileA.D.yearsrunforward:

(Apeculiarityofchronology:there’snoyear0.Datinggoesfrom1B.C.toA.D.1withoutabreak.)

Trytomakethecenturydivisionsaslongaspossible.There’snotmuchgoingon between 5000 and 3000 B.C., but resist the temptation to make the earlycenturiesshortjusttosavespace—thetimelinemustbekeptinproportion.Eachyear’stimelineshouldhavecenturiesofequallength.The3500–3400B.C.spacemayremainbare,comparedwith thecrowdedspacebetween300and200B.C.Butpartofthetimeline’spurposeistogivesomesenseofthequickeningpaceofrecordedhistory.The time line can be simple (birth and death dates recorded in red pencil,

politicaleventsingreen,scientificdiscoveriesinpurple,andsoforth).Oritcanbe as complicated as the student likes (adorned with drawings and cutoutpictures:notebook-paper-sizedinsertshungaboveorbelowaparticulardatetoallowforexpansion—forexample,amonth-by-monthaccountoftheCivilWarorayear-by-yeardescriptionoftheArabconquestsoftheseventhcentury).Youcanpurchasepublishedtimelines,butavoidthosewithdatesandeventsalreadyprintedonthem.Writingupthedatesispartofthelearningprocess.We suggest that you leave two spaces at the beginningof the ancients time

line,onemarked“before9000B.C.”andtheothermarked“9000–5000B.C.”Youcanputinthesetwospacesthesmallamountofinformationprovidedaboutveryearlycivilizationsandages.

Thetimelinewillnotonlybeanat-a-glancereferencetool,butitwillalsoactas a synthesizerof areasofknowledge.Birthanddeathdatesofgreatwriters,scientific advances made in biology and chemistry, dates of symphonies,paintings, and cathedrals—allwill be recorded on the time line.Astronomers,poets,kings,wars,discoveries,andpublicationdateswillappear,breakingdownthewalls between science, history, and literature. Since the stories of theOldTestament have influenced so much of Western thought, you may want tointegratethemwithrecordedsecularhistory.

Outlining

You’ll use outlining as an exercise at least once a week. In the elementarygrades, the student created narrations—at first telling youwhat he’d just readwhile you wrote it down, and then writing the narration down himself. This

processdevelopedthestudent’scomprehensionskillsandtaughthimhowtotellthe difference between irrelevant details and important elements of plots orargument.Butastextsgrowmorecomplex,thesimplenarrationprocesswillnolonger

beadequate.Insteadofdoingnarrations, thestudentwillbegintooutlinewhathe’sread.Eventually,he’llbeabletopickoutthecentralideafromachapterinanybookanddistinguishitfromsupportingideas.Thisisaninvaluableskillfornote-takingduringcollege lectures; italsoprepares thestudent todoadvancedresearch.Oncehecanwriteagood,succinctprécisofascholarlywork,he’llbeready to tackle the research paper without thrashing around in masses ofunnecessaryinformation.Outlininginvolvesfindingthemainideasofaworkandlistingthesupporting

ideas beneath it. In fifth grade, the studentwill begin to develop this skill bysimplysummarizingeachparagraphhereads.Byeighthgrade,he’llbeabletocondenseabookchapter intoRoman-numeraloutline form.He’llalso learn tousetheseoutlinesasthebasisforshortoriginalcompositions.Thisoutliningdoesnothavetobedonefromthemaintext(someofthemore

encyclopedic suggestions do not lend themselves to outlining). Instead, thestudentcanchoosetooutlineseveralparagraphsorpagesfromasupplementaryresource.Welayoutthehow-tosofoutliningforeachgradeinthesectionsthatfollow.(Outlininghelpsthestudentrememberandunderstandhishistorylessons,but

italsoservesasavitalcompositionexercise;seeChapter18,pages450–453forafullerexplanation.)

PrimarySources

Inthelogicstage,thechildwillstilluseparaphrasesofdifficultworkssuchasthe Aeneid, the Odyssey, and The Canterbury Tales. But he’ll also begin toexploreprimarysourcematerial—original letters, reports,engravings, journals,and essays. Use of primary sources is vital to logic-stage history; the studentcan’tevaluatehistoricaleventsunlessshehasfirsthandknowledgeofthem.IntheResourcesattheendofthischapter,we’velistedwaystofindprimary

sources for each historical period. A primary source is anything that has itsoriginsintheactualtimeunderstudy.TheEpicofGilgamesh,forexample,isaprimary source if you read it in a good translation (a retelling in picture-bookform wouldn’t be a primary source because the story has been substantially

changed and simplified). TheMagna Carta, the poetry of HenryVIII,MartinLuther’sjournals,theDeclarationofIndependence,andthelettersofCivilWarsoldiersareallprimarysources.(AbookabouttheMagnaCarta,abiographyofHenry VIII or Martin Luther, or the story of the creation of the Declarationwouldbeasecondarysource.)Whenever the studentencountersaprimarysource, sheneeds toevaluate it.

As she studies history, she will develop her own ways of evaluating primarysources.Tostart,wesuggestthatthestudentgothroughthefollowingchecklistwhenevershefinishesreadingaprimarysource:

Whatdoesthissourcesay?(Content)Whoistheauthor?(Socialposition,profession,politicalaffiliations,age,anyotherrelevantpersonaldetail)

Whatisthewriter’spurpose?Whatdoeshe/shehavetoloseorgainbyconvincingothersofhis/herposition?

Whateventsledtothispieceofwriting?Whathappenedasaresultofthiswriting?

Foreachprimarysource,havethestudentheadasheetofnotebookpaperwiththenameofthesource(“TheFirstAmendmenttotheConstitution”)andanswertheabovequestions.Inthisway,shewilllearnhowtoaskcriticalquestionsofhistoricaldocuments.Filethesesheetsofpaperinthehistorynotebook.

TheNotebook

Logic-stagehistoryinvolvesbothsynthesis(fittinginformationintooneoverallframework)andanalysis(understandingindividualevents).Thetimelinewillbethe student’s tool for synthesis. To help in analysis, he’ll be creating anotherhistory notebook—a fat three-ring binder full of notebook paper. Label thisnotebookwiththeperiodunderstudy(forexample,“Ancients:5000B.C.toA.D.400”),anddivideitintoninesections:

1.Facts2.GreatMenandWomen3.Wars,Conflicts,andPoliticalEvents4.Inventions,Science,andDiscoveries

5.DailyLife,Beliefs,andCustoms6.LiteratureandtheArts7.CitiesandSettlements8.PrimarySources9.Outlines

Basicresourcesforthelogicstageofhistoryarethecoretextyou’vechosen,awall map, a globe, and an atlas. Consider having two atlases on hand: acontemporary atlas, showing current political boundaries and locations, and a“historical” atlas that illustrates changes in countries over time. (See ourResourcesforsuggestions.)Historyandgeographyfallnaturallytogether;everytimeyou study an event or person, you’llwant to lookup the locationon theglobe,onthewallmap,andintheatlas(whichwillgiveyounotonlypoliticalborders,butalsoabriefhistoryoftheregion).Note:Don’tneglecttheuseofaglobe—allwallmapsandatlasesdistortland

massesbylayingthemoutflat.Now the student is ready to begin.For thenext four years, he’ll follow the

samebasicpattern.Hewill

1.readasectionfromthecoretextandlistimportantfacts.2.markalldatesonthetimeline.3.findtheregionunderstudyontheglobe,onthewallmap,andintheatlas.4.doadditionalreadingfromthelibraryorfromtheResourceslist.5.preparesummariesofinformationononeormoreoftheabovetopicsandfiletheminthehistorynotebook.

6.practiceoutliningonetofourpagesoftext,onceperweek.

Onceamonthorso,heshouldlookbackthroughthehistorynotebook,reviewhislistsoffactsandoutlines,andglancebackthroughhissummaries.Thiswillhelphimrememberwhat’sbeenstudied.

AdditionalHelpforParents

Thestudentwhodoeshistoryusingthemethodsdescribedbelowwill learnbyusing threebasic studyskills: reading,outlining,andsummarizing.She’ll thenfollow her interests to learn more with additional history books, hands-onprojects,models,detailedcoloringbooks,andmoreresources(listedattheend

ofthischapter).The student who reads well and who has been following a good standard

grammar and composition course in thegrammar stageof education shouldn’thavetoomuchtroublewiththemethodswe’reabouttosuggest.However,somestudents need additional practice—either to build confidence or to reinforcebasicskills.IntheResourcessection,we’velistedafewresourcestohelpwithnonfiction

reading, note-taking, and outlining. If necessary, use them to sharpen thestudent’sabilitytohandlethehistoryassignments.

STARTINGINTHEMIDDLE(ORWITHMORETHANONE)

We describe a pattern of study that takes the student through four years ofhistorychronologically,onceinthegrammarstage(grades1–4)andagaininthelogicstage(grades5–8).However,youcancertainlyadaptthisprogressionforastudent who doesn’t begin the history cycle neatly in first or fifth (or ninth)grade.Pickoneofthestrategiesbelow.

1. Start with the ancients and progress more quickly so that the studentfinishes themodern age by the end of eighth grade and begins the high-schoolprogressionwiththeancientsinninthgrade.Hitthe“highpoints”ofhistoryratherthanattemptingtocoveritall(whichyou’llnevermanagetodoinanycase);dolessoutsidereading.

2.Startwiththeperiodofhistoryyourstudentwouldfallintoifyou’dbeguntheprogressioninfifthgrade:Medieval/earlyRenaissanceforsixthgrade,lateRenaissance/earlymodernforseventh,modernforeighth.Goforwardfrom thatpoint.Afterall, thestudent isgoing tostartoveragainwith theancientswhenyoureachhighschool.

3.Start inwhatever periodof historyyouplease, progress at a normal rate,and transition into the Great Books study recommended for high schoolwhen the student reaches ninth grade—nomatterwhatperiod the studenthasreached.Forexample,astudentwhobeginschronologicalhistorystudyinseventhgrademightfollowthispattern:

Ancients.Keepatimeline,dooutlining,andusetheresourcesrecommendedforfifthgrade(mostofthebookslistedintheResources

Seventhgrade sectionattheendofthischapterareappropriateforuseanytimebetweengrades5and8).

EighthgradeMedieval/earlyRenaissance.Keepatimeline,dooutlining,andusetheresourcesrecommendedforsixthgrade.

Ninthgrade BeginGreatBooksstudywiththelateRenaissance/earlymodernperiod.

Tenthgrade ModernGreatBooks.Eleventhgrade AncientGreatBooks.Twelfthgrade Medieval/earlyRenaissanceGreatBooks.

The chronological progression forward provides the student with coherence,even if you choose a later starting point. (As amatter of fact, there can be ausefultrade-offindoingtheGreatBooksinthisway:Theancientandmedievallistsaretechnicallyverychallenging,andthestudentwillmeetthemwithmoremature reading skills. However, the subject matter of the modern list can bedisturbing, although the work itself is technically easier; it is usually best toencounterthesebooksattenthgradeorlater.)Ifyou’redoinghistorywithseveralchildren,followthesamebasicprinciple:

dothesameyearofhistorywithallofthem,sothatyou’renottryingtokeepupwith two or three historical periods simultaneously—a sure path to burnout.Wheneachstudentreachesfifthgrade,beginthelogic-stageprocessofoutliningandkeepinga time line,nomatterwhatperiodofhistoryyou’re in;wheneverthestudentreachesmoderntimes,hecanthengobacktotheancientsandstartfillinginthebeginningofthetimeline.Wheneachstudentreachesninthgrade,beginthetransitionintoGreatBooksstudy(seeChapter27formoredetail).Ifyouareeducatingyoungerandolderstudentsatthesametime,youcanuse

the elementary core text to keep all of your students on the same basic topic.First,readthepagesorchapterfromthegrammar-stagetexttogether.Then,askthe older students to (1) read the pages from themore difficult core text thatcorrespondstothetopic,and(2)completetheotherworkdescribedbelow.

AWORDABOUTAMERICANHISTORY

ManyU.S. states ask that middle-school students do at least one full year of

Americanhistory.Inmostcases,homeeducatorsarenotobligedtofollowthisstandard.AndtheprogramthatweoutlinedoescoverAmericanhistory;it justspreads it out over seventh and eighth grade in order to put the history of theUnitedStatesintoglobalperspective.However, if you would prefer to do a one-year American history course,

considerschedulingitforseventhgrade,andthencoverworldhistory(withoutafocusontheUnitedStates)from1600tothepresentdayinthefollowingyear.Eighth graders have more capacity to move quickly and still remember whatthey’vestudiedthepreviousmonth.AnumberofAmericanhistoryresourcesarerecommendedinthesupplements

forseventhandeighthgrade.Asuggestedcoretextisalsoincludedinthelistofbasictextsattheendofthischapter.

HOWTODOIT

FifthGrade:Ancients(5000B.C.–A.D.400)

Let’sassumethatyourfifthgraderhasjustopenedhischosenhistoryspinetoasectionaboutthePhoenicians.Whatdoeshisstudylooklike?(1)Asdescribedonpage371,hebeginshisassignmentbyreadingthesection

andmakingalistofsixtoeightimportantfactsaboutthePhoenicians.Thislistdoesnotneedtoincludeeveryfactonthepage(thestudentcanchoosethefactsthathefindsmostinteresting)andshouldbeintheformofcompletesentences.So,ifthetextinthesectionreads:

Traders from Phoenicia. The Phoenicians were descended from theCanaanites,who lived at the eastern endof theMediterraneanSea.Fromaround 1200 B.C., they became the most successful traders in the ancientworld.Cities by the sea. The main Phoenician trading ports were the cities ofTyre, Sidon and Byblos. The cities were protected by strong walls andeachonehaditsownking,wholivedinaluxuriouspalace.Ships and sailing. The Phoenicians were expert sailors. Their sturdytradingshipssailedallovertheMediterraneanandbeyond,probablyevenreachingtheBritishIsles.OneexpeditionsailedallthewayaroundAfrica.Crafts. Skilled craftworkersmade objects for traders to sell abroad. The

Phoenicians were known for their fine ivory carvings and their beautifulglassbottlesandbeads.Purplepeople.ThePhoeniciansusedashellfish,calledamurex, tomakean expensive purple dye. The name “Phoenicians” comes from a Greekwordmeaning“purplemen.”ThecityofCarthage.MerchantssetuptradingpostsandcoloniesaroundtheMediterranean.ThemostfamousonewasCarthageonthenorthcoastofAfrica.ItwassetupbyaPhoenicianprincesscalledDido,whotrickedthelocalAfricanrulerintogivingherenoughlandtobuildacity.Writing.ThePhoeniciansinventedasimplealphabetwithjust22letters.Itgraduallydevelopedintothealphabetweusetoday.TheendofthePhoenicians.AlthoughthePhoeniciansbecamepartofthemightyempiresofAssyria,Babylon,andPersia,theirwayoflifesurviveduntil theywere conquered byAlexander theGreat in 332 B.C. The city ofCarthage remained powerful for another 200 years, but was totallydestroyedbytheRomansin146B.C.§

thenthestudent’slistoffactsmightlooklikethis:

1.TheancestorsofthePhoenicianscamefromCanaan.2.ThecitiesofTyre,Sidon,andBybloswerethemaintradingposts.3.ThePhoenicianssailedaroundAfrica.4.Theymadepurpledyefromshellfish.5.Theyinventedanalphabetwith22letters.6.TheywereconqueredbyAlexandertheGreat.7.CarthagewasdestroyedbytheRomans.

Remember that the listoffacts isnot intendedtobeexhaustive; itshouldbearecordoftheinformationthestudentfindsmostinteresting.(Also,inillustratedencyclopedia-type texts, some important factsmaybe found in thecaptionsofpictures; thosecanbe included.)Place the listof facts in thehistorynotebookunder Facts (the first section), which will serve as a running summary ofinformationlearned.(2) Now it’s time to mark dates on the time line. This passage has three

importantdates:

c.1200–1000B.C. ThePhoeniciansbecamesuccessfultraders332B.C. PhoeniciaisconqueredbyAlexandertheGreat

146B.C. CarthageisdestroyedbytheRomans

Eachofthesedatesshouldgoonthetimeline,alongwiththeaccompanyinginformationaboutwhathappened.(Ifthereareotherimportantdateselsewhereonthepage,incall-outboxesoraspartofpicturecaptions,theseshouldalsobeenteredonthetimeline.)(3)Oncethedateshavebeenplacedonthetimeline,thestudentshouldfind

theMediterraneanSeaonhisglobe,wallmap,andatlas.Heshouldalsomakeuse of historical maps, either in his core text or in another historical mapresource(severalarelistedattheendofthischapter),tofindthemostimportantcountries andcitiesmentioned in thepassage:Phoenicia,Babylon, andPersia,andTyre,Sidon,Byblos,andCarthage.(4)and(5)Nowthestudentisreadytodoextrareading.Hecouldpursueany

ofthefollowingtopics:

TheportcitiesofTyre,Sidon,andByblosPhoenicianexpeditionstotheBritishIslesandAfricaIvorycarvingsGlassbottlesandbeadsPurpledyePhoeniciantradingpostsandcoloniesCarthageThePhoenicianprincessDidoThePhoenicianalphabetConquestbyAssyria,Babylon,andPersiaConquestbyAlexandertheGreatDestructionofCarthagebytheRomans

Atfirst,youmayneedtoreadthroughthesectionandhelpthestudentpickoutthesetopics,butfifthgraderswillsoonbeabletodothisindependently.Any one of these topics could serve as the subject for additional reading—

fromthelibrary,fromanotherhistoryencyclopediaorhistorybookonhand,orfrom a trustworthy online source. (See “Using the Internet for Research andReading” at the end of this chapter.) If, for example, he’s interested inPhoenician crafts, he can look for books or search online for information onancientdyesandglasswork.Andhecanalsoinvestigatethelibrary’scatalog—thechildren’slibrarianwillbegladtohelp.¶After the student has done additional reading, ask him to write several

sentences (a minimum of three; five to six is better as students grow morepracticed) about how the Phoenicians built warships or first began to blowglass.# If he has trouble extracting the relevant facts, glance through his bookwith him and ask questions:Where did the murex come from? How did thePhoeniciansgetthedyeout?Whatdiditsmelllike?Wastheprocessdifficulttodo?Remember,inthelogicstage,conversationbecomesyourprimaryteachingtool.Talktothestudentaboutwhathe’sreading;encouragehimtotalktoyouincompletesentences.Payspecialattentiontobiographies.Trytomakeapageformanyofthegreat

menandwomenyouencounter(personalitiesactasmemorable“pegs”onwhichtohangtheprogressionofhistory).Actualnameswillbeinshortsupplyatfirst.Butby the timeyouget to3000B.C., you’llbe findingmanygreat individuals(mostly men). For the centuries between 3000 and 2500, for example, you’llhave thepharaohsZoser,Cheops(Khufu),andKhafre (thesphinxwasbuilt toguardKhafre’s pyramid) aswell asGilgamesh,who reigned in Sumer around2700B.C.As in the early grades, some topics (Egyptian pharaohs and life in ancient

Rome)will turn up dozens of useful library books,while otherswill producenothing. Don’t waste time digging for obscure details. If our resource list issilentandthelibrarycatalogyieldsnousefultitles,moveon.For primary source work, see the Resources list at the end of this chapter.

Onlinearchivesandanthologiesprovideplentyofaccessibleprimaryresourcesfor middle-grade students. Aim to consult at least two primary sources persemester in fifth grade—four over the course of the year. Study each primarysource, answer the questions suggested above in writing (and in completesentences),andfile thewrittenresponses in thePrimarySourcessectionof thenotebook.ThestudentwillusetheArtsandGreatBookssectionofthenotebooktofile

pagescreatedduringliteratureandartstudy(seeChapters18and21).Wheneveryourunacrossawriter,musician,orartist—Homer,Virgil,Cicero,Praxiteles—makeabiographical page listinghisorherworks anddetails abouthisor herlife. Although these pages will be filed under Great Men andWomen, thosenotebookpagescoveringthebooks,paintings,andcompositionsthemselveswillbecreatedoutsideofthehistorylessonandfiledinthehistorynotebook.By the end of fifth grade, the student will have created two historical

resources: a time line that synthesizes all of his knowledge about historicalevents, personalities, and achievements; and a notebook that shows him at a

glancethedevelopmentofspecificareasofhumanendeavor.HecanflipthroughtheWars, Conflicts, and Political Events section of his notebook and see theprogressionof conflict from thewar unitingUpper andLowerEgypt, throughtheGreeksiegeofTroy,allthewaytothewarsofAlexandertheGreatandthePunicWars.Orshecantracethedevelopmentofscienceintheancientworld,orreview the establishment of great cities from Jericho to Mohenjo-daro toAlexandria.(6) Ask the student to choose one page of text (approximately 250 to 300

words,orfivetosixparagraphs)fromthemostinterestinghistoryresourcehe’sreadduringtheweek.Heshouldoutlinethispageoftextonhisownnotebookpaper.This outlining practicewill begin to prepare the student formore advanced

composition. (See Chapter 18 for a fuller explanation of the middle-gradewritingprocess.)Ashemovesintohighschool,he’llneedtoknowhowtowritehisownhistoryessaysfromanoutline.Beforehecandothis,however,heneedstostudytheoutlinesofotherwriters.Thebestandsimplestwaytodothisistocreate an outline from a finished piece of writing. The fifth grader needs tomaster themost basic element of the outline: themain point.Askhim to boildowneachparagraphintoonesentencebyasking,“Whatisthemostimportantstatementinthisparagraph?”Thisstatementshouldbeputintohisownwords,andeachstatementshouldbegivenaRomannumeral:

I.MainpointoffirstparagraphII.MainpointofsecondparagraphIII.Mainpointofthirdparagraph

andsoon.See“HowtoOutline”onpages391–396formoredetaileddirections.ThisoutlineshouldbeplacedintheOutlinessectionofthehistorynotebook.

(Thestudentcandothisoutliningpracticeeitherbeforeoraftercompletingthesummary;choosewhicheversequenceseemsmorenatural.)

SuggestedScheduleOnce you’ve selected your core text, calculate how many pages or chaptersyou’llneedtocompleteeachweekinordertocovertheyearsuntil400A.D.Thiswillserveasyourbasicweeklyassignment.Butrememberthatyourgoalistoteachthestudenthowtostudyhistory,not

todoanexhaustivesurveyofallpossiblehistorytopics!Ifyougetbehindorthe

studentsimplyneedstomovemoreslowly,skipsections.(Nothingterriblewillhappenifthestudentdoesn’tstudytheHittites.)Ortakeaweeknowandthentospendhistorytimedoingnothingbutreadingthroughthetext(nocompositions,outlines,oroutsidereading)inordertocatchup.Ifyou’restudyinghistoryMondays,Wednesdays,andFridays:

Monday

Completetheweek’sreadingfromthecorehistoryresource.Makealistoffactsandplaceinthehistorynotebook.Markalldatesonthetimeline;findlocationsontheglobe,thewallmap,andintheatlas.

Wednesday

Doadditionalreadingononeortwochosentopics,usinglibrarybooksorbooksrecommendedintheResourceslist.Pickoneresourceandoutlineonepage(fivetosixparagraphs).Placetheoutlineinthehistorynotebook.

Friday Prepareawrittensummaryoftheinformationonthechosentopicandfileitintheappropriatesectionofthehistorynotebook.

Ifyou’restudyinghistoryonTuesdaysandThursdays:

Tuesday

Completetheweek’sreadingfromthecorehistoryresource.Makealistoffactsandplaceitinthehistorynotebook.Markalldatesonthetimeline;findlocationsontheglobe,thewallmap,andintheatlas.Beginadditionalreadingononeortwochosentopics,usinglibrarybooksorbooksrecommendedintheResourceslist.

Thursday

Finishadditionalreading.Pickoneresourceandoutlineonepage(fivetosixparagraphs).Placetheoutlineinthehistorynotebook.Prepareawrittensummaryoftheinformationonthechosentopicandfileitintheappropriatesectionofthehistorynotebook.

Twiceduringeachsemester,spendyourhistorytimeduringtheweekreading,evaluating, and completing a notebook page on your chosen primary sourceinstead.

A note to busy parent-teachers: Logic-stage history involves a great deal ofreading and writing. The classical curriculum is centered around reading andwriting as theprimarymeansof gainingknowledge. If you’rewonderinghowtime-consumingallthisis,notethatyou’llbespendingseveralhoursperweekhelpingthechildfindtopicsandlocatinglibrarybooks,inadditiontoprovidingassistance in composition and checking over the finished work. But homeschoolers inevitably find that the time parents need to spend in one-on-oneinstruction decreases dramatically in themiddle grades.Your fifth gradermay

spendanhour readinghistoryonWednesdays,but that’snot time-intensiveonyour part; you’ll spend ten minutes at the beginning of the period givingdirectionsandguidance,and tenminutes at the end talking tohimaboutwhathe’sreadsothathecanputthefactsdowninacomposition.

SixthGrade:Medieval–EarlyRenaissance(400–1600)

Fortheyears400to1600,you’llbefollowingthesamebasicpatternasyoudidinthefifthgrade(seepages374–379).

TheListofFacts

The sixth graderwill read her history pages andmake her list of six to eightimportantfactstoplaceinthehistorynotebook.Remindhertochoosethemostimportantfactsratherthanjustlistingthefirst

fewsheencounters.Forexample,ifonesectionofthestudent’stextreads:

In 1240 SundiataKeita, the ruler of the smallMalinke kingdom inWestAfrica,broughtaboutthecollapseofthenationofGhana,andestablishedanew nation called Mali. He set up a well-organized state that possessedfertile farmlands beside the Niger River. Under Sundiata’s rule, Malicontrolledthegoldtradeandbecamerichandpowerful.Manyofthecamelcaravan routes across the SaharaDesert led toMali’s fine cities, such asKoumbiSaleh,Djenne,andTimbuktu.Mali’stradingcitiesexportedivory,gold,andslavestotheMuslimworld,andtoVeniceandGenoa

inEurope.Inexchange,theyimportedsalt,cloth,ceramics,glass,horses,andluxuries.TimbuktuandDjennebecamecentersoflearning,whereMuslimsmingledwithAfricans.Timbuktuhadauniversityand 100 schools.Mali reached the height of its power, and also becameMuslim, under Sundiata’sgrandsonMansaMusa(1307–37).HemadeapilgrimagetoMeccain1324,taking500slavesand90camels loadedwith gold. In 1325,Mali overpoweredSonghay, lower down theNigerRiver, but in1464Songhay’srulerdeclaredindependence.Mali’sdeclinehadbegunin1350,andby1500, ithadbeenconqueredbySonghay.**

thenthestudent’slistoffactsmightlooklikethis:

1.SundiataKeitaestablishedMaliin1240.2.Malicontrolledthegoldtrade.3.MalibecameMuslimunderMansaMusa(1307–1334).4.MansaMusamadeapilgrimagetoMeccain1324.

5.MaliwasconqueredbySonghayin1500.

TheTimeLine

Thestudentshouldenterthedatesfoundinthetextonhertimeline.Begintheschoolyearbycreatinga timeline thatcovers themedieval–earlyRenaissanceperiod—twelve centuries, or twelve equal divisions. You’ll have much morespaceforeachcentury,whichisgood—thecenturiesarecrowded.

TheOutline

Thestudentshouldstillchoosepagesfromheradditionalreadingtooutline.Butnow,insteadofsimplycondensingthereadingintoonesentenceperparagraph,she’ll identify one main point and two to four subpoints for each paragraph.These will be written out in proper outline form, using Roman numerals anduppercaseletters.Eventhoughshe’salreadylearnedthisinfifth-gradegrammar(seeChapter17),itbearsrepeating:

I.FirstmainpointA.FirstsupportingpointB.Secondsupportingpoint

II.SecondmainpointA.FirstsupportingpointB.SecondsupportingpointC.Thirdsupportingpoint

and so on. In this type of outlining, two short paragraphs covering the samesubjectcanbecombinedtogether;a longparagraphcanbebrokeninhalf, if itbeginsanewthoughthalfway through.Thegoal: tocreateanoutline that laysoutthelogicaldevelopmentofthetext.Inagoodoutline,eachsupportingpointisrelatedtothemainpoint.See“HowtoOutline”onpages391–396formoredetaileddirection;notethat,asthestudentgrowsmorepracticed,sheshouldaimtooutlineuptotwopagesfromherchosenresource.Inthepassageabove,thelifeofMansaMusacouldberesearchedtocreatea

notebookpagefortheGreatMenandWomensection;theexportofivory,gold,andslavesandtheimportationofsalt,cloth,ceramics,glass,horses,andluxuriescouldprovidematerialforapagetobefiledinDailyLife,Beliefs,andCustoms;the city of Timbuktu could be covered for a page in Cities and Settlements.These short compositions will follow the rules for composition taught in thestudent’slanguageartsstudy(seeChapter18).Aimforone-halftoonefullpageforeachcomposition(thatis,200–400words).(Seethesummaryattheendofthissectionforthetotalamountofwritingthestudentshouldbedoingduringthelogicstage.)

PrimarySources

The student will continue to use primary sources, evaluating them by askingherself thesamequestionsshedid in fifthgrade (seepage370).Aim tocoverfour to six primary sources over the course of the year (two to three persemester).TrytoincludetheMagnaCarta,whichisafoundationaldocumentinWestern culture. You will find a longer list of available materials in theResourcesattheendofthischapter;substituteothertopicsifyouwish.

TheNotebook

Label a new three-ring binder “Medieval-Early Renaissance: 400–1600,” anddivideitintothesameninesectionsasinfifthgrade(seepages370–371).††Thestudentwillcompletethesamefivesteps:readingandoutlining,markingdates,finding locations, doing extra reading, and filing summaries in the historynotebook.Onceagain:besuretorememberthatyou’renottryingtocovereverydetail

of the years 400–1600. And the student will find many possible topics foradditionalresearch.Youshouldfeelfreetoskipsometopics,orspendadditionaltimeonothers;thetextisaspringboard,notaprison.‡‡Ontheotherhand,ifyou’veonlyprogressedahundredyearsfromSeptember

toChristmas, youmay need to reevaluate. Is the student dawdling?Does sheneedremedialwritingorreadingwork?Doyouneedtodropbacktothesimplerhistorytextforawhile?Orareyoulettingotherthings—phonecalls,jobs,visitsfromfriends,housework—crowdoutschool?Ifso,youmayneedtoadjustthechild’sdailyschedule.

SuggestedSchedule

Ifyou’restudyinghistoryMondays,Wednesdays,andFridays:

Monday

Completetheweek’sreadingfromthecorehistoryresource.Makealistoffactsandplaceinthehistorynotebook.Markalldatesonthetimeline;findlocationsontheglobe,thewallmap,andintheatlas.

Wednesday

Doadditionalreadingononeortwochosentopics,usinglibrarybooksorbooksrecommendedintheResourceslist.Pickoneresourceandoutlineoneortwopages(fivetotenparagraphs).Placetheoutlineinthehistorynotebook.

Friday Prepareawrittensummaryoftheinformationonthechosentopicandfileitintheappropriatesectionofthehistorynotebook.

Ifyou’restudyinghistoryonTuesdaysandThursdays:

Tuesday

Completetheweek’sreadingfromthecorehistoryresource.Makealistoffactsandplaceitinthehistorynotebook.Markalldatesonthetimeline;findlocationsontheglobe,thewallmap,andintheatlas.Beginadditionalreadingononeortwochosentopics,usinglibrarybooksorbooksrecommendedintheResourceslist.

Thursday

Finishadditionalreading.Pickoneresourceandoutlineoneortwopages(fivetotenparagraphs).Placetheoutlineinthehistorynotebook.Prepareawrittensummaryoftheinformationonthechosentopicandfileitintheappropriatesectionofthehistorynotebook.

Two or three times per semester, spend your history time during the weekreading, evaluating, and completing a notebook page on your chosen primarysourceinstead.

SeventhGrade:LateRenaissance–EarlyModern(1600–1850)

TheListofFacts

Asinthepreviousyears,theseventhgraderwillreadhishistorypagesandmakehislistofsixtoeightimportantfactstoplaceinthehistorynotebook.Althoughyoucancontinueonwith the samehistorycore textused in sixth

grade, very strong readersmaywish tomove on to one of themore difficult

narrative-style texts recommended in the Resources. This will require morecarefuldistillationoftheimportantfacts.Forexample,ifthestudent’stextreads

Indiasplinteredintomanystatesinthe1700sastheMogulswhoruledthesubcontinent began to lose power. While a dwindling Mogul EmpireendurednearDelhi,oldprovincesbecameindependentkingdoms,aHinduhill people called theMarathas spread out from central India, and SikhsassumedcontrolofthePunjabinthenorthwest.MeanwhileEuropeantradewith India flourished,with theBritish becoming the principal traders. Toprotect their economic interests, the British established armies composedmostlyof local troopscalledsepoys.Armedandequippedlike theBritishArmy,thesepoyswerethemostefficientfightersonthesubcontinent.Asbusinessmen,Britishtraderswantedtoacquirewealth,notterritory.Butovertime,oneaimled

totheother.Calcutta,intherichprovinceofBengal,wasaprimecenterofBritishcommerce.OnJune20,1756, the IndianrulerofBengalseizedCalcutta’sBritishgarrisonforviolationsof local tradinglaws.Aspartofthetakeover,scoresofBritishprisonerswereheldovernightinahot,poorlyventilatedcell, latercalled theBlackHoleofCalcutta.Bymorning,mosthaddied.The incident—oftenretoldwith thenumbersexaggerated—becameasymbol to theBritishof Indianbrutality. InJanuary1757Col.RobertCliveretookCalcutta,thenwentontoseizeallofBengal.§§

thenthestudent’slistoffactsmightlooklikethis:

1.Inthe1700s,theMogulslostpowerandIndiadividedintomanystates.2.TheMarathasandtheSikhsbegantogainpower.3.CalcuttabecamethecenterofBritishtrade.4.TheBritishkeptlocalsoldierscalledsepoys.5.In1756,theIndianrulerofBengaltooktheBritishinCalcuttaprisoner.6. The Black Hole of Calcutta was the cell where the prisoners were kept(mostofthemdied).

7.TheBritish recapturedCalcutta and then took the rest of the provinceofBengal.

TheTimeLine

Fortheyears1600to1850,youshouldcreateanewtimeline.Dividethisoneintotentwenty-five-yearsegments:

TheOutline

Theseventhgradershouldcontinuethesixth-grademethodofoutlininguntilheis comfortable with it. He can try to introduce more supporting points thanbefore:

I.FirstmainpointA.Firstsupportingpoint1.Firstsubpoint2.Secondsubpoint

B.Secondsupportingpoint1.Firstsubpoint2.Secondsubpoint

II.SecondmainpointA.FirstsupportingpointB.SecondsupportingpointC.Thirdsupportingpoint

The seventh grader should only begin to do thiswhen the sixth-grademethodhas become easy. This pointmay be reached at any time during the seventh-gradeyearoratthebeginningoftheeighth-gradeyear.Each subpoint must relate to the supporting point it follows. See “How to

Outline”onpages391–396formoredetaileddirection;notethat,asthestudentgrows more practiced, he should aim to outline two to three pages from hischosenresource.

PrimarySources

Primary sources for this period include the founding documents of America(fromthePilgrimsthroughtheRevolution)aswellasmanyothertopics;choosefromthelistprovidedintheResourcessectionofthischapter.Primary resource evaluation, when done, can replace library reading and

notebook-pagecreation.Thestudentshouldcontinue tomakeevaluationpagesfor theseprimarysources (seepage370)andfile themin thePrimarySourcessectionofthehistorynotebook.Aimtocoverthreetofourprimarysourceseachsemester,sixtoeightoverthecourseoftheyear.

TheNotebook

Label a new three-ring binder “LateRenaissance–EarlyModern: 1600–1850,”anddivideit intothesameninesectionsasinfifthandsixthgrades(seepages370–371).This period is heavy on wars—the Glorious Revolution, the annexation of

Ireland, the Great Northern War, the Seven Years’ War, the AmericanRevolution,theFrenchRevolution,theNapoleonicWars,theWarof1812,andmore.Youwillfindagreatdealofmaterialinthelibraryonthesetopics,aswellason thecreationof theDeclarationof Independenceandon thepersonswhodefinedearlyAmericanpoliticallife.TheIndustrialRevolutionalsotakesplaceduringthisperiod.

Memorization

Americanseventhgradersshouldtaketimeoutduringtheyeartomemorizetheopening sections of the Declaration of Independence and the Preamble to theConstitution.

SuggestedSchedule

ForMonday-Wednesday-FridayandTuesday-Thursdayschedules,seethesixth-gradeyear(pages386–387).

EighthGrade:Modern(1850–Present)

Again,thestudentwillreadasectionfromthecoretext,preparealistoffacts,mark all dates on the time line, find locations on the globe/wallmap/atlas, doadditional reading, outline selectedpages fromoneof the additional resources(eighthgradersshouldaimtooutlinethreeorfourpages),andpreparenotebookpages.

TheListofFacts

Ifthestudenthasnotalreadytransitionedintoamoredifficultcoretext,eighthgradeisagoodtimetodoso.Ifyouarealreadyusingamorecomplexhistory

coretext,continueonasyouhavebefore.Create anew time line.Divide thisone into fifteen ten-year segments since

you’llberecordinganumberofeventsthatoccurclosetogether.InthecaseofWorldWarII,forexample,youmayneedtomarkaseriesofeventstakingplaceoveramatterofmonths.Thetimelineshouldlooklikethis:

TheOutline

The student should make three-level outlines of selected pages from hisadditionalresources.See“HowtoOutline”onpages391–396formoredetailedguidance; note that, as the student grows more practiced, he should aim tooutlinethreetofourpagesfromhischosenresource.

PrimarySources

MilitarydocumentsandlettersfromtheAmericanCivilWararesimpletofind;sincetheCivilWarwasoneoftheearliestwarsphotographed,lookintheadultnonfictionsectionof the libraryforbooksofCivilWarphotos.Theybring theconflict to life as nothing else can. (And remember, a photograph is a typeofprimarysource.)Otherprimarysourcesforthemodernperiodarenotdifficulttolocate.Letters

and speeches of world leaders—Queen Victoria, Abraham Lincoln, WinstonChurchill,BenitoMussolini,AdolfHitler, just tonamea few—abound.Checkthelibraryforjuvenileandyoungadultnonfictiononthegreatmenandwomenof the modern age; many of these books will contain primary information.(We’velistedafewsuggestionsinourResources.)WhenthestudentencountersaprimarydocumentsuchastheGettysburgAddressorEdwardVIII’sabdicationspeech, he should fill out the primary-source evaluation and file it in PrimarySources.Aimtocoveratleastthreetofourprimarysourceseachsemester,sixtoeightoverthecourseoftheyear.Asyoumoveintothetwentiethcentury,youshouldbemakinguseofanother

typeofprimarysource—oralhistory.Wheneverthestudentencountersamajorevent in the twentieth century, make an effort to bring him into contact withsomeone who lived during that time. If you’re fortunate enough to have

grandparents(orgreat-grandparents)andgreat-unclesorgreat-auntsnearby,sendthechildovertointerviewthem.WhatwasrationinglikeduringWorldWarII?Didyouhavetolookoutforairplanes?Didyougettoeatchocolate?Whatwerecarslikein1950?Howmuchdidyoupayforrentin1952?Whatmusicdidyoulistento?Asyoucomeclosertomoderntimes,theserecollectionswillbecomeeasiertofind:friendsmaybewillingtotellabouttoursofdutyinVietnam;olderrelatives and neighborsmight recall the days of segregation; andmost peopleborn in the fiftieswill remember the firstmoon landing andwhere theywerewhentheyheardofKennedy’sassassination.TheseoralhistoriesshouldbewrittendownandfiledinPrimarySources(see

“TheNotebook,”pages370–371).Ifyoucan’tfindfriendsandrelativestofillintheseaccounts,youmightconsideratriptoaretirementcommunityornursinghome;thestaffshouldbeabletodirectyoutowardresidentswhocantellstoriesabout the early twentieth century.Onceyou reach the1930s and1940s, try toconductanoral-historyinterviewat least twicepermonth,evenifyouhavetosacrificesomelibrarytimetodoso.Theoral-historyprojecthastwopurposes.Itdevelopsthestudent’sabilityto

“do”historybyrecordingeventsandstoriesfirsthandinsteadofrelyingonthewrittenworkofothers.Anditbringsrecenthistorytolife—thestudentisabletoconnect the stories in books to real people’s lives for the first time. ReadingabouttheHolocaustispowerful;discoveringthatanursing-homeresidenthasatattooonherforearmisexplosive.We’vesuppliedalistofquestionsattheendofthisbook(seetheAppendix,

Taking an Oral History, pages 785–787). Although the student can use thesequestionstogiveoral-historyinterviewsdirection,heshouldn’tfeeltiedtothem.Asinfourthgrade,Americanstudentsshouldplantotakeonetotwoweeksat

theendoftheyeartoreadthroughthehistoryoftheirhomestate(seeResources,page426).

TheNotebook

Labelanewthree-ringbinder“ModernTimes:1850–Present,”anddivideitintothesameninesectionsas in fifth throughseventhgrades(seepages370–371).Addoneadditionalsection:EyewitnessAccounts.

Memorization

American eighth graders should take time during the year to memorize theGettysburgAddress.OptionalmemoryworkmightbedoneontheEmancipationProclamation, the amendments to the Constitution, the wartime speeches ofWinstonChurchill,thespeechesofMartinLutherKing,Jr.,oranythingelsethestudentfindsandlikes.

SuggestedSchedule

ForMonday-Wednesday-FridayandTuesday-Thursdayschedules,seethesixth-gradeyear(pages384–385).Asanalternative,youmight takeoneweektodoreading, outlining, and map work and then devote a full week to reading,research,andoral-historytaking.

HOWTOOUTLINE

ThestudentshouldbegintodevelopheroutliningskillsbyfindingthemainideaineachparagraphandassigningitaRomannumeral.Rememberthatthegoalisnot to write a single sentence that incorporates all (or even most) of theinformation in the paragraph. Instead, the student should try to find a topicsentence in the paragraph—the one that summarizes the paragraph’s centraltheme.Topicsentencescanoftenbefoundatthebeginningorendofaparagraph(remind the student to put the information into her own words), but manyparagraphshavenosingletopicsentenceandthestudentwillneedtowriteherown.Itcanbeusefultoaskthestudenttwoquestionsforeachparagraph:

1.Whatisthemainthingorpersonthattheparagraphisabout?2.Whyisthatthingorpersonimportant?

Forpurposesofillustration,considerthefollowingparagraphfromTheStoryofCanada,byJanetLunnandChristopherMoore.

Five hundred years ago, 60 million bison—or buffalo, as they are moreoften called—roamed the grasslands of North America. They meant lifeitselftoplainsnationsliketheBlackfootofwhatisnowsouthernAlberta.The Blackfoot moved slowly across the land, following the herds and

carryingwith them everything they had. They hunted deer and antelope,they grew tobacco, and they gathered wild turnips and onion. But forcenturiesitwasthebuffalothatprovidedfortheBlackfootpeople.Buffalohidesmadetheirtipisandtheirclothing.Buffalosinewsweretheirthread.Buffalobonesmade clubs and spoons andneedles.They evenuseddriedbuffalodungasfuelfortheircampfires.TotheBlackfoot,buffalomeatwas“real” meat and nothing else tasted so good. They trusted the buffalo tokeepthemstrong.

What is the main thing that the paragraph is about? Buffalo. Why is thebuffaloimportant?BecausetheBlackfootpeopleuseditforfood,clothing,andotherpurposes.Ifthestudentcombinestheseanswersintoonesentence,shewillhavehertopicsentence:

I.TheBlackfootpeopleusedbuffaloforfood,clothing,andmanyotherpurposes.

ThenextparagraphinTheStoryofCanadareads:

The Blackfoot had always gone on foot, using dogs to help carry theirgoods, for therewerenohorses inNorthAmericauntilSpanish colonistsbroughttheminthe1500s.Soonafterthat,plainspeoplecapturedanimalsthathadgonewild,orstoletheminraids.Theytradedthehorsesnorthwardand early in the 1700s, horses came to the northern plains. Suddenly theBlackfootwereanationonhorseback.Howexcitingitwas,learningtorideahalf-wildmustangandgallopingofftothehorizon!

Askthequestion:Whatisthemainthingthattheparagraphisabout?Horses.Whyarehorsesimportant?TheBlackfoottribelearnedhowtoridetheminthe1700s.

II.TheBlackfoottribelearnedtousehorsesinthe1700s.

You will have to remind the student continually that she is not trying tosummarize the entire paragraph; she is finding the central idea in it. Leavingfactsoutisadifficultskill,andalsoinvolvesajudgmentcallonthepartofthestudent.As long as she can answer the two questions abovewith informationthatmakessense,don’tagonizeoverwhethershe’schosenthe“right”sentence

forheroutline.Once the student is comfortable finding the main idea in each paragraph

(something that can take the entire fifth-grade year), ask her tomove on to atwo-leveloutline.Inthislevelofoutlining,themainRoman-numeralpointstillprovides the central idea of the paragraph, while each capital-letter subpointshouldprovidea specificpieceof information that relatesdirectly to themainidea.AfterwritingthemainRoman-numeralpoint, thestudentshouldaskherself:

What additional information does the paragraph give me about each of thepeople, things, or ideas in themain point? For the first paragraph above, thestudentwouldask:Whatotherimportantthingdoestheparagraphtellmeaboutbuffalo?Therewere60millionbuffaloinNorthAmerica.WhatotherimportantthingdoestheparagraphtellmeabouttheBlackfoot’suseofthebuffalo?Theyreliedonthebuffalotokeepthemstrong.

Thetwo-leveloutlineoftheparagraphwouldread:

I.TheBlackfootpeopleusedbuffaloforfood,clothing,andotherpurposes.A.Therewere60millionbuffaloinNorthAmerica.B.TheBlackfootreliedonthebuffalotokeepthemstrong.

Itistemptingforthesixth-gradestudenttousethecapitallettersubpointstogivespecificdetailsabouttheparagraph:

I.TheBlackfootpeopleusedbuffaloforfood,clothing,andotherpurposes.A.Theyhunteddeerandantelopetoo.B.Theymadeclothingfrombuffalo.C.Theyatebuffalomeat.D.Theymadeclubsandspoonsandneedlesfrombuffalobones.

TheseareactuallydetailsabouttheextenttowhichtheBlackfootreliedonthebuffalo,sotheywouldonlyappearinathree-leveloutline:

I.TheBlackfootpeopleusedbuffaloforfood,clothing,andotherpurposes.A.Therewere60millionbuffaloinNorthAmerica.B.TheBlackfootreliedonthebuffalotokeepthemstrong.1.Theymadeclothingfrombuffalo.2.Theyatebuffalomeat.

3.Theymadeclubsandspoonsandneedlesfrombuffalobones.

(Notethatthedetailaboutdeerandantelopeisarandomstatementthatdoesn’tfitintotheoutlineatall.)

Beforethestudentcandothree-leveloutlines(whichshe’llbegininseventhgrade), she needs to master the basic two-level outline; each capital-lettersubpointshouldmakeanindependentstatementrelatingdirectlytosomethinginthemainRoman-numeralpoint.Thismeansthatthestudentwillneedtoworkonthe skill of eliminating unnecessary detail, picking out only the centralstatementsineachparagraph.Atwo-leveloutlineofthesecondparagraphwouldanswerthequestions:WhatisthemostimportantadditionalinformationthatthisparagraphgivesmeabouttheBlackfoot?Whatisthemostimportantadditionalinformationthatitgivesmeaboutthehorses?Anacceptableoutlinemightlooklikethis:

II.TheBlackfoottribelearnedtousehorsesinthe1700s.A.Theyhadalwaysgoneonfootbefore.B.ThehorseswerebroughttoNorthAmericabySpanishcolonists.

Asthestudentgrowsmorecomfortablewithtwo-leveloutlining,encouragehertooutlineuptotwopagesratherthanmerelyoutliningone.Aroundseventhgrade,thestudentcanbegintoconstructthree-leveloutlines.

ThethirdleveloftheoutlineusesArabicnumerals:

I.Mainpoint.A.Additionalinformationaboutthemainpoint.1.Detailaboutthatadditionalinformation.

Third-leveldetailsarerelativelysimpletofind;thestudentmerelyneedstoask,“Whatelseisimportanttoknowinthisparagraph?”Afullthree-leveloutlineofthetwoparagraphsabovemightlooklikethis:

I.TheBlackfootpeopleusedbuffaloforfood,clothing,andotherpurposes.A.Therewere60millionbuffaloinNorthAmerica.1.Thebuffaloarealsocalledbison.2.TheyroamedNorthAmerica500yearsago.

B.TheBlackfootreliedonthebuffalotokeepthemstrong.

1.Theymadeclothingfrombuffalo.2.Theyatebuffalomeat.3.Theymadeclubsandspoonsandneedlesfrombuffalobones.4.Theyusedbuffalodungforfuel.

II.TheBlackfoottribelearnedtousehorsesinthe1700s.A.Theyhadalwaysgoneonfootbefore.1.TherewerenohorsesinNorthAmerica.2.Theyuseddogstocarrytheirgoods.

B.ThehorseswerebroughttoNorthAmericabySpanishcolonists.1.Thehorsesfirstcameinthe1500s.2.Someofthehorsesescapedorwerestolen.3.Thehorsescametothenorthernplainsinthe1700s.

Once the student is reasonably comfortable with the three-level outline,encouragehertoexpandthenumberofpagesthatsheoutlines:uptothreepagesforseventhgraders,threetofourpagesforeighthgraders.Developing outlining takes practice—and don’t forget that this history

outlining should be pairedwith a grammar program that teaches the basics ofoutliningskills.However,rememberthreethings.First,manyguidestooutliningwilltellyouthatyoushouldneverhaveanA

unlessyouhaveaB,and thatyoushouldneveruse1unlessyouuse2.Whilethismightbeausefulguidewhenyou’reconstructingyourownoutlinestowritefrom,it’snotworkablewhenyou’reoutliningsomeoneelse’smaterial;thewritermightnothaveprovidedtwosubpointspermainpoint,andit’spointlesstomakeoneuptopreservesomesortofidealoutlineform.Second,theremaybeseveraldifferentwaystooutlineanygivenparagraph.If

the student can give good reasons why she’s chosen her main points andsubpoints,don’tworryaboutwhethershe’sconstructedthebestpossibleoutline.Third, if the student struggles with outlining a particular resource, it is

possiblethatthebookitselfiseitherbadlywrittenorwrittenin“encyclopedic”form(manymainpointspackedintosingleparagraphsoftext).Putitawayandtryoutliningfromadifferentbook.

SUMMARYOFLOGIC-STAGEHISTORYWORK

60minutes,threedaysperweek,or1½hours,twiceperweek:

Fifthgradestudyancienttimes(5000B.C.–A.D.400),usingselectedhistoryresources,includingprimarysources(fouroverthecourseoftheyear);doatleastoneoutline(onesentenceperparagraph)offivetosixparagraphs;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Sixthgrade

60minutes,threedaysperweek,or1½hours,twiceperweek:studymedieval–earlyRenaissancetimes(400–1600),usingselectedhistoryresources,includingprimarysources(fourtosixoverthecourseoftheyear);doatleastonetwo-leveloutlineofafive-toten-paragraphselection;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Seventhgrade

60minutes,threedaysperweek,or1½hours,twiceperweek:studylateRenaissance–early-moderntimes(1600–1850),usingselectedhistoryresources,includingprimarysources(sixtoeightoverthecourseoftheyear);doatleastonetwo-levelorthree-leveloutlineofatwo-tothree-pageselection;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Eighthgrade

60minutes,threedaysperweek,or1½hours,twiceperweek:studymoderntimes(1850–present),usingselectedhistoryresources,includingprimarysources(sixtoeightoverthecourseoftheyear);doatleastoneoralhistoryproject;doatleastonethree-leveloutlineofathree-tofour-pageselection;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.The titles we list are only a few of the many available. Plan on exploring

library and bookstore shelves for yourself. Basic texts for the four-year logicstage are listed first, followed by basic geography resources. A three-part

supplementarylistisprovidedforeachyearofstudy.Thefirstsectionforeachyearlists,inchronologicalorder,greatmenandwomen(forgrades5and6)ormajorevents(forgrades7and8)thatyoumightwanttocoverduringtheyear—this is simply a checklist to help you organize your history study. The secondsection listsprimarysources—booksand textswrittenduring theperiodunderstudy.The third section lists books that provide general informationabout thehistoricalperiod,includingcoloringbooksandotherprojectresources.Many of the resources recommended in Chapter 7, such as the detailed

Bellerophoncoloringbooks,are still suitable formiddle-gradestudents.Olderstudents may also enjoy reading elementary-level biographies as a refresher.ChecktheResourcessectionattheendofChapter7fordetails.

BasicTexts

Textsarelistedinorderofdifficulty,fromsimplesttomostcomplex.Alloftheseoptionsarecolorfulandbeautifullyillustratedandpresented.Samplesofallcanbeviewedonline.

HistoryYearbyYear.NewYork:DKChildren,2013.$24.99.Thesimplest text,writtenonanupperfourth-grade/fifth-gradelevel.ProducedincooperationwiththeSmithsonianInstitute.Double-pagespreadsonmost topics,withplentyofcaptions.Goodforslowerreadersorstudentswhohavedifficultyabsorbinglargeamountsofwritteninformation.

KingfisherHistoryEncyclopedia,3rded.NewYork:Kingfisher,2012.$32.99.Fifth-tolowerseventh-gradereadinglevel;thethirdeditionofalong-standing,highlyregardedreferencework.

National Geographic Visual History of the World. Washington, DC: NationalGeographic,2005.$35.Movesawayfrombriefencyclopedicentriestowardnarrativetext,withone-pagesummariesonmosttopics.Grades6and7.

Daniels, Patricia, and Stephen G. Hyslop. National Geographic Almanac ofWorldHistory,3rded.Washington,DC:NationalGeographic,2014.$40.Narrativestyletext;two-tothree-pagesummaryessays.Bestforgrades7andup.

AmericanHistoryBasicTexts

Usealongsidecoretextsaboveorasthebasisforaone-yearstudy.

Children’s Encyclopedia of AmericanHistory. NewYork: Dorling Kindersley,2014.$29.99.ProducedincooperationwiththeSmithsonian,thisencyclopediahasshortentrieswithplentyofillustrations,photographs,andmaps;lessnarrativeandmorevisualthantheDavidsontextbelow.

Davidson, JamesWest.ALittleHistoryof theUnitedStates.NewHaven,CT:YaleUniversityPress,2015.$25.Abrisk,readablenarrativehistoryoftheU.S.,idealforsixthgradeandabove.Excellentwritingbut fewvisualaids (theoccasionalblack-and-whiteillustrationormap).

BasicGeographyResources

Up-to-dateglobesandwallmapscanbefoundattheNationalGeographiconlinemap store (www.shopnationalgeographic.org) and at www.maps .com. SeeChapter7 for theKnowledgeQuestblack-linemaps,whicharealsouseful forlogic-stagehistorystudy.

NationalGeographicFamilyReferenceAtlas,4thed.Washington,DC:NationalGeographicSociety,2015.$70listprice,butyoucanoftenfinditdiscountedattheNationalGeographiconline store or from other booksellers. Before buying, though, visit theNationalGeographicstoreforthemostrecentedition.Contemporarynationalboundariesandgeographicalfeatures.

NationalGeographicKidsWorldAtlas.Washington,DC:NationalGeographicSociety,2013.$14.99. Visit the National Geographic store for the most recent edition.Simplified atlas with contemporary political boundaries and geographicalfeatures.

NewHistoricalAtlasoftheWorld.Skokie,IL:RandMcNally,2015.

$12. One hundredmaps showing changes in political borders from ancienttimestothepresent.SimplerthantheO’Brienatlaslistedbelow.

O’Brien,Patrick,ed.AtlasofWorldHistory,2nded.Oxford:OxfordUniversityPress,2010.$49.95. Four hundred and fifty historical maps; a much more completecollection ofmaps showing changes in empires and kingdoms from ancienttimestothepresent.Anexcellentresourcetokeeponhandforallfouryears.

PenguinAtlasof...series.NewYork:Penguin.Accessible,colorfulsoftcoverbooksshowingpoliticalchangeseverythirtytofortyyearsthroughouthistory.Listedinchronologicalorder.Kinder, Hermann, and Werner Hilgemann. The Penguin Atlas of WorldHistory,Vol.1:FromPrehistorytotheFrenchRevolution,2004.$15.McEvedy,Colin.TheNewPenguinAtlasofAncientHistory,rev.ed.2003.$17.McEvedy, Colin. The New Penguin Atlas of Medieval History, rev. ed.1992.$16.McEvedy, Colin. The Penguin Atlas of Modern History: To 1815. 1986.$16.Kinder, Hermann, and Werner Hilgemann. The Penguin Atlas of WorldHistory,Vol.1:FromtheFrenchRevolutiontothePresent.2004.$16.McEvedy,Colin.TheNewPenguinAtlasofRecentHistory:EuropeSince1815,rev.ed.1992.$16.

HistoricalAtlasesofSouthAsia,CentralAsia,andtheMiddleEastseries.NewYork:RosenPublishingGroup,2003–2004.$32.95each (librarybindingonly),butcheckyour libraryorbuyused forafractionof theprice.Excellent,colorfulmapsshowingchangesover time insome of the world’s most troubled areas; perfect for families who want tofocusinmoredeeplyonacountrywithacomplexhistory.Draper,AllisonStark.AHistoricalAtlasofEgypt.________.AHistoricalAtlasofSyria.Greenberger,Robert.AHistoricalAtlasofPakistan.Isaac,Michael.AHistoricalAtlasofOman.Khan,Aisha.AHistoricalAtlasofKyrgyzstan.

________.AHistoricalAtlasofUzbekistan.Liberman,Sherri.AHistoricalAtlasofAzerbaijan.Phillips,Larissa.AHistoricalAtlasofIraq.Ray,Kurt.AHistoricalAtlasofKuwait.Romano,Amy.AHistoricalAtlasofAfghanistan.________.AHistoricalAtlasofIsrael.________.AHistoricalAtlasoftheUnitedArabEmirates.________.AHistoricalAtlasofYemen.

Time-LineResources

BlankTimelineTemplates.$4.50for10.OrderfromRainbowResourceCenter.These22-inchtime-linesegments are each divided into twenty sections, which can be divided innumerous ways. Designate each section as one, five, ten, twenty, or moreyears;tapethemtogethertoformacustomtimeline;bindthemintoabooklet.

Add-A-CenturyTimeline.SaukRapids,MN:Add-A-Century.For those who want a slightly more elaborate time-line system, Add-A-Century offers coated card stock panels that can be connected together orboundintoabook,alongwithcategorylabels(Art&Music,Government&Politics,Science&Technology,etc.),stickers,andsuppliestomake“flip-up”panelswherethetimelinegetscrowded.Makesitsimpletoinsertadditionalpanelsintothemiddleofanalreadyconstructedtimeline.Moredetailsonthepublisher’swebsite.StarterPack.$49.50.panels,connectors,categorylabels,stickers,flip-ups,andaccessories.StarterPack/BinderSet.$63.Includesanoversizebinder tomakea time-linebook.

ResourcesforTeachingSkills

Boynton, Alice, and Wiley Blevins. Teaching Students to Read Nonfiction.ScholasticTeachingStrategies,Grades4andUp.NewYork:Scholastic,2003.$23.99. Order from any bookstore or from Social Studies School Service.

Designed for grades 4 to 7, this book guides students through the basics ofreadingnonfiction,with an emphasisonhistory.Agoodway tobuild skillsand confidence. Strategies for comprehension, tips on how to study maps,time lines, and other elements of history texts, and plenty of practice. Youcouldworkyourwaythroughthefifteenlessonsinthisbookbeforebeginninghistory study, if necessary—or return to it if the student begins to havedifficulty.

Broadwater,DeborahWhite.Note Taking: Lessons to ImproveResearch Skillsand Test Scores. Greensboro, NC: Mark Twain Media/Carson DellosaPublishing,Inc.,2003.$8.99,printandebook.BuydirectlyfromCarsonDellosa.Forgrades4to8.Directinstructionandpracticeinfindingthemostimportantfactsinareadingselection; good practice for students who have difficulty condensing andsummarizing.ViewsamplesatCarsonDellosa’swebsite.

Mueller, Mary. Study Skills Strategies: Outlining. Portland, ME: WalchEducation,2003.$26. Order through any bookstore or from Walch Education. High-schoolskills.

Pearce, Q. L. Note Taking and Outlining. Greensboro, NC: Frank SchafferPublications/CarsonDellosaPublishing,Inc.,2003.$6.99. Available as an ebook directly from Carson Dellosa. Designed forgrades3to5,thisisanexcellentresourceforstudentswhoarestrugglingwithbasicoutliningskills.ViewsamplesatCarsonDellosa’swebsite.

Ancients,5000B.C.–A.D.400(FifthGrade)

ListofGreatMenandWomen

Cheops,pharaohofEgypt(2700–2675B.C.)Abraham(c.2100B.C.)Hammurabi(c.1750B.C.)QueenHatshepsutofEgypt(c.1480B.C.)Moses(c.1450B.C.)Tutankhamen(c.1355B.C.)

Nebuchadnezzar(1146–1123B.C.)KingDavid(c.1000B.C.)Homer(c.800B.C.)Romulus(753–716B.C.)Sennacherib(705–681B.C.)Lao-tse(b.604B.C.)Pythagoras(581–497B.C.)Confucius(K’ungFu-tsu)(551–479B.C.)Buddha(SiddharthaGautama)(550–480B.C.)DariusIofPersia(522–485B.C.)Socrates(470–399B.C.)Hippocrates(b.460B.C.)Plato(427–347B.C.)Aristotle(384–322B.C.)AlexandertheGreat(356–323B.C.)ShiHuangdi(firstemperorofunifiedChina,221–207B.C.)Hannibal(foughtwithRomec.218–207B.C.)JudasMaccabaeus(c.168B.C.)Cicero(106–43B.C.)JuliusCaesar(100–44B.C.)Virgil(70–19B.C.)CaesarAugustus(c.45B.C.–A.D.14)JesusChrist(c.4B.C.–A.D.33)Caligula(diedA.D.42)SaintPaul(c.A.D.45)Nero(diedA.D.68)MarcusAurelius(ruledA.D.161–180)ConstantinetheGreat(ruledA.D.306–337)

PrimarySources:SuggestedTopics

You will discover many more options, but the following are particularlyaccessibletomiddle-gradestudents.ThePaletteofNarmer(c.3200B.C.)ExcerptsfromthePyramidTexts(c.2425–2300B.C.)

BirthlegendofSargon(c.2240B.C.)CodeofHammurabi(c.1780B.C.)TheTwelveTablesofRomanlaw(c.450B.C.)Thucydides,“ThePlagueofAthens”(c.430B.C.)JuliusCaesar,“TheGermans”fromBookVIofTheGallicWars(c.51B.C.)AugustusCaesar,“ActsoftheDivineAugustus(A.D.14)Josephus,“SiegeandFallofJerusalem”and“Masada”fromTheWarsoftheJews(c.A.D.70)ProcopiusofCaesarea,“Alaric’sSackofRome”fromHistoryoftheWars(c.A.D.410)CodexTheodosianus(A.D.438)

PrimarySources:ResourcesThe Internet Ancient History Sourcebook.legacy.fordham.edu/halsall/ancient/asbook.aspHostedbyFordhamUniversity,thisinvaluablewebsiteisaneasy-to-navigateonline archive of primary sources (translated into English) ranging fromSumer (artwork, Akkadian prayers, multiple translations of Gilgamesh,Sumerian king lists, and much more) to the third-century church (Pliny’sletters, excerpts from theChurchFathers, official edicts, andmore).Highlyusefulforthecuriousstudent.

Mellor,Ronald,andAmandaH.Podany.TheWorldinAncientTimes:PrimarySources&ReferenceVolume.Oxford:OxfordUniversityPress,2005.$36.95. Excerpts from seventy-six ancient documents (letters, historicalrecords,inscriptions,epics,andmore),spanningtheworldfromMesopotamiato Asia and the Americas. Well-presented, usable, and clear. Highlyrecommended.

Plato.TheLastDaysofSocrates.Trans.HughTredennick.NewYork:Penguin,2003.$12. For good readers, this primary source contains dialogues that you andyourmiddle-grade student could read together; the dialogue is often funny,and ideas are thought-provoking. (Remember, this is a first introduction toancientthought;thestudentdoesn’tneedtounderstandeveryword!)

GeneralInformationAldred, Cyril. A Coloring Book of Tutankhamun. Santa Barbara, CA:Bellerophon,1978.$3.50.OrderfromBellerophon.UsesactualimagesfromtheancientworldtotellthestoryofTutankhamen’sreignandburial.Detailedandchallenging.

Anderson, John. Alexander the Great Coloring Book. Santa Barbara, CA:Bellerophon,1981.$4.95.OrderfromBellerophon.TheseillustrationsofAlexandertheGreataretaken from Persian and Indian drawings as well as from the art of ancientGreeceandmedievalEurope.Includesbiographicalmaterial.

Art,SuzanneStrauss.AncientTimesandEarlyTimesseries.$22.95 each.Art, an ancient history teacher,wrote these series because shecouldn’tfindhistorytextsforfifthgradersthatcoveredtheancientworldinasystematicway,whilestillprovidingplentyofinterestingdetail.Thesebooksarewellworthhavingonhandforadditionalreading;theycovercivilizationsand stories neglected in other texts, and include projects, maps, writingassignments, personality profiles, and suggested additional readings. OrderfromthepublisherorfromAmazon.comoranotherbookstore.Ancient Times: The Story of theFirst Americans. Freeport,ME:WaysidePublishing,1999.EarlyTimes: The Story ofAncientEgypt, 4th ed. Freeport,ME:WaysidePublishing,2013.EarlyTimes:TheStoryofAncientGreece,4thed.Freeport,ME:WaysidePublishing,1994.EarlyTimes:TheStoryofAncientRome, 2nded.Freeport,ME:WaysidePublishing,2012.TheStoryofAncientChina,3rded.Freeport,ME:WaysidePress,2012.From Neolithic times to the Tang dynasty; includes explanations ofTaoism,Confucianism,andBuddhism.

West Meets East: The Travels of Alexander. Concord, MA: WaysidePublishing,1996.

Calliope.Peterborough,NH:CobblestonePublishing.$43.95 for one year’s subscription, a combination of print and web issues.Order from Cobblestone Publishing. A world history magazine for readers

aged nine to twelve; each 52-page issue has a theme (“The City-States ofSumer,”“TangDynasty”)andincludesarticles,maps,art,andaquestion-and-answerfeatureaboutworldhistory.

Conkle, Nancy.A Coloring Book of the Trojan War: The Iliad, Vol. 1. SantaBarbara, CA: Bellerophon, 1995. (Also Knill, Harry.A Coloring Book of theTrojanWar:TheIliad,Vol.2.SantaBarbara,CA:Bellerophon,1994.)$4.95 each. Order from Bellerophon. Detailed drawings, taken from Greeksculpture and architecture, can be turned into works of art with carefulcoloring.

Diez-Luckie,Cathy.FamousFiguresofAncientTimes:MovablePaperFigurestoCut,Color,andAssemble.Oakland,CA:FiguresInMotion,2009.$19.95.OrderfromthepublisherorfromWell-TrainedMindPress.Greatforkidswho like crafts: detailed, colored figures fromhistory, fromNarmer toAugustine, to cut out and assemble. The figures are on cardstock withmovablejoints.Goodfordecoratingtimelines(orjustforfun).

EyewitnessBooksseries.NewYork:DorlingKindersley.$16.99 hardcover, $9.99 paperback for each. Available in libraries andbookstores; the pictures, designs, and layoutwill providemore informationthanyouneed.Considerkeepingtheseonhandsothatyoucanreferbacktothemasyouprogressthroughthetimeline.Ayo,Yvonne,etal.Africa.2000.Farndon,John.Mesopotamia.2007.Hart,George,etal.AncientEgypt.2014.James,Simon,etal.AncientRome.2008.Pearson,Anne,etal.AncientGreece.2014.Putnam,James,etal.Pyramid.2011.

Green,John.EgyptianStainedGlassColoringBook.NewYork:Dover,1994.$6.99.OrderfromRainbowResourceCenter.Colorontranslucentpaperwithcrayons or colored pencils and end upwith a stained-glass effect. (You canalsoordertheLittleColoringBookfor$1.50forlittlebrotherorsister.)

Langley,Andrew,etal.TheRomanNews.NewYork:CandlewickPress,2009.$7.99.Headline stories from ancient history, alongwith facts, quotes, news

flashes, and even want ads. Entertaining and informative; written for fifthgraders.

Macaulay,David.City:AStoryofRomanPlanningandConstruction.Boston:HoughtonMifflinHarcourt,1983.$10.99. All the stages of construction in a Roman city. Fascinating for themechanicallyminded.Incorporateshistoryandcultureintodescriptionsofthebuildingprocess.

________.David Macaulay’s World of Ancient Engineering. Alexandria, VA:PBS,2006.$24.99 each. Order from PBS (or try your local library). These splendidDVDsusebothliveactionandanimationtoexploretheengineeringmarvelsoftheancientworld.Pyramid.RomanCity.

________.Pyramid.Boston:HoughtonMifflinHarcourt,1982.$9.95.Thebookonwhich thevideoabovewasbased, thisoffers incrediblydetaileddrawingsandexplanationsofpyramidconstruction.

Mills, Dorothy. The Book of the Ancient . . . series, ed. by Memoria Press.Louisville,KY:MemoriaPress.DorothyMillswrotepopularmiddle-gradehistorytextsintheearlytwentiethcentury. Slightly outdated, these are nevertheless readable, entertaining, andpacked with information. If you’re using an encyclopedic resource, theseprovide invaluablepractice in readingnarrative text and can also serve as abasis for outlining exercises.Memoria Press,which has edited and reissuedthetexts,hasalsopublishedTeacherGuides(writtenbyMatthewAnderson)for each with comprehension questions, short answer exercises, and othersupplements.TheBookoftheAncientGreeks.2012.$16.95.TheBookoftheAncientGreeksTeacherGuide.2012.$17.95.TheBookoftheAncientRomans.2012.$16.95.TheBookoftheAncientRomansTeacherGuide.2012.$17.95.The Book of the Ancient World. 2013. $16.95. Egypt and ancient NearEasterncivilizations.

TheBookoftheAncientWorldTeacherGuide.2010.$17.95.

Payne,Elizabeth.ThePharaohsofAncientEgypt.NewYork:RandomHouse,1981.$5.99.CoversEgypt’shistoryfromthebeginninguntilitsconquestbyGreeceand Rome. Each chapter tells about one pharaoh; on a fifth-grade readinglevel.

Perspective:TheTimelineGame.$29.95.OrderfromRainbowResourceCenter.Eachplayerchallengesothers to put cards bearinghistorical events into the proper order on a timeline.

Powell, Anton, and Philip Steele. The Greek News. New York: CandlewickPress,2009.$7.99.Headline stories from ancient history, alongwith facts, quotes, newsflashes, and even want ads. Entertaining and informative; written for fifthgraders.

QueenNefertiti.SantaBarbara,CA:Bellerophon,1992.$3.50.Order fromBellerophon.Thestoryofoneof thegreatwomenof theancientworld, told through a coloringbook that uses complex images fromEgyptianartitself.

Roehrig,Catharine.FunwithHieroglyphs.NewYork:Simon&Schuster,2008.$24.99. Designed by the New York Metropolitan Museum of Art, this setincludesrubberstamps,aninkpad,andakey.

RomanArchSet.Hamburg,Germany:HABAToys.$48.OrderfromFatBrainToys.Woodenblocksmakeitpossibletoconstruct(andunderstandthedynamicsof)aRomanarch.

Steedman,Scott,ed.TheEgyptianNews.NewYork:CandlewickPress,2009.$7.99.Headline stories from ancient history, alongwith facts, quotes, newsflashes, and even want ads. Entertaining and informative; written for fifthgraders.

Walton, John. Chronological and Background Charts of the Old Testament.

GrandRapids,MI:Zondervan,1994.$19.99.AhighlyvaluableresourcethatgivesdatesforOldTestamentevents,helpingyoutofitthemintosecularhistory;wherethereiscontroversyoveradate,abriefnoteisprovided.

Wiese, Jim. Ancient Science: 40 Time-Traveling, World-Exploring, History-Making Activities for Kids, illus. Ed Shems. San Francisco, CA: JohnWiley,2003.$16. Hands-on experience with inventions across the ancient world, fromancientcandyandkitestocountingsystemsandcompasses.

Winters,Kay.Voices ofAncientEgypt.Washington,DC:NationalGeographicChildren’sBooks,2009.$6.95.ThedailyoccupationsofOldKingdomEgypttoldinthepoeticvoicesoftheEgyptiansthemselves;illustratedandengaging.

TheWorldinAncientTimesseries.Oxford:OxfordUniversityPress,2005.$36.95 each in hardcover, but check your local library. A collaborationbetweenhistoriansandYAnovelists, thisserieshasshortengagingchapters,eachbasedonaprimarysourceselection.Cline,EricH.,andJillRubalcaba.TheAncientEgyptianWorld.Fash,William,andMaryE.Lyons.TheAncientAmericanWorld.Kenoyer,JonathanMark,andKimberleyHeuston.TheAncientSouthAsianWorld.Kleeman,Terry,andTracyBarrett.TheAncientChineseWorld.Mellor,Ronald,andMarniMcGee.TheAncientRomanWorld.Podany,AmandaH.,andMarniMcGee.TheAncientNearEasternWorld.Roberts,JenniferT.,andTracyBarrett.TheAncientGreekWorld.Robertshaw,Peter,andJillRubalcaba.TheEarlyHumanWorld.

YouWouldn’tWantTo...series.NewYork:FranklinWatts.$9.95. Entertaining history series at a fourth- to fifth-grade reading level,reviewingthelifestylesofunfortunatepeoplefromancienttimeswithplentyofhistoricaldetail.Ford,Michael.YouWouldn’tWanttoBeaGreekAthlete!2014.Malam,John.YouWouldn’tWanttoBeaRomanGladiator!2001.

________.YouWouldn’tWanttoLiveinPompeii!2008.Morley,Jacqueline.YouWouldn’tWanttoBeaPyramidBuilder!2013.________.YouWouldn’tWanttoBeaSumerianSlave!(2007.________.YouWouldn’tWanttoBeinAlexandertheGreat’sArmy!2005.________.YouWouldn’tWanttoWorkontheGreatWallofChina!2006.Pipe,Jim.YouWouldn’tWanttoBeCleopatra!2007.Stewart,David.YouWouldn’tWanttoBeanEgyptianMummy!2012.

Medieval/EarlyRenaissance,400–1600(SixthGrade)

ListofGreatMenandWomen

Thislistincludesafewearlyrulersofmajorcountriesupuntilabout1050.AfterEdward the Confessor, any ruler of England, Holy Roman Emperor, ruler ofFrance,emperorofJapan,oremperorofChinaisworthmakinganotebookpageon;wedon’tlistthemhere(therearesimplytoomany).Checktheencyclopediaforcompletelistings.SaintAugustine(writingc.411)AttilatheHun(c.433–453)KingArthur(probablykilledin537attheBattleofCamlann)Theodora(500–548)GregoryofTours(540–594)Muhammad(570–632)TheVenerableBede(672–735)CharlesMartel(688–741)Charlemagne(ruled768–814)AlfredtheGreat(849–899)LeifEriksson(discoveredNorthAmericac.1000)OmarKhayyam(1027–1123)EdwardtheConfessor(1042–1066)AnnaComnena(1083–1153)HildegardofBingen(1098–1179)EmpressMatilda(1102–1167)EleanorofAquitaine(1122–1204)ChrétiendeTroyes(1144–1190)

GenghisKhan(b.1155)ThomasAquinas(1225–1274)DanteAlighieri(1265–1321)GeoffreyChaucer(c.1340–1400)ThomasàKempis(1380–1471)JanvanEyck(c.1390–1441)JohannesGutenberg(c.1396–1468)CatherineofValois(1401–1437)JoanofArc(1412–1431)SandroBotticelli(1444–1510)ChristopherColumbus(1451–1506)LeonardodaVinci(1452–1519)AmerigoVespucci(1454–1512)Erasmus(1465–1536)NicolausCopernicus(1473–1543)Michelangelo(1475–1564)Titian(1477–1576)ThomasMore(1478–1535)FerdinandMagellan(1480–1521)MartinLuther(1483–1546)Raphael(1483–1520)IgnatiusLoyola(1491–1556)Correggio(1494–1534)GiovanniAngelode’Medici(1499–1565)ThomasWyatt(1503–1542)Nostradamus(1503–1566)JohnKnox(1505–1572)JohnCalvin(1509–1564)HernandoCortés(enteredMexicancapital,1519)PieterBrueghel(1520–1569)GiovanniPierluigidaPalestrina(1525–1594)TychoBrahe(1546–1601)PhilipSidney(1551–1586)WalterRaleigh(1554–1618)

WilliamShakespeare(1564–1616)GalileoGalilei(1564–1642)JanBrueghel(1568–1625)JohnDonne(1572–1631)InigoJones(1573–1652)RenéDescartes(1596–1650)

PrimarySources:SuggestedTopics

You will discover many more options, but the following are particularlyaccessibletomiddle-gradestudents.Procopius,“OnJustinian”fromTheSecretHistory(c.540)Muhammad,“LastSermon”(630)Bede,“TheConversionofEngland”fromTheEcclesiasticalHistory(c.700)WilliamofMalmesbury,“TheBattleofHastings”(1066)UrbanII’sSpeechatClermont(1095)TheMagnaCarta(1215)“PeasantUprisingof1381,”fromAnonimalleChronicle(1381)“TheDiscoveryofNorthAmericabyLeifEricsson” fromTheSagaofErictheRed(1387)JoanofArc,“LettertotheKingofFrance”(1429)ChristopherColumbus,“SelectionsfromJournal”(1492)VascodaGama,“RoundAfricatoIndia”(1498)MartinLuther,“95Theses”(1517)ThomasCranmer,“LetteronHenryVIII’sDivorce”(1533)

PrimarySources:ResourcesThe Internet Medieval Sourcebook. legacy.fordham.edu/halsall/sbook .asp.Hosted by FordhamUniversity, this invaluable website is an easy-to-navigateonlinearchiveofprimarysources(translatedintoEnglish)rangingfromdecreesof Justinian to the Ballad of Bosworth Field. Highly useful for the curiousstudent.

Kelley, Donald R., and Bonnie G. Smith. The Medieval and Early ModernWorld:PrimarySources&ReferenceVolume.Oxford:OxfordUniversityPress,

2005.$32.95. From A.D. 400 to 1800, excerpts from letters, historical records,inscriptions, epics, andmore, from Europe to Asia.Well-presented, usable,andclear.Highlyrecommended.

Stanley, George Edward. The European Settlement of North America, 1492–1763:APrimarySourceHistoryof theUnitedStates.WorldAlmanacLibrary,2005.$14.05.Thehistoryofcolonizationtoldinwell-chosenprimarysourceswithinterpretativeessays.

GeneralResourcesArt,SuzanneStrauss.China’sLaterDynasties.Lincoln,MA:PemblewickPress,2002.$12.49.TellsaboutChinaduringthetimeoftheSong,Yuan,Ming,andQingdynasties.

________.The Story of the Renaissance. Freeport, ME: Wayside Publishing,1997.$14.95. A readable guide to major developments in the West during thefourteenthtosixteenthcenturies;agoodreferenceworktohaveonhandforadditionalreading.

Calliope.Peterborough,NH:CobblestonePublishing.$43.95foroneyear’ssubscription,combinationofprintandweb-basedissues.Order from Cobblestone Publishing. A world history magazine for readersagednine to twelve; each52-page issuehas a theme (“TheQu’ran,” “MaryQueenofScots”)andincludesarticles,maps,art,andaquestion-and-answerfeatureaboutworldhistory.

Cathedral:TheGameoftheMedievalCity.Pukekohe,NewZealand:BrightwayProducts,1997.$40.OrderfromRainbowResourceCenter.Inthishigh-qualitywoodengame,players place their pieces (“buildings”) inside awalled city, trying to claimenough space to rule the city and become its lord.Cathedral has become aclassicstrategygame,winningaGamesmagazineawardtwice.

Chorzempa,RosemaryA.DesignYourOwnCoatofArms:An Introduction toHeraldry.NewYork:Dover,1987.$4.99.Explains the symbolismandhistoryofcoatsofarmsso thatyoucandesignyourown.

Davis,Courtney.CelticStainedGlass.NewYork:Dover,1993.$6.99.TheDoverstained-glasscoloringbooksreproducemedievalwindowson translucent paper. Color them and put them against a window for abeautifuleffect.

Deary,Terry.HorribleHistories,illus.MartinBrown.London:Scholastic.$7.99.Orderfromhorriblebooks.com,usedfromAmazon.com,or(ifyoucanstomachtheexchangerate)fromAmazon.com.ukwhereyoucanalsofindaDVD version. This British series highlights the more disgusting aspects ofmedieval life and does a good bit of history along theway; a suremiddle-gradehit.TheAngryAztecs.2008.TheCut-throatCelts.2008.DarkKnightsandDingyCastles.2011.TheIncredibleIncas.2008.Knights.2006.TheMeaslyMiddleAges.2007.TheSmashingSaxons.2007.TheStormin’Normans.2007.TheTerribleTudors.2007.TheViciousVikings.2007.

EyewitnessBooks.NewYork:DorlingKindersley.$16.99. These books are available in libraries and bookstores. The picturesanddesignsarebeautiful,andthebookswillgiveyoumoreinformationthanyou’lleverneed.Considerkeepingtheseonhandforseveralmonths,referringbacktothemasyouprogressthroughthetimeline.Baquedano,Elizabeth,etal.Aztec,Inca,andMaya.2011.Byam,Michelle,etal.ArmsandArmor.2011.Cole,Alison,etal.Renaissance.2000.Gravett,Christopher,etal.Castle.2008.

________.Knight.2007.Langley,Andrew,etal.MedievalLife.2004.Margeson,SusanM.,etal.Viking.2009.

Green,John.CathedralsoftheWorldColoringBook.NewYork:Dover,1995.$3.95.Overfortygreatcathedrals;floorplans,overhead,interior,andexteriorviews.

Macaulay,David.Castle.Boston:HoughtonMifflinHarcourt,1982.$9.95. Macaulay’s books are engrossing, with detailed drawings andexplanations of how things work; particularly good for the mechanicallyminded. This book traces the social, cultural, and political role of a castlethroughitsconstruction.

________.Cathedral,full-colored.Boston:HoughtonMifflinHarcourt,2013.$19.99. Order from any bookstore. The story of a cathedral’s construction,beginninginaFrenchtownin1252.

________.David Macaulay’s World of Ancient Engineering. Alexandria, VA:PBS.$24.99 each. Order from PBS (or try your local library). These splendidDVDsusebothliveactionandanimationtoexploretheengineeringmarvelsofthemedievalworld.CastleCathedral

AMedievalAlphabettoIlluminate.NewYork:Bellerophon,1983.$4.95. Order from Bellerophon. Ornate capital letters from medievalalphabets.Eachisafull-pagedrawing,readytobecolored.

TheMedievalandEarlyModernWorldseries.Oxford:OxfordUniversityPress,2005.$32.95eachinhardcover,butcheckyourlocallibraryorshopused.Excellentoverview of medieval and early modern topics, organized thematically andwrittenforsixth-andseventhgradeandabove.Eachvolumealsohasa$9.95Student Study Guide with activities, review worksheets, short answer andwritingassignments,andnote-takinghelps.Highlyrecommended.

Bingham,MarjorieWall.AnAgeofEmpires,1200–1750.DesForges,RogerV.TheAsianWorld,600–1500.Hanawalt,BarbaraA.TheEuropeanWorld,400–1450.Pouwels,RandallL.TheAfricanandMiddleEasternWorld,600–1500.Wiesner-Hanks,MerryE.AnAgeofVoyages,1350–1600.

Medieval Siege Engines. Victoria, BC: Pathfinders Design and Technology.Order from Amazon.com. These historically accurate model kits can be puttogetherwithglue;thewoodenpiecesarepre-cut.Sturdyandfun.

Catapult.$24.99.SiegeTower.$39.99.Trebuchet(shootsovertwentyfeet!).$36.99.

MedievalWorldseries.NewYork:CrabtreePublishing.$8.95each.Readable32-pageguidestodifferentaspectsoflifeintheMiddleAges.MuchsimplerthantheOxfordUniversityPressserieslistedabove.Cels,Marc.LifeonaMedievalManor.2004.Eastwood,Kay.TheLifeofaKnight.2003.________.PlacesofWorshipintheMiddleAges.2003.________.WomenandGirlsintheMiddleAges.2003.Elliot,Lynne.ChildrenandGamesintheMiddleAges.2004.________.ClothingintheMiddleAges.2004.________.FoodandFeastsintheMiddleAges.2004.________.MedievalMedicineandthePlague.2005.________.MedievalTowns,Trade,andTravel.2004.Findon,Joanne.ScienceandTechnologyintheMiddleAges.2004.Groves,Marsha.MannersandCustomsintheMiddleAges.2005.________.MedievalProjectsYouCanDo!2005.

Mills,Dorothy.TheBookoftheMiddleAges,ed.byMemoriaPress.Louisville,KY:MemoriaPress,2012.DorothyMillswrotepopularmiddle-gradehistorytextsintheearlytwentiethcentury. Slightly outdated, these are nevertheless readable, entertaining, andpacked with information. If you’re using an encyclopedic resource, theseprovide invaluablepractice in readingnarrative text and can also serve as abasis for outlining exercises.Memoria Press,which has edited and reissued

thetexts,hasalsopublishedTeacherGuides(writtenbyMatthewAnderson)for each with comprehension questions, short answer exercises, and othersupplements.TheBookoftheMiddleAges.$16.95.TheBookoftheMiddleAgesTeacherGuide.$17.95.

Nicole, David. Paper Soldiers of the Middle Ages. Santa Barbara, CA:Bellerophon,1992.Vol.1:TheCrusades.$4.95. Order from Bellerophon. Approximately sixty detailed, two-sidedfigures to be colored; includes Byzantine, Mongol, and Iranian cavalry,Muslimsoldiers,crusaderknights,andevenRichardtheLionhearted.

Vol.2:TheHundredYears’War.$3.95. Order from Bellerophon. Approximately sixty detailed, two-sidedfigurestobecolored;includesknights,archers,kings,queens,andpeasants.

Platt,Richard.CastleDiary.Cambridge,MA:CandlewickPress,2003.$6.99.Thisfictionalizeddiaryofathirteenth-centurypage,filledwithdetailedillustrations,describesthedailyroutineofmedievallife:hunts,tournaments,Latinlessons,doctorvisits,feasts,andmore.

QueenElizabethI.NewYork:Bellerophon,1985.$4.95. Order from Bellerophon. Paper dolls to color include Sir WalterRaleigh,theearlofEssex,andMary,QueenofScots.

Sansevere-Dreher,Diane.ExplorersWhoGotLost.NewYork:Starscape,2016.$12.99. Order from Rainbow Resource Center. A good survey of theachievements (often unintentional) of a whole range of medieval andRenaissanceexplorers,fromdaGamatoHenryHudson.

Smith,A.G.CutandAssembleaMedievalCastle.NewYork:Dover,1984.$12.95. Order from Dover Publications. A full-color model of CaernarfonCastle,builtbyEdwardIin1283.

LateRenaissance/EarlyModern,1600–1850(SeventhGrade)

ListofTopicstoExploretheMayflowerearlyAmericansettlementsRussiaunderPetertheGreatandhissuccessorsPrussiaintheeighteenthcenturytheEnlightenmenttheagriculturalrevolutionNativeAmericanculturestheBritishinIndiatheFrenchRevolutionBritish-FrenchconflictinCanadatheAmericanRevolutiontheNapoleonicWarstheindustrialrevolutionSimónBolívar’sfightforindependenceinSouthAmericathesiegeoftheAlamotheCaliforniagoldrushtheLewisandClarkexpeditiontheU.S.acquisitionofNorthAmericanterritoriesAustralia’sbeginningsasapenalcolony

PrimarySources:SuggestedTopics

You will discover many more options, but the following are particularlyaccessibletomiddle-gradestudents.

SamueldeChamplain,“TheFoundationofQuebec”(1608)TheMayflowerCompact(1620)PatrickHenry,“GiveMeLibertyorGiveMeDeath”(1775)TheDeclarationofIndependence(1776)UnitedStatesConstitution(1787)BillofRights(U.S.)(1789)TheTennisCourtOath(1789)DeclarationoftheRightsofMan(1789)

OlympedeGouges,“DeclarationoftheRightsofWomen”(1791)SenecaFallsDeclaration(1848)

PrimarySources:ResourcesThe Internet Modern History Sourcebook.legacy.fordham.edu/Halsall/mod/modsbook.aspHostedbyFordhamUniversity,thisinvaluablewebsiteisaneasy-to-navigateonlinearchiveofprimarysources(translatedintoEnglish).Highlyusefulforthecuriousstudent.

Kelley, Donald R., and Bonnie G. Smith. The Medieval and Early ModernWorld:PrimarySources&ReferenceVolume.Oxford:OxfordUniversityPress,2005.$32.95. From A.D. 400 to 1800, excerpts from letters, historical records,inscriptions, epics, andmore, from Europe to Asia.Well-presented, usable,andclear.Highlyrecommended.

Lepore, Jill.Encounters in the NewWorld: A History in Documents. Oxford:OxfordUniversityPress,2002.$33.95. A collection of first-person accounts, written between the fifteenthand eighteenth centuries, by Europeans and Africans arriving in the NewWorld.

Stanley, George Edward. The European Settlement of North America,1492–1763: A Primary Source History of the United States. Milwaukee,WI:WorldAlmanacLibrary,2005.$14.05.Thehistoryofcolonizationtoldinwell-chosenprimarysourceswithinterpretativeessays.

GeneralResourcesAnderson, J. K. Castles to Cut Out and Put Together. Santa Barbara, CA:Bellerophon,1985.$4.95.OrderfromBellerophon.ThesearemodelsoftheTowerofLondonandChateau Gaillard, with all the turrets, towers, and walls. They need to becoloredbeforeassembly.

Anderson, J. K., and Nick Taylor. Castles of Scotland to Cut Out and Put

Together.SantaBarbara,CA:Bellerophon,1985.$5.95.OrderfromBellerophon.DouneCastleandCaerlaverockCastle.Tobecoloredandassembled.

Bliven,Bruce.TheAmericanRevolution.NewYork:RandomHouse,1981.$5.99.This history for youngpeoplewas first published in1958. It gives avery detailed account of the struggle for independence and of George III’smisdeeds.

Blos, JoanW.AGathering ofDays: ANewEnglandGirl’s Journal 1830–32.NewYork:AtheneumBooks,1990.$5.99. This is aNewberyMedal-winning novel. Not “history” as such, butprovides a well-researched look into everyday life in nineteenth-centuryAmerica. The story is told through the journal of a teenage girl in colonialNewHampshire.

Brownell,David,ed.AColoringBookofKingsandQueensofEngland.SantaBarbara,CA:Bellerophon,1985.$4.95. Order from Bellerophon. Portraits in royal dress, with quotes fromShakespeareasabonus.

Cobblestone.Peterborough,NH:CobblestonePublishing.$43.95 for one year’s subscription, a combination of print and web-basedissues. Order fromCobblestone Publishing. AnAmerican historymagazineforreadersagedninetotwelve;each52-pageissuehasatheme(“Medicine,”“The Constitution,” “The Circus”) and includes articles, maps, art, and aquestion-and-answerfeatureabouthistory.

Copeland,PeterF.EarlyAmericanCraftsandOccupationsColoringBook.NewYork:Dover,1994.$4.99. Order from Dover. Historically accurate, detailed drawings withinterestingtext.

________.EverydayDressoftheAmericanColonialPeriod.NewYork:Dover,1975.$4.99.OrderfromDover.

________. Indian Tribes ofNorthAmericaColoringBook. NewYork:Dover,

1990.$3.99.OrderfromDover.

________.LewisandClarkExpeditionColoringBook.NewYork:Dover,1984.$4.99.OrderfromDover.

________.WesternPioneersColoringBook.NewYork:Dover,1997.$4.99.OrderfromDover.

Daugherty, James. The Landing of the Pilgrims. New York: Random House,1981.$5.99.Firstpublished in the1950s, thisLandmarkBook isaclassicyoung-adulttextonthePilgrimsandtheirsettlements.

EyewitnessBooks.NewYork:DorlingKindersley.$16.99 each. Available in libraries and online bookstores. The pictures anddesigns are beautiful, and the books will give you more information thanyou’lleverneed.Considerkeepingtheseonhandforseveralmonths,referringbacktothemasyouprogressthroughthetimeline.Cole,Alison,etal.Renaissance.2000.Holmes,Richard,etal.Battle.2009.Matthews,RupertO.,etal.Explorer.2012.Murdoch,David,etal.NorthAmericanIndian.2005.Murray,Stuart,etal.AmericanRevolution.2005.Platt,Richard,etal.Pirate.2007.

Freedman, Russell. Children of the Wild West. Boston: Houghton MifflinHarcourt,1990.$9.95.Withwell-written text andplentyofphotographs,Freedmanexploresthelivesofchildrentravelingwestinthe1840s.

Fritz,Jean.WhyNotLafayette?,illus.RonaldHimler.NewYork:PuffinBooks,2001.$6.99.Areadablebiographyof theFrenchheroof theAmericanRevolutionthatalsobringstheFrenchRevolutionintoview.

HistorySongsKit.NewportBeach,CA:AudioMemory,1998.

$15.95 for book and CD. Order from AudioMemory. Eleven songs teachmajor events and dates inAmerican history from 1492 to 1991.A painlesswaytoreview!

Johnston,RobertD.TheMakingofAmerica:TheHistoryof theUnitedStatesfrom1492tothePresent,rev.ed.Washington,DC:NationalGeographic,2010.$29.95. This one-volume history of theUnited States is brief but thorough,readable (on about a sixth- to seventh-grade reading level), and well-illustrated.

Knill, Harry, and Nancy Conkle. A Coloring Book of the AmericanRevolution.SantaBarbara,CA:Bellerophon,1987.$4.95. Order from Bellerophon. Based on a set of eighteenth-centurycaricatures.

Macaulay,David.MillTimes.Alexandria,VA:PBS,2001.$24.99.OrderfromPBS.ThissplendidDVD,whichcoverstheconstructionanduseofanineteenth-centuryNewEnglandmill,usesbothliveactionandanimation.

________.Mill.Boston:HoughtonMifflinHarcourt,1989.$9.95.TheMillTimesDVDisbasedonthisbook.Macaulaytellsthestoryofa nineteenth-century New England mill, tracing its social, political, andculturalroleswithdetailed,fascinatingdrawingsandeloquenttext.

MadeforTrade.Plainwell,MI:TalicorAristoplay.$25. Order from Fat Brain Toys. Players “shop” and barter in a colonialAmericantowninthisgamefortwotofourplayers.

TheMedievalandEarlyModernWorldseries.Oxford:OxfordUniversityPress,2005.$32.95eachinhardcover,butcheckyourlocallibraryorshopused.Excellentoverview of medieval and early modern topics, organized thematically andwritten for sixth to seventhgradeandabove.Eachvolumealsohasa$9.95Student Study Guide with activities, review worksheets, short answer andwritingassignments,andnote-takinghelps.Highlyrecommended.Bingham,MarjorieWall.AnAgeofEmpires,1200–1750.

Huff,TobyE.AnAgeofScience&Revolutions,1600–1800.

O’Reilly,Kevin.CriticalThinkinginUnitedStatesHistoryseries.PacificGrove,CA:CriticalThinkingPress,1995.$24.99 for each ebook package of student book plus teacher’s guide.Download from thepublisher’swebsite.Eachbookbeginswitha“Guide toCriticalThinking,”whichreviewsthebasicsoflogic:fallacies,properuseofsources,generalizations,andsoon.Thetableofcontentsclearlyidentifiesthehistorical event on which each lesson is based (“Was the Stamp ActJustified?”“ForeignViewsof theConstitution”).Have the studentcompletethese lessonswhenhe reaches thecorrespondinghistoricalevent in thecorehistorytext.BookOne:ColoniestoConstitution.BookTwo:NewRepublictoCivilWar.

Petrillo, Valerie. Sailors, Whalers, Fantastic Sea Voyages. Chicago: ChicagoReviewPress,2003.$14.95. A hands-on, activity-centered guide to sea life, from China in the1700stotheriseoftheNewEnglandwhalingtrade.Cookship’sfood,paintchina,makealighthouse,andmore.

Spier,Peter.TheStar-SpangledBanner.NewYork:DragonflyBooks,1992.$10.99.OrderfromRainbowResourceCenter.Anillustratednationalanthem,withhistoricalnotesandmapsdescribingtheWarof1812,aswellasahistoryoftheanthem’scomposition.

Stanley,GeorgeEdward.APrimarySourceHistoryoftheUnitedStates series.Milwaukee,WI:WorldAlmanacLibrary,2005.$14.05each.Well-chosenprimarysourceswithinterpretativeessays.TheNewRepublic:1763–1815.TheCrisisoftheUnion:1815–1865.

Waldman,Carl.EncyclopediaofNativeAmericanTribes, rev. ed., illus.MollyBraun.NewYork:CheckmarkBooks,2006.$26.95.Thehistoryandcustomsofover150NorthAmericanIndiannations,readableandillustrated.

Waters,Kate.TheDayseries,illus.RussKendall.NewYork:Scholastic.TheKateWatersseriesonearlyAmericanlifeusesreenactorsandinterpretersforphotographicillustration.Excellentinformation.SamuelEaton’sDay.1996.$6.99.AtypicaldayforayoungboyatPlymouth.

SarahMorton’sDay.2008.$6.99.ThedailylifeofayounggirlinPlymouthcolony.

Tapenum’sDay.1996.$18.95(hardbackonly).ThedailylifeofaNativeAmericanboylivingnearPlymouth.

WickedHistoryseries.NewYork:FranklinWatts.$5.95forpaperbacks.Wonderfulhistoricalseriesforgrades7andupwithabiographicalfocus.Brooks,Philip.KingGeorgeIII:America’sEnemy.2009.DiConsiglio,John.Robespierre:MasteroftheGuillotine.2008.Nick,Charles.SirFrancesDrake:SlaveTraderandPirate.2009.Heuston,KimberlyBurton.Napoleon:EmperorandConqueror.2010.Vincent,Zu.CatherinetheGreat:EmpressofRussia.2009.

Modern,1850–Present(EighthGrade)

ListofTopicstoExplore

AfricaunderEuropeancontroltheIndianmutiniestheCrimeanWartheVictorianeratheAmericanCivilWarexplorationintheAmericanWestEuro-AmericanconflictwiththeNativeAmericantribestheBoxerRebellionWorldWarItheRussianRevolutiontheSovietUnion

theGreatDepressiontheNewDealcivilwarinSpaintheAxisandtheAlliesWorldWarIINaziGermany/HitlertheHolocaustZionism/theJews’returntoPalestineapartheid/SouthAfricansegregationChinaunderMaotheKoreanWarthecivil-rightsmovementtheVietnamWarlandingonthemoonChernobylnucleardisasterfalloftheBerlinWall9/11

PrimarySources:SuggestedTopics

You will discover many more options, but the following are particularlyaccessibletomiddle-gradestudents.SojournerTruth,“Ain’tIaWoman”(1851)AbrahamLincoln,“GettysburgAddress”(1863)SusanB.Anthony,“OnWomen’sRighttoVote”(1873)FlorenceNightingale,“RuralHygiene”(1894)MohandasK.Gandhi,“IndianHomeRule”(1909)ProclamationoftheAbdicationoftheManchus(February24,1912)PrivateDonaldFraser,“WarDiary,September1915”(1915)JohnMcCrae,“InFlandersFields”(1915)ProclamationoftheIrishRepublic(Easter1916)TsarNicholasII,“Abdication”(March15,1917)FranklinD.Roosevelt,“FirstInaugural”(March4,1933)NevilleChamberlain,“PeaceinOurTime”(1938)WinstonS.Churchill,“WeShallFightontheBeaches”(June4,1940)

FranklinD.Roosevelt, “ADateWhichWill Live in Infamy” (December 8,1941)U.S.DeclarationofWaronGermany(December11,1941)BishopDesmondTutu,“TheQuestionofSouthAfrica”(1984)GeorgeW.Bush,“Post9/11Speech”(2001)

PrimarySources:ResourcesAten,Jerry.OurLivingConstitution,ThenandNow,2nded.Carthage,IL:GoodApplePress,2002.$16.99.TheoriginaltextoftheConstitutioninonecolumn,interpretationinanothercolumn;alsoincludesgamesandwritingactivities.

Blaisdell,Bob,ed.GreatSpeechesofthe20thCentury.NewYork:Dover,2011.$4.50.Ahandyandcheapwaytohearthevoicesoftwentieth-centuryleaders.

Frank,Anne.AnneFrank:TheDiaryofaYoungGirl.Trans.B.M.Mooyaart.NewYork:Bantam,1993.$5.99. This classic journal is a good place to begin discussions of theHolocaust.

The Internet Modern History Sourcebook.legacy.fordham.edu/Halsall/mod/modsbook.aspHostedbyFordhamUniversity,thisinvaluablewebsiteisaneasy-to-navigateonline archive of primary sources (translated into English) ranging from aneyewitnessaccountofthelivesofplantationslavesintheAmericanSouthtoareport on the pope’s visit to Cuba in 1998. Highly useful for the curiousstudent.

Murphy, Jim.The Boys’War: Confederate andUnion Soldiers Talk about theCivilWar.Boston:HoughtonMifflinHarcourt,1993.$8.95.JournalentriesandlettersfromboyssixteenandunderwhofoughtintheCivilWar.Sepiaphotographs.

GeneralInformationAllen,ThomasB.RememberPearlHarbor:AmericanandJapaneseSurvivorsTellTheirStories.Washington,DC:NationalGeographicSociety,2015.

$7.99.AnillustratedaccountoftheattackthatbringstheJapaneseperspectiveintoview.

Archambault, Alan. Black Soldiers in the Civil War Coloring Book. SantaBarbara,CA:Bellerophon,1995.$3.95.OrderfromBellerophon.

Archambault,Alan,andJillCaron.CivilWarHeroes:AColoringBook.SantaBarbara,CA:Bellerophon,1988.AlsoCivilWarHeroines,1989.$4.95 each. Important personalities from both sides, each with a full-pagedrawingandaone-pagebiography.

Bachrach, Susan D. Tell Them We Remember: The Story of the Holocaust.Boston:Little,Brown,&Co.,1994.$18.Thisoversizedsoftcoverbook,producedbytheUnitedStatesHolocaustMemorialMuseum,isagoodmiddle-gradeintroduction.Theblack-and-whitephotographsaredisturbingbutnothorrifying, and includemanyportraitsofchildren and families who perished (rather than focusing on graphicdescriptionsofthecampsthemselves).

Blumenthal,Karen.SixDaysinOctober:TheStockMarketCrashof1929.NewYork:AtheneumBooks,2002.$21.99.Alucidandreadableaccountofthestockmarketcrash;thisvaluablebookwillalsogivestudents(andparents)agoodbasicgraspofhowthestockmarketworks.Highlyrecommended.

Cobblestone.Peterborough,NH:CobblestonePublishing.$43.95foroneyear’ssubscription,mixedprintandweb-based issues.OrderfromCobblestonePublishing.AnAmericanhistorymagazineforreadersagednine to twelve; each 52-page issue has a theme (“Whaling,” “The GreatDepression,” “The Korean War”) and includes articles, maps, art, and aquestion-and-answerfeatureabouthistory.

ColoringBookofOurPresidents.SantaBarbara,CA:Bellerophon,1999.$4.95. Order from Bellerophon. From George Washington to Bill Clinton;full-pageportraits,eachfromahistoricalsource(paintings,campaignposters,andsoforth).Greatmemoryaid.

Freedman, Russell. Lincoln: A Photobiography. Boston: Houghton MifflinHarcourt,1989.$11.99.Thepersonal andpublic storyofAbrahamLincoln,witha seriesofprofiles that showshimagingduringhis terms inoffice.ANewberyMedalwinner.

________.TheWrightBrothers:HowThey Invented theAirplane. NewYork:HolidayHouse,1994.$16.95.Usesthebrothers’ownphotographsalongwithareadableaccountoftheirachievements.LotsofquotesfromtheWrights’ownwritings.

Giblin, James Cross. The Life and Death of Adolf Hitler. Boston: HoughtonMifflinHarcourt,2015.$21. A verywell-done biography, detailed and appropriate for eighth-gradereading.

Heinrichs, Ann. America the Beautiful series. San Francisco, CA: Children’sBookPress.Thisseriesincludesonetitleforeachstateandwillprovidetheeighth-gradestudent with a good basic review of state history (required by most stateeducationalboards).

HistorySongsKit.NewportBeach,CA:AudioMemory,1998.$15.95 for book and CD. Order from AudioMemory. Eleven songs teachmajor events and dates inAmerican history from 1492 to 1991.A painlesswaytoreview!

Houston, JeanneWakatsuki, and JamesD.Houston.Farewell toManzanar:ATrueStoryofJapaneseAmericanExperienceDuringandAftertheWorldWarIIInternment.NewYork:Ember,2012.$9.99. The true story of a Japanese family’s experience in America duringWorldWarII;theauthorspentpartofherchildhoodinaJapaneseinternmentcampaftertheattackonPearlHarbor.

Johnston,RobertD.TheMakingofAmerica:TheHistoryof theUnitedStatesfrom1492tothePresent,rev.ed.Washington,DC:NationalGeographic,2010.$29.95. This one-volume history of theUnited States is brief but thorough,

readable (on about a sixth- to seventh-grade reading level), and well-illustrated.

Krull,Kathleen.AKids’GuidetoAmerica’sBillofRights:Curfews,Censorship,andthe100-PoundGiant.NewYork:Festival,1999.$16.99.AsimpleandreadableguidetotheBillofRights,withplentyofrealcasesusedasillustration;writtenonasixth-toseventh-gradelevel.

McPherson, James M. Fields of Fury: The American Civil War. New York:AtheneumBooks,2002.$24.95. This history of the CivilWar, heavily illustrated and full of maps,charts,andcontemporaryphotographsandposters,waswrittenbyaPulitzerPrize–winninghistorianformiddle-gradereaders.Highlyrecommended.

O’Reilly,Kevin.CriticalThinkinginUnitedStatesHistoryseries.PacificGrove,CA:CriticalThinkingPress,1995.$24.99 for each ebook package of student book plus teacher’s guide.Download from thepublisher’swebsite.Eachbookbeginswitha“Guide toCriticalThinking,”whichreviewsthebasicsoflogic:fallacies,properuseofsources,generalizations,andsoon.Thetableofcontentsclearlyidentifiesthehistorical event on which each lesson is based (“Was the Stamp ActJustified?”“ForeignViewsof theConstitution”).Have the studentcompletethese lessonswhenhe reaches thecorrespondinghistoricalevent in thecorehistorytext.BookThree:ReconstructiontoProgressivism.BookFour:Spanish-AmericanWartoVietnamWar.

OurAmerica:GrowingUp...series.Minneapolis,MN:LernerPublications.$26.60 for each hardback. These are expensive, but the contrasts betweenmodern adolescence and the middle-school experience in previous decadesmakesthemwellworthfinding.Tryyourlocallibrary.Josephson,JudithPinkerton.GrowingUpinaNewCentury,1890to1914.2002.________.GrowingUpinPioneerAmerica,1800to1890.2003.________.GrowingUpinWorldWarII,1942to1945.2003.Ruth,Amy.GrowingUpintheGreatDepression,1929–1941.2003.

Presidents:FandexFamilyFieldGuide.NewYork:WorkmanPublishing,1998.$12.95.Order from any bookstore (the ISBN for the set is 0-7611-1203-0).Thissetofpresidentialfactcards,connectedatthebottomsothatyoucanfanthemout,hasportraits,dates,briefbiographies,andinterestingfacts.Greatforreviewandmemorization.

Stanley,GeorgeEdward.APrimarySourceHistoryoftheUnitedStatesseries.Milwaukee,WI:WorldAlmanacLibrary,2005.$14.05each.Well-chosenprimarysourceswithinterpretativeessays.TheEraofReconstructionandExpansion:1865–1900.AnEmergingWorldPower:1900–1929.TheGreatDepressionandWorldWarII:1929–1949.AmericainToday’sWorld:1969–2004.

Taylor, Theodore. Air Raid–Pearl Harbor! The Story of December 7, 1941.Boston:HoughtonMifflinHarcourt,2001.$6.99.Avividaccountoftheattack,writtenformiddle-gradereaders.

Thimmesh,Catherine.GirlsThinkofEverything:StoriesofIngeniousInventionsbyWomen.Boston:HoughtonMifflinHarcourt,2002.$7.99. A fun look at modern inventions, from Liquid Paper to spacecraftbumpers,inventedbywomen;includesinformationforyoungwomenonhowtogetstartedinventing.

Uncovering the Past: Analyzing Primary Sources series. New York: CrabtreePublishing,2015.$10.95.Writtenonafifth-tosixth-gradelevel,theseareexcellentforstudentswhoreadslowlyorhavedifficultyabsorbingwritteninformation.Flatt,Lizann.Immigration.________.TheUndergroundRailroad.Hyde,Natalie.BlackTuesdayandtheGreatDepression.Peppas,Lynn.TheHolocaust.________.Women’sSuffrage.Staton,Hilarie.CivilRights.

U.S.StatesandCapitalsFlashCards.$7.49.OrderfromRainbowResourceCenter.Fifty-oneflashcards(oneextra

forWashington,DC)withmapsandcapitals,alongwithfifty-sevenfactcardscoveringnotonlycapitalsbutalsobirds, flowers, trees, andother fun facts;thesealsocoverU.S.territories.Thecardscanbeusedforgamesaswell.

WickedHistoryseries.NewYork:FranklinWatts.$5.95forpaperbacks.Wonderfulhistoricalseriesforgrades7andupwithabiographicalfocus.Dougherty,Steve.IdiAmin.2010.Goldberg,EnidA.GrigoryRasputin:HolyManorMadMonk?2009.Heuston, Kimberley Burton. Otto Von Bismarck: Iron Chancellor ofGermany.2010.________.MaoZedong.2010.McCollum,Sean.JosephStalin.2010.Olson,Tod.LeopoldII:ButcheroftheCongo.2008.Price,Sean.AdolfHitler.2010.________.Cixi:EvilEmpressofChina?2009.

TheWorldinConflictseries.Minneapolis,MN:LernerPublications.Checkyour local libraryfor titles in thisseries;yourstudentmayfind themhelpfulinunderstandingsomeoftheongoingconflictsthatcontinuetoafflictthetwenty-firstcentury.Writtenonaneighth-toninth-gradelevel.Black,Eric.Bosnia:FracturedRegion.1998.________.NorthernIreland:TroubledLand.1998.Bodnarchuk,Kari.Kurdistan:RegionUnderSiege.2000.________.Rwanda:ACountryTornApart.1999.Kizilos,Peter.Quebec:ProvinceDivided.1999.________.SouthAfrica:NationinTransition.1998.________.Tibet:DisputedLand.2000.McGuinn,Taro.EastTimor:IslandinTurmoil.1998.Streissguth,Thomas.Cyprus:DividedIsland.1998.Turk,MaryC.Haiti:LandofInequality.1999.Zwier,LawrenceJ.SriLanka:War-TornIsland.1998.________.Sudan:NorthAgainstSouth.1999.

* David Hicks,Norms and Nobility: A Treatise on Education (New York:Praeger,1981),p.132.

†RichardtheLionheartedwaskilledinFrancein1199.HewassucceededbyKingJohn.GenghisKhandefeatedhisgreatest rival in1203andwascrownedchiefprinceoftheMongolsin1206.Johnhimselfwasexcommunicatedin1209,thesameyearthattheFranciscanorderwasfounded.

‡Westerncivilizationhas traditionallydivided time into thecenturiesbeforeChrist’sbirth(B.C.)andthecenturiesafterChrist’sbirth(A.D.,orannodomini—the“yearofourLord”).SomepeopleprefertousetheabbreviationsC.E. (“ChristianEra” or “Common Era”) and B.C.E. (“before the Christian Era” or “before theCommonEra”).AsWesterners,we’reaccustomedtoB.C.andA.D.

§ThisparticulartextistakenfromJaneBinghametal.,TheUsborneInternet-LinkedEncyclopediaofWorldHistory(London:Usborne,2003),pp.144–45.Itisnowoutofprint,althoughusedcopiescanbelocatedveryeasily.Theexampleis merely intended to show an appropriate level of detail for a fifth-gradestudent;thesameprocedureshouldbefollowednomatterwhatspinethestudenthaschosentouse.

¶ The classically educated student learns library skills as he researches—hands-ontraininginresearchisoneofthebenefitsoftheclassicalmethod.

#ThewritingprogramsrecommendedinChapters5and18willhelppreparethestudenttodothissortofshortcomposition.

**TheKingfisherHistoryEncyclopedia(NewYork:Kingfisher,2004),p.164.

†† Someparents choose to keep the samenotebook for all four years, filingpages chronologicallywithin each section, so that (for example) the “FamousMen andWomen” sectionswould beginwith an ancient hero and endwith amodernpersonofnote.

‡‡Thisisoneofthekeystosuccessfulhometutoring:You’retheboss.Yousettheschedules.Usecommonsense. If thechildspends threehoursoutliningherhistory lesson, you’redoing toomuch.Start skipping sections.Ordon’t finishthebook.Howmanytextbooksdidyourteacheractuallyfinishinhighschoolor

college?

§§PatriciaS.DanielsandStephenG.Hyslop,NationalGeographicAlmanacofWorldHistory, 2nd ed. (Washington, DC: National Geographic, 2011), pp.219–20.

18

THINKINGSTRAIGHT:SPELLING,GRAMMAR,READING,ANDWRITING

Writing...isn’taspeciallanguagethatbelongstoEnglishteachersandafewothersensitivesoulswhohavea“giftforwords.”Writingis thinkingonpaper.Anyonewho thinksclearly shouldbeable towriteclearly.

—WilliamZinsser,WritingtoLearn

SUBJECT:Spelling,grammar,reading,andwriting,grades5–8TIMEREQUIRED:5to10hoursperweek

Inthegrammaryears,yourchildlearnedtospell, tonamethepartsofspeechand assemble them into properly punctuated sentences, to gather informationthrough reading, and to write simple compositions—summaries, narratives,descriptions.Sheabsorbedthebasicrulesandskillsoflanguageuse.Now,ingrades5through8,shewillshiftfocus.Acquiringinformationisstill

important,butinsteadofsimplyabsorbingfactsaboutlanguageuse,themiddle-gradestudentwilllearntoanalyzelanguage.Nowthatsheknowsthebasicrulesthatgovern languageuse, she’lldigdeeper intohowandwhy languageworks.She’lldiagramthestructureofEnglishsentences,findoutwhytheysucceed(orfail), investigate theorganizationofwrittencompositions todiscoverwhy they

convey—or fail toconvey—clearmeaning.Andwhenshe’s finished, she’llbeprepared to use language with precision and eloquence. She’ll be ready forrhetoric.Grammar-stagelanguagestudywasorganizedaroundfoursubjects:spelling,

grammar, reading, and writing. In the logic stage, the student will make thetransition from spelling (learning how words are put together) to word study(discoveringwhywordsareformedthewaytheyare).She’salreadystudiedthenames and qualities of parts of speech; now she’ll concentrate on how thosepartsofspeechareconnectedintosentences.She’llbegintolookatherreadingassignmentswithamorecriticaleye:Whydidthischaracteractthewayhedid?Howdid thewriterconstruct thisparticularplot? Is theargument in thisessaysound? And in writing, she’ll begin to construct longer compositions—well-reasonedarguments,logicaldescriptions.Liketheelementarystudent,themiddle-gradestudentwillspendagoodpart

ofherstudytimeworkingwiththeEnglishlanguage.Planonaminimumofanhourperday,withextratimeallottedforwritingatleasttwiceaweek(oftenthiswriting will overlap with history or science work) and a separate time forimaginativereading.As in thegrammarstage, studentsmaybeatdifferent levels in spellingand

word study, grammar, reading, and writing.We’ll discuss each language skillseparately,providingayear-by-yearscheduleattheendofthechapter.

KEEPINGITORGANIZED

Asinthegrammarstage,wesuggestthatyoukeepthestudent’sworkorganizedusing three-ringed notebooks. For middle-grade students, label one notebook“Writing”andasecondnotebook“Literature.”DividetheWritingnotebookintofour sections: Spelling, Word Study, Grammar, and Compositions. (The firstthree sections will act as reference tools, the last as a way to organize thestudent’swriting.)DividetheLiteraturenotebookintotwosections:ReadingandMemoryWork.You’ll still need plenty of art supplies, but as the child grows older, you’ll

shiftawayfromstickersandglitterandleantowardhigh-qualitycoloredpencils,watercolors,andother“realart”materials.

SPELLINGANDWORDSTUDY

Generally, spelling remains part of the middle-school curriculum in fifth andsixthgrades,but thenbegins to transition toword study in seventhandeighthgrades.Thefifthgradershouldalreadybefamiliarwiththebasicrulesofspellingand

thecommonexceptions.Inthelogicstage,she’llbegintostudymorewordsthatare unusual because they come from outside the English spelling system—they’rederivedfromotherlanguages.Spellingthesewordscorrectlyrequiresanunderstandingoftheirmeaningandorigin.Ifyou’realreadymakinguseofaspellingprogramandaresatisfiedwiththe

student’s progress, continue on until the program is complete. Most spellingprograms listed in the Resources begin to transition into word study andvocabularybuildingintheupperlevels(seethefullerdescriptionsattheendofthischapterformore).If you are just now beginning spelling with a middle-grade student, you’ll

need to evaluate the student’s comfort levelwith spelling.A fifth graderwhoreads willingly (even if slowly) and spells common four- to six-letter wordswithouttoomuchdifficultycanbestartedinthesimplestspellingcurriculumwerecommend, aprogram that teaches the rulesof spellingandgives the studentlistsofwords topractice;youcanplan to spend fifteen to twentyminutesperday,threetofourdaysperweek,goingthroughthespellingexercises.A reluctant reader whomisspells common words will benefit from a more

complex approach. Middle-grade students who struggle with spelling usuallyhave not grasped the basic principles of phonetic reading either. We suggestmakinguseoftheOrton-GillinghammethoddescribedinChapter5(seepages62–64),whichusesamultisensoryapproach to teachseventy-twophonograms(lettersandlettercombinationsthatrepresentsinglesounds)andgivesstudentsplentyofhands-onpractice (written,aural,andvisual) incombining themintowords.We’velistedseveralO-GspellingprogramsintheResources,alongwithsuggestionsforplacingyourmiddle-gradespeller.Theseprogramsrequiremoretimeanddirectteaching,buttheeffortwillpayoff;youshouldseeimprovementinyourstudent’sreadingskills,aswellasinherspelling.Asyouprogressthroughyourspellingcurriculum,makeuseofthefirst two

sectionsoftheWritingnotebook.IntheSpellingsection,begintomakealistofcommonlymisspelledwords.Everyyoungwriterhascertaintroublesomewords;keep a reference list of the proper spelling of thesewords to help her as she

writes. Also have her copy any spelling rules that she has particular troubleremembering and applying (such as the infamous “i before e” rule) into thissectionofthenotebook.You’ll begin to notice that the rules in upper-level spelling are increasingly

concerned with meaning. For example, the fifth grader might run into this“spellingrule”:Theprefixesem-anden-addthemeaning in,into,causetobe,ortomaketotheword.(Afifthgraderwho’sstudiedLatinalreadyknowsthis;shecanalsofigureoutthatembitter,forexample,means“tomakebitter.”)Sothestudentshouldalsobegintokeeplistsofprefixes,suffixes,wordroots,

and their meanings in the Word Study section of the notebook. Entitle anotebookpage“PrefixesandSuffixes,”andstructureyourlistlikethis:

PrefixesandSuffixesPrefix Suffix Meaning/function Language(if

given)

contra- opposite,against Latin-able makesanadjectiveoutofanoun

mal- bad Latinpan- all Latinmyria- countless Greek

Createasimilarpageheaded“WordRoots.”Followthispattern:

WordRootsRoot Meaning Language

functio toperform Latincedere togoforward Latinpolis city Greekannu year Latin

YoucankeepthesameLanguageArtsnotebookforallfouryearsormakeanewoneeachyear;butifyoumakeanewnotebook,transferthelistsofspellingrules, the“PrefixesandSuffixes”list,andthe“WordRoots”list intotheWordStudysectionofthenewnotebook.Andcontinuetofillouttheselistsofprefixesandsuffixesandwordrootswiththeirmeaningandlanguageoforigin.When the spelling curriculum is completed—usually, sometime around

seventhgrade—vocabularystudywillreplacespellingasaformalsubject.Andthebestwaytobuildagoodvocabularyisbyreadingalargevarietyofthings.Butwhileyourseventhgraderisreading,sheshouldalsostudywordoriginsandmeanings to reinforce and sharpen her word skills. We’ve suggested severalpossibleprogramsattheendofthischapter.This studydoesn’tneed to takeuphugeamountsof time;aimfor fifteen to

twentyminutes,threeorfourtimesperweek.Continuetolistallnewwordrootsprovidedon theWordRoots page in theWordStudy sectionof the notebook.AndkeeponwiththatlistoffrequentlymisspelledwordsintheSpellingsectionofthenotebook.

GRAMMAR

The logic-stage student must use a formal grammar program to build thelanguage skills so necessary for good writing. The fifth grader knows whatelementsmakeupasentence(nouns,pronouns,verbs,adverbs,adjectives)andhowtostringthemtogether(properpunctuation,capitalization,worduse).Nowhe’sreadytostudyrelationshipsbetweenwords—howtheycombineintoclausesandhowthoseclausesrelatetoformsentences.Theserelationshipsaregovernedbyrules.Andasthestudentencountersthese

rules,heshouldmemorize them.Heshouldalso learn todrawapictureof therule—throughdiagramming.We don’t think diagramming sentences ought to be optional. Sentence

diagrams reveal the logic of sentence structure, just as syllogisms reveal thelogic of arguments. Diagramming is a hands-on grammar activity. Visuallearners will benefit from “seeing a picture” of grammatical structure, anddrawingthediagramwillhelpkinestheticlearnerstounderstandtheabstractionsof grammar. Most importantly, diagramming prevents the child from simplyparrotingbackrules thathedoesn’t fullyunderstand.Hemaybeable toquotethedefinitionofadependentclause,butifhecan’tproperlydiagramasentencethatcontainsdependentclauses,you’llknowthathedoesn’treallycomprehendhowtheywork.Anduntilheunderstandshowdependentclauseswork,hewon’tbeabletousethemashewritesandtalks.Thestudyofgrammarhasasitsgoalthecreationofaclear,persuasive,forceful,fullyequippedspeakerandwriter.Learning how to diagram in the middle grades will also benefit the high-

school student. When students begin to do more complex rhetoric-stage

compositions, they often struggle with sentence structure; as they strive toexpresscomplex thoughts, theywriteconvolutedandunclearsentences. Ifyouread a sentence in your ninth grader’s composition and think, “There’ssomething wrong with that sentence,” ask the young writer to diagram it.Usually,thesentencewillbreakoneoftherulesofpropersentenceconstruction.Diagrammingitisadiagnostictoolthatwillhighlightitsproblems;learninghowtodiagraminthemiddlegradeswillequipthestudenttousethistoolwithease.Don’tbeintimidatedbydiagramming.Itstartssimply—writingasubjectand

a verb on a horizontal line and drawing a vertical line between them. Eachsentence part has its own place on the diagram. But both you and your fifthgrader will get plenty of practice in identifying those parts before you startdiagrammingthem.(Andyou’llhavetheteacher’sbook!)In themiddle grades, you should plan to spend forty to sixtyminutes, four

daysperweek,workingthroughagrammartextanditsaccompanyingexercises.OnecautionabouttheResourceslistattheendofthischapter:Manygrammar

textsincludecompositionexercises.Almostwithoutexception,theseshouldbeskipped.Inourexperience,textseitherteachgrammarwell(systematicallyandclearly) and composition poorly, or vice versa. Use the grammar texts forgrammar, and ignore the composition exercises in favor of the approach wedescribeinthischapter.Asyouprogressthroughyourgrammarprogram,havethestudentwritedown

anygrammarorpunctuationrulethatgiveshimparticulartrouble.(Forexample,“Periods and commas go inside the closing quotationmarks.”) Keep a list ofthese“TroubleRules”intheGrammarsectionoftheWritingnotebook.If you’re just beginning grammar for the first time with a middle-grade

student, you can begin on grade level with students who have already beenworking in a systematic grammar program. Studentswho have done little (orscattershot) grammar should generally begin with the fifth-grade level of anygiven program andwork forward.Older studentswill probably progressmorequickly,butmostgrammarprogramsaredesignedtobecompletedaroundtenthgrade, so don’t worry about being “behind”; the student will still be able tocompleteafullgrammarsequencebeforetheendofhighschool.

READING:LITERATURE

Followthisschedule:

Fifthgrade Ancients(5000B.C.–A.D.400)Sixthgrade Medieval–earlyRenaissance(400–1600)Seventhgrade LateRenaissance–earlymodern(1600–1850)Eighthgrade Modern(1850–present)

During the logic stage, plan to spend forty-five to sixtyminutes, threedaysperweek,readingandcreatingnarrationpages.As in the grammar stage, literature is keyed to the historical period being

studied. The student should place narrations of historical novels and otherimaginativeliteratureintheReadingsectionofthenotebook.However, she can put narrations of any great books—original literature

writtenduring the historical periodunder study—in theArts andGreatBookssectionofthehistorynotebook.IfshereadsanovelabouttheBorgiainseventhgrade, she should put it in the Literature notebook under Reading. But if shereadsGulliver’sTravels,shecanputthisinherHistorynotebook.Inaway,it’saprimarysource,writtenbyaneyewitnesstothehistoryshe’sworkingon.Thesenotebooksaretools;usetheminwhateverwaymakesthemostsense.You shouldn’t feel that you have to confine the child to stories during her

reading time. Although the fifth grader should be reading tales from ancientEgypt, if she shows interest in a biographyofTutankhamen, let her read that,too.SheneedstoreadaversionoftheIliadandOdyssey,butshecanalsoreadnonfictionbooksaboutHomerorSocratesor thewarsofAlexander theGreat.Readingandhistorywill inevitablyoverlap.Just try tokeepabalance:at leastone work of imagination for every biography or book of history. Historicalnovelsarefine,butmakesurethatthechildalsoreadsversionsoftheclassics,ifnottheclassicsthemselves.Duringthegrammarstage,thestudent’snarrationpagesaimedtoanswerone

question:Whathappened?Butduringthelogicstage,you’llbegintoencouragethe student to think more critically about literature. After she reads, you’llconversewithheraboutthebook—carryingonadialogueaboutwhatisorisn’timportant in plots, about whether characters are heroes or villains, about theeffectsthatbookshaveonreaders.Doesthismeanyouhavetoreadthebookyourself?Ideally,yes.We’vedoneourbest,inthisbook,toguideyoutowardbooksand

work texts that don’t demand unnecessary preparation. But if you’re going todiscussbookswithyourchild,youshould (at thevery least) skim through thestoryyourself.Youdon’thave todo thiswitheverybook thechild reads, justthoseliteraturebooksthatyouplantodiscusswiththestudent.Duringthelogic

stage,yourconversationswith thestudentwillguideherasshebegins, for thefirst time, to think critically aboutwhat she reads. (And think of all the greatliteratureyou’llcatchupon.)However,wedoknowthatyouliveintherealworld,whichmeansthatjobs,

family responsibilities, and home-schooling other children might scuttle yourplanstoreadalongwithyourchild.Rememberthatyourgoal,intalkingtoyouryoungstudentabouttheliteratureshe’sjustread,istogiveherpracticeformingthoughtsaboutthebookintocompletesentencesandexpressingthemoutloud.Youdon’tnecessarilyhavetoreadthewholebookinordertocarryonthissortofdialogue;ifnecessary,thejacketflapandbackcovercopymightdothetrick.

Whatquestionsshouldyouask?Usethefollowinglisttobeginyourdialogue.Asyougrowmorecomfortable

withtheprocess,you’llthinkofothers.Foranovelorstory:

Whomisthisbookabout?(centralcharacter[s])Whatdothecentralcharacterswant?Whatkeepsthemfromgettingit?Howdotheygetwhattheywant?Dotheyhaveanenemyorenemies?Isthereavillain?Whatdoesthevillainwant?Whatdoyouthinkisthemostimportanteventinthestory?Whatleadsuptothisevent?Howarethecharactersdifferentafterthisevent?Whatisthemostimportanteventineachchapter?Howmanydifferentstoriesdoesthewritertell?

Forabiography:

Whatkindoffamilydidthesubjectcomefrom?Whatwerehisparentslike?Wheredidhegotoschool?Whatdidhewantthemostasachild?Asagrown-up?Howdidhegoaboutgettingit?Namethreeorfourimportantpeopleinhislife.Didhegetmarried?Towhom?When?Didtheyhavechildren?

Whatwasthemostimportanteventinhislife?Namethreeotherimportanteventsinhislife.Didhegetwhathewantedinlife?Whyorwhynot?Whydowestillrememberthisperson?

Forevaluation:

Whatwasthemostexcitingpartofthebook?Whatwasthemostboringpartofthebook?Didyoulikethecharacter[s]?Whyorwhynot?Didyouhopethatshewouldgetwhatshewanted?Didanypartofthebookseemparticularlyreal?Didanypartofthebookseemunlikelytoyou?Didyouhopeitwouldendinanotherway?How?Wouldyoureadthisbookagain?Whichoneofyourfriendswouldenjoythisbook?

Duringfifthgrade,concentrateonhelpingthestudentanswerthesequestionsorally. If a young reader knows that she’ll have towrite down everything shesays,she’slikelytoanswerasconciselyaspossible—whichdefeatsthepurpose.Andevencomingupwithanswerstothesequestionsishardatfirst;youdon’twant to add a second difficult task to the process. Sixth graders can begin towritetheiranswersdown(seetheprogressionoutlinedbelow).Aimtospendatleastthreedaysperweek,forty-fivetosixtyminutesperday,

on reading—that is, reading the books, talking about them, and following thewritingpatternwedescribe in the sections that follow. It isnormal fora fifth-grade student to struggle with these questions at first. Putting thoughts intowordsandarticulatingthemclearlytosomeoneelseishardwork.Bepatientandtakeyourtime.

READING:FORFUN(CONTINUINGSKILLDEVELOPMENT)

Throughout the logic stage, don’t forget to provide a full hour (at least), fourdaysperweekormore,someothertimeduringthedayforfreereading.Childrenneedtobeencouragedtoreadforfunonaregularbasis—andthey

shouldnothavetosummarizeordiscussthesebooks.Visitthelibraryregularly(many home-schooling families make library visits a weekly school activity),

and help your fifth grader choose good novels and nonfiction books oninterestingsubjects.Considerrequiringyourchildtopickouttwosciencebooksandtwohistorybooksoneachlibrarytrip.Don’tscoldthechildforpickingouteasybooks(thoseare importantforcontinuingtodevelopspeedandease),butalsochallengehimtocheckoutoneortwomoredifficultbooksoneachvisit.RealizethatnotallCaldecottorNewberywinnersaresuitableforallchildren.

Skim through books you aren’t familiar with; just because a book isrecommended by a librarian doesn’tmean that itwill provide age-appropriateentertainment.We’ve suggested a few resources for finding good books at the end of this

chapter.Manylibrarieskeeptheirownlistsofrecommendedbooksformiddle-gradereaders;askyourlibrarian.

FifthGrade:Ancients(5000B.C.–A.D.400)

Thefifthgraderreturnstotheancients.Infirstgrade,youreadmythsandfairytalestoyourbeginningreader.Nowshecanreadthemforherself.She’llbeginthe year with tales of ancient Egypt and end the year with the works of theRomans. Plan on spending forty-five to sixty minutes on reading. Since herhistory curriculum is also centered on the ancients, the history and readingcurriculawillreinforceandstrengtheneachother.As in the grammar stage, avoid “reading textbooks.”Go to the library, and

checkoutthemanymiddle-gradeversionsofclassicliterature—myths,legends,theworksofPlatoandConfucius,thetalesofHomerandVirgil.Attheendofthis chapter, we’ve listed a number of adaptations suitable for fifth graders.We’vealsolistedhistoricalnovelsthatcangivethestudentanexcellentpictureoftheancientworld.Don’t limityourself toour suggestions, though.Go to the librarycatalogor

children’s librarian with the following chronological list, suitable for fifth toeighthgraders(adaptations,biographies,andhistoricalnovels):

ConfuciusChinesefolktalesJapanesefolktalesancientChinesepoetryancientJapanesepoetrymythsofancientEgypt

talesofthepharaohstheBibleMosesAbrahamDavidSolomonEstherRuthHomerBuddhaSocratesPlatoAristotleAlexandertheGreatRomanemperorstheIliadandtheOdysseyGreekandRomanmythsAesop’sfablesIndianfolktalesAfricanfolktalesCiceroVirgil

Aftereachbookisfinished,spendsometimetalkingtothestudentabouttheliteratureshe’sjustread,usingthequestionsabove.Atfirst,justasktwoorthreequestions about each book, encouraging the student to answer in completesentences. Slowly add additional questions as her comfort level increases. Besensitive to frustration andboredom;youdon’twant to kill her interest in thebookthroughover-discussion.Afteryou’vetalkedaboutthebook,askthestudenttowriteasimplenarrative

summary—thesortofsummariesshe’sbeenwritingaboutbooksinfourthgrade.This will allow her to continue to practice her narrative writing skills. Theseshouldbe a half-page to onepage long.As shemoves on to longer andmorecomplexbooks,shemaytakeaweekorsotoreadasinglebookandwriteaone-pagesummary.Trytoenforcetheone-pagelimiteventhoughthisisdifficultforlongerbooks(thechildtypicallywantstoincludeeverydetailinhersummary).Ifshehasdifficultycondensing,talktoheraboutthebook.Askhertotellyou

thestory(orrelatetheinformation,inthecaseofanonfictionbook).Helphertoevaluate eachdetail by askingquestions: “Is that important later on?” “Wouldthestorystillmakesenseifyouleftthatpartout?”“Doesthatcharactershowupagainattheendofthebook?”“Whatdoeshedo?”“Ifyouleavehimoutofyourreport,willthestoryendthesameway?”Talkaboutthebooktogetheruntilthechildhaspinpointedthemostimportanteventsandisabletoweavethemintoanarration.At the end of the narration, ask the child to write a one- or two-sentence

evaluationofthebookthatincludesspecificreasonswhyshedidordidn’tlikethebook.“IlikedtheOdysseybecauseOdysseuscamebackhometoPenelopeand she didn’t have to marry someone she hated” is acceptable; “I liked theOdyssey because itwas interesting” is not.Again, talk through thisparagraphwithyourchild.Ask:“Whatwasyour favoritepart?”“Whowasyour favoritecharacter?”“Why?”“Didyoufindthisboring?”“Howcouldithavebeenmoreinteresting?”Thiswillbegin togive the studentelementarypractice inwritingcritically.Thisprocessofselecting,evaluating,andcriticizingwillmovethefifthgrader

fromgrammar-stagereading(whereshesimplyrepeatswhatshereadsback toyou) into logic-stage reading.During the logic stage, the student thinks aboutwhat she’s read: “What makes it interesting?” “What parts of it are mostimportant?”“WhydoIreactthewayIdo?”

SixthGrade:Medieval–EarlyRenaissance(400–1600)

In sixth grade, the student will concentrate on literature from and about theMiddleAges and earlyRenaissance, a period that coincideswith her study ofhistory. If she’s a good reader, she can tackle a few originals this year (manysixth graders are capable of reading some Malory, Chaucer, and Beowulf inmodernEnglishtranslationaswellasscenesfromShakespeare).Sixthgradeisthefirstyearthestudentwillactuallycompleteareadinglist.Aimtoreadpartsofthefollowingworks,inthefollowingchronologicalorder:

BeowulfSirGawainandtheGreenKnightTheCanterburyTalesDanteAlighieri,InfernoEdmundSpenser,“SaintGeorgeandtheDragon”fromTheFaerieQueene

ThomasMalory,aversionofLeMorted’ArthurOneShakespeareplay:Macbeth,HenryV,orAMidsummerNight’sDream

Try to find the editions we’ve specified (nothing turns a reader fromShakespeare faster than a wrinkled, tiny-print edition with no explanatoryfootnotes). Our recommended editions should be readily available at librariesandbookstores.For Sir Gawain and the Green Knight, the “Prologue” to The Canterbury

Tales, and the introduction to the Inferno,we strongly recommend reading thetextsaloudwithyourchild(poemsthatseemobscureonthepagecometolifewhenreadoutloud).Alsolookforaudiobookversions;thewholefamilymightenjoyDerekJacobi’sreadingofLeMorted’Arthuronalongdrive.WhataboutShakespeare?Sixthgradeis theearliest thatShakespeare is taught.Ifyouthinkyoursixth

grader is ready, try an original play. Otherwise, stick with the retellings andversionswelist.Relyonyourownjudgment,anddon’tforceanunreadysixthgrader to readShakespeare.Thegoalof earlyShakespeare studies is to createlove,notloathing.WhenyoutackleShakespeareforthefirsttime,followthisthree-stepprocess:

1. Read a summary of the play’s plot. The editions we suggest provide asynopsis,asummaryofeachact,andacharacterlist.

2.Now that you knowwhat’s going on, go to orwatch at least one stagedproduction. Shakespeare was written to be watched. Borrow a DVD orwatchonline,andeatpopcorn.

3.Nowreadthetext.

Whichplayshouldyouchoose?RomeoandJulietisthehigh-schoolstandard,butthesexualelementsmakeitunsuitableformanysixthgraders,whowillbeeitherembarrassedorbored.WesuggestyouchooseMacbeth(tragedy),HenryV(history), or A Midsummer Night’s Dream (comedy). A Midsummer Night’sDreamistheeasiestofthecomediestofollow,buttheavailablestagedversionsare so-so. Good productions ofMacbeth andHenry V are available, and theplays are about equal in terms of difficulty. Both require a fair amount ofbackground historical knowledge (provided in the editionswe suggest). Susanleans towardHenryV because theKennethBranaghmovie is one of the bestintroductions to Shakespeare for any young student—it’s got sword fighting,romance,comedy,andmoraldilemmas.

Continuetodiscussthesebooks,usingthediscussionquestionsabove.Duringsixthgrade,encouragethestudenttobegintowriteanswerstoatleasttwoofthediscussion questions for each book; move toward answering three or four.Alternate writing answers to the discussion questions with writing briefsummariesthatendwithasentenceortwoofevaluation.Because thesebooksactuallyoriginated in the timeperiodunder study,you

can file the summaries andwrittenanswers in thehistorynotebookunderTheArtsandGreatBooks,orintheLiteraturenotebook,whichevermakesthemostsensetoyouandthestudent.Besides following the listabove,youshouldexplore the library.Consult the

catalog or ask your librarian for sixth- to-eighth-grade books (adaptations,biographies, historical novels) by and about these writers and thinkers (listedchronologically):

St.AugustineGeoffreyChaucerErasmusEdmundSpenserSirThomasMoreJohnDonneWilliamShakespeareMartinLutherSirThomasWyatt(trystoriesofHenryVIIIandAnneBoleyn)DanteAlighieriSirThomasMaloryJohnKnoxJohnCalvinRenéDescartes

Searchforadditionaladaptationsorversionsofthesespecificworks:

BeowulfSirGawainandtheGreenKnightTheCanterburyTalesTheFaerieQueene(including“SaintGeorgeandtheDragon”)InfernoLeMorted’Arthur(“TheDeathofArthur”)oranythingbasedonthisworktheplaysofShakespeare

Insixthgrade,trytospendatleastthreedaysperweek,sixtyminutesperday,onreading—readingthebooks,talkingaboutthem,writingaboutthem.Continuetoprovidefreereadingtime.

SeventhGrade:LateRenaissance–EarlyModern(1600–1850)

The seventh grader will read literature from the late Renaissance through theearlymodernperiod.*With an extra year under his belt, the seventh-grade student can read even

moreoriginalsthanhedidinsixthgrade,startingwiththesimplernovelsofthewritershe’llmeetagain ineleventhgrade.Specificeditionsare importantonlywherewe’ve noted in the Resources at the end of this chapter; otherwise, aneasilylocatededitionsuchasaPenguinClassicorDoverThriftwilldo.Trytocompletethefollowingreadinglistinorder:

MigueldeCervantes,DonQuixote,abridgedandsimplifiedonly!CharlesPerrault,Perrault’sCompleteFairyTalesJonathanSwift,“AVoyagetoLilliput”and“AVoyagetoBrobdingnag,”fromGulliver’sTravels

JohnBunyan,ThePilgrim’sProgressDanielDefoe,RobinsonCrusoeWilliamWordsworth,“WeAreSeven,”“LinesWritteninEarlySpring,”“LinesComposedaFewMilesaboveTinternAbbey,”“LucyGray,”“ComposeduponWestminsterBridge,September3,1802,”and“IWanderedLonelyAsaCloud”

SamuelTaylorColeridge,“TheRimeoftheAncientMariner”WashingtonIrving,TheLegendofSleepyHollowandRipVanWinkleRobertBrowning,“ThePiedPiperofHamelin”JacobandWilhelmGrimm,Grimm’sFairyTalesBenjaminFranklin,“TheWaytoWealth,”inBenjaminFranklin:TheAutobiographyandOtherWritings

ChristinaRossetti,“GoblinMarket,”“ABirthday,”“SisterMaude,”“No,ThankYou,John”

LewisCarroll,Alice’sAdventuresinWonderlandJaneAusten,PrideandPrejudiceMarkTwain,TheAdventuresofTomSawyer

JulesVerne,20,000LeaguesundertheSeaCharlesDickens,AChristmasCarolAlfred,LordTennyson,“TheLadyofShalott”and“TheChargeoftheLightBrigade”

EdgarAllanPoe,“TheRaven”PeterChristenAsbjornsen,Easto’theSunandWesto’theMoon:Fifty-nineNorwegianFolkTales

FrederickDouglass,NarrativeoftheLifeofFrederickDouglass,anAmericanSlave,WrittenbyHimself

Most seventh graders will find that this list ranges from fairly simple toextremelychallenging.Asalways,useyourcommonsense.Ifyouglanceoverabookandthinkit’stoodifficultorifthestudentbeginsitandstrugglesformorethanacoupleofchapters,skipitandmoveon.Goodreaderscancertainlygoontoexplore themoredifficultworksofDickens,Austen,Twain,andanyof thewriterslistedbelow.Slowerreaderscansimplyskipsomeofthesetitles.Inseventhgrade,thestudentcandropthewritingofsimplesummaries(askill

whichshouldbewellestablishedbythispoint)andmovetoansweringfourormore of the critical questions in writing, ending with one or two answers toevaluationquestions.Thesewrittenresponsesshouldbethree-quartersofapageormore; these are basic critical essays on literature, excellent preparation forhigh-schoolwriting.FilethemeitherintheLiteraturenotebook,orintheHistorynotebookunderTheArtsandGreatBooks.Alsoexplorethelibraryforseventh-toninth-grade-levelbooks,adaptations,

biographies,andhistoricalnovelsbyandaboutthesewritersandthinkerslistedhereinchronologicalorder:

DanielDefoeJonathanSwiftJohnBunyanAlexanderPopeJohnMiltonWilliamBlakeAlfred,LordTennysonWilliamWordsworthRobertBrowningElizabethBarrettBrowning

CharlesDickensJaneAustenEdwardLearPercyByssheShelleyMaryShelleyChristinaRossettiLewisCarrollMarkTwainJamesFenimoreCooperFrederickDouglassJulesVerneHermanMelville

This is a bare outline—any literary figure encountered during the student’sexplorationoftheyears1600through1850isacceptable.Aimtospendatleastthreedaysperweek,onehourperday,onreadingthebooks,talkingaboutthem,writingaboutthem.Continuetorequireregularfreereading.

EighthGrade:Modern(1850–Present)

The eighth grader will read literature from the modern period. A completereadinglistforthisperiodwouldtakealifetimetoworkthrough,soconsiderthefollowingaskeletonthatyoucanclothewithanynumberofadditionalauthorsand books. The goal of the list is to introduce the student to awide range ofgenres—adventure, poetry, mystery, science fiction, short stories—spanning acentury and a half. Each list (fiction, poetry, and drama) is organized inchronologicalorder.Themorechallengingworks(andmoredifficultauthors)ofthis period will be read in the senior year of high school, when the studentencounters thisperiodfor the last time.Wehaven’tsuggestedspecificeditionssincethesetitlesaresowidelyavailable.Classical education demands a great deal of reading—ideally, the eighth

graderwillreadeverytitleonthelist.Butbecausethelistislong,we’vedividedit into fiction, poetry, and drama. If you’re unable to complete the entire list,makesureyouselecttitlesfromeachcategory.

Fiction

RobertLouisStevenson,KidnappedorTreasureIslandEdwardE.Hale,“TheManwithoutaCountry”LouisaMayAlcott,LittleWomenArthurConanDoyle,anyoftheSherlockHolmesstoriesorTheHoundoftheBaskervilles

RudyardKipling,TheJungleBookH.G.Wells,TheTimeMachineorTheWaroftheWorldsJackLondon,TheCalloftheWildG.K.Chesterton,anyoftheFatherBrownstoriesBaronessOrczy,TheScarletPimpernelO.Henry,anyoftheshortstoriesLucyMaudMontgomery,AnneofGreenGablesAgathaChristie,MurderontheOrientExpressDorothySayers,StrongPoisonMargaretMitchell,GoneWiththeWindMarjorieKinnanRawlings,TheYearling

PoetryHenryWadsworthLongfellow,“TheSongofHiawatha”RobertFrost,“TheRoadNotTaken”andotherpoemsE.E.Cummings,collectedpoemsWalterdelaMare,Poems1919–1934,anyselectionsLangstonHughes,TheDreamKeeperandOtherPoemsorTheBlock:Poems

DramaOscarWilde,TheImportanceofBeingEarnestGeorgeBernardShaw,PygmalionArthurMiller,TheCrucibleRobertBolt,AManforAllSeasons

Discusstheseworkswithyourstudent.Afteryou’vetalkedthroughthem,askhertowriteabasiccriticalessay,asshedidinseventhgrade.Although this list ought to keep you busy all year, you can also look for

biographiesonandworksbythefollowingwriterslistedchronologically:

BeatrixPotterLauraIngallsWilderFrancesHodgsonBurnett

K.D.WyssGerardManleyHopkinsAlexandreDumasWillaCatherWilfredOwenThomasHardyCarlSandburgA.A.MilneW.SomersetMaughamT.S.EliotEzraPoundF.ScottFitzgeraldSinclairLewisAmyLowellErnestHemingwayW.B.YeatsPearlS.BuckRobertLowellIsaacBashevisSingerToniMorrison

Theeighthgradershouldplanonspendinganhourperday,threeorfourdaysperweek,reading,discussing,andwritingaboutliterature.Freereadingshouldcontinue.Thisisagoodtimeforthestudenttogoonwith

thenovelsofAgathaChristie,ThomasHardy,IsaacAsimov,TerryPratchett,oranothernewlydiscoveredwritersheenjoys.

MEMORYWORK

Eachyear,askthestudenttoselectandmemorizethreetofivefavoritepoemsorpassagesfromherreading.Sheshouldrecitetheseforyoubeforetheendoftheschoolyear.Keepapageentitled“MemoryWork”atthebackofhernotebook;writedownthenamesofthepiecesshehasmemorizedandthedatessherecitedthemforyou.FifthgraderscanchooseEnglishtranslationsofclassicalpoemsordramatic passages; sixth graders, passages from Chaucer or Dante; seventhgradershaveawiderangeofchoices,includingpoemsofWordsworth,Rossetti,

and Poe, as well as Lewis Carroll’s “Jabberwocky”; eighth graders have theentire range of modern poetry to choose from. Allow flexibility—the studentoughttobeabletomemorizesomethingthatinterestsandattractsher.

WRITING

In the preceding chapters on science and history, and in the section above onliterature,we’vealreadycoveredmuchofwhatneedstobedoneinthemiddle-school writing curriculum: students need to continue to practice narrativesummaries,learnhowtowritebriefcriticalresponsestoliterature,and—aboveall—learntooutline.Bynow,thelogic-stagestudentshouldbeabletoputideasintowordsandget

thosewordsdownonpaper(thegrammar-stagechallenge).Oncehecandothis,thetechnicaldifficultiesinvolvedintheactofwritinghavebeenconquered.Butuntilthestudentcanbegintothinkabouttheorderinwhichideasshouldbesetdown, he’ll continue to strugglewithwritten composition. Thoughtswill spinaroundinhisheadlikeatangledballofyarn;untilhecanreachintothatballandfindtheend(thestartingplace,themainideathathisparagraph,orpage,willbeorganized around) hewon’t be able to get those thoughts down on paper.Heneedsanentrancepoint,anorderlyplanthatwilltellhim:Firstexplainthisidea;then explain how this and this relate to it; then move on to this observation.Without such aplan, hewill eitherpanic, orwildly set down ideas in randomorder(whichdescribesmuchmiddle-gradewriting).So the focus of logic-stage writing should be learning how to order ideas.

Making an outline is an exercise in ordering ideas: outlines require you toidentify the organizing thought of a paragraph of composition (the topicsentence),figureoutwhatpiecesofinformationsupportit,andchooseimportantdetailstofleshthatinformationout.In the classical tradition, students always have the chance to see skills

demonstratedbeforetryingtoexercisethemindependently;theyshouldalwaysbeabletoobserveamodel,beforebeingaskedtocarryoutataskthemselves.Sorather than suddenly demanding that your middle-grade student construct anoutline for his compositions (asmanywriting programs do), you’ll encouragethestudenttoexaminehowotherwritersorganizetheirthoughts.We’ve already touched on this skill in the last chapter, whenwe described

howoutliningslowlyreplacessimplenarrationinhistorystudy.Asyouplanout

the middle-grade student’s writing program, focus on assigning outlining allacrossthecurriculumsothatthestudentcanseeanumberofdifferentwaysthatwriters develop their topics: narratives, descriptions, definitions, explanations,comparisons, and contrasts. Begin by asking the fifth-grade student to simplypickoutthemainpoint(the“topicsentence”)ineachparagraphofanonfictionselection(perhapsonepageofgoodwriting).When thestudent iscomfortablewiththislevelofoutlining,begintorequireatwo-leveloutline,andthenathree-leveloutline(asdescribedin“HowtoOutline”onpages391–396).Whilethestudentislearningtooutline,continuetoaskhimtowritenarrative

summaries,usingthisnow-familiarformasaplatformtopracticesentencestyleandstructure.Butbysixthandseventhgrade,thenarrativesummariescangivewaytoamoreadvancedformofwriting:writingfromanoutline.Aftermakinganoutlineofapassage, thestudentwillput theoriginalaway

and then rewrite the passage, using only the outline. Then he’ll compare hisassignmentwith theoriginal.Again, this ispreparation formaturehigh-schoolwriting;before the student isgiven the taskof comingupwith anoutline andwriting from it, he needs to see how other writers flesh out the bones of anoutline.Up to this point, the student has not been required to do a great deal of

originalcomposition.Butthestudentisneverthelessdoinganenormousamountof writing practice: every day from first grade on, he’s been either copying,taking dictation, writing down narrations, outlining, or writing from someoneelse’soutline.Allofthispracticeisnecessarysothatthestudentcancomeuptothehigh-schoolstartlineequippedandreadytogo,preparedtolaunchintothefull-fledgedstudyofrhetoric.Intheclassicaltradition,earlywritinginstructionfocusedonimitation rather

than on originality. Young students need models, examples, and practice,practice, practice. Most writing programs—and almost all classroom writinginstruction—requireoriginalityfartooearly,beforestudentshavehadachanceto understand the writing process and practice writing based onmodels. Andmostclassroomsassign toomuchadvancedwriting, tooearly.Yourneighbor’sseventhgradermaybedoingabigresearchpaper,whileyourseventhgraderisstilloutliningandrewriting.Don’tfret.Thoseresearchpapershavebeenthrownat that seventh grader without a great deal of preparation. He’s probablystruggling to figure out exactlywhat he’s doing,making false start after falsestart, and ending up with a paper that is largely rehashed encyclopediainformation. Susan has taught scores of college freshmen who went through

classroom programs that had them doing book reports, research papers, andother long assignments as early as third grade. This doesn’t improve writingskill; it just produces students who can churn out a certain number of pageswhenrequired.Assomeonewho’shadtoreadthosepages,shecantestifythatthisapproachisnot,acrosstheboard,working.Adecentresearchpaperoressayrequiresskillsinoutliningandinpersuasive

writing that the majority of fifth, sixth, and seventh graders have not yetdeveloped. Instead, in fifth through eighth grade, students should be writingconstantshortcompositions,developingnecessaryskillsbeforebeingrequiredtocarry those skills through into an extended piece ofwork. Theywill begin tolearn the skills of researching, documentation, and argumentation, but the fullexerciseoftheseskillswillnottakeplaceforseveralmoreyears.Insummary: in themiddlegrades,studentsshouldlearntodiagram,outline,

andthenwritefromanoutline,followingthispattern:Grade WeeklywritingassignmentsFifth 1. Write at least two narrative summaries from history,

literature,orscience.2.Construct at least one outline of a nonfiction selection.Begin with a one-level outline of one or two selectedpages.Worktowardatwo-leveloutlineofthreeormoreselectedpages.

3.Answerdiscussionquestionsorallyaboutliterature.Sixth 1. Write at least two narrative summaries from history,

literature,orscience.2.Construct at least one outline of a nonfiction selection.Beginwithatwo-leveloutlineofthreeormoreselectedpages.Worktowardathree-leveloutlineofthreeormoreselectedpages.

3. Write one basic “literary essay” around one page inlength(answeringdiscussionquestionsaboutliteratureinwriting).

Seventh 1. Write one narrative summary, drawn from history,literature,orscience.

2. Construct at least two three-level outlines of three ormoreselectednonfictionpages.

3.Rewriteoneselection,usingthethree-leveloutline,andcompareitwiththeoriginal.

4. Write one basic “literary essay” around one page inlength(answeringdiscussionquestionsaboutliteraturein

writing).Eighth 1. Construct at least two three-level outlines of three or

moreselectednonfictionpages.2.Rewritebothselections,usingthethree-leveloutline,andcomparethemwiththeoriginals.

3. Write one basic “literary essay” around one page inlength(answeringdiscussionquestionsaboutliteratureinwriting).

Aparentwhoiscomfortablewithwritingcancarrythisprogramoutwithoutaformalwritingcurriculum,integratingtheassignmentsintothestudent’shistory,literature,andsciencestudies.However,manyparentsdon’thavetheconfidencetoteachwritinginthisway,

so in the Resources section we’ve listed several different formal writingcurriculathatarecompatiblewiththeclassicalapproach.Ifyouuseoneoftheseprograms, also try to incorporate at least one outlining exercise perweek intohistoryandscience,followingthepatternabove;anddoyourbesttofollowthepatterndescribedearlierinthischapterforthestudyanddiscussionofliterature.

OVERVIEWOFLANGUAGEWORK

FifthGradeSpelling 15–20minutes,3–4days

perweekBeginorcontinuewithformalspellingcurriculum.

Grammar 40–60minutes,4daysperweek

Formalgrammar

Reading:Literature 45–60minutes,3daysperweek

Readancientmythsandlegends,versionsofclassics,andbooksaboutancientwriters.Writebriefnarrativesummaries,endingwithashortevaluation.Begintodiscusscriticalissuesorally.Memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading:Skills 1hour,4ormoredaysperweek

Freereading

Writing Daily,timewillvary Twonarrativesummariesperweek

(overlapswithliterature,history,andscienceassignments);atleastoneone-leveloutlineperweekofanonfictionsource;worktowardtwo-leveloutlines

SixthGrade

Spelling/WordStudy 15–20minutes,3–4daysperweek

Continuewithformalspellingcurriculum.

Grammar 40–60minutes,4daysperweek.

Formalgrammar

Reading:Literature 45–60minutes,3daysperweek

ReadstoriesoftheMiddleAgesandRenaissance;begintoreadsomeoriginalwritings;alternatewritingbriefnarrativesummarieswithwritinganswerstotwoormorediscussionquestions;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading:Skills 1hour,4ormoredaysperweek

Freereading

Writing Daily,timewillvary Twonarrativesummariesperweek(overlapswithliterature,history,andscienceassignments);atleastonetwo-leveloutlineperweekofanonfictionsource(overlapswithhistoryandscience);worktowardthree-leveloutlines

SeventhGrade

Spelling/WordStudy 15–20minutes,3–4daysperweek

Continueorfinishformalspellingcurriculum;transitionintowordstudy.

Grammar 40–60minutes,4daysperweek

Formalgrammar

Reading:Literature 45–60minutes,3daysperweek

ReadlateRenaissancethroughearlymodernliterature;answerfourormorecriticalquestions

aboutliteratureinwriting;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading:Skills 1hour,4ormoredaysperweek

Freereading

Writing Daily,timewillvary Onenarrativesummaryperweek(overlapswithliterature,history,andscienceassignments);atleasttwothree-leveloutlinesperweekofnonfictionsources(overlapswithhistoryandscience);rewriteoneselectionfromanoutlineeachweek.

EighthGrade

WordStudy 15–20minutes,3–4daysperweek

Continuewithwordstudy.

Grammar 40–60minutes,4daysperweek

Formalgrammar

Reading:Literature 45–60minutes,3–4daysperweek

Readmodernliterature;answerfourormorecriticalquestionsaboutliteratureinwriting;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading:Skills 1hour,4ormoredaysperweek

Freereading

Writing Daily,timewillvary Atleasttwothree-leveloutlinesperweekofnonfictionsources(overlapswithhistoryandscience);rewritebothselectionsfromtheoutlineseachweek.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we have

notedit.Whereindicated,resourcesarelistedinchronologicalorder(theorderyou’llwant touse themin).Books inseriesare listedtogether.Rememberthatadditional curricula choices and more can be found atwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

Spelling

Therearedozensofspellingcurriculaandresourcesoutthere.We’velistedfourresourceswithverydifferentapproacheshere;weselectedtheseforeaseofuse,affordability, and their track record of effectiveness across a wide range ofhome-schoolingfamilies.

AllAboutSpelling.EagleRiver,WI:AllAboutLearningPress,2006–14.Developedbydyslexia researcherMarieRippel,AllAbout Spelling is basedontheOrton-Gillinghamsystem.EachTeacher’sManualis“lightlyscripted”(you,theparent,aretoldwhattoexplain,howtoexplainit,andwhatvisualaidsandmanipulativestouse).TheaccompanyingStudentPacketscontainallcards, charts, and worksheets required. Samples are available at thepublisher’swebsite.We have listed the entire series for your convenience. The publisher’s

website suggests that students who are beginning the program for the firsttime start with Level 2 if they have some familiarity with phonograms, orLevel 1 if they don’t; older studentswill progress very quickly through thefirst levels. Additional placement advice is available at the publisher’swebsite.When beginning the program, you’ll need to purchase one Spelling

InteractiveKit (containing letter tiles,magnets, cards, and app),whichwillserveyoufortherestofthelevels.Level1(Teacher’sManualandStudentPacket),$29.95Level2(Teacher’sManualandStudentPacket),$39.95Level3(Teacher’sManualandStudentPacket),$39.95Level4(Teacher’sManualandStudentPacket),$39.95Level5(Teacher’sManualandStudentPacket),$39.95Level6(Teacher’sManualandStudentPacket),$39.95Level7(Teacher’sManualandStudentPacket),$39.95

SpellingInteractiveKit,$22.85

Modern Curriculum Press Spelling Workout series, rev. ed. Parsippany, NJ:ModernCurriculumPress(PearsonLearningGroup),2002.$12.97foreachstudentedition,$13.47foreachTeacher’sEdition.OrderfromPearsonLearning.Thegradelevelsareapproximate;studentswhoarenewtotheseriesshouldbeginwithLevelE.MoststudentswillfinishLevelH,whichintroduces word study, in sixth or seventh grade and progress on to moreadvancedwordstudy.Theprogramisawell-organized, low-preparation,open-and-goworkbook

series. SpellingWorkoutworks best for studentswho read easily and don’tstrugglewithspelling;itwillreinforcetheirintuitiveknowledgeoflanguage,teachrulesexplicitly,anddrilltheminproofreading.Caveats:Don’tdotheassociatedwritingexercisesandignoreanythingthat

seemsunnecessarily“schoolish”toyou.SpellingWorkoutE(fifth-gradelevel)Teacher’sEditionESpellingWorkoutF(sixth-gradelevel)Teacher’sEditionFSpellingWorkoutG(seventh-gradelevel)Teacher’sEditionGSpellingWorkoutH(eighth-gradelevel)Teacher’sEditionH

SequentialSpelling.Clio,MI:AVKOEducationalResearchFoundation,variousdates.This seven-level series was developed by longtime teacher Don McCabe,himself a dyslexic reader. Sequential Spelling takes an entirely differentapproach: rather than teaching the rules that govern English spelling, thebooks teach words in “word families” that all have the same pattern. Theprogram is often very effective for students who struggle with rule-basedspelling.Inaddition,thepublisheroffersDVDlessonsthatteachthestudentdirectly, so that theparentneedsonly to superviseandcheck (aparticularlygoodoptionforlargerfamilies).SequentialSpellingdoesnotteachrulesatall(“Mostpeopleneverneedto

be taughtspellingrules inorder to learnEnglish”), insteadfocusingentirely

on patterns. However, supplemental materials teaching spelling rulesexplicitly can be downloaded from the publisher’swebsite;we suggest thatyoumakeasmuchuseoftheseaspossible.Thelevelsarenotbygrade,butratherbywordfamily;alwaysbeginwith

Level1ifyouhavenotusedtheprogrambefore.Eachlevelcosts$15fortheTeacherManual,$10fortheStudentResponse

Book, and $30 for theDVD (ebook versions are also available for a lowercost, as are “bundles” of all required materials). Buy from the publisher,www.avko.org. Extensive samples of all materials are available at thepublisher’swebsite.SequentialSpelling1SequentialSpelling2SequentialSpelling3SequentialSpelling4SequentialSpelling5SequentialSpelling6SequentialSpelling7

The Writing Road to Reading, 6th rev. ed. Phoenix, AZ: Spalding EducationInternational.The Writing Road to Reading, also known as the Spalding method, wasdevelopedin the1950sbyRomaldaSpalding,aneducatorwhostudiedwithSamuelOrton (of theOrton-Gillinghammethod) andworkedwith severelydyslexicstudents.MuchliketheO-Gapproach,theSpaldingmethodteachesseventy phonograms using multisensory methods, and combines a strongfocusonspellingwithinstructioninphonics.WRTR is much more complex and labor-intensive than the other O-G

curricula we suggest, and its heavy emphasis on writing makes it a poorchoiceforyoungerstudents.However,middle-gradestudentswhospellbadlyandreadwithreluctancecanbenefitfromtheapproach.(Theyshouldalsobeevaluatedfordyslexia,aconditionthatWRTRwasdesignedtomeet.)Parentswhowant touseWRTRshouldstronglyconsider investing in the

ten-hour online training session, “Spalding for Home Educators,” offeredthroughtheSpaldingEducationInternationalwebsite.Anonlineassessmentisalso available to help place your student in the correct level. Visit thewebpageforfullerexplanations.

Home Educator’s Kit. $206.60. Contains the core text, teacher’s guide(select the correct grade level after completing the online assessment withyour student), phonogram andword builder cards, supplemental testing andnotebookmaterials,CDandDVDsupplements,andaccessories.

WordStudy

Fifer, Norma, and Nancy Flowers. Vocabulary from Classical Roots series.Cambridge,MA:EducatorsPublishingService.Order from Educators Publishing Service. Core texts are $13.25, Teacher’sGuideandAnswerKeybooks(usefulbutnotessential)are$22.90.The books are part reference book and partworkbook; they use classical

quotes,definitions,andexercisestobuildvocabularyskills.ThecorebooksintheseriesareBooksAthroughE,andeachissixteenlessonslong.Ifyoudoonelessonperweek,youcaneasilycompletetwobooksperyear.TheVocabulary from Classical Roots series provides exercises, but they

aren’textensive.Insteadofdoingwordstudyforfifteenminutesaday,asyoudidforspelling,wesuggestthatyoufollowthispattern:

Monday 30–45minutes Readthroughthewordroots,definitions,andsamplesentences;make3×5-inchflashcardsforeachLatinrootandunfamiliarEnglishword.

Tuesday–Thursday 5–10minutes Drillwithflashcards.Friday 10minutes Reviewflashcards;complete

exercises;check.

Aim to do one lesson per week. If you’re able to begin Vocabulary fromClassical Roots in seventh grade, you’ll completeA andB in the seventh-grade year, andC andD in the eighth-grade year. If you don’t finish theSpellingWorkout texts until themiddle of the seventh grade (or later), juststicktothissamepattern—onelessonperweek.VocabularyfromClassicalRootsATeacher’sGuideandAnswerKeyAVocabularyfromClassicalRootsBTeacher’sGuideandAnswerKeyB

VocabularyfromClassicalRootsCTeacher’sGuideandAnswerKeyCVocabularyfromClassicalRootsDTeacher’sGuideandAnswerKeyDVocabularyfromClassicalRootsETeacher’sGuideandAnswerKeyE

WordlyWise3000,3rded.Cambridge,MA:EducatorsPublishingService.This direct instructional vocabulary program focuses less on roots andprefixesandmoreonworduse.Particularlygoodforimprovingstandardizedtesting,butalsoanexcellentvocabularybuilder.Lessonsareopen-and-go.Wesuggest beginning with Book 7, but you can view word lists and samplelessons fromeachbookon thepublisher’swebsiteandchoose the level thatwillchallengeyourstudent.StudentBook7.$12.40.Teacher’sResourceBook7.$49.55.StudentBook8.$12.49.Teacher’sResourceBook8.$49.55.StudentBook9.$13.25.Teacher’sResourceBook9.$49.55.StudentBook10.$13.25.Teacher’sResourceBook10.$49.55.

Grammar

Rod&StaffGrammarandComposition.Crockett,KY:Rod&Staff.Afterreviewinganumberofgrammartexts,westillthinkthattheRod&Staffgrammarseries,whichnowextendsthroughtenthgrade,isthemostthorough.Students new to the program can go directly into the fifth-grade book,Following thePlan,which builds on thematerial taught in the fourth-gradebook we recommended in Chapter 5. The student can continue on withProgressingwithCourage (sixth grade),Building Securely (seventh grade),and Preparing for Usefulness (eighth grade). Each nonconsumable textcontains clear explanations of grammatical concepts andplenty of exercisesforpractice.Don’tfeelthatyouhavetocompleteeverygrammarexercise;if

your child understands the concepts and is able to put them into practice,there’snoneedtobecompulsiveaboutfinishingthepage.Diagrammingandoutliningareincluded.Rod & Staff is a Mennonite press, and the examples and exercises

sometimesrefertobiblicalpassagesandChristiantheology.Rod&Staffhasnowebsiteandlimiteddistribution;orderfromMilestone

BooksorExodusBooks.FollowingthePlan:English5.1993.PupilTextbook.$18.65.Worksheets(additionalpractice).$3.60.Teacher’sManual.$25.25.TestBooklet.$2.50.

ProgressingwithCourage:English6.1994.PupilTextbook.$19.75.Worksheets(additionalpractice).$3.60.Teacher’sManual.$27.94.TestBooklet.$2.50.

BuildingSecurely:English7.1996.PupilTextbook.$19.75.Worksheets(additionalpractice).$3.60.Teacher’sManual.$27.45.TestBooklet.$2.50.

PreparingforUsefulness:English8.1997.PupilTextbook.$19.75.Worksheets(additionalpractice).$3.60.Teacher’sManual.$27.45.TestBooklet.$2.50.

HakeGrammar&Writing,2nded.Boston:HoughtonMifflinHarcourt,2014.Previously known as Saxon Grammar, Hake Grammar & Writing offers athorough and nonsectarian approach to grammar, with outlining,diagramming, and plenty of review. You will need the Student Textbook,whichcontainsallofthegrammarinstructionandexercises,andtheTeacherPacket, which contains loose-leaf tests and answers to the exercises in theStudent Textbook. We do not recommend the Student Workbook, which

contains the writing component of the program; the Hake writing providesverylittlemodelingandisnotwellorganized.BuytheStudentTextbookandTeacher Packet separately rather than buying the Homeschool Kit, whichcontainstheStudentWorkbookaswell.Order from an online textbook supplier or from a home-school supplier

suchasRainbowResource.Note:HMH’smainsitesellsthehardcoverschoolversion of the program, which is different only in format and cannot bepurchased by individual users; HMH’s home education site makes it verydifficult tobuy just the textbooksand teachermaterials. ISBNsare includedheretomakeorderingeasier.Samplescanbeviewedonthepublisher’swebsite.GrammarandWriting5StudentTextbook(ISBN9780544044234).$43.25.GrammarandWriting5TeacherPacket(ISBN9780544044258).$29.75.GrammarandWriting6StudentTextbook(ISBN9780544044265).$43.25.GrammarandWriting6TeacherPacket(ISBN9780544044289).$29.75.GrammarandWriting7StudentTextbook(ISBN9780544044296).$43.25.GrammarandWriting7TeacherPacket(ISBN9780544044319).$29.75.GrammarandWriting8StudentTextbook(ISBN9780544044326).$43.25.GrammarandWriting8TeacherPacket(ISBN9780544044340).$29.75.

VoyagesinEnglish.Chicago:LoyolaPress,2011.OrderfromLoyolaPress.Thisseries,originallydesignedbyLoyolaPressforCatholicschools,hasbeenreissued in a nonsectarian version. The rules are clearly stated and theexercisesareadequate;theprogramisnotquiteasrigorousorcompleteastheRod&Staff program, and thewriting exercises should be skipped (see theWriting section in this chapter).Voyages inEnglish is a littlemore colorfuland eye-appealing than Hake. Samples can be viewed on the publisher’swebsite.VoyagesinEnglish,Grade5,StudentEdition.$52.95.Grade5PracticeBook.$11.95.Grade5TeacherEdition.$81.95.Grade5AnswerKeyforPracticeandAssessmentBooks.$15.95.

VoyagesinEnglish,Grade6,StudentEdition.$54.95.Grade6PracticeBook.$12.95.Grade6TeacherEdition.$83.95.Grade6AnswerKeyforPracticeandAssessmentBooks.$18.95.

VoyagesinEnglish,Grade7,StudentEdition.$54.95.Grade7PracticeBook.$12.95.Grade7TeacherEdition.$83.95.Grade7AnswerKeyforPracticeandAssessmentBooks.$18.95.

VoyagesinEnglish,Grade8,StudentEdition.$54.95.Grade8PracticeBook.$12.95.Grade8TeacherEdition.$83.95.Grade8AnswerKeyforPracticeandAssessmentBooks.$18.95.

SupplementaryResourcesDaly,Mary.TheFirstWholeBookofDiagrams,rev.ed.Garretson,SD:HedgeSchool,2010.$26. Order from the Hedge School or from Emmanuel Books. A usefuldiagrammingsupplement.ElementaryDiagrammingWorktext. $10.00 when ordered along with thetextabove.Providesstudentswithplentyofpractice.

Mueller, Mary. Study Skills Strategies: Outlining. Portland, ME: WalchEducation,2003.$26.99.OrderthroughanybookstoreorfromWalchEducation(youcanalsoread samples atwww.walch.com).High-school level instruction in outliningskills.

Reading:Literature

Thesearelistedinorderofuse.Remember,youdon’thavetoreadallofthese.Butyoucanchoosereadingassignmentsfromamongthefollowingnames.Notethat this list—especially the early-modern and modern sections—is merely astartingplace.Therearemanyotherauthorsandbooksworthreading,andyou’lldiscover themasyouexploreyour library.Rather thanorganizing thesebooksandauthorsalphabetically,wehave listed theminchronologicalorder,andwesuggestthatyoureadtheminthisorder;wehavealsoincludedafewhistoricalnovelswhereappropriate.Inmostcases,youcanfindvariousversionsofthesestories.Wehavesuggestedafewspecificeditionsthatweparticularlylike.For fifth grade,wehave provided a number of different retellings ofGreek

mythsandstories;pickoneorseveral.Fromsixthgradeon,thelistsaredivided

intotwoparts.Thefirstpart,theformalreadinglistthatwedescribeindetailinthe chapter itself, is listed in chronological order. The supplementary list,containingbooksandnovelsthatyoucanusetosupportthereadinglist,islistedalphabeticallybyauthor.

Ancients,5000B.C.–A.D.400(FifthGrade)

Workthroughthesebooksandauthorsinthefollowingorder.

Green,RogerLancelyn.TalesofAncientEgypt.NewYork:Puffin,2001.$4.99.Aminorclassicinitsownright.Green’sretellingisclearandvivid.

McGraw,EloiseJarvis.TheGoldenGoblet.NewYork:Puffin,1986.$6.99.AyoungEgyptianboysolves themysteryofagobletstolenfromtheCityoftheDead.

________.Mara,DaughteroftheNile.NewYork:Puffin,1985.$6.99.AnEgyptian slave girl gets involvedwith rivalswho battle over thethrone.

Fang,Linda.TheCh’i-linPurse:ACollectionofAncientStories, illus. JeanneM.Lee.NewYork:SquareFish/FSG,2012.$8.99.Ninewell-toldstoriesfromtheWarringStatesperiod.

McAlpine,Helen,andWilliamMcAlpine.TalesfromJapan.NewYork:OxfordUniversityPress,2002.$12.95. Part of theMyths and Legends series. Engrossing andwell-writtenstories.

Khan,NoorInayat.TwentyJatakaTales,illus.H.WillebeekLeMair.Rochester,VT:InnerTraditions,1985.$14.95.IllustratedtalesfromancientIndia.

Arnott,Kathleen.TalesfromAfrica.NewYork:OxfordUniversityPress,2000.$12.95. Part of theMyths and Legends series. Engrossing andwell-writtenstories.

Evslin, Bernard.Heroes, Gods and Monsters of Greek Myths, illus. William

Hofmann.NewYork:LaurelLeaf,1984.$6.99.Vividretellingsofthe“greatesthits”ofGreekmyth.

Coolidge,Olivia.GreekMyths.Boston:HoughtonMifflinHarcourt,2001.$6.99.Aclassicretelling.

Colum,Padraic.TheGoldenFleeceandtheHeroesWhoLivedbeforeAchilles.NewYork:Aladdin,2004.$9.95.Aclassicretelling.

Green,RogerLancelyn.TalesofGreekHeroes.NewYork:Puffin,2009.$4.99.Aminorclassicinitsownright.Green’sretellingisclearandvivid.

________.TheTaleofTroy.NewYork:Puffin,2012.$4.99.Aminorclassicinitsownright.Green’sretellingisclearandvivid.

Morden,Daniel,andHughLupton.TheGreekTalesseries,illus.CaroleHenaff.Cambridge,MA:BarefootBooks.$7.99. Accessible paperback chapter book retellings of Greek myths andepics.TheAdventuresofAchilles.2012.TheAdventuresofOdysseus,illus.ChristinaBalit.2006.DemeterandPersephone.2013.OrpheusandEurydice.2013.TheseusandtheMinotaur.2013.

Coolidge,Olivia.TheTrojanWar.Boston:HoughtonMifflinHarcourt,2001.$6.95.Aclassicretelling.

Colum, Padraic. The Children’s Homer: The Adventures of Odysseus and theTaleofTroy,illus.WillyPogany.NewYork:Aladdin,2004.$9.99.Aclassicretelling.

Sutcliff,Rosemary.BlackShipsbeforeTroy:TheStoryof the Iliad, illus.AlanLee.NewYork:LaurelLeaf,2005.$6.99.Anexcellentretellingwitheerie,vividillustrations.

Lively,Penelope. InSearchofaHomeland:TheStoryof theAeneid, illus. IanAndrew.NewYork:Delacorte,2001.Outofprint,buttryyourlocallibrary.ThisisoneofthefewretellingsoftheAeneidavailable,andit’sagoodone,withexcellentillustrations.

McGovern,Ann.Aesop’sFables.NewYork:Scholastic,2013.$4.99.Agoodretellingofsixtyfables,illustrated.

Plato.TheLastDaysofSocrates.Trans.HughTredennick.NewYork:Penguin,2003.$14. Contains the two dialogues “On Piety” and “The Death of Socrates.”Mostfifthgraderscanreadthisifyoutakeoneoftheparts.

Coolidge,Olivia.Caesar’sGallicWars.NorthHaven,CT:LinnetBooks,1998.Outofprint,butworthhuntingfor.BasedonJuliusCaesar’sCommentaries,the story ofCaesar’swars inGaul, 58–51B.C. The only retelling ofCaesarwe’veeverseen,difficulttofind,buttryyourlibraryorbuyused.

Vennema, Peter. Cleopatra, illus. Diane Stanley. New York: HarperCollins,1997.$7.99.Well-researchedandbeautifullyillustratedlifeoftheEgyptianqueen.

Speare,ElizabethGeorge.TheBronzeBow.Boston:HoughtonMifflinHarcourt,1997.$6.95.AJewishrebelinfirst-centuryGalileeencounterstheitinerantpreacherJesus.ANewberyMedalwinner.

Sutcliff,Rosemary.Outcast.NewYork:Farrar,StrausandGiroux,1995.$10.99.ARoman infant is rescuedfromashipwreckandraised inaBritishvillage.

________.TheEagleoftheNinth.NewYork:SquareFish,2011.$8.99.InA.D.119,aRomanlegiondisappearsinthewildsofBritain.Fifteenyearslater,thecommander’ssonsetsouttofindthemissingcompany.

________.TheSilverBranch.NewYork:SquareFish,2010.$9.99. In the sequel toTheEagleof theNinth,Saxons raidBritain, and theRomanprovincesfightfortheirland.

Medieval/EarlyRenaissance,400–1600(SixthGrade)FormalReadingList

Workthroughthelistinthisorder.Titlescanbeorderedfromanybookstore.

Nye,Robert.Beowulf:ANewTelling.NewYork:LaurelLeaf,1982.$5.99.Agood(andveryexciting)adaptationforsixthgraders.

Tolkien,J.R.R.SirGawainandtheGreenKnight.NewYork:DelRey,1978.$6.99. Not a scholarly standard, but a wonderful verse translation of theoriginal.FansofTolkienwillenjoyechoesofTheHobbitandTheLordoftheRings.

McCaughrean,Geraldine.TheCanterburyTales.NewYork:Puffin,1997.$3.99.Anaccessibleproseretelling.

Chaucer,Geoffrey.“Prologue” toTheCanterburyTales.Trans.NevillCoghill.NewYork:Penguin,2003.$11.ThiseditionisinmodernEnglish.

Alighieri,Dante.TheInfernoofDante:ANewVerseTranslation.Trans.RobertPinsky.NewYork:Farrar,StrausandGiroux,1996.$12. We like this free translation by the former poet laureate. AnotherstandardisAllenMandelbaum’stranslation(NewYork:Everyman’sLibrary,1995).ReadCantosI–V.

Hodges, Margaret. Saint George and the Dragon. New York: Little, Brown,1990.$8. From Spenser’s The Faerie Queene. A better rendition is GeraldineMcCaughrean’s retelling (Doubleday, 1989), but it is out of print andsometimesdifficulttofind(checkyourlibraryforitorbuyusedonline).

Malory,Thomas.VersionsofLeMorted’Arthur:Maloryhimself isprettythickevenforhigh-schoolstudents,butchooseone(ormore)ofthefollowing:TheBoy’sKingArthur: SirThomasMalory’sHistory ofKingArthur andHis Knights of the Round Table, edited by Sidney Lanier, originalillustrationsbyN.C.Wyeth(NewYork:Dover,2006).

$14.95.Pardonthesexisttitle,butthisisaclassicadaptationofMalory,andtheWyethillustrationsarespectacular.

RosemarySutcliff,TheSwordandtheCircle:KingArthurandtheKnightsoftheRoundTable(NewYork:Puffin,1994).$6.99.PaperbackretellingofMalory.

T.H.White,TheSwordintheStone(NewYork:Philomel,1993).ThisisthefirstinT.H.White’sfour-noveladaptationofMalory.AllfourarecollectedtogetherintoTheOnceandFutureKing (NewYork:Ace,1987).Aclassic in itsownright.An illustratedversion ispublishedbyPhilomel(1993).

LeMorted’Arthur,abridged(Minneapolis,MN:HighbridgeAudio,2005).$34.95. This audiobook version, read byDerek Jacobi, is an excellentintroductiontoMalory.Orderdirectlyfromthepublisher.

Shakespeare.Beginwithoneofthefollowingretellings:

Garfield, Leon. Leon Garfield’s Shakespeare Stories. New York: NYRChildren’sCollection,2015.$24.95. Twenty-one plays beautifully retold, with much of the originaldialogue.

Nesbit,E.Shakespeare’sStoriesforYoungReaders.NewYork:Dover,2006.$4.99.BytheauthorofTheRailwayChildren,clearandreadableretellingsoftwelveplayswithdirectquotes.

Goodreaderscanthenmoveontoreadafullplay.Chooseoneofthefollowing:

Shakespeare,William.OxfordSchoolShakespeare series.Ed.RomaGill.NewYork:OxfordUniversityPress.$9.95each.AMidsummerNight’sDream.2009.HenryV.2003.Macbeth.2002.

SupplementaryResourcesTheChaucerColoringBook.SantaBarbara,CA:BellerophonBooks,1991.$3.95. Order from Bellerophon Books. Contains the “Prologue” to The

CanterburyTales in theoriginalMiddleEnglish, alongwithwoodcuts fromtheearliestpublishededitions.AniceintroductiontoMiddleEnglish.

Chute, Marchette Gaylord. Stories from Shakespeare. New York: MeridianBooks,1959.$16.All thirty-sixplaysinstoryform;givesastraightforwardplotsummaryalongwithfamouslinesfromeachplay.Goodforreadingalongwiththeplaysthemselves.

Colum, Padraic. Nordic Gods and Heroes, illus. Willy Pogany. New York:Dover,1996.$11.95.MythsrewritteninthestyleoftheEddas,foryoungreaders;excellent.

Columbus, Christopher.First Voyage to America: From the Log of the SantaMaria.NewYork:Dover,1991.$9.95.Theactuallog,abridgedforagesninetotwelve.

deAngeli,Marguerite.TheDoorintheWall.NewYork:LaurelLeaf,1998.$5.99. A historical novel. The 1950 Newbery winner about a crippled boywholongstobeaknight.

deTrevino,ElizabethBorton.I,JuandePareja.NewYork:SquareFish,2008.$7.99.AnovelaboutthepainterVelazquezandhisAfricanslave.

French,Allen.TheStoryofRolfandtheVikingBow.Vancouver,WA:BethlehemBooks,1995.$15.95.Aclassicnovel(firstpublishedaround1900andstillinprint)aboutayoungVikingboy’ssearchforjusticeandhismurderedfather.

Gray,Elizabeth.AdamoftheRoad.NewYork:Puffin,2006.$6.99.In1294,ayoungminstrelsearchesforhisstolendog—andhisfather.ANewberyMedal–winningnovel.

Green, Robert Lancelyn. The Adventures of Robin Hood. New York: Puffin,2010.$4.99.ReadthisclassicretellingwhenyoustudytheCrusadesinhistory.

Kelly,EricP.TheTrumpeterofKrakow.NewYork:Aladdin,1992.

$6.99.ANewberyMedalwinneraboutayoungfifteenth-centuryPolishboyandamysteriousjewel.

Matthews, John. Arthur of Albion, illus. Pavel Tatarnikov. Cambridge, MA:BarefootBooks,2008.$12.99. A nice chapter book retelling of Arthurian legends with specialattentiontoEnglandduringArthur’sday.

Pyle,Howard.Howard Pyle wrote a series of modern classics—young adult novels ofArthurianandmedievaltimes.Theyrangefrom$7.99to$11.99.TheMerryAdventuresofRobinHood.NewYork:Dover,1968.OttooftheSilverHand.NewYork:Dover,1976.TheStoryofKingArthurandHisKnights.NewYork:Sterling,2005.TheStoryofSirLancelotandHisCompanions.NewYork:Dover,1991.TheStoryoftheChampionsoftheRoundTable.NewYork:Dover,1968.TheStoryoftheGrailandthePassingofArthur.NewYork:Dover,1992.

ShakespeareColoringBook.SantaBarbara,CA:BellerophonBooks,1985.$4.95.Historicalillustrationsoffamousscenes.Agoodmemoryaid.

Sperry,Armstrong.CallItCourage.NewYork:SimonPulse,2008.$6.99.AnovelaboutMafatu,thesonofaPolynesianchief,whomustprovethatheisn’tacoward.

Sutcliff,Rosemary.TheLanternBearers.NewYork:SquareFish,2010.$9.99.A historical novel. In 450, a Roman soldier in Britain fights againstinvadingAnglesandSaxons.

Tarnowska,Wafa’.TheArabianNights, illus.CaroleHenaff.Cambridge,MA:BarefootBooks,2010.$12.99.AnicelydonechapterbookretellingofstoriesfromAThousandandOneNights.

Willard, Barbara. Augustine Came to Kent. Warsaw, ND: Bethlehem Books,1996.$12.95. A historical novel. The story of a Saxon boy who accompanies

AugustineonhismissiontoEngland.

LateRenaissance/EarlyModern,1600–1850(SeventhGrade)FormalReadingList

Work through this list in order. Unless otherwise noted, these are standardeditionsavailableatmostbookstoresor fromAmazon.com.Manyof the titlescanbefoundinmore thanoneedition.Priceswillnolongerbenotedunlessabookisunusuallyexpensiveordifficulttofind.WerecommendagainstCreateSpaceversions,sincethesearegenerallypoorly

done, badly edited, print-on-demand versions of public domain titles. Instead,look for quality paperback editions from Penguin, Oxford World’s Classics,Wordsworth Editions, and other major presses. These have decent typesettingandreadablelayout.

MigueldeCervantes,DonQuixote,abridged.DoverChildren’sThriftClassics:AdventuresofDonQuixote,abridged.NewYork:Dover,1999.

Perrault, Charles. Perrault’s Complete Fairy Tales. Trans. Christopher Betts.Oxford:OxfordUniversityPress,2010.

Swift,Jonathan.“AVoyagetoLilliput”and“AVoyagetoBrobdingnag.”FromGulliver’sTravels.The Dover Thrift edition (New York: Dover, 1996) is cheapest, but anyeditionwilldo.

Bunyan,John.ThePilgrim’sProgress.Anyedition is fine;DoverandPenguinbothproducegoodpaperbacks.YoucanalsouseThePilgrim’sProgress:ARetellingbyGaryD.Schmidt(GrandRapids,MI:Eerdmans,1994)iftheoriginalseemstoodifficult.

Defoe,Daniel.RobinsonCrusoe.NewYork:Penguin,2003.YoucanalsoorderthehardbackwithN.C.Wyeth’sillustrations(Atheneum,2015)for$24.99.

Wordsworth,William.FavoritePoems.TrytheDoverThriftedition(NewYork:Dover,1992).Besure toread“We

AreSeven,”“LinesWritteninEarlySpring,”“LinesComposedaFewMilesaboveTinternAbbey,” “LucyGray,” “Composed uponWestminsterBridge,September3,1802,”and“IWanderedLonelyAsaCloud.”

Coleridge,SamuelTaylor.“TheRimeoftheAncientMariner.”Foundinmostcollections.YoucanbuytheDoverThrifteditionofthispoemandotherworks(NewYork:Dover,1992).

Irving,Washington.TheLegendof SleepyHollowandRipVanWinkle. DoverThriftedition.NewYork:Dover,1995.

Browning,Robert.“ThePiedPiperofHamelin.”This iscontainedintheDoverThrifteditionofBrowning,MyLastDuchessandOtherPoems(NewYork:Dover,1993).

Grimm, Jacob, andWilhelm Grimm.Grimm’s Fairy Tales. NewYork: PuffinClassics,2011.

Franklin, Benjamin. “The Way to Wealth.” In Benjamin Franklin: TheAutobiography and Other Writings. New York: Penguin, 2003. The OxfordWorld’sClassicsversion(2009)isalsoagoodone.

Rossetti,Christina.“GoblinMarket,”“ABirthday,”SisterMaude,”“No,ThankYou,John.”AllarecontainedintheDoverThriftedition,GoblinMarketandOtherPoems(NewYork:Dover,1994).

Carroll,Lewis.AliceinWonderland.Anyedition.

Austen,Jane.PrideandPrejudice.Anyedition.

Twain,Mark.TheAdventuresofTomSawyer.Anyedition.

Verne,Jules.20,000LeaguesundertheSea.Anyedition.

Dickens,Charles.AChristmasCarol.Anyedition.Makesureyoudon’tgetanabridgedversionbyaccident—thisbookisoftenabridged.

Tennyson,Alfred,Lord. “TheLady of Shalott” and “TheCharge of theLightBrigade.”InanyTennysoncollection.

Poe,EdgarAllan.“TheRaven.”Inanycollectionoranthology.

Asbjornsen, Peter Christen.East o’ the Sun andWest o’ theMoon: Fifty-nineNorwegianFolkTales.NewYork:DoverChildren’sEvergreenClassics,2001.

Douglass,Frederick.Narrativeof theLifeofFrederickDouglass,anAmericanSlave,WrittenbyHimself.Anyedition.

SupplementaryResourcesBrady,EstherWood.Toliver’sSecret.NewYork:Yearling,1993.AteenagedgirldisguisesherselfasaboytocarryamessagefromNewYorktotheAmericanrebelsinNewJersey.

Brink,CarolRyrie.CaddieWoodlawn.NewYork:Aladdin,2006.Thenovelofapioneergirlandherfamily,whohavetodecidewhethertostayinAmericaorreturntoaninheritedtitleinEngland.

Collier,JamesLincoln.MyBrotherSamIsDead.NewYork:Scholastic,2005.ThenovelofaConnecticutfamilydividedbytheRevolutionaryWar.

Dalgliesh,Alice.TheCourageofSarahNoble.NewYork:Aladdin,1991.A Newbery Medal–winning novel about a young girl in the Connecticutwilderness,1707.

Field,Rachel.Hitty:HerFirstHundredYears.NewYork:Aladdin,1998.ThisNewberywinnertellsthestoryofthefirsthundredyearsinadoll’slife.

Forbes, Esther. America’s Paul Revere. Boston: Houghton Mifflin Harcourt,1990.A novel of the life and adventures of PaulRevere by theNewberyMedal–winningauthor.

________.JohnnyTremain.Boston:HoughtonMifflinHarcourt,2011.The classic story of a silversmith’s apprentice caught in the RevolutionaryWar.

Speare,ElizabethGeorge.CalicoCaptive.Boston:HoughtonMifflinHarcourt,2001.Thestoryofayounggirl,capturedbyIndiansin1754andsoldtotheFrench.Basedonanactualeighteenth-centurydiary.

________.TheSignoftheBeaver.Boston:HoughtonMifflinHarcourt,2011.A novel about a boywho learns survival skills from Indians in eighteenth-centuryMaine.

________.TheWitch of Blackbird Pond. Boston: HoughtonMifflin Harcourt,2011.APuritangirlinConnecticutmakesfriendswithasuspectedwitch.

Vernon,Louise.TheBeggar’sBible.GrandRapids,MI:HeraldPress,1971.ThebiographyofBibletranslatorJohnWycliffe.

________.TheManWhoLaidtheEgg.Scottsdale,PA:HeraldPress,1977.ThestoryofRenaissancescholarErasmus.

Yates,Elizabeth.AmosFortune,FreeMan.NewYork:Puffin,1989.The1951NewberyMedal–winningnovelaboutanAfricanprincebroughttotheUnitedStatesasaslave.

Modern,1850–Present(EighthGrade)FormalReadingList

These are available in standard editions at bookstores or from Amazon.com.Ebookversionsarealsoavailable,someof themforfree.Readeachsectionintheorderlisted.

FictionRobertLouisStevenson.KidnappedorTreasureIsland.EdwardE.Hale.“TheManWithoutaCountry.”LouisaMayAlcott.LittleWomen.ArthurConanDoyle.AnyoftheSherlockHolmesshortstoriesorTheHoundoftheBaskervilles.RudyardKipling.TheJungleBook.H.G.Wells.TheTimeMachineorTheWaroftheWorlds.JackLondon.TheCalloftheWild.G.K.Chesterton.AnyoftheFatherBrownstories.BaronnessOrczy.TheScarletPimpernel.O.Henry.Anyoftheshortstories.LucyMaudMontgomery.AnneofGreenGables.AgathaChristie.MurderontheOrientExpress.DorothySayers.StrongPoison.MargaretMitchell.GoneWiththeWind.MarjorieKinnanRawlings.TheYearling.

PoetryHenryWadsworthLongfellow.“TheSongofHiawatha.”RobertFrost.“TheRoadNotTaken.”E.E.Cummings.Collectedpoems.WalterdelaMare.Poems1919–1934.Anyselections.LangstonHughes.TheDreamKeeperandOtherPoems.NewYork:Knopf,1996.

DramaOscarWilde.TheImportanceofBeingEarnest.GeorgeBernardShaw.Pygmalion.ArthurMiller.TheCrucible.RobertBolt.AManforAllSeasons.

SupplementaryResourcesBurnett,FrancesHodgson.LittleLordFauntleroy.NewYork:Dover,2002.Achildren’sclassic;worthreading.

________.ALittlePrincess.NewYork:Puffin,2014.Anothermuch-lovedclassic.

Gipson,Fred.OldYeller.NewYork:HarperPerennialModernClassics,2009.Afourteen-year-oldtriestorunthefamilyfarminTexasaftertheCivilWar.(Muchbetterthanthemovie.)

Hunt,Irene.AcrossFiveAprils.NewYork:Berkley,2002.JethroCreightoncomesofageduringtheturbulentyearsoftheCivilWar.

Keith,Harold.RiflesforWatie.NewYork:HarperTeen,1987.Asixteen-year-oldchoosessidesintheCivilWar.

Lowry,Lois.NumbertheStars.Boston:HoughtonMifflinHarcourt,2011.ANewberyMedalwinner.ADanish girl and her familywork to save theirJewishfriendsandneighborsfromtheinvadingNazis.

O’Dell,Scott.SingDowntheMoon.Boston:HoughtonMifflinHarcourt,2010.ThestoryofaNavajogirlcapturedbySpanishsoldiersin1864.

Taylor,MildredD.RollofThunder,HearMyCry.NewYork:Puffin,2004.A sharecropper’s family dealswith prejudice and poverty inDepression-eraMississippi.

TenBoom,Corrie.TheHidingPlace.NewYork:Bantam,1984.Literarynonfiction;thetenBoomfamilywasarrestedforhidingJews.ThisisCorrie’sfirst-personaccountoftheconcentrationcamps.Maybetoointenseforsomeeighthgraders.

Wyss,J.D.TheSwissFamilyRobinson.NewYork:BantamClassics,1992.

Reading:Skills

Ask your local librarian for lists of recommended titles for young readers. AgoodannotatedlistofbooksforyoungreadersisfoundinBooksChildrenLovebyElizabethL.Wilson(Wheaton,IL:CrosswayBooks,2002),availableatmost

bookstores.Alsolookfortheseauthors,whoproducedclassictalesthathavebeenloved

bygenerationsofyoungreaders.Aiken,JoanAlexander,LloydBrink,CarolRyrieBulla,ClydeRobertBurnett,FrancesHodgsonCarroll,LewisCleary,BeverlyCooper,SusandeAngeli,MargueriteEnright,ElizabethEstes,EleanorFisher,DorothyCanfieldGeorge,JeanHenry,MargueriteHolling,HollingClancyIrving,WashingtonJacques,BrianJuster,NortonKipling,RudyardKjelgaard,JimLawson,RobertL’Engle,MadeleineLewis,C.S.(Narniaseries)Little,JeanNorton,MaryNesbit,E.O’Brian,RobertC.O’Dell,ScottPratchett,TerrySewell,Anna

Sharp,MargerySobel,DonaldJ.White,E.B.Wiggin,KateDouglasWilder,LauraIngalls

Writing

Parentswhoarenotconfidentwithteachingwritingmaywishtomakeuseofadevelopedwriting curriculum.The programs listed below are compatiblewiththeprocesswedescribeformiddle-gradewriting.Theyarelistedalphabetically.

Bauer, SusanWise,WritingWith Skill. Charles City, VA: Well-Trained MindPress,2012–14.Thisthree-levelserieswasdesignedtoprovideaparent-friendly,easy-to-use,step-by-step guide to the writing process outlined in this chapter. Youngwriters begin by reviewing narration skills, and then progress throughoutlining (one-, two-, and three-level outlines) and analyzing a number ofwell-written nonfiction texts. They then model their own compositions(narratives, descriptions, definitions, explanations, and more) on the textsanalyzed.Fullinstructorsupportintheteacher’sguides,includingrubricsforevaluationandsamplecompositions;alltextstobeoutlinedandanalyzedareincludedinthestudentworkbooks.WritingWithSkillmakesitmoredifficulttointegratewritingacrossthecurriculum,butinexchangeprovidesanopen-and-goclassicalwritingprogram.Young engineers will flourish with this program. Young creative writers

willfinditfrustrating(tryKillgallonorWriting&Rhetoricinstead).Thefirstlevelisbestbeguninsixthgradeorlater;forthefifth-gradeyear,

consider one of the other resources listed here, or concentrate on one-leveloutlining and perfecting narrative summaries. The Killgallon series is aparticularlygoodprogramtousebetweenWritingWithEaseandWritingWithSkill;theinitiallevelsofWriting&Rhetoriccanalsoworkwell.AftercompletingLevel3,thestudentshouldbepreparedtogodirectlyinto

theBasicRhetoricrecommendationsinChapter25.Samples, placement suggestions, and more available on the publisher’s

website(whereyoucandownloadthefirsttenweeksofeachyeartotryout).

OnlineclassesmakinguseofthisseriesareofferedthroughtheWell-TrainedMindAcademy.WritingWithSkill,Level1:StudentWorkbook.$28.95.WritingWithSkill,Level1:InstructorText.$32.95.

WritingWithSkill,Level2:StudentWorkbook.$30.95.WritingWithSkill,Level2:InstructorText.$34.95.

WritingWithSkill,Level3:StudentWorkbook.$30.95.WritingWithSkill,Level3:InstructorText.$34.95.

Institute for Excellence in Writing series. Atascadero, CA: Institute forExcellenceinWriting.TheInstituteforExcellenceinWritingteachesparentshowtoguidechildreninwritingacrossthecurriculum.Modelsareused,andstudentsaretaughttousebasickeywordoutlinestowrite(althoughtheydonotoutlineotherworksofnonfiction).Youprogressthroughthenine-unitcourseeachyear,increasingthedifficultyasthestudentmatures.IEWcanserveasaone-yearormultiple-yearprogram.One caution: De-emphasize IEW’s “dress-up” exercises, which teach a

stiltedandartificialmethodofvaryingsentences.ThestructuralpartofIEWismuchsounderthanthestylisticpart.Aftercompleting twotofouryearsofworkwithIEW,thestudentwillbe

preparedtogoeitherintotheBasicRhetoricrecommendationsinChapter25,orintoIEW’sadvancedprogram(seeChapter25,pages575–576).Order from IEW. Visit the publishers website for additional options,

samples,andplacementhelp.TeachingWriting:StructureandStyle.Videoseminar instructsparentsonhowto teachwritingandprovidesasyllabus. The package includes nine units, the syllabus, and a studentworkshop/democlass.CompleteSet(forthoseteachinggrades2–11).$189.

Killgallon, Don, and Jenny Killgallon. Sentence-Composing Approach series.Portsmouth,NH:Heinemann.Developedby collegewriting teacherDonKillgallon and secondarywritingteacherJennyKillgallon,theseprogrammedvolumesfocusonanalyzingandimitatinggoodsentencesandgoodparagraphsfromaccomplishedwriters.In

line with classical principles of modeling work before asking students tocomplete it. Answer key is in the back of the worktext. Samples can beviewedatthepublisher’swebsite.Use Sentence Composing for the fall and Paragraphs for the spring to

createanexcellentone-yearprogramthatcangivestudentsenoughmaturitytomoveontooneoftheotherprogramslisted.SentenceComposingforMiddleSchool.1997.$27.50.ParagraphsforMiddleSchool.2013.$30.

Kortepeter, Paul.Writing and Rhetoric: A Creative Approach to the ClassicalProgymnasmata.CampHill,PA:ClassicalAcademicPress,2013–14.$19.95 for each student book and each teacher’s edition. CAP’sWriting&Rhetoric series brings the classical progymnasmata (a set of exercisesassignedbyancientandmedievalteachersofrhetoricinordertodeveloptheirstudents’ persuasive skills) down to the elementary andmiddle-grade level.We find the progymnasmata to be best suited to the high-school years;however, Writing & Rhetoric does teach writing based on models andencouragesstudentstoordercompositionslogically.Books1–4areappropriateforupperelementaryandmiddle-gradewriters.

Combinewithoutliningexercises,andnotethecaveatsbelow.Samplescanbeviewedonthepublisher’swebsite.Creativewriterswillenjoythisseries;youngengineerswillfindthelackof

specificstep-by-stepguidancefrustrating.Thereisalittletoomuchfocusonthe structure of fiction, andnot quite enoughon expositorywriting, but theserieswillcertainlydevelopskillsinprosewriting.The series currently continues throughBook 6.We have listed the entire

seriesforyourconvenience.Studentsusingthisprogramshouldcompleteallavailable levels before beginning the Basic Rhetoric recommendations forhigh school; seeChapter25.Expect tocomplete the series inninthor tenthgrade.

Writing&Rhetoric,Book1:Fable.Writing&Rhetoric,Book1:Fable,Teacher’sEdition.Fourth grade and above. Analyzing and retelling fables (alsorecommendedinChapter5);goodfordevelopingbasicskillsinnarrativewriting.

Writing&Rhetoric,Book2:NarrativeI.

Writing&Rhetoric,Book2:NarrativeI,Teacher’sEdition.Fifth grade and above. Despite the title, covers parables, dialogues,descriptions,andnarrativestructure.Plentyofanalysisandpractice.

Writing&Rhetoric,Book3:NarrativeII.Writing&Rhetoric,Book3:NarrativeII,Teacher’sEdition.FollowsBook2.Yetmoreanalysisandimitationofnarrativestructures.Note: Lesson 4 asks students to outline a fable. Outlining is not anappropriate tool to apply to fiction; stories work differently thanexpositorywriting.Skiptheoutliningexercise.

Writing&Rhetoric,Book4:Chreia&Proverb.Writing&Rhetoric,Book4:Chreia&Proverb,Teacher’sEdition.Focusonproverbsandwisesayings.

Writing&Rhetoric,Book5:Refutation&Confirmation.Writing&Rhetoric,Book5:Refutation&Confirmation,Teacher’sEdition.Confirming or disproving story elements; some outlining practice;comparisonandcontrast,introductionsandconclusions.

Writing&Rhetoric,Book6:Commonplace.Writing&Rhetoric,Book6:Commonplace,Teacher’sEdition.Morefocusonstatinganddevelopingathesis.

WritingStrands.ChallengingWritingProgramsforHomeschoolersseries.Niles,MI:NationalWritingInstitute.$20 for each book. TheWriting Strands program can be purchased directlyfrom the National Writing Institute or at a small discount from RainbowResourceCenter.Thebooksaren’tconsumable;youdoalltheassignmentsonnotebookpaper,soyoucanreusethesebooksforanotherchild.Writing Strands is best suited to students who need the writing process

brokendown intosmall steps; studentswhoarenaturallycreative,but resistexpositorywriting;andstudentswhoprefer towork independently.Samplescan be viewed at the publisher’s website. You will want to add outliningpracticetotheprogram.Ifyouusedthisprograminthegrammarstage,simplycontinueonwithit

now. The entire series consists of seven books: Levels 2 through 7 and thefinal book,Writing Exposition, which contains thirteen lessons that preparethe student for college-writing assignments (story analysis, reaction papers,term papers, evaluations).Writing Exposition also reviews logic in writing

(propagandatechnique),libraryuse,comparisonandcontrast,useofthefirstpersoninformalwriting,andtheSATIIwritingtest.TheWriting Strands levels don’t necessarily correspond to grade levels;

progressthroughthematapacenaturaltothestudent.Ifyou’rejustbeginningwiththeprogram,tryLevel4or5foryourfifth-gradewriter.Thefinalleveloftheprogram,WritingExposition,introducestechniquesof

rhetoric and will probably take students into the high-school years. AftercompletingWritingExposition,studentsshouldmoveintotheBasicRhetoricrecommendationslistedinChapter25.WritingStrands4.WritingStrands5.WritingStrands6.WritingStrands7.WritingExposition.EvaluatingWriting.Thisbookletforparents/teachersreviewscommonproblemsandhowtofixthem.Agoodparentresource.

*Althoughsomeofthetitlesinthislistwerewrittenafter1850,we’veplacedthemintheearlymodernperiodifmostoftheauthor’slifepassedbeforemid-century.

19

LOOKINGINTOOTHERWORLDS:LATINANDLANGUAGES

Litterarumradicesamarae,fructusdulces.*—Anonymous

SUBJECT:Foreignlanguages(classicalandmodern)TIMEREQUIRED:3hoursormoreperweek

Themiddle-gradestudent learnshowherownlanguageworks.But that’snottheendofherlanguagestudy.Shemustalsolearnhowotherlanguageswork.For the middle-grade student, the study of a foreign language becomes an

exerciseinlogic.Everycultureputswordstogethertoformthoughtsindifferentways.Languagestudyisawaytoexplorethesenewwaysofthinking.Tomasterthe syntax (the grammatical structure) of a foreign language is to discover afreshwayof lookingat theworld. It’sbecomeaneducationalcliché thatmostEuropean students know several languages, but American students generallylearnonly theirown (if that).Theclassically educated student isn’t limitedbyknowingonlythethoughtpatternsofherownlanguage.Shealsostudiesthewayotherculturesexpressthemselves.Yourgoal in themiddlegrades is to expose the student toboth ancient and

modern languages. The study of Latin can continue, but the fifth- and sixth-

grade years are also a fruitful time to introduce the child to amodern spokenlanguagesuchasSpanish,French,orJapanese.Thestudentisstillyoungenoughtodevelopfluency,butshe’salreadybeenexposedtogrammarandtobeginningforeign-languagework. (And ifyoudidn’tbegin foreign languagestudy in thegrammarstage,now’sthetimetostart.)

TEACHINGOPTIONS

UnlessyoualreadyknowLatin,yourfifthgraderwillrapidlymovebeyondyourabilitytoteachher.Andunlessyou’realreadyfluentinamodernlanguage,youwon’tbeabletoteachthateither.Youhavefourbasicoptionsformiddle-gradelanguagestudies.

1.Useatutor.Ifyoulivenearauniversity,youcancalltheclassicsorforeign-language departments and ask the department secretaries to recommend aresponsible student tutor.† Even if the school doesn’t offer Latin classes,severalforeign-languagemajorsareboundtohavehadthreeorfouryearsofhigh-schoolLatin.Oroneofyour localhighschoolsmayhaveaLatinteacher or responsible senior student who would enjoy tutoring. Using atutor has drawbacks—cost, getting the student to her lesson—as well asadvantages: you don’t have to keep up with one more subject, and thestudentgetsabreakfromyourteachingstyle.

2.Useanonlinetutorialservice.Severaldifferentreputableonlineacademiesoffer foreign-language instruction formiddle-grade students; wemaintainanupdatedlistatwww.welltrainedmind.com.Whenmiddle-gradestudentstake online courses, parents still need to provide plenty of supervision,support(i.e.,helpingthemscheduleandturnintheirassignmentsontime),and instructor interaction. (See Chapter 22 for a few more thoughts onmiddle-gradestudentsandonlineclasses.)

3.Useaself-teachingcourse.This isprobablyyourbestat-homeoption forFrench, Spanish, German, or another modern language. The courses werecommend in the Resources are designed for self-teaching and includepronunciation tapes and conversational practice as well as grammaticalinstructionandreadingdrills.But don’t fool yourself: no self-teaching course is going to develop

fluencyunlessyoucombineitwithSaturdaylanguageschool(theseschools

are offered in many different languages by a number of differentorganizations across the country), daily or weekly conversationalinteraction, or some other regular practice and reinforcement. (This,incidentally, is why American students don’t tend to speak foreignlanguages; unlike European studentswho arewithin a train ride of othercountries, most of us don’t have regular contact with speakers of otherlanguages.Butthatdoesn’texcuseusfromourshamefullackofknowledgeofSpanish,whichshouldbehighonthelistofanystudentswholivesouthoftheMason-Dixonlineandofmostotherswholivenorthofit.)

4. Learn along with your child (perhaps using one of the courses withaccompanying instructional DVDs that we recommend below). If yourmiddle-schoolstudentcanmasterthismaterial,socanyou.YoumightevenconsiderSaturdayschooltogether.

WHICHLANGUAGES,ANDWHEN?

WerecommendcontinuingwithLatinuntilthestudenthasmasteredastandard(high-schoollevel)second-yearLatincourse;thiscanhappenanytimebetweensixthandtwelfthgrade.Atthatpoint,thestudentwho’sinterestedinGreekcanswitch; the studentwho’s not interested at all can quit. Other students shouldcontinueontothereadingofactualLatintexts.Around sixth grade, you can also add a modern foreign language to your

studies(oraddLatin,ifyoustudiedthemodernlanguagefirst).Unlessyouhaveapersonalreasonforchoosinganotherlanguage,wesuggest

Spanish as the first modern language. A good first experience with modern-languagelearningisimportant.SinceSpanishisfullofLatinatevocabularyandstructures, the student who has already studied Latin won’t struggle. AndSpanishisrapidlybecomingtheunofficialsecondlanguageoftheUnitedStates.The beginning Spanish student can easily find Spanish signs, directions,instruction manuals, children’s books, TV shows, and more to exercise hisgrowingskills.Andhe’llhavemoreopportunitytoconverseinSpanishthaninotherlanguages.Other Romance languages—French, Italian, Portuguese—are also Latin-

influencedandeasierfortheLatinstudenttounderstand.Butifyoucanarrangefor your student to have regular conversational practice in Japanese, Chinese,Polish, Russian, or Vietnamese, add whatever language excites and interests

yourchild.A caveat: Not all students will have the inclination or time to study two

foreign languages, particularly during middle school. At least some foreign-languagelearningishighlybeneficialduringthelogic-stageyears,butstudentswhostrugglewithlanguagearts,orwhoareheavilyinvestedinSTEMsubjectsandprojects,will find theprospect of two languagesoverwhelming.Useyourjudgment. Youmay decide to simply continue onwith your current languagestudiesandwaitforasecondlanguageuntilhighschool.If the studenthasdoneno language learningup to thispoint, begineither a

modernlanguage(ifyouhavegoodoptionsforconversationalpractice)orLatin(if your opportunities for speaking are limited) now; we’ve recommendedresources for both at the end of this chapter. Take the study at the student’snatural pace. Two years of a high-school language are required by mostuniversity admissions offices, and in most cases admission counselors won’tconsideralanguagetakenbeforeninthgradetobehigh-schoollevelunlesstheachievement is confirmed through outside testing—national languageproficiencyexams,APorSATIItests.Soyourgoalistogettoninthgradewithastudentwho is ready topursue languagestudiesatahigh level—not topushstudents who are still mastering language skills to complete a particularcurriculum.

WHENDOIDOIT?

Ideally,youcouldstudybothLatinandamodernforeign languageeveryyear,each for three to four hours per week (option 1—see page 488).We realize,though, that a six- to eight-hour commitment per week to foreign-languagestudiesmaynotbepossible.Instead,youmightwant tostudyboth languages—forexample,Spanishand

Latin—butprogressmoreslowlythrougheach(option2—seepage488).StudySpanishonMondaysandTuesdays,LatinonWednesdaysandThursdays; taketwoyearstogothrougheachLatinbookandfouryearstocompleteatwo-yearmiddle-grademodernlanguagecourse.(Ifyou’reusingalanguagetutor,explainthatyouonlywanttogoathalfspeed.)You’llprobablyfindthatyoudon’tneedthefullfouryearstofinishthemodern-languagecourses.If the student finds two languages overwhelming, you can choose option 3:

studyingonlyonelanguageeachyear,alternatingyourstudy(seepage488).To

dothis,beginyourmodern-languagestudiesinfifthgrade;continuewithLatininsixthgrade;gobacktoyourmodern-languagestudiesinseventhgrade;thendoLatinagain ineighthgrade.Thisworksbest ifyou’re studyingaRomancelanguage (Spanish, French, or Italian) because the similarities between theselanguagesandLatinwillpreventthestudentfromforgettingtoomuchduringthe“yearoff.”Whatever languageyouchoose,be sure to schedule regular reviewsessions(everytwoweeksisgood;onceamonthisminimum)forthestudenttoreadoverthepreviousyear’slessons.Ifyou’restudyingSpanishinfifthgrade,forexample,stopeveryotherFridayandreviewLatinvocabularyandgrammarfrom the fourth-gradeLatin book. If you’re studyingLatin in sixth grade, useevery other Friday to listen to the Spanish tapes and/or read through Spanishlessonsfromthefifth-gradeyear.(Seeourcaveataboveasyouplan,however.)Onecaution:languageskillstendtodisappearifthey’renotconstantlyused.

Don’t simply stop Latin for grades 5 and 6 so that you can study a modernlanguage and then try to pick up Latin again in grade 7. The effects of earlyexposurewillfadealmostcompletely.

SUGGESTEDSCHEDULES

Planonstudyingatleastoneforeignlanguageforatleastthreehoursperweek.Fivetosevenhoursperweekisideal;youmayalsochoosetostudymorethanonelanguage,usingoneoftheoptionsbelow.

Option1:TwoLanguagesQuicklyModernlanguage 1hourperday,3–4daysperweekLatin 1hourperday,3–4daysperweekOption2:TwoLanguagesMoreSlowlyModernlanguage 1hourperday,2daysperweekLatin 1hourperday,2daysperweekOption3:TwoLanguages,OneataTimeFifthgrade Modernlanguage 1hourperday,3–4daysperweekSixthgrade Latin 1hourperday,4daysperweek;usethe

fourthdaytoreviewmodernlanguagestudiedpreviousyear

Seventhgrade Modernlanguage 1hourperday,4daysperweek;usethefourthdaytoreviewLatinorGreekstudied

previousyearEighthgrade Latin 1hourperday,4daysperweek;usethe

fourthdaytoreviewmodernlanguagestudiedpreviousyear

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Rememberthatadditionalcurriculachoicesandmorecanbefoundatwww.well trainedmind.com. Prices change constantly, but we have included2016pricingtogiveanideaofaffordability.

Latin

Curricula

The following programs are listed in order, from the simplest to the mostadvanced.TheLatinprogramyouchooseforthelogic-stageyearswilldependinparton

whatyoudecidedtouseinthegrammarstage.IfyouchosetoworkthroughPrimaLatinaorTheBigBookofLivelyLatin,

progresson toLatinaChristiana I.After completingLatinaI, the student cancontinueontoFirstFormLatin;FirstthroughFourthFormLatinareessentiallya fleshed-out version of the first level of Henle’s Latin, a classic high-schoolcourse.According to the publisher,LatinaChristiana II andFirst Form Latinoverlapsomuchthatitisn’tnecessarytocompleteIIbeforemovingon.IfyoubeganwithSongSchoolLatinandprogressedtoLatinforChildrenPrimerA,orsimply began with Latin for Children Primer A, you can continue on withPrimerBandPrimerC.PrimerCisthenfollowedbyLatinAlive!If you begin Latin for the first time in fifth or sixth grade, you may start

directly intoLatinaChristiana I and progress on toFirstFormLatin. Or youmaybeginwithLatinforChildrenPrimerAandprogressthroughthenexttwolevels,andfromthereintoLatinAlive!

IfyoubeginLatin inseventhgradeor later,LatinaChristianaandLatin forChildren will seem too elementary. You may begin directly with First FormLatin orLatinAlive!An alternative isTheLatinRoad toEnglishGrammar, aprogramdesignedforparentsandstudentswhoknownoLatin.Thistextmakesno assumption about skills and also reviews English grammar. StartwithTheLatin Road to EnglishGrammar, Volume 1 in seventh grade and continue onwithVolume2ineighthgrade.

LatinforChildren.CampHill,PA:ClassicalAcademicPress.This primer begins on a fourth- to fifth-grade level with Primer A, andcontinuesontoPrimerBandPrimerC(designedtotakeyouthroughgrades6and7).Anonlinesupplementprovidesadditionalgamesandopportunitiesfor reinforcement. Order from Classical Academic Press. Samples areavailableatthepublisher’swebsite.FollowwithLatinAlive! Each program set includes a studentworkbook,answerkey,DVDandCDset,activitybook,andasimplereader.LatinforChildrenPrimerA.$99.95.LatinforChildrenPrimerB.$114.95.LatinforChildrenPrimerC.$114.95.

Lowe,Cheryl.LatinaChristiana:AnIntroductiontoChristianLatin.Louisville,KY:MemoriaPress,2001.OrderfromMemoriaPress.LatinaChristianaI.BasicSet.$41.95.Studentbook,teacherguide,pronunciationCD.

CompleteSet.$98.90.Student book, teacher guide, pronunciationCD, instructionalDVDs,flashcards.

LatinaChristianaII.BasicSet.$41.95.Studentbook,teacherguide,pronunciationCD.

CompleteSet.$98.90.Student book, teacher guide, pronunciationCD, instructionalDVDs,flashcards.

Beers,Barbara.TheLatinRoad toEnglishGrammar,Volume I.Redding,CA:ScholaPublications.The curriculumguide claims that youdon’t have to studyEnglishgrammarwhile using the program.We think this is a mistake; the Latin Road is anexcellent Latin program, but doesn’t cover the grammar needed to developexcellentEnglishwritingskills.Orderfromthepublisher;combinationpackagesareofferedatadiscount.VolumeI.TeacherCurriculumSet.$199.CompleteStudentPackage.$63.95.TeacherTrainingDVDs.$129.Extraparentsupportforthetrulyintimidated.

VolumeII.TeacherCurriculumSet.$199.CompleteStudentPackage.$63.95.TeacherTrainingDVDs.$129.

FormLatinseries.Louisville,KY:MemoriaPress.This series, designed to follow Latina Christiana I, uses ecclesiasticalpronunciation andhas aheavy emphasis on traditional grammar instruction.Bestforgrades7andupunlessusedasafollow-uptoLatinChristiana.Eachbasic set contains a student text and workbook, a teacher manual and key,quizzesandtests,andapronunciationCD.ThecompletesetsaddinstructionalDVDsandflashcardsets.Moststudentswillnotreachthefinallevel,FourthForm,untilhighschool.FirstFormLatinSet.$65.FirstFormLatinCompleteSet.$125.SecondFormLatinSet.$65.SecondFormLatinCompleteSet.$125.ThirdFormLatinSet.$65.ThirdFormLatinCompleteSet.$125.FourthFormLatinSet.$65.FourthFormLatinCompleteSet.$125.

LatinAlive!CampHill,PA:ClassicalAcademicPress.Designed to followCAP’sLatin forChildren,LatinAlive! canbe startedas

soonasLatinforChildreniscompleted;studentswhohavenotdoneLatinforChildrencanbeginthefirstLatinAlive!bookinseventhgrade.Accordingtothepublisher,completionofallfourlevels(notcompleteduntilhighschool)willpreparestudentsfortheNationalLatinExam.Order from the publisher. Each “program” level inBooks 1–3 includes a

student text with exercises, teacher’s edition with answers and additionalexplanations,more than fifteen hours ofDVD lessons, a pronunciationCD,andaccesstotheprogramwebsite,withquizzes,readings,games,andmore.LatinAlive!Book1Program.$139.95.LatinAlive!Book2Program.$139.95.LatinAlive!Book3Program.$139.95.LatinAlive!Book4Program.Reader.$29.95.Teacher’sEdition.$29.95.

SupplementaryResourcesLundquist, Joegil.English from the Roots Up, Vol. 1. Medina, WA: LiteracyUnlimited,1989.

________.EnglishfromtheRootsUp,Vol.2.Seattle,WA:CunePress,2003.$29.95 each. Vocabulary-building books built around Greek and Latin rootwords.Eachpagegives theoriginaldefinitionof therootalongwithrelatedEnglishwords that incorporate the root word. Use this alongwith Latin todevelop English vocabulary (and to teach your student why Latin isimportant).

Schlosser, Franz. Latine Cantemus: Cantica Popularia Latine Reddita.Wauconda,IL:Bolchazy-CarducciPublishers,1996.$10. Order from Bolchazy-Carducci. A songbook with nursery rhymes,familiarfolksongs,andChristmascarols,alltranslatedintoLatin;agoodwaytobegintodevelopfluency.

Seuss, Dr., Jennifer Morrish Tunberg, and Terence O. Tunberg. CattusPetasatus: The Cat in the Hat in Latin. Wauconda, IL: Bolchazy-CarducciPublishers,2000.$31.OrderfromBolchazy-Carducci.

________. Quomodo Invidiosulus Nomine Grinchus: How the Grinch StoleChristmasinLatin.Wauconda,IL:Bolchazy-CarducciPublishers,1998.$25.OrderfromBolchazy-Carducci.

________.VirentOva!ViretPerna!GreenEggsandHaminLatin.Wauconda,IL:Bolchazy-CarducciPublishers,2003.$26.75.OrderfromBolchazy-Carducci.

ModernLanguages

Most reasonably effective modern language programs are now web-based,giving students better access to conversational resources, drills, interactiveexercises,etc.Visitwelltrainedmind.comforlinkstothefollowingprogramsandlinkstoadditionalinteractiveliveinstructionoptions.

Duolingo.Pittsburgh,PA:Duolingo.Thirteen different languages, including Esperanto and Irish, taught throughinteractive onlinemodules. At themoment, a free program;most grammarandwritinginstructionisdonethroughquick“tipsheets”thatwillbehardformiddle-gradestudentstoabsorb,buttheauralandoralinstructionisverywelldone.VisittheDuolingowebsiteforonlinetutorialsandlanguageoptions.

Fluenz.MiamiBeach,FL:Fluenz,Inc.Afullprogramthatcanbedownloaded,withasubstantialonlinecomponent.Grammar, pronunciation, online taught sessions. Currently six languagesavailable.Visitthewebsiteforpricingandoptions.

RosettaStoneHomeschool.Harrisonburg,VA:RosettaStone.An interactive computer-based language-learning program that uses photos,graphics, and interactive lessons to encourage students to think in a foreignlanguage.Thehome-schooleditionsincludebothstudentmaterialsandparentresources,includinglessonsplans,multiplepathsemphasizingdifferentskills(grammar,speech,reading,etc.),tests,andtheabilitytogeneratereports.Visitthe Rosetta Stonewebsite for pricing options and the twenty-five availablelanguageprograms.(Actuallytwenty-threeforEnglishspeakers,sinceRosettaStone classifies American English and British English as two different

languages.)

*“Therootsoflanguagestudyarebitter,butthefruitsaresweet.”

† See Chapter 45 for caveats about student tutors and advice on finding areliableone.

20

AWAYWITHABUSIVEFALLACIES!RELIGION

Homosinereligionesicutequussinefreno.*—Medievalsaying

Inhistory,yourmiddle-grade studentwill continuallyaskwhy.Whywas thatwarfought?Whydidthisstatesmanmakethisdecision?WhydidtheCrusadesdominatethereligiouslifeofmedievalEurope?These questions cannot be answered unless you take the role of religion in

publiclifeseriously.Peopleoffaithhaveinfluencedhistoryateveryturn.Untilthestudentiswillingtoexaminehonestlyandsoberlytheclaimsofreligioninthehistoryofmankind,hisstudywillbeincomplete.In the effort to offend no one, the public schools have managed to offend

practically everyone—either by leaving religion and ethics out of curriculaaltogether or by teaching them in a way that satisfies neither believers norskeptics. In sympathy, we’ll say that the public schools are in an impossiblesituation. They are legally bound to avoid the appearance of promoting onereligionoveranother.Andinamixedclassroom,howcanyoutakeonereligionseriouslywithoutantagonizingthosewhodon’tshareit?TheinevitableresultissummedupbyacharacterinP.D.James’smysteryOriginalSin:

There were a dozen different religions among the children at AncroftComprehensive.Weseemedalwaystobecelebratingsomekindoffeastorceremony.Usuallyitrequiredmakinganoiseanddressingup.Theofficial

linewasthatallreligionswereequallyimportant.Imustsaythattheresultwastoleavemewiththeconvictionthattheywereequallyunimportant.†

When you’re instructing your own child, you have two tasks with regard toreligion:toteachyourownconvictionswithhonestyanddiligence,andtostudythewaysinwhichotherfaithshavechangedthehumanlandscape.Onlyyouandyourreligiouscommunitycandothefirst.Asforthesecond,in

highschool thestudentwillmakea formalstudyofethics.Formiddleschool,we suggest you simply keep the following guidelines inmind as you do yourhistory,science,andliterature.

1.Includereligiousworksinyourstudyofprimarysources.Asyouprogressthrough history, stop and read the Old and New Testaments; they arefoundational to Western thought and ought to be treated as seriousphilosophicaldocuments.

2.Readaboutmajor faiths thathaveshapedourworld: Judaism,Buddhism,Hinduism,Christianity,Islam.Comparethem.Askthemostbasicquestionsaboutthem:Whatdothesereligionssayaboutthenatureofman?thenatureofGod?thepurposeofliving?

3.Asyouchoosebiographiesforhistoryreading,trytoseekoutworksaboutthose who have changed people’s minds and ways of living—not onlyreligious figures such as Confucius andMuhammad, but the theologiansand prophets who followed them: amongmany, many others, Augustine,Anselm,AbrahamibnEzra,IbnRushd(Averroes),FrancisofAssisi,JulianofNorwich,IgnatiusofLoyola,MartinLuther,theDalaiLamas.

4.Watchoutforlogicalfallacies.Whenwritersstarttalkingaboutreligion—especially inbooks foryoungchildren—fallaciesabound.Keepyoureyesopen for the three most common errors: chronological snobbery, whichassumes that people long ago were more stupid than people today (“theVirgin Birth was accepted by theologians of the Middle Ages, but nomodern scholar can seriously believe in it”); the black-and-white fallacy,whichassumesthattherecanbenoalternativesbetweenextremepositions(“the Catholic Church tried Galileo for heresy because he said the earthwasn’tatthecenteroftheuniverse;thereforethechurchmeninvolvedwereeither blind to the truth, or else hypocritically protecting their ownpower”);‡andthepoisoning-the-wellfallacy,whichdiscreditsanargumentbyattackingitssourceratherthanitscontent(“thatlegislatorisareligious

man,sohisopinionsareobviouslybiasedbyhisreligiousbeliefs”).5.Don’t ignore thedeep religious faithheldbymanyof theWest’sgreatestscientists. The theism of scientists and mathematicians, from Pascal toEinstein,deeplyaffectedtheirprofessionalandintellectualpursuits.

6.Finally,discussthemoralandethicalquestionsofhistorywithyourmiddle-gradestudent.Don’tshyawayfromtheerrorsmadebyreligiousmenandwomen (adherents to every faith havemounted a version ofHolyWar atsome point), but don’t identify themistakes of religious figures with therequirementsoffaithitself.Youmightstartbyreadingtogetheranddiscussingstoriesthatbringthe

rewards and costs of ethical behavior to the forefront.We’ve suggested afewoptionsat theendof thischapter; chooseaneveningonceaweek toread and talk—as a family—about ethical issues that come up. Thiswillserveasgreatpreparationfortheformalstudyofethicsinhighschool.

We’vealso listedacoupleofbeginning introductions toworld religions.Asyouwork through history, pay attention to the development of religious faithsandpracticesacrosstheworld.Withoutthis,thestudyofthehumanexperienceisincomplete.

RESOURCES

Thesebooksareeasilyavailablethroughanybookstoreoryourlocallibrary.

Bowker,John.WorldReligions:TheGreatFaithsExplored&Explained.NewYork:DorlingKindersley,2006.

TheChurchHistoryTimeLine.Camino,CA:BrimwoodPress.$27. Order from Tools for Young Historians. Six-foot wall time line toaccompany your regular history time line; shows the branching off of theChristianchurchintoitsmultipledenominationsashistoryprogresses.

Greer,Colin,andHerbertKohl,eds.ACalltoCharacter:AFamilyTreasuryofStories,Poems,Plays,Proverbs,andFablestoGuidetheDevelopmentofValuesforYouandYourChildren.NewYork:HarperPerennial,1997.

Guroian, Vigen. Tending the Heart of Virtue: How Classic Stories Awaken a

Child’sMoralImagination.NewYork:OxfordUniversityPress,2002.

Kilpatrick, William. Books That Build Character: A Guide to Teaching YourChildMoralValuesthroughStories.NewYork:Touchstone,1994.

Novak,Philip.TheWorld’sWisdom:SacredTextsoftheWorld’sReligions.SanFrancisco,CA:HarperOne,1994.Agoodandaccessiblewaytolookatprimarysourcesforreligiousbelief.

Stack, Peggy Fletcher, andKathleen Peterson.AWorld of Faith, 2nd ed. SaltLakeCity,UT:SignatureBooks,2001.

*“Manwithoutreligionislikeahorsewithoutabridle.”

†P.D.James,OriginalSin(NewYork:Warner,1994),p.303.

‡ The alternative is that the churchmenwere honestly trying to work out atheological picture of the universe that made proper reference to scientificdiscovery—somethingtheyeventuallydidmanagetodo.

21

THEHISTORYOFCREATIVITY:ARTANDMUSIC

Music creates order out of chaos; for rhythm imposes unanimityuponthedivergent,melodyimposescontinuityuponthedisjointed,andharmonyimposescompatibilityupontheincongruous.

—YehudiMenuhin

SUBJECT:ArtandmusicTIMEREQUIRED:1to2hoursormore,onceperweekpersubject

The classical education is distinguished by its emphasis on fine arts—notnecessarilyperformance(althoughclassicaleducationhastraditionallyincludeddrawingasafoundationalskill),butcertainlyappreciationandparticipation.Youstartedthisprocessinthegrammarstage.Theyoungchildstudiedartby

lookingatitandmusicbylisteningtoit.Now,asthestudent’smindmatures,you’lltiethisappreciationmoreclosely

tohistory.She’ll studyartists andmusicianswhen she encounters them inherhistoryreadings;she’llenterbirthanddeathdatesandthedatesofgreatartisticachievementsonthetimeline.Aswithothersubjects,artandmusicwillbesubjectedtoanalysisduringthe

logic stage. Your middle-grade student will learn about the basic structure of

musicalpieces,thedifferencesamongtheinstrumentsoftheorchestra,thewaypaints and other artisticmedia are used, and the different art movements andtheirpractitioners.Plan on keeping the same schedule you used during the elementary years.

Reserve a one- to two-hour period once a week for music study; reserve thesame amount of time on another day for art. InChapter 12,we suggested theoptionofschedulingonlyoneperiodperweekandalternating thestudyofartandmusic.Nowwestronglyencourageyoutomaketimeforbothsubjectseachweek.Remember,muchofthisworkcanbedoneindependentlybythestudent.Yourjobistosuperviseandprovideresources.Thestudyofartandmusicisagoodlate-afternoonorearly-eveningproject.

YoumightscheduleartappreciationforMondaysfrom3:30to5:00andmusicappreciation for Thursdays from 3:30 to 5:00. Or make it an after-dinnerassignment,tobecompletedbetween7:00and8:30twoeveningsperweek.

ART

Thestudyofartistwofold:practicingtheactualskillsofart(drawing,painting,modeling),andlearningtounderstandandappreciatetheworksofgreatartists.You should alternate art skills and art appreciation. During the first week,

spendonetooneandahalfhoursonartprojects;duringthesecondweek,usethetimetostudypaintingsandartists.

ArtSkills

Art skills fall into three basic categories—drawing, painting, and modeling.Duringthelogicstage,trytospendsometimeineachcategory.Youcandivideeachyearintothreesections(ifyou’redoingartlessonseveryotherweek,you’llhaveapproximatelyeighteenlessons;you’llbeabletodividethelessonsintosixdrawinglessons,sixpaintinglessons,andsixmodelinglessons).Orspendayearoneachskill,allowingthechildtoreturninthefourthyeartoherfavoriteone.Alwaysbeginwithdrawing,progresstopainting,andfinishupwithmodeling.Your goal isn’t to turn out a polished artist.You justwant to introduce the

childtothebasictechniquesandpossibilitiesofart.Withanyluck,herinterestwillbesparked,andshe’llcontinueworkingonherowntime.Butevenif thisdoesn’thappen,she’llhavegainedvaluableandincreasinglyrareskillsinabasic

humanactivity.In Resources, we have listed several basic texts suitable for middle-school

instruction indrawing,painting, andmodeling, alongwith additional ideas fordrawing,painting,andmodelingprojects.

ArtAppreciation

Letyourstudyofhistoryguideyourstudyofart.Wheneverthestudentcomesacross the name of a great artist during her history readings, she should jot itdown. During art-appreciation sessions, she’ll follow a four-step process. Shewill

1.readabouttheartistsshe’sencounteredinhistoryduringtheprevioustwoweeks,

2.enterthebirthanddeathdatesofeachartistonthehistorytimeline,3.prepareabriefbiographicalsketchforeachartistandfile it inthehistorynotebookunderGreatMenandWomen,

4. spend some time looking at, reading about, and coloring theworkof theartistsunderstudy.

Duringthistime,thestudentcanuseeitherartbooksthattreatasingleartist,or books that cover an entire school. There’s no need for the student towriteabout what she’s learning, but she should enter on her time line the dates offamousworksofart(thecompletionoftheSistineChapelceilingortheyeartheMona Lisa was finished). You can be flexible about art appreciation. If thestudent wants to spend some time learningmore about a particular school ofpainting,don’tinsistthatshereadbiographiesinstead.At the end of this chapter, we’ve listed a number of art books for young

people that include both interesting text and full-color reproductions ofpaintings.Use them alongside your other historical resourceswhen you studyhistory.Becauseartistsoftengounmentionedinhistorytexts,areferencelistfollows

below. This isn’tmeant to be exhaustive,merely to provide youwith a basicskeletonforyourstudyofarthistory.

GiovanniCimabue(1240–1301)GiottodiBondone(1266–1337)

HieronymusBosch(1450–1516)AlbrechtDürer(1471–1528)MichelangeloBuonarroti(1475–1564)Titian(1477–1576)Raphael(1483–1520)GiorgioVasari(1511–1574)Tintoretto(1518–1594)PeterBrueghel(1525–1569)PeterPaulRubens(1577–1640)RembrandtvanRijn(1606–1669)GerritDou(1613–1675)JanVermeer(1632–1675)AntoineWatteau(1684–1721)WilliamHogarth(1697–1764)JoshuaReynolds(1723–1792)GeorgeStubbs(1724–1806)JeanHonoréFragonard(1732–1806)BenjaminWest(1732–1820)Jacques-LouisDavid(1748–1825)GilbertStuart(1755–1828)WilliamBlake(1757–1827)JosephMallordWilliamTurner(1775–1851)JohnConstable(1776–1837)Jean-Auguste-DominiqueIngres(1780–1867)JohnJamesAudubon(1785–1851)HonoréDaumier(1808–1879)JeanFrancoisMillet(1814–1874)JohnRuskin(1819–1900)CarlBloch(1834–1890)EdgarDegas(1834–1917)JamesAbbottMcNeillWhistler(1834–1903)HenriFantin-Latour(1836–1904)WinslowHomer(1836–1910)PaulCézanne(1839–1906)ClaudeMonet(1840–1926)BertheMorisot(1841–1895)PierreAugusteRenoir(1841–1919)

MaryCassatt(1844–1926)VincentVanGogh(1853–1890)JohnSingerSargent(1856–1925)FredericRemington(1861–1909)EdvardMunch(1863–1944)CharlesMarionRussell(1864–1926)EmilNolde(1867–1956)KatheKollwitz(1867–1945)HenriMatisse(1869–1954)GeorgesRouault(1871–1958)RaoulDufy(1877–1953)AndréDerain(1880–1954)EdwardHopper(1882–1967)GeorgiaO’Keeffe(1887–1986)GrantWood(1892–1942)NormanRockwell(1894–1978)FridaKahlo(1907–1954)

MUSIC

MusicSkills

If timeandyourbudgetmakeitpossible—andif thechildshowsaninterest—privatemusic lessons are great.We think that every student should have twoyearsofpianolessonsearlyinhisacademiccareer.Aftertwoyears,hecanquit,switch to another instrument, or keep going. Consult friends and your localnewspaper to find private music teachers; if you live near a university orcommunitycollege,youcancallthemusicdepartmentforrecommendations.Jessie adds—from years of experience with kids and music lessons—that

forcing a reluctant child to keep taking lessons for more than two years ispointless. If interest hasn’t developed after two years of study, let the studentchangeinstrumentsorturnhisattentiontootherthings.

MusicAppreciation

Whetherornot thestudent is takingmusic lessons,heshouldspendoneanda

halftotwohourseveryweekdoingmusicappreciation.Thistimeshouldinvolvethestudyofcomposers’lives,aswellasanintroductiontomusicalinstrumentsandmusicalforms.Readingabout the livesof composers (andmusicians) shouldbepartof the

study of history. Composers tend to get shorted in history texts, so we’vesupplied a reference list below. Make an effort to read biographies of thesemusicalgreatsattheappropriatepointinyourchronologicalhistorystudy.(Thisisnotintendedtobeanexhaustivelist,merelyaguide;nordoyouhavetoreadabouteveryoneonit.Pickandchoose.)Specifictitlesandseriesaresuggestedatthe end of this chapter, but your library will yield others; look in the JuniorBiographysection,oraskyourlibrarianforhelp.Ifyoucan’tfindabiography,atleastlookthemusicianupinanencyclopediaandmakeabrieftime-lineentry.

JohnDunstable(1390–1453)GuillaumeDufay(1400–1474)ThomasTallis(1505–1585)GiovanniPierluigidaPalestrina(1525–1594)MichaelPraetorius(1571–1621)HenryPurcell(1659–1695)AntonioVivaldi(1678–1741)GeorgPhilippTelemann(1681–1767)JohannSebastianBach(1685–1750)DomenicoScarlatti(1685–1757)GeorgeFredericHandel(1685–1759)FranzJosephHaydn(1732–1809)WolfgangAmadeusMozart(1756–1791)LudwigvanBeethoven(1770–1827)NiccolòPaganini(1782–1840)AntonioRossini(1792–1868)FranzSchubert(1797–1828)HectorBerlioz(1803–1869)FelixMendelssohn(1809–1847)FredericChopin(1810–1849)RobertSchumann(1810–1856)FranzLiszt(1811–1886)RichardWagner(1813–1883)GiuseppeVerdi(1813–1910)

AntonBruckner(1824–1896)JohannesBrahms(1833–1897)GeorgeBizet(1838–1875)PiotrIlyichTchaikovsky(1840–1893)AntoninDvořák(1841–1904)ArthurSullivan(1842–1900)EdvardGrieg(1843–1907)EdwardWilliamElgar(1857–1934)GiacomoPuccini(1858–1924)GustavMahler(1860–1911)ClaudeDebussy(1862–1918)RichardStrauss(1864–1949)JeanSibelius(1865–1957)RalphVaughanWilliams(1872–1958)SergeiVasilievichRachmaninoff(1873–1943)GustavHolst(1874–1934)ArnoldSchoenberg(1874–1951)MauriceRavel(1875–1937)OttorinoRespighi(1879–1936)IgorStravinsky(1882–1971)SergeiProkofiev(1891–1953)DimitriShostakovich(1906–1975)SamuelBarber(1910–1981)GianCarloMenotti(1911–2007)JohnCage(1912–1992)BenjaminBritten(1913–1976)LeonardBernstein(1918–1990)KennethLeighton(1929–1988)

Becausethestudyofcomposers’liveswilltakeplacemostlyinthethirdandfourthyearsofhistory(from1600on,seventhandeighthgrades),fifthandsixthgrades are the perfect time to concentrate on appreciating musical forms, theinstrumentsof theorchestra.We’vesuggestedseveralguidesat theendof thischapter.Thestudentshouldspendhistimereadingandlistening.Writingaboutmusic

is difficult, and there’s no need for the beginning listener towrite a summaryunlesshewantsto.Putanydatesmentionedintheresourcesonthehistorytime

line.Beginninginsixthgrade,thestudentcanalsobegintolistentomusicfromthe

periodsstudiedinhistory:medievalandearlyRenaissancemusic(sixthgrade),music of the lateRenaissance,Baroque, and classical periods (seventh grade),and music of the Romantic and modern periods (eighth grade). As in artappreciation,whenever the student encounters a great composer in his historyreading, he should jot down the name. During music appreciation, he shouldrecord the birth and death dates on the time line, read a brief biography, andspend the rest of his music-appreciation period listening to the composer’sworks.(Again,planonmakinguseofyourlibrary’scollection.)Although you should generally try to keepmusic appreciation in step with

historyreading,don’tworryifyougetalittlebehindorahead.Whenthestudentencounters amajormusical figure—J.S.Bach,Handel,Mozart,Schubert—onthemusic time line, he can spend severalweeks on each figure, even as he’sgoingforwardwithhishistoryreading.

SUGGESTEDSCHEDULES

SampleSchedulesFifthgrade Mondays,1–2hours Alternateartprojectswithstudyingancient

art.Thursdays,1–2hours Studytheorchestraanditsinstruments.

Sixthgrade Mondays,1–2hours AlternateartprojectswithmakingbiographicalpagesandstudyingtheworksofmedievalandearlyRenaissanceartists;enterdatesontimeline.

Thursdays,1–2hours ListentomedievalandearlyRenaissancemusic;makebiographicalpagesformusicians;enterdatesontimeline.

Seventhgrade Mondays,1–2hours AlternateartprojectswithmakingbiographicalpagesandstudyingtheworksofartistsfromthelateRenaissancethroughtheearlymodernperiods;enterdatesontimeline.

Thursdays,1–2hours ListentolateRenaissance,Baroque,andclassicalmusic;makebiographicalpages

formusicians;enterdatesontimeline.Eighthgrade Mondays,1–2hours Alternateartprojectswithmaking

biographicalpagesandstudyingtheworksofmodernartists;enterdatesontimeline.

Thursdays,1–2hours ListentoRomanticandmodernmusic,includingmusicaltheaterandlightopera;makebiographicalpagesformusicians;enterdatesontimeline.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact information forpublishersandsupplierscanbefoundatwww.welltrainedmind.com.Rememberthatadditionalcurriculachoices and more can be found at www.welltrainedmind.com. Prices changeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

ArtSkills

BasicTexts

Considerusingoneofthefollowingasabasicspinefordevelopingartskills.

DrawingArtistic Pursuits: TheCurriculum forCreativity, rev. ed.Arvada,CO:ArtisticPursuits,2013.A family-friendly art skills curriculum,with someart appreciation included.Werecommendedtheearlierlevelsofthisprogramfortheelementarygrades;continue on with it, or start with the Elementary series in grade 5 or theMiddle School series in grade 6 or above. Order from Artistic Pursuits;extensive samples are available at the publisher’s website. The books are$47.95each.Elementary4–5BookOne:TheElementsofArtandComposition.Elementary4–5BookTwo:ColorandComposition.

MiddleSchool6–8BookOne:TheElementsofArtandComposition.MiddleSchool6–8BookTwo:ColorandComposition.

Artsuppliescanbepurchasedfromoneofseveralartsupplycompanies(linksandlistsforeachbookareprovidedontheArtisticPursuitswebsite)or inapreassembledkit.Elementary4–5PackOne.$45.Elementary4–5PackTwo.$66.MiddleSchoolPackOne.$54.MiddleSchoolPackTwo.$72.

Edwards, Betty.Drawing on the Right Side of the Brain: The Definitive 4thEdition.NewYork:Tarcher,2012.$19.95.

________.New Drawing on the Right Side of the Brain Workbook: GuidedPracticeintheFiveBasicSkillsofDrawing.NewYork:Tarcher,2002.$18.95. This classic book/workbook combo teaches logical drawing skills,perfectfor themiddle-gradestudent.Workprogressivelythroughthelessonsinthetimethatyou’vescheduled.Whenyou’vefinished,youcanmoveontoanyofthedrawingprojects(coloredpencil,calligraphy,portraitdrawing,andsoforth)listedattheendofthechapter.

Painting

Startpaintingwithwatercolors,whicharereadilyavailableandeasytocleanup,and progress to acrylics if the student is interested. Beginningwatercolor andacrylicsbooksabound;youcanalsofindinstructionalDVDsatyourlibraryandmoreinstructiononYouTube.Thebooksbelowaregoodstartingplaces.Somepainting instruction is also provided in the Artistic Pursuits curriculum listedabove.

Powell, William F. The Art of Watercolor. Laguna Hills, CA: Walter Foster,2004.$19.95.

TheArtofAcrylicPainting.LagunaHills,CA:WalterFoster,2005.

$19.95.

Modeling

Useoneormoreofthefollowing,dependingonthestudent’sinterest.Theyarelisted inorderof difficulty.Someprojectsmay require simplemodeling tools,easily located at Amazon or at a local craft store. Sculpey polymer clay alsorequired.

Carlson, Maureen. Clay Characters for Kids. Cincinnati, OH: North LightsBooks,2003.$12.99.

________.HowtoMakeClayCharacters.Cincinnati,OH:NorthLightBooks,1997.$22.99.

Dewey,Katherine.CreatingLife-LikeAnimalsinPolymerClay.Cincinnati,OH:NorthLightBooks,2000.$22.99.

________.CreatingLifelikeFiguresinPolymerClay:ToolsandTechniquesforSculptingRealisticFigures.NewYork:Watson-Guptill,2008.$21.99.

Sculpey,ElkGroveVillage,IL:PolyformProducts.OrderfromRainbowResourceCenterorfromPolyformProducts.Sculpeyisan easy-to-work clay that fires in a regular oven in twentyminuteswithoutshrinking.Manymorecolorsandoptionsavailableonline.1lb.WhiteBlock.$8.248lb.WhiteBlock.$54.22LiquidSculpey2oz.$8.60LiquidSculpey8oz.$13.68SculpeyIIISampler.$28.18SculpeyBake&Bend.$18.26SculpeyGlaze–Glossy1oz.:$3.88

SculpeyGlaze–Satin1oz.:$3.88

SupplementaryResources

Usetheseforadditionalprojectideas.

DrawTodaykits.LagunaHills,CA:WalterFosterPublishing.Order fromWalter Foster directly. The kits offer step-by-step instruction inclassical drawing technique. Each kit includes all supplies. Creator WalterFosterincludesatoll-free800numbertocallifyouhavespecificquestions.

Blair,Preston.CartoonAnimation.1994.$24.95.

Butkus,Michael,William F. Powell, andMia Tavonatti.Pencil Drawing Kit.2013.$19.99.

Newhall,Arthur,andEugeneMetcalf.CalligraphyKit.2014.$19.99.

Stoddard,Joseph.WatercolorPaintingKit.2012.$19.99.

Cassidy, John, andQuentin Blake.Drawing for the ArtisticallyUndiscovered.PaloAlto,CA:Klutz,1999.$19.95. A whole different approach to drawing, using Quentin Blake’sscribble-styledrawings.

Kistler,Mark.MarkKistler’sDrawSquad.NewYork:Touchstone,1988.$20.Thirtyenjoyablelessonsindrawingbasics.MarkKistler’s“DrawSquad”isalsoaTVshow;hehasvideosandmanyotherresourcesavailable.

Schwake,Susan,andRainerSchwake.ArtLabforKids:52CreativeAdventuresinDrawing,Painting,Printmaking,Paper,andMixedMediaforBuddingArtistsofAllAges.Beverly,MA:QuarryBooks,2012.$22.99.Ayear’sworthofwell-designedprojectsthatgobeyonddrawingandpainting.

TheVirtualInstructor.Video lessons, live instruction, and full courses are available at TheVirtualinstructor’swebsite.Visitwelltrainedmind.comforlivelinks.

ArtAppreciation

BasicTexts

Hodge,Susie.AncientArtseries,2nded.(ArtinHistory).Chicago:HeinemannLibrary,2006.$7.99 each. This series offers a good introduction to the appreciation ofancientart.AncientEgyptianArt.AncientGreekArt.AncientRomanArt.PrehistoricArt.

ArtThatChangedtheWorld.NewYork:DKPublishing,2013.$40.Greatworksofart,entireartisticschools,andwell-knownartists,allputintohistoricalcontextandplacedonatimeline.Lovelyillustrations;idealforlogic-stagestudy.

Martin, Mary, and Steve Zorn. Start Exploring Masterpieces: A Fact-FilledColoringBook.Philadelphia,PA:RunningPress,2011.$11.95. Sixty famous paintings, done in detail for you to color. The bookincludesthestorybehindeachpainting.Agreatwaytolearnaboutparticularworks.Theworkisbestdonewithgood-qualitycoloredpencils.

Wilkins,DavidG.TheCollinsBigBookofArt:FromCaveArttoPopArt.NewYork:HarperDesign,2005.$39.95. An excellent family reference book: a chronological survey ofmasterpiecesfromaroundtheworld,withexplanationsofmajormovements,styles, and themes. The text may be too difficult for some middle-gradestudents,butallcanbenefitfromthephotographs.

SupplementaryResourcesDillon,Patrick.TheStoryofBuildings:FromthePyramidstotheSydneyOperaHouse and Beyond, illus. StephenBiesty. Somerville,MA:Candlewick Press,2014.$19.99. A fascinating introduction to architecture, with detailed, elaborate

cross-sectionillustrations.

TheFamousArtistsseries.NewYork:Barron’sEducationalSeries,1994.$8.99 foreach.Theseprovideaneat32-page introduction toeachartist,hislife,andhismajorworks.Colorreproductions.Green,Jen,etal.Michelangelo.Hughes,AndrewS.VanGogh.Mason,Antony.Cézanne.________.LeonardodaVinci.________.Matisse.________.Monet.

TheGreatNamesbiographyseries.Broomall,PA:MasonCrestPublishers.$19.95each.Tryyourlibraryforthisseries,whichiswrittenonahigherlevelthantheGettingtoKnowserieslistedbelow.Bowen,Richard.VanGogh.2014.Cook,Diane.HenriToulouse-Lautrec.2003.________.Michelangelo:RenaissanceArtist.2013.________.PaulGauguin.2013.January,Brendan.DaVinci:RenaissancePainter.2014.

Krull, Kathleen. Lives of the Artists: Masterpieces, Messes (and What theNeighborsThought),illus.KathrynHewitt.NewYork:HMH,2014.$8.99. A fun biography resource full of interesting (and obscure) snippets.(Youmaywanttopre-read,sincethelivesofsomeoftheseartistswere,tosaytheleast,colorful.)

Strickland, Carol.The Illustrated Timeline of Art History: A Crash Course inWords&Pictures.NewYork:Sterling,2006.$12.95. Beautifully illustrated time line of painting, sculpture, andarchitecture,fromcavepaintingsallthewayuptothepresent.

TaschenBasicArtseries.LosAngeles:Taschen.$9.99 each. This series of 96-page books provides full-page annotatedillustrations,guidingreadersintoanunderstandingofspecificartistsandtheirstyles.MoredifficultthantheGettingtoKnowserieslistedbelow.Someareoutofprint,butworthcheckingyourlibraryfor,orbuyingused.

Baur,EvaGesine,andIngoF.Walther.Rococo.2007.Becks-Malorny,Ulrike. James Ensor, 1860–1949:Masks,Death, and theSea.2001.________.PaulCezanne,1839–1906:PioneerofModernism.2001.Emmerling,Leonhard.JacksonPollock,1912–1956.2003.Hendrickson,Janis.RoyLichtenstein,1923–1997.2001.Hess,Barbara.LucioFontana,1899–1968.2006.Holzhey,Magdalena.Giorgio deChirico, 1888–1978:TheModernMyth.2005.Kennedy,IanG.Titian,1490–1576.Kettenmann,Andrea.DiegoRivera,1886–1957:ARevolutionarySpirit inModernArt.2001.Masanes,Fabrice.GustaveCourbet,1819–1877.2006.Neret,Gilles.EdouardManet,1832–1883:TheFirstoftheModerns.2003.________.HenriMatisse.2006.________.PeterPaulRubens,1577–1640:TheHomerofPainting.2004.________.Rubens.2004.Neret,Gilles,andGillesLambert.Caravaggio,1571–1610.2000.Scholz-Hansel, Michael. El Greco, 1541–1614: DomenikosTheotokopoulos.2004.Wolf,Norbert.AlbrechtDürer.2006.________.GiottoDiBondone,1267–1337.2006.________. Hans Holbein the Younger, 1497/98–1543: The GermanRaphael.2004.

Venezia,Mike.Getting toKnow theWorld’sGreatestArtists series.Danbury,CT:Children’sPress.$7.95 each. Thirty-two-page biographies illustrated withmasterpieces, on asimplereadinglevel.AndyWarhol.1997.Botticelli.1991.DaVinci.2015.DiegoRivera.2009.EdgarDegas.2001.FridaKahlo.1999.

GeorgesSeurat.2003.GeorgiaO’Keeffe.2015.Giotto.2000.HenriMatisse.1997.JacksonPollock.1994.JohannesVermeer.2002.MarcChagall.2000.MaryCassatt.1991.Michelangelo.2014.Monet.2014.PaulCezanne.1998.PaulKlee.1991.Picasso.2014.PierreAugusteRenoir.1996.Raphael.2001.Rembrandt.1988.ReneMagritte.2003.RoyLichtenstein.2002.SalvadorDali.1993.VanGogh.1989.

MusicAppreciation

BasicTexts

Startwiththefollowingtwotexts.Movethroughboth,andthenprogressontothecomposerandmusicresourceslistedinthenextsection.

Helsby, Genevieve. Those Amazing Musical Instruments! Your Guide to theOrchestra Through Sounds and Stories. Naperville, IL: SourcebooksJabberwocky,2007.$24.99.Anintroductiontotheinstrumentsoftheorchestra,withanoverviewof each section, descriptions of instruments, and an interactive CD withexamplesofwhateachsection/instrumentdoes.

Levine,Robert.TheStoryof theOrchestra:ListenWhileYouLearnAbout theInstruments, the Music and the Composers Who Wrote the Music!, illus.MeredithHamilton.NewYork:BlackDog&Leventhal,2000.$19.95. Heavily illustrated, nicely written guide to the instruments of theorchestra, the most famous orchestral composers, and musical eras.Accompanyingseventy-minuteCDoffersmusicalexamplestoilluminatethetext.Highlyrecommended.

SupplementaryResources

The listening resources from Chapter 12 can (and should) be reused for themiddlegrades.Addsomeofthefollowing:

Brownell, David, and Nancy Conkle. Great Composers I: Bach to BerliozColoringBook.SantaBarbara,CA:BellerophonBooks,1985.$4.95. Order from Bellerophon. Portraits to color along with biographicalsketches for fifteen composers, including Bach, Handel, Beethoven, andMozart.

Brownell,David.Great Composers II: Chopin to TchaikovskyColoring Book.SantaBarbara,CA:BellerophonBooks,1991.$4.95. Order from Bellerophon. Twenty-nine composers, includingSchumann,Liszt,Wagner,Verdi,Brahms,andGrieg.

________.Great Composers III: Mahler to Stravinsky Coloring Book. SantaBarbara,CA:BellerophonBooks,1993.$4.95.OrderfromBellerophon.Twenty-sevencomposers.

ClassicalComposersCollections.Chicago,IL:GIAPublications,Inc.A collection of lesser-known, contemporary, and some off-the-beaten-pathcomposers.Greatforexploringnewmusic!Pricesrangefrom$7.99to$19.99(formorerecentcomposers)oniTunes;anaverageoftwohoursofmusiconeachalbum.CindyMcTee.DonaldGrantham.FrankTicheli.GordonJacob.

GustavHolst.JackStamp.JosephSchwantner.MichaelColgrass.PaulHindemith.PercyAldridgeGrainger.RalphVaughanWilliams.VincentPersichetti.

TheGreatNamesbiographyseries.Broomall,PA:MasonCrestPublishers.$19.95each.Tryyourlibraryforthisseries,whichiswrittenonahigherlevelthantheGettingtoKnowserieslistedbelow.Carew-Miller,Anna.LudwigvanBeethoven.2014.Cook,Diane,andVictoriaFomina.Mozart:World-FamousComposer.2013.January,Brendan.LouisArmstrong.2003.

Krull,Kathleen.LivesoftheMusicians:GoodTimes,BadTimes(andWhattheNeighborsThought),illus.KathrynHewitt.NewYork:HMH,2013.$12.Afunbiographyresourcefullofinteresting(andobscure)snippets.

TheMusicMastersseries.$4.95foreachCD;MP3downloadsalsoavailable.OrderfromAmazon.com.Each contains a narration of the composer’s life, with significant eventsillustratedbyselectionsfromtheworkscomposedatthattimeandeighteentotwentyminutesofunbrokenmusicat theend.Goodintroductiontoclassicalmusic.TheStoriesofFosterandSousa.TheStoriesofSchumannandGrieg.TheStoriesofVivaldiandCorelli.TheStoryofBach.TheStoryofBeethoven.TheStoryofBerlioz.TheStoryofBrahms.TheStoryofChopin.TheStoryofDvŏrák.

TheStoryofHandel.TheStoryofHaydn.TheStoryofMendelssohn.TheStoryofMozart.TheStoryofSchubert.TheStoryofStrauss.TheStoryofTchaikovsky.TheStoryofVerdi.TheStoryofWagner.

Tomb,Eric,andNancyConkle.EarlyComposersColoringBook.SantaBarbara,CA:BellerophonBooks,1988.$3.95.Order fromBellerophon.The first in theComposersColoringBooksseries. A detailed coloring book of composers’ portraits from PalestrinathroughCorelli,withabiographicalnoteforeach.Alsoagoodguidetoearlycomposers.

Venezia, Mike. Getting to Know the World’s Greatest Composers series.Danbury,CT:Children’sPress.$6.95each.Thirty-two-pagebiographieswithhistorical images,ona simplereadinglevel.AaronCopland.1995.TheBeatles.1997.DukeEllington.1996.FredericChopin.2000.GeorgeGershwin.1995.GeorgeHandel.1995.IgorStravinsky.1997.JohannSebastianBach.1998.JohannesBrahms.1999.JohnPhilipSousa.1999.LeonardBernstein.1998.LudwigvanBeethoven.1996.PeterTchaikovsky.1995.WolfgangAmadeusMozart.1995.

22

TEXTSANDTECHNOLOGY:HOWTOUSESCREENSINTHELOGICSTAGE

Computersshouldwork.Peopleshouldthink.—IBMslogan

Sincethefirsteditionofthisbookcameoutin1999,technologyhas(toputitmildly)changed.Here’swhatwesaidthen:

Software and videos are easier to use than books. They teach throughimages, not words; they encourage passive reception instead of activeengagement. This is directly opposed to the goal of the logic stage. Ingrades5 through8,you’reconstantly teaching the student toanalyzeandmakeconnections;softwareand(especially)videos tendtopush thebrainintoastateofuncriticalobservation.

Morethanadecadeandahalflater,thishasbecomeabitofanoverstatement.The first generations of educational softwareweremore flash than substance,relyingonentertainment tokeep students interested.But educational software,online learning programs and tutorials, and Internet research sources haveimprovedbeyondrecognition.We continue to believe that elementary students need to spendmuchmore

timewith people thanwith screens, but beginning in the logic stage, you canmake careful use of technology to deepen your student’s education. Just

remember that classical education is language-based, and that learning to dealwithlongchunksofuninterruptedtextremainsaprimarygoalofthelogicstage.Use software, online learning, and other screen-based learning methods inserviceofthisgoal,nottoreplaceit.

BASICSKILLSINTECHNOLOGY

Everymiddle-grade student should learn to keyboard (once known as typing)and touseaword-processingprogram. (We’ve recommendeda fewoptionsatwelltrainedmind.com.) Begin typing instruction any time from fifth grade on,andcontinueuntilstudentsarecompletelyateasewiththekeyboard.Ourgeneralrecommendationisthatstudentscontinuetopreparehandwritten

papersforthefirstyearortwoofthelogicstage,sincefinemotorskillsareoftenstill developing into the middle-grade years. By seventh grade, students canmovetowordprocessingformostorallwrittenwork.Butanimportantcaveat:Studentswhostrugglewithhandwritingtothepointoftearsshouldbeallowedto type their papers as early as fourth grade. Continue on with regularpenmanshippractice, since the student clearlyneeds thismuscledevelopment;also consider having the child evaluated by a learning specialist who canrecommend other types of therapy to help with the problem. But don’t lethandwritingbecometheequivalentofwriting in thechild’smind;pull the twosubjectsapartsothatthestudent’sphysicaldifficultydoesn’tstandinthewayofhisdevelopingcompositionskills.Students with a STEM orientation may also enjoy making a first run at

educational programming (programming languages designed to teach studentshowtoprogram,ratherthantocarryoutreal-lifetasks).Allstudentsshouldhavesome exposure to programming skills, but the high-school years are a moreappropriate time for many to begin this study. However, if your logic-stagestudent has a bent toward technology, visit welltrainedmind.com forprogramminglanguagerecommendations.

EDUCATIONALSOFTWARE

Our 1999 caution actually remains completely valid:When choosing softwareprograms, beware of those that reduce complex subjects (science, history,

literature, and history) to ten-second flashes of information narrated byconstantlyanimatedfigures.Instead,lookforprogramsthatreplicatetheroleofaninstructor,grader,orlab

situation, or that allow the student to explore a physical reality that wouldotherwisebeoutofreach.Mathdrills,dynamicillustrationsofmathoperationsand problem-solving methods, virtual dissections, demonstrations of volcaniceruptionsoratmosphericmovementsorplanetarymotion—educationalsoftwarecanputallofthesewithinreach.Lookforprogramsandappsthatimprovethedelivery methods for good teaching (for example, the Khan Academyinstructionalvideos,whichessentiallygiveyouawaytoaccessagoodteacherlecturinginfrontofablackboard),ratherthanthosethatpromisetochangetheveryexperienceoflearningitselfthroughtackingonmultiplebellsandwhistles.Educational software mutates so quickly that we’ve decided to keep our

recommendations online, where they can be constantly updated; visitwelltrainedmind.com.As youmake use of these recommendations, remember to keep a balance.

Booksdonotappeartobegoingaway,asmanyfuturistshadgleefullypredicted.Andeven if thedeliverymethodforargumentsshifts inadigitaldirection, theability to develop and understand a complex and many-faceted argument isessentialforeverycitizeninademocracy.Readingandwritingtextsbuildsthisabilityasnothingelsecan.Sowhatevereducationalsoftwareoronlineteachingtools you use, try to spend at least that amount of time reading andunderstanding books (ebooks or print books: both force you to interpret andgraspthoughtstoldinuninterruptedprose),andwritingandpolishingwordsonpaper.

ONLINELEARNING

Beginninginthelogicstage,itmaybeappropriateforyoutoenrollyourstudentin online courses.Aswe explained inChapter 10, grammar-stage students arestill learning how to respond to real human beings; it’s best to keep theirinstructionface-to-face.Butbyfifthorsixthgrade,manystudentsarereadytotryoutanonlineclass.There are many live instructional options now available to home-educated

students,makingitpossibleforyoutoaccessexpertteachinginmath,science,writing,history,andanyotherareawhereyoudon’tfeelcomfortabletakingon

all of the teaching.Visitwelltrainedmind.com for a continuallyupdated list ofsubjectsandclassesavailableonline.As you decidewhether tomake use of online teaching, keep four things in

mind.

1.Logic-stagestudentsarestillchildren.Theystillneedface-to-faceteaching,lotsofpersonalinteraction,supervision,andguidance.Enrollyourmiddle-gradestudentforoneortwoonlinecourses;don’tturntheentirelogic-stageeducation over to someonewho is physically very far away, even if thatdistantteacherusesthelabel“classical.”

2.Justbecauseyou’veenrolled thestudent inacoursewithdeadlines, tests,andpapersdoesn’tmeanthatthestudentisequippedtomeetthedeadlines,prepare for the tests, and finish the papers. (In fact, we can prettymuchguaranteeyouthathewon’tdoanyofthosethings.)Duringmostofmiddleschool, youwill need to be deeply and regularly involved in helping thestudentkeepupwithassignments.You’llneedtoprompthimtoturnworkin on time, teach him how to communicate with the teacher aboutdifficulties, and help him work out a schedule of when to do his work.Middle-gradestudentsdon’tnaturallyknowhowtodoanyofthis.Youcanoutsource actual academic instruction, but you’ll still have to be the onewhoteachesyourstudenthowtolearn.Sodon’tsignyourstudentup,takeadeepbreath,andmovetothenextthing.You’vegottostayinvolved.(Thistends tobe true inanymiddle-schoolsituation,but it isevenmoretrueinonlinelearning,wherethedistanceoftheteacheroftenmeansoutofsight,out ofmind; once the computer is switched off, your sixth-grade studentwilldemonstrateanuncannyabilitytoforgetthattheonlineclassexists—untilthenextsign-ontime.)

3.Don’t relyonyourstudentforstatusupdates.Middle-schoolstudentsare,bydefinition, immature—whichmeans“I’mdoing fine”mightwellmean“I’mgettingaD,butat least I’mnotfailing.”Checkgradesyourself,andschedule regular update times where you communicate directly with theteacherortutor.

4.Mostmiddle-grade students need the structure and direction of a regularclass.Don’tassignaseriesofself-taught,self-administeredonlinemodulesandexpectqualitylearningtohappen.Eitherteachthestudentyourselfandcarry out your own evaluations, or outsource this to an organized classsituationthatwillaccomplishthesamegoal.

INTERNETRESEARCH

There’splentyofinformationonline,muchofithighlyuseful.There’salsomuchmorethatiseithergarbageorsimplyawasteoftime.Logic-stage students should begin to use the Internet for research purposes,

butit’simportantthatthey(andyou)knowthedifferencebetweenthetwomajortypesofinformationfoundonline.Onceupona time, itwasrelativelysimple todistinguishbetween legitimate

and sketchy online sources. Legitimate sources were those that had beenpublished in book or newspaper form, while blogs, forums, and onlinecompendiumssuchasWikipediawereconsidereduntrustworthy.But this isnolonger the case. Anyone can use CreateSpace or some other self-publishingservice tocreateabook that looks as though it comes fromamajorpublisher,when in fact nooneother than the author has any interest in (or stake in) thebook’scontents.Andmoreandmorecarefullyresearchedandfact-checkedtextsare available online—through books.google.com, JSTOR, Scholarpedia, andmanyothersites.Instead, it’s important that both you and your student distinguish between

mediated and unmediated information, whether it’s printed or online.“Mediated”informationhasbeenpassedunder theeyesofsomeoneother thantheauthor:apublisherwhohasavestedinterestinsellingthebook,andsoalsocareswhetherornotthebookishalfwaydecent;otherexpertsinthefield(thisprocessiscalled“peerreview”);aneditorialboardthatisresponsibleformakingsure that certain standards are upheld.Mediated information can be found inbook form, in articles and newspapers, on web pages, and even in onlinecompendiums.“Unmediated”informationhasbeenputupwithoutbeingfact-checkedorpeer

reviewed.Unmediatedinformationcomesstraightfromtheauthortoyou.Blogs,personal web pages, self-published books, self-produced podcasts, personalYouTubechannels—theseareallsourcesofunmediatedinformation.Both mediated and unmediated information can be true or false—and the

student’scontinuingstudiesinlogicandcriticalthinkingwillhelpherbegintosortoutthedifference(aprocessthatwillgoonthroughhighschoolandcollege...andafterward).Butforthepurposesofresearchingandwriting,logic-stagestudentsneedtounderstandthattheyshouldnotciteunmediatedinformationina paper unless they canback it up fromanother source.They can cite a bookfromHarperCollins,butnotonefromScribd;anarticlefromtheL.A.Times,but

notonefromthepersonalwebpageofafriend.If this seems confusing, consider the difference between Wikipedia and

Scholarpedia. Both are “wiki-based,” meaning that they can be edited andchanged by numerous online users. But Wikipedia is essentially unmediated.Anyone can change or add to aWikipedia article at any time. There’s someprotection in this; if one user posts something blatantly untrue in aWikipediaentry,someoneelseisboundtonoticeandchangeitbeforelong.Butifyourfifthgraderhappenstovisitthatentryinthefiveminuteswhenthefalseinformationis still available, she’ll write down the wrong information.Wikipedia can beuseful—butitsfactsshouldalwaysbeverifiedelsewhere,andWikipediashouldneverbecitedinafootnote.Scholarpedia entries, on the other hand, are written by experts who are

selected by a committee and can be edited only by othermemberswho havebeenapprovedformembership(alsobyacommittee)basedontheircredentials.Thoseexpertscanbewrong,buttheyaren’tlikelytosaysomethingclearlyandobviouslystupid,becausetheothermemberswouldobject.That’smediation.Soallowyourlogic-stagestudenttodo(supervised)onlineresearch,butmake

sure that shealwaysknowswhohasmediated the information(apublisher, anacademicdepartment,anorganization)beforeshedecidestouseit.

MOVIES,ETC.

Rule one for the use of movies, YouTube videos, online series, and otherdramaticpresentations:addthemto,don’tsubstitutethemfor,bookwork.Watch after preparation. Once you’ve already studied a subject, a program

becomes a vehicle for buildingmore connections, rather than one for passiveabsorption of ideas. After you’ve read about sea life, a National Geographicprogramcannotonlyreinforce,butmakevividtheconceptsthatthestudenthaslearned. If you’ve just studied volcanoes, watching the Mount St. Helenseruptioncancementthatinformationinthestudent’smindforever.AYouTubedocumentaryaboutPeru’s“CityofGhosts”canbringhistory to

life—oncethestudentknowswhotheNazcawere,wheretheylived,whattheircitieswere,andwhentheircivilizationflourished.Moviesmadefromclassicnovelscanbegreatfun—afterthestudenthasread

thebook.FilmedversionsofIvanhoeorPrideandPrejudicecanfillinvaluablehistorical details of dress and daily life. But vast areas of plot and character

developmentare,ofnecessity,eliminated.The exception to this rule can be filmed versions of plays,which, after all,

were written to be seen. The print versions of Henry V or Murder in theCathedralwill probablybemore interesting andeasier tounderstandafter thestudenthasseenaperformance.

RESOURCES

Seewelltrainedmind.comforup-to-daterecommendations.

23

MOVINGTOWARDINDEPENDENCE:LOGICFORLIFE

Whatwehavetolearntodo,welearnbydoing.—Aristotle,NicomacheanEthics

Yourmiddle-gradestudentisbusylearningaboutlogic,causeandeffect,validand invalid arguments, clear thinking. All this knowledge isn’t limited toacademicwork.Logicappliestodailylifeaswell.Thelogicstageisatimeofgrowingindependence,bothmentalandpractical.

As thestudentbegins to formherownopinions, shealsoshouldbegin to takeresponsibilityforpartsofherdailylife.Educationally, this new independence assumes the form of increased time

spent in self-study. As you move through the middle-grade years, you—theparent—should start to step back from minute-to-minute supervision of thechild’s study. Begin in fifth grade by giving the child a single assignment.(“Readthesetwopagesinyourhistorybook,andchoosewhichtopicsyouwantto study further. Then see me.”) If the child completes the assignmentresponsibly,sheenjoystherewards.(“Nowyou’redone.Takesomefreetime.”)If she doesn’t, she pays the price. (“It’s time for swimming. But you’ve beenlyingonyourbedreadingacomicbookinsteadofdoingyourhistory,soyou’llneedtostayinandfinishitbeforegoingoutside.”)This is the practical application of logic. Certain behaviors have certain

consequences. And responsibility leads to freedom. If the child does her

assignments regularly,youcanbegin to assignher aday’sworkat a timeandcheckinwithherattheendofthedaytomakesureshe’sfinished.Ifshedoesn’tcompletethework,supervisemoreclosely.Duringthelogicstage,thehome-educatedstudentshouldbegintounderstand

the logical relationships of daily living as well as the connection betweenresponsibilityandfreedom—that is,betweenworkandmoney,preparationandsuccess.During themiddlegrades, students shouldbegin tomanage theirownfinancesandkeeptheirowndailyschedules.We suggest that seventh graders open a checking account at a local bank

(many offer free checking without a minimum balance to students). Help thestudentdrawupabudgetsothatsheknowswhatportionofhermoney(earnedor allowance) is available for spending,what part shouldbe saved for a long-term goal (at least 20 percent), what part should be kept for familyresponsibilities (clothing, presents), and what part should be given away tocharityorthereligiouscommunity.Wealsothinkthatthelogicstageistheperfecttimeforstudentstolearnhow

tokeeptoascheduleindependently.Atthebeginningoffifthgrade,gotogetherto an office supply store and buy a daily planning calendar and a large wallcalendarwithenoughspacetowriteonforeachdayofthemonth.In thefall,sitdowntogetherandmakepreliminaryplansfor theentireyear.

Onthelargewallcalendar,writedowntheweeksyouplantospendinschool,theweeksyou’ll takeoff, familyholidays, andother commitments. (Now is agoodtimetoexplaintothestudentthatschedulesareflexible.)Atthebeginningofeachmonth,thetwoofyoushouldmakelistsofgoals.Whatdoyouwanttoaccomplish in each subject?What dayswill the student “go to school”?Whatotherappointments(libraryvisits,musiclessons,sports,doctors’visits,birthdayparties, holidays, science fairs) need to bewritten on the calendar?Keep thiscalendarinaprominentplace,andmakeitacardinalrulethatthestudentmustwriteallnewappointments(baby-sittingjobs,nightsout,visitswithfriends)onbothcalendarsastheycomeup.Agoodrule:Ifitisn’tonthecalendar,itdoesn’thappen.(Ifyou’reschoolingtwoormorechildren,thisruleisnecessaryforyoursanity.)In her daily calendar, the student should keep a basic daily schedule

(“Mondays:upby7,math8–9,science9:30–11...”)andrefertoit.Eachweek,sheshould listher responsibilities.What shouldshecomplete ineachsubject?HowmuchtimecanshespendwatchingTV,playingonthecomputer,talkingonthe phone? She should have her own alarm clock and watch so that she can

begintokeeptrackofherowntime.This basic training in the logic of daily life yields three rewards. First, the

student gains structure to her days.We understand that different personalitiescopewellwithdifferentdegreesofstructure,butwefirmlybelievethateveryoneneedsadailyscheduleofsomekindinordertobeproductive.Second,thestudentbeginstounderstandthatyou,theparent,arenotthesole

motivating force in her life. She doesn’t do her assignments because you’renaggingher;shedoesthembecausetheassignmentshavetobedonebyFridayso thatshecanmoveon to thenextweek’s lessonsbecauseshewants tohaveenoughtimeoverthesummertodonoschoolatall.Shedoesn’tturnofftheTVbecauseyouorderedherto;sheturnsofftheTVbecauseshe’susedupherTVquotafortheday.Third,she’sgettingreadyforcollegeandacareer.Freshmenwhofailclasses

or get fired from jobs often do so because they’ve never been responsible fortheir own schedules. They’ve always gotten up because Mom called them,changedclassesbecausethebellrang,donehomeworkbecausetheteachertoldthemto.Whentheyreachtherelativefreedomofcollegelife,theyoftenfounder.Yourclassicallytrainedstudentwon’tfounderifshehasbeenwelltrained—

notonlyforacademics,butfortheresponsibilitiesofdailylife.

RESOURCESBauer,SusanWise.TeachingStudentstoWorkIndependently.CharlesCity,VA:Well-TrainedMindPress,2009.$3.99.Aone-houraudiodownloadlecturewithaccompanyingPDFhandout,detailing a step-by-step method of moving students toward greater self-responsibility and independent work during the middle grades. Order fromWell-TrainedMindPress.

Dawson,Peg,andRichardGuare.TheWork-SmartAcademicPlanner:WriteItDown,GetItDone.NewYork:GuilfordPress,2015.$16.50.More elaborate than the Student Planner listed below, this containsmultiple planning forms plus helps for discovering organizational style,managing distractions, keeping track of materials, etc. Ignore the academicadvice on writing five-paragraph essays and summaries and just use theschedulingtools.

Student Planner, Grades 4–8, 2nd ed. Columbus, OH: School SpecialtyPublishing(AmericanEducationPublishing),2003.$3.95.Aneasilycustomized,three-hole-punchedcalendarforrecordingdailyassignments,activities,events,andmore.

PARTII

EPILOGUE:CHARTS,SCHEDULES,WORKSHEETS,ETC.

TheLogicStageataGlance

Guidelines to howmuch time you should spend on each subject are general;parentsshouldfeelfreetoadjustschedulesaccordingtothechild’smaturityandability.

FifthGrade

Logic 2hoursperweekof“casual”informallogiceachweek,ordelayuntilnextyear.

Mathematics 45–60minutes,5daysperweek:useonedayforreal-lifemathprojectoractivity.

Science 60minutes,3daysperweek;aimfortwotothreenotebookentriesperweek;studylifescience,dividetheyearbetweenlifescienceandearthscience,ordo5–6-weekrotationsthroughallmajorscientifictopics.

History 60minutes,3daysperweek,or1½hours,2timesperweek:studyancienttimes(5000B.C.–A.D.400),usingselectedhistoryresources,includingprimarysources(fouroverthe

courseoftheyear);doatleastoneoutline(onesentenceperparagraph)offivetosixparagraphs;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Spelling/wordstudy 15–20minutes,3–4daysperweek;beginorcontinueformalspellingprogram.

Grammar 40–60minutes,4daysperweek;formalgrammarprogram.Literature 45–60minutes,3daysperweek;readancientmythsand

legends,epics,versionsofclassics,booksaboutancientwriters;writebriefnarrativesummaries,endingwithashortevaluation;begintodiscusscriticalissuesorally;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading 1hour,atleast4daysperweek;student’schoice.Writing Daily,timewillvary;twonarrativesummariesperweek

(overlapswithliterature,history,andscienceassignments);atleastoneone-leveloutlineperweekofanonfictionsource(overlapswithhistory);worktowardtwo-leveloutlines;adjustasnecessaryifalsocompletingaformalwritingprogram.

Latin/foreignlanguage 3ormorehoursperweek,dependingonpace:studyLatinand/orbeginamodernforeignlanguage.

Religion Variesperfamily;learnthebasicsofpersonalfaith;learnaboutworldreligionsthroughthestudyofhistory.

Art 1–2hours,onceperweek:alternateartprojectswithstudyingancientart.

Music 1–2hours,onceperweek:studytheinstrumentsoftheorchestra.

SixthGrade

Logic 2hoursof“casual”informallogicor3hoursofinformallogicIeachweek.

Mathematics 45–60minutes,5daysperweek:useonedayforreal-lifemathprojectoractivity;aimtomovetowardpre-algebraifnotalreadybegun.

Science 60minutes,3daysperweek;aimforthreetofournotebookentriesperweek;studylifescience,dividetheyearbetweenlifescienceandearthscience,ordo5–6-weekrotationsthroughallmajorscientifictopics.

History 60minutes,3daysperweek,or1½hours,2timesperweek:studymedieval–earlyRenaissancetimes(400–1600),usingselectedhistoryresources,includingprimarysources(fourtosixoverthecourseoftheyear);doatleastonetwo-leveloutlineofafive-toten-paragraphselection;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Spelling/wordstudy 15–20minutes,3–4daysperweek;continueformalspellingprogram.

Grammar 40–60minutes,4daysperweek;formalgrammarprogram.Literature 45–60minutes,3daysperweek;readstoriesoftheMiddle

AgesandRenaissance;begintoreadsomeoriginalwritings;alternatewritingbriefnarrativesummarieswithwritinganswerstotwoormorediscussionquestions;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading 1hour,atleast4daysperweek;student’schoice.Writing Daily,timewillvary;twonarrativesummariesperweek

(overlapswithliterature,history,andscienceassignments);atleastonetwo-leveloutlineperweekofanonfictionsource(overlapswithhistoryandscience);worktowardthree-leveloutlines;adjustasnecessaryifalsocompletingaformalwritingprogram.

Latin/foreignlanguage 3ormorehoursperweek,dependingonpace:studyLatinand/orbeginamodernforeignlanguage.

Religion Variesperfamily;learnthebasicsofpersonalfaith;learnaboutworldreligionsthroughthestudyofhistory.

Art 1–2hours,onceperweek:alternateartprojectswithmakingbiographicalpagesaboutmedievalandearlyRenaissanceartistsandstudyingmedievalandearlyRenaissanceart;enterdatesontimeline.

Music 1–2hours,onceperweek:listentomedievalandearlyRenaissancemusic;readbiographiesofthecomposers;makebiographicalpagesformusicians;enterdatesontimeline.

SeventhGrade

Logic 3hoursperweekofinformallogicIIorinformallogicI.Mathematics 45–60minutes,5daysperweek:use1dayforreal-lifemath

projectoractivity.Aimforpre-algebraoralgebraI.Science 60minutes,3daysperweek;aimforfivetosevennotebook

entriesperweek;studylifescience,dividetheyearbetweenlifescienceandearthscience,ordo5–6-weekrotationsthroughallmajorscientifictopics.

History 60minutes,3daysperweek,or1½hours,2timesperweek:studylateRenaissance–early-moderntimes(1600–1850),usingselectedhistoryresources,includingprimarysources(sixtoeightoverthecourseoftheyear);doatleastonetwo-levelorthree-leveloutlineofatwo-tothree-pageselection;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Spelling/wordstudy 15–20minutes,3–4daysperweek;continueorfinishformalspellingcurriculum;transitionintowordstudy.

Grammar 40–60minutes,4daysperweek;formalgrammarprogram.Literature 45–60minutes,3daysperweek;readlateRenaissance

throughearlymodernliterature;answerfourormorecriticalquestionsaboutliteratureinwriting;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading 1hour,atleast4daysperweek;student’schoice.Writing Daily,timewillvary;onenarrativesummaryperweek

(overlapswithliterature,history,andscienceassignments);atleasttwothree-leveloutlinesperweekofnonfictionsources(overlapswithhistoryandscience);rewriteoneselectionfromanoutlineeachweek;adjustasnecessaryifalsocompletingaformalwritingprogram.

Latin/foreignlanguage 3ormorehoursperweek,dependingonpace:studyLatinand/orbeginamodernforeignlanguage.

Religion Variesperfamily;learnthebasicsofpersonalfaith;learnaboutworldreligionsthroughthestudyofhistory.

Art 1–2hours,onceperweek:alternateartprojectswithmakingbiographicalpagesandstudyingtheworksofartistsfromthelateRenaissancethroughtheearlymodernperiods;enterdatesontimeline.

Music 1–2hours,onceperweek:listentoRenaissance,baroque,andclassicalmusic;readbiographiesofthecomposers;makebiographicalpagesformusicians;enterdatesontimeline.

EighthGrade

Logic 3hoursperweekofformallogicIorinformallogicII.Mathematics 45–60minutes,5daysperweek:use1dayforreal-lifemath

projectoractivity.AimforalgebraIifnotyetbegun.Science 60minutes,3daysperweek;aimforfivetosevennotebook

entriesperweek;studylifescience,dividetheyearbetweenlifescienceandearthscience,ordo5–6-weekrotationsthroughallmajorscientifictopics.

History 60minutes,3daysperweek,or1½hours,2timesperweek:studymoderntimes(1850–present),usingselectedhistoryresources,includingprimarysources(sixtoeightoverthecourseoftheyear);doatleastoneoralhistoryproject;doatleastonethree-leveloutlineofathree-tofour-pageselection;prepareatleastonewrittensummary;markdatesonthetimeline;domapwork.

Wordstudy 15–20minutes,3–4daysperweek;beginorcontinuewithwordstudy.

Grammar 40–60minutes,4daysperweek;formalgrammarprogram.Literature 45–60minutes,3daysperweek;readmodernliterature;

answerfourormorecriticalquestionsaboutliteratureinwriting;memorizeandrecitepoemsorpassages,threetofivefortheyear.

Reading 1hour,atleast4daysperweek;student’schoice.Writing Daily,timewillvary;atleasttwothree-leveloutlinesper

weekofnonfictionsources(overlapswithhistoryandscience);rewritebothselectionsfromtheoutlineseachweek;adjustasnecessaryifalsocompletingaformalwritingprogram.

Latin/foreignlanguage 3ormorehoursperweek,dependingonpace:studyLatinand/orbeginamodernforeignlanguage.

Religion Variesperfamily;learnthebasicsofpersonalfaith;learnaboutworldreligionsthroughthestudyofhistory.

Art 1–2hours,onceperweek:alternateartprojectswithmakingbiographicalpagesandstudyingtheworksofmodernartists;enterdatesontimeline.

Music 1–2hours,onceperweek:listentoRomanticandmodernmusic,includingmusicaltheaterandlightopera;make

biographicalpagesformusicians;enterdatesontimeline.

NotebookSummary,Grades5through8

Since middle-grade students are doing significantly more writing thanelementarystudents,youwillprobablyneedtouseanewnotebookeachyearforeachsubject.

Science.Makefourdivisionsinthenotebook.1.Definitions2.ScientificPrinciples3.ScientificClassifications4.ScientificDescriptions(Optional:Add“Technology”asaseparatedivision.)

History.TheHistorynotebookcontainsninedivisions.1.Facts2.GreatMenandWomen3.Wars,Conflicts,andPoliticalEvents4.Inventions,Science,andDiscoveries5.DailyLife,Beliefs,andCustoms6.LiteratureandtheArts7.CitiesandSettlements8.PrimarySources9.Outlines

Writing.DividetheWritingnotebookintofoursections.1.Spelling2.WordStudy3.Grammar4.Compositions

Literature.TheLiteraturenotebookhastwodivisions.

1.Reading2.MemoryWork

SampleWeeklyChecklists

Note: These are intended only as illustrations of how your weeks might beorganized. Adjust and change, or make your own checklists. If particularcurricula areas are a challenge and take additional time, eliminate optionalstudiesuntilthecoreskillsaremastered.

FifthGrade(averageof5–6hoursontaskperday,includingfreereadingtime)

Note: In this sample schedule, writing assignments are completed as part ofhistory,science,andliterature.Thisstudentisalsodoing“casual”informallogicratherthansavingituntilnextyear,andisdoingonlyoneforeignlanguage.

MondayMathematics Literature(40–60minutes)_________(45–60minutes)_________ Latin(1hour)_________Science(60minutes)_________ Music(2hours)_________Spelling(15–20minutes)_________

TuesdayMathematics Reading(1hour)_________(45–60minutes)_________ History(90minutes)_________Logic(1hour)_________ Grammar(40–60minutes)_________Spelling(15–20minutes)_________

WednesdayMathematics(45–60minutes)_________ Literature(40–60minutes)_________Science(60minutes)_________ Reading(1hour)_________Spelling(15–20minutes)_________ Latin(1hour)_________

Grammar(40–60minutes)_________

ThursdayMathematics(45–60minutes)_________ Literature(40–60minutes)_________Logic(1hour)_________ Reading(1hour)_________History(90minutes)_________ Spelling(15–20minutes)_________Grammar(40–60minutes)_________

FridayMathematics,projectoractivity Grammar(40–60minutes)_________(45–60minutes)_________ Reading(1hour)_________Science(60minutes)_________ Art(1hour)_________Spelling(15–20minutes)_________ Latin(1hour)_________

SixthGrade(averageof5–6hoursontaskperday,includingfreereadingtime)

Note:Inthissampleschedule,writingassignmentsaredoneasaseparatecourse,so slightly less time has been allowed for history, science, and literature;grammarhasalsobeenreducedto3daysperweektoallowmorespaceforthewritingprogram.Thisstudentisdoingtwoforeignlanguagessohasdecidednottodoformalartandmusicstudythisyear

MondayMathematics(45–60minutes)_________ Literature(40–60minutes)_________Science(50minutes)_________ Latin(1hour)_________Spelling(15minutes)_________ Logic(1hour)_________Writing(45minutes)_________

TuesdayMathematics(45–60minutes)_________ Reading(1hour)_________Logic(1hour)_________ History(45minutes)_________Spelling(15minutes)_________ Grammar(40minutes)_________Spanish(1hour)_________ Writing(45minutes)_________

WednesdayMathematics(45–60minutes)_________ Literature(40–60minutes)_________

Science(50minutes)_________ Reading(1hour)_________Spelling(15minutes)_________ Latin(1hour)_________Grammar(40minutes)_________ Writing(45minutes)_________

ThursdayMathematics Literature(40–60minutes)_________(45–60minutes)_________ Reading(1hour)_________Logic(1hour)_________ Spelling(15minutes)_________History(45minutes)_________ Spanish(1hour)_________Grammar(40minutes)_________

FridayMathematics,projectoractivity Reading(1hour)_________(45–60minutes)_________ History(45minutes)_________Science(50minutes)_________ Latin(1hour)_________Spelling(15minutes)_________ Spanish(1hour)_________Grammar(40minutes)_________

The seventh- and eighth-grade years resemble the fifth- and sixth-grade yearswith small adjustments in time. Older students may be able to spend a full 6hours or more on task, depending on interest, maturity, and extracurricularschedules.

CurriculumPlanningWorksheet

Use thisworksheet to start planningout eachyear of study.Download aPDFversionofthisworksheetatwelltrainedmind.com.

MATH

BeforeAlgebra Pre-Algebra/Algebra

ConceptualApproach ConceptualApproachMathMammoth_________ AOPS_________Math-U-See_________ Math-U-See_________RightStart_________ VideoText_________Singapore_________ Other_______________Other_______________

ProceduralApproach ProceduralApproachSaxon_________ Saxon_________Other_______________ Other_______________

Real-LifeMathCheckbook Math _________ Math on the Menu _________ Menu Math_________MoneywiseKids_________FamilyMath_________FamilyMath:MiddleSchoolYears_________Other_______________

ConceptualSupplements(forProceduralCourses)_________KhanAcademy_________MEP_________ArborAlgebra_________Gardner Puzzles _________ Hands-On Equations _________ Other_______________

ProceduralSupplements(forConceptualCourses)________DevelopmentalMathematics_________Other_______________

SCIENCEFields(s)tocoverthisyear/WeekstostudyAnimal kingdom _________ / _________ Plant kingdom _________ /_________Humanbody_________/_________Earthscience_________/_________Astronomy_________/_________Chemistry_________/_________Physics_________/_________Technology_________/_________

ReferenceMaterialsBlister Microscope _________ Brock Magiscope _________ Other

_______________Science: Definitive Visual Guide _________Kingfisher Science Encyclopedia_________How to Think Like a Scientist _________ Investigating the Scientific Method_________HowtoWriteaLabReport_________

LifeScienceSpines/CurriculaTheEncyclopediaofAnimals_________Animalium_________CPOLifeScience_________PrenticeHallScienceExplorer_________Botanyin8Lessons_________NatureAnatomy_________TheLifeofPlants_________TheWayWeWork_________Other(s)_______________

EarthScienceandAstronomySpines/CurriculaNationalGeographicVisualEncyclopediaofEarth_________CPOEarthScience_________Universe:TheDefinitiveVisualGuide_________Space:AVisualEncyclopedia_________Space:TheUniverseasYou’veNever...._________ElementalScience:EarthScience&Astronomy_________GreatScienceAdventures_________Other(s)_______________

ChemistrySpines/CurriculaCPOPhysicalScience_________ElementalScienceChemistry_________FocusonMiddleSchoolChemistry_________BasementWorkshop_________PrenticeHallScienceExplorer_________TOPSLearningSystem_________Other(s)_______________

PhysicsSpines/CurriculaPrenticeHallScienceExplorer_________CompletePhysicsforCambridgeSecondary1_________TOPSLearningSystem_________Other(s)_______________

TechnologySpines/Curricula

TheNewWayThingsWork_________GreatScienceAdventures_________Horrible Science _________ How Stuff Works _________ Fuel Cell 10 Kit_________LEGOMindstorms_________TheRobotBook_________NanotechnologyKit_________Electronics:Hands-OnPrimer_________ArtofConstruction_________SnapCircuits_________JaniceVanCleave’sEngineering_________Other(s)_______________

HISTORYHistoryYearbyYear_________KingfisherHistoryEncyclopedia_________NationalGeographicVisualHistory_________NationalGeographicAlmanac_________Children’sEncyclopediaofAmericanHistory_________LittleHistoryoftheU.S._________Other(s)_______________TentativeChapters/PagestoCoverPerSemester_________TentativeChapters/PagestoCoverPerWeek_________

GeographyResourcesNationalGeographicFamily_________NationalGeographicKids_________NewHistoricalAtlasoftheWorld_________AtlasofWorldHistory_________

Possible primary sources to cover:______________________________________

Additional resources to have on hand as year begins:______________________________________

SPELLING

SpellingWorkout_________AllAboutSpelling_________SequentialSpelling_________WRTR_________Other_______________

WORDSTUDY(onlyafterspellingiscompleted)VocabularyfromClassicalRoots_________WordlyWise_________Other_______________

GRAMMARRod & Staff _________ Hake Grammar _________ Voyages in English_________Other_______________

WRITINGSummarizing,outlining,andrewritingacrosscurriculum_______________WritingWithSkill_________IEW_________Killgallon_________Writing & Rhetoric _________ Writing Strands _________ Other_______________

LITERATUREPossible titles to have on hand as year begins:_____________________________

FREEREADINGPossible authors or titles to have on hand as year begins:_____________________________

FOREIGNLANGUAGES

LatinSequence1: LatinSequence2:

PrimaLatina_________ORBigBook_________

LatinforChildrenPrimerA_________

followedby LatinforChildrenPrimerB_________LatinaChristianaI_________ LatinforChildrenPrimerC_________FirstFormLatin_________ LatinAlive!_________SecondFormLatin_________ThirdFormLatin_________

Latin,BeginningLater:First Form Latin, 1–4 _________ Latin Alive! _________ Latin Road_________Other______________________________

ModernLanguagesLanguageofChoice______________________________Duolingo_________Fluenz_________RosettaStone_________Other______________________________

ART&MUSICArtSkillsArtisticPursuits_________DrawingontheRightSideoftheBrain_________ArtofWatercolor_________ArtofAcrylicPainting_________ClayCharactersforKids_________CreatingLife-LikeAnimals_________HowtoMakeClayCharacters_________CreatingLifelikeFigures_________Other(s)_______________

ArtAppreciationAncientArtseries_________ArtthatChangedtheWorld_________StartExploringMasterpieces_________CollinsBigBookofArt_________Other(s)_______________

MusicAppreciationThoseAmazingMusicalInstruments!_________StoryoftheOrchestra_________

Composers and pieces to listen to this year:

______________________________

MusicSkillsPlansforinstruction:___________________________________________

PARTIII

THERHETORICSTAGE

NinthGradethroughTwelfthGrade

24

PREPARINGFORHIGHSCHOOL:ANOVERVIEW

Agoalwithoutaplanisjustawish.—AntoinedeSaint-Exupéry

Many home-schooling parents view the beginning of ninth grade withsomething like terror. The details of the high-school curriculum (what is acredit?howmanydoesmystudentneed?inwhat?),theneedforcarefulrecordkeepingthatlooksofficial(transcriptsandmore),andtheloomingchallengeofcollege applicationsmakehigh-schoolhomeeducation seem like agargantuantask.Andoften, ashigh school approaches, families start casting around for amoretraditionalschoolsolution.Movingintoaclassroommaybetherightanswerforsomestudents,butdon’t

makethisdecisionoutoffear.Highschoolisn’tnearlyascomplicatedasitlooksfromtheoutside.The chapters that follow outline a classical approach to the high-school

subjects.Theyareveryfocusedonwhat toteach,andhowtoteachitwell: theintellectualandacademicaspectsofanexcellenthigh-schooleducation.(PartIVdedicates muchmore space to the pragmatic side of home education: issuinggrades, keeping records, preparing high-school transcripts, doing collegeapplications,andmore.)Butyou’llfindithelpfultohaveanunderstandingofthetechnicalsideofthe

high-schoolcurriculuminmindasyoureadthroughourdescriptionofrhetoric-

stage academics.Sobearwithuswhilewegoover someof the less inspiringaspectsofteachinghigh-schoolstudentsathome:stateandcollegerequirements,definitionsofterms,andafewotherimportantdetails.(MostofwhatfollowsappliesspecificallytoU.S.students;readersfromother

countriescanskim,outofinterest,orelseskiptoChapter25now.)

HIGH-SCHOOLREQUIREMENTS

EachU.S. state has slightly different requirements for high-school graduation.(Forexample,asofthiswriting,Virginiarequiresthreelabsciences,whileNewMexico also requires three sciences but only two of them have to have a labcomponent.)Inmoststates,homeeducatorsaren’trequiredtodemonstratethatthey’vemet these exact standards.However,you shouldbe familiarwithyourstatehigh-school requirements;we’veprovided links toeachstate’swebsiteatwelltrainedmind.com.Stategraduationrequirementsareslightlylessdemandingthanwhatcolleges

willbelookingforonthehigh-schooltranscript.Soforthesakeofthischapter,we’llbeassumingthatyourchildplanstoapplytocollege(seeChapters39,40,and 44 for more details), and we’ll be describing a typical high-schoolcurriculumforauniversity-boundstudent.

Definitions

First,let’sdefinesometerms.Transcript.Atranscriptissimplyadocumentthatshowsthesubjects,credits,

andgradestakenbythestudenteachyearingrades9–12.Homeeducatorscreatetheirowntranscripts.(Inotherwords,there’snosinglemagicformthatyouhavetofillout—seeChapter44forexamplesanddetails.)Credit.Afullcreditisoneyearofworkinonesubject.Generallyspeaking,1

creditisequivalentto16045–50-minuteclassperiods,oratleast120fullhoursofstudy.Halfcreditsmaybeawarded.(Driver’sed,forexample,isusuallya.5creditinpublichighschools.)Area.Allhigh-schoolsubjectsaredivided intoseven“areas,”orcategories.

Theyare:

LanguageArts

MathsSocialSciencesNaturalSciencesForeignLanguagesPhysicalEducationElectives

Requirements are often phrased in terms of these areas (i.e., “4 credits inLanguageArts”)ratherthanasindividualsubjects.Subject. A subject is a specific class within each area. They are generally

classifiedasfollows:

LanguageArtsReading

PhonicsLiterature

WritingHandwritingCompositionRhetoric

GrammarSpellingVocabularyRhetoric

MathsGeometryAlgebraPre-calculusandCalculusTrigonometry

SocialSciencesHistoryGovernmentPsychology“SocialStudies”

NaturalSciences

BiologyChemistryPhysicsGeologyEnvironmentalScienceLabs(hands-on)

ForeignLanguageStudyofanylanguageotherthanEnglish

PhysicalEducationInstructioninsportsGeneralfitness

ElectivesFineArts

MusicArt

PracticalArtsShopDriver’sed

BusinessAccounting

OtherComputerprogrammingLogic/thinkingskillsHealthTestpreparation

Anelectivecanalsobeanysubjecttakeninexcessoftherequirednumber—so,ifyourstudentneeds3labsciencestofulfilltheNaturalSciencesrequirement,butactuallytakes4classes,thefourthscienceisconsideredan“elective.”

High-SchoolRequirementsforCollegeAdmissions

Therequirementslistedbelowarethosethatacollegeadmissionsofficerwouldgenerallylookforonareasonablycompetitivehigh-schooltranscript.

Subject RequiredCredits AreaLanguageArts 4 LanguageArtsMathematics 3–4 MathsForeignLanguage 2–4 ForeignLanguagesWorldHistory 1 SocialSciencesAmericanHistory 1 SocialSciencesAmericanGovernment 1 SocialSciencesScience 3–4,atleast2ofwhich NaturalSciences

includelabworkPhysicalEducation 2 PhysicalEducationElectives 4–8 Anyarea

Remember, each one of these credits represents approximately 120 hours ofworkonthepartofthestudent.Attheendofeachchapterinthissection,we’lltellyouhowtorepresentthe

materialonatranscript.Generally,keepthefollowinginmind:

■ Time spent reading, writing, and doing spelling and vocabulary can allcounttowardtheLanguageArtscredit.

■Algebra I, Geometry, Algebra II, and upper-levelmathematics can counttoward the Mathematics credits. Pre-algebra cannot be counted for highschoolcredit,eveniftakeninninthgrade.

■ForeignLanguagecreditscanbeanymodernorancientlanguage.■WorldHistorycanbeAncient,Medieval,Renaissance,orModern.■ Science can be Biology, Chemistry, Physics, Astronomy, Meteorology,Geology, Ecology, or any topics that are subsets of those. Generallyspeaking, Earth Science is not considered high-school level, even whentakeninninthgradeorlater.

■ Physical Education credits can be awarded for 120 hours of purposefulphysicalactivity,aslongasthestudentlogsthosehoursinajournalordiary.

■Electivesaremadeupofadditionalhigh-schoolcreditsbeyondthoselistedin the core areas. For example, if a high-school student takes ExpositoryWriting 3 and American Literature, she would earn two Language Artscreditsonthehigh-schooltranscript.OnecreditwouldfulfilltheLanguageArtsrequirementforthatyear;theotherwouldgotowardtheElectivecredit.

■Collegeswillexpect tosee theElectivesfillingout theareas inwhich the

student is strongest; so, a prospective humanities major will probablygraduatefromhighschoolwith3creditsinMathsand3inNaturalSciences,butwith6–8creditsinLanguageArtsand4–5inSocialSciences.

PLANNINGAHEAD

As you read through the remaining chapters in this section, use the followingworksheet to make preliminary plans to fulfill your student’s high-schoolrequirements. List the courses that will fulfill each required credit. Note thatthere’sagreatdealofflexibilityinwhichsubjectscanroundoutthoseElectives.BesuretopayspecialattentiontoChapter34,“TheSpecialist,”asyouplanouttheelectivecourses.A college admissions office will expect to seemost of the electives drawn

from the five core areas (language arts,mathematics, foreign language, socialsciences,naturalsciences),fewerfromFineArts,andalmostnonefromPhysicalEducationorPracticalArts.APDFofthisworksheetcanbedownloadedfromwelltrainedmind.com.

Subject/Area RequiredCreditsLanguageArts 1.___________________________

2.___________________________3.___________________________4.___________________________

Mathematics 1.___________________________2.___________________________3.___________________________

ForeignLanguage 1.___________________________2.___________________________

WorldHistory 1.___________________________AmericanHistory 1.___________________________AmericanGovernment 1.___________________________NaturalSciences 1.___________________________(withlab)

2.___________________________(withlab)3.___________________________

PhysicalEducation 1.___________________________

2.___________________________Electives 1.___________________________

2.___________________________3.___________________________4.___________________________5.___________________________6.___________________________7.___________________________8.___________________________

STAYINGORGANIZED

As you begin high school, I (Susan) strongly suggest that you set up thefollowingsystem—developedthroughgettingthreeboysintogoodcollegesand,toooften,findingoutthatIhadtoscrambletore-createorfindinformationthatIshouldhavekeptonhandallalong.Inaspecialfilecabinetdrawerordedicatedfilebox,keepsixfilefoldersfor

eachhigh-schoolstudent.Labelthem:

CourseDescriptionsBooksReadPapersWrittenRecommendationsExtracurricularActivitiesOther

1.CourseDescriptionsAs soon as the student finishes each course, write a one- or two-sentencedescriptionofthecourse,listthemajortextsused,andnotewhetherthecoursewascompletedwithatutororserviceofanykind.Manycolleges(andalmostallsmallerschools)willaskhomeeducatorstosubmitalistofcoursedescriptionsalongwiththetranscript.Here are a few sample descriptions that I used on the college application

formsformysons.

Course Grades Curriculumfollowed

Algebra1&2/Geometry

9,11 SaxonHomeSchoolStudycoursealongwithGeometry:AnIntegratedCourse(Larson,Boswell&Stiff),pursuedwithtutor.

AmericanLiterature

11–12 ReadinganddiscussionofAmericanliteratureclassicsincludingTheScarletLetter,Moby-Dick,UncleTom’sCabin,TheRedBadgeofCourage;regularresponseandcriticalpapers.

AmericanHistory/Gov’t

11–12 In-depthstudyofAmerica:ANarrativeHistory,byGeorgeBrownTindall(Norton)alongwithAGuidetoAmericanGovernmentandoutsideresources;regularresponsepapers,outlines,timelines.

ExpositoryWriting

11 Studyofforms(responsepaper,criticalpaper,researchpaper)underguidanceofparent(professionalwriter).

PhysicalEducation

10–11 Programmedcourseofcardiovascular&strengthworkouts.

Rhetoric&Communication

11 StudyofrhetoricaltechniquesusingThomasKane,NewOxfordGuidetoWriting,andEdwardCorbett,ClassicalRhetoricfortheModernStudent.

AmericanHistory&Gov’t

12 BasedaroundthetextAmericanStories:AHistoryoftheUnitedStates,2nded.PursuedthroughtheWell-TrainedMindAcademyonline;explorationofthecompetingculturalideals,economicdrives,politicalaffiliations,andethicaldilemmasofAmericanlife;examinationofthefoundationsandcurrentformofthethreebranchesofAmericangovernment.

Anatomy&Physiology

11 Text:ElaineN.Marieb,EssentialsofHumanAnatomy&Physiology.TakenthroughMemoriaPressAcademy,aprivateonlineservice,thiscoursefollowedongeneralbiologyandfocusedinonstructureandfunctionofthehumanbody.

Chemistry(Lab) 12 Text:ConceptualChemistry,4thed.Comprehensiveintroductiontothestructure,properties,andbehaviorsofatomsandmolecules,chemicalreactions,acid-basechemistry,andoxidation-reductionreactions.Weeklyinstructor-gradedlabs.TakenthroughtheWell-TrainedMindAcademy.

FrenchI,II,III 10,11,12 PursuedwithRosettaStone,FrenchforReading,andsupplementalliteraturereadingtextsprovidedbyprivatetutor.

Writingthesedescriptionsassoonasyoufinishthecourseismucheasierthanreconstructing them later.Label eachdescriptionwith the year andgrade, anddropitintothefilefolder.

2.BooksReadEvery time the student finishes reading a book that’s considered high-schoollevel or above, whether it’s read for school or independently, note the title,author, anddate finishedona slipofpaperor indexcardanddrop it into thisfolder.Manyhigh-schoolstudentssimplydon’tread—especiallyforfun.Ifyouhave

theoptiontoincludealistofbooksreadonthecollegeapplication(seeChapter44),doso.Thisfolderwillguaranteethatyourememberwhatthosebookswere.

3.PapersWrittenWhenever the student finishes a composition that strikes both of you asparticularlygood,putacopyinthisfolder.She’llneedwritingsamplestosendinwithherapplications.

4.RecommendationsAnytimeastudentworkswithatutor,teacher,oradultleaderforatleastayearand has a good experience, consider asking him or her for a writtenrecommendationassoonasthecourseoractivityisfinished.You’llneedthesefor applications, but coming back two years later and asking for arecommendation pretty much guarantees that you’ll get something generic;memories,evenofgoodstudents,fade.

5.ExtracurricularActivitiesWheneverthestudenttakespartinaclub,activity,team,individualpursuit,play,competition, etc., jot the details down on a piece of paper and drop it in thisfolder.You’dbeamazedhowharditistoreconstructthesedetailslater.

6.OtherUse this folder for any piece of information that might be helpful indocumenting the student’shigh-schoolyears,but thatdoesn’t fit into theothercategories.

ONELASTNOTE

Whenyoueducateathome,youoftendon’thavetoshowanyoneyourstudent’simmunizationrecordsuntilit’stimetoregisterforfreshmanclasses.Allthreeofmy boys ended up getting unnecessary shots because I relied on the doctor’sofficetokeeparecordoftheirshots—andtheofficemergedwithotherpracticesandlosttheirrecords.If they’dbeen inschool, theschoolwouldhave requiredme togive thema

copyeveryyear,andwe’dhavehadproof.Instead,beforetheycouldregisterforclassesduringtheirfreshmanyearofcollege,theyhadtogetrepeatMMRandtetanusshots.Soaskforacopy,signedbythephysician,ofeveryroutineimmunizationand

keepityourself.Yourchild’sarmwillthankyou.

25

SPEAKINGYOURMIND:THERHETORICSTAGE

Itisabsurdtoholdthatamanshouldbeashamedofaninabilitytodefend himselfwith his limbs, but not ashamed of an inability todefend himself with speech and reason; for the use of rationalspeech is more distinctive of a human being than the use of hislimbs.

—Aristotle,Rhetoric

SUBJECT:Rhetoric(andoptionaldebate)TIME REQUIRED: 3 hours per week for two years (plus any time spent inextracurricular debate activities), continuing on for two more years ifdesired

Rhetoricistheartofexpression.Duringtherhetoricstage—grades9through12,thetraditionalhigh-schoolyears—thestudentlearnstoexpressherselfwithfluency,grace,elegance,andpersuasiveness.Sinceself-expressionisoneofthegreatestdesiresofadolescence,high-school

studentsshouldhavetrainingintheskillsofrhetoricsothattheycansay,clearlyandconvincingly,what’sontheirminds.Withouttheseskills,thedesireforself-expressionisfrustrated.Expressionitselfbecomesinarticulate.Externalobjects

—clothes, jewelry, tattoos, hairstyles—assume an exaggerated value as theclearestformsofself-expressionpossible.*“To a certain extent,” Aristotle writes in Rhetoric, the classic text on the

subject,“allmenattempttodiscussstatementsandtomaintainthem,todefendthemselves and to attack others. Ordinary people do this either at random, orthroughpracticeandfromacquiredhabit.”†Thestudyofrhetoricisdesignedtomakesuccessinspeechamatterofskillandpractice,notaccident.

AGENERALGUIDETOTHERHETORICSTAGE

The rhetoric stage is dependent upon the first two stages of the trivium. Thegrammar stage laid a foundation of knowledge; without knowledge, therhetoricianhasnothingofsubstancetosay.Thelogicstagetaughtthestudenttothink throughthevalidityofarguments, toweigh thevalueofevidence. In therhetoric stage, the studentusesknowledgeand the skillof logical argument towriteandspeakaboutallthesubjectsinthecurriculum.The last four years of classical education stress expression. The student

expresseshimselfbycontinuallywritingandspeakingaboutwhathe’slearning.At first, rhetoric is a specific subject for study, just as logic was during themiddlegrades.Buttheskillsacquiredinthestudyofrhetoricarethenexercisedin history, science, literature, and mathematics. In the last two years ofschooling, thestudentwillundertake twomajorprojects inanareaofhisownchoice,whichwillshowhismasteryofrhetoricalskills(seeChapter34).This emphasis on written and spoken expression is just one of the three

distinctive aspects of the classical high-school curriculum. The second is anincreasing specialization on the part of the student. Flexibility becomesparamount,particularly in the juniorandsenioryears.When thehighschoolerdecides on the fields she’ll study in depth, other subjects in which she hasalready received a good basic grounding can begin to take up less time andenergy.“Those who are likely never to have any great use or aptitude for

mathematics,”writesDorothySayersin“TheLostToolsofLearning,”“[should]beallowedtorest,moreorless,upontheiroars.”Thesamecanbesaidforeveryfieldofstudy.InChapter13,wecautionedyouagainstallowinglogic-stagestudentstosettle

tooquickly intoa specialization, sincebasic skills are still beingdeveloped in

grades 5 through 8. But in high school, most students will show a clearinclination toward either the humanities or the STEM subjects (science,technology, engineering, and mathematics). You should allow your rhetoric-stage student to spendmore time in the subjects forwhichhe showsanaturalaptitude,while still fulfilling thesuggestednumberofcredits inotherareasofstudy.Use this basic principle as a way to adjust the recommendations in this

section. In Chapter 27, for example, we describe a combined history andliteraturecoursewithanintensefocusontheGreatBooks.Ahumanitiesstudentwill spend twohoursormoreperdayon thispursuit andwillwritenumerouspapers.ButastudentwithastrongSTEMfocusmightneedtocutthattimebackto90minutes,dolesswriting,andcoverfewerbooks,inordertoputadditionaltimetowardadvancedmathematicsandscience.Andastudentwhohasalreadydecidedonacareerinprogrammingormolecularbiologymightdecidetoskipthe great books approach to history altogether, and instead work through astandardhistory text and literature course in order to devote yetmore thoughtandtimetothesciences.Youngadultsfindtheirpassionsinwidelydifferingtimeframes:someknow

theirpathveryearly,whileothersarestillsearchinginthelastyearsofcollege.Thisisnormal.Themoreundecidedyourstudentis,themoreyoushouldworktokeephimengagedinalloftheareasacrossthecurriculum;themorefocusedheis,themoreyoucanallowhimtospecialize.Whatifastudentspecializesinonefield,andthenchangeshismindinthelast

yearofhighschool?This too isnormal.Don’tworryabout it.As longashecompletes thebasic

requirementswe listed in the last chapter,he’llbe fullyequipped toenter intoany collegemajor offered by a liberal arts school. And the energy, skill, anddisciplinedevelopedinthestudyofhisspecialtywillservehimwellinanyotherfieldhedecidestopursue.A thirddistinctivecharacteristicof the rhetoric stage is its focusonoriginal

works:greatbooksinallareasofstudy.Historyandliteraturemeldtogetherasthestudentreads theworksofgreatminds, fromancientGreece to thepresentday. The classic texts of science, from Aristotle to Darwin and beyond, lenddepthandcontexttothestudyofscientificprinciples.Greatbooksare rhetoric inaction; theirpersuasionhasstood time’s test.As

the high schooler studies the rhetoric of these skilled authors, he analyzes theforce of their arguments. Great books provide historical perspective on the

accepted truthsofourownage; theycanprevent the student fromswallowingtherhetoricofmodern-dayoratorsundigested.

THESTUDYOFRHETORIC

Duringtherhetoricstage,thestudentwillstudytheprinciplesofself-expressionandexercisetheminbothwritingandspeech,usingmoderntextsthatbuildontheclassicalfoundations.The study of rhetoric involves developing skill in five areas, or “canons”:

inventio,dispositio,elocutio,memoria,andpronuntiatio.Thefirstthreeoftheseapplytobothwrittenandspokenrhetoric,whilememoriaandpronuntiatioapplyspecificallytodebateandspeechmaking.Inventio,“invention,”istheprocessofformulatinganargumentandgathering

all the supporting evidence. It requires both logic and knowledge. In everysubject,inventiooccurswhenyouselectathesisandresearchit,liningupalltheproofneededtomakeyourthesisconvincing.Dispositio, “disposition,” or “arrangement,” is the skill of putting all that

informationintopersuasiveorder.Thewayyoupresentanargumentdependsonaslewoffactors—themakeupoftheaudience,thesettingyou’llbearguingin,the emotional effect various types of information might produce, and so on.Dispositioteachesyoutoarrangeallyourevidenceinthemostconvincingway.(The question of whether this is also the best and truest way is a source oftensionwithin the study of rhetoric,which continually brings ethical issues tothefore.)Elocutio, “elocution,” teachesyouhow to evaluate thewordsyouusewhen

you give your argument. Which words will most clearly reveal the truth?(Alternately, which words will produce the desired emotions in the listener?)Whichtypesofmetaphors,parallelisms,figuresofspeechshouldyouuse?Howcanyoustructureyoursentencesformaximumeffect?Studentswhochoosetotakepartinspeechanddebatewillalsoneedskillsin

memoria (memorizing important points or entire speeches) and pronuntiatio(effectivemethodsofdeliveringthespeech).Rhetoric,Aristotle tellsus, leads to fair-mindedness.Thestudentof rhetoric

must be able to argue persuasively on both sides of an issue, not in order toconvince her audience of thatwhich iswrong, but “in order thatwemay seeclearlywhatthefactsare.”‡Andthisistrueforeverysubjectinwhichrhetoricis

employed.Rhetoric,Aristotleconcludes,isuniversal.§

HOWTODOIT

During ninth and tenth grades, the student should study rhetoric during thosehours previously devoted to logic. Plan on three hours perweek, divided intotwosessionsofoneandahalfhourseachorthreesessionsofonehoureach.Aswithotheradvancedsubjects,youcanuseatutororonlinetutorialforthe

study of rhetoric (see options in the Resources at the end of this chapter).However, good readers should be able to pursue this study independently byfollowingthispattern:

1.Readasectionintherecommendedtext.2.Outlinethecontentofthetext.3. Provide two examples of the text’s lesson, either from someone else’srhetoricorofyourowncreation,orelsedoanyexercisesprovided.

Forexample,thestudentmightencounterthefollowingtext:

(17)Personalattacksdonotdisqualifyasource.Supposedauthoritiesmaybedisqualifiediftheyarenotinformed,impartial,orlargelyinagreement.Othersortsofattacksonauthoritiesarenotlegitimate.LudwigvonMisesdescribesaseriesofillegitimateattacksontheeconomistRicardo:

In the eyes of the Marxians the Ricardian theory is spurious becauseRicardo was a bourgeois. The German racists condemn the same theorybecauseRicardowasaJew,andtheGermannationalistsbecausehewasanEnglishman. . . . Some German professors advanced all three argumentstogetheragainstthevalidityofRicardo’steaching.¶

This is the “ad hominem” fallacy: attacking the person of an authorityrather than his or her qualifications. Ricardo’s class, religion, andnationalityareirrelevanttothepossibletruthofhistheories.Todisqualifyhim as an authority, those “German professors” have to show that hisevidence was incomplete—that is, they have to show that his judgmentswerenotfullyinformed—orthathewasnotimpartial,orthatotherequallyreputable economists disagree with his findings. Otherwise, personal

attacksonlydisqualifytheattacker!#

Agoodoutlineofthispassagemightlooklikethis:I.Anauthoritycanbeattackedforthreereasons.A.Notbeinginformed.B.Notbeingimpartial.C.Beingoutofagreementwithmostotherauthorities.

II.Anauthoritycannotbeattackedforhisperson.A.Thisisthe“adhominem”fallacy.B.Class,religion,nationality,orotherpersonalattacksareirrelevant.C.Adhominemattacksdisqualifytheattacker.

Thestudentwouldfollowthisbyfindingtwoexamplesofadhominemattacksinapoliticalspeech(adepressinglyeasyexercise,particularlyduringanelectionyear) or by writing her own ad hominem refutation of something she’s read.Eitherexercisewillshowthatsheunderstandstheconcept.Hereisanotherexample,drawnfromTheNewOxfordGuidetoWriting.Each

chapter deals with a particular rhetorical strategy and is divided into sectionswithbold-printheadings;thesesectionsarethendividedfurtherbysubheadingsinregulartype.Thestudent’sfirststepshouldbetooutlinethechapter,usingthebold headings as major outline points. Chapter 16, “Paragraph Development:CauseandEffect,”isdividedintothefollowingheadingsandsubheadings:

CauseOrderingReasonswithinaParagraph

EffectsMultipleEffects

CauseandEffect

Agoodoutlineofthischaptermightlooklikethis:I.Cause.A.Explaining“why”isamajorpurposeofwriting.B.Thesimpleststrategy:ask“Why”andthengivetheanswer.C.Awritermayalsochoosetogivecauseandeffectimplicitly,withoutusingtheword“Why.”

II.Howtowriteaparagraphcontainingreasonsforacause.

A.Giveasinglereasonandrepeatitorexpandit.B.Arrangeseveralreasonsinorder.1.Ifeachreasoncausesthenext,thisis“serialorder.”2.Ifthereasonsareindependentofeachother,theyare“parallel.”a.Parallelreasonsthathaveanorderintimeshouldbelistedchronologically.

b.Otherwise,theyshouldbelistedfromleasttomostimportant.III.Howtowriteaparagraphcontainingtheeffectsorconsequencesofacause.A.Thecauseshouldbefoundinthetopicsentence.B.Theeffectsshouldbefoundintherestoftheparagraph.1.Theremaybeasingleeffect.2.Theremaybemorethanoneeffect.a.Theeffectsmaybeindependentofeachother.b.Oreacheffectmayactuallybethecauseofthenext.

Thetextalsogivesclearexamplesofeachkindofparagraph.After outlining the chapter (an exercise that may take the whole week or

perhaps longer, for more detailed chapters), the student would complete thepractice exercises at each chapter’s end. For example, Chapter 16 ends withseveralpracticeexercises,thefirstinvolvinganalysis(“Analyzethecause-effectrelationship in the following paragraph”) and the next two involvingcomposition(“Composeasingleparagraphdevelopingthreeorfourreasons tosupport one of the following topics: The enormous increase in the cost ofhousing, the contemporary mania for exercise, the expansion of professionalsports in the last twenty-five years . . .,” etc.). The student could certainlysubstitutehisown topics (perhapsdrawn fromhis studyofhistory, science,oranothersubject)forthosesuggestedinthebook.Students should spend at least two years working on the techniques of

rhetoric; this will provide a good grounding in the basics of writtenargumentation.Studentswhoareputtingahighlevelofeffortintothestudyofupper-levelmathematicsorsciencemayneedtoendtheirstudyofrhetorichereinordertohaveenoughtimetospecialize.However,moststudents(andallthoseinterested in the humanities) should go on to the upper-level text(s)recommended,spendingatleastoneortwomoreyearsinrhetoricstudy.Tocompletetheaboverhetoricstudy,studentsshouldbeskilledatoutlining.

This skill is covered in the grammar programswe recommend inChapters 18

and26.Ifnecessary,therhetoric-stagestudentcanreturntotheseresources.Whataboutevaluation?Remember thatwriting is a subjective activity and that even expertwriting

teachers can differ over whether a particular assignment is well-done orincompetent.Often,thereisno“right”answertoawritingassignment.However,if you’d like some additional help in evaluating your high-school student’swriting,consideroneofthefollowingoptions:

1.Anassessmentservice;seetheResourcesforrecommendations.2.Callyourlocalprivateorparochialschoolandaskwhetherthecompositionteacherwould bewilling to evaluate your student’swork.Make sure thatyoutaketherhetorictextwithyou,sothattheteacherknowstheprinciplesthestudentistryingtoputintoplace.Generally,offeringanhonorariumoffortytofiftydollarsforanevaluationsessionisanicegesture.

3. Call the secretary of the English department at your local university orcommunity college and askwhether any of thewriting teachersmight bewilling to evaluate your student’s papers; the same honorarium isacceptable.

ALTERNATIVES

The process we’ve outlined above walks the student through foundationaltraininginrhetoric;thetextswerecommendattheendofthischapterarebasedon the model of the progymnasmata, the training exercises used in classicalrhetoric, and the skills covered will equip the high-school student to writepersuasiveessays.However,someparentsmayfeeltheneedforamorestructuredcurriculum—a

“writing program”—particularly for students who continue to struggle withwriting,orwhohavecomeoutofaclassroomsituationandarenotyetusedtoworkingindependently.Ifyou’dprefertoinvestigateastructuredcurriculumforrhetoric,wehavesuggestedseveraloptionsintheResourcessection.Important note: Students who are not yet writing on a high-school level

shouldspendatleasttwoyearsinoneofthecurricularecommendedforlogic-stage writing in Chapter 18 before moving on to our rhetoric-stagerecommendations. If you feel that your student still needs more foundationalwriting instruction before trying the rhetoric study that we recommend, read

throughthenextchapter,“SkillwithWords,”andadoptoursuggestionsthere.

AWORDABOUTSTEMKIDSANDRHETORIC

Buddingengineers,computer scientists,andelectronicswhizzesareoftenverytersewriters.They can saywhat theymeanperfectlywell; they just don’t seewhytheyshouldsayitatlength.Ouradvice:Don’tfightit.Goodwritingiswritingthatusesasmanywordsas

necessary,nomore,andnoless.Tersewritersshouldstillstudythetechniquesofpersuasion;theytoowillneedtoconvinceothersofanargumentoraposition.But there’snothingwrongwithno-frillswriting.Requiregoodgrammar,goodmechanics, and clear thought. Don’t torment your young scientist withmandatorywordcountsorparticularstylisticdemands.Acceptclarityasbeauty.

DEBATE

Involvementinadebatecluborsocietyprovidesinvaluable,hands-ontraininginrhetoric.Ifpossible,findalocaldebatesociety,andenrollyourninthgraderinit.Trytopursuedebatethroughoutninthandtenthgrades.Iftheeleventhgradernolongerwants to takepart,debatecan thenbedropped from thecurriculum—ithasserveditspurpose.Your local university or college is a good starting place. Call the theater

department,whichisgenerallyconnectedwiththedebateclubbecausedebateisa spokenperformance.Askwho coaches the debate team.Onceyou’ve foundthecoach,explainwhatyou’redoing,listtherhetorictextsyou’reusing,andaskhow your ninth grader can practice debating skills. The coachmay invite thestudenttosit inonthecollegesessions.Attheveryleast,heshouldbeabletodirectyoutoanage-appropriatedebategroupnearby.Youcanalsocallaparochialschool,ifyouhappentohaveagoodonenearby.

Askforthedebate-teamcoach,andexplainyoursituation.Someprivateschoolswelcomehomeschoolerstoextracurricularclubs.Finally, you can call your state home-education organization (see

welltrainedmind.comfor links)andaskaboutdebateclubsforhomeschoolers.Moreandmoreofthesearepoppingup.Thequalityofthecoachingtendstobemixed—you can end upwith anyone from an overworked parentwho’s never

studied rhetoric to a moonlighting university professor. Ask about thequalificationsofthecoachbeforeyoucommit.Butthesegroupsareoftenveryresourceful,mounting regular competitions and even statewide championshipsforhomeschoolers.

SUGGESTEDSCHEDULES

Ninthandtenthgrade 3hoursperweek WorkthroughbasicrhetorictextsEleventhandtwelfthgrade

3–5hoursperweek Workthroughadvancedrhetorictexts

HOWTOPUTITONTHETRANSCRIPT

Course Nameofclassontranscript

Area Credit

Rhetoric “RhetoricI,”“RhetoricII,”etc.

LanguageArts 1creditfor120hoursormore,.5creditfor60–100hours

Debate Speech Elective 1creditfor120hoursormore,.5creditfor60–100hours

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Rememberthatadditionalcurriculachoicesandmorecanbefoundatwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

Rhetoric

Forprogressingoutofastructuredmiddle-gradecurriculumintoRhetoric,seeourspecificrecommendationsinChapter18,pages478–482.

BasicTexts

Workthroughinthefollowingorder.

Weston,Anthony.ARulebookforArguments,4thed.Indianapolis,IN:Hackett,2008.$11.Thisintroductiontorhetoricprovidesaquickreviewoflogicasappliedtowrittenessays;astraightforwardtransitionfromlogictorhetoric.

OR

Morrow, David R., and Anthony Weston. A Workbook for Arguments: ACompleteCourseinCriticalThinking.NewYork:Hackett,2011.$27.ThisworkbookpairstheentiretextoftheRulebookforArgumentswithexercises,outliningpractice,examplesfrombooksandthemovies,andmodelanswers.Highlyrecommended.

Kane,ThomasS.TheNewOxfordGuidetoWriting.Oxford:OxfordUniversityPress,1994.$19.95.Acomplete,accessibleguidetocolorfulandpersuasivewriting,fromthe sentence level to essay organization and construction, with plenty ofexamplesfromgreatwriters.

SupplementaryTextsHeinrichs, Jay. Thank You for Arguing: What Aristotle, Lincoln, and HomerSimpsonCanTeachUsAbouttheArtofPersuasion, rev.andupdateded.NewYork:ThreeRiversPress,2013.$15. A very different approach, focusedmore on argumentation in real-lifescenariosthanonwrittenrhetoric.However,usedalongwithorjustafterthebasictexts,thiscleverguidetoargumentationcanhelpbringrhetorictolife.

AdvancedTexts

Workthroughinthefollowingorder.

Corbett,EdwardP.J.,andRobertJ.Connors.ClassicalRhetoricfortheModernStudent,4thed.Oxford:OxfordUniversityPress,1999.$99.95 cover price.This is a complete and excellent text but is (obviously)pricedforthecollegemarket.Youcanrentitonlineformuchless,buyitused,orbuyapreviousedition;thefourtheditionisnotnecessary.Corbett’ssix-chapterstudyofrhetoricusesmodelsrangingfromSocratesto

Rachel Carson to teach students the art of persuasion. The student shouldbegin by simply reading the first chapter, “Introduction,” carefully. Thesecond chapter, “Discovery of Arguments,” deals with inventio, choosing atopicforwriting(inCorbett’swords,“howto‘discover’somethingtosayonsomegivensubject”).Thechapterisquitelong(overtwohundredpages!)andshouldbeoutlined, sectionby section (the sections are set off bybold-printheadings).Afteroutlining,thestudentshouldeithergiveawrittenexampleor(whereprovided)completethe“Practice”providedbyCorbett.Forexample,after outlining “Formulating a Thesis,” the student should choose a generaltopic, ask three questions about it (Corbett writes that you should define atopicforargumentbyaskingwhetheryou intend toprove that the topic isafact,todefineit,ortoshowwhatkindofthingitis—threeclassicstrategiesfornarrowingthesubjectofanargument),andthenstateathesisina“singledeclarativesentence.”Moststudentswillneedamonthormoretoworkthroughthischapter.The

followingchaptersarenotquiteaslengthy;thestudentshouldfollowthesamebasic procedure in working through them. The fifth chapter, “TheProgymnasmata,” walks students through a set of writing exercises whichhavelongbeenusedinclassicaltutorialstodevelopwritingskills;thestudentbegins by retelling a folktale and then continues, writing a narrative,explaining an anecdote, arguing for or against a proverb (a “maxim oradage”), and so on through the final step of the progymnasmata, the“legislation,” inwhich the student argues “for or against the goodness of alaw.”Theseexerciseswillaskthestudenttoputintopracticealloftheskillslearned throughout the book, andwill give her all the tools needed for thejuniorandseniorprojects(seeChapter34).The final chapter, “A Survey of Rhetoric,” can be simply read for

informationorcanbeskipped.

Cothran, Martin. Classical Rhetoric with Aristotle: Traditional Principles ofSpeakingandWriting.Louisville,KY:MemoriaPress,2002.Order from Memoria Press. Students who wish to continue the study ofrhetoricasaspecialization—andparticularlythosewithaninterestinpoliticalrhetoric—willbenefitfromthisthirty-three-weekrhetoriccourse,basedonthereadingandanalysisofAristotle’sRhetoric,afoundationalancienttextonthesubject.ItalsoincludesreadingexercisesfromMortimerAdler’sclassicHowto Read a Book and exercises to reinforce Latin and logic skills (these areoptional).Therhetoriccourseoutlinedinthischapterisfocusedmoretowardpreparationforcollegewriting;Cothran’scourseisamoretraditional“ancientrhetoric” course, in that it gives equal preparation for speaking andwritingand also focuses on themotivations of themen (and women) who seek topersuade.TextandDVDSet.$95.95.Includes student text, teacher key, DVD instruction, and Aristotle’sRhetoric.

CompleteSet.$140.IncludestheaboveplusFiguresofSpeechandHowtoReadaBook.

AssessmentHelps

WritingAssessmentServices.SlipperyRock,PA.LongtimewritinginstructorCindyRinamanMarschoffersindividualwritingassessmenttohome-educatedstudents.

StructuredCurricula

Note:The following recommendations assume that students are ready towriteon a high-school level. Students who are struggling should make use of ourremedialrecommendationsonpages587–588.

Selby,JamesA.ClassicalComposition.Louisville,KY:MemoriaPress.This complete series takes the student through all nine levels of theprogymnasmata:exercisesusedbyclassicalrhetoricteacherstodeveloptheirpupils’ skills in argumentation. It is themost user-friendly of the structuredcurriculalistedhere.

AlthoughMemoria Press suggests beginning the course in fourth or fifthgrade,we find itmuchmorevaluable for students toworkon the outliningand organization skills we describe in the middle grades and turn to theprogymnasmata in high school. Studentswho havemade use of our earlierrecommendationswillbeable tomovequickly through theearlybooks.Wesuggestthefollowingplan:

Ninthgrade I:FableStageII:NarrativeStageIII:Chreia/MaximStage

Tenthgrade IV:Refutation/ConfirmationStageV:CommonTopicStage

Eleventhgrade VI:Encomium/Invective/ComparisonStageVII:CharacterizationStage

Twelfthgrade IX:Thesis&LawKane,NewOxfordGuide

$19.95foreachStudentBook,$29.95foreachTeacherGuide(necessary).Orderfromthepublisher.OnlineclassesmakinguseofthisseriesareofferedbytheMemoriaPressOnlineAcademy.I.FableStage:StudentBook.I.FableStage:TeacherGuide.II:NarrativeStage:StudentBook.II:NarrativeStage:TeacherGuide.III:Chreia/MaximStage:StudentBook.III:Chreia/MaximStage:TeacherGuide.IV:Refutation/ConfirmationStage:StudentBook.IV:Refutation/ConfirmationStage:TeacherGuide.V:CommonTopicStage:StudentBook.V:CommonTopicStage:TeacherGuide.VI:Encomium/Invective/ComparisonStage:StudentBook.VI:Encomium/Invective/ComparisonStage:TeacherGuide.VII:CharacterizationStage:StudentBook.VII:CharacterizationStage:TeacherGuide.IX:Thesis&Law:StudentBook.IX:Thesis&Law:TeacherGuide.

Institute for Excellence in Writing series. Atascadero, CA: Institute forExcellence inWriting.The Institute forExcellence inWriting (seeChapter 18,page 479) offers an Advanced Communication Series DVD set, intended forhigh-school persuasive writing, and a one-year rhetoric course, ClassicalRhetoric through Structure and Style: Writing Lessons Based on theProgymnasmata.The courses assume previous experience with the IEW “TeachingWriting:Structure and Style” program. Students and parents who have alreadycompletedatleastoneyearoftheIEWcoursecouldprogressinthefollowingorder:1.TheAdvancedCommunicationSeriesset2.TheClassicalRhetoricthroughStructureandStylecurriculumDependingonthestudent’seasewithwriting,thisisatwo-tothree-yearcourse. Afterward, the student should progress directly to the NewOxfordGuidetoWriting,asdescribedabove.StudentsandparentswhohavenotusedIEWbeforeshouldcomplete

oneyearof“TeachingWriting:StructureandStyle”beforebeginningtheAdvancedCommunicationSeries.OrderfromIEW.TeachingWriting:StructureandStyle.$189. Prerequisite to the advanced levels; video seminar instructsparents on how to teachwriting. The package includes tenDVDsandaworkbook/syllabus.Astreamingoptionisslightlycheaper.

AdvancedCommunicationSeries.$69.Three-DVDseminarandstudentebook(PDFdownload).

ClassicalRhetoricthroughStructureandStyle:WritingLessonsBasedontheProgymnasmata.$29. Student Text withAnswerKey included. NoDVD; assumesthat you (the parent/instructor) have completed the TeachingWriting:Structure&Styleseminar,eitherliveoronDVD.

TheLostToolsofWriting,5thed.Concord,NC:TheCirceInstitute,2015.This two-levelclassical rhetoriccurriculummakesuseof the threeelementsof rhetoric: invention, arrangement, and elocution. Level One teaches thepersuasive essay, the foundation of all rhetoric-stage writing; Level Twoprogressesontoadditionalessayforms.

TheLostToolsofWriting is themost rigorousof the structuredprogramswe recommend, and offers a great deal of flexibility and integration, sincestudents can exercise their skills on essays across the curriculum, choosingtopics from their studies in history, literature, and science.However, in ouropinion it scores lowon the“user-friendly” scale.Youwillneed to spendafairamountoftimeacquaintingyourselfwithhowtheprogramworksbeforestarting, and you should be prepared to put in significant preparation andteaching time on aweekly basis.Youwillwant tomake use of theOnlineInstructionalVideos,whichareincludedwiththe“CompleteSet”purchase.Recommended forparentswhoenjoy thewritingprocessandare looking

forachallenge.WesuggestbeginningLevelOne in tenthgradeor later.Aftercompleting

LevelTwo,studentscaneitherdoaquickpassthroughtheNewOxfordGuideorcontinueontoCorbett’smorechallengingtext.OrderfromtheCirceInstitute.Visit thepublisher’swebsiteforscopeand

sequence,samplelessons,andintroductoryvideos.TheLostToolsofWritingLevelOneCompleteSet.$147.TheLostToolsofWritingLevelTwoCompleteSet.$88.

Debate

TheNational Forensic League (www.nflonline.org) providesmanuals, forums,support,andlinksfordebatersanddebatesocieties.If you’re inspired to start your owndebate club, look for these useful titles

throughanybookstore:

Freeley, Austin J. Argumentation and Debate, 13th ed. Boston: WadsworthPublishing,2013.The standard textbook on the subject. Comprehensive survey ofargumentation and debate, with models, scenarios, and guides for real-lifesituations.Aridiculouscoverpriceof$232.95,butyoucanrent,buyused,orbuyanearliereditionforafractionoftheprice.

Oberg,BrentC.Forensics: TheWinner’sGuide to SpeechContests. ColoradoSprings,CO:MeriwetherPublishing,1995.$19.95.Aguidetodebate,specificallygearedtowardcompetitionskills.

Phillips,Leslie,WilliamS.Hicks,andDouglasR.Springer.BasicDebate,5thed.NewYork:Glencoe/McGraw-Hill,2005.$64.24.Astandardhardcovertextbookonthesubject.

* Susan has a completely unscientific theory about this—she believes thatstudentswhoareskilledinrhetoricwillneverfeeltheneedforatonguestud.

†Aristotle,RhetoricI.i.

‡Aristotle,RhetoricI.1.

§Ibid.,I.2.

¶L.vonMises,HumanAction(NewHaven:YaleUniversityPress,1963),p.75.

#AnthonyWeston,ARulebook forArguments (Indianapolis:Hackett,1992),pp.35–36.

26

SKILLWITHWORDS:GRAMMARANDWRITING

Readingmakethafullman,writinganexactman,andconferenceareadyman.

—FrancisBacon

SUBJECT:GrammarandwritingskillsTIMEREQUIRED:3hoursormoreperweek

Inmanyclassicalprograms,Englishasasubjectdropsoutof theschedulebyhighschool.Readingandwritingaren’tseparate“subjects,”afterall,butskillsthatcutacrosstheentirecurriculum.Readingmeanscomingincontactwiththephilosophicalandcreativemindsofthepastandpresent,somethingthatoccursinbothhistoryandscience.Writing takesplaceeveryday ineverysubject.SowhydoweneedEnglishasasubjectanymore?Overall, we agreewith this point of view. It does assume, though, that the

ninthgraderhasacompletegraspofgrammar,syntax,andusage,andisabletowriteeffectively inall thesubjectareas.Wehaven’t found this tobegenerallytrue.The middle-grade language topics—spelling and word study, grammar,

reading,andwriting—dochangeinhighschool.Intherhetoricstage,thestudent

finallybeginstoputtheknowledgeandskillshe’sacquiredduringthefirsteightyears of education to work. Once mastered, basic skills (such as spelling,constructing paragraphs and essays, and developing logical arguments) can beeliminatedasspecificsubjectsofstudy(unlesstheyarenotyetmastered—readon).Theskillsacquiredduringthelogicstagedon’tdisappear,butthestudent’sfocusisnowonusingthoseskillsratherthanacquiringthem.Apaintermaytakeaspecialclassinartschoolonmixingcolors.Hewon’tstayinthisclassfortherestofhispaintingcareer,buthewillcontinuallymixcolorsashecreatesworksofart.

HOWTODOIT

During therhetoricstage,wesuggest that thestudentkeepasinglenote-book,the language reference notebook. This notebookwill serve not as an exercisebook, but as a handbookof basic skills.Onenotebook shouldbeused for thefouryearsofhighschool.Divide the language reference notebook into two sections: Words and

Grammar.

SpellingandWordStudy

Continueonwiththewordstudyprogramrecommendedforlogic-stagestudentsuntilfinished.Ifyou’rejustnowenteringtheclassicalarena,gobacktoChapter18andadoptoneofoursuggestionsforwordstudy.Ninthgraderswhohave followed theprogramoutlined inChapter18know

howtospell.They’vealreadystudiedtherulesofspellingandtheprinciplesofword formation.Any newwords they encounter can be spelled by comparingthemtowordstheyalreadyknow.Wordsthatconsistentlytripthemup(andweall have a few) should be kept on a list in theWords section of the languagereferencenotebook.Nootherformalspellingworkisnecessary.The readingand language studydoneduring themiddlegrades shouldhave

developed the student’s vocabulary skills so that he can tackle classic workswithouttrouble.Eventhoughhisvocabularywillcontinuetogrowfortherestofhis life, during the rhetoric stage vocabulary acquisition will come “on thejob”—from constant reading (exposure to new words in context) and writing(searchingforjusttherightwordtouse).

Onceyou’vefinishedthisprogramnofurtherformalvocabularyandspellingwork is required. As the student encounters unfamiliar words in his reading,though,heshouldcopythemintotheWordssectionofthenotebook,alongwithpronunciation,origin,definition,andthesentenceinwhichtheyareused.WhenreadingJaneEyre, forexample, theeleventh-gradestudentwillcome

acrossthisparagraph:

Inherturn,HelenBurnsaskedmetoexplain;andIproceededforthwithtopourout,inmyownway,thetaleofmysufferingsandresentments.Bitterandtruculentwhenexcited,IspokeasIfelt,withoutreserveorsoftening.

If he’s not familiar with the word “truculent,” he should look it up in thedictionaryandmakeanentryinhislanguagereferencenotebook:

Truculent. ‘trkylnt.FromtheLatin truculentus,wildor fierce.“Feelingorshowing savage ferocity, harsh, aggressively self-assertive.” Jane Eyre:“Bitter and truculent when excited, I spoke as I felt, without reserve orsoftening.”

This word-study exercise will help build both Latin and English vocabularyskills.*Thestudentwillneedsomeencouragementtostopanddothiswhenhesees an unfamiliar word, rather than skimming over it and going on. As therhetoricstagecontinues,though,he’llfindhimselfstoppinglessoften.During the rhetoric stage, youmust have two reference works on hand: a

dictionary(unabridged, ifyoucanafford it)andRoget’sThesaurus.Encouragethe student to use the thesaurus continuallywhilewriting, choosing the exactwordforeveryoccasion.

Grammar

Grammar study should be continued through at least tenth grade, and thengrammarprinciplesshouldberegularlyreviewedinthejuniorandsenioryearsof high school. Grammar, usage, and mechanics must become completelyautomaticfor trulymaturereadingandwriting to takeplace.Andalthoughthelogic-stage student has been exposed to all the grammar skills she needs, theskillshaven’tyethadtimetobecomepartofhermentalapparatus.Tokeeponreinforcingtheseskills,continuewiththeformalstudyofgrammar.

Mostgrammarprogramsstopworkbookexercisesaftertenthgradeandofferan“EnglishHandbook”withreviewworksheetsforeleventhandtwelfthgrades.The student simply needs a grammar handbook and regular review ofgrammaticalprincipleswhilewriting.So if you are just nowbeginning a formalgrammarprogram, startwith the

seventh-gradebook;thiswillallowyoutoworkthroughthefinalfouryearsoftheprogrambeforeyourstudentgraduates.Plan on spending around thirty minutes per day, four days per week on

grammar skills during ninth and tenth grade; you can reduce this time ineleventhandtwelfthgradesaslongasthestudenthasfinishedthetenth-grade-level text.Whicheverprogramyouselect, thestudentshoulduse theGrammarsection of the language notebook to keep a running list of grammar rules andprinciplesthatconsistentlytripherup.

Reading

The rhetoric stage is centered around the study of great books of philosophy,politics, religion, poetry, fiction, biography. Rather than studying history andliterature as two separate subjects, the classically educated student recognizesthatthesepursuitsareessentiallythesame.Becauseofthis,“reading”assuchisswallowedupbytheGreatBooksstudy

outlinedinthenextchapter.

Writing

Rhetoric-stage writing has two parts: essays written all year in each subject,across the curriculum; and the study of rhetorical techniques described in thepreviouschapter.WealsosuggestthatthestudentbuyWilliamStrunkandE.B.White’sclassic

TheElementsofStyle.Keepitonhandasareferencework.Ideally,thestudentshould reread it, taking notes as he reads, at the beginning of each year, andshouldrefertoitconstantlyasheeditsandreviseshisownwriting.However,rhetoric-levelinstructionassumesthatstudentscanwritesummaries

fluentlyandwithcorrectgrammarandmechanics;areabletocreateathree-leveloutlineofthreeormorepagesofhigh-schoollevelnonfiction;andknowhowtoconstruct an effective paragraph. If your ninth-grader still struggles with the

basics ofwriting, you’ll need to go back and build basicwriting skills beforeprogressing on to rhetoric-level writing. See “Catching Up” in the Resourcessectionattheendofthischapterforoursuggestions.

SUGGESTEDSCHEDULES

Adjust as suggested above for students who need to do catch-up work ingrammar,vocabularywork,orwriting.

Ninthgrade

Finishwordstudyprogram,15–20minutesperday,4daysperweek;workonformalgrammarprogram,30minutesperday,4daysperweek;followrhetoricrecommendationsfromChapter25;readElementsofStyle.

Tenthgrade

Workonformalgrammarprogram,30minutesperday,4daysperweek;followrhetoricrecommendationsfromChapter25;rereadElementsofStyle.

Eleventhgrade

UseEnglishhandbookforreference;followrhetoricrecommendationsfromChapter25;rereadElementsofStyle.

Twelfthgrade

UseEnglishhandbookforreference;followrhetoricrecommendationsfromChapter25;rereadElementsofStyle.

HOWTOPUTITONTHETRANSCRIPT

Course Nameofclassontranscript

Area Credit

Grammar,wordstudyandrelatedexercises

Grammar&Composition

LanguageArts 1*

*Youmayawardonecredit forGrammar&Compositionandonecredit forRhetoric if the student spends at least 240 hours per year on grammar, wordstudy,rhetoric,andrelatedexercises.

Ifyouawardonecredit for120hoursofRhetoricwork(assuggested in thepreviouschapter)andthestudentspendsatleast60hoursperyearongrammarand word study, award .5 credit for Advanced Grammar rather than a fullGrammar & Composition credit. (Students do not need the specific course“Grammar&Composition”onthehigh-schooltranscriptaslongastheyhavean

appropriatetotalnumberofLanguageArtscredits.Rhetoricisrecognizedasanadvancedcompositioncourse.)If the student completes grammar and word study along with one of the

“catch-up” sequences below rather than progressing directly into Rhetoric,award1creditforGrammar&CompositionandnocreditforRhetoric.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscanbefoundatwww.welltrainedmind.com.Rememberthatadditionalcurriculachoices and more can be found at www.welltrainedmind.com. Prices changeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

WordStudy

Kipfer, Barbara Ann, ed.Roget’s International Thesaurus. 7th ed. NewYork:HarperCollins,2010.$26.99.Muchbetterthananonlinethesaurus.

Fifer, Norma, and Nancy Flowers. Vocabulary from Classical Roots series.Cambridge,MA:EducatorsPublishingService,1994.Order fromEducators PublishingService. For the entire series, seeChapter18.VocabularyfromClassicalRootsC.$13.25.Teacher’sGuideandAnswerKeyC.$22.90.VocabularyfromClassicalRootsD.$14.20.Teacher’sGuideandAnswerKeyD.$22.90.VocabularyfromClassicalRootsE.$14.20.Teacher’sGuideandAnswerKeyE.$22.90.

WordlyWise3000,3rded.Cambridge,MA:EducatorsPublishingService.Order from thepublisher.For the entire series, seeChapter 18.Lessons areopen-and-go. View word lists and sample lessons from each book on thepublisher’s website and choose the level that will challenge your student.

$13.25foreachstudentbook,$49.55foreachTeacher’sResourceBook.StudentBook9.Teacher’sResourceBook9.StudentBook10.TeacherResourceBook10.StudentBook11.Teacher’sResourceBook11.StudentBook12.Teacher’sResourceBook12.

Grammar

Continuewithyour logic-stageprogram throughcompletion, or chooseoneofthefollowing.

Finlay, R. Robin. Analytical Grammar: A Systematic Approach to LanguageMastery.Cary,NC:AnalyticalGrammar,1996.This program, good for grades 9 and 10, reviews and reinforces allgrammatical concepts learned in earlier grades and introduces a few moreadvanced concepts; it provides exercises and also guides the student inmaking a grammar notebook that will serve as a handbook. AnalyticalGrammar consistsofa studentworkbook,a teacherbook,andanadditionalsetof“ReviewandReinforcement”worksheets.Dividethiscourseintwoandcompletehalfingrade9andhalfingrade10.Ifyouchoosethisprogram,wesuggestthatyoufollowupingrades11and

12 with the Stewart English Program (below), published by EducatorsPublishingService.$94.95. Includes student workbook and teacher book. Order fromAnalyticalGrammar.ReviewandReinforcementWorksheetsandAnswerKeys.$19.95.OrderfromAnalyticalGrammar.

Rod&StaffGrammarandComposition.Crockett,KY:Rod&Staff.See full program description in Chapter 18. Do not do the compositionexercises.Ifjuststartingthisprogram,beginwithEnglish7andcomplete7,8,9and10ingrades9,10,11and12;thisistheequivalentofcompletingthe

fullprogram.OrderfromMilestoneBooksorExodusBooks.BuildingSecurely:English7.1996.PupilTextbook.$19.75.Worksheets(additionalpractice).$3.60.Teacher’sManual.$27.45.TestBooklet.$2.50.

PreparingforUsefulness:English8.1997.PupilTextbook.$19.75.Worksheets(additionalpractice).$3.60.Teacher’sManual.$27.45.TestBooklet.$2.50.

CommunicatingEffectively,BookOne:English9.2003.PupilTextbook.$17.55.Teacher’sManual.$21.95.TestsandEditingSheets.$3.20.

CommunicatingEffectively,BookTwo:English10.2001.PupilTextbook.$17.55.Teacher’sManual.$21.95.TestsandEditingSheets.$3.20.EnglishHandbook.$17.35.

Stewart,Donald S. The Stewart English Program.Cambridge,MA:EducatorsPublishingService,1998.Order from Educators Publishing Service. An excellent follow-up toAnalyticalGrammar(above),orgoodasastandalonerefresherfortenthgradeandabove.Thethreebooksshouldtakethreeorfoursemesterstofinish.Book1,PrinciplesPlus...$11.45.Teacher’sGuide,Book1.$7.55.

Book2,GrammarPlus...$13.20.Teacher’sGuide,Book2.$9.90.

Book3,WritingPlus...$11.15.Teacher’sGuide,Book3.$9.90.

HoltTraditions:Warriner’sHandbook.Boston:HoughtonMifflinHarcourt.Orderfromthepublisher’swebsite.BasedonJohnWarriner’sclassicEnglish

grammarhandbook, this isacompletegrammarcourseforgrades7 through12.StudentswhohavehadlittleornoformalgrammarshouldbeginwiththeFirstCourse (approximatelygrade7)andgo forward;otherscanbeginwiththeGrade9(ThirdCourse)book.Softcoverpricesare$22.50foreachStudentEdition and $9.60 for each Chapter Tests with Answer Key book. TeacherEditions are hardcover, $106.65.Most can be found online secondhand formuchless.HMH has the most dreadful website of any major publisher. Search by

ISBN(providedbelow)oryouwon’tbeabletofindanything.7thgradeStudent Edition First Course. ISBN 9780030990007 (available inhardcoveronly,$39.80)Teacher’sEditionFirstCourseGrade7.ISBN9780030990366Chapter Tests With Answer Key, First Course Grade 7. ISBN9780030998447

8thgradeStudentEditionSecondCourse.ISBN9780030993343Teacher’sEditionSecondCourseGrade8.ISBN9780030990373Chapter Tests With Answer Key, Second Course Grade 8. ISBN9780030998454

9thgradeStudentEditionThirdCourse.ISBN9780030993398Teacher’sEditionThirdCourseGrade9.ISBN9780030990380Chapter Tests With Answer Key, Third Course Grade 9. ISBN9780030998461

10thgradeStudentEditionFourthCourse.ISBN9780030993367Teacher’sEditionFourthCourseGrade10.ISBN9780030990427Chapter Tests With Answer Key, Fourth Course Grade 10. ISBN9780030998478

11thgradeStudentEditionFifthCourse.ISBN9780030993404Teacher’sEditionFifthCourseGrade11.ISBN9780030990397Chapter Tests With Answer Key, Fifth Course Grade 11. ISBN9780030998485

12thgradeStudentEditionSixthCourse.ISBN9780030993381Teacher’sEditionSixthCourseGrade12.ISBN9780030990403Chapter Tests With Answer Key, Sixth Course Grade 12. ISBN9780030998492

Writing

Strunk,William, and E. B.White. The Elements of Style, 4th ed. New York:Longman,1999.$9.95.Buyatanybookstore.

CatchingUp

Ninth-grade students who struggle with writing should adopt one of thefollowing strategies. Visit welltrainedmind.com for more helps and suggestedcatch-upprograms.Begin withClassical Composition, Book 1 and progress through as many

levels as possible. This is a very low starting level for a high school student;ninthgraderswhoare trulywriting-phobicwill find this approachhelpful, butwillhavetoputinsignificantextratimegettingcaughtup.Writingassignmentsinthefollowingchapterswillhavetobesimplifieduntilatleasteleventhgrade.Afulldescriptionofthisprogramcanbefoundonpages574–575.ORBeginwithWritingwithSkill,Level1inninthgradeandprogressthroughthe

nexttwolevels;followupwiththeWeston/MorrowworkbookandKane’sNewOxfordGuideintwelfthgrade.Thiswillbringthestudentuptothewritinglevelexpectedforfreshmancompositionincollege.Thisisbestforstudentswhoarecomfortable writing sentences and simple paragraphs but have difficultyorganizingmorecomplexcompositions.AfulldescriptionofWritingwithSkillcanbefoundonpages478–479.

*Asidebenefit:excellentperformanceontheverbalsectionoftheSAT.

27

GREATBOOKS:HISTORYANDREADING

Readingistothemindwhatexerciseistothebody.—RichardSteele,TheTatler

SUBJECT:HistoryandreadingTIMEREQUIRED:10hoursperweek

If grammar-stage learning is fact-centered and logic-stage learning is skill-centered,thenrhetoric-stagelearningisidea-centered.Duringtherhetoricstage,the student actively engages with the ideas of the past and present—not justreading about them, but evaluating them, tracing their development, andcomparing them to other philosophies and opinions. This sounds abstract, butfortunatelythere’saverypracticalwaytoengageinthisconversationofideas:read,talkabout,andwriteaboutthegreatbooksoftheworld.To someextent, thedivisionbetweenhistoryand literaturehas alwaysbeen

artificial; we know about history from archaeology and anthropology, but ourprimarysourceofhistoricalknowledgeisthetestimonyofthosewholivedinthepast.Without the books written by Aristotle, Homer, Plato, Virgil, and JuliusCaesar,wewouldknowverylittleaboutthepolitics,religion,culture,andidealsofGreeceandRome.

By ninth grade, the student has already traveled twice through the story ofmankind;she’salreadybeenexposed to themajorwritersand thinkersofeachhistoricalperiod.Althoughthestudentwillrecorddatesandreadsummariesofhistorical events, the focus of rhetoric-stage history is on ideas rather than onfacts. The study of great books allows the past to speak for itself, combininghistory,creativewriting,philosophy,politics,andethicsintoaseamlesswhole.The goal of the rhetoric stage is a greater understanding of our own

civilization,country,andplaceintime,stemmingfromanunderstandingofwhathascomebeforeus.“Theoldbooks,”writesclassicalschoolmasterDavidHicks,“lay a foundation for all later learning and life.”* The student who has readAristotle andPlatoonhuman freedom,Thomas Jeffersonon liberty,FrederickDouglassonslavery,andMartinLutherKing,Jr.,oncivilrightswillreadToniMorrison’sBelovedwithanunderstandingdenied to thestudentwhocomes tothebookwithoutanyknowledgeofitsroots.Remember, again, that the goal of classical education is not an exhaustive

explorationofgreatliterature.Thestudentwithawell-trainedmindcontinuestoread,think,andanalyzelongafterclasseshaveended.Wehavesuppliedlistsofgreatbooksforeachyearofstudy,theninth-grade

listbeingtheshortest,thetwelfth-gradelistthelongestandmostcomplex.Afewwordsaboutlistmaking:

1.Thelistsareflexible.Dependingonspeedofreadingandcomprehension,thestudentmightreadeightbooksorfifteenortwenty.Noonewillreadallthebookslisted.Also,ifthestudentfindsaworkimpossibletounderstandaftershe’shadagoodtryatit,lethermoveon.

2. The lists aremade up of books that are from the historical period beingstudied; the date of composition or publication of each entry follows inparentheses.Read the titles inchronologicalorder—as theyappearon thelists.

Listmaking isdangerous.Wehave,ofnecessity, left some importantbooksoffthislist.We’veputtitlesonitthatyoumayfindtrivial.Youwillencountermanylists

of important books as you home-school, created by people of differentideologies;thoselistsinevitablyreflectthoseideologies.Youcanalwaysaddordroptitlesfromourlist.

HOWTODOIT

Once again, you’ll be dividing your study into four years: ancients (5000B.C.–A.D. 400) in ninth grade;medieval–earlyRenaissance (400–1600) in tenthgrade; lateRenaissance–earlymodern (1600–1850) in eleventh grade;modern(1850–present)intwelfthgrade.For each year of study, the student should keep a large three-ringed binder,

labeled“HistoryandtheGreatBooks.”Eachbindershouldbedividedintofoursections: The History Foundation, Book Contexts, Book Notes, andCompositions.Half of each week’s study time will be devoted to laying a foundation of

historicalknowledge;thesecondhalf,tothestudyoftheGreatBooks.

TheHistoryFoundation

Thestudentwillbeginbyonceagainprogressingthroughthestoryofhistory,ashedidinthegrammarandlogicstagesoflearning.Inthisthirdjourneythroughtime,hisreadingwillsetthestageforhisencounterwiththeGreatBooks.In theResources at the endof this chapter,wehave suggestedanumberof

readablenarrativehistorytextsthatcanserveasyourstudent’s“spine”forthisthird progression through history. The student’s task, over the course of eachyear,issimplytoreadthroughthesebooksinchronologicalorder.Your lesson planning is straightforward: count the total number of chapters

assignedfortheyearanddividebythenumberofweeksyouintendtodoschool—thirty-sixweeksisausefulbenchmark.Fastreadersshouldhavenodifficultycompletingthework.Forslowerreaders,youmaychoosetoeliminatesomeofthechapters.Aswithpreviousyearsofstudy,thestudent’staskisn’ttograspallof history (an impossible task at any age!); it is to develop a sense of thehistorical context of greatworks, a familiaritywith cultures of the past, and aworkingknowledgeofmajorevents,eras,andhistoricalcharacters.At theendofeachchapter, thestudentshouldstopandrecordthefollowing

onasheetofnotebookpaper:

1.Alistofthemostimportantdatesinthechapter,andwhytheystandout.2.Thenamesofthetwoorthreemostimportantindividualsinthechapter.3.Threeorfoureventsthatstandoutinthechapter.4.Twoevents,people,orideashe’dliketoinvestigatefurther.

StudyoftheGreatBooks

Thesecondhalfofeachweek’sstudywillbedevotedtoreading,thinkingabout,andwritingabouttheGreatBooks.Trytomakearealisticassessmentofhowmanybooksthestudentwillbeable

to cover in the course of a year. Eight books is aminimum; twelve is better;eighteenisstellar.Chooseeight(ortwelve,oreighteen)titlesfromtheliststhatfollow,andreadtheminchronologicalorderoverthecourseoftheyear.Asshereadseachbook,thestudentwilladdapagetoeachoftheremaining

threesectionsofthenotebook.

BookContexts

Foreachbookonthispersonalizedlist,thestudentshouldfollowthispattern:

1.Check thebirth anddeathdatesof the author, and thedateof thebook’scomposition.

2.Lookuptheyear,decade,orcenturyofthebook’spublicationinahistoryatlas or encyclopedia (see Resources for recommendations). For moremodernbooks,adecadewillgiveyouplentyofcontext;olderbooksmayrequire that you look at an entire century (or even two or three hundredyears,inthecaseofthemostancienttexts)toplacetheworkinitstimes.

3.Writeaone-pagesummaryofthishistoricalinformation,settingthebookinhistorical perspective.Draw on the history encyclopedia, the texts you’reusingforfoundationalhistoryknowledge,andanyotherresourcesthatyoufind helpful. Give basic information about the author, major historicalevents takingplaceduringtheauthor’s life-span, theauthor’scountry,andthe author’s purposes inwriting; summarize great events going on in therestoftheworld.FilethispageintheContextssectionofthenotebook.Asyouprogressthroughthelistsinchronologicalorder,thissectionwillbegintoresembleaone-volumeworldchronologyinitsownright.†

BookNotes

NowthestudentshouldpreparetoreadthefirstGreatBookonthelist.

1. Determine the book’s genre. Is it a novel, an autobiography, a work ofhistory, philosophy, a play, a poem? The first time each genre isencountered,ineachyearofstudy,takethetimetoreadthehistoryofthisgenreandtheinstructionsonhowtoreaditinoneofthe“ReadingHelps”listedattheendofthechapter.

2. Take notes on this reading about genre and keep the notes in the BookNotes section of the notebook. The yearly repetition of this foundationalresearchintoeachgenreisimportant;itwillhelpthestudentgainadeeperanddeeperunderstandingofhowliteratureworks.

3.Read through the text,pencil inhand.Notedownthemajorevents in thebook. Mark any passages that seem significant, troubling, or puzzling.(You’llwanttoconsultthe“ReadingHelps”foradditionaldirectioninhowtotakenotesoneachtypeofbook.)Thesenotesshouldbebrief;evenforlongerworks,twotothreepagesofnotesisplenty.Usetheskillsdevelopedinsummarizingandoutliningoverthepasteightyearstochoosecentralandimportant events, rather than writing down long lists of less importantpoints.

Compositions

1.Discussthetext.Talkaboutitspurposes,itsstrengths,itsweaknesses.Haveaconversationabouttheideasandwhetherornottheyarevalid.Ifyouneedassistancecomingupwithquestionsandanswers,makeuseofthe“HowtoTalkAbout theGreat Books” section later in this chapter, as well as the“DiscussionHelps”listedintheResourcesattheendofthischapter.

2.Writeaboutthetext.Thisisaflexibleassignment;thestudentcanwriteabook report, an evaluation, an argumentative essay proving some pointaboutthebook,orananalysisofthebook’sideas.Alloftheseformshavebeen taught in thewritingprogramsrecommended inChapters18and26.Put the finished composition (at least two pages) in the Compositionssectionofthenotebook.

WeofferthefollowinglistsofGreatBooksasgeneralguidesforthehigh-schoolstudent.Althoughsheisn’tobligedtoreadeverythingonthislist,whatshedoesreadshouldbereadinchronologicalorder,andthelistsbelowarethereforealsoinchronologicalorder.

NinthGrade(5000B.C.–A.D.400)

Bible:Genesis—BookofJobEpicofGilgamesh(c.2500B.C.)Homer,IliadandOdyssey(c.850B.C.)Sophocles,OedipustheKing(490B.C.)Aeschylus,Agamemnon(c.458B.C.)Herodotus,TheHistories(c.441B.C.)Euripides,Medea(c.431B.C.)Aristophanes,TheBirds(c.400B.C.)Thucydides,TheHistoryofthePeloponnesianWar(c.400B.C.)Plato,TheRepublic(c.375B.C.)Aristotle,OnPoetics(350B.C.)Aristotle,Rhetoric(c.350B.C.)Bible:BookofDaniel(c.165B.C.)Horace,Odes(c.65B.C.)Lucretius,OntheNatureofThings(c.60B.C.)Cicero,Derepublica(54B.C.)Virgil,Aeneid(c.30B.C.)Ovid,Metamorphoses(c.A.D.5)Bible:Corinthians1and2(c.A.D.58)Josephus,WarsoftheJews(c.A.D.68)Plutarch,TheLivesoftheNobleGreeksandRomans(c.A.D.100)Tacitus,Annals(c.A.D.117)Athanasius,OntheIncarnation(c.A.D.300)

TenthGrade(Medieval–EarlyRenaissance)

Augustine,Confessions(c.411)Augustine,CityofGod,Book8(c.426)Boethius,TheConsolationofPhilosophy(524)Koran(selections)(c.650)Bede,TheEcclesiasticalHistoryoftheEnglishPeople(731)Beowulf(c.1000)Mabinogion(c.1050)Anselm,CurDeusHomo(c.1090)

Aquinas:SelectedWritings(RobertGoodwin,ed.)(c.1273)Dante,TheInferno(1320)Everyman(14thcentury)SirGawainandtheGreenKnight(c.1400)Chaucer,TheCanterburyTales(selections)(c.1400)MargeryKempe,TheBookofMargeryKempe(1430)Malory,LeMorted’Arthur(selections)(c.1470)Erasmus,EducationofaChristianPrince(selections)(1510)Machiavelli,ThePrince(1513)ThomasMore,Utopia(1516)MartinLuther,CommentaryonGalatians(c.1520)JohnCalvin,InstitutesoftheChristianReligion(selections)(1536)ChristopherMarlowe,Faustus(1588)TeresaofAvila,TheLifeofSaintTeresaofAvilabyHerself(1588)EdmundSpenser,TheFaerieQueene(1590)WilliamShakespeare,JuliusCaesar(1599)WilliamShakespeare,Hamlet(1600)WilliamShakespeare,anyotherplays(c.1592–1611)

EleventhGrade(LateRenaissance–EarlyModern,1600–1850)

MigueldeCervantes,DonQuixote(abridged)(1605)KingJamesBible,Psalms(1611)JohnDonne,DivineMeditations(c.1635)ReneDescartes,Meditations(1641)JohnMilton,ParadiseLost(selections)(1644)Molière,Tartuffe(1669)BlaisePascal,Pensées(1670)JohnBunyan,ThePilgrim’sProgress(1679)JohnLocke,“AnEssayConcerningHumanUnderstanding”or“OntheTrueEndofCivilGovernment”(1690)

JonathanSwift,Gulliver’sTravels(1726)Jean-JacquesRousseau,“TheSocialContract”(1762)EdmundBurke,“OnAmericanTaxation”(1774)TheDeclarationofIndependence(1776)ThomasPaine,CommonSense(1776)ImmanuelKant,“CritiqueofPureReason”(1781)

AlexanderHamiltonetal.,TheFederalistPapers(1787–1788)ConstitutionoftheUnitedStates(ratified1788)WilliamBlake,SongsofInnocenceandExperience(1789)BenjaminFranklin,TheAutobiography(1791)ThomasPaine,“TheRightsofMan”(1792)MaryWollstonecraft,AVindicationoftheRightsofWoman(1792)WilliamWordsworthandSamuelTaylorColeridge,LyricalBallads(1798)JaneAusten,PrideandPrejudice(1815)MaryShelley,Frankenstein(1818)JohnKeats,“OdetoaNightingale”andotherpoems(1820s)JamesFenimoreCooper,TheLastoftheMohicans(1826)Alfred,LordTennyson,“TheLadyofShalott”andotherpoems(1832)CharlesDickens,OliverTwist(1838)EdgarAllanPoe,“TheFalloftheHouseofUsher”andotherstories(1839)RalphWaldoEmerson,“Self-Reliance”(1844)CharlotteBrontë,JaneEyre(1847)NathanielHawthorne,TheScarletLetter(1850)HermanMelville,Moby-Dick(1851)

TwelfthGrade(1850–Present)

EmilyDickinson,FinalHarvest(1830–1886)AlexisdeTocqueville,DemocracyinAmerica(1835)KarlMarxandFriedrichEngels,CommunistManifesto(1848)HarrietBeecherStowe,UncleTom’sCabin(1851)HenryDavidThoreau,Walden(1854)WaltWhitman,LeavesofGrass(1855)FyodorDostoyevsky,CrimeandPunishment(1856)CharlesDarwin,OntheOriginofSpecies(1859)CharlesDickens,GreatExpectations(1861)HarrietJacobs,IncidentsintheLifeofaSlaveGirl,WrittenByHerself(1861)AbrahamLincoln,GettysburgAddress(1863)LeoTolstoy,AnnaKarenina(1877)ThomasHardy,TheReturnoftheNative(1878)HenrikIbsen,ADoll’sHouse(1879)FrederickDouglass,TheLifeandTimesofFrederickDouglass(1881)FriedrichNietzsche,ThusSpakeZarathustra(1883)

MarkTwain,HuckleberryFinn(1884)W.B.Yeats,SelectedPoems(1895)StephenCrane,TheRedBadgeofCourage(1895)OscarWilde,TheImportanceofBeingEarnest(1899)SigmundFreud,TheInterpretationofDreams(1900)BookerT.Washington,UpFromSlavery(1901)JosephConrad,HeartofDarkness(1902)W.E.B.DuBois,TheSoulsofBlackFolk(1903)EdithWharton,TheHouseofMirth(1905)G.K.Chesterton,“TheInnocenceofFatherBrown”(1911)WilfridOwen,SelectedPoems(1918)LyttonStrachey,QueenVictoria(1921)RobertFrost,“APoemwithNotesandGraceNotes”(Pulitzer,1924)FranzKafka,TheTrial(1925)F.ScottFitzgerald,TheGreatGatsby(1925)T.S.Eliot,MurderintheCathedral(1935)ZoraNealeHurston,TheirEyesWereWatchingGod(c.1937)GeorgeOrwell,TheRoadtoWiganPier(1937)ThorntonWilder,OurTown(1938)JohnSteinbeck,TheGrapesofWrath(1939)AdolfHitler,MeinKampf(1939)GeorgeOrwell,AnimalFarm(1945)TennesseeWilliams,AStreetcarNamedDesire(1947)RalphEllison,InvisibleMan(1952)C.S.Lewis,MereChristianity(1952)ArthurMiller,TheCrucible(1953)SaulBellow,SeizetheDay(1956)RobertBolt,AManforAllSeasons(1962)MartinLutherKing,Jr.,“WhyWeCan’tWait”(1964)TomStoppard,RosencrantzandGuildensternAreDead(1967)AleksandrSolzhenitsyn,TheGulagArchipelago(1974)ToniMorrison,Beloved(1988)PhilipLarkin,CollectedPoems(1991)ElieWiesel,AllRiversRuntotheSea:Memoirs(1995)

AnExample

Aninthgrader,forexample,wouldpreparetoreadAristophanes’TheBirdsbyfirst identifying thehistoricalperiodunderstudy:450–387B.C., the lifespanofAristophanes. She’ll then look up 450–387 B.C. in her history encyclopedia,where she might discover (for example) that during this period, severalimportantlawsystems(theTorahandtheTwelveTablesoftheRomanlaw)werecodified; Greek architecture flourished (the Acropolis was rebuilt along withseveral other important Greek buildings); the plague swept through Athens;Greece fought its way through a series of important battles, including thePeloponnesian War; and Ezra and Nehemiah rebuilt the wall of Jerusalem.DariusofPersia rose topoweraswell; theParacusculture flourished inPeru;andinOhio,theAdenapeoplereachedthepeakoftheircivilization.Usingthisinformation plus knowledge gathered from her history reading, the studentwouldgoontocreateaContextpage—oneortwopagessummarizingthemostsignificanthistoricaleventsbetween450and387B.C.SinceTheBirdsisaGreekwork, the summary should begin by focusing on events in Greece—thePeloponnesian War, the renaissance in architecture, Greece’s form ofgovernment—andshouldthengoontoexplaineventsinothercountries.(Don’tworry about having a “topic sentence” in this composition, or about putting itinto essay format; although they should be grammatically correct and spelledproperly, theseContextpagesarelikelytosoundlist-like.“Meanwhile,overinAsia...”)Thissummarypageisnotmeanttobeanexhaustivestudyofancienthistory

between 450 and 387 B.C. Rather, the student should choose to focus on oneseriesofeventsduringthistime.She’llwritemorethanonesummaryaboutthisperiod,afterall;asshereadsHerodotusorSophoclesorPlato,she’llcomebacktotheseyearsagainandwriteyetanotherContextpage,focusingonadifferentseries of events.But even if she doesn’t return to this period of history, don’tworry.Asineverypartoftheclassicaleducation,you’renotaimingforatotalmastery of history.You’re teachingmethods of learning—in this case, how toreadhistoricaldocumentsandput them intocontext.The studentwhomastersthis process will go on “doing history” for the rest of her life. When thissummarypageisdone,thestudentshouldfileitintheBookContextssectionofthenotebook.TheBirdsisaplay,sothestudentshouldnowreadaboutthedevelopmentof

drama from one of the recommended “Reading Helps” resources. She’ll takenotes, paying special attention to the development ofGreek drama. She couldalsochoosetoreadabriefsummaryoftheplotofTheBirds,whichwillmake

herinitialreadingoftheplayalittleeasier.Finally,she’llcrackopenhervolumeofAristophanesandreadTheBirdsforherself,takingnotesasshegoes.Whenshe’sfinished,she’llheadthesenotes“TheBirdsbyAristophanes”andputthemintheBookNotessectionoftheHistoryandtheGreatBooksnotebook.Oncethisisdone,she’llsitdownwithyou(oratutor;seepages766–767)and

talkabouttheplay.Whywasitwritten?What’sAristophanes’mainpoint?Doesitsucceedasadrama?Whichpartswereinteresting?Whichwereboring?Why?Whatistheplay’sstructure?Howmightitbestaged?(Seethefollowingsectionforguidanceinwhatquestionstoask.)When the conversation is over, the student is ready towrite. She can do a

standard “book report,” summarizing the plot ofThe Birds and giving a briefevaluation of the play. She can answer one of the discussion questions usedduringtheconversationaboveinwriting.ShecanexplainwhatAristophanesissayingaboutthenatureofmanandeitheragreeordisagree.ShecanwriteaboutsometechnicalaspectofGreekdramaandhowitappliestoasceneintheplay(thismightrequiresomeadditionalresearchaboutthestagingofGreekdrama).Thisfinishedcomposition—whichwillgiveherachancetoexercisesomeoftheskillstaughtinthewritingandrhetoricprogramsrecommendedinChapters18and25—shouldbefiledintheCompositionssectionofthenotebook.Howmuchshouldyoudo?Ratherthanholdingrigidlytoascheduleofhowmuchtocompleteperweek,

you should instead devote two hours per day to reading and taking notes onhistory, and to reading, talkingabout, andwritingabout theGreatBooks.Youcanchoose tospend thefirsthourofeachdayonhistory, thesecondonGreatBooks;orthefirstfivehoursofeachweekonhistory,thesecondfiveonGreatBooks;oroneweekonhistory,oneonGreatBooks;orthefirstsemesterofeachyearonhistory,thesecondonGreatBooks.Don’tworryaboutkeepinghistoryreadingandGreatBooksreadingsomehowparallel;thetwoareasofstudywillfallwithinthesamehistoricalperiod,butthestudentwillprogressthroughthemat different rates. And the time spent on any particular Great Book can varywidely.Iftheninthgraderisn’tstirredbyGreekdrama,she’llprobablyfinishtheAristophanes assignment in a week. If she decides to write about a technicalaspect of staging Greek drama, though, she’ll need to do extra reading andresearch,andtheBirdsassignmentcouldeasilycovertwoorthreeweeks.Asaparentandateacher,it’syourresponsibilitytomakesurethatthosetwo

hours are actually spent in reading andwriting, rather than in daydreamingorcreatingdoodlesonnotebookpaper.Especiallyintheearlyyearsofhighschool,

youshouldsupervisethisprocess,ratherthanallowingthestudenttodisappearinto the family roomalonewith her books.GreatBooks study in particular isdemanding. It requires the student towork hard, to abandon simple question-and-answer learning in favorofa strugglewith ideas.Often, thematerial isn’timmediately appealing. The philosophies may be unfamiliar; the opinions arecomplex; thevocabularyischallenging.Put thestudentat thekitchentable(orwhereveryou’replanningtobe)sothatyoucanencouragehertokeepworking.The resurgenceof interest inGreatBookscurriculahasproducedaffordable

reprints of most of the books listed. Where we know of a particularly goodedition, we’ve listed it, along with ordering information, at the end of thischapter.The sets of Norton anthologies described in Resources at the end of the

chapter are wonderful reference works. These contain many difficult-to-findtexts(suchastheEpicofGilgamesh)andanicesamplingofpoetry.However,wesuggestthatyoufind“realbooks”(stand-alonetexts)whenpossiblebecauseanthologiesareawkwardtohandleandtheprintisverysmall.Also,they’rehardtoreadinbedandimpossibletohandleinthebathtub.

HOWTOTALKABOUTTHEGREATBOOKS

Talkingisanecessarypartoflearning;astudentcan’twritewellabouttheGreatBooksuntilshe’shadanopportunitytoconverseaboutthem.ButmanyparentsfeelintimidatedbythethoughtofcarryingonaconversationaboutAristophanesorMoby-Dick.Ifyoucanreadsomeofthesebooksalongwithyourstudent,theDiscussion

HelpslistedintheResourceswillgiveyouplentyofmaterialforconversation.(Remember,therearen’tnecessarily“right”answerstomostofthesequestions;what’smoreimportantistheprocessoftalkingtheideasthrough.)Ifyoucan’treadthebooks,don’thesitatetomakeuseofthediscussionhelpswelist,whichsupply not only plot summaries, but also biographical notes, culturalbackground,discussionquestions,andbibliographiesforfurtherreading.However, you don’t have to shoulder the responsibility of this study alone.

Whenyouhome-educateahigh-schoolstudent,youorganizehiscurriculum—but you can always outsource teaching responsibilities for those subjects forwhich you feel unprepared. The student still benefits from the personalizedprograms and individual attention that are so characteristic of home schooling

whenyouuseatutor.What options do you have for Great Books study? First, ask around your

community: colleagues, home-schooling friends, religious community. Youmightfindanex–EnglishmajorwhowroteathesisonPrideandPrejudice,oran ex-classics major who studied Plato at Harvard twenty-five years ago andwould be delighted to discuss the Republic with your high-school student.Askingafriendtotutoryourstudentforayearwouldbeanimposition.Askingafriend tohavea two-hour conversationaboutonebook isn’t.Remember:yourstudent is working on a very basic level during this first introduction to theclassics.Hedoesn’tnecessarilyneedaPhDcandidatetodiscussthebookwithhim.Ifyou livenear auniversityor community college, call the secretaryof the

appropriatedepartment (English forBritishorAmerican literature, classics forGreekorLatin,comparativeliteratureformodernworksintranslation,dramaortheaterforallplays)andaskwhetheranymemberofthefacultyisinterestedinmeetingwithyourstudent.Youcanalsousegraduatestudentsandresponsibleseniorsforthissortoftutoring;agoodprepschoolmightalsosupplyyouwithatutor.At the endof this chapter,wehaveprovided a list of universities that offer

varyingtypesofGreatBookscurricula.Thesewillproveespeciallyvaluabletothosewholivenearby.MostoftheuniversitieswillalsosupplyyouwithcopiesoftheirGreatBooksreadinglistsandcurriculaonrequest;somemayevenallowyoutojoininonlinediscussiongroupsore-maillists.Onlinetutorialsanddiscussiongroupsnotconnectedtouniversitiesmayalso

helpyourhigh-schoolstudentbeginhisstudyofGreatBooks.Online classes, offering high quality Great Books, literature, and history

lecturesandpaperassignments,areavailablefromanumberofreputableonlineacademies; we have listed them along with links at our website,welltrainedmind.com.

WRITINGPROJECTS

Thestudentshouldplanonwritingaresearchpaper in thespringof theninth-andtenth-gradeyears.Theseresearchpapers—sixtoeightpagesinninthgrade,seven to ten pages in tenth grade—explore a historical topic. The ninth- andtenth-grade research papers should attempt to prove a theory about some

historical event or series of events, using four to ten history resources, bothprimary(theworksofPlato)andsecondary(acritic’sbookabout theworksofPlato).Thesepaperswillput the techniquesofrhetoricnowbeing learned intouse in writing and will prepare the student for the junior and senior projectsdescribedinChapter34.Research-paper formsandproceduresarecovered inallof thegrammarand

composition texts we recommend. But because the very term research paperseemstoterrifymanyparents(andstudents),weofferthefollowingbriefguidetopreparingthefirsttworesearchpapers.

Preparation

Classicallyeducatedstudentsdon’tneedtosufferfrom“paperphobia,”sincetheongoing study of grammar and composition from early on and the continualwriting of short papers have prepared them for the writing of longer papers.Alongwithmechanics, style, paragraph organization, and the development ofarguments—alltaughtinthetextswerecommend—thestudentmustknowhowtooutline.Inaproperoutline,eachsubpointsupportsthepointthatcomesbefore:

I.A.1.a.

Correct outlining is taught in the grammar programs we suggest; if yourstudentneedsarefresher,seeourrecommendationsin“PaperHelps”attheendofthischapter.

Inventio

Classical rhetoric divides writing into three stages: inventio, dispositio, andelocutio. Inventio, formulating an argument, involves picking the subject,decidingonaspecifictopic,andwritingathesisstatement.Thinkofinventioasathree-stepprocess.

1. Prereading. The student shouldn’t begin by trying to write a thesis

statement.Norshouldshestartmakingnotecardsimmediately.Rather,sheshould begin by spending three or four weeks reading about the generaltopicshe’sdecidedtowriteon.BeginthisprocesssometimeinJanuary.If,forexample,theninthgraderdecidestowriteabouttheGreekEmpireafterthedeathofAlexandertheGreat,sheshouldn’ttrytocomeupwithanexactsubjectforherpaperrightaway.Ifshedoes,she’llmorethanlikelyendupwithanunworkablesubject—onethat’stoobroadortoovague.Instead,sheshouldplantoskimthroughplentyofbooks,readingthesectionsthatdealwiththeGreeksafterAlexander.Sheshouldn’tmakenotesyet,butshouldputbookmarks (stripsofnotebookpaper are fine)onanypages she findsparticularlyinterestingorinformative.Asshereads,sheshouldbrainstorm,jottingdownonapadofpaperthoughtsthatcometomind,questionsthather reading brings up, and comments on what she’s finding out. Thesejottings don’t need to be connected in any way. The student is simplyexploringallthebranchesofhertopic.

2.Settlingonanexactsubject.Afterthestudenthasdoneplentyofprereading—covering tenbooksormore—sheshouldgather togetherallher jottingsand look for a particular theme that keeps popping up. If she finds, forexample, that she has continually written “The Seleucids came afterAlexander in Syria. Syria was important because of the trade routes.AntiochustheGreatruledSyria.Antiochusthoughthewasthesungod.TheSeleucidstookoverIsrael,”thissuggeststhatsheshouldnarrowhertopicto“TheRulersofSyriaafterAlexandertheGreat.”Thisisanarrowerandmoremanageabletopic,butthestudentstillisn’t

readytowrite.Nowsheneedstosettleonathesisstatement.3. Developing a thesis statement is tricky. Fortunately, all the curricula werecommendcarefullydevelop this skill.As theparent/teacher, you shouldrememberthissimpledefinition:athesisisastatementthatrequiresproof.“Alexander’s successors in Syria” or “Syria under Antiochus the Great”aren’t thesis statements—they’re simply phrases; neither needs to beproved. “Alexander’s successors shared his megalomania” or “Antiochusthe Great’s insanity caused him to lose control of Syria” are thesisstatements.Bothrequirethestudenttoexplain,usingexamplesfromhistorytosupporttheseconclusions.Bad thesis statements tend to have two problems: either they’re not

specific enough, or they’re so obvious that they don’t require support.“Antiochus the Great was a bad ruler” is a bad thesis because it isn’t

specific—youcouldsaythisaboutanynumberofancientpotentates(“Nerowasabadruler,”“Akhenatonwasabadruler”).“Alexander’sempirewasdividedamonghisgenerals”doesn’tworkeither.Thisisperfectlyobvious.What’slefttosay?“Antiochus’s religious obsessions ruined his hold on his empire” is a

good thesis statement because it leaves the student something to prove.She’s suggesting a specific cause for the decline of the SeleucidEmpire.Nowshehastodefendthisconclusion,usinghistoricalevidence.

Dispositio

Oncethestudentsettlesonatopic,shehastoarrangesupportinginformationinproperorderforapersuasiveargument—dispositio.Thestudentshouldbeginbyglancingbackoverthenotesshe’stakenonher

reading.From this information, she shouldmakeanoutline covering themainpoints of her argument. These are the facts her readerwill have to believe inordertobeconvinced.Theoutlineshouldbeverybasic,onlythreeorfourpointslong, each point assigned aRoman numeral. The ninth grader’s outlinemightlooklikethis:

I.Antiochussufferedfromreligiousdelusions.II.Thesedelusionskepthimfrompayingattentiontohisborders.III.Thesedelusionscausedhimtotreathissubjectswithunnecessarycruelty.

Thestudentshouldthenwriteeachmajorpointatthetopofaseparatesheetofpaper.Now she’s ready to start making note cards. The classic way of collecting

informationforaresearchpaperistowritedownquotesandgeneralinformationon3×5cards,eachcardmarkedwiththetitleofthebookusedandtheauthor’slast name. The student should go back through the books she used forprereading.Ineachplacewheresheputamarker,sheshouldevaluatewhetherornottheinformationsupportsoneofhermainpoints.Ifso,sheshouldjotdownon thenotecardeitheraparaphraseof the idea in thebookoranexactquote.AndsheshouldindicateoneachcardwheretheinformationbelongsbymarkingitwithaRomannumeralthatcorrespondstoanumeralontheoutline.There’snoreasonwhythestudentshouldn’tdothisonacomputer.Notecards

havetraditionallybeenusedbecausethestudentcanshufflethemaroundasshe

works on the flowof her argument.But since the cut-and-paste function on aword processor has the same effect, she can input her quotes and paraphrasesinstead.Once the student has collected information (four to six sources for a ninth-

gradepaper,sixtotenforatenth-gradepaper),sheshouldputthecardsforeachRomannumeralintoapileandusethisinformationtodevelopamoredetailedoutline:I.Antiochussufferedfromreligiousdelusions.A.HethoughthewasthegodZeus.1.Heretreatedtohisestatetopracticebeingdivine.2.Hedemandedthathiscourtiersworshiphim.

Eachofthesepointsisbasedonafactdiscoveredwhilereadingandjottedontoacard.

Elocutio

When theoutline is complete, the student is ready towrite.Elocutio, the finalstage of written rhetoric, involves the words, phrases, figures of speech, andwritingtechniquesusedinpersuasivewriting.Thestudentshouldsitdownwiththeoutlineandnotecards,andwriteonewell-structuredparagraphabouteachpoint in the outline. The paper should always conclude with a summaryparagraph,restatingthestudent’sthesisandmainsupportingpoints.Eachbookconsulted must be placed on a bibliography page, arranged alphabetically byauthor.Wehighlyrecommendkeepingastandardresearch-paperguideonhandthroughoutthisprocess(see“PaperHelps”).

WHATABOUTAMERICANHISTORYANDGOVERNMENT?

AcourseinAmericangovernmentisarequirementforhigh-schoolgraduationinmost states, andmostAmericancollegeadmissionsofficeswillbe looking forone year of American history on the high-school transcript. How does thatsquarewithourrecommendations?Ifyourstudentprogressesthroughallfouryearsofhistory,usingtheresources

werecommendattheendofthischapter,hewillhavecoveredallofthetopicsoffered ina typicalAmericanhistorycourse—just integrated into the thirdand

fourth years of world history rather than separated out.We think that this is,intellectually,thebestwaytoapproachAmericanhistory;youcannoteitonthehigh-schooltranscriptforthethirdandfourthyearsofstudylikethis:Course Nameofclassontranscript CreditHistory1600–1850 EarlyModernHistory,firstsemester. 5

AmericanHistory,PartI,secondsemester. 5History1850–present AmericanHistory,PartII,firstsemester. 5

ModernHistory,secondsemester. 5

(See “How to Put it on the Transcript” at the end of this chapter for a fullerexplanation.)However,ifyou’dprefertohaveamoretraditionalAmericanhistorycourse,

here’swhatwewouldsuggest:

Ninthgrade Ancienthistory,untilc.500A.D.Tenthgrade Medieval,Renaissance,andEnlightenmenthistory,500–

1750Eleventhgrade AmericanhistoryTwelfthgrade Earlymodernandmodernworldhistory,1750–present

During eleventh grade, use the American history resources we list for a fullfocusedyearofAmericanhistory,andthenreturntoourworldhistoryresourcestostudytherestoftheworldfrom1750on,glancingonlybrieflyonAmericaneventsalreadycoveredduringeleventhgrade.Youcanadjusttheliteraturelistsearlier in this chapter by date and country of origin, isolating the Americanliterature recommendations anddoing them in eleventhgrade, and rearrangingtheremainingGreatBookstomatchthedatesabove.HowaboutAmericangovernment?Traditionally,Americangovernmentisofferedasaseparate.5creditcourseor

asa full-year1creditcoursecombininggovernmentandeconomics.However,there’s no reason to artificially separate the study of America’s presentgovernment from its historical development. Whether you cover Americanhistoryandliteraturealongwithworldhistoryingrades11and12,orwhetheryouchoosetodoaone-yearcoursededicatedtothehistoryandGreatBooksofthe United States, you’ll cover American history from its foundation to thepresent. The Great Books list includes the foundational texts of America’s

government:TheDeclarationof Independence,TheFederalistPapers,and theConstitutionoftheUnitedStates(checktoseethatyourcopyincludestheBillofRightsandamendments).Makesurethattheseclassics,alongwithBurke’s“OnAmerican Taxation,” Thomas Paine’s “The Rights of Man,” and Alexis deTocqueville’sDemocracyinAmerica,areonthestudent’sfinalreadinglist.ThestudentwhoreadsandunderstandsthesebookshasgraspedthecoreprinciplesofAmericancivics.You’llwanttoaddaguidetoAmericangovernment.We’vesuggestedseveral

standard texts anda fewmorenontraditionalguidesat theendof this chapter.Assignthestudentthetaskofreading,outlining,andsummarizingoneoftheseguides.As longas the student spendsat least60hoursover thecourseofoneyear or semester studying American government, you can award .5 credit inAmerican government. If you’d prefer to do a full-year government andeconomicscourse,wehavealsolistedresourcesforthis.

STARTINGINTHEMIDDLE

Although this chapter describes beginning the study of the ancients in ninthgrade and moving through the medieval/early Renaissance, lateRenaissance/earlymodern,andmodernlistsingrades10,11,and12,thispatterncan be adjusted to fit your own needs. A student who has begun thechronological studyof history inmiddle schoolmaybeginninthgradehavingjust finished the ancients, or ready to move into the late Renaissance/earlymodern years. Whenever your student reaches ninth grade, move him towhicheverGreatBookslistcorrespondsto theperiodhewouldnaturallystudynext.Ifyou’rejustbeginningthisforthefirsttimewithahigh-schoolstudentwho

onlyhasacoupleofyearsleft,youhaveseveralchoices:

1.BeginwithwhateverGreatBooks list corresponds to the student’s gradeyearandmoveforward;don’tworrytoomuchaboutwhatyou’veskipped.High-schoolstandardsintheUnitedStatesmandatethestudyofAmericanliterature and history, but are much less likely to insist on the study ofancientclassics.

2.Condensethefirsttwoyearsofstudyintoonelist,attemptingtopickhalfoftheyear’sbooksfromtheancientslistandhalffromthemedieval/early

Renaissancelist.3. Use a standard high-school history textbook, but fold the reading andwritingaboutGreatBooksintothistextbookstudyattheappropriatepoints(thestudentwillreadtheOdysseywhenstudyingGreece,Moby-Dickwhenstudyingnineteenth-centuryAmerica)andgivethestudentaliteraturecreditforthiswork.

UNIVERSITYSOURCESFORGREATBOOKSCURRICULA

Investigate these universitywebsites for faculty contacts, reading lists, coursedescriptions,onlinehelps,andpossiblestudenttutors.

AlabamaAuburnUniversity,AuburnFaulknerUniversity,Montgomery

CaliforniaSeaverCollege,PepperdineUniversity,MalibuThomasAquinasCollege,SantaPaula

CanadaBrockUniversity,St.Catharines,OntarioCarletonUniversity,Ottawa,OntarioConcordiaUniversity,Montreal,QuebecVancouverIslandUniversity,Nanaimo,BritishColumbia

ConnecticutWesleyanUniversity,Middletown

GeorgiaMercerUniversity,Macon

IdahoNewSt.AndrewsCollege,Moscow

Illinois

ShimerCollege,WaukeganTheUniversityofChicago,ChicagoWilburWrightCollege,Chicago

IndianaUniversityofNotreDame,SouthBend

LouisianaNorthwesternStateUniversityofLouisiana,Natchitoches

MarylandSt.John’sCollege,Annapolis

MassachusettsBostonUniversity,Boston

MinnesotaSaintOlafCollege,Northfield

NewHampshireSaintAnselmCollege,Manchester

NewMexicoSt.John’sCollege,SantaFe

NewYorkColumbiaCollege,ColumbiaUniversity,NewYorkCity

OregonGutenbergCollege,Eugene

PennsylvaniaTempleUniversity,Philadelphia

TexasCollegeofArtsandSciences,UniversityofNorthTexas,Denton

Virginia

Emory&HenryCollege,EmoryLynchburgCollege,Lynchburg

WashingtonCentralWashingtonUniversity,EllensburgWhitmanCollege,WallaWalla

WisconsinTheUniversityofWisconsin–Milwaukee,Milwaukee

SUGGESTEDSCHEDULES

Ninththrough 2hoursperday Read,discuss,writeabouttwelfthgrade historyandGreatBooks.

HOWTOPUTITONTHETRANSCRIPT

Four-yearworldhistoryscheme:Courseofstudy Nameofclass(es)on

transcriptArea Credit

AncienthistoryandGreatBooks,5,000B.C.toA.D.400(2hoursperday/240hoursperyear)

AncientHistoryWorldLiteratureI

SocialSciencesLanguageArts

11

MedievalandearlyRenaissancehistoryandGreatBooks,400–1600(2hoursperday/240hoursperyear)

MedievalandRenaissanceHistoryWorldLiteratureII

SocialSciencesLanguageArts

11

EarlymodernhistoryandGreatBooks,1600–1850(2hoursperday/240hoursperyear)

EarlyModernWorldHistory,firstsemesterEuropeanLiteratureI,firstsemesterAmericanHistory,PartI,secondsemester

SocialSciencesLanguageArtsSocialSciencesLanguageArts

.5.5.5.5

EarlyAmericanLiterature,secondsemester

ModernhistoryandGreatBooks,1850–present(2hoursperday/240hoursperyear)

AmericanHistory,PartII,firstsemesterModernAmericanLiterature,firstsemesterModernWorldHistory,secondsemesterEuropeanLiteratureII,secondsemester

SocialSciencesLanguageArtsSocialSciencesLanguageArts

.5.5.5.5

60additionalhoursofAmericangovernmentstudyOR60additionalhoursofAmericangovernmentand60additionalhoursofAmericaneconomics

AmericanGovernmentAmericanGovernment&Economics

SocialSciencesSocialSciences

.5OR1

Three-year world history and literature scheme with one year of focusedAmericanhistoryandliterature:Courseofstudy Nameofclass(es)on

transcriptArea Credit

AncienthistoryandGreatBooks,5,000B.C.toA.D.500(2hoursperday/240hoursperyear)

AncientHistoryWorldLiteratureI

SocialSciencesLanguageArts

11

Medieval,Renaissance,andEnlightenmenthistoryandGreatBooks,400–1750(2hoursperday/240hoursperyear)

EarlyEuropeanHistoryWorldLiteratureII

SocialSciencesLanguageArts

11

Americanhistoryandliterature(2hoursperday/240hoursperyear)

AmericanHistoryAmericanLiterature

SocialSciencesLanguageArts

11

EarlymodernandmodernhistoryandGreatBooks,1750–present(2hoursperday/240hoursperyear)

ModernWorldHistoryModernLiterature

SocialSciencesLanguageArts

11

60additionalhoursofAmericangovernmentstudyOR60additionalhoursofAmericangovernmentand60additionalhoursofAmericaneconomics

AmericanGovernmentAmericanGovernment&Economics

SocialSciencesSocialSciences

.5OR1

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Rememberthatadditionalcurriculachoicesandmorecanbefoundatwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.Basic texts for the four-year rhetoric stage are listed first. A Great Books

sectionfollows.Thelistforeachyearofstudyisinchronologicalorder.Mostofthese books are available in standard editions, but where we think a specificeditionisparticularlygood,wehaverecommendedit.ManyoftheresourcesrecommendedinChapter17arestillsuitableforhigh-

schoolstudents.

BasicTexts

Therearemanytextbookworldhistoriessuitableforhigh-schoolstudy;thelistbelow is a consciousattempt to steer away from textbooksand toward single-authorworks,but thisapproachinevitably leavesgapsandrequiresadditionalplanning. You may use the methods outlined in this chapter with any decentworldhistorysurvey,orwithyourownselectionofsingle-authorworksfocusedondifferentpartsoftheworld.Choosefromamongthefollowing:

AncientHistory

Bauer, Susan Wise. The History of the Ancient World: From the EarliestAccountstotheFallofRome.NewYork:W.W.Norton,2007.$35.Anarrativehistorycoveringtheentireknownworld,fromnomadictimesthroughtheruleofConstantine.Agoodbasicspinefortheyear.

Beard,Mary.SPQR:AHistoryofAncientRome.NewYork:Liveright,2015.$35.AvaluablesupplementtofleshoutRomanhistory,forstudentswhowishto pay a little more attention to the classical world. Beard is a renownedhistorianandanengagingwriter.

Kaziewicz,Julia.StudyandTeachingGuide:TheHistoryoftheAncientWorld.CharlesCity,VA:Well-TrainedMindPress,2013.$24.95.Comprehensionquestions,discussionquestions,essaytopics,gradingrubrics,mapexercises,andmoretoturnTheHistoryoftheAncientWorldintoafullhistorystudy.

Medieval/EarlyRenaissanceHistoryBauer,SusanWise.TheHistoryoftheMedievalWorld:FromtheConversionofConstantinetotheFirstCrusade.NewYork:W.W.Norton,2010.$35. Accessible narrative history covering the world through the eleventhcentury.

________. The History of the Renaissance World: From the Rediscovery ofAristotletotheConquestofConstantinople.NewYork:W.W.Norton,2013.$35. Accessible narrative history covering the world from the eleventhcenturythrough1453.

Cantor,NormanF.TheCivilizationof theMiddleAges:ACompletelyRevisedandExpandedEditionofMedievalHistory.NewYork:HarperPerennial,1994.$18.99.AclassictextwithafocusonEurope.

Kaziewicz,Julia.StudyandTeachingGuide:TheHistoryoftheMedievalWorld.CharlesCity,VA:Well-TrainedMindPress,2016.$44.95.Comprehensionquestions,discussionquestions,essaytopicsgradingrubrics,mapexercises,andmore.

________.Study and TeachingGuide: TheHistory of the RenaissanceWorld.

CharlesCity,VA:Well-TrainedMindPress,2016.$44.95.Comprehensionquestions,discussionquestions,essaytopics,gradingrubrics,mapexercises,andmore.

LateRenaissance/EarlyModernHistoryBurger,Michael.TheShapingofWesternCivilization,Volume1:FromAntiquitytotheMid-EighteenthCentury.Toronto:UniversityofTorontoPress,2013.$44.95.A concise, no-frills account of theWest through theEnlightenment.Usethesecondhalfforthisyear’sstudy.

Cotterell,Arthur.Asia:AConciseHistory.NewYork:JohnWiley,2011.$29.95. A readable and accessible history of Asia, from its Mesopotamianoriginsthroughthepresentday.AddtomoreEurope-centeredresourcesforamorebalancedstudy.

Johnson,Paul.TheRenaissance:AShortHistory.NewYork:ModernLibrary,2002.$15.ExcellentfocusontheEuropeanRenaissance.

Tindall, George, and David Shi. America: A Narrative History, Brief TenthEdition,Vol.1(SingleVolume).NewYork:W.W.Norton,2016.$60.Thisbookcomesinvariousvolumesandeditions;lookforthisparticularone.CoversAmericanhistorytotheCivilWarandReconstruction(1877).

ModernHistoryCotterell,Arthur.Asia:AConciseHistory.NewYork:JohnWiley,2011.$29.95. A readable and accessible history of Asia, from its Mesopotamianoriginsthroughthepresentday.AddtomoreEurope-centeredresourcesforamorebalancedstudy.

Davies, Norman. Europe: A History. A Glorious Chronicle of Europe, FromKingstoPeasants,FromtheUralstotheFaroes.NewYork:HarperPerennial,1998.$25.99. A broad-picture history of Europe from ancient times; a goodcomprehensiveguidetomajorevents.

Johnson,Paul.ModernTimes:TheWorldfromtheTwentiestotheNineties,rev.

ed.NewYork:HarperPerennial,2001.$21.99.

Tindall, George, and David Shi. America: A Narrative History, Brief TenthEdition,Vol.2.NewYork:W.W.Norton,2016.$60.Thisbookcomesinvariousvolumesandeditions;lookforthisparticularone.CoversAmericanhistoryfrom1860tothepresent.

HistoryAtlasesandEncyclopedias

The history encyclopedias recommended as spines in Chapter 17 can also beusedforhigh-schoolreference.

Grun,Bernard,andEvaSimpson.TheTimetablesofHistory, 4th rev. ed.NewYork:Touchstone,2005.$35.

Hart-Davis,Adam.History:FromtheDawnofCivilizationtothePresentDay.NewYork:DorlingKindersley,2012.$32.95.Anexcellentsurveywithdetailedsidebars.

Kagan,Neil.NationalGeographicConciseHistoryoftheWorld:AnIllustratedTimeLine,rev.ed.Washington,DC:NationalGeographic,2013.$40.Anicelyillustratedatlaswithplentyofdetail.

ReadingHelps

Bauer, Susan Wise. The Well-Educated Mind: A Guide to the ClassicalEducationYouNeverHad,updatedandexpandeded.NewYork:W.W.Norton,2016.$35. Brief histories of six different genres (novel, autobiography, history,poetry,drama,science)andlistsofGreatBooksineach,withannotationsthatsummarize content, suggest discussion questions, and give context. Alsoincludessuggestionsforhowtoreadeachgenre.

Sutherland,John.ALittleHistoryofLiterature.NewHaven,CT:YaleUniversityPress,2014.

$15.A readable, entertaining survey ofGreatBooks and their genres, fromBeowulfandChaucerthroughmysteryplaysandShakespeare,theriseofthenovel,nineteenth-andtwentieth-centurypoets,andmodernbestsellers.

DiscussionHelps

BarronsBookNotes/PinkMonkeyNotes.pinkmonkeynotes.comBarrons BookNotes cover 109 different classic texts: criticism, discussion,authorbiography,historicalcontext,analysisofplot,andliterarydevices.Allcanbe foundat thePinkMonkeyNoteswebsite, alongwithmore than350additional titles covered by Pink Monkey Notes, which are comparable toCliffsNotesbutdownloadableonly.

Bauer, Susan Wise. The Well-Educated Mind: A Guide to the ClassicalEducationYouNeverHad,updatedandexpandeded.NewYork:W.W.Norton,2016.$35.Seeabove.

CliffsNotesStudyGuides.Boston:HoughtonMifflinHarcourt.Plotsummaries,discussionquestions,surveyofcriticalissues,characterlists,literature techniques utilized—you’ll find them all here, for hundreds ofclassicbooks.Buy from thepublisheror fromanybookstore; full listingonthepublisher’swebsite.

Foster, Thomas C. How to Read Literature Like a Professor: A Lively andEntertainingGuide to ReadingBetween the Lines, rev. ed.NewYork:HarperPerennial,2014.$15.99.Fantasticjump-starttothinkingcriticallyaboutliterature.

PaperHelps

Armstrong,WilliamH.StudyIsHardWork:TheMostAccessibleandLucidTextAvailable onAcquiring andKeeping Study Skills Through a Lifetime, 2nd ed.Boston:DavidR.Godine,2010.$12.95. An excellent guide to study skills. Chapter Six, “Putting Ideas inOrder,”coversoutliningskills,buttheentireguideisvaluable.

Graff,Gerald,andCathyBirkenstein.TheySay,ISay:TheMovesThatMatterinAcademicWriting,3rded.NewYork:W.W.Norton,2014.$23.91.An invaluable guide to citing authorities and sources: summarizing,quoting,responding,andmore.Veryvaluableforthebuddingrhetorician.

Rozakis,Laurie.Schaum’sQuickGuidetoWritingGreatResearchPapers,2nded.NewYork:McGraw-Hill,2007.$16.Astraightforwardmanualcoveringresearch,documentation,andall thetechnicalaspectsofputtingtogetherasummaryofinformation.

AmericanGovernmentandEconomics

Bauman, Yoram. The Cartoon Introduction to Economics, illus. Grady Klein.NewYork:Hill&Wang.$17.95 for each volume. An economist and illustrator team up to makeeconomicsalittleclearer.It’sstillprettythick,butthecartoonshelpalot.VolumeOne:Microeconomics.2010.VolumeTwo:Macroeconomics.2013.

Bundy,George.YouDecide:Applying theBillofRights toRealCases.PacificGrove,CA:CriticalThinkingPress,1992.$26.99($14.99additionalfortheteacher’sguide,whichisnecessarybecauseit contains the Supreme Court decisions). Presents the student with clearretellingsofseventy-fiveSupremeCourtcasesandinviteshertojudgethem,usingtheBillofRightsasaguide.Goodtofilloutthosenecessaryhoursaftergoingthroughthebasicguidetogovernment.

Kishtainy,Niall,etal.TheEconomicsBook:BigIdeasSimplyExplained.NewYork:DKPublishing,2012.$25.Anunusuallyclearandengagingguidetoeconomics,takingahistoricalperspective(fromPlatoandAristotletothepresent),makinguseofatimelineandplentyofvisuals.

Ragone, Nick. The Everything American Government Book: From theConstitution to Present-Day Elections, All You Need to Understand OurDemocraticSystem.Avon,MA:AdamsMedia,2004.$15.95. Like the Complete Idiot’s Guide that follows, this “non-textbook”

guide contains everything covered in a standardAmericangovernment one-semestercourse.

Scardino,Franco.TheCompleteIdiot’sGuidetoU.S.GovernmentandPolitics.NewYork:AlphaBooks,2009.$19.95.Anengagingandsometimesirreverent“text”thatneverthelesscoversallthegovernmentrequiredforstandardexamssuchastheAPorCLEP.

Wilson,JamesQ.,JohnJ.Dilulio,Jr.,andMeenaRose.AmericanGovernment,11thed.Boston:Wadsworth/CengageLearning,2013.$160.95. For those who prefer a traditional textbook approach, this is astandardhigh-schooltext(andpricedlikeone).Canberented,boughtused,orbought in a previous edition for less. Enoughmaterial for an entire year ofstudy,particularlyifsupplementedwitheconomicsmaterials.

ForAdditionalHistoryReading

Daugherty, James. The Magna Carta. Sandwich, MA: Beautiful Feet Books,1998.$13.95.Aclassicguide.

Davis,WilliamS.ADay inOldAthens.Minneapolis:UniversityofMinnesotaPress,1960.$18.Davis,awonderfulwriterandrespectedhistorian,bringspastculturestolife.

________.ADayinOldRome.NewYork:Biblo&Tannen,1963.$25.

________.LifeinaMedievalBarony.NewYork:Biblo&Tannen,1990.$25.

________.LifeinElizabethanDays.NewYork:Biblo&Tannen,1994.$25.

Fairbank,JohnKing,andMerleGoldman.China:ANewHistory,2ndenlargeded.NewYork:BelknapPress,2006.

$29.

Howarth,David.1066:TheYearoftheConquest.NewYork:Penguin,1981.$15.

Johnson,Paul.AHistoryof theAmericanPeople.NewYork:HarperPerennial,1999.$22.99.

Keay,John.India:AHistory,rev.andupdateded.NewYork:GrovePress,2011.$20.

Lee, Ki-Baik. A New History of Korea. Trans. Edward W. Wagner. Boston:HarvardUniversityPress,1984.$27.50.

Marrin,Albert.America andVietnam: TheElephant and the Tiger. Sandwich,MA:BeautifulFeetBooks,2002.$13.95. Marrin’s history books are excellent for beginning historians; theyofferreadableoverviewsofcomplexevents,drivenbyastrongnarrativestyle.

________.EmpiresLostandWon:TheSpanishHeritageintheSouthwest.NewYork:Simon&Schuster,1997.$19.Orderfromanybookstore.

________. George Washington and the Founding of a Nation. New York:Dutton,2003.$14.99.________. Stalin: Russia’s Man of Steel. Sandwich, MA: Beautiful FeetBooks,2002.$13.95.

Meyer,MiltonW.Japan:AConciseHistory,4thed.Lanham,MD:Rowman&Littlefield,2012.$35.

Morgan, Kenneth O., ed. The Oxford Illustrated History of Britain, rev. ed.Oxford:OxfordUniversityPress,2010.

$34.95.

Reader,John.Africa:ABiographyoftheContinent.NewYork:VintageBooks,1999.$20. Good guide to African history, from prehistoric times through thepresent.

Roberts, JohnMorris,andOddArneWestad.TheNewPenguinHistoryof theWorld,6threv.ed.London:PenguinBooks,2014.$25.

GreatBooks

Any titles listedwithoutmentioninga specific editioncanbeeasily located instandard editions. Texts can be bought through bookstores or online bookservices.Inaddition,publiclibrariesshouldcarryalmostallofthesetitles.Theeasiestway to read theGreatBooks is tobuyaNortonanthology—the

standardcollectionofclassicworksbetweentwocovers,allproperlyannotated.Thesearegreatreferenceworks,but,likeallreferenceworks,theyareunwieldyandhavevery small print.Your studentwon’t read these in bedor in the car,onlyatadeskortable.Wethinkyoushoulduseindividualtextswherepossiblebecausethey’reeasiertoreadandmorefun.Also,someworksthatyou’llwanttoreadinfullareonlyexcerptedintheanthologies.ButconsiderinvestingintheNortonanthologiestofillinthegaps.Youcanalsobuyinstructor’smanualswithdiscussionquestionsandguides—anextremelyvaluableresource.

Baym,Nina,gen.ed.,etal.TheNortonAnthologyofAmericanLiterature,8thed.NewYork:W.W.Norton.Thisanthologyisdividedintofivevolumes(A–E)butshipsintwopackages,eachofwhichhasitsownISBN.Package 1 (Volumes A, B): Literature to 1865. 2011. $61. From theexplorers and settlers throughWhitman; includes theAmericanFoundingFathers.Package2 (VolumesC,D,E):1865 toPresent. 2012. $57.FromSamuelClemensthroughthemodernpoets.

Greenblatt, Stephen, gen. ed.TheNortonAnthology of English Literature, 9th

ed.NewYork:W.W.Norton.Package 1 (VolumesA, B, C):TheMiddle Ages through the RestorationandtheEighteenthCentury.2012.$62.33.Package2(VolumesD,E,F):TheRomanticPeriodthroughtheTwentiethCentury.2012.$60.

Puchner,Martin,etal.TheNortonAnthologyofWesternLiterature,9thed.NewYork:W.W.Norton,2014.$81.25foreachvolume.Previouseditions,calledTheNortonAnthologyofWorldMasterpieces,canbeboughtused.Volume1.Volume2.

Ancients,5000B.C.–A.D.400(NinthGrade)Bible:Genesis—BookofJob.Useamodernversionforclarity.TheNewInternationalVersioniscolloquialand clear; theNewAmerican StandardBible ismore stilted and alsomoreliteral.

EpicofGilgamesh(c.2500B.C.).Gilgamesh:ANewEnglishVersion.Trans.StephenMitchell.NewYork:AtriaBooks,2013.

Homer,IliadandOdyssey(c.850B.C.).Homer.TheIliad.Trans.RobertFagles.NewYork:PenguinBooks,1999.Homer.TheOdyssey.Trans.RobertFagles.NewYork:PenguinBooks,1999.

Sophocles,OedipustheKing(490B.C.).Sophocles.TheOedipusCycle.Trans.RobertFitzgeraldandDudleyFitts.SanDiego:Mariner,2002.

Aeschylus,Agamemnon(c.458B.C.).Aeschylus.Aeschylus I:TheOresteia.Trans.DavidR.Slavitt.Philadelphia:UniversityofPennsylvaniaPress,1997.

Herodotus,TheHistories(c.441B.C.).

Trans.RobinWaterfield.Oxford:OxfordUniversityPress,2008.

Euripides,Medea(c.431B.C.).Euripides. Euripides: Medea, Hippolytus, Electra, Helen. Trans. JamesMorwood.Oxford:OxfordUniversityPress,1998.

Aristophanes,TheBirds(c.400B.C.).Aristophanes.Aristophanes I: Clouds, Wasps, Birds. Trans. Peter Meineck.Indianapolis:Hackett,1998.

Thucydides,TheHistoryofthePeloponnesianWar(c.400B.C.).The Landmark Thucydides. Trans. RichardCrawley.NewYork: Free Press,1998.

Plato,TheRepublic(c.375B.C.).Trans. G. M. A. Grube, rev. C. D. C. Reeve, 2nd ed. New York: HackettPublishing,1992.

Aristotle,OnPoetics(350B.C.).Aristotle.Aristotle on Poetics. Trans. Seth Benardete. South Bend, IN: St.AugustinePress,2002.Aristotle,Rhetoric(c.350B.C.).

Bible:BookofDaniel(c.165B.C.).

Horace,Odes(c.65B.C.).New Translations by Contemporary Poets. Ed. J. D.McClatchy. Princeton,NJ:PrincetonUniversityPress,2005.

Lucretius,OntheNatureofThings(c.60B.C.).On the Nature of the Universe. Trans. Ronald Melville. Oxford: OxfordUniversityPress,2009.

Cicero,Derepublica(54B.C.).Virgil,Aeneid(c.30B.C.).Ovid,Metamorphoses(c.A.D.5).Bible:Corinthians1and2(c.A.D.58).Josephus,WarsoftheJews(c.A.D.68).

Plutarch,TheLivesoftheNobleGreeksandRomans(c.A.D.100).Plutarch.RomanLives:ASelectionofEightLives. Trans.RobinWaterfield.Oxford:OxfordUniversityPress,2009.Plutarch.Greek Lives: A Selection of Nine Lives. Trans. Robin Waterfield.Oxford:OxfordUniversityPress,2009.

Tacitus,Annals(c.A.D.117).Athanasius,OntheIncarnation(c.A.D.300).

Medieval/EarlyRenaissance,400–1600(TenthGrade)Augustine,Confessions(c.411).Trans.HenryChadwick.Oxford:OxfordUniversityPress,2009.

Augustine,CityofGod,Book8(c.426).Abridgeded.Trans.MarcusDods.NewYork:ModernLibrary,2000.

Boethius,TheConsolationofPhilosophy(524).

Koran(selections)(c.650).

Bede,TheEcclesiasticalHistoryoftheEnglishPeople(731).Ed. Judith McClure and Roger Collins. Oxford: Oxford University Press,2009.

Beowulf(c.1000).Beowulf:ANewVerseTranslation.Trans.SeamusHeaney.NewYork:W.W.Norton,2001.

Mabinogion(c.1050).Anselm,CurDeusHomo(c.1090).

ThomasAquinas,SelectedWritings(c.1273).Thomas Aquinas. Selected Writings of St. Thomas Aquinas. Trans. RalphMcInerny.NewYork:Penguin,1999.

Dante,TheInferno(1320).

Trans.RobertPinsky.NewYork:Farrar,StrausandGiroux,1996.

Everyman(14thcentury).

SirGawainandtheGreenKnight(c.1400).SirGawainandtheGreenKnight,Patience,Pearl:VerseTranslations.Trans.MarieBoroff.NewYork:W.W.Norton,2009.

Chaucer,TheCanterburyTales(selections)(c.1400).Trans.NevillCoghill.NewYork:PenguinBooks,2003(rev.ed.).

MargeryKempe,TheBookofMargeryKempe(1430).MargeryKempe.TheBookofMargeryKempe:ANewTranslation,Contexts,Criticism.Trans.anded.LynnStaley.NewYork:W.W.Norton,2001.

Malory,LeMorted’Arthur(selections)(c.1470).Erasmus,EducationofaChristianPrince(selections)(1510).

Machiavelli,ThePrince(1513).2nd ed.Trans.HarveyC.Mansfield.Chicago:University ofChicagoPress,1998.

ThomasMore,Utopia(1516).Trans.RobertM.Adams.NewYork:W.W.Norton,1991.

MartinLuther,CommentaryonGalatians(c.1520).JohnCalvin,InstitutesoftheChristianReligion(selections)(1536).ChristopherMarlowe,Faustus(1588).

TeresaofAvila,TheLifeofSaintTeresaofAvilabyHerself(1588).Trans.J.M.Cohen.NewYork:Penguin,1988.

EdmundSpenser,TheFaerieQueene,selections(1590).

WilliamShakespeare,JuliusCaesar(1599).WilliamShakespeare.JuliusCaesar:OxfordSchoolShakespeare.3rded.Ed.RomaGill.Oxford:OxfordUniversityPress,2010.

WilliamShakespeare,Hamlet(1600).William Shakespeare. Hamlet: Oxford School Shakespeare. Rev. ed. Ed.RomaGill.Oxford:OxfordUniversityPress,2009.

WilliamShakespeare,anyotherplays(c.1592–1611).

LateRenaissance/EarlyModern,1600–1850(EleventhGrade)MigueldeCervantes,DonQuixote(1605).Abridged.Trans.WalterStarkie.NewYork:Signet,2013.

KingJamesBible,Psalms(1611).JohnDonne,DivineMeditations(c.1635).ReneDescartes,Meditations(1641).JohnMilton,ParadiseLost(selections)(1644).Molière,Tartuffe(1669).

BlaisePascal,Pensées(1670).ThePenséesarelengthy.Ifyou’dpreferaneditedversion,tryPeterKreeft’sChristianity for Modern Pagans: Pascal’s Pensées Edited, Outlined, andExplained (FortCollins,CO: IgnatiusPress, 1993).This picks out themostrelevantofthePenséesfortoday’sstudentandprovidesdiscussion.

JohnBunyan,ThePilgrim’sProgress(1679).

John Locke, “An Essay Concerning Human Understanding” or “On the TrueEndofCivilGovernment”(1690).JonathanSwift,Gulliver’sTravels(1726).EdmundBurke,“OnAmericanTaxation”(1774).

Jean-JacquesRousseau,“TheSocialContract”(1762).Trans.MauriceCranston.NewYork:Penguin,1968.

TheDeclarationofIndependence(1776).ThomasPaine,CommonSense(1776).ImmanuelKant,“CritiqueofPureReason”(1781).AlexanderHamiltonetal.,TheFederalistPapers(1787–1788).

ConstitutionoftheUnitedStates(ratified1788).WilliamBlake,SongsofInnocenceandExperience(1789).BenjaminFranklin,TheAutobiography(1791).ThomasPaine,“TheRightsofMan”(1792).MaryWollstonecraft,AVindicationoftheRightsofWoman(1792).WilliamWordsworthandSamuelTaylorColeridge,LyricalBallads(1798).JaneAusten,PrideandPrejudice(1815).MaryShelley,Frankenstein(1818).JohnKeats,“OdetoaNightingale”andotherpoems(1820s).JamesFenimoreCooper,TheLastoftheMohicans(1826).Alfred,LordTennyson,“TheLadyofShalott”andotherpoems(1832).CharlesDickens,OliverTwist(1838).EdgarAllanPoe,“TheFalloftheHouseofUsher”andotherstories(1839).RalphWaldoEmerson,“Self-Reliance”andotheressays(1844).CharlotteBrontë,JaneEyre(1847).NathanielHawthorne,TheScarletLetter(1850).HermanMelville,Moby-Dick(1851).

Modern,1850–PresentDay(TwelfthGrade)AlexisdeTocqueville,DemocracyinAmerica(1835).Trans.HarveyManfieldandDelbaWinthrop.Ed.andabridgedbyRichardD.Heffner.Chicago:UniversityofChicagoPress,2002.

KarlMarxandFriedrichEngels,CommunistManifesto(1848).HarrietBeecherStowe,UncleTom’sCabin(1851).HenryDavidThoreau,Walden(1854).WaltWhitman,LeavesofGrass(1855).

EmilyDickinson,FinalHarvest(1830–1886).Ed.T.H.Johnson.Boston:BackBayBooks,1997.

CharlesDarwin,OntheOriginofSpecies(1859).CharlesDickens,GreatExpectations(1861).HarrietJacobs,IncidentsintheLifeofaSlaveGirl,WrittenByHerself(1861).AbrahamLincoln,GettysburgAddress(1863).

FyodorDostoyevsky,CrimeandPunishment(1866).Trans.RichardPevearandLarissaVolokhonsky(NewYork:RandomHouse,2008)orConstanceGarnett(NewYork:Dover,2001).

LeoTolstoy,AnnaKarenina(1877).Trans. Constance Garnett, rev. Leonard J. Kent and Nina Berberova. NewYork:ModernLibrary,2000.

ThomasHardy,TheReturnoftheNative(1878).

HenrikIbsen,ADoll’sHouse(1879).Trans.FrankMcGuinness.NewYork:DramatistsPlayService,1998.

FrederickDouglass,TheLifeandTimesofFrederickDouglass(1881).FriedrichNietzsche,ThusSpakeZarathustra(1883).MarkTwain,HuckleberryFinn(1884).

W.B.Yeats,SelectedPoems(1895).W.B.Yeats.TheCollectedPoemsofW.B.Yeats,2ndrev.ed..Ed.RichardJ.Finneran.NewYork:Scribner’s,1996.

StephenCrane,TheRedBadgeofCourage(1895).OscarWilde,TheImportanceofBeingEarnest(1899).SigmundFreud,TheInterpretationofDreams(1900).BookerT.Washington,UpFromSlavery(1901).JosephConrad,HeartofDarkness(1902).W.E.B.DuBois,TheSoulsofBlackFolk(1903).EdithWharton,TheHouseofMirth(1905).G.K.Chesterton,“TheInnocenceofFatherBrown”(1911).WilfridOwen,SelectedPoems(1918).LyttonStrachey,QueenVictoria(1921).RobertFrost,“APoemwithNotesandGraceNotes”(Pulitzer,1924).

FranzKafka,TheTrial(1925).Trans.BreonMitchell.NewYork:SchockenBooks,1999.

F.ScottFitzgerald,TheGreatGatsby(1925).

T.S.Eliot,MurderintheCathedral(1935).ZoraNealeHurston,TheirEyesWereWatchingGod(c.1937).GeorgeOrwell,TheRoadtoWiganPier(1937).ThorntonWilder,OurTown(1938).JohnSteinbeck,TheGrapesofWrath(1939).

AdolfHitler,MeinKampf(1939).Trans.RalphManheim.Boston:HoughtonMifflin,1998.

GeorgeOrwell,AnimalFarm(1945).TennesseeWilliams,AStreetcarNamedDesire(1947).RalphEllison,InvisibleMan(1952).C.S.Lewis,MereChristianity(1952).ArthurMiller,TheCrucible(1953).SaulBellow,SeizetheDay(1956).RobertBolt,AManforAllSeasons(1962).MartinLutherKing,Jr.,“WhyWeCan’tWait”(1964).TomStoppard,RosencrantzandGuildensternAreDead(1967).

AleksandrSolzhenitsyn,TheGulagArchipelago(1974).AleksandrSolzhenitsyn.TheGulagArchipelago:AnAuthorizedAbridgement.Ed.EdwardE.Ericson,Jr.NewYork:HarperPerennial,2007.

ToniMorrison,Beloved(1988).

PhilipLarkin,CollectedPoems(1991).Ed.AnthonyThwaite.NewYork:Farrar,StrausandGiroux,2004.

ElieWiesel,AllRiversRuntotheSea:Memoirs(1995).

* David Hicks,Norms and Nobility: A Treatise on Education (New York:Praeger,1981),p.138.

† Create a Context page only for the Great Books themselves, not for the

historybookswe’veincludedonthelist.TheninthgradershouldmakeaBookContext page for Cicero’s De republica, written around 54 B.C., but not forWilliamDavis’shistorybookADayinOldRome.

28

COMFORTWITHNUMBERS:MATH

The cumulative and coherent study of mathematics is, in fact, amicrocosm of the entire curriculum and reflects in its expandingfield theworkingsof thescholarlymind inamanneranalogous tothatwhichweexaminedinthefieldofartsandletters.

—DavidHicks,NormsandNobility

SUBJECT:HighermathematicsTIMEREQUIRED:5hoursperweekforeachyearofstudy

A classical education considers competency in higher-level math skills(algebra, plane geometry, and geometrical proofs) and comfort withmathematical thinking to be part of basic literacy. The classically educatedstudentwill complete courses in geometry, first-year algebra, and second-yearalgebra (thiscoincideswith thebareminimumdemandedbymostcolleges foradmission) and move on to at least one year of advanced mathematics:trigonometry,pre-calculusandcalculus,statisticsandprobability.Byhighschool,STEM-focusedstudents,headedforfurtherstudyinscience,

technology,engineering,ormathematics,shouldalreadybewellon thewaytocompletingthisbasicsequence:

Grade Course

Ninth AlgebraITenth GeometryEleventh AlgebraIITwelfth Trigonometry/Pre-calculus

oroneofthefollowingsequences:

Grade Course Grade CourseSeventh Pre-algebra Seventh AlgebraIEighth AlgebraI Eighth GeometryNinth Geometry Ninth AlgebraIITenth AlgebraII Tenth Trigonometry/Pre-

calculusEleventh Trigonometry/Pre-

calculusEleventh Calculus

Twelfth Calculus Twelfth Statistics&probability

bothofwhichdemonstrateaveryhighlevelofmathematicalachievement.Wesuggest,however,thatifpossibleallstudentsaimtocompleteatleastone

advanced mathematics course in twelfth grade. An understanding of statisticsandprobability(thestudyofhowdataiscollected,analyzed,andinterpreted)isvital toanyonewhowants tounderstandwhatpoll results reallymean,howtomakeadecisionbasedonacollectionoffacts,whatthelikelihoodofanasteroidhitting the earth might actually be. Trigonometry is geometry put to use, thestudy of how to use geometrical formulas to solve real problems: the exactbordersofapieceofland,abetterdigitalrecording,thestrengthofabridge.Toooften,humanities-focusedstudentscomeawayfromalgebra(letalonethe

higher levels of math) convinced that the purpose of mathematics is to solveabstract puzzles for no particular reason.Most of the time, this is a teachingproblem,notalearningproblem.Soasahome-educatingparent,youhaveoneof two challenges: either to share your own love ofmath, or (if you’re not amathspersonyourself)tofindgoodteachingandbringittoyourstudent.ThecurriculadescribedintheResourcesattheendofthischaptercanallbe

used by a skilled and enthusiastic teacher. Your task: become or locate thatteacher.Online learningcanbecomeparticularlyvaluable forupper-levelmath.Visit

welltrainedmind.comforanongoinglistofexcellentonlinemathoptions.Wewouldalsosuggest that,particularly ineleventhand twelfthgrades,you

returntothelistofmathbooksforgeneralreaderslistedinChapter6andassignatleastonebookperyeartoyourstudent.We’velistedafewmoretitlesintheResourcesattheendofthischapter;choosefromtheseaswell.Advancedmathcoursesrequireagreatdealoftechnicalwork,andit’sveryeasyforstudentstolosesightofwhythey’reworkingsohard.Whenyou’relaboringinathicketofequations,thewholeforestoftendisappears.

AWORDABOUTSTUDENTSWHOSTRUGGLE

If your ninth grader is still battling with algebra and making little progress,change your approach. Whatever program you’re using, try another one.Whatever tutor,co-op,oronlineclassyou’ve invested in, switch.Donotkeeppushingforward,hopingthatthingswillgetbetter.Studentswhoareperplexedby algebrawill not be able to advancewithout frustration; algebraic skills areabsolutelyfoundationaltofurthermathstudy.However,studentswhobattlehardjusttoreachalgebraIIshouldprobablybe

allowed to “rest on their oars.” Rather than requiring additional upper-levelmath,considerayearlong“mathreading”programduringwhichthestudentwillread additional books about math from the Chapter 6 list and the AdditionalReading list at the end of this chapter. This will work to build general mathliteracyandmayalsogivethestudentthemotivationtoreturntomath,eitherincollegeorlaterinlife,andtackleitwithaddedmaturity.

SUGGESTEDSCHEDULES

High-schoolmathrequiresatleastanhourperday,fourorfivetimesperweek.Thefifthdaycouldalsobeusedforgeneralmathreading.

HOWTOPUTITONTHETRANSCRIPT

Enteringmathematicsclassesonthetranscriptissimple:thenameoftheclassissimplyAlgebra I,Geometry,Algebra II, etc., and each class is 1 creditwhen

completed.Youcannotgivehigh-schoolcreditforpre-algebraevenifitistakeninninth

grade.Youcangivehigh-schoolcreditforalgebra1,eveniftakeninseventhoreighth grade, but the student is probably better served by going on to takeadditionalupper-levelmathclasses in the junior and senioryearand receivinghigh-schoolcreditforthose.Youneedaminimumof3high-schoolcreditsinmathematics;fourisideal.

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Rememberthatadditionalcurriculachoicesandmorecanbefoundatwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.

MathCurricula

Note: There are many programs available to home educators; explore moreadvanced mathematics options and read user reviews atwww.welltrainedmind.com.

ArtofProblemSolving

TheArt of Problem Solvingmath program is a highly conceptual, discovery-oriented program. Rather than learning concepts and then practicing skills toreinforcethem,studentsarechallengedtosolveproblemsinorder tofindtheirwaytomastery;puzzlementisanimportantpartoftheprogram.Studentsworktheirwaythroughsetsofproblemsthatslowlyincreaseindifficultyinordertouncover a concept, and are then given an explanation of the concept itselfafterward.Thiswillsuitstudentswhoenjoyachallengeandwhoprefertofindtheirway

independently,butfrustrate thosewhoneeda littlemorespecificguidanceandleadingfromateacher.Forthosewhoselearningstylesuitstheprogram,AOPS

canleadtohighachievement.Diagnostic tests and samples are available at thepublisher’swebsite; online

classesusingthebooks,andonlineversionsofthetexts,arealsooffered.ArtofProblemSolvingmathematicscurriculum.Alpine,CA:AOPSPress.Prealgebra.RichardRusczyk,DavidPatrick,andRaviBoppana.Textandsolutions,$54.IntroductiontoAlgebra.RichardRusczyk.Textandsolutions,$59.AcompleteAlgebraIcoursewithsomeAlgebraIImaterialincluded.

IntroductiontoGeometry.RichardRuscyzk.Textandsolutions,$57.Basicgeometrycourse.

IntermediateAlgebra.RichardRuscyzk andMatthewCrawford.Text andsolutions,$64.AlgebraIIwithsomepre-calculustopics.

Precalculus.RichardRuscyzk.Textandsolutions,$53.Covers both pre-calculus and trigonometry; a one-year course. GivecreditforTrigonometry&Pre-Calculus.

Calculus.DavidPatrick.Textandsolutions,$49.Coversallmaterialneededfora1-creditcourseincalculus.Additionalelective:

IntroductiontoCounting&Probability.DavidPatrick.Textandsolutions,$42.Intermediate Counting & Probability. David Patrick. Text and solutions,$47.Completebothbooks toaward1credit.Thecourse iscalled“CountingandProbability”andfallsunderadvancedmathematics.

Math-U-See

In the upper levels, Math-U-See continues on with the workbook/video/manipulative combination previously used. The algebra sequence follows thestandard progression of pre-algebra, first-year algebra, geometry, second-yearalgebra,andtrigonometry.Each Universal Set is $151 and includes all manipulatives as well as

instructionalDVD,solutionmanual,studentworkbook,andtests.Studentswhohave used previous levels ofMath-U-Seemay already have themanipulativesandcansimplyordertheBaseSetforpre-algebraandalgebraIfor$79.

Placement tests, online samples, andmoreorderingoptions canbe found atthepublisher’swebsite.

Math-U-See.Lancaster,PA:Math-U-See,Inc.Pre-AlgebraUniversalSet($151)orBaseSet($79).AlgebraIUniversalSet($151)orBaseSet($79).GeometryUniversalSet.$81.AlgebraIIUniversalSet.$110.Pre-CalculusUniversalSet.$110.Includestrigonometry.

Calculus.CalculusStudentPack.$35.CalculusInstructionPack.$72.

Saxon

Theupper levelsofSaxoncontinuewith thesamecarefulproceduralapproachas theelementaryandmiddlegrades.Placement testscanbedownloadedfromthepublisher’swebsite.Supplementwithconceptualresourcesasnecessary.PreviouseditionsofSaxonmathhad“integratedgeometry”;ratherthanbeing

divided into the traditional American sequence of algebra I, geometry, andalgebraII, thethreebooks(AlgebraI,AlgebraII,andAdvancedMathematics)spreadalgebraicandgeometric topicsoutover threeyears.ThecurrenteditionfollowsthestandardAmericanpatterninstead.Ifyouareusinganolderversion,beawarethatallgeometrytopicswillnotbecovereduntil theendof thethirdyear,whichmay affect testing results (sincemostAmerican standardized testsassumeallgeometryhasbeencoveredinthesecondyear).Make sure you choose the kit with Solutions Manual; the regular

“Homeschool Kit” without Solutions Manual specified contains studentmaterialsonly.SaxonHomeschoolMathematics.Boston:HoughtonMifflinHarcourt.SaxonAlgebra1/2KitwithSolutionsManual,3rded..$120.60.Pre-algebra.

SaxonAlgebraIHomeschoolKitwithSolutionsManual,3rded.$129.20.SaxonHomeschoolGeometryKitwithSolutionsManual,1sted.$135.80.SaxonAlgebra2HomeschoolKitwithSolutionsManual,3rd.ed.$130.50.Saxon Advanced Math Homeschool Kit with Solutions Manual, 2nd ed.

$136.85.ThisisSaxon’strigonometryandpre-calculuscourse.

SaxonCalculusHomeschoolKitwithSolutionsManual,2nded.$146.90.

VideoText

Developed by mathematics teacher Tom Clark, VideoText takes a differentapproachtoalgebra.Thefirstcourse,Algebra:ACompleteCourse,coverspre-algebra, algebra I, and algebra II in a single course that stretches over 176lessons (and can take up to three years to complete), while Geometry: AComplete Course is 176 lessons covering geometry, trigonometry, and pre-calculus.Sincethegeometrycoursefollowsthealgebracourse,studentswillnotcomplete geometry topics normally taught after algebra I until later years ofstudy; this is a perfectly reasonable strategy but may affect test results(particularlySATscores)forstudentswhobeginthesequencelate.Youwill need to use another resource for calculus if the studentwishes to

continueon.VideoText,recommendedbythedeveloperofRightStartasagoodfollow-up

totheRightStartelementarycourse,ismastery-oriented(notspiral),andnicelyblends conceptual teaching with procedural practice. Students watch a DVDlesson, pausingwhen instructed to answer questions or complete assignments,andthenworkthroughpracticeproblems.Theprogramisparticularlywellsuitedtostudentswhoarereadytobeginpre-

algebra relatively early, giving them a good chance of getting through bothcourses before SAT testing begins. Students who do not wish to go on totrigonometrymaywanttosubstituteaseparategeometrycourse.Scope and sequence and further explanationsof themethod are available at

thepublisher’swebsite. Instructionalmaterials includeDVDs,workbook,printversion of DVD instruction, solutions manual, progress tests, and instructor’sguides; the publisher also offers an online version of the programwith variedpricingdependingonthenumberofstudentstakingpart.Algebra:ACompleteCourse.AlgebraModulesA-B-C.$279.AlgebraModulesD-E-F.$279.Geometry:ACompleteCoursewithTrigonometry.$529.

SupplementaryResourcesKhanAcademy.Founded by Salman Khan as a nonprofit educational organization, KhanAcademy offers “microlectures” in all elementary mathematical concepts,along with online exercises and practice problems. Use to learn or reviewspecific topics, or design a personalized instructional plan. Highlyrecommendedasasupplementtoanymathprogram.www.khanacademy.org.

Life of Fred. Reno, NV: Polka Dot Publishing. Order from the publisher.Entertainingmathsurveysthatencouragecriticalthinking.BeginningAlgebraExpandedEdition.$39.AdvancedAlgebraExpandedEdition.$39.GeometryExpandedEdition.$39.TrigonometryExpandedEdition.$39.Calculus.$39.CalculusAnswerKey.$6.Statistics$39.StatisticsAnswerKey.$6.

MathematicsEnhancementProgramA British version of a mathematics program developed in Hungary, MEPoffersfreeonlinepracticesheets,answers,andsometeacherhelps,alongwithnumber lines and number and shape cards.When followed sequentially, thelessons are spiral in approach. Download at the Centre for Innovation inMathematics Teaching. www.cimt.plymouth.ac.uk. Excellent resources forstatistics,furthercalculus,andotheradvancedmathtopics.

ThePracticeofStatistics:FortheAPExam,5thed.NewYork:W.H.Freeman,2014.$133.32.Canberentedorboughtused(orinanearlieredition)formuchless.Standardstatisticsanddataanalysistextbook.

Serra,Michael.Patty Paper Geometry. San Francisco, CA: Playing It Smart,2011.Adiscovery-oriented,handson,completelydifferentapproachtogeometry.

AdditionalReading

AlsoseethelistofrecommendedgeneralmathbooksinChapter6,pages120–121.

Harris, Michael. Mathematics Without Apologies: Portrait of a ProblematicVocation.Princeton,NJ:PrincetonUniversityPress,2015.Formature readers; a puremathematicianmuses about his research and theplaceitoccupiesintherealworld.

Huff,Darrell.How toLieWithStatistics, illus. IrvingGeis.NewYork:W.W.Norton,1993.Breezyexplorationofhownumberscanmislead.

Stewart,Ian.InPursuitoftheUnknown:17EquationsThatChangedtheWorld.NewYork:BasicBooks,2013.Greatdiscoveriesinmathematics.

________.ProfessorStewart’sCabinetofMathematicalCuriosities.NewYork:BasicBooks,2009.Puzzlesandoddities.

________.ProfessorStewart’sCasebookofMathematicalMysteries.NewYork:BasicBooks,2014.Curiositiesandconundrums.

________. Professor Stewart’s Hoard of Mathematical Treasures. New York:BasicBooks,2010.Games,riddles,paradoxes,andmore.

Zaccaro,Edward.The10ThingsAllFutureMathematiciansandScientistsMustKnow(ButAreRarelyTaught).Bellevue,IA:HickoryGrovePress,2003.Anexplorationoftheconnectionsbetweenmathsandreal-worldproblems.

Zaccaro,Edward,andDanielE.Zaccaro.ScammedByStatistics.Bellevue, IA:HickoryGrovePress,2010.Howdatacanbemanipulated,andhowtospotthescam.

29

PRINCIPLESANDLAWS:SCIENCE

Sciencewithoutconscienceisthedeathofthesoul.—FrançoisRabelais

SUBJECT:High-schoolscience(biology,astronomy,chemistry,physics)TIMEREQUIRED:4ormorehoursperweek

How does the classical approach to the study of science differ from sciencetaughtinschoolsacrossthecountry?Twodistinctive characteristics set rhetoric-stage science apart. First, science

studiesarerigorousandintellectuallydemanding,likeallclassicalsubjects.Thestudentisencouragedtostudyscienceforallfouryearsofhighschool,passingagainthroughsuchfieldsasbiology,astronomy,*chemistry,andphysics.She’llstudytheprinciplesandlawsofeachscience,finishinghighschoolwithasoundgraspoffoundationalscientificideas.Asinallstagesofclassicaleducation,shewill read and write about science as well as performing hands-on work andexperiments.Andshe’llbeencouragedtoexplorescienceresources,ratherthanfillinginworkbooksandansweringcomprehensionquestions.But rigorous science education can be found in any number of nonclassical

curricula. “Classical” science is further distinguished by its demand that thestudentdo science self-consciously—not simply learn about theworld, but askwhat the implications of each discoverymight be.What does this theory say

aboutmy existence?What does that principle imply about human beings andtheirplaceintheuniverse?Whataretheimplicationsforthehumanrace?As a whole, then, rhetoric-stage science is taught in the context of the

student’s broader study of ideas. The student isn’t merely learning abstractprinciples; she’s seeing how they fit into theGreatConversation she’s havingwiththegreatbooksoftheclassicalcurriculum.

ANOVERVIEWOFRHETORIC-STAGESCIENCE

Rhetoric-stagesciencestudyfallsintothreeparts.

1.The study of principles. Using texts and experiment books, the studentwilllearnthebasiclawsandprinciplesofeachscientificfield.

2. Source readings. Each year, the student will also investigate thedevelopmentofagivenscientificfieldandwillreadfromprimaryscientificsources—thereflectionsofcontemporaryscientistsontheworkbeingdonein their ownday.This gives historical perspective to the studyof scienceanditsongoingdebates.

3. Joining the Great Conversation. Each year, the science student willcomplete a project and/or write a paper illuminating the history anddevelopmentofsomenewtechnologyorknowledge.Thispapershouldbecenteredaroundthefieldbeingstudied.Thebiologystudent, forexample,couldwriteonthechangingideasaboutorigins,investigatetheproblemsofextinction or the rise of new diseases or the development of antibiotic-resistantpathogens.Theastronomystudentcouldwriteaboutthechangingparadigmsoftheuniverse—theearth’smovefromthecenteroftheuniverseto its edge—and the effect this shift had on our view of ourselves. Thechemistrystudentcouldresearchthedevelopmentofvarioustypesoffuelsandhow theyhavechanged the landscapeofworkanddaily life.Physicsstudentscouldchooseanytwentieth-century technology,fromthesplittingoftheatomtothedevelopmentoftheInternet,andwriteaboutbothitspasthistoryanditspossiblefuture.

WHATTOSTUDY,ANDWHEN

In previous editions of The Well-Trained Mind, we suggested studying thesciencesinrelationshiptohistory:biologyalongwithancienthistory,astronomyduringmedievalandearlyRenaissancehistory,chemistryandphysicswithearlymodernandmodernhistoryrespectively.This pairs each science with the era during which its greatest technical

advances weremade. However, the link isn’t strong enough to rule out otherschemes: ayear spenton technologyandengineering, for example,or two (ormore)yearsspentononefieldofscienceinordertogainadeeperexpertise.Youshouldfeelfreetoevolveyourownschemeofstudy,usingtheseparameters:

1.Awardatleast3high-schoolsciencecredits;4isbetter.2.Atleasttwoofyoursciencesshouldhavealabcomponent;threeisbetter(and you should check both your standards, and the expectations of anyuniversity thatyour studentmightbecontemplating; stateuniversitiescanbeinflexibleintheirprerequisites).

3.Atleasttwodifferentfieldsofscienceshouldbestudied(so,forexample,astudentmightchoosetodoIntroductiontoBiologyoneyear,followedbyanadvanced biology course the following year, but the third year shouldchoosechemistry,physics,astronomy,oratechnologicalfieldinstead).

4.Rememberthatphysicalscience(asopposedtophysics)andearthscienceare not considered high-school courses; these will be questioned if youinclude them on the transcript. Geology and technology courses are lesscommon, but still acceptable if pursued at a high-school level. Computerscience(oddlyenough)isonlyacceptedasalegitimatescienceelectiveinabouthalfoftheUnitedStates;asofthiswriting,it’ssafesttouseitasyourfourthsciencecreditratherthanasoneofthecorethree.

5.Delayphysicsuntillastsothatthestudenthasenoughadvancedmathtodothenecessarycalculations.

HOWTODOIT

As in the previous two stages, we suggest using a notebook to organize thestudent’s work. Each notebook should have three sections: Principles, SourceReadings,andProjectNotes.

TheStudyofPrinciples

By“Principles,”wesimplymean:theorganizedcontentofeachscientificfield.Unlike history and literature, high-school sciences need to be studied in a

particularorder:inchemistry,you’vegottolearnthemakeupofanatombeforeyoulearnaboutatomicbonding;inbiology,youhavetounderstandthestructureofacellbeforeyoucaninvestigatehowparticularcellsfunction.Inotherwords,science combines aspects of skill mastery with content learning (see thedistinctionwedraw inChapter 2.Sowe recommendworking through awell-donetextbook,withaccompanyingexercises,assignments,andexperiments,asthespineofhigh-schoolscience.IntheResourcesattheendofthischapter,we’verecommendedanumberof

highly regardedscience textbooks thathomeeducatingparentshaveusedwithsuccess. Also consider online classes (see our updated list atwelltrainedmind.com).Don’t forget that somepublic school systemswill opentheir science classes to home educators; and junior and senior high-schoolstudentsmayalsobeabletomakeuseof localcommunitycollegeclasses(seeChapter45formore).Dependingonthetextbook,course,andsubject,thestudent’sworkwillvary.

Butkeepall importantassignmentsandcompletedwork filed in thePrinciplessectionofthesciencenotebook.

SourceReadings

The student should begin to explore the development of scientific thought byspending some time investigating the historical development of life science,astronomy,chemistry,physics,andtechnologyandbyreadingselectedoriginalworksofscience(orexcerptsfromthem).Thisstudypromotescriticalthought;the student learns to view science not as an unerring oracle, but as a humanendeavor, limited by time and culture.The reading of sourceworks each yearmakessciencehuman.Suggestedsourcereadingsmightinclude

BiologyHippocrates,OnAirs,Waters,andPlaces(c.420B.C.)Aristotle,HistoryofAnimals(c.330B.C.)WilliamHarvey,DeMotuCordis(1628)ComtedeBuffon,NaturalHistory:GeneralandParticular(1749–1788)Jean-BaptisteLamarck,ZoologicalPhilosophy(1809)

CharlesDarwin,OntheOriginofSpecies(1859)GregorMendel,ExperimentsinPlantHybridization(1865)RachelCarson,SilentSpring(1962)DesmondMorris,TheNakedApe(1967)JamesD.Watson,TheDoubleHelix(1968)RichardDawkins,TheSelfishGene(1976)E.O.Wilson,OnHumanNature(1978)JamesLovelock,Gaia(1979)StephenJayGould,TheMismeasureofMan(1981)ErwinSchrödinger,WhatIsLife?(1944)WalterAlvarez,T.RexandtheCraterofDoom(1997)RayKurzweil,TheSingularityIsNear:WhenHumansTranscendBiology(2005)

ChemistryRobertBoyle,TheScepticalChemist(1661)RobertHooke,Micrographia(1665)DmitriMendeleev,“ThePeriodicTable”(firstdraft,1869)ErwinSchrödinger,WhatIsLife?(1944)

AstronomyPtolemy,Almagest(c.A.D.150)NicolausCopernicus,Commentariolus(1514)GalileoGalilei,DialogueConcerningtheTwoChiefWorldSystems(1632)EdwinHubble,TheRealmsoftheNebulae(1937)FredHoyle,TheNatureoftheUniverse(1950)StevenWeinberg,TheFirstThreeMinutes:AModernViewoftheOriginoftheUniverse(1977)

RobertJastrow,RedGiantsandWhiteDwarfs(1980)StephenHawking,ABriefHistoryofTime(1988)

GeologyJamesHutton,TheoryoftheEarth(1785)GeorgesCuvier,“PreliminaryDiscourse”(1812)CharlesLyell,PrinciplesofGeology(1830)ArthurHolmes,TheAgeoftheEarth(1913)AlfredWegener,TheOriginofContinentsandOceans(1915)WalterAlvarez,T.RexandtheCraterofDoom(1997)

PhysicsAristotle,Physics(c.330B.C.)Lucretius,OntheNatureofThings(c.60B.C.)IsaacNewton,“Rules”and“GeneralScholium”fromPhilosophiaeNaturalisPrincipiaMathematica(1687/1713/1726)

AlbertEinstein,Relativity:TheSpecialandGeneralTheory(1916)MaxPlanck,“TheOriginandDevelopmentoftheQuantumTheory”(1922)ErwinSchrödinger,WhatIsLife?(1944)EdwinHubble,TheRealmsoftheNebulae(1937)FredHoyle,TheNatureoftheUniverse(1950)StevenWeinberg,TheFirstThreeMinutes:AModernViewoftheOriginoftheUniverse(1977)

JamesGleick,Chaos(1987)StephenHawking,ABriefHistoryofTime(1988)PaulDavies,TheNewPhysics(1989)

Technologyandcomputerscienceareyoungsciences,notyetmatureenoughtohave spawned classicswritten by practicing scientists, but the following titleswouldcertainlywidenanddeepen study.Someare college level, but certainlyaccessible to good readers; some are written by scientists, others by culturalcritics;someareutopian,othersdeeplypessimistic.ThislistwillcertainlyseemdatedbeforethenexteditionofTheWell-TrainedMind,butmaypointyouinthedirectionofothertitles.

JacquesEllul,TheTechnologicalSociety(1964)LewisMumford,TechnicsandHumanDevelopment:TheMythoftheMachine,VolumeOne(1967)

NeilPostman,Technopoly(1992)KirkpatrickSale,RebelsAgainsttheFuture:TheLudditesandTheirWarontheIndustrialRevolution:LessonsfortheComputerAge(1995)

MarkSlouka,WaroftheWorlds:CyberspaceandtheHigh-TechAssaultonReality(1995)

RayKurzweil,TheAgeofSpiritualMachines:WhenComputersExceedHumanIntelligence(1999)

NeilPostman,AmusingOurselvestoDeath:DiscourseintheAgeofShowBusiness(2005)

FreemanDyson,TheScientistasRebel(2006)

NicholasCarr,TheShallows:WhattheInternetIsDoingtoOurBrains(2010)CliveThompson,SmarterThanYouThink:HowTechnologyIsChangingOurMindsfortheBetter(2013)

StevenKotlerandPeterH.Diamandis,Abundance:TheFutureIsBetterThanYouThink(2014)

MartinFord,RiseoftheRobots:TechnologyandtheThreatofaJoblessFuture(2015)

Howshouldthesebooksbeused?First:beforebeginningeachyear’sPrimarySourcereading,thestudentshould

readabriefhistoryofthefieldofstudy(biology,physics,etc.).Short,accessibleresourcesarerecommendedattheendofthischapter.Second,whilereadingeachtext,thestudentshouldkeepnotes(asintheGreat

Booksreadings)ofthemajorpoints;whenfinished,heshouldwriteabrief(two-page)summaryofthecontentorargumentinthetext(oratleasttheexcerptheread).Third,thisbriefsummaryshouldbeplacedinthePrimarySourcessectionof

thesciencenotebook.

TheGreatConversation

Each year, the student should undertake a project that investigates somescientificdiscovery,naturalphenomenonandhumanresponse,ortechnologicalinnovation.Thisprojectshouldexaminethepresentformof thetopic,butalsotraceitshistoricaldevelopmentandmentionanyethicalissuesraised.Abiologypaperoninfectiousdisease,forexample,mightbeginwiththeBlackDeathandprogressthroughthe1917influenzaepidemic,thediscoveryofantibiotics,andthe development of antibiotic-resistant “superbugs.” The student should thenconcludebyasking:Whatoveralleffecthastheuseofantibioticshadonthewaragainstdisease?Whatdefensesagainstthesuperbugsremain?Don’texpectthestudenttosolvethesedilemmas;doencouragehimtoconsiderthem.InThe End of Education, Neil Postman suggests that any student who has

trulystudiedscienceandtechnologywillconsidercertainquestions,including:

1.Anytechnologyoffersbothadvantagesanddisadvantages.Whatarethey?2. These advantages and disadvantages aren’t evenly spread throughout thepopulation;somewillbenefit,otherswillbeinjured.Whoarethey?

3.Alltechnologiescomecompletewithaphilosophyaboutwhatisimportantabout human life and what is unimportant. What parts of life does thetechnologyexalt?Whatpartsdoesitignore?

4.Every technology competeswith an old technology for time,money, andattention.Whattechnologyisbeingreplacedorsqueezedout?

5.Everytechnologyfavorsacertaintypeofintellectualexpression,acertaintype of emotional expression, a certain type of political system, a certaintypeofsensoryexperience.Whatarethese?†

Thesequestionswillserveasthoughtstartersforthestudentasheconsiderstopics.Postmanfurtherproposesthefollowingassignment:

Chooseonepre-twentieth century technology—for example, the alphabet,the printing press, the telegraph, the factory—and indicatewhatwere themain intellectual, social, political, and economic advantages of thetechnology,andwhy.Thenindicatewhatwerethemainintellectual,social,political,andeconomicdisadvantagesofthetechnology,andwhy.‡

The same question could be asked of any twentieth or twenty-first centuryscientificadvance.Thisproject shouldconcludewithawrittencomponent; it could range from

four to fifteen pages, depending on the student’s interests, writing style, andtopic.(SeethewritingresourcesrecommendedinChapters25and26forguidestothissortofwrittenreport.)

SUGGESTEDSCHEDULES

Howmuchtimeshould thestudentspendoninvestigatingsourcereadingsandworkingontheyearlyproject?Youhaveagreatdealofflexibilitytoplanouttheyear.Ahumanities-oriented

studentmightchoosetospendsixtoeightweeksoftheyearreadingfourorfiveprimarysourcesandanotherthreeweeksresearchingtheyear’sproject;aslongasshealsocompletesthesciencetextbook,thisisfine.AmoreSTEM-orientedstudentmightonlyreadoneortwoprimarysources,butmightdoamuchmoreextensive project with a complex experimental element to it; this couldmeantwo to three totalweeksspentonprimarysources,butasmuchassix toeight

weeks on the project. A student who is working hard to master the basicprinciplesofascientificfieldmightneedtospendalmostallofhertimeonthetextbookandassignments,perhapsonlydevotingaweekortwoeachtoprimarysourcesandtheproject.By the rhetoric stage, flexibility becomes vital; students differ sowidely in

theirinterestsandstrengthsthatit’simpossibletolaydownahardandfastrule.Just keep in mind those three elements of the classical approach to science:principles and laws; primary source readings; and original investigation intosomescientificortechnologicaladvance.Trytoplanouttheyeartoinvolveallthree.At the beginning of each year, make a tentative plan: How many of the

primarysourcereadingswill thestudentplan to tackle?Willshereadexcerpts(usuallybestforthelongerandmoredetailedworks)orentirebooks?Whenwillshedothisreading?WillyouintegratethereadingandwritingintoherhistoryandGreatBooksstudyorwillitstandalone?Bewillingtorevisethisplanastheyeargoeson.Then, encourage the student tokeepa running listof (1)questions thatpop

intohermindassheworksthroughhersciencetextbook,and(2)discoveriesorinventionsthatshefindsparticularlyfascinating.InJanuary,gothroughthislisttogether. Does anything on the list bear further investigation as a possiblescienceproject?Her logic-stage science studyandherwork in rhetoric shouldhaveequippedhertobegintocarryoutresearch;alsoseetheResourcesat theendofthischapterforfurthersuggestions.Theprojectandexperimentresourceswesuggestmayhelpspuryourstudent’simagination.Mark out three to four weeks at the end of the year for her to finish and

documentherresearchproject.

Grades9–12 Spend5ormorehoursperweekonscience.Overthecourseoftheyear,incorporatetwoormoreprimarysourcereadingsandoneresearchproject(withawrittencomponentoffourormorepages)intosciencestudy.

HOWTOPUTITONTHETRANSCRIPT

Course Nameofclassontranscript Area CreditFirstyearofscience[e.g.,Biology]

[Nameofscience,e.g.,biology]

Naturalscience

1

Firstyearofscience[e.g.,BiologywithLab]

[Nameofsciencepluslab,e.g.,biologypluslabcomponent]

Naturalscience

1

Secondyearofsamescience[e.g.,AdvancedBiology]

[Nameofscienceplusadvanced,e.g.,AdvancedBiology]

Naturalscience

1

Secondyearofsamescience[e.g.,BiologywithLab]

[Nameofscienceplusadvanced,e.g.,AdvancedBiologypluslabcomponent]

Naturalscience

1

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Rememberthatadditionalcurriculachoicesandmorecanbefoundatwww.welltrainedmind.com.Priceschangeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.Note: The basic texts listed below are just a few of the available standard

guides to each field of science. For additional texts, online classes, andmoreoptions,visitwelltrainedmind.com.Science textsproduced forclassroomsareexcruciatinglyexpensive.Youcan

rent,buyused,orlookforpreviouseditionsofanyrecommendedsciencetexts;the changes between editions are generallyminor, although youwill not haveaccesstothemostcurrentonlinesupplements.Forlinkstothemostrecentversionsofthetext/onlinesupportpackageslisted

below,visitourwebsite.

ReferenceMaterialsforAllFourYears

Bauer,SusanWise.TheStoryofWesternScience:FromtheWritingsofAristotletotheBigBangTheory.NewYork:W.W.Norton,2015.$26.95. Brief, readable histories of the development of life sciences,chemistry, physics, and geology from ancient times until the present, alongwithhelpfulsummariesofmostoftheGreatBooksonthelistinthischapter,

recommended translations and editions, and links to the most importantexcerpts of the longer works. Will greatly simplify the student’s work insourcereadings.

BrockMagiscope.Maitland,FL:BrockOptical,Inc.$179andup.OrderfromBrock.Toviewmoreoptionsandlinkstoadditionallabequipmentvisitwelltrainedmind.com.

Bynum,William.ALittleHistoryofScience.NewHaven,CT:YaleUniversityPress,2013.$15.Averyentertainingandaccessibleguidetothedevelopmentofscience,fromtheearliestmathematiciansuntiltoday.

Gribbin,John.TheScientists:AHistoryofScienceToldThroughtheLivesofItsGreatestInventors.NewYork:RandomHouse,2004.$17.95. A biographical history of science, with plenty of additional detail;lookupeachauthorofasciencesourcetolearnmoreaboutthescientist,thebookitself,andtheinventionsordiscoverieschronicled.

Harland, Darci J. STEM Student Research Handbook. Arlington, VA: NSTAPress,2011.$30.95.Avaluableguideforfindingandfocusingresearchtopics,researchingand testing, and writing up results. Particularly useful for STEM-focusedstudents;helpfulforresearchtopicsthataremoreexperiment-based.

Lightman,Alan.TheDiscoveries:GreatBreakthroughsin20thCenturyScience(includingtheoriginalpapers).NewYork:Vintage,2006.$21.Awonderfulresourcechroniclingtwenty-five“breakthroughs”inscience(for example, the discovery of hormones, the formulation of the theory ofspecial relativity, the first uses of antibiotics, nuclear fission) and includingoriginal letters, articles, andwritings from the scientists involved.Excellentforgeneratingprojectresearchideas.

Science:TheDefinitiveVisualGuide.NewYork:DKPublishing,2011.$24.95.Ageneral science encyclopediaorganizedchronologically;useful toplaceandunderstanddiscoveries,inventions,andscientists.

Biology

BasicTextsMiller&LevineBiologyCurriculum.Boston:PearsonEducation.Thiswidelyusedbiologytextbookhasanengagingnarrativestyleandcoversthe full range of high-school topics: cells, evolution, plants, chordates,ecology,genetics,microorganisms,invertebrates,andthehumanbody.Copiescanbepurchasedused,but ifyoubuynewfromPearsonEducationyoucanalsogainaccesstoonlinehelps.Youwillneed:On-levelStudentEditionwithDigitalCoursewareStudentLicense.$93.47.On-levelTeacher’sEdition.$109.97.StudyWorkbookAStudentEdition.$11.47.StudyWorkbookATeacherEdition.$27.97.LaboratoryManualAStudentEdition.$14.47.LaboratoryManualATeacherEdition.$27.97.Therearealso“B”levelslisted,butthisisthesamematerialsimplified.Labmaterialsmaybepurchased fromCarolinaBiologicalSupplyor

HomeScienceTools.Completing theLaboratoryManualallowsyou toawardalaboratorysciencecredit.

CampbellEssentialBiology.SanFrancisco,CA:BenjaminCummings.This biology text pays more attention to biochemistry and genetics, littleattentiontotheanimalandplantkingdoms.BenjaminCummingsisanimprintofPearsonEducation,andEssentialBiologycanbepurchasedfromPearson.Youwillneed:Campbell Essential Biology, 6th ed., packaged with Mastering BiologyVirtualLabFullSuite.$205.53.Thisprovidesthestudenttextandfullonlineaccesstoassessments, labassignments,andmore.

CampbellBiology:Concepts&Connections.SanFrancisco,CA:BenjaminCummings.Concepts & Connections has a lighter emphasis on biochemistry andmuchmorefocusontheplantandanimalkingdoms(almosthalfthetextison“Animals:FormandFunction”and“Plants:FormandFunction”).Youwillneed:CampbellBiology:Concepts&ConnectionsPlusMasteringBiology

witheText:AccessCardPackage,8thed.$226.13.Thisincludesaccesstothevirtuallabandonlineresources.

HoltMcDougalBiology.Orlando,FL:HoltMcDougal,2012.This is a standard and very user-friendly biology text, widely availablesecondhand.BecauseitispublishedbyHoughtonMifflinHarcourt,whichhasthemostuser-hostilewebsiteofanymajorpublisher,itisalmostimpossibletofindthecorrectedition.Lookforsecondhandcopiesofthestudentandteacheredition; youwill need to devise your own labs and experiments in order togivealabcredit.HoltMcDougalBiologyStudentEdition.$97.85.HoltMcDougalBiologyTeacherEdition.$135.95.

SupplementaryResourcesEyewitnessBooks.NewYork:DorlingKindersley.$16.99each.DesignedbyDorlingKindersley,thesearemuseumsinabook—photos,referencetext,definitions,allbeautifullydone.Burnie,David,andPeterChadwick.Bird(2000).________.Tree(2015).Parker,Steve,andPhilipDowell.PondandRiver(2011).________.Skeleton(2004).Whalley,Paul,etal.ButterflyandMoth(2000).

Gardner, Robert. Genetics and Evolution Science Fair Projects. BerkeleyHeights,NJ:Enslow,2013.$10.95fortheKindleversion.

Hershey,DavidR.PlantBiologyScienceProjects.NewYork:JohnWiley,1995.$21.

Kapit, Wynn, and Lawrence M. Elson. Anatomy Coloring Book. 4th ed.Paramus,NJ:PearsonEducation,2013.$21.80. Even more detailed than the Gray’s Anatomy coloring book (seebelow). Covers, in 400 pages, all major body systems. Revised to includeinformationonAIDS.

Pollock,Steve.Eyewitness:Ecology.NewYork:DorlingKindersley,2005.$15.99.Thisisaparticularlygoodguideforstudentstryingtocomeupwithpapertopics.Examinescauseandeffectinthenaturalworld.

Rainis,KennethG.CellandMicrobeScienceFairProjects.BerkeleyHeights,NJ:Enslow,2013.$10.95fortheKindleversion.

Stark, Fred. Start Exploring Gray’s Anatomy: A Fact-Filled Coloring Book.Philadelphia,PA:RunningPress,2011.$12.95.Detaileddrawingstocolor,withdescriptionsfromtheclassicanatomytext.

VanCleave,Janice.JaniceVanCleave’sA+ProjectsinBiology.NewYork:JohnWiley,1993.$12.95.

Walker, Pam, and Elaine Wood. Ecosystem Science Fair Projects. BerkeleyHeights,NJ:Enslow,2005.$26.60.

Astronomy

BasicTextChaisson, Eric, and Steve McMillan. Astronomy: The Universe at a Glance.Boston:Pearson,2016.Excellent standard astronomy text. Astronomy changes quickly; the currenteditionisthe7thedition,butlookforthemostrecent.Youcanbuythestand-alonetext,Astronomy:TheUniverseataGlance.$84.20.butwesuggestadding:Astronomy:TheUniverseataGlancePlusMasteringAstronomywitheText—AccessCardPackage.$91.53.

SupplementaryResourcesLippincott, Kristen. Eyewitness: Astronomy. New York: Dorling Kindersley,

2013.$16.99.Reviewsthehistoryofastronomyalongwithrecentdiscoveries.

Moche,DinahL.Astronomy:ASelf-TeachingGuide.NewYork:Wiley,2014.$21.95.Orderthroughabookstoreoronlinebookseller.

Ridpath, Ian, and Wil Tirion. Stars and Planets: Princeton Field Guides.Princeton,NJ:PrincetonUniversityPress,2008.$19.95.Photos,diagrams,andlotsofinformation.

VanCleave, Janice. Janice VanCleave’s A+ Projects in Astronomy. New York:JohnWiley,2001.$12.95.

Geology

BasicTexts

GlencoeEarthScience:Geology,theEnvironment,andtheUniverse.NewYork:McGrawHillEducation.Accessiblegeologytext,slightlylowerlevelthanthePrenticeHalltextbelow.StudentEdition(2013).$84.LabManual,StudentEdition(2013).$8.13.TeacherEdition(2013).$113.97.LabManual,TeacherEdition(2013).$28.59.

Earth:AnIntroductiontoPhysicalGeology.UpperSaddleRiver,NJ:Prentice-Hall.Colorful, well-written text covering all major geology topics. Buy fromPearsonLearninginordertoaccessonlinetools.Earth:An Introduction toPhysicalGeologyPlusMasteringGeologywitheText:AccessCardPackage,11thed.$176.33.

SupplementaryResources

Gardner, Robert. Planet Earth Science Fair Projects. Berkeley Heights, NJ:

Enslow,2005.$27.94.

Wilkerson, M. Scott, M. Beth Wilkerson, and Stephen Marshak. GeotoursWorkbook:AGuideforExploringGeologyandCreatingProjectsUsingGoogleEarth.NewYork:W.W.Norton,2011.$26.75.Nineteenvirtualfieldtripsexploringgeology,alongwithinstructionsforstudentstocreatetheirownvirtualtours.

Chemistry

BasicTextsChemistry:ConceptsandApplications.NewYork:McGrawHillEducation.Accessible conceptual chemistry text, slightly lower level than the PrenticeHalltextbelow.StudentEdition(2014).$90.LabManual,StudentEdition(2009).$8.13.TeacherEdition(2014).$111.99.LabManual,TeacherEdition(2009).$28.59.

Suchocki, John A.Conceptual Chemistry. Upper Saddle River, NJ: Prentice-Hall.Excellent introduction to chemistry, originally designed for non-chemistry-major college students. Purchase fromAmazon (as of thiswriting, Pearson,Prentice-Hall’sparentcompany,willnotsellthisbooktoindividuals).Canberentedorpurchasedusedforless.ConceptualChemistry,5thed.(2013).$156.32.LaboratoryManualforConceptualChemistry(2013).$39.38.

SupplementaryResourcesCHEMC3000ChemistryKit.Portsmouth,RI:Thames&Kosmos.$249.95. Order from Thames & Kosmos; the company makes two lower-pricedsetsaswell,butthisonecontainsallnecessaryhigh-schoolmaterials.

ElementO.

$34.95.OrderfromRainbowResourceCenter. In thisMonopoly-typegame,players collect elements and pay each other with proton and neutroncertificates.KeeptrackwiththePeriodicTableofElementsinthemiddleoftheboard.Agreatwaytomemorizethebasicpropertiesofchemistry.

Gardner,Robert,andBarbaraGardnerConklin.OrganicChemistryScienceFairProjects,RevisedandExpandedUsingtheScientificMethod.BerkeleyHeights,NJ:Enslow,2013.$9.49fortheKindleversion.

Goodstein,MadeleineP.PlasticsandPolymersScienceFairProjects.BerkeleyHeights,NJ:Enslow,2010.$10.95fortheKindleversion.

Herr, Norman, and James Cunningham. Hands-On Chemistry Activities withRealLifeApplications.NewYork:Jossey-Bass,1999.$32.95.

Houk, Clifford C., and Richard Post. Chemistry: Concepts and Problems—ASelf-TeachingGuide.2nded,NewYork:Wiley,1996.$21.95.

PeriodicTableofElementsChartlet.$2.49.OrderfromRainbowResourceCenter.A17×22-inchreferencechartofthetableofelements.

Trombley,Linda,andThomasG.Cohn.MasteringthePeriodicTable:ExercisesontheElements.Portland,ME:J.WestonWalch,2000.$24.OrderfromJ.WestonWalchorfromRainbowResourceCenter.

VanCleave, Janice. Janice VanCleave’s A+ Projects in Chemistry. New York:JohnWiley,1993.$14.95.

Physics

BasicTexts

SaxonPhysicsHomeschoolKitwithSolutionsManual,1sted.$131.10. Includes student textbook, solutions manual, tests, worksheets.Math-intensiveapproachtophysics.

Hewitt,Paul.ConceptualPhysics.Reading,MA:AddisonWesley.A well-regarded physics text that requires less technical mathematicalknowledge. Purchase from Amazon (as of this writing, Pearson, AddisonWesley’sparentcompany,willnotsellthisbooktoindividuals).Canberentedorpurchasedusedforless.ConceptualPhysics,12thed.(2014).$156.32.Laboratory Manual: Activities, Experiments, Tech Labs: ConceptualPhysics,12thed.(2013).$51.95.ProblemSolvingforConceptualPhysics,12thed.(2013).$53.78.

SupplementaryResourcesCunningham,James,andNormanHerr.Hands-OnPhysicsActivitieswithReal-LifeApplications:Easy-to-UseLabsandDemonstrationsforGrades8–12.NewYork:Jossey-Bass,1994.$34.95.Orderfromanybookstore.

Gardner, Robert. Electricity and Magnetism Science Fair Projects. BerkeleyHeights,NJ:Enslow,2010.$35.94.Orderfromanybookstore.

________. Forces and Motion Science Fair Projects. Berkeley Heights, NJ:Enslow,2010.$35.94.Orderfromanybookstore.

________.Light, Sound, andWaves Science Fair Projects. Berkeley Heights,NJ:Enslow,2010.$35.94.Orderfromanybookstore.

________. Science Fair Projects About the Properties of Matter. BerkeleyHeights,NJ:Enslow,2004.$27.94.Orderfromanybookstore.

Kuhn,KarlF.BasicPhysics:ASelf-TeachingGuide,2nded.NewYork:Wiley,

1996.$22.95.Orderthroughanybookstoreoronlinebookseller.

PhysicsProjectsKits.Riverside,NY:EducationalDesigns.$11–$12 each. Order fromRainbowResource Center. Each kit is completewithallmaterials.CrystalRadio.Aworkingcrystalradio.

ElectricBell.Buildabell-buzzer-telegraph.

ElectricMotor.Electro-Magnetix.Electromagneticmotortobuild.

TechnologyandComputerScience

Becausethesefieldsareevolvingsoquickly,youcanfindbothbasictextsandsupplementaryresourcesatwelltrainedmind.com.

* In high school, earth science gives way to a more intensive study ofastronomy.

†NeilPostman,TheEndofEducation:RedefiningtheValueofSchool (NewYork:Knopf,1995),pp.192–93.Forafullexplanationthatwillhelpbothyouand the student think through these issues, we highly recommend readingPostman’sessayonthenecessityof“technologicaleducation.”

‡Ibid.,p.193.

30

LEARNINGOTHERWORLDS:FOREIGNLANGUAGES

We are greatly helped to develop objectivity of taste if we canappreciatetheworkofforeignauthors,livinginthesameworldasourselves, and expressing their vision of it in another greatlanguage.

—T.S.Eliot

SUBJECT:ClassicalandmodernlanguagesTIMEREQUIRED:3to6hoursperweek

Whenitcomestorhetoric-stageforeign-languagestudy,youhavetwogoals.Oneistofulfillthestandardcollege-prephigh-schoolrequirement—atleasttwoconsecutive years of a foreign language, studied during the high-school years(grades 9–12).* Students who have followed our suggested middle-gradeprogramwill be in good shape.Two additional years of high-school languagestudyshouldleadtoatleastbasicconversationalfluency,aswellastheabilitytoreadpopular-levelforeign-languageliterature.Thistwo-yearrequirementisaminimum.Theclassicallyeducatedstudenthas

other purposes in mind: ideally, the mastery of one foreign language (theequivalent of four years of study, resulting in the ability to read literature

fluently),andthebeginningstudyatthehigh-schoollevel(twoyears)ofanother.OneoftheselanguagesshouldbeancientGreekorLatin,whiletheothershouldbeamodernspokenlanguage.Whythismoreambitiousprogram?Duringtherhetoricstage,thestudentiscontinuallydealingwithwords—how

theyshouldbeputtogether,howtheyexpressemotionsandideas,howtheycanbe arranged for greatest effect. Study of two foreign languages teaches thestudent howwriters from other cultures, thinking in differentways, dealwithwords.Thisexpandsthestudent’sgraspoflanguage,raisingquestionsabouttherelationshipbetweenlanguageandthought.In his 1892 essay “The Present Requirements for Admission to Harvard

College,” JamesJayGreenoughpointedout that reading ina foreign languageforces thestudent to lookateach thought fromtwopointsofview: thatof theoriginallanguageandthatoftheEnglishtranslationheisproducing.Thisgivesthe student “a clearer conceptionof the thought thanhe couldpossiblyget bylooking at it from the English side only. . . . He grows accustomed to clearthinking,andthereforeexpresseshisownthoughtsmoreclearlybothinspeechand in writing.” Language study, in other words, is central to the skills ofexpressionbeingworkedonduringtherhetoricstage.Let’s be realistic:most STEM studentswon’tmanage to study two foreign

languages during high school, since so much time and energy is going intoadvancedmathsstudy.Butmathematics is itsownsortof foreign language—amode of expression that uses its own particular vocabulary and syntax todescribe and talk about theworld.Adding at least onemore foreign language(ideally, to the point of fluency) to high-level mathematics achievementaccomplishes the same goal: clear expression of thought in more than onelanguage.

WHICHLANGUAGES?

For the four-year language requirement, we suggest that most students keepstudying Latin, completing the equivalent of Latin IV during the high-schoolyears. The studentwho truly loathes Latin could be permitted to drop it aftercompletingLatinII,butheshouldplanonstudyingamodernforeignlanguagethroughthefourth-yearlevel.ThemodernlanguageresourceslistedinChapter19 only take you through second-year studies. As you continue, you should

chooseatutor,acommunitycollege,abeginninguniversitycourse,oranonlinecourseforthethirdandfourthlevelsofstudy.ThestudentwithastronginterestintheclassicscouldsubstituteGreekIand

GreekIIforamodernforeignlanguage,whilecontinuingwiththestudyofLatinthroughLatinIV.Since the study of modern languages was begun in the middle grades, the

rhetoric-stagestudentwhoapplieshimself foranadditional twoyearsofhigh-schoolstudywillprogressmuchfurtherthanstudentswhocomeintohighschoolunprepared.Asmentionedbefore,westronglyrecommendthestudyofSpanishforthemodernforeign-languagerequirement;French,Italian,German,Russian,Japanese, Chinese, andHebrew are also possibilities. T. S. Eliot, in his essay“TheMan ofLetters,” suggests that scholarswith “very exceptional linguisticability”will benefit from studying a language that is “more remote” fromourown.HementionsHebrewandChinese,butJapanese,Korean,orArabic(and,toalesserdegree,Russian)wouldhavethesameeffect.

AncientLanguages

StudentswhohavenotyetbegunLatincanstartnowwithLatinI;studentswhohave been studying since the grammar or logic stage should continue into thehigherlevelsofreadingLatinliterature.Youshouldnotgivehigh-schoolcreditforlanguagestudybeforeninthgrade.Fairlyornot,it’sassumedthatlanguagesdoneinmiddleschoolwerestudiedatalowerlevel,unlessyoucandemonstratethroughanoutsideevaluation(anAP,SATII,orCLEPexam,forexample)thattheachievementwasathigh-school level.ButputtingLatin IIIorLatin IVonthetranscriptwillpointoutthestudent’sadvancedknowledge.Greek(eitherclassicalorKoine)orbiblicalHebrewcanbeaddedasasecond

language, but at least two years of a modern foreign language are stronglyrecommended.

ModernLanguages

Ifyouhaven’tyetbegunamodernforeignlanguage,consideroneofthecoursesdescribed in Chapter 19. If the student has already finished both levels of amodern language course in the middle grades, she has two options: learn asecondmodernlanguageinhighschool(shewillneedtohavethosetwohigh-

schoolyearsforthesakeofcollegeadmissions)orshecancontinuetostudythelanguageshehasbeenlearningfortwoadditionalyears.For the latter option, you’ll need to “outsource”—find a teacher or class.

Modern foreign-language literature should be read with a teacher who’senthusiastic and knowledgeable about both the culture and the language. Youmay be able to locate a tutorwhowould bewilling to do a two-year readingcoursewithastudentwho’salreadyhadthelanguagebasics—trythelanguagedepartment of your local college or call a good private school and ask foroptions. Or you can enroll your high-school student in a class at your localuniversityorcommunitycollege(seeChapter45forconcurrentenrollment).Wesuggestthatyouandyourchildtalktotheinstructor,whowillwanttoevaluatethe student’s readiness. In most cases, two years of high-school study isconsidered the equivalent of one year of college study, so a student who hasfinishedtwoyearsofFrenchorSpanishwillprobablybeplacedinasecond-yearclass.Afterthistwo-semesterclass,thestudentwilladvancetoaliteratureclass.Thesetwoyearsofcollegestudy(FrenchIIandFrenchliterature,SpanishIIandSpanishliterature,andsoforth)are theequivalentoffourhigh-schoolyearsofstudy(FrenchI–IV,SpanishI–IV,andsoon).

PLANNINGTHEPROGRESSION

Thebasicgoaloflanguagestudyingrades9through12is

■twoyearsofstudyinonelanguage(whichcompletesthelearningofbasicgrammarandconversationalvocabulary)

Theadvancedgoalis

twoyearsofstudyinonelanguagefouryearsofstudyinanotherlanguage(grammar,vocabulary,plustwoyearsofdevelopingreadingcompetency)

Ideally,oneoftheselanguagesshouldbemodern,theother,ancient.

SUGGESTEDSCHEDULES

Planonstudyingatleastoneforeignlanguageforatleastfourorfivehoursperweek.Youmayalsochoosetostudymorethanonelanguage.

HOWTOPUTITONTHETRANSCRIPT

Course Nameofclassontranscript

Area Credit

Thirdorfourthyearofstudycontinuingfrommiddlegrades.

[Language]III[Language]IV

Foreignlanguage 1

Beginningorsecondyearofstudy.

[Language]I[Language]II

Foreignlanguage 1

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscan be found atwww.welltrainedmind.com. If availability is limited, we havenotedit.Booksinseriesarelistedtogether.Rememberthatadditionalcurriculachoices and more can be found at www.welltrainedmind.com. Prices changeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.SeeChapter19foradditionalforeign-languageresources.

Latin

ProgressionfromLogic-StagePrograms

StudentswhoareworkinginLatinAlive!shouldcontinueonthroughthereaderleveloftheprogram.Aftercompletingthefinallevels,theyshouldbequalifiedto take the Latin AP Exam or the National Latin Exam to document theirprogress.Studentswho areworking inLatinaChristiana should continue on toFirst

FormLatinandcompletetheprogram.Students who are working in the Form Latin series should complete the

programandthencontinueontoHenleLatinII.Students who are working in the Latin Road to English Grammar should

completeallthreelevels;thisistheequivalentoftwoyearsofhigh-schoolLatin.TheymaythencontinueontoLatinreading;wesuggestHenleLatinIIandthefollowinglevels.

BasicTexts

Thefollowingareappropriateforhigh-schoolbeginners.

Beers, Barbara. The Latin Road to English Grammar, Redding, CA: ScholaPublications,1997.ThiscourseassumesnopriorLatinknowledgeonthepartofeitherparentorstudent.Completionofallthreelevelsistheequivalentoftwoyearsofhigh-schoolLatin.Order fromthepublisher.Additionalhelpsandworksheetsareavailableatthepublisher’swebsite.VolumeI.TeacherCurriculumSet.$199.TeacherTrainingDVDs.$129.LatinRoadCompleteStudentPackage.$63.95.

VolumeII.TeacherCurriculumSet.$199.TeacherTrainingDVDs.$129.LatinRoadCompleteStudentPackage.$63.95.

VolumeIII.`TeacherCurriculumSet.$219.LatinRoadCompleteStudentPackage.$59.95.

Henle,RobertJ.,S.J.Latin.Chicago:LoyolaPress,1958.OrderthisclassicLatintextandhelpsfromMemoriaPress.Almostallofthegrammaris inLatinI,whichmaytakemorethanoneyeartoworkthrough;theremaininglevelsfocusonreading.LatinILatin1Text.$16.95.Latin1Key.$5.HenleGrammar.$9.50.

Units1–2StudyGuide.$14.95.Units1–2Test/QuizPackage.$9.95.Units3–5StudyGuide.$14.95.Units3–5Test/QuizPackage.$9.95.Units6–14StudyGuide.$14.95.Units6–14Test/QuizPackage.$9.95.

LatinIIText&Key.$17.95.LatinIIIText&Key.$17.95.LatinIVText&Key.$17.95.

SupplementaryResourcesHammond,Mason,andAnneR.Amory.AeneastoAugustus:ABeginningLatinReaderforCollegeStudents.Cambridge,MA:HarvardUniversityPress,1967.$42.AstandardintroductiontogreatLatinwriters.

Lenard,Alexander, andA.A.Milne.Winnie IllePu:ALatinVersionofA.A.Milne’sWinnie-the-Pooh.NewYork:Penguin,1991.$15.

Rowling, J. K. Harrius Potter et Philosophi Lapis. New York: BloomsburyUSA,2003.$29.99.

Russell,D.A.AnAnthologyofLatinProse.Oxford:OxfordUniversityPress,1990.$73.AstandardreaderthatmaybesimplerthantheHammond/Amoryreaderforhomeuse,sinceitdoesn’tincludepoetry(whichisextremelydifficult).

Greek

BasicTextsLawall, Gilbert, Maurice G. Balme, and James Morwood. Athenaze: AnIntroductiontoAncientGreek.3rded.Oxford:OxfordUniversityPress,2014.Book1.$44.95.WorkbooktoAccompanyAthenaze,Book1.$27.95.Book2.$44.95.

ALittleGreekReader.$19.95.

SupplementaryResourcesBetts,Gavin,andAlanHenry.CompleteAncientGreek:ATeachYourselfGuide.NewYork:McGraw-Hill,2011.$32. IfAthenaze proves toochallenging,youcanuse thismass-market self-teachingguideasasupplementorevenasubstitute.It isn’tascomplete,butyoumayfinditeasiertouse.

Gatchell, Christine. Elementary Greek: Koine for Beginners. Louisville, KY:MemoriaPress,2015.Order from the publisher. Koine (New Testament Greek) is a vernaculardescendentofclassicalGreekandoperatesunderslightlydifferentrules.YearOneKit.$57.80.YearTwoKit.$60.80,YearThreeKit.$62.80.

Pharr,Clyde,JohnHenryWright,andPaulaDebnar.HomericGreek:ABookforBeginners,4thed.Norman:UniversityofOklahomaPress,2012.$29.95. A good complement toAthenaze. This book, designed for studentswho know no Greek, plunges them into the reading of Homer almoststraightaway.Agoodmotivatorforthefirst-yearGreekstudent.

ModernLanguages

BasicTexts

Most reasonably effective modern language programs are now web-based,giving students better access to conversational resources, drills, interactiveexercises,etc.Visitwelltrainedmind.comforlinkstothefollowingprogramsandadditionalinteractiveliveinstructionoptions.

Duolingo.Pittsburgh,PA:Duolingo.Thirteen different languages, including Esperanto and Irish, taught throughinteractive onlinemodules. At themoment, a free program;most grammarandwritinginstructionisdonethroughquick“tipsheets”thatwillbehardfor

middle-gradestudentstoabsorb,buttheauralandoralinstructionisverywelldone.Visit the Duolingo website, www.duolingo.com, for online tutorials and

languageoptions.

Fluenz.MiamiBeach,FL:Fluenz,Inc.Afullprogramthatcanbedownloaded,withasubstantialonlinecomponent.Grammar, pronunciation, online taught sessions. Currently six languagesavailable.Visitthewebsite,www.fluenz.com,forpricingandoptions.

RosettaStoneHomeschool.Harrisonburg,VA:RosettaStone.An interactive computer-based language-learning program that uses photos,graphics, and interactive lessons to encourage students to think in a foreignlanguage.Thehome-schooleditionsincludebothstudentmaterialsandparentresources, including lessonplans,multiplepathsemphasizingdifferentskills(grammar,speech,reading,etc.),tests,andtheabilitytogeneratereports.VisittheRosetta Stonewebsite,www.RosettaStone .com, for pricing options andthe twenty-five available language programs. (Actually, twenty-three forEnglishspeakers,sinceRosettaStoneclassifiesAmericanEnglishandBritishEnglishastwodifferentlanguages.)

SupplementaryResourcesCalvez,DanielJ.FrenchGrammar:ACompleteReferenceGuide.2nded.NewYork:McGraw-Hill,2004.$20. A useful grammatical supplement to the spoken-language coursesrecommendedabove,whichtendtobelightongrammar.

Parish,Peggy,etal.AmeliaBedelia(YaSeLeer).NewYork:Lectorum,2000.$7.99.Achildren’sstandard,forfunSpanishreading;seehowthepunsworkinanotherlanguage.

Saint-Exupery,Antoinede.LePetitPrince.Frenched.Boston:Harcourt,2001.$11.AgoodfirstexcursionintoFrenchliterature.

Viorst, Judith, and Alma F. Ada. Alexander y el Dia Terrible, Horrible,Espantoso,Horrorosa,illus.RayCruz.Boston:ModernCurriculumPress,1989.$7.99.Anotherchildren’sfavoriteinSpanish,justforfun.

WileySelf-TeachingGuides.NewYork:JohnWileyPublishers.$18.95–$21.95each.Thesepaperbacks,designedfor independentstudy,willfill in the grammar “holes” that may be left by conversation-focusedprograms.Goodtohaveonhandforreference.

Hershfield-Haims, SuzanneA.French:A Self-TeachingGuide. 2nd ed.2000.Lebano,EdoardoA.Italian:ASelf-TeachingGuide.2nded.2000.Prado, Marcial. Practical Spanish Grammar: A Self-Teaching Guide.2007.Taylor,Heimy,andWernerHaas.German:ASelf-TeachingGuide.1997.

*Languages studiedbefore ninthgradegenerally don’t count in the eyesofcollegeadmissionsofficers;theyassumethatthisstudywasonalowerlevel.

31

LOOKINGBEHINDTHECURTAIN:TECHNOLOGYSKILLS

TheInternetisthefirstthingthathumanityhasbuiltthathumanitydoesn’tunderstand.

—EricSchmidt

SUBJECT:BasiccomputerprogrammingTIMEREQUIRED:3to5hoursperweek(orasinterestdictates)

Computer technologyhaschanged thewaywe live—andsoquickly thatourchapters on technology in earlier editions of this book sound embarrassinglydated.Thischapterwillprobablyagebadlyaswell.Sowe’llkeep itshortandjustsaytwothings.

THEOBLIGATORYWARNINGSABOUTTHEINTERNET,SOCIALMEDIA,ETC.

The truth is that nobodyknows exactlywhat computer technology is doing toourbrains. In someways, itdoesn’tmatter.We’realready into thedigitalage,and,barringthearrivalof thezombieapocalypse(inwhichcasewe’llallhave

otherthingstoworryabout),wewon’tbeleavingitanytimesoon.But remember that growing children are physical beings, and keep inmind

thattheInternetandsocialmediachannelsarebody-neutral.Physicalsensations—touch,smell,taste,balance—areirrelevant.Whataretheimplicationsofthat?Atleasttwostandout.First, because we’re physical beings, our intellectual pursuits affect our

bodies.Numerousstudieshavebeendoneonhowdifferentexperienceschangethe physical makeup of the brain. Specifically, the brain of the student whospendseighthoursperdayinfrontofthecomputerlooksdifferentthanthebrainofthestudentwhospendsanhourinfrontofthecomputer,fourhoursinfrontofbooks, and the other three hours doing outside activities. Any constantlyrepeated activity develops some neural pathways at the expense of others. Inother words, balance computer use with paper-and-pencil work and activelearning. Otherwise, you’ll be developing certain parts of the brain whileignoringothers.Don’tletthisformofmoderntechnologydominateyourchild’sspare time; time spent online is time that isn’t spent buildingmodels, readingPlato, playing a musical instrument, cutting the grass, drawing, keeping ajournal, eating, sleeping, or staring into space and thinking about what lifemeans.A second implication is especially important for high-school students. Any

normaladolescent—bywhichwemeanonewhois insecure,strugglingtofaceotherswith both grace and confidence, self-conscious about skin and hair andweight—preferstocommunicateviachat.Electronicfriendsaremuchsaferthanflesh-and-bloodcompanions;don’tallowthemtotaketheplaceofreallivegive-and-takebetweenpeoplewhoarephysicallypresent.For high school, we’re not laying down hard-and-fast rules. We are

encouragingyoutorealizethatcomputers,likealltechnologies,putprioritiesonsometypesofexperienceandrelegateotherstothebackground.

BASICPROGRAMMINGISIMPORTANT

“Software engineering,” says programmer Mel Klimushyn, “is the closest Icouldcometofulfillingmylifelongdreamofbecomingawizard.”All technology looks likemagic to theuninitiated. (ArthurC.Clarke said it

first.)Butclassicaleducation,althoughithasgreatrespectformythandlegend,doesn’t really have room in it for magic. So we think that all rhetoric-stage

students, even the humanities-focused ones, should learn some basicprogramming.This is themost straightforwardway to take themysteryoutofcomputers and put them in their place—as powerful tools, not as dictators ofculture.Wesuggestthatduringeleventhortwelfthgrade,youscheduleatleastayear

ofbeginningcomputerprogrammingintothestudent’scurriculum(seeChapter31).Whatever language and resourceswe recommendwill be outdatedby thetimeyoureadthis,sovisitwelltrainedmind.comforlinkstoonlinetoolsandthemostrecentwisdomaboutlanguagesforbeginningstudents.

SUGGESTEDSCHEDULES

Grade11or12:aone-yearcourseinbeginningcomputerprogrammingforthreetofivehoursperweek.

32

APOLOGIZINGFORFAITH:RELIGIONANDETHICS

Educatingthemindwithouteducatingtheheart isnoteducationatall.

—Aristotle(attributed)

Onegoalofrhetoricistheapologia, thearticulateandwell-reasoneddefenseofbelief.Duringtherhetoricstage,thestudentshouldcertainlylearntodefendhis own faith without resorting to rhetorical abuses—ad hominem attacks,abusive fallacies, black-and-white fallacies, or any of the other illegitimateargumentsforbiddenbybothlogicandrhetoric.Andthestudyofrhetoricshouldprotectthestudentfromabuseofhisownbeliefsbyothers.Religion and rhetoric have an even deeper relationship, though. Classical

rhetoric cannot be pursued apart from the considerations of faith. InRhetoric,Aristotlewritesthatthemanwhowishestomasterrhetoricmustbeable(1)toreasonlogically,(2)tounderstandhumancharacterandgoodnessintheirvariousforms,and(3) tounderstandtheemotions—that is, tonamethemanddescribethem,toknowtheircausesandthewaysinwhichtheyareexcited.*Theabilitytoreasonlogicallyislearnedduringthelogicstage;rhetoricitself

aims to name and describe human emotions. But an understanding of humancharacterandgoodnessinitsvariousformscannotbeseparatedfromourbeliefabout who human beings are, where they came from, and what they areessentiallylike.Goodnessitselfcannotbedefinedwithoutmakingseriousfaith

decisions:eithergoodnessresidesinaBeingoritexistsasasocialconstruct.Thisisthefoundationofethics.Nor can ethics be discussed in some sort of “neutral” fashion. If you are a

theist,youbelievethathumancharactercomesfromaCreatorandreflectssomeof the Creator’s qualities. If you are a materialist, you believe that humancharacter is primarily the result of biological factors, some of which can becontrolled, someofwhichcan’t. IfyouareaChristian,youbelieve thatmoralabsolutes are binding upon every human being. If you are an agnostic, youbelieve thatmoral absolutes are unknowable and thatmakingpronouncementsaboutmoralabsolutesthusreachestheheightofarrogance.Whatsortofneutralgroundcantheseviewsmeeton?None.Rhetoricinvolvesanintensivediscussionofsocialethics,thenatureof

goodandevil,individualresponsibility,andtheextenttowhichthemanipulationofemotionsismorallyacceptable.Noneoftheseissuescanbetackledwithoutagraspofethics.Andethicsis,itself,inseparablefromourviewofGod,ourbeliefaboutthenatureofhumankind,andourexpectationsofsociety.Therhetoricexerciseswerecommend—evaluatingtheideasandphilosophies

of the Great Books, writing about the moral and ethical implications oftechnology—have tobedone in thecontextof faith.Tolerance for the faithofothers doesn’t mean that the student simply throws open his arms and says,“We’reallright”;thatmakesnonsenseoffivethousandyearsofdeeplyheldandcontradictory beliefs. The tolerance taught by rhetoric involves the student’sholding on to his own deep, well-reasoned convictions, while simultaneouslytreatingotherswithrespect.Respectdoesn’tmeanadmittingthatsomeoneelseisright.Itdoesmeanrefrainingfromresortingtoabusivefallaciesandtherhetoricofpropagandasothatthoseofdifferentfaithscanseriouslyandpeacefullyargueaboutideas.Wethinkthateveryrhetoric-stagestudentshouldmakeatleastapreliminary

studyofethics.Sinceethicsisrelatedtobelief,wecan’t(obviously)recommendan ethics text that will satisfy all home schoolers.We encourage you, as youworkthroughtherhetoricstagewithyourhigh-schoolstudent,toformulateyourownbeliefs.Uselogicandrhetoric toextractwhatyoureallybelievefromthecloudy ideas that may be swirling around you. And then base your owndiscussionsofethics—rightandwrong—self-consciouslyonthosebeliefs.

RESOURCES

These are good starting places; consult your own religious or intellectualcommunityforadditionalresources.

Blackburn,Simon.Ethics:AVeryShortIntroduction.Oxford:OxfordUniversityPress,2009.$11.95.Anexcellentstartingpoint.

Marino,Gordon,ed.Ethics:TheEssentialWritings.NewYork:ModernLibrary,2010.$18.Avaluablecollectionofexcerptsfromphilosophersandethicistsrangingfromancienttimestothepresent;multipletopicsandpointsofview.

*Aristotle,RhetoricI.2.

33

APPRECIATINGTHEARTS:ARTANDMUSIC

Art is the imposing of a pattern on experience, and our aestheticenjoymentisrecognitionofthepattern.

—A.N.Whitehead

SUBJECT:ArtandmusicTIMEREQUIRED:2hours,twiceperweek

Therhetoricstudentrecognizesbothartandmusicastypesofexpressionthatare as valid aswords. Just aswords, spoken andwritten, are governedby therulesofrhetoric,soartandmusicaregovernedbyconventions.Thestudyofartandmusicduringthefinalfouryearsofclassicaleducationwillcenteronthoseconventions—howtheyareused,howtheyarealtered,howandwhentheyarediscarded.Logic-stage studyof art andmusicwas tied chronologically to the studyof

history. The student was attempting to establish logical connections betweenartistsandmusiciansandtheirtimes.Rhetoric-stageartandmusicstudydoesn’tneed to be connected quite so closely to the historical periods under study.Rather, the study focuses on art and music as the means by which ideas areexpressed,justasthestudyofGreatBookscentersonwritingastheexpression

ofideasinwords.PabloPicassowasaphilosopher;Cubismembracedanethicalsystem; Ludwig vanBeethoven and JohnCage subscribed towidely differentworldviews, and their compositions express this difference. Gothic cathedralswerebuilttodemonstrateGod’splaceatthecenterofexistence;fifteenhundredyearslater,LondonartistFrancisBaconpaintedascreamingpopesurroundedbysidesofbeeftoshowthat“weareallcarcasses.”Artisrhetoric.Keeproughlytothesamescheduleyou’vebeenusingallalong—oneone-to

two-hourperiodperweekformusicstudy,anotherforartstudy.Thestudentwillkeeptwonotebooks,oneforartandtheotherformusic.Thesenotebooksshouldlastfortheentirefouryearsoftherhetoricstage.

ART

The high-school student should continue to study both art skills and artappreciation.Asinmiddleschool,thestudentcanalternateartprojectsoneweekwithartappreciationthenext.Orshecanchoosetostudydrawing,painting,andmodelingonesemesterandartappreciationthefollowingsemester.

ArtSkills

Thehigh-schoolstudentcancontinuetodivideart-projectdaysamongdrawing,painting, andmodeling (as in themiddle grades).Or she can focus on one oftheseskills,developingarealmastery.Foranartisticallygiftedstudent,youmaywant to consider “outsourcing”—hiring a tutor for her (most artists areaccustomedtoteachingforbread-and-buttermoney)orenrollingherinacollegeor adult-education art class. Call your local art association and ask for arecommendation.Artmuseums and galleries often offer art classes, taught byprofessionals, that are appropriate for studentswho’ve alreadymastered basicskills.UseanyofthedrawingandpaintingresourceslistedattheendofChapter21.

Wehavelistedafewadditionalresourcesattheendofthischapter.

ArtAppreciation

The high-school student is ready for a full art-history course, one that coverstechniques, the philosophies of individual artists, and the rise of the variousschools.Useanartsurveyasabasictext(seetheResourcesattheendofthischapter)

tolearnaboutschools,periods,artists,andtechniquesinarchitecture,painting,and sculpture, from prehistoric times through postmodernism. In a thirty-six-weekschoolyear,thestudentshouldspendeighteenweeksstudyingarthistory.In each of these eighteen weeks, she should read from her base text and useadditionalresources tostudytheartistsandworksofartdiscussed.Sheshouldthenrecordsomethingshe’slearned,eitherwritingbrieflyaboutitorusingthedistinctive characteristics of the artist or school under discussion to sketchsomethinginthatstyle.Thesenotebookpagesandsketchescanbekeptintheartnotebookorfiledinthehistorynotebook.If the ninth grader, for example, is studying the Italian Renaissance, she’ll

readthroughtheappropriatepagesinthetextbookandpickoneofthesubjectsdiscussed (the lifeofLeonardodaVinci, thecompositionof theMonaLisa orTheLastSupper,Michelangelo’saccomplishments,Raphaelasa representativeoftheHighRenaissance,Titian’smethodsofpaintingtextures,orthefourRsofRenaissancearchitecture(Rome,rules,reason,and’rithmetic).Whateversubjectshe chooses, she’ll look at any relevant paintings and read any relevantbackgroundmaterial.Thenshe’llwrite,briefly(three-quartersofapagetoafullpageisfine)summarizingtheinformation.Ifsuitable,shecouldalsosketchherreport; if she were studying the composition of theMona Lisa or The LastSupper,forexample,shecouldsimplydrawthelayout,addingannotationsthatcontaintheinformationshe’slearned(thediagonallinesallconvergeonChrist’shead; Mona Lisa sits in an innovative, three-quarter pose). Creativity inreflectionshouldbeencouragedduringtherhetoricstageofart-historicalstudy.

MUSIC

MusicSkills

Byhighschool, thosestudentswhoarenot interested inplayingan instrumentwillhavedropped lessons,while thosewhoare interestedwillhavedevelopedsomeproficiencyandwillknowwhethertheywanttokeepon.

MusicAppreciation

Whetherornotthestudentistakingmusiclessons,heshouldcontinuetospendoneandahalftotwohourseveryweekdoingmusicappreciation.Wehaverecommendedseveralpossiblebasetextsat theendofthischapter.

Ratherthanchargingthroughthesebooksatasetnumberofpagesperweek,thestudentshouldprogressthroughtheminarelaxedmanner,takingplentyoftimetofindandlistentorecordingsofthepiecesmentioned.It’sfinetotakeallfouryearstocovertheseresources.Followtheseguidelines:

1. Write a short biographical sketch (one to two pages long) for eachcomposerencountered.Trytofocusnotjustonfacts(birthanddeathdates,training,postsheld),butonthedevelopmentofeachcomposerasanartist.Did he ever express his purpose for composing?What were his musicalmodels?Whatdidheconsidertobehisgreatestwork?Why?Didheholdtohisearlytrainingorbreakawayfromit?

2.Wheneveracertainschoolofcompositionismentioned,writeacoupleofparagraphs discussing the school’s characteristics and itsmajor followers.Then make a brief list of important world events and philosophicalmovementsgoingonatthesametime.

3. For each composer studied, keep a list ofworks that you’ve listened to.Before you move on to another composer, write a couple of paragraphsdescribing the quality of this composer’s work (this is a creativeassignment). What effect does the music have on you? Do you like it?dislikeit?Areyouexcitedbyit?bored?Besuretogivespecificreasons.

ThestudentencounteringChopin,forexample,couldlingeronthissectionuntilhe’s listened to several weeks’ worth of Chopin’s music.When he’s ready tomove on, he should (1) write a biographical sketch of Chopin, (2) brieflydescribetheRomanticmovementandlistmajorworldeventsandphilosophicalshifts(forexample,theRomanticmovementinliterature),and(3)listtheworksof Chopin listened to and write a couple of paragraphs about the effects ofChopin’smusiconhim.Hecanfileall thesepapers inamusicnotebookor inthehistorynotebook.

SUGGESTEDSCHEDULES

Grades9–12 Mondays,2hrs. Alternateartprojectswithstudyingarthistory.

Thursdays,2hrs. Workthroughmusicappreciationtext.Listentomusic,writebiographies,descriptionsofmusicalschools,andreactionstocompositions.

HOWTOPUTITONTHETRANSCRIPT

Course Nameofclassontranscript

Area Credit

ArtandArtandMusicHistoryappreciation

FineArtsmusic

.5for60hours1for120hours

RESOURCES

Mostbookscanbeobtainedfromanybooksellerorlibrary;mostcurriculacanbeboughtdirectlyfromthepublisherorfromamajorhome-schoolsuppliersuchasRainbowResourceCenter.Contact informationforpublishersandsupplierscanbefoundatwww.welltrainedmind.com.Rememberthatadditionalcurriculachoices and more can be found at www.welltrainedmind.com. Prices changeconstantly,butwehaveincluded2016pricingtogiveanideaofaffordability.These resourcesaredivided into three lists: art skills, art appreciation, and

music appreciation (at this stage, music skills should be studied with aprofessionalteacher).Foreachlist,wehavegivenbasictextsfirst,followedbysupplementaryresources(youcanpickandchooseamongthese).YoucanalsousemanyoftheresourceslistedinChapter21,particularlytheart-skillsbooksandmaterials.

ArtSkills

BasicTechniquesseries.Cincinnati,OH:NorthLightBooks.$19.99–$22.99each.OrderfromNorthLightBooks.

Albert,Greg.BasicFigureDrawingTechniques.1994.Reid,Jack.WatercolorBasics:Let’sGetStarted.1998.Wolf,Rachel.BasicFlowerPaintingTechniquesinWatercolor.1996.

Brown, Claire Waite, ed. The Sculpting Techniques Bible: An EssentialIllustratedReferenceforBothBeginnersandExperiencedSculptors.Edison,NJ:ChartwellBooks,2006.$14.99.

Creevy,Bill.ThePastelBook.NewYork:WatsonGuptill,1999.$24.99.

Lucchesi, Bruno, andMargit Malmstrom.Modeling the Figure in Clay. NewYork:Watson-Guptill,1996.$21.99.

________.ModelingtheHeadinClay.NewYork:Watson-Guptill,1996.$21.95.

Willenbrink,Mark, andMaryWillenbrink.TheArt for theAbsoluteBeginnerseries.Cincinnati,OH:NorthLightsBooks,2006.$22.99each.DrawingfortheAbsoluteBeginner.2006.DrawingNaturefortheAbsoluteBeginner.2013.DrawingPortraitsfortheAbsoluteBeginner.2012.OilPaintingfortheAbsoluteBeginner.2010.WatercolorfortheAbsoluteBeginner.2009.

ArtAppreciation

Strickland, Carol. The AnnotatedMona Lisa: A Crash Course in Art HistoryfromPrehistoric toPostmodern, 2nd ed.KansasCity,MO:AndrewsMcMeel,2007.$22.99. This survey walks the beginner through art history in a brisk,nontechnicalmanner.Wesuggestdividingitasfollows:

Ninthgrade “TheBirthofArt”through“TheRenaissance:The

BeginningofModernPainting”Tenthgrade “Baroque:TheOrnateAge”through“Birthof

Photography”Eleventhgrade “Impressionism:LetThereBeColorandLight”through

“Expressionism”Twelfthgrade “Mondrian:HarmonyofOpposites”through“TheNew

Breed:Post-ModernArt”

MusicAppreciation

Copland,Aaron.WhattoListenforinMusic.NewYork:Signet,2002.$7.95.Orderfromanybookstore;areprintoftheclassicjargon-freeguidebycomposerAaronCopland.

Hoffman,Miles.TheNPRClassicalMusicCompanion:AnEssentialGuideforEnlightenedListening.NewYork:MarinerBooks,2005.$18.95.

Jacobson,JuliusH.,II.TheClassicalMusicExperience:DiscovertheMusicoftheWorld’sGreatestComposers.Naperville,IL:Sourcebooks,2002.$39.95.

34

THESPECIALIST

Anychildwhoalreadyshowsadisposition tospecializeshouldbegivenhishead:for,whentheuseofthetoolshasbeenwellandtrulylearned, it is available for any studywhatever. Itwouldbewell, Ithink,thateachpupilshouldlearntodoone,ortwo,subjectsreallywell,whiletakingafewclassesinsubsidiarysubjectssoastokeephismindopentotheinter-relationsofallknowledge.

—DorothySayers,“TheLostToolsofLearning”

SUBJECT:JuniorandseniorprojectTIMEREQUIRED:2to3hoursormoreperweekingrades11and12

In the preceding chapters, youwill have noticed that the number of subjectsstudied is reduced in the junior and senior years of high school. For example,mathandlanguagestudycanbecompletedintenthoreleventhgrade;theformalstudyofwritingends.By the junioryear inhighschool, the typical studentofrhetoricisspendingtwohoursperdaystudyingGreatBooks,anadditionalhourandahalf twodaysperweek studying science, andacoupleofhours twiceaweek dealing with art and music. He’s also pursuing an elective—computerprogramming,advancedlanguage,orAdvancedPlacementmath.Thisscheduleleaves time for the junior and senior writing projects. Eleventh and twelfthgradersshouldchooseamajorresearchprojectinafieldthatintereststhemand

carrythisprojectout.Thisistheequivalentofahigh-school“honors”program.Duringthehigh-schoolyears,moststudentsbegintodevelopa“specialty,”a

skill or branch of learning inwhich they have a particular talent and interest.Computer programming, Victorian novels, ancient Britain, Renaissance art,French poetry, piano performance, gymnastics, baseball, writing fiction—whateverthestudentchoosestospendhistimedoingcanbecomeaspecialty.Thejuniorandseniorprojectsgivethestudentanopportunitytoexerciseall

hishard-learnedskillsinwritingandreasoningonasubjectthatexciteshim.Theopportunitytodoin-depthreadingandwritingonthesesubjectsmaysteerhimtoward(orawayfrom)acollegemajor.

GENERALGUIDELINES

Thejuniorandseniorprojectsarewiderinscopethantheninth-andtenth-graderesearchpapers.Researchpapersfocusona topic thatcanbesummarizedinathesisstatement;theytendtodealwithasingletimeandplace(thatis,theyaresynchronic—they examine a particular point in time). The junior and seniorprojectsshouldbemorecomplex—theyshouldbediachronic (moving throughhistory, examining the origins and historical development of the topic understudy).Any subject, Neil Postman observes, can be given scholarly value if the

student traces its historical development, reflects on its origins, and theorizesaboutitsfuture.*Everytopictreatedinthiswayshedslightonhumanendeavor—the way we live. Baseball, for example, becomes a fascinating and fruitfulstudyifthestudentfollowsitbacktoitsbeginningsandtracesitfromthere.Bat-and-ballgameswereplayedasfarbackastheAztecs;baseballbecameapopularchild’s game in the nineteenth century; the mutation of baseball into aprofessional sport parallels the general shift in American culture from rural-centered to urban-centered; baseball clubs, first formed in the 1870s, wereplaguedbycorruption; in the twentiethcentury,baseballheroeswerecarefullyshielded by the media, which felt it had a duty to protect the hero status ofbaseball players by not reporting on their misdeeds; baseball players evolvedinto“celebrities”;andsoforth.ThisstudypinpointsanumberofculturalshiftsinAmericanlife—amateurtoprofessional,ruraltourban,herotocelebrity.Anystudentwhocompletesthisprojectwillhaveabetterunderstandingnotonlyofbaseball,butofhisowncultureandhistory.

Thestudentshouldkeepthesequestionsinmindwhiledevelopinghistopicofstudy:

■Whendidthisbegin?Whatwasitsoriginalform?Whatculturalpurposediditserve?

■Who performed this activity?What cultural place did they occupy?Howweretheyregardedbyothers?

■ What prior historical events did this event/activity resemble? Is thiscoincidental? Did this event/activity model itself on something that camebefore? What philosophy does this reveal? (The Olympics, for example,obviouslyoweagreatdealtotheancientGreeksandtheirideasaboutwhatmakesanidealhumanbeing.)

■Whatidealpictureofhumanbeingsdoesthisactivity/eventholdup?■Howdidthisactivitydevelopfromitsbeginningstothepresentday?■What effects did this event have on its surroundings? On the generationdirectlyafter?Fivehundredyearslater?Thepresentday?

■Howdidthisactivity/eventchangethewaypeopleviewednature?HowdiditchangethewaytheythoughtaboutGod?

■What current cultural trends are reflected in this activity?What culturaltrendsresultedfromthisevent?

Notallofthesequestionswillbeapplicabletoeverytopic.Butifthestudentcanaddressthesequeriesinsomeform,hispaperwillbegintotakeshape.Forexample,supposethehigh-schooljuniorlovesthenovelsofJaneAusten.

IfhedecidestodoaprojectonAusten’snovels,heneedstothinkwidelyabouttheoriginsof thenovel, itsdevelopment,Austen’suseof it, and theeffectsofAusten’s work on present-day readers. His questions, then, might take thefollowingform:

■ When were the first novels written? What were the first novels? (DonQuixoteiswidelyregardedasthefirstEuropeannovel.)WhatculturalshiftsaroundthetimeofCervantesledhimtocreatethisnewform?

■Whooriginallywrotenovels?(Men.)Whatculturalplacedidtheyoccupy?(Theywerethinkersandphilosophers.)Howweretheyregardedbyothers?

■What is therelationshipbetweenthehistoricalformsthatcamebefore thenovel(theepicpoem,thefable)andthenovelitself?Howdonovelsdifferfromepicpoemsandfables?Howaretheythesame?Whatcananoveldothatapoemorfablecan’t?

■ How did novel reading develop from Cervantes to Austen? (This is animmenselyfruitfularea—novelswereviewedwithsuspicionbytheChurch;novel reading became a silly, “female” activity and thus was consideredtrivialandawasteoftime;the“ladynovelist”wasafigureoffun.)

■HowdidnovelreadingdevelopfromAustentothepresent?(Novelsslowlygained their position as serious reflections on the human condition,parallelinginsomewaystheriseinstatusofwomeninsociety.)

■What effects didAusten’s novels have on novelwriting in general? (The“novel of manners”—a new genre—was created.) What is the twentieth-centuryequivalentofthenovelofmanners?

■What is the relationship of “women’s fiction” in the twentieth century toAusten’s novels? Have certain types of novel become (once more) theprovinceof“ladynovelists”?

■What does the current popularity of Austen’s novels say about our ownculture? (Quite a bit has beenwritten about the postmodern longing for areturntoproperetiquetteandmanners.)

As inpreparation forwriting the researchpapers forninthand tenthgrades,the student should plan on doing a great deal of prereading (the entire fallsemester can be spent prereading).Extensive reading in criticism, history, andtheory can clarify which of the questions can be answered and which don’tapply.Afterprereading, thestudentcanfollowthegeneralguidelinesforpreparing

theresearchpaper,giveninChapter26.The junior paper should be fifteen to twenty pages long; the senior paper,

twentyormorepageslong.

FLEXIBILITY

Allowsomeroomforcreativity.Atleastoneoftheprojects(ideally,thejuniorproject) should be in standard research-paper form. But permit the second tovary.Astudentwithaninterestincreativewritingcouldresearchthenovelinthejunioryearandwritepartofanovel for theseniorproject.The juniorwithaninterest inphysicscanwriteahistoricalstudyofsomedevelopment inphysicsduring the junior year; in the senior year, she could perform a complexexperiment and document it. Themusical student couldwrite amusic-history

paper in the junior year andgive a recital (or compose apiece) for the seniorproject.The gymnast canwrite a history of gymnastics in the junior year andprepareforaseriouscompetitiontotakeplacetheyearafter.Just keep the following guideline in mind: whatever creative project is

undertaken for the senior yearmust be documented—itmust involvewriting.Thehigh-schoolscientistcanperformexperiments,but shemust thenwriteanarticle about her findings—just as practicing scientists do. The gymnast mustwriteanaccountofhispreparationandcompetition.Themusicianmustwriteanessay explaining her choice of recital pieces or analyzing the form of hercomposition.Iftheseniorwritingprojectiscombinedwithsomeotheractivity,itcanbeshorter(tenpagesisagoodruleofthumb),butitcan’tdisappearentirely.Thesewritingprojectsforcethestudenttoevaluatewhathe’sdoing.Theyalsoserve as documentation of the senior project for school boards and collegeadmissionsofficers.

SPECIFICGUIDELINES

During the rhetoric stage, knowledge is interrelated. The student writing ahistorypaperwillfindhimselfdiscussingscientificdevelopments;thephysicistwill have to deal with the religious implications of discoveries in physics(something that occupied Einstein); the musician will find herself studyingphilosophy.However,projectsineachareaofknowledgeshouldfollowspecificguidelines.

History

Thestudentwhochoosestoresearchahistoricaleventorerashouldbecarefulnot to get “stuck in the past.”He should dealwith the event’s relationship tosimilarpriorevents, itseffecton thesurroundingcultures,andanyeffects thatstretch to the present day. The student working on a historical topic shouldalways conclude his paper by answering the question:What does this tellmeaboutmyowndayandculture?ResearchonthelostcontinentofAtlantis,forexample,shoulddealwithearly

storiesof lost civilizations, earlyvolcaniceruptionsandothernaturaldisastersthatwipedoutentiregroupsofpeople,thespecificeventssurroundingthelossofAtlantis, thestoriesof the lostcontinent toldbydifferentcultures(eachone

varies slightly, depending on the culture that tells it), and the theme of a lostcountryintwentieth-centuryAmericansciencefiction,fantasy,andfolklore.Youmightanswer thequestion“WhatdoesAtlantis tellmeaboutmyowndayandculture?”bysaying:“Wehaveaconstantlongingtofindan‘unspoiled’country,freefromtheproblemsweseearoundus.”Forashiningexampleof thissortofhistory, readThomasCahill’sHowthe

Irish Saved Civilization, in which the author relates the manuscript copyingactivitiesofagroupofIrishmonkstobothancientcultureandthepreservationof Western civilization in our own day. (He also points out eerie parallelsbetweenthedescentofdarknessintheMiddleAgesandthe“newbarbarism”ofourowntimes.)

Literature

The studentworking on literature should always treat the development of thegenreunderstudy,fromitsrootstothepresentday.Thiswillyieldanumberofinsights, as is illustrated by the Jane Austen example above.Why was novelreading considered a female activity? Why has the epic poem fallen out offavor?Whywasphilosophyfirstwritteninverseandtheninprose?Thesesortsofquestionswillwidenthestudyofliterature.

Mathematics

Mathematicsprojectscantaketwoforms:thehistoricaldevelopmentofatypeofmathematics(fromPythagorasandEuclidtothepresent)andtheapplicationofmathematics to specific scientific problems.Generally, the juniormathematicsproject should tracehistoricaldevelopment.Theseniorprojectcan involve thesolvingofproblems,aslongasthestudentwritesupherfindingsasthoughforpublication.

Science

Scientific projects should follow the same guidelines as those given formathematics. A historical survey in the junior year can be followed byexperimentationorprojects inthesenioryear,providingeverythingisproperlydocumented.

ForeignLanguages

The language student can write a paper on the literature of another country,followingtheliteratureguidelinesabove.Foramorechallengingproject,hecanwritealiterature,history,orcreativepaperintheforeignlanguageofhischoice.Like the science student, the language student can do a project for the senioryear(teachingalanguageclasstootherhome-schooledstudents;goingabroadtothecountrywherethatlanguageisspoken).Thisprojectshouldbesummarizedinaten-pageessay.

ComputerProgramming

Any student planning to specialize in computersmustwrite a junior or seniorpaperfollowingNeilPostman’sguidelines:

Indicate, first, what you believe are or will be the main advantages ofcomputer technology, and why; second, indicate what are or will be themaindisadvantagesofcomputertechnology,andwhy.†

The second project can be a programming one, which must be properlydocumented.Amanualtoaccompanytheprojectcouldfulfillthisrequirement.

ReligionandEthics

A paper on religion will resemble a history paper in that it will trace thedevelopmentofacertainaspectoffaithandpracticeandwillreflectonpresent-day effects and applications. Ethics papers should follow the same generalguidelines. Any paper treating the ethical aspect of some behavior (assistedsuicideorcloning,forexample)mustexaminethehistoryoftheissueaswellasevaluatingpresentguidelines.

TheArts:Painting,Sculpture,Theater,Music

As in science andmath, the junior project should be a historical survey (of apaintingorsculpturalstyleorschool,thedevelopmentofaparticulartheatricalconvention, the performance history of one of Shakespeare’s plays, the

developmentovertimeofaparticularmusicalformorstyle,thedevelopmentofaninstrument).Theseniorprojectcanbearecital,anartexhibit,oratheatricalperformance.Aten-pageessayshoulddocumentandexplainthisproject.

Sports

Asdemonstratedinthediscussionofbaseball,sportscanprovidegreatculturalinsightifstudiedhistorically.Sportsareatypeofperformance,and,aswiththeperforming arts, the student shouldwrite one historical study.The senior yearcanbe devoted to a sports performance, properly documentedwith a ten-pageessay.

EVALUATION

Westronglysuggestthatyoufindsomeonetoguideandevaluatethejuniorandseniorprojects.Enlist localcollegefacultymembersorexperts in thestudent’sfield. You can also write to authors, musicians, and scholars, asking them toevaluate the junior and senior papers and projects. If you can afford it, youshouldoffertopayfortheseevaluations.(Ifyoucan’t,thestudenthasthechancetowriteapersuasiveessay,explainingwhyhe’sworthyofthescholar’stimeandenergy.)Iftheexpertagrees,thestudentshouldfollowthispattern:

1.Preread.2.Makeanappointmenttodiscussthetopicwiththeexpert,eitherinwritingorbyphone,on the Internetor inperson.Theexpertwillhaveadditionalsuggestions, clarifying questions, and resources for the student toinvestigate.

3.Writeorperformtheproject.4. Submit the project for evaluation. Ask the expert to comment on andevaluateit.

5.Rewritetheprojectaccordingtosuggestionsmadebytheexpert.6.Resubmitthecompleted,revisedproject.

Sincethiswilltakeafairamountoftimeandeffortonthepartoftheexpert,youshouldofferhimorheraone-hundred-dollarhonorarium,asmallbutacceptable

tokenofgoodfaith(itshowsthatyouareappreciativeof the timeheorshe isspendinghelpingyourstudent).This outside evaluation has two purposes. (1) The student is submitting his

worktoanexpertwhocanhelphimtosharpenandimprovehisknowledgeinthespecificarea.(2)Theexpertisnowinapositiontowritelettersofreferenceforthestudentwhenthestudentappliestocolleges.

SUGGESTEDSCHEDULES

Eleventhgrade Allow2to3hoursormoreperweekinthefallforprereading,2to3hoursormoreperweekinthespringforwriting.

Twelfthgrade Allow2to3hoursormoreperweekinthefallforpre-readingorpreparation,2to3hoursormoreperweekforwritingorperformance.

HOWTOPUTITONTHETRANSCRIPT

If theproject isundertakenaspartof the student’s study inoneof the subjectareas, it does not earn a separate credit. If the student puts in at least 60additionalhours,youmayissueahalfcredit:Course Nameofclasson

transcriptArea Credit

Juniorproject JuniorThesis Elective .5Seniorproject SeniorThesis Elective .5

*NeilPostman,TheEndofEducation:RedefiningtheValueofSchool (NewYork:Knopf,1995),p.112.

†Ibid.,p.93.

35

SOMEPEOPLEHATEHOMER

Tomorrow’s economy will be volatile and dependent on flexibleworkers with a high level of intellectual skills. Thus, the bestvocationaleducationwillbe...intheuseofone’smind.

—TheodoreR.Sizer,Horace’sCompromise

Classicaleducation’sfineforthecollege-bound.HomerandPlatomightbefunfor intellectuals. But what about the student who isn’t interested in college?Whatabout thestudentwhodoesn’t reallycareaboutscholarship?Whataboutthestudentwhowantstofinishhighschool,getout,andwork?AclassicaleducationisvaluableevenforpeoplewhohateHomer.At a recent conferenceon education inRichmond,Virginia, a top executive

froma carmanufacturer let fly in frustration:Whyareyouaskingmehow toprepare students for the job market? Most of the high-school graduates whoapplyforjobswithuscan’twrite,don’treadwell,can’tthinkthroughaproblem.Wespendanunbelievableamountofmoneyretrainingthesegraduatesinbasicacademicskillsbeforewecanteachthemhowtodotheirjobs.Don’tbringmorevocationaltrainingintothehigh-schoolcurriculum.Teachthemhowtoread,towrite, todomath, and to think.We’ll train them in the specific job skills theyneed.A well-trained mind is a necessity for any job—from car repair person to

university teacher. The mechanic with a classical education will be moresuccessfulthanheruntrainedcounterparts;she’llknowhowtoplanherbusiness,how to relate to her customers, how to organize her responsibilities, how to

think.Aclassicaleducationisthebestpossiblepreparationforthejobmarket.Throughout this book, we’ve maintained that the classical education is not

intended to teach all subjects comprehensively—history, science, math,language.Theclassicaleducationisdesignedtoteachthestudenthowtolearn.In its constant demand that the student read and then analyze andwrite aboutwhatshe’sread,theclassicaleducationtrainsthemindtogather,organize,anduseinformation.Andthestudentwhoknowshowtolearn—andhashadpracticeinindependentlearning—cansuccessfullydoanyjob.In their book Teaching the New Basic Skills: Principles for Educating

Children to Thrive in a Changing Economy, authors Richard J. Murnane andFrank Levy analyze the hiring practices of several large companies. Theyconclude that while employers look for certain basic skills—the ability to domath, toreadwell, tocommunicateeffectivelyinwritingandinspeech, tousecomputersforsimpletasks—theprimaryqualitythatmakesstudentsemployableis the ability to “raise performance continually” by learningon the job.* Suchability follows the Platonic definition of knowledge—an activity, a continualprocessof learning,notsomesortofstaticbodyof information.GeneEdwardVeith points out that theGreekswould have viewedwith suspicion educationthat trains the student for a highly specific job. Such training creates “a slavementality, making the learner an obedient worker utterly dependent upon hismasters.”†Inaneconomywheretheaverageworkerhasheldfivedifferentjobsoverthespaceofacareer,onlytheflexiblecansurvive(andbefree).Aclassicaleducationisuseful.But to a certain extent, to ask “What’s the use?” is itself antithetical to the

goals of the classical education. “The practical life,”writesDavidHicks, in aparaphrase of Plato, “falls short of completeness. The wealth one acquires inbusinessisausefulthing,butassuch,itexistsforthesakeofsomethingelse.”‡Theclassicallyeducatedstudentaimsformorethanalifeofcomfort;sheaimsfora“lifethatknowsandreveres,speculatesandactsupontheGood,thatlovesandre-producestheBeautiful,andthatpursuesexcellenceandmoderationinallthings.”Theclassicaleducation,withitsemphasisonthelifeofthemind,onreading

andwritingaboutideas,isaimedatproducingastudentwhopursuesexcellenceand moderation in all things. This is Plato’s “virtuous man” (who,parenthetically,isgenerallyhighlyemployable—asideeffect).There’syet another reason for classical education,whichhas todowith the

nature of a democracy. From ancient times through recent centuries, only a

small, elite segment of the population received the kind of education we’veoutlined in these chapters.Becauseonly a fractionof societywas equipped tothink through ideasand theirconsequences,only that fractionwasqualified togovern—anact thatdemands that thegoverningmembersof society lookpastthe immediate, the popular, and the simplistic in order to evaluate long-rangeconsequencesandcomplexcauseandeffect.But in a democracy, all citizenshave apart in government.They shouldbe

able to look past immediate gratification, rhetorical flourishes, and simplisticsolutionsinordertounderstandwhichcourseofactionistherightonetotake.Inahealthydemocracy,thecastingofavoteistheactofawell-trainedmind.Every citizen in a democracy takes on the responsibilities that were once

reserved for the well-educated aristocratic segment of society. And so everycitizen, college-bound or not, should receive the type of education that willdevelopthelifeofthemind.Whathappensifthisisneglected?“Theaveragecitizen,”DavidHickswrites,“willbegintodoubtthesoundness

of his own judgments. He will surrender his fundamental democratic right toideasand todecisionmaking toa fewexperts. . . . [Hewill]grow lazy inhisdemandforahighqualityofpublicthoughtandinformation.Hewilldoubthisabilitytodecidetheissuesshapinghislife,andhewilltakeanotherstepbeyondrepresentativegovernment in relinquishing theprivilegeof self-governmentbyputtinghimselfat themercyofa fewexperts.At last,abandoninghisWesternclassicalheritage,hewillresignhimselfandhischildrento...ademocracyinnameonly.”§It’sachillingscenario,butalreadythesetendenciesarevisibleinAmericain

the beginning of the twenty-first century. The classical education—for allstudents,notjustforsomecollege-bound“elite”—isthebestpreventive.Andyoudon’thavetowaitforyourlocalschooltocometothisconclusion.

Youcantrainyourchild’smindyourself.

PARTIII

EPILOGUE

TheRhetoricStageataGlance

Rhetoric 3hoursperweekGrammar&writingskills 3hoursperweekHistory&literature 8–10hoursperweekMathematics 5+hoursperweekScience 4+hoursperweekLatin/foreignlanguage 3–6hoursperweekArt&music 4hoursperweek

Because high-school curricula options vary so much, we have not providedchecklists for the upper grades. Instead, use the “Planning Ahead” form inChapter24toplotthehigh-schoolyears.

* Richard J. Murnane and Frank Levy, Teaching the New Basic Skills:PrinciplesforEducatingChildrentoThriveinaChangingEconomy(NewYork:FreePress,1996),p.32.

† Gene Edward Veith, “Renaissance, Not Reform,” an essay posted at thePhilanthropy, Culture and Society website, August 1996;www.capitalresearch.org. See alsoGene EdwardVeith, Jr., andAndrewKern,ClassicalEducation:TowardstheRevivalofAmericanSchooling (Washington,DC:CapitalResearchCenter,1997),p.78.

‡ David Hicks,Norms and Nobility: A Treatise on Education (New York:Praeger,1981),p.20.

§Ibid.,p.83.

PARTIV

COMINGHOME

HowtoEducateYourChildatHome

36

THEKITCHEN-TABLESCHOOL:WHYHOME-EDUCATE?

Home schooling, once dismissed as a fringe activity practiced byhead-in-the-sand reactionaries and off-the-grid hippies, is nowwidely considered an integral part of the mainstream educationsystem.

—EducationWeek

The perfect school is a myth. Rather than trying to do the impossible byattempting to duplicate the perfect (and imaginary) school experience, berealistic and diligent about what you can do well. Offer personal, individualtutoring; use your time efficiently; control the child’s social and moralenvironment until she’s mature enough to make wise decisions. Your aim iseducation,nottheduplicationofaninstitution.Remember,youaren’talone.Home-schooling isnow legal inall fifty states

for one reason—parent activism. The beginning of the modern home-schoolmovement can be traced to the alternative schools founded in the 1960s and1970s by parentswho defended their right to choose from among educationalalternatives.Thesealternativeschoolstendedtobepoliticallyliberalandactivist.*Parents

without access to these schools or who saw themselves asmore conservativefollowed the trend of parent involvement by choosing instead to home-schooltheirchildrenquietly.Bythe1980s,increasingnumbersofChristianProtestants

were taking their childrenout of the public school system,which they sawasculturally and spiritually alien to their values. Catholic families had done thisyearsbefore,ashadOrthodoxJewish families;now thereare Jewish,Muslim,Mormon, and secularist home-school support organizations asmore andmoreparents decide to exercise their option to choose an alternative to the publicschoolsystem.The reasons for making this choice are varied: unhappiness with academic

standards, awish toavoidnegative socialpressures, frustrationwithoversizedclasses, disagreementwith the philosophy of education held by local schools.Whatalltheseparentshaveincommonisasinglebelief:therightofallparentsto choose how to educate their children. And all of them are actively, notpassively,involvedinhelpingtheirchildrenlearn.

WHYSHOULDYOUHOME-SCHOOL?

Over the years,we’ve heard a number of reasonswhy parents choose to taketheirchildrenoutofschool.Theyinclude

■Boredom.■Fatiguecausedbylongbusridesorunreasonableschedules.■Frustrationandacademicfailure.■Lackofacademicchallenge.■Constantfamilytravelthatrequiresmissingschool.■Healthproblemsthatpreventthechildfromtakingpartinaregularschool-dayprogram.

■ School pressure for conformity, rather than flexible programs that enablechildrentodeveloptheirownstrengthsandsolvetheirownproblems.

■ The need for one-on-one instruction, individual attention, time, andencouragementtodevelopspecialtalentsorstrengths.

■Negativepeerpressure.Thechildstarts toadopt thestandardsofherpeergroupandrejectthoseofherfamily.

■Theneedforquiet.Thechilddoesn’tmentallyoperatewellwherethereisconfusionandnoise.

■Learningproblemsthataren’tbeingsolved.Thechildisn’tbeingchallengedtoovercomeweaknesses.

■ Peer or faculty intimidation. The child is being intimidated, teased, or

abusedverballyorphysicallybyclassmatesorteachers.■Theneedformoreorlesstimepersubject.Therateofinstruction(toofast,tooslow)doesn’tmatchthechild’srateoflearning.

■ Too much emphasis on nonacademic activities. Extracurricular activitiesusurptimenecessarytoachieveacademicexcellence.

■Thewasteofagiftedstudent’stime.Thegiftedchildisusedbytheteachertotutorslowerstudents,ratherthanbeingchallengedtopressforward.

■Anemphasisonpopularityratherthanonacademicachievement.Thechildbecomespopular,butnotproductiveandliterate.

■ The “pariah” status of the gifted student. The quick student feels dis-criminated against because of giftedness—often jealousy and resentmentfromclassmates,sometimesevenfromteachers.

■ The ostracization of the student who is different. The child with a mildproblem or difference (lisp, shyness, or even slowness in doing workbecause she’s unusually careful) often gets placed in a special-educationclassandisthennegativelylabeledbybothclassmatesandteachersfortherestofherschoolcareer.†

■Conflicting family schedules. The parentmay have awork situation thatdoesn’tallowhimtospendtimewiththechildexceptduringschoolhours.

■Lossofacademicself-esteem.Thechildislosingconfidenceinherabilityto learn. (Jessie once worked with a sixteen-year-old girl who wasunresponsive and discouraged. Jessie kept onwith one-on-one instruction,basic phonics, remedial math and writing, and lots of encouragement.Eventually the girl returned to regular school, graduated, and completednursingschool.Shecamebackforavisitaftershehadworkedasanurseforseveral years. “Thankyou,” she said, “formakingmebelieve that Icouldlearn.”)

■ The parent is shut out of the educational system and wants back in. ADecember8,1996,articleintheNewYorkTimestellsofapeerinterventionprogram in theNewYorkCitypublic schools. Insteadofbeingdismissed,incompetent teachersareallowed toenroll ina remedialprogramforpoorteachers“inwhichateachingcoachworksone-on-oneintheclassroomforaslongasayear....Parentswhoask,”thearticlecontinues,“aregenerallygiventheimpressionthattheextraadultinclassisateacher’sassistant.”‡Inother words, these parents aren’t told the truth. The article goes on todescribeafirst-gradeteacherwhoyellsatthechildrenandhumiliatesthem.The teaching coach corrects him privately, but the parents are never told

what’sgoingonintheclassroom.

Thesearereasonstohome-educate.

ENCOURAGEMENTFORPARENTS

Don’tbe intimidatedbecauseyoucan’t reproduceaclassroomenvironmentorschool activity. Remember, programs, multiple aids, and group activities aredesignedforgroups.Tutoringisprobablythemostefficientmethodofeducationsincetheteachingistailoredtotheindividualchild’sneedsandrateoflearning.Youcansupplythis.Andasteachingprogresses,parentscanteachnotonlyacademicsubjects,but

lifeexperiencesaswell.Homeschoolingallowstimeandspacefortheteachingofpracticalskills;olderstudentsespeciallyhavetheflexibilitytolearnpainting,papering, carpentry, woodworking, electrical and plumbing repair, foodpreparation,carrepair,gardening,yardcare,andsoon.We’velistedafewhigh-schoolelectivestohelpyouteachthesepracticalskillsattheendofthischapter.Parentsalsoserveasmodelsandguidesforacceptable,productivebehavior.

Whenyouteachyourchildathome,you’retraininghertoworkhardandtobedisciplined.Helphersetgoalswithaplanforreachingthosegoals—thisgivesareason for the hardwork. Teach her how tomanage time and schedule tasks.Work on gradual improvement, keeping records of progress and planningrewardsforincrementsofachievement.Don’tspendtimeonlyonthetasksyoulike, but form a plan to improveweaknesses. Take rest and recreation breakswhen your student becomes nonproductive. All of these are principles forsuccessinanyendeavor,notjustinhomeeducation.Inclassicaleducation, the teacher isn’tanever-ceasing fountof information

from which students continually drink up answers. Instead, the model of theclassicalteacherandstudentsisthatofleaderand“disciples,”meaningthattheteacherandstudentsareunited together in thesame task, learningan inheritedbodyofknowledge together. “The teacher’s true competence,”writes classicalheadmasterDavidHicks,“isnotinhismasteryofasubject,butinhisabilitytoprovoke the rightquestionsand . . . [inhis]peculiareagerness toexplorenewsubjectsandnewideaswithhisstudents.”§Giventhetimeandtheresourceswesuggest,anydedicatedparentcandothis.Planahead,ofcourse,butdon’tpanic,whenyourchildisinfirstgrade,that

youwon’t be able to do eighth-grade algebra.Takeoneyear at a time.You’llstudy and grow and learn with your child. Jessie says that she learned morewhenshewashome-educatingherchildrenthanshedidincollege.The home-school environment prepares children for the “real world” better

than identification with age-segregated peer groups. After all, the typicalworkplace contains a number of different ages and abilities, not a single peergroup.Thehome,withitsmixed-age,mixed-abilityenvironment,ismuchmorelikethisworkplacethanthesingle-gradeclassroom.Aspecialencouragementtotheparentsofhigh-schoolstudents:youdon’thavetoteacheverything.Ifyourchild were enrolled in a large, well-equipped high school that offered manycourses,timewouldstillallowonlysomanyselections.Jessiehasobservedthatin larger schools with more courses, students often end up with less-than-desirable schedules—courses fill up, guidance counselors are overworked,students are given too much freedom to take easy courses. We know of onestudentatabig,prosperoushighschoolwhowasallowedtosignupforfourartcourses—notbecausehewas interested,butbecausehe thought theywouldbeeasy.By the timehismothersawhisschedule,hewasn’table tosignupforabetter-balancedyearbecausetheotherclasseswerefull.

FIRSTSTEPS

If you have decided to home-school, start by contacting your state home-schoolingorganization.Itcangiveyouinformationaboutthelawsinyourstate.(Differentstatesrequiredifferenttypesofnotification:somewantyoutosubmita general plan of study; some require a photocopied college diploma.)We’veprovided a list of home-schooling organizations at the end of this chapter.They’llalsogiveyouadviceonthebestwaytoremoveyourchildfrompublicorprivateschool,ifshe’salreadyenrolledthere.Look at all the material out there. Visit home-schooling forums (ours,

forums.welltrainedmind.com, is one of the largest and most active; pay us avisit).Examinethewebsitesofsomeofthepublisherswe’velisted.Readafewhome-schoolblogs.Gather together what you’ll need to start the year. Plan schedules for your

family.(SeeChapter40forsuggestions.)Visitahome-schoolsupportgroup.Yourstateorganizationwillgiveyoualist

oflocalgroups.

Two cautions. Jessie has found that when you choose a group for ongoingsupportandasasocialoutlet foryourselfandyourchildren, itmaynotbe theone closest to you.Local support groups, of necessity, take on the personalityand philosophy of the leadership. Some are inclusive; some are exclusive andmakethosewhodon’tagreeuncomfortable.Youhavetofindtheonethatbestsuitsyou.Also,youmayfindthatyourlocalhome-schoolgroupispopulatedmostlyby

“unschoolers.” Classical education is not easily compatible with pure“unschooling,”whichispopularamongmanyhomeschoolers.“Unschooling”ischild-centered.Itassumesthatthechildwilllearnallthatheneedstoknowbyfollowing his natural impulses and that any learning that is “imposed” on thechildbyanauthorityfigurewillproveunproductive.Classical education is knowledge-focused, not child-focused. It attempts to

teach knowledge in a way that awakens the child’s interest, but the child’sinterestisnotthesoledeterminingfactorinwhetherornotasubjectshouldbetaught.Howdoesachildknowwhethersomethingwillinterestandexcitehimunless he works at unfamiliar (and perhaps intimidating) material to find outwhatit’sallabout?Unschoolers may also tend to denigrate “book” learning in favor of “real”

learning. Many unschoolers claim that the day-to-day realities of family lifeprovideplentyofopportunities for learning.For theseunschoolers, takingcareof the house, grocery shopping, cooking, car repair, working in the familybusiness, writing thank-you notes, and so on provide enough opportunity forchildrentolearnreal-lifeskillswithout“doingschool”inaformalway.While thismaybe true,achild’seducationshouldn’tbe limited to“real-life

skills.” Classically educated children should be able to cook, write thank-younotes,andtietheirshoes.Theyalsoknowwheretheircountrycamefrom,howtoconstructalogicalargument,andwhatpuellameans.Unschoolers sometimes claim that students who aren’t forced to learn the

mathematicstablesinthirdgradecanpickthemupinadayoncetheyhitsixthorseventhgradeandgetinterestedontheirown.Inourexperience,thestudentwhodoesn’t learn themath tables in third gradewill never be comfortable enoughwithmathtogetinterestedinsixthorseventhgrade.If you end up in a local group of unschoolers and you want to follow the

curriculumwe’veoutlinedinthisbook,youmayneedtoswitchgroups.

TAKINGYOURCHILDOUTOFSCHOOL

If your child has been in a bad situation—destructive peer relationships,discouraging classroom experiences—and you’ve brought her home to rescueher,expectaperiodofadjustment.Beunderstandingbutfirminyourdecision.Fullyexplainwhatyouaredoingandwhy.Yourconfidenceinthedecisionthatwhat you are doing is best for herwill be communicated. Sowill indecision,whichwillmakeherresistthechangeevenmore.Any radical change can cause “culture shock.” Children generally prefer a

known situation, no matter how flawed, to an unknown one—structure androutinearealwayscomforting.Expectaperiodofadjustment.Butusecommonsense.Ifyouseedepressionandangerthatdoesn’tadjustinsixweeksorso,takeyourchildtoatrustedcounselorsothatyoucanbothtalkouttheproblems.

THEREALITIESOFHOMESCHOOLING

Whilewethinkhomeeducationiswonderful—we’veseenchildrenandparentsthrive at home,we’ve heard hundreds of success stories—youmust go into itwithyoureyesopen.

■Homeschoolingistime-consuminghardwork.■Houseworksuffers.Booksandscienceexperimentsandpapersarealloverthehouse.

■Everyonewantstoquitatsomepointduringtheschoolyear.■Thekidsaren’talwaysperfect,andyoucan’tblameitonschoolorontheirfriends.

■Academic schedules are frequently interrupted by sickness, family needs,andlifeingeneral.

■Childrenoften“justdon’tgetit”—thatis,theymayexperienceplateausorhavedifficultywithanewconcept.

■Grandparentsmaythinkyou’reruiningyourchildren.■Theneighborswillprobablytellyouthatyou’recrazy.

APERSONALWORDFROMJESSIE

IwasoftentiredandsometimesfeltoverwhelmedbywhatIhadunder-taken—thatis,home-educatingmychildren.AndifI’dhadaperfectschoolavailable,Iwouldhaveenrolledmychildreninit.ButIlookedattheacademicandsocialoptions, and concluded that, in spite of my failures, my children were doingbetterundermytutoringthantheywouldhavedoneinagroupsituation.Personally, Idecided toputonholdsomeofmygoals.But Iheldon to the

wise counsel given me when my children were toddlers: “Live your life inchapters. You don’t have to do everything you want to do in life during thischapterof rearingchildren.”Thisadviceprovided thecornerstoneofmyplansforpersonalgoals.Iwantedtowrite.Iwantedtomakeahand-braidedearlyAmerican–stylerug.

Whenmythreechildrenweretoddlers,Ihadawholestashofwool,allstrippedinpreparationforbraiding.Sincetoddlerhoodwasn’ttherighttimetostartsuchalargeproject,Istoreditinboxes“untilthechildrenareinschool.”InsteadofsendingthemoffeachmorningwhileIquietlybraidedtherug,IwasevenmorebusywithhomeschoolingthanIhadbeenwiththreepreschoolers.Ihave timetowritenow.Myrug-in-waiting isstill inboxes,althoughIcan

almostsee the timeapproaching tostart it—thirtyyears later!Butmychildrenare the most creative project I have been involved in. I can’t compare therelationship I have with them to a relationship with a rug, no matter howbeautifully hand-crafted. And my crafting of their education has been life-enrichingtoallofus.ThereweretimeswhenI longedforamagazine-beautifulhouseinsteadofa

housewith“projects”alloverit.Houseworkwasn’talwaysdoneontime.EveryOctober andMarch, Iwanted to quit. (I learned to take aweek offwhen thatfeelingcameoverme.Restandchangeofpacerenewedmyfocus.)Whenmychildrenneededcorrection,Ihadto taketheresponsibilityandnotblameitonbadfriends.Academicschedulesweresometimesinterruptedbylife.Myfatherhadabraintumor.Mysonhadallergies.But lookingback,Icanseethatevenwhenwetookofffromschoolforthenecessitiesoffamilylife,wehadalong-rangegoal inmind.Wewere able to get backon track and continuewith ourplan,takingupwhereweleftoff.The most discouraging thing I encountered was the lack of support from

familyandneighbors.WhenIstartedhome-schooling,Iworriedalot.IworriedIwouldn’t be able to keep upwithmy children’s grade levels. Iworried thattheir social developmentwould suffer. The neighbors said, “They’ll never getintocollege.”Thegrandparentscried.

ButasIlookback,noneoftheworriesmaterialized.Mychildrendidgetintocollege.Theyhavecareersandrelationships.Andeventhegrandparents,seeingtheacademicprogressandthebetter-than-normalsocialdevelopment,eventuallyadmittedthattheyhadbeenmistaken.

RESOURCES

For a list of home-education organizations and links to state laws regulatinghomeeducation,visitwelltrainedmind.com.

*ShawnCallaway,“HomeEducation,CollegeAdmission,andFinancialAid,”JournalofCollegeAdmission(Spring1997):p.8.

†Studentswithmildspeechimpedimentsareoftenplacedinspecial-educationclasses. According to an article in the New York Times, financial incentivesencourage schools to keep these children in special education, a situation thatoften yields “isolation and failure.” These children often never return tomainstreamclasses andmanydonot graduatewith a regular diploma. (“FreshThinkingonSpecialEducation,”NewYorkTimes,November26,1996,sec.A,p.20.)

‡ Pam Belluck, “Poor Teachers Get Coaching, Not Dismissal,” New YorkTimes,December8,1996,sec.A,pp.1and46.

§ David Hicks,Norms and Nobility: A Treatise on Education (New York:Praeger,1981),p.129.

37

WHENLEARNINGDOESN’TIMPROVE:DIFFICULTIESAND

CHALLENGES

Whenindoubt,goandgetyourchildassessed.—Experiencedhome-schoolingparent

Theplanforclassicaleducationthatwedescribein thisbookisapatternforhome schooling. Pattern: the regular and repeated way in which somethinghappensorisdone.(Thanks,Merriam-Webster.)But there are thousands of children who don’t learn in a regular way.

Everything that we suggest is within the capabilities of learners who are“neurotypical”—anewlyinventedwordthatoriginallywasusedforanyonewhowasn’t on the autism spectrum, butwhich is nowwidely usedbymanyhomeeducators to mean (more or less) that you’re cognitively, intellectually, anddevelopmentally“normal.”Sowhat’s“non-neurotypical”?Thechildwhojustcan’tfigureoutreading.Thechildwhoseemstohavenograspofspelling.The child who at nine, ten, eleven is still staring at addition problems as

thoughhe’sneverseenthembefore.Thepreteenwhosehandwritingisstillsopoorthatyoucanbarelyreadit.Theteenagerwhohasgivenup.Nomatter how good your teaching is, orwhat curriculum you use, if your

childisnotprocessinginformationina“neurotypical”way,youmightstrikeout.There are many non-neurotypical students out there: dyslexic, dysgraphic,dyscalculic(unabletoprocessnumericinformationnormally),twice-exceptional(gifted in one area and struggling hard in another), dealing with processingdifficulties,seizuredisorders,autism,andotherdifficulties.Infact,asonehome-schoolingparentremarkedtous,thehome-educationpopulationmayhavemorenon-neurotypical kids in it than the general school population, because thefrustrationsofdealingwiththeseproblemsinaclassroomsituationcausesmanyparentstoturntohomeschooling.Andwe’veheardonemessageoverandoveragain:IwishI’dhadmychild

evaluatedsooner.Here’sjustoneofthemanystorieswe’veheard,sharedwiththepermissionof

thismother.

ThefirstpointintimewhichIrealizedthatmyson(nownineteen)wasnotjust “learning differently,” but needed intervention in order to cope waswhenhewas inkindergarten. I foundout that the teacherswere regularlysendingmysonfortimeouts—someofthemlastingforforty-fiveminutes,becausehewouldnotdohisprintingworkproperly.The behaviors he showed were: scribbling hard on the workpage with a

lookoffrustrationandangerwhenaskedtokeeptrying.Hewouldsometimesscrunchupandthrowhispaperandpencilonthefloor.Istartedhomeschoolingmysonattheendofgradeone.IthoughtthatifI

taughthimathomeandusedsomestrategiesgiventomebyanoccupationaltherapistforhisfinemotorskillseverythingwouldgoalongsmoothlyandhewouldthencatchup.Hisprintingimproved.However,newareasofweaknesskept popping up that needed to be addressed. I was using the curriculumsuggestedinTheWell-TrainedMindandIkepthopingthatallmysonneededwasgoodcurriculumandanunderstandingteacher(me).Fast forward a couple of years: I started to see signs that there was

somethingelsegoingonwithmy son.Hewould takea long time todohisworkandIwouldhavetokeeptellinghimtofocus,ashewoulddriftoff.Hewould get frustrated if theworksheet I gave him seemed to have toomuchworkonit.Hewouldgiveupeasilyandsaythings like,“I justcan’tdoit.”And he would sometimes resort to his old behavior of scribbling on hisworksheet when he was frustrated. Coming up with a sentence to writeseemedextremelydifficult.Hejustcouldn’tseemtofindthewords,forverbal

orwrittenwork. I kept having togoback and repeat lessons already taughtbecausethenextlevelupseemedtoohard.Heseemedtotireeasily.Lookingback, thecluesandbehaviors thatmysonwasnot just“learning

differently”butneededinterventioninordertocopewereallthere.IwishIhadgottenmysonassessedearlier.IwishIhadn’tpushedmyson

throughthelessons—doingtoomuchandmovingtoofast.Iwouldsuggest thatotherparentslookforsignsoftheirchild’snotbeing

able to keep up, not understanding what is being asked of him or her, notbeingabletofocus,havingtohaveinstructionsrepeatedoverandoveragain.And look at your child’s behaviors (like my son’s scribbling, pushing,throwing,scrunchinghisworksheets)andwhetherheorshedisplaysfeelingsofangerandfrustrationandwantingtogiveup.Whenmy sonwas assessedby anoccupational therapist, it helpedme to

understandthathehadfinemotorchallenges;thetherapistgavemestrategiestohelphimcopeandlearntoprint.Whenmysonhadtroubleunderstandinginstructions and couldn’t manage expressive language, I had a speech andlanguageassessmentdone.Thishelpedmeunderstandwherehisdelaysandstrengthswereandgavemestrategiestohelphim.Unfortunately,thecognitivedelaystooklongerformetosee;itwasn’tuntil

mysonwasateenagerthatIgothimapsychoeducationalassessment.But now that I know where his weaknesses and strengths are, I understand more and have more

strategiestohelpmysonlearnbetter,atapacethatworksforhim.Thegoodnewsisthat,aftertwelveyears of home schooling, my son is still learning and progressing academically. He gets tested—academicscreening—everyyearbyhisdoctor.He isnowworkingatahigh-school level forallof themainsubjects.Ittookusalotlongertomoveupthroughthegradelevels,butwithlotsofpatiencewearegettingthere.

Theremaybeaveryclearphysicalcausefor learningdifficulties:we’veheardfromparentswhodiscovered,wellintotheirchild’steenageyears,thatthechildwas actually suffering from a degree of mild cerebral palsy, deafness, ordifficult-to-diagnosevisionproblems.Butall learningdifficultiescanbebetterdealtwithoncethey’relabeled.“Itisthefactthatwefinallygotalabel,”anothermotherwrotetous,“combinedwiththespecificsoftesting,thatmakesmenowable tohelpmychild. Iknowwhen toeaseuponhim,when toaccommodateandwhenitisokaytopush.WithoutthelabelIwasalwayspushinghimbeyondhis capabilities. I am sure he felt helpless and inadequate and he didn’t evenknowwhy.His‘label’hasmadehimahappierkidandgivenhimparentswhoarebetter informedand thereforebetter teachers and advocates.Labels canbebeautiful.”

So don’t delay for years if you sense that your child is not progressingnormally.“Mybiggestregret,”oneparenttoldus,“isthatIlistenedtothe‘he’sjust a late bloomer’ voices instead of listening tomy intuition.We lost a fewyearsofremedialacademicsbecauseofthewait-and-seeapproach.”Adaptingclassicaleducationtothevariedneedsofnon-neurotypicalstudents

isbeyondthescopeofthischapter(andthisbookisalreadybigenough),butweencourageyou tovisitour forumsat forums.welltrainedmind.comand join theongoing conversation at our Learning Challenges board, where hundreds ofparents have shared their strategies and stories. And investigate the manyadditionalcurriculasuggestionsatwelltrainedmind.com.

38

THECONFIDENTCHILD:SOCIALIZATION

TheSmithsonian Institution’s recipe forgenius and leadership: (1)childrenshouldspendagreatdealoftimewithloving,educationallyminded parents; (2) children should be allowed a lot of freeexploration; and (3) children should have little to no associationwithpeersoutsideoffamilyandrelatives.

—H.McCurdy,“TheChildhoodPatternofGenius”

“Butwhataboutsocialization?”Ifyouhaven’taskedthisquestionalready,aneighbororgrandparentcertainlywill.Themostconvincingproofthathome-educatedchildrendevelopnormallyisa

conversation with a home-educated child who’s bright, engaged, polite,interesting,andoutgoing.Home-schoolgraduatesget intocollegeanddo fine;theygetjobsandexcel.But it’s important to understandwhat socializationmeans.According to the

dictionary,socialization is “theprocessbywhichahumanbeing,beginning ininfancy,acquiresthehabits,beliefs,andaccumulatedknowledgeofhissociety.”Inotherwords,you’rebeingsocializedwhenyou learnhabits,acquirebeliefs,learn about the society around you, develop character traits, and becomecompetentintheskillsyouneedtofunctionproperlyinsociety.Who teaches all of this? Agents of socialization include the family (both

immediate and extended), the religious community, neighborhoods, tutors and

mentors,themedia(TV,radio,films,books,magazinesalltellthechildwhat’sexpectedofhim,forbetterorworse),clubs(socialoracademic),thearts(bothinobservation and participation), travel, jobs, civic participation. And formalschoolinginaninstitution.Takingthechildoutofschooldoesn’tmeanthatyou’regoingtoremovehim

from theother “agents of socialization” that surroundhim.Furthermore, thinkaboutthetypeofsocializationthattakesplaceinschool.Thechildlearnshowtofunction in a specific environment, one where he’s surrounded by forty-fivechildrenhisownage.Thisisaveryspecifictypeofsocialization,onethatmaynotproveparticularlyuseful.When, during the courseof his life,will he findhimselfinthiskindofcontext?Notinworkorinfamilylifeorinhishobbies.Theclassroomplacesthechildinapeer-dominatedsituationthathe’llprobablynotexperienceagain.And this type of socializationmay be damaging. Thirty years ago, Cornell

UniversityprofessorofchilddevelopmentUrieBronfenbrennerwarnedthatthe“socially-isolated, age-graded peer group” created a damaging dependency inwhichmiddle-schoolstudentsreliedontheirclassmatesforapproval,direction,and affection. He warned that if parents, other adults, and older childrencontinuedtobeabsentfromtheactivedailylifeofyoungerchildren,wecouldexpect “alienation, indifference, antagonism, and violence on the part of theyoungergeneration.”*Peerdependenceisdangerous.Whenachildisdesperatetofitin—toreceive

acceptancefromthosewhosurroundhimallday,everyday—hemaydefyyourrules,goagainsthisownconscience,orevenbreakthelaw.Welive inanage inwhichpeople thinkagreatdealaboutpeers, talkabout

themconstantly,andactasifachild’sexistencewillbemeaninglessifheisn’tacceptedbyhispeergroup.But the socialization thatbestpreparesachild forthe real world can’t take place when a child is closed up in a classroom oralwayswithhispeergroup.Ithappenswhenthechildislivingwithpeoplewhovarywidelyinage,personality,background,andcircumstance.The antidote for peer-centered socialization is tomake the family the basic

unitforsocialization—thecenterofthechild’sexperience.Thefamilyshouldbetheplacewhererealthingshappen,wherethereisatrueinterest ineachother,acceptance,patience,andpeace,asfarasispossible.Socializationinthefamilystarts when very young children learn that they can trust adults to give themanswers, to readbooks to them, to talk to them, to listen tomusicwith them.Socializationcontinuesasthechildlearnstofitintothelivesofhisparentsand

siblings,tobeconsiderateandthoughtfulofotherpeople,tobeunselfishinsteadofself-centered.Atwo-year-oldcanlearntoplayaloneforafewminuteswhiletheparentteachesaten-year-old;aneight-year-oldcanlearnnottopracticethepianoduringthebaby’snaptime.It’stherealworldwhenachildlearnstoplayquietlybecauseDaddyisworkingonhisincometaxes.(Westilltalkabout“theyearwecouldn’tgo into the living room”becauseDadwasbeingauditedandhistaxpaperswerespreadthroughoutthelivingroomforweeks.)Inour society, children, taughtby theirpeergroups, learn to survive,not to

live with kindness and grace. Exclusive peer groups—cliques—start formingaroundagefive.Even inkindergarten,childrenareacceptedor rejectedon thebasis ofwhat theywear,what toys they own,what TV programs theywatch.Even when adults are supervising, these cliques survive—and strengthen—aschildrengrow.Andonlythestrongestflourish.The trend in our culture is to devalue—even bypass—the family as a basic

unit of socialization. But it’s within the family that children learn to love byseeinglovedemonstrated;learnunselfishnessboththroughteachingandthroughexample (choosing to teach a child at home is unselfishness at work); learnconflictresolutionbyfiguringouthowtogetalongwithparentsandwitheachother.The family unit—this basic agent of socialization—is itself a place to

communicatewithpeopleofdifferentages.Butsocializationdoesn’tstopthere.Asa family,youshouldmakeawide rangeof friendsofvariousages.Home-school parent and lawyer Christopher Klicka points out that home-educatedchildrenarecontinuallysocializedthroughcommunityactivities,LittleLeague,Scouts, band, music lessons, art classes, field trips, and the numerous eventssponsoredbylocalhome-schoolsupportgroups.†Bymeansoftheseactivities,parentsteachchildrenhowtoliveinsocietyand

how to relate to others. In contrast, peer groups teach a child either to takedirection from themost popular kid in school or to transformhimself into themost popular kid at school, often sacrificing intelligence and character in theprocess.Whatabouthighschool?High-school students demonstrate what sociologist Charles Horton Cooley

describes as “the looking-glass self”—they evaluate theirworth by looking atthemselvesinthemirrorheldupbytheirpeers.‡Unfortunately,thequalitiesthatleadtohigh-schoolsuccess—suchaspeerpopularityandathleticprowess—arepreciselythosethatmaybeofleastuseduringlaterlife.Incontrast,thehome-

styleclassicaleducationdevelopsand rewardsskills (perseverance,dedication,patience)thatwillbeusefulinlaterlife.Isitmoreimportantthatthehigh-schoolyearsbeonesofdizzyingsocialsuccessfollowedbyalifetimeofnostalgiaoratimeofpreparationforasuccessfullife?Ofcourse,highschoolisn’ta“dizzyingsocialsuccess”formostpeople.

At a reception for students atCornellUniversity, a ringofyoungwomencloses around Jane [Goodall], who is describing how adolescent chimpfemalesoften leave their community to join another.KimberlyPhillips, agraduate student in genetics, asks what kind of welcome a female canexpectfromthenewcommunity.“Well, themales are delighted,” Jane says. “But the females beat her up.

They don’t want the competition. One strategy the newcomer can use,however, is toattachherself toahigh-ranking female, even if she is treatedbadlybythatfemale.Theotherswilleventuallyaccepther.”“God,itsoundsjustlikehighschool,”Kimberlysays.§

Bythetimethestudentreacheshighschool,he’slookingatafuturethatwillprobablybespentinfamilylife,work,andcommunityinvolvement.Doesn’titmake sense to spend your training time with these emerging young adultspreparingthemforthereallifethey’regettingreadytoenter?Thereislifeafterhighschool.(Thereisevenlifeaftercollegeandgraduateschool.)In this day of endemic family breakup, teaching your high schooler to live

peacefully ina family isprobably themost important featof socializationyoucan accomplish. Teach skills of resolving conflict, habits of doing for othersinsteadofself,truthfulness,loyalty,sensitivity.Whataboutdating?We’ll brave the collective wrath of American high-school students by

suggestingthatexclusivedatinginhighschoolisawasteoftime.Afterall,whatareyougoingtodoifyoufalldeeplyinloveatseventeen?Getmarried?Breakup?Havesex?Webelievethatsexwithoutcommitmentisdamagingatanyage(we’re pro-marriage). But it’s even worse for teens, who are uncertain,vulnerable, and unsure of their own attraction. Sex can be a powerful,manipulativetoolevenforsupposedlymatureadults.It’sevenmoredevastatingwhenwieldedbytheunready.Wehaveyettofindanadultwhoremembershigh-schooldatingasrewardingandlife-enriching.Notthatyoushouldignoretheoppositesex(apracticalimpossibility).Lotsof

family-orientedsocializing—partiesthatincludenotjustteens,butpeopleofall

ages—give teens plenty of practice in relating to the opposite sex in anatmospherethatisn’tfraughtwithsexualtension,thepainofuncertainty,andthepossibility of rejection. Look at the general state of peace, joy, and sexualfulfillmentattheaveragehighschoolandask:IsthiswhatIwantmyteentobesocializedto?Positive socialization is all about living inyourworld responsibly, fulfilling

your potential, taking advantage of opportunity, making the lives of othersaroundyoubetter.Youdon’tneedtheinstitutionalschooltoteachthesevaluestoyourchild.Practicallyspeaking,youprovidepositivesocializationthroughfamily-based

and interest-based activities. The Red Cross offers CPR and baby-sittinginstruction.Museumsofferspecialclasses.Churchandcommunity teamsoffersports participation. Clubs for every hobby from photography to stampcollectingmeetregularly.Sciencefairs,debateclubs,swimminglessons—alloftheseprovideopportunitiesforsocialinteraction.Norshouldyoubeafraidofbeingalone.Ameasureofsolitudecandevelop

creativity,self-reliance,andthehabitofreflective thought.Socialize,butdon’tcrowdtheschedulesofullthatthechildhasnotimetothink,tositandstareatthewalls,tolieinthebackyardandwatchantscrawlby.

*UrieBronfenbrenner,TwoWorlds ofChildhood (London:GeorgeAllen&Unwin,1971),p.105.

†ChristopherKlicka,TheCase forHomeSchooling, 4th rev. ed. (Gresham,OR:Noble,1995),p.13.

‡ CharlesHortonCooley,HumanNature and the Social Order (NewYork:Scribner’s,1902),pp.184–85.

§PeterMiller,“JaneGoodall,”NationalGeographic,December1995,p.121.

39

THECHARACTERISSUE:PARENTSASTEACHERS

Becomingaresponsiblehumanbeingisapathfilledwithpotholesandvisitedconstantlyby temptations.Childrenneedguidanceandmoralroadmaps,andtheybenefitimmenselywiththeexamplesofadultswhospeaktruthfullyandactfrommoralstrength.

—VigenGuroian,TendingtheHeartofVirtue

Schoolshavetriedtoimplement“charactertraining,”anenterprisethat’sboundtofailbecauseit’sbeentaughtinatheologicalandphilosophicalvacuum.Moralissuesarediscussed,butnoonemoralstandardcanbesettledonsincesomeonemightdisagreeandthebeliefsofallmustberespected.Rightandwrongcan’tbeassertedwithtoomuchvigorbecause“wewantourchildrentobetolerant,andwe sometimes seem to think that a too sure sense of right and wrong onlyproducesfanatics.”*Charactertrainingisn’tsomesortofsubject,likealgebraorspelling,thatcan

bepackagedintoacurriculumandtaughttoeveryone,regardlessofbelief.Thedefinitionofcharacteristiedtostandardsofrightandwrong,whichinturnaretied to religious belief; the training of character is done through example andteaching—notinaclassroom,butindailylife.What is character? Character is the possession ofmoral qualities that have

becomehabitsoflife.Asapartiallist,weoffer:

Boldness Honesty

Compassion HumilityCreativity InitiativeDependability PatienceDetermination PerseveranceDiligence ResponsibilityEndurance Self-controlEnthusiasm SincerityFairness ThoroughnessForgiveness ToleranceGratefulness Truthfulness

Whilewecan’timagineanyonearguingaboutthecomponentsofthislist,wealso can’t figure out how to teach them in the abstract without some sort ofphilosophical,theologicalunderpinning(tabooinpublicschools).Bediligent,theteacherofthecharactercurriculumsays.The student yawns: I’m bored with the subject. I don’t see what good it’s

doingme.Sowhybediligent?Asparents,weanswer:Becausewebelievethatthissubjectwilldoyougood

downtheroad,andthat’swhatwe’reaimingyoutoward.(Schoolsdon’treallyhavetheright—ortheauthority—tomakecareerplansforstudents.Parentsdo.)Andevenifyoudon’tseethis,wehavetheresponsibilityofplanningforyourfutureandtheauthoritytotellyouhowtoprepareforit.This isourapproach—yoursmightbedifferent.Thepoint is that theparent

and child share a context—a worldview—within which certain qualities ofcharacter can be explained in a way that makes sense. Without this sharedcontext, character training becomes amatter of following pointless rules.Andthis sort of character building lasts only until the student reaches the age ofindependence.When it comes to the more demanding virtues—tolerance, forgiveness,

humility—that shared context is even more vital. The Christian believes in aforgivenessthatismodeledafterGod’s—itdoesn’texpireafteracertainnumberof offenses. A secular, Muslim, Buddhist, or Scientologist definition offorgiveness might be expressed differently. The unfortunate teacher, honor-boundnot to stepon anyone’s toes, has to allow the class to evolve a lowest-common-denominator definition of forgiveness from the students’ sharedconsciousness.By the time this is done, themoral quality under discussion—

supposedly a yardstick for the students to measure themselves against—hasbecomealooselywordeddefinitionofwhateveryoneispreparedtoaccept.To define character properly may be nearly impossible for schools, but to

build character is even further out of the realm of possibility. These moralqualitieshavetobecomehabits,andhabitsareoftenachievedbygoingagainstthe immediate short-term desire of the child. This is a parent’s job, not ateacher’s.If thesemoralqualitiesaretobecomehabitsof life, theymustbereinforced

bybothobservationandpractice.Asyousuperviseyourchild’seducation,youcanencouragehimtoreadbooksandwatchmoviesthatdemonstrateadmirablecharacter.Becarefulofthecharactercontentofteenoryoung-adultbooks.Someare excellent, some aren’t. Jessie remembers her sixth-grade son picking up abookfullofsexualobsessionwithnoencouragementofpositivemorality.Theauthorofthatbookhassaidininterviewsthatanyexperiencechildrenhaveisavalidthemeforliterature.Butthewholeenterpriseofteachingcharacterassumesthatsomeexperiencesareworthdwellingonandstrivingfor,whileothersaren’t.Youmustalsobeamodelofthesequalitieseveryday.Whenyouforgoyour

ownwants to tutor your child through fifth-grademath, you’re demonstratingself-control.Whenyoupatientlygothroughalessonseveraltimesuntilthechildfigures it out, you’re showing perseverance. When you introduce a historylesson,completewithcoloringbooks,papermodels,andinterestingbooksthatyou’vecollected,you’reshowingenthusiasm.WhenyouturnofftheTVbecauseaprogramyouwanttowatchwouldn’tbegoodforyourchild,you’reshowingself-discipline.Thesequalitieshavetobeinternalizedbythechild,andthiswillonlyhappenifshecontinuallyseesthembeingpracticedbyyou.Asyouworkwithhereveryday,you’rehelpinghertoputgoodcharacterinto

practice.Todevelopcharacter,achildhas to learnobedience.Obviously,strictobediencechangesasthechildgrowsolderandshowsherselftoberesponsible.But it is impossible to teacha childoverwhomyouhavenocontrol (ask anypublic-school teacher).Currently, obedience is avirtue that isn’t popular sinceit’s at odds with the autonomy now touted as being essential to properdevelopment.Buttotalautonomy—whatIwantsupersedesanyconsiderationforfamily,community,orgovernment—canultimatelyturnintodisregardforlawsorrestrictions.It’sanexpressionofintelligent,lovingcaretoteachachildthatdisregarding

certain rules brings unpleasant consequences.You can’t live in the realworldwithout structure and authority: every day,we stop at stop signs, drive on the

rightsideoftheroad,refrainfromstealingfoodatthegrocerystore.Thechildwithcharacterhaslearnedtothrivewithinstructure.Requiringachildtoworkandstudyhardintheearlyyearsdevelopsthemoral

qualities of industry and perseverance. This doesn’tmean that the child has acheerless education. Many of the subjects studied are enjoyable, fascinating,immediately engrossing. But otherswon’t be instantly fun. Somewill requirehardwork so that the student can acquire skills she’ll need in the future. Therealityoflifeisthatdisciplinedpeopleusuallyaccomplishmoreandcanachievetheirgoals.Powerfulmodelsofcharacterare found in stories.Read them together.Talk

aboutthem.Thejoyofhomeeducationisthatallofthislearningtakesplaceinthecontextof the family.You’renot just teachinghardprinciples.You’realsoliving them out. Thus, education becomes entwined with the living of life—together.

RESOURCESGuroian, Vigen. Tending the Heart of Virtue: How Classic Stories Awaken aChild’sMoralImagination.NewYork:OxfordUniversityPress,2002.Afantasticbookaboutgood,evil,friendship,redemption,faith,andcourage.Read it together, and read the books Guroian discusses. Available atbookstoresandonline.

Kilpatrick,William,GregoryWolfe, andSuzanneM.Wolfe.BooksThatBuildCharacter:AGuidetoTeachingYourChildMoralValuesthroughStories.NewYork:Touchstone,1994.An introduction tomorality,alongwithdescriptionsofdozensof stories forfamiliestoreadtogether.Availableatbookstoresandonline.

*VigenGuroian,TendingtheHeartofVirtue:HowClassicStoriesAwakenaChild’sMoralImagination(NewYork:OxfordUniversityPress,1998),p.3.

40

ANDJUSTWHENDOIDOALLTHIS?SCHEDULESFORHOMESCHOOLERS

Tochoosetimeistosavetime.—FrancisBacon

Homeeducationisafamilycommitment.We’venoticedthatinmanyfamiliesthe entire responsibility for teaching the kids is shifted to one overworkedparent. If one parent works full-time while the other teaches, that’s a finearrangement. But the job of planning lessons, investigating curricula, takingtrips,reviewingprogress,goingtoconventions,andgenerallytalkingaboutwhatgoesoninhomeschoolneedstobesharedbybothparents.Life is made up of hard but rewarding choices. It isn’t possible for both

parentstopursuedemandingfull-timecareerswhilehome-educating.Flex-time,part-time,orsemester-orientedjobs(liketeaching)canbeworkedaroundhomeschooling.Afull-timecriminal lawyerandapracticingobstetrician,married toeachother,won’tbeabletomanage.We know of families that home-educate almost entirely in the evenings

because of job schedules; we know of families that do school in the summerbecausetheparentsteachduringtheschoolyear;weknowfamilieswithhomebusinessesand telecommuting jobswhosetupschool right in thehomeofficeanddo it,onandoff, throughout theday;weknowsingleparentswhohome-schoolwhen they’re not working. Although it takes organization, energy, anddetermination, combining home schoolwithwork can be done.And if you’re

abletodothis,yourchildwillbeinvolvedinagreatpartofyourlife—andyouinhis.WhenSusan’schildrenwereyoung,sheandherhusband,Peter,bothworked

athome,andSusanalso taughtat theuniversityduring theschoolyear. In themornings, Peter worked while Susan did grammar, writing and spelling, andhistoryorsciencewith theboys.At2P.M., theyswappedshifts,Susanwent towork, and Peter did math with the boys and took them to appointments(swimming, doctor’s visits, grocery store).Art andmusic fit into the eveningsand weekends. Sundays and Mondays were family days, for housework,museums,zoovisits,worship,anddoingnothing.Animportant,sanity-preservingpartofeveryhome-schooldayoughttobethe

“afternoonnap.”Jessiescheduledanafternoonnapforallthreeofherchildrenupuntilthetimetheyfinishedhighschool.Fortwohours,everyonewenttohisor her room and pursued a quiet activity alone, while Jessie put her feet up.Bedtimewasalsostrictlyenforced—noonewentwanderingthroughthehouseafterthelightswereoff.Susan, following the same principles, had her preschoolers go from taking

napstoatwo-hourrestperiod,eventhoughtheystoppedsleeping.Theboyshadtoys,coloringbooks,otherbooks,andtaperecorderswithgoodbooksontapetolisten to. If theygotoutofbed(except togoto thebathroom,ofcourse), theylostaprivilege(likethetaperecorder).Theynevergotaccustomedtoskippingthenap;itwasaregularpartofeveryday.Susankeptcertainbooks,tapes,andcraft supplies just for naptime use. This middle-of-the-day break period isnecessaryforeveryone.Thechildrenneeditafterstudyinghardallmorning;thebabyneedsit;andparentscertainlyneedthechancetositdown,rest,haveacupofcoffee,andcatchuponbusiness.Home-educating parents like their children’s company. They don’t want to

sendthekidsoffformostofeveryday.Buttheyneedabreakinthemiddleoftheday,someonetosharethejobofteaching,andquietevenings.Andintermsofparentalsanity,theyoungerthechildren,themoreimportanttheseresttimesandearlybedtimes.

HOWMUCHTIMEDOESITTAKE?

After having taught in a classroom, Jessie found that she could accomplish asmuchinstructing—andagreatdealmoreone-on-oneinteracting—inlesstimeat

home.Thechildrendidn’tspendtimeonabusorinlines.Andwithimmediatedetectionoferrorsandon-the-spotcorrection,instructiontimeismoreefficientandprogressisfaster.For kindergarten, intensive instruction in reading,writing, andmath can be

doneinaboutanhour,graduallyincreasingtofivetosixhoursperdayinhighschool. If the foundations are properly laid in basic reading,writing, spelling,and math, the student becomes more independent and less in need of directinstruction.Jessie found that by high school, her role became one of “chief of

accountability” and encourager. She helped her high-school children keep inmind their long-range goals (college) aswell as their daily andweekly goals.Education took place continually, not just in a “sit at the desk” format.Discussionoccurredaround the table,duringsnacksandmeals.We listened totapesandhadconversationsinthecar,goingtothelibraryortomusiclessonsoronfieldtrips.Weplayedclassicalmusicwhilecleaning.Bookswereeverywherein the house (we took the TV out). The children read all the time—whilewaiting,inthecar,atbedtime,duringrestperiods.Andwhileshepolishedshoes,Susanevenreadthenewspaperthatwasunderthem.As the children got older, Jessie taught them how to preparemeals. In the

beginning, thiswas time-consuming; butwhen Susanwas thirteen, she asked,and was permitted, to prepare a full-course dinner for an extended familybirthdaycelebration(Jessiehaspicturesofaverytiredbutaccomplishedcook).Inhisteens,Susan’sbrother,Bob,hand-kneadedandmadeallthefamilybread.Her sister,Deborah,became the expertpiebaker anddidmuchof thegeneralcooking.Thesearenotonlytime-saversfortheparent-teacher,butlifeskillsthathavebeenmasteredbythechildren.Jessie still remembers her surprisewhen a group of Susan’s college friends

came to her home for the weekend. One girl didn’t even know how to tearlettuceandmakeasalad.Shewasagoodstudent,withatraditionalinstitutionaleducation,buthadneverbeenallowedinthekitchen.Read through time-management books for hints, both corporate (how to

handlepaperwork)anddomestic(freedomfromunnecessaryhousework).We’velistedJessie’sfavoritesonpage739.The home-schooling parent must make time for reading. Read at night, at

lunch,inthebathroom,whilewaiting,andwheneverelseyoucansqueezeinthetime.TurnofftheTV,andreclaimthosehours.

YEARLYPLANNING

There’s no particular reasonwhy you should home-school every day for ninemonthsandthentakethesummeroff.Thechildrenburnoutduringtheyearandget bored (and forget all their math) over the long summer break.We advisegoingyear-roundandtakingvacations throughout theyear.Hereareplans thatare time-equivalent to the traditional nine-month school year. You can adjustyour timeoff for family vacations, company, illness, a newbaby, orwhateverelseyouhaveplanned.

Option1

School September,October,NovemberBreak DecemberSchool January,February,MarchBreak AprilSchool May,June,JulyBreak August

Option2

Schoolforthreeweeksandbreakforoneweek,year-round.

Option3

Adjust breaks around holidays and times when everyone is growing tired ofschool.

School Septemberthroughmid-OctoberBreak WeekoffSchool LateOctoberuntilThanksgivingBreak WeekoffSchool EarlyDecemberBreak ThreeweeksoffforChristmasandNewYear’sSchool Mid-JanuaryuntillateFebruaryorearlyMarch

Break Twoweeks(EveryonegetstiredofschoolbylateFebruary!)School March,AprilBreak TwoweeksoffSchool LateApril,May,onthroughsummerBreaks Anytimeduringthesummer,wheneveryou’revacationing,

visiting,entertaining,etc.

For each year, set goals (“Finish thewholemath book,” “Read through theRenaissanceinhistory,”“Teachmyfive-year-oldtoread”).Then,asyoudivideyour year intomonthly,weekly, and daily segments, ask:What am I doing toachievethisgoal?Bespecific.Themathbookisdividedintodailylessons;youneedtodo140daysofmathtofinishthebook.Yourschoolyearisninemonthslong,andyouhave200historypagestocover;that’saround22pagespermonthor 6 pages perweek. In tenminutes per dayof phonics, the five-year-old canlearntoread.Setgoalsforeachsubject,andchartout thepaceyouwouldlike tokeep.If

you’reusingatextbook,youcandividethenumberofpagesbythenumberofdaysorweeksyouplantostudy.Writedownthemasterplan.Youcanaccelerateorslowdownasyouprogress,butyouhavethisgeneralguidetokeepyouontarget.Youmaywant tohaveamaster-plannotebook to recordgoals foreachsubject; checking periodicallywill give you a feeling for the progress you’vemade. Also, there are courses that have daily plans for you. Try to followwhatever plan you choose, but be flexible. If the child needs to work moreslowlyorwantstoworkfaster,accommodatehim.With the older child who is studying more independently, check on his

progressweekly.WhenSusanwasineighthgrade,shewasgenerallyresponsibleandstudiedhard,soJessiedidn’tcheckonherprogressinaccountingforseveralmonths.BythetimeJessiedidcheck,Susanwasfarbehind;sinceshewasdoingthecoursebycorrespondence,shehadahugeamountofworktodotocatchup.Inspring—preferablybyJune—readthroughthenextyear’ssuggestedwork,

write and call for information, and try to place orders. The earlier you orderbooks, the quicker they’ll arrive. Remember that since by mid-summereveryone’s buying books, you can expect a six- to eight-week delay in theprocessingofyourorder.In his bookHow to Get Control of Your Time and Your Life, Alan Lakein

suggestssettingA,B,andCpriorities.DotheA’sfirst,theB’snext,andlettheC’sfalloffyourscheduleifyoudon’thavetimeforthem.*

WEEKLYPLANNING

Manyhomeschoolersareabletoaccomplishinfourdayswhatwouldnormallytakefivedaysinaclassroomsetting.Thefifthdaycanbeusedforlibrarytrips,tutoring,lessons,fieldtrips,orother“off-campus”learning.Jessiedidfour-dayschoolweeksandwasstillabletotakeoffthreemonthseveryyear;shealsotookaweekoffinOctoberandFebruary,wheneveryonewasfeelingstressed.Ifshecoulddoitoveragain,shewouldfollowOption3,above,butshesays,“Iwasn’tcourageousenoughtocompletelybreakoutoftheschoolmold!”Wesometimesfoundit lesscrowdedandmoreconvenient to take“Saturday

trips” during the week, when most other children are in school, and to useSaturdayasaschoolday.Start the year with a disciplined approach, following a preplanned, written

schedule.Iftheplanistoostrenuous,youcanadjustandeaseup,whichismucheasierthanstartingoutwitharelaxedapproachandthenfindingthatyouarenotaccomplishingyourgoalsorthatyourchildisbecominglazy.Don’t panic about illness or doctors’ appointments. The child would miss

thosedaysfromschoolanyway.AndJessie found thatabored,mildlysick,orrecoveringchildwelcomed“somethingtodo.”If therewasnoTVallowed,hecontinuedtodosomeschoolwork.Don’t be upset over unavoidable interruptions. Remember, schools have

interruptions,too:theteacherissickandthesubstitutedoesn’tfollowherlessonplan;weatherormechanicalproblemsclosedowntheschool;violenceorlackofdiscipline sometimes disrupts teaching; strikes or political demonstrationsinterfere with instruction. In the midst of interruptions, teach children to beflexible.Anddon’tworryaboutyourchildlaggingbehindtherestoftheclass.Simplytakeupwhereyouleftoff.

Jessie’sWeeklySchedule

4days “In-house”teaching1day “Off-campus”learning—library,tutoring,lessons,shorttrips1day Majorprojects(household,yard,shopping)orfamilytrips1day Rest,worship,relaxation

DAILYPLANNING

Planaschedulefordailylife,andsticktoit.Ifyoucan,gotobedearlyandgetupearly—mindandbodyare fresher in themorning.Getupat the same timeeveryday.Planhowmuchtimeyou’llspendoneachlesson.Alwaysleavesomewiggle

roombyschedulinginalittlemoretimethanyouthinkyou’llneed.Schedulesreduceindecisionandarguingbecauseeveryoneknowswhattodoandisabletogetonwiththejobathand.Havea specific timeeachday for eachclass, and try tokeep to this.Math,

spelling, and writing are skills that need daily practice and feedback in apredictableroutine.Be flexible. Schedules will change as children grow. And a new baby or

suddenlymobiletoddlercanwreckthemostcarefullyputtogetherschedule.Youhavethefreedomtochangeactivitiesaround.Ifasmallchildbecomesinterestedin earthworms, you’d still do basic skills—phonics, reading, writing, math—every day, but you might not do history for a week while he learns aboutearthworms.Ahigh-schoolstudentmightsuddenlydevelopaninterest insomeresearchproject.Youshouldkeepupwiththedailylessoninmathbecauseit’sanincrementalskill.Buthecanspendaweekonjusthistoryorjustscienceandcatchuponhisotherworklater.Thekeyistheintentionaluseofflexibilityforan educational goal, rather than allowing students to dowhat they “feel like”doing.Writedownallfamilyactivitiesonachart.Onceaweek,wefilledoutawall

chart that had a column for each member of the family. On it were theunchangeables: outside work, appointments, deadlines for lessons or hobbies,meetings.IfMomandDadweretakingachildtoarecital,thatwentonallthreecolumns (Mom’s, Dad’s, and the child’s). Then we scheduled school lessons,meals,naps,practices,chores,housework,andfreetime.Thisway,Jessiecouldassignsubjectswithaneyetoheravailability:Susandidn’tneedhelppracticingthe piano, but Bob needed help with grammar, so Mom put Bob’s grammarlessononherscheduleatthesametimeSusanpracticed.

JESSIE’SMETHODOFORGANIZING:APERSONALACCOUNT

Istartedwitha3×5-inchnotebooktocarryinmypurse,butsoonIneededmore

space. Iwent to the5×8-inch size,which is the size ofmanydaily businessorganizers available at office-supply stores. Calendars, paper, and plastic zipcasesareeasytofindforthissize.Iputaplasticzipcasecontaininga2½×4-inchpocketcalculatorinthefront

ofthisnotebook(handyforfiguringshoppingbargains).IkeptaMonthAt-A-Glancetabbedyearlyplanningcalendarjustbehindthe

plastic zip case. All appointments, meetings, birthdays, deadlines, holidaycelebrations,andsoforthwerekeptinit,coloredwithhighlighters.Iboughtasetofblank5×8-inchnotebookdividersandmadethefollowing

personaldivisionsinthenotebook:DailyPlanHereIputinblanksheetsofpaper,eachonedatedatthetop,and

outlinedthefamilyactivitiesforthatday.IkeptaweekaheadandthrewsheetsawayasItransferredunfinisheditemstothenextpage.Ikeptonepageseparateandwrotealistoflargeprojectstoplanfor.Shop In this division, I kept current shopping lists (except the grocery list,

which I kept on the refrigerator until grocery day). Clothes, hardware, officesupplies—allthiswasavailablewheneverweshoppedorhadthechancetorunintoastore.Household Information Here I kept all the notes useful for running the

household:printerandtypewritermodelnumbers,sizesofhouseholditems(likethe dining-room table’s dimensions for tablecloth shopping), paint shades,appliancemodelnumbers.Clothes I kept current sizes of all family members here and their current

needsincaseIsawasale.BusinessHereIkeptSocialSecuritynumbersoffamilymembers,contentsof

thesafetydepositboxes,frequentlyusedphonenumbers,accountnumbers,andsoforth.Books Ikeptarunninglistofbooks,videos, tapes,andmusic to lookforat

libraries,stores,andsales.Directions Because we live out in the country, I kept a typed-up set of

directionstothehousesothatservicecompaniescouldfindus.(Youmightnotwanttodothisforsecurityreasons.Andinthedaysofsmartphonesitmightnotbenecessary—althoughGPSservicesstilloftencan’tfindourhouse.)GiftsHereIjotteddownideasforgiftsforallfamilymembers.MiscellaneousNotesJustwhatitsoundslike—recipesIreadinmagazinesat

thedoctor’soffice,notesaboutpeopleImet,addresses,thingstothinkabout.Make your own personal dividers according to the information you need at

yourfingertips.Iwasneverabletobuyapreprintedplanbookthatcouldsatisfymyneeds.

GOODUSEOFTIME

Readintheevenings,insteadofwatchingTV.For once-a-week family entertainment, go to the public library together

insteadoftothemallormovies.Readbookstogether;gotoeveningstorytimewithyoungerchildren;checkoutCDsandbooks.Getallthebooksforthenextweek’sstudy.Takecontrolof the telephone.Take it off thehook, turnoff the ringer—but

don’t answer it when you’re home-schooling. And tell family and frequentcallersnot tocallwhenyou’re teaching. Jessie’s fatherhada longandseriousillnessatonepointwhenthechildrenwerestillstudying;sheputinasecondlineandgavethatnumberonlytofamily.Limitoutsidecommitments.Youdon’thavetomeetallpersonalgoalswhile

youarehome-educatingyourchildren.Asafamily,discuss,decide,andkeepinmindyourlong-termgoals.Balanceotherresponsibilitieswiththesegoals.Simplify life. Jessie’s lifestyle while home-educating didn’t require formal

entertainment. So she put away silver that needed polishing, chose not to buyclothesthatrequiredspecialcare,puttime-consuminghobbiesonhold.Insteadofentertaining,thefamilysharedmealswithfriends.Trytosetasideaplaceforlearning,notplaying.Ifyoudon’thaveaseparate

room, thekitchen table is fine.Whenyouget ready todoschool,clearoff thetable.Don’tallowtoysorotherdistractingobjectstocoexistwiththebooksandpapers.Remember that everything costs eithermoney, time, or energy, all ofwhich

are in limited supply. If you havemoremoney than time or energy, buy yourteachingaids.Ifyouhavemoretimeandenergy,makethem.

HOMESCHOOLINGWITHBABIESANDTODDLERS

Trytheseideastokeepbabiesandtoddlersoccupied:

■Dosomethingwiththeyoungestchildrenfirst.Thengivethemindependent

activitiesortoysthatareonlybroughtoutat“schooltime.”■Makea“job”chartfortoddlers,withpicturesofactivities.■Don’task,“Whatdoyouwanttodo?”or“Doyouwanttocolor?”Childrenalwayschoosetodosomethingelse.Statewhatthetoddlercando,leavingno options. (Unless, of course, he’s ill or fatigued and needs specialattention.)

■ Let a baby or toddler sit on your lap during some of the instruction.Childrencanbetaughttositstillinalapifitismadeahabit.(Jessie’stwo-year-olds learned to sit through hour-long religious services because thesmallchurchdidn’thaveanursery.Theyslept,listened,orlookedatpicturebooks.)

■Hireanoldersibling(oruseagrandparent)tobabysit.Becarefulnottouseolder children as unpaid labor; however, a seven-year-old can earn extrapocketmoneybybaby-sitting(andcangetinsomegoodjobpractice).

■Startactual instructionwith toddlers—simple repetition,withnopressure.Susan’seighteen-month-old learned to sayhis letterswhenDaddyheldupthewoodenblocks,andhertoddlersdrewfranticallywithapencilwhentheolderchildrenweredoingwriting.Jessie’soldest,Bob,learnedhisalphabetby playing with refrigerator magnets. B was on the refrigerator until helearnedit;thenJessieaddedotherlettersoneatatime.

■Don’t let the baby’smorning nap disappear. (A home-schooling friend ofSusan’stoldhertokeepputtingthebabyinhiscribwithplentyoftoys,evenwhenhegaveupsleeping.Shedid,andhe tooka“cribbreak”forhalfanhoureverymidmorning,duringwhichtimeSusandidintensive,one-on-oneinstructioninmathwithherolderchildren.)

■Don’tworry if toys and books get spread all over the house. Schedule adaily fifteen-minute pickup before lunch and dinner, and put everythingbackinitsplace.

Susanused to put her toddler at the sink and let himplaywithwater, eventhoughsomegotonthefloor;shealsohidCheeriosaroundthehouseforthebabytofind;madesudsinthetubwithIvorysoap;turnedthelivingroomintoasetofconnectedfortsmadewithblankets;andgenerallyallowedheryoungersontomakeamesssothatshecouldtutortheoldertwo.

SCHEDULESFORHOMESCHOOLERS

At the beginning of every school year, we make out a schedule. We adhereslavishlytoitforabouttwoweeks—andthenweloosenup.Youmust have a schedule to startwith.You need some idea of howmuch

timeeachsubjectshouldtake,howoftentotakebreaks,whentostart,whentostop.But onceyou’veworkedwithyour child for severalweeks, you’ll knowhowtoadjustthescheduletosuityourself.You’llfindthatmathmaytakelesstimeandgrammarmoretimethanscheduled(orviceversa).You’lldiscoverthatyour child can do certain tasks on her own, allowing you to rearrange theschedule so that these tasks coincide with putting the baby to bed ormakingphonecalls.Or, ifyou’reaworkingparent,you’llchange thescheduleso thatthechildisschooledwhenyou’rethere.Makesurethateveningsarefreetodosomeschoolworkandreadingsincethe

studentdoesn’thave“homework”inadditiontoherregularstudy.

OneFamily’sSchedule

Susanandher familyhadamaster“weekplan” that toldeveryonewhere theyneededtobeonwhatday(SusanandPetermadeanewoneatthebeginningofeveryweek).Theyfounditeasiernottohavesettimesforeachsubject,sincealldays are subject to interruption. The children always got up at the same timeeveryday,didchoresbefore school,hadanaptime/rest time/playaloneperiodfrom1to3P.M.,andwenttobedonaregularschedule(7:30forthetoddler,8for the younger children, 8:30 for the almost-teen). Since Peter did a goodportionofthehomeschooling,theirlistsweredividedintotwocolumns;Petersupervised the left-hand side of each page, while Susan did the right-handsubjects. Saturday was a workday, but the family took Mondays off forrecreation.This schedule from the fallof2002 reflects theassignments forChristopher

(eleven), Benjamin (nine), andDaniel (just turned six, doing some first gradeandsomekindergartenwork):

Tuesday

Christopher Trumpet _________ Grammar _________Math _________ History _________LatinCards _________ Writing _________

Geography _________ Reading _________Science _________ Latin _________Experiment _________ Logic _________

Benjamin Drum _________ Grammar _________LatinCards _________ History _________Spelling _________ Writing _________Geography _________ Reading _________Science _________ Latin _________Experiment _________ Piano _________

Daniel Math _________ Spelling _________Reading _________ FirstLanguage _________Lessons _________ Piano _________Geography _________

Wednesday

Christopher Trumpet _________ Writing _________Math _________ Latin _________LatinCards _________ MusicTheory _________Spelling _________ Library _________Geography _________ Handwriting _________

Benjamin Drum _________ Handwriting _________Math _________ MusicTheory _________LatinCards _________ Reading _________Spelling _________ Piano _________Geography _________ Library _________

Daniel Math _________ Spelling _________Reading _________ Piano _________Geography _________ Library _________

Thursday

Christopher Trumpet _________ Grammar _________Spelling _________ History _________LatinCards _________ Writing _________Choir _________ Reading _________Handwriting _________ Logic _________Piano _________

Benjamin Drum _________ Grammar _________Math _________ History _________Choir _________ Writing _________Handwriting _________ Piano _________Spanish _________ Reading _________

Daniel Math _________ Spanish _________Choir _________ Spelling _________Lessons _________ FirstLanguage _________

Friday

Christopher Trumpet _________ Grammar _________Math _________ History _________LatinCards _________ Writing _________Piano _________ Reading _________ScienceReading _________ Latin _________Logic _________

Benjamin Drum _________ Grammar _________Math _________ History _________LatinCards _________ Writing _________Spelling _________ Reading _________ScienceReading _________ Latin _________Piano _________

Daniel Math _________ Piano _________ScienceReading _________ Spelling _________

Lessons _________ FirstLanguage _________

Saturday

Christopher Trumpet _________ Piano _________Math _________ ScienceReport _________Spelling _________ Reading _________Handwriting _________ Latin _________MusicTheory _________

Benjamin Drum _________ Grammar _________Math _________ ScienceReport _________Handwriting _________ Writing _________Spelling _________ Spanish _________MusicTheory _________

Daniel Reading _________ ScienceReport _________Spelling _________ Spanish _________Piano _________

JESSIE’SFAVORITERESOURCESBauer,SusanWise.HomeschoolingtheRealChildTeachingStudentstoWorkIndependentlyBurningOut:WhyItHappensandWhattoDoAboutItSusan’s audio conferenceworkshops reflect nearly twodecades of home-schooling experience. You can download these recordings from Well-TrainedMind Press; you will find the handouts at welltrainedmind.com.Otherworkshopsarealsoavailable.

Lakein, Alan. How to Get Control of Your Time and Your Life. New York:Signet,1989.Aguidetosettingprioritiesforworkandhomejobs.

McCullough,Bonnie.Bonnie’sHouseholdOrganizer: TheEssentialGuide for

GettingControlofYourHome.2ndrev.ed.NewYork:St.Martin’s,1983.Strategiesforspendingaminimumamountoftimeonhouseholdjobs.

McCullough,Bonnie,andSusanMonson.401WaystoGetYourKidstoWorkatHome.NewYork:St.Martin’s,2003.Tipsfortrainingchildrentowork.

*AlanLakein,How toGetControlofYourTimeandYourLife (NewYork:Signet,1974),pp.28–29.

41

PAPERPROOF:GRADESANDRECORDKEEPING

Thepurpose . . . is tocommunicatehisnontraditionaleducationinthetraditionaltermsoutsiderswillunderstand.

—DebraBell

Ironically, a classical education is now considered “nontraditional” because itdoesn’t fit into the neat credits-per-subject pattern of the average high school.Home education is nontraditional as well. Your task is to record what yourstudentisdoinginawaythatmakessensetoschooladministratorsandcollegeadmissionsofficers.Fortunately,manypeoplehavewalkedthisroadbeforeyou.Yourstatehome-

school organization can send you a packet of information covering staterequirementsforhomeschoolers,theawardingofgradesanddiplomas,andthekeeping of an appropriate transcript. As a home-educating parent, you’ll bedoingpaperwork in three areas: notification, portfoliokeeping for elementary-school and middle-school students, and transcript preparation for high-schoolstudents.

NOTIFICATION

Whenyoubeginhome-schooling,you’llneedtonotifyyourlocalschoolsystem.

Contactyour stateorganization for theexactway todo this. In somestates, ifyou have a college diploma, you simply fill out an “Intent to Home School”formand senda copyofyourdiploma. Ifyoudon’thaveadiploma, the statemayrequireyoutosubmitanoutlineofstudy,whichissimplyalistofthebooksyouplantocovereachyearineachsubject.Onlybasictextsneedbelisted.

ELEMENTARYSCHOOLANDMIDDLESCHOOL:PORTFOLIOS

In elementary school andmiddle school, youmust keep track of each subjecttaughteachyear.Sincenoonebutyouandthelocalschooldistrictwilleverseethe grades for school years K–8, you should check with your schooladministrators.Mostschoolswillhappilyacceptportfoliosofworkasproofthatyou’re doing what you’re supposed to do; the notebooks you create for eachsubjectfulfillthisrequirement.Keepthesenotebooksfiledwhereyoucangettothem,andofferthemwhenyouneedtodocumentyourchild’sworkathome.TheonlyreasonforyoutoissuethechildaletterornumbergradeforK–8is

(1)iftheschooldistrictdemandsit(veryrare)or(2)ifyouthinkthechildmightwanttotransferintoaschoolthatrequirestranscripts.Inmostcases,schoolsarecontentwithportfolios—which, inanycase,offeramuchbetterpictureof thechild’s achievements. If you do want to issue a grade, you can keep a K–8transcriptliketheonewe’vesuggestedyouuseforhighschool(seebelow).Butinmostsituations,thisisunnecessary.Awordabouttesting.Wedon’tthinkthere’smuchpointinadministeringtests

ingrades1through4.Duringthoseyears,youshouldbeevaluatingratherthantesting.Watch the child’swork to seewhat errors shemakes again and again.Thenreteachthoseconcepts.Inmiddle grades, you should start giving tests in the “skills” areas—math,

grammar,spelling—justtoaccustomthestudenttothetestingprocess.Youcando this with the tests supplied in the teacher’s editions and test booklets thataccompanyyourtexts.Butinhistory,science,andreading—the“content”areas—thechildiscontinuallyreading,writing,andtalkingaboutwhatshe’slearning.There’snoneedtocreatesomekindoftestforthismaterial.

HIGHSCHOOL:TRANSCRIPTS

For grades 9 through 12, issuing grades and filling out a transcript form isnecessary.Thetranscriptrecordssubjectsstudied,yearsofstudy,unitsofcredit,andfinalgrades.Transcriptsoughttobekeptonpermanentfile.Althoughsomecolleges are happy to accept portfolios for home-school applications (seeChapter 44), others insist on a regular transcript. Employers and educationalinstitutionswilloftenrequestahigh-schooltranscript.(Occasionally,apotentialemployerwillstillcallJessieandaskforthehigh-schooltranscriptofastudentshetutoredtenyearsago.)Thatpieceofpaperisimportant!Ataminimum,youshouldrecordeachsubjectstudied,thetraditionalend-of-

semestergrades—A,B,C, and so forth—andachievement test scores.Havingtaught in traditional schools, Jessie knows thatmany factors influence a finalcourse grade, among them attendance, participation, application, attitude,projects,andactivities.WealsoknowofsomeclassroomswhereanAequals95to 100, andother classroomswhere anA equals 90 to 100.Failing scores arealwaysdeterminedbytheteacherandcanrangefrom60to75.Thehome-schoolteacherisallowedtoexercisethesameflexibilityofjudgmentasthetraditionalschoolteacher.Takingalloftheabovefactorsintoaccount,JessieawardedanAforexcellentworkandapplication,aBforabove-averageworkthatcouldhavebeenalittlebetter,aCformeeting-the-gradework,andaDforperformancethatwasmuchlessthanthechildwascapableofdoing.Because, in a home situation, Jessie continually evaluated and tested for

masterybeforetestingtoawardagrade,thegradeswereusuallyhigh.Shealsotried tomatch the grades to achievement scores (see Chapter 40 formore ontesting).AtranscriptwithallA’sandlowstandardizedtestscoreswon’tappearcredible(althoughastandardizedtestdoesn’tnecessarilytestthematerialtaughtandshouldn’tbeusedtodetermineacoursegrade).Evenifyourschoolsystemallowsaportfolioassessmentinsteadoftraditional

grades, you must keep this official transcript for high school. You might beaskedforitatthemostunexpectedtimes.Thestudentneedstofulfillaminimumnumberofcreditsinordertograduate

from high school. Traditionally, 1 credit in high school equals 120 hours ofclasswork, or 160 45-minute periods. Labs and projects, field trips, andindependentreadingcanallcountasclasswork.Check with your support group, state home-school organization, or local

school-board office on graduation requirements. Remember, they do changefromtimetotimeandfromstatetostate.(SeeChapter24.)ThestudentwhofollowstheclassicalcurriculumoutlinedinPartIIIandholds

to a basic36-week school yearwill spend, on average, the followinghours instudy every year (this is adjusted to allow for illness, field trips, and otherskippeddaysofschool):

NinthGradeGrammar 120hoursRhetoric 90hoursGreatBooks 320hoursMath 120hoursScience 108hoursForeignlanguage 108–216hoursArtandmusicappreciation 108hoursTenthGrade Grammar 120hoursRhetoric 90hoursGreatBooks 320hoursMath 120hoursScience 108hoursForeignlanguage 108–216hoursArtandmusicappreciation 108hoursEleventhGrade Grammar 120hoursGreatBooks 320hoursMath 120hoursScience 108hoursForeignlanguage 108–216hoursArtandmusicappreciation 108hoursJuniorthesis 100–150hours(Computerprogramming) (150hours)TwelfthGrade Grammar 120hoursGreatBooks 320hoursMath 120hoursScience 108hours(morelike180hours,ifphysicsiselected)

Foreignlanguage 108–216hours

Artandmusicappreciation 108hoursSeniorthesis 100–150hours(Computerprogramming) (150hours)

Howdoesthisfitintoatranscript?Ifyoukeeptothisschedule,youaward1English credit per year for the study of grammar (that’s the language artsrequirement). You also award 1 math credit each year that a math course iscompleted.Aftertheninth-andtenth-gradeyears,mathcoursescanbecountedtowardtheeightrequiredelectives.Sciencecoursesareslightlybelowthenormalclasshours,butdon’tforgetthat

homestudytends tobemoreconcentrated thanclassroomwork.Also, the108hours of science is supplemented by the works on science read in the GreatBooks course and by extra time spent on science-fair projects and outsidereading. If the junior and senior projects are science-oriented, the number ofhoursclimbsevenmore.Soit’sperfectlylegitimateforyoutoaward1sciencecreditforeachyearofstudy.Andif,bytheendoftheyear,youdon’tfeelthatthe child has done the equivalent of a year’s study, simply continue into thesummeruntil thoseextra12hoursarecompleted(it’sonlyfourextraweeks—lessifyoudomorethan3hoursperweek).Usecommonsenseandlookatwhatthestudenthascompletedwhendecidingtoawardthecredit.Wesuggestyouaward1fineartselectivecreditforeveryyear’sworkinart

andmusicappreciationcombined.Award1foreign-languagecreditforeachone-year course in foreign language completed. For physical education, award thestudent 1 credit for a full year’s involvement in organized physical activity—aerobicsclasses,tennislessons,karatelessons,communitysoftballorbasketballleagues.Alternately,thestudentcanjustkeepayearlonglogofthetimespentinregularphysicalactivitiessuchaswalking, jogging,andbikeriding.Whenshereaches 120 hours, award her 1 physical-education credit (everyonewho doesthe exercise gets A’s in physical education). This will encourage the child toexerciseregularly,whichwillhelpheroverallhealth.TheGreatBooksstudyistheequivalentofconsiderablymorethantwohigh-

school courses. Add the study of rhetoric in ninth and tenth grades, and thejunior and senior theses in eleventh and twelfth grades, and you’ve gotmorecredits than needed for graduation. The study of Great Books encompassesworld history, world literature (although the study of grammar provides thenecessarylanguageartscredit,youcangiveelectivecreditinworldliteratureforeveryyearofGreatBooksstudy),Americanhistory,andAmericangovernment(it includessource readings fromall the texts required inagovernmentcourse

plus the background readings in ancient political theory thatmost high-schoolcourses simply can’t cover). If you do debate, count rhetoric and debate clubtogether as 1 speech elective. Computer programming is another elective.Furthermore,inthejuniorandsenioryears,theseniorthesisrequirementcanbecountedasanhonorselectivecourseinindependentresearch.Thetranscriptisnottheplacetoexplainthatyou’vedonerhetoricandGreat

Booksinsteadoftraditionaltextbookcourses.Thetranscriptwillshowthatyourstudent has met and exceeded the minimum state requirements; the portfolio,that those requirements have been met in a challenging, creative way—itaccompaniesyour transcriptwhenyourstudentapplies tocollege (seeChapter44).We’vegivensuggestionsthroughoutPartIIIabouthowtoputcoursesonthe

transcript.Here’syetanotheroverviewofhowatranscriptmightlook:

High-SchoolCredits

Curriculum WhatyouputontranscriptCourse Hours Course Units

NinthgradeGrammar 120 English1 1languageartsRhetoric 90 Speech1 1electiveGreatBooks 320 Worldlit.1 1elective

Worldhist.1 1historyMath 120 Algebra 1mathScience 108 Biology 1scienceForeignlang. 108–216 Latin/modern 1–2foreignlang.Artandmusic 108 Finearts1 1elective

Tenthgrade

Grammar 120 English2 1languageartsRhetoric 90 Speech2 1electiveGreatBooks 320 Worldlit.2 1elective

Worldhist.2 1historyMath 120 Algebra 1math

Science 108 Earthscience 1scienceForeignlang. 108–216 Latin/modern 1–2foreignlang.Artandmusic 108 Finearts2 1elective

Eleventhgrade

Grammar 120 English3 1languageartsGreatBooks 320 Victorianlit. 1elective

Americanhist. 1historyMath 120 Advancedmath 1mathScience 108 Chemistry 1scienceForeignlang. 108–216 Latin/modern 1–2foreignlang.Artandmusic 108 Finearts3 1electiveJuniorthesis 100–150 Juniorhonors 1elective(Computerprog.) (150) (Computerprog.) (1elective)

Twelfthgrade

Grammar 120 English4 1languageartsGreatbooks 320 Modernlit. 1elective

Americangov. 1government(Math,elective) (120) (Elective) (1math)Science 108 Physics 1scienceForeignlang. 108–216 Latin/modern 1–2foreignlang.Artandmusic 108 Finearts4 1electiveSeniorthesis 100–150 Seniorhonors 1elective(Computerprog.) (150) (Computerprog.) (1elective)

Thestudentwhofollowsthiscurriculumendsupwiththesecredits:

LanguageArts 4Mathematics 3–4Foreignlanguage 4–8WorldHistory 2AmericanHistory 1

Americangovernment 1Science 4Electives 10–14

Add2creditsinphysicaleducation,andthisgoesfarbeyondtheaveragehigh-schoolcollege-preptrack.As can be seen, it’s acceptable (especially for the studentwho isn’t college

bound) to simplify the high-school curriculum. The fine arts electives aren’tnecessary either for graduation or for the college track. One to two years ofsciencecouldbeeliminatedaswellasseveralyearsofforeignlanguageandatleastoneyearofmathematics.Butarigoroushigh-schoolprogrampreparesthestudentfortheunexpected—

a future change in employment, a sudden desire to go to college or graduateschool, a growing home business that requires a high level of intellectualcompetency. We recommend as vigorous a curriculum as the child’s mentalabilityallows.Jessiealsofeelsthateverystudent,eventhosewhodon’tplanoncollege,oughttotakethePSATandSAT(seeChapter40).If,twoorthreeyearslater,thehigh-schoolgraduatedecidestogotocollege, thestandardizedscoresalready exist; she doesn’t have to take tests on material that’s been partiallyforgotten.Anycoursestakenthroughacommunitycollegeoraconcurrentprogramata

local university should be listed on the high-school transcript along with thegradeearned.Thesecoursesalsocounttowardhigh-schoolgraduationcredits.The high-school transcript also includes space for extracurricular activities.

Record all the student’s nonacademic activities (teams, hobbies that she putssignificant time into, athletic pursuits, music lessons, competitions, volunteerwork, jobs, all memberships in any kind of organization, any leadershippositions at church or in community groups, all participation in regularcommunityactivities).You’llprobablyhaveto list theseonaseparatesheetofpaper or fit them into amarginon the transcript sincemost transcripts have apreset list of extracurricular activities (“Offices Held” or “Band”). Just makesuretheseactivitiesappearwiththetranscriptwhereveritissubmitted.

DIPLOMA

If your state home-school association has a graduation ceremony that awards

high-school diplomas (asVirginia does), you can take advantage of it.And ifyour state allows your home school to operate as a private school, you candesignandpresentyourowndiplomawiththenameyouhaveselectedforyourinstitution. Home-school diplomas can be designed and purchased athomeschooldiploma.com. (There is so much flexibility because it is thetranscriptform,notthediploma,thatprovesthatyourstudenthascompletedthenecessaryworkforgraduation.)Many home-schooling organizations suggest that students take the GED.

We’renotsure this isagood idea,especially forclassicallyeducatedstudents.TheGED really only requires amastery of tenth-gradematerial and taking ittendstolumphighlyaccomplished,academicallyorientedstudentstogetherwiththosewhocouldn’torwouldn’tfinisheleventhgrade.Wesuggest calling theadmissionsofficesof collegesyour studentmightbe

interested in and asking them how they view a home-schooled transcript andwhether they require a diploma.Most colleges now have specific applicationprocessesforhome-educatedstudents.If the student is thinking about joining themilitary, talk to a local recruiter

about thehigh-schoolgraduation requirementandhowyoucanbestdocumentgraduation.Your transcript (and portfolio) plus achievement scores are much more

valuablethanadiploma.SchoolsallacrosstheUnitedStatesvarysowidelyintheskillsrequiredtogainadiplomathatthepieceofpaperitselfhaslostmuchof itsmeaning.Again, themost important thingyou cando iscall any of theinstitutionsrequiringadiplomaandaskwhattheypreferforhomeschoolers.

RESOURCESInstructorDailyPlanner.NewYork:Scholastic,2003.$4.95.OrderfromRainbowResource.Thisbasicrecordbooksuppliesspacetokeeptrackofdates,assignments,fieldtrips,andgradesinK–12.

Diploma.$30–$50,dependingonfeatures.OrderfromHomeschoolDiploma.com.

Edu-TrackHomeSchoolSoftware.$59.OrderfromConTechSolutions.Generateslessonplans,progressreports,transcripts,reportcards,certificates,diplomas,andotherforms.

HomeSchoolCumulativeRecord.$2.95.OrderfromRainbowResource.Cardstockfolderforkeepingimportantpapershasatranscriptdraftformonthebackandontheinside.

Homeschooler’sHighSchoolJournal.$10.95. Order from Rainbow Resource Center. Highly recommended, thisspiral-boundjournalgivesthestudentsectionsforrecordingtestscores,dailylogsforrecordingtimespentoneachsubjectandtimespentonfieldtripsorresearch,librarylistformstokeeptrackofwhathasbeenread,acharttokeeptrackofweeklyhoursspentoneachsubject,andagraderecord.

Makeyourowntranscriptformathttps://www.teascript.com.

42

THEYARDSTICK:STANDARDIZEDTESTING

In some ways, parents who educate at home are in better shapebecauseofthesanctityofmoderntesting.It’snotthathardtoteacha child to do well on a standardized test, and since the tests aresacred,goodresultscommandrespect.

—MaryPride,TheNewBigBookofHomeLearning

Standardized tests are necessary evils. On the negative side, they don’tnecessarilymeasurethechild’sknowledgeorskill; theymaynotcoincidewithwhat you’ve beenworking on; and they require specific test-taking skills thatyourchildwillhavetopracticewhenhecouldbedoingsomethingelse.Onthepositiveside,standardizedtestsareagreatequalizer.Becausegradingstandardsvarysomuchfromschool toschool, standardized test scoreshavebecome theultimate proof that you’re doing a good job educating your child. HighScholasticAptitudeTest(SAT)scoreswillopendozensofdoorsforhigh-schoolseniors.AdvancedPlacement(AP)testsgivecollegecredittothewellprepared.Studentswith a good grounding in the foundational skills of reading,writing,andmathematics generally testwell; studentswho readwidely almost alwaysscorehigh.

YEARLYTESTING

If you’rehome-educating, youmayneed tohaveyour child tested everyyear.Although this is a pain in the neck, look on the bright side: childrenwho areaccustomed to taking timed standardized tests inevitably scorewelloncollegeadmissionsexams.Jessie,paranoidaboutacademicachievementbackwhennooneelsesheknewwashome-schooling,hadherchildrentestedeveryyear.Asaresult,whentheytooktheirPSATsandSATs,theywererelaxedandconfident,andcameoutwithhighscores.ThereareaslewofstandardizedskillstestsforgradesK–12.Theonlywayto

negotiatethemazeistofollowthesesteps:

1. Call your state home-school organization and ask what your state’sregulations are. When does the child need to be tested? What tests areacceptable? (In Virginia, home-schooled students are allowed to use anynationally standardizedachievement test,notonly the test thathappens tobeusedbythelocalschooldistrict.)

2.Decidehowyouwantthetesttobeadministered.Youhaveseveraloptions:

■If youwant to, and if you have awell-ordered, friendly private schoolnearby,callandaskwhetheryourchildrencantakethestandardizedtestontestday.*Youwillhavetoregisteraheadoftimeandpayanominalfee, show upwith the children on test day for the test, and take themhome.Thisisespeciallygoodforolderchildren(seventhgradeandup)since it exposes them to the conditions thatwill surroundSAT testing.Youngerhomeschoolersarebetterofftakingthetestinafamiliarsetting,preferablyfromanadministratortheyknow.Attheveryleast,gotothetestsitebeforethetestdateandwanderaround.

■Administerthetestyourself.Anumberofthestandardizedbasictests—including theCaliforniaAchievementTestand theComprehensiveTestofBasicSkills(informationaboutthesetwotestscanbefoundattheendof thischapter)—canbegivenby theparentandsentback forgrading.ThisisthebestoptionforK–4students.Jessiethinksthatatthisstagetheparent should give the test and then teach the child what he needs toknowabouttakingtests.

■ Take your children to a professional testing site for private testadministration.Yourstateorganizationcantellyouwheretofindalocaltestsite.Theeducationdepartmentofalocalcollegeoruniversityshouldalsohavethisinformation.

■Prepareforthetestusingabasicguidetostandardizedtesttaking.Jessiespent timeprior tostandardizedtestingteachingeachchildhowtotakethetests.Theypracticedtakingsampletestssothatthetechniquesoftesttakingbecamefamiliarandtheycouldfocusoncontent.

■Thebestwaytoreduceanxiety,though,isforyoutoacceptthestatusofthe test as “no big deal.” If you’re agitated because you feel that yoursuccessasaparentandteacherisrestingonthisstandardizedtest,yourchildwillpickuponyoururgency.

■Takesampletests.Youcanoftenfindtheseonline,orordersampletestsfromthetestingcenters.

■Makesureyoutellthechild,beforehetakesthetest,thatitwillcontainmaterialbeyondhisgradelevel.Forexample,atestforgrades1through3 typically contains material from the fourth, fifth, and sixth grade inorder to identify highly gifted or advanced third graders. But if thestudentdoesn’tknowthatsomeofthematerialispurposelydesignedtobetoohard,hemightpanicandstopthinkingclearly.

Whatifthechilddoesn’tdowell?Perhapsthechildwassickorwasupsetaboutan unrelatedmatter orwas suffering from text anxiety.Or perhaps you didn’tcoverthematerialemphasizedonthetest.In most cases, you’re given a second year to show substantial progress—

somethingyou’llneedforachildwho’sdoingremedialwork.Spendextratimebeforethenexttestworkingontestskills.Agreatadvantagetoadministeringthetestyourselforhavingitdoneprivately

is thatyoucanschedule the test three to fourmonthsbefore thedeadlineyourstate requires.Then, if thechilddoesn’tscorewell,youcanprepareagainandretest.Youcanalsoappeal for adifferent formof testing: an individual, portfolio-

basedassessmentofthestudent’sprogress.Yourstateorganizationcanhelpyouwith the appeal and steer you toward a professional assessment service.Portfoliosaremadeupofsamplesofthechild’swork,arrangedchronologicallyto demonstrate achievement in different areas. They include information thatcan’t be tested—art talent, engineering projects, community-service award.These are valuable for showing reasonable progress for a child who’s testingbelow grade level. Contact your portfolio evaluator (recommended by yourhome-school state organization) at the beginning of each year to see whatmaterialsyoushouldinclude.

Even if youuseportfolios to satisfy the school system,you shouldkeepontakingstandardizedtests.Testsarearealityofeducationalandprofessionallife(youevenhavetotakeatesttogetadriver’slicense),andconstantpracticewilleventually dull test anxiety. You can give these tests privately, withoutforwardingtheresultstoschoolofficials.Use the test results to targetweakareas that needmore study, aswell as to

praise the child when scores show that he has made progress. If the childconsistently tests poorly in a particular skill, you might want to consult aprofessionalevaluatortoseewhetherthechildhasalearningproblemorsimplyneeds more time in that area. At its best, standardized testing is a tool forevaluatinginstruction.Itshouldbeusedtoplanthenextstepintheeducationalprocess.Nevermakeanimportanteducationaldecisiononthebasisofonetest.NotethatafairlynewdevelopmentonthescenearetestssuchasPerformance

Assessment inMathematics (PAM) andPerformanceAssessment inLanguage(PAL).Theserequirethestudenttoexplaininwritingwhyhechosetheanswerhedid.Becausetheseanswersareopentowideinterpretationbythetestscorer,Jessierecommendsavoidingthistypeoftesting.

APANDCLEPEXAMS

High-school students who take advanced electives can earn college creditthrough the Advanced Placement and College Level Examination Programexams administered by the College Board. High scores on these exams don’tmeanthatyou’llactuallygetcreditonacollegetranscript.(Thisdependsonthecollegetowhichyouapply—somewillgiveyoucredit,otherssimplyallowyoutoskiplow-levelclassesandgointomoreadvancedwork.)Buthighscoresfromhome schoolers demonstrate that you have, indeed, mastered the material onyourtranscript.APandCLEPscores,accordingtotheCollegeBoard,improvethe admission appeal of home schoolers “by demonstrating college-levelknowledge.”†The College Board offers thirty-four CLEP exams as well as AP exams in

twentyareasofstudy.Foronlineinformationonbothtypesofexams,visit theCollegeBoardwebsiteatwww.collegeboard.org.Thewebsiteoffersonlinetestreviews and an evaluation service aswell as information about all the exams.Ideally, you should get this information in ninth grade to help you plan yourhigh-schoolelectives.

APexamsaregivenat localhigh schools.As longas theyhave studied thesubjectindepth,home-schoolstudentscantakeAPexamswithoutenrollinginthe school-offered AP course. You can obtain practice AP exams from theCollegeBoard.CLEP exams determine placement in a number of subjects—most notably

foreign languages—and measure achievement. Visit the CLEP section of theCollegeBoardwebsite.IfyourstudentwillbetakinganAPorCLEPexam,getareviewbookfrom

Barron’s, theCollegeBoard, orPrincetonReview.During the semester beforetheexam,spendseveralhoursperweekpreparingforthetest.

PSAT,SAT,ANDACT

ThePSAT,theSAT,andtheACT(AmericanCollegeTest)areallstandardizedhigh-school achievement/skill-evaluation testsusedbycolleges to sort throughandrankapplicants.Ifyourstudentisplanningtoattendcollege,takethesetestsseriously.Finishasmuchmathaspossiblebeforethejunioryear.TheLatinandvocabularyprogramsaswellasTheWell-EducatedMindwillthoroughlyprepareyourstudentforthevocabularyandreading-comprehensionsectionsofthetest.Logicwillhelpwiththeanalyticalsections.However, you should also study directly for the tests. Beginning in tenth

grade, spendat least anhour adayworking throughoneof the reviewguidespublished by Barron’s, the College Board, or the Princeton Review. All testshave theirpeculiarities,and the typesofproblemsmaynotbe familiar toyourstudent ifyoudon’tpreparehim.Studyregularly,andadministerat least threepractice testsunder testconditions—timed,sitting inoneplacewithoutgettingup forwater or cookies. Susan scored above the 90th percentile in all collegeadmissions tests by studying Latin, finishing Algebra II and geometry, andworkingthroughreviewbookseverydayforoverayearbeforetakingthetests.The effort paid off in scholarshipmoney and admission to every program sheappliedto.Findoutwhatformatthetestwillbein.Currently,standardizedtestsareinthe

middle of a shift from paper-and-pencil administration to computerizedadministration, but as of this writing the SATs are still taken with paper andpencil. Ifyourstudentwillbe takinga traditionalexam,useabook topreparefor it instead of the review software sold by the College Board or Princeton

Review.There’senoughofadifference in theway theproblemsarepresentedviacomputertothrowthestudentoffwhenhesitsdownwiththetestbooklet.ThePSAT/NMSQT(PreliminarySAT/NationalMeritScholarshipQualifying

Test) is administered by theCollegeBoard. It not only offers practice for theSATs,butservesasaqualifyingexamforscholarshipsofferedby theNationalMerit Scholarship Corporation. The PSAT is generally taken during thesophomoreorjunioryearofhighschool.Studentswhotakeitinthefallofthejunior year generally score higher and have a better chance of qualifying forNationalMeritscholarships.QuestionsaboutNationalMeritscholarshipsshouldbe directed to the National Merit Scholarship Corporation at 847-866-5100.Home-school students register for the PSAT/NMSQT through the local highschool.Notethat,unliketheSAT,thePSATisgivenonlyinOctober—andifyoumiss it, it’sgone.Callyour localpublicorprivatehighschool in thespringofthe freshman or sophomore year and arrange to take the test the followingOctober.AsktospeaktothePSATadministrator.Findoutthedayandtimethetest isbeinggiven.Askabout the fee (ifyoucan’t afford it, askhowyoucanapplyforafeewaiver)andhowtoregister.Home-schoolstudentsuseaCollegeBoardhome-schoolcodewhenfillingouttheregistrationforms.TheCollegeBoard suggests that, if the school seems resistant, you contact

another public high school or try a private school. PSAT scores for homeschoolersaresentdirectlytoyourhome.TheSAT,thestandardcollegeadmissionstest,hastwofaces.SATIisthetest

everyonetakes.SATII,orsubject,testsareoptional,buthomeschoolersshouldstronglyconsidertakingasmanyofthemastheyfeelpreparedfor.Thetestsareone-hourmultiple-choiceexamsthatmeasureknowledgeinspecificareas.GoodscoresontheSATIItestswillvalidatethehigh-schooltranscript.TheSATshouldbetakennolaterthanJanuaryofthesenioryear(ifyouthink

your studentmightwant to take itmore thanonce, take it in the springof thejunior year or the fall of the senior year).Register online at collegeboard.org.Home-schooled students will be given instructions about what code to useduring registration.TheCollegeBoard recommends thatyouask for their freepublications,whichhavetest-takingtipsandpracticetestquestions.AswiththePSAT,youcanrequestafeewaiver if theSATtestfeesare toomuchforyourbudget.When you fill out the form, you’ll choose three test centers close to you.

Whenyourregistrationisconfirmed,you’llbeinformedaboutwhereandwhentotakethetest.

TheACTiswidely,althoughnotuniversally,acceptedforcollegeadmissions—checkwiththecollegeyourstudentwantstoattend.However,ifyouhavetochoosebetweentheSATandtheACT,picktheSAT.The four ACT tests cover English, mathematics, reading, and science

reasoning. The test is three and a half hours long and is given five times—inOctober,December,February,April,andJune.ForinformationabouttheACT,visittheirwebsite,www.act.org.ThestudentshouldtaketheACTinthespringof his junior year. For registration and location information, visitwww.actstudent.org.

Resources

TestOrderingInformation

Checkwithyourstatehome-educationorganizationtofindoutwhichoftheseisacceptedbyyourstate.Thefollowingtestscanbeadministeredbyparentsundercertainconditions:

CaliforniaAchievementTest.Order through the Independent Test Service of Christian Liberty Academy.Thisnationaltestcanbegivenbytheparent.ThetesthastobemailedbacktoCLA, where it will be scored and returned. http://www.shopchristianliberty.com/special-service/

ComprehensiveTestofBasicSkills.OrderfromSetonSchool,andmailbacktoSetonforscoringandevaluation.Addsscience,socialscience,andreferenceskillstothematerialtestedbytheotherexams.http://www.setontesting.com/

* Jessie doesn’t recommend that elementary-age home schoolers take testswith public-school students unless the state requires this. The confusion andunfamiliarchaosofabigclasssometimespreventsthechildfromconcentratingon the test.Wehavealsoheardof anoccasional casewherehostility tohome

schoolershasmadeachilduncomfortable.

† “Getting College Credit before College,” College Board Online,www.collegeboard.com/parents/csearch/know-the-options/21298.html.

43

WHERE’STHETEAM?ATHLETICSATHOME

Serious sporthasnothing todowith fairplay. It isboundupwithhatred, jealousy, boastfulness, disregard of all rules . . . it is warminustheshooting.

—GeorgeOrwell,“TheSportingSpirit”

Canhomeschoolersplayteamsports?Itdependsonwhatyoumean.Ifyourteenager has a good chance of becoming a professional basketball or footballplayer, home schooling probably isn’t a good option. There’s simply nofoolproofwaytoplugahome-schooledstudentintothepro-sportsassemblylinethatstartsinhighschool.Butstudentathleteswhoareseriouscontendersforaprofessionalteamsports

careermakeupaverysmallsegmentofthetotalhigh-schoolpopulation.Fortheaverage,academicallyinclinedteenager,wethinkthequestionoforganizedteamsports has gotten toomuch emphasis.Howmany studentswill find that teamsportsmakeupanimportantpartoflifeafterhighschool?Andeveninaregularschool,veryfewstudentsareactuallyabletoplayregularlyonofficialteams.However,homeschoolerscanmakearrangementstotakepartinteamsports.

Churchandcommunityleaguesoftenwelcomehomeschoolers—callyourlocalParks andRecreationoffice for informationon community leagues.Check thebulletin boards at local sports stores to find out about special-interest sportsgroupsandsmallclubs;manyofthesearefamily-orientedandwelcomeallages.

Youth groups such as Little League, 4-H, Scouts, Camp Fire, and Civil AirPatrolsponsorsportsteams.Home-school support groups, particularly in areaswhere home schooling is

popular,sponsorteamsespeciallyforhomeschoolers.Callseverallocalsupportgroups (your state home-schooling organization can give you names andnumbers), and findoutwhether anyof themhas put a basketball, baseball, orsoccerteamtogether.(Ifnoonehas,youcanalwaysstartyourown.)Yourstateorganizationmayalsoknowofhome-schoolteams;somestateshaveorganizedstatewidehome-schoolleagues.Private schools, especially smaller ones, are often willing to allow home

schoolers to play on school teams. If no one’s ever asked to do this before,suggestthatyourchildtryitforafewweeksonatrialbasis.As in other high-school subjects, use your community-college resources for

olderstudents.Ateenagedhomeschoolercanenroll forphysical-education(orkinesiology) classes. This can lead to team participation once the studentbecomesfamiliarwiththecoachesandsportsstaff.Some states make specific provisions for home-schooled students to

participateinpublic-schoolsports.Callyourstateorganizationandaskwhattheexistingpolicyis.Inmanystates,there’snoofficialpolicy—you’llsimplyneedto approach your school district and ask whether your child can participate.However,ifyou’vetakenyourchildoutofschooltoavoidadestructivesocialenvironment, this obviously is not agoodchoice.Amore relaxed approach tophysicaleducationissimplymakingsurethatyourchildrenexerciseeveryday,fromkindergartenthroughtwelfthgrade.Inelementaryandmiddleschool,playgames together at least twice a week (we’ve suggested three good books onchildren’sgamesintheResourcesattheendofthischapter).Jessieconcentratedon general physical fitness and on sports skills that could be honed eitherindividually or without a large team of people: running (Susan ran a halfmarathonatthirteen),cycling(herbrothertrainedaloneorwithMom“drafting”him in the stationwagon),horseback riding, tennis,golf,handball, swimming.Allaresuitableforindividualrecreationaswellasforcompetition,ifthestudentenjoysthechallenge.Walkingisfree(exceptforgoodshoes)andcanbedonealoneorwithafriend

orsibling.Aerobicscanbedoneinaregularclassorwithahomevideo.Pickupgames of basketball, softball, and soccer with family and friends teach basicgames-playing skills. Activities such as hiking, karate, skating, skiing,swimming, dancing (folk, ethnic, ballroom, classical, modern), and weight

training can be learned privately. Investigate classes at your local communityrecreationcenter;generally,theseareofferedforawiderangeofagesandlevels.Clubsandgymsofferinstructioninmartialarts,gymnastics,fencing,andothersportsorskills.Asdescribed inChapter39, thehigh-school student should, for at least two

years,keepalogofhoursspentdoingphysicalactivity,includinginthelogbriefdescriptions of the activity itself and the skills practiced andmastered. Theselogs can serve as the basis for credits awarded for physical education. Thestudentmustdevote120hoursperyeartodoingphysicalactivityinordertoearn1unitofcredit;2unitsarerequiredforhigh-schoolgraduation.Another kind of physical activity that is often overlooked is physicalwork,

which builds muscles as well as character. Jessie’s home schoolers cut grass,gardened, tookcareofanimals(carryingfeedandwater infreezingweatheraswellascleaningtheirlivingquarters),andhiredthemselvesouttotrustedfriendsandneighborsforhouseworkandyardwork.

RESOURCESBailey, Guy. The Ultimate Homeschool Physical Education Game Book.Columbus,OH:Educator’sPress,2003.$19.95.

Maguire,Jack.Hopscotch,Hangman,HotPotato,andHa,Ha,Ha:ARulebookofChildren’sGames.NewYork:Touchstone,1990.$15.Aclassicwithrulesforalltheactivekids’gamesyourchildwouldplayinelementaryandmiddle-schoolPE.

Wise,Debra.Great Big Book of Children’s Games. NewYork:McGraw-Hill,2003.$17.Dozensmoregames.

44

THELOCALSCHOOL:DEALINGWITHYOURSCHOOLSYSTEM

Outofsight,outofmind.—Proverb

Mosthomeschoolersfindthattheeasiestwaytodealwiththeirlocalschoolsystem is simply to stay out of sight once the legal formalities have beencompleted.Manylocalschoolsarecooperativeandfriendlytohomeschoolers.But we’ve also heard of a few instances where local school systems, incooperationwithsocial-servicespersonnel,haveinterferedinfamilylife, takenawayparentalauthority,andsometimesevenremovedchildrenfromhomeseventhoughnoabusehasoccurred—onlydifferences inphilosophyoropinionoverhowachildshouldbeeducated.Forthisreason,manyhome-schoolingparentsarewaryofusingpublic-school

facilitiesandprograms.Whenahome-schooledchildbecomespartofapublic-school class or activity, she’s placed under the jurisdiction of public-schoolauthorities,whomaytaketheopportunitytoinvestigatethehome-basedpartofthechild’seducation.Becareful,butdon’tassumetheworstaboutyourlocalschools.Assumewhat

ismostfrequentlythetruth—thatyourlocalschoolofficialswanttomakesurethat you’re providing a quality education at home.Thebestway to avoid anytrouble is to comply fully with all state laws about notification, testing, andrecordkeeping.Although some states offer a “religious exemption” clause for

home schoolers—this excuses you from any accountability to the state on theground that such accountability will violate your conscience—we do notencourageyou to take thisoption. It ispossible thatyoumayhave toprove incourt that yourdefinitionof “religious exemption” is the sameas that of yourschoolauthorities.Don’tdrawattentiontoyourselforencourageretaliationbyopenlyattacking

andcriticizingyourlocalschools.Ifyouwanttochangeyourschool,youneedto keep your child enrolled and bring about change from the inside. But ifyou’ve decided to invest your own time in educating your child, make thetransitionfrompublicschooltohomeschoolasquietlyaspossible.Bepoliteandrespectful. Realize that public schools provide a valuable service to thecommunityandto thosewhocan’thome-school.Yourenergiesshouldnowgotowardcreatinganexcellenteducationathomeandnot towardestablishinganadversarialrelationshipwithyourschoolsystem.Schoolsystemsinareaswherehomeschoolingiscommonwillbewellacquaintedwiththelaw.Inotherplaces,schools may simply be unaware of the legal right to home-school. If yourofficialsprotestthatyoucan’thome-school,oriftheytellyouthatpublic-schoolauthorityextends toallchildrenofschoolagewhether they’reenrolledornot,theymaybeoperatingfromapositionofignorance.Getacopyofyourstatelawfromyourstatehome-schoolorganization,andbringittoallmeetings.Schoolofficialsneedtoseethatyou’reusingagoodcurriculum,thatyou’re

havingyourchildproperlytested,thatthechildisinvolvedinoutsideactivities,andthatyou’rekeepingdecentacademicrecords.You’llsaveyourselftroubleifyoucreatea“foundingdocument”foryourhomeschool—abriefpaperwiththefollowingsections:

1.Youreducationalbackgroundandanyteachingexperienceorprofessionalcapabilitiesthatsupportyourabilitytotutoryourchildathome.

2. Your philosophy of education—in other words, an explanation of whyyou’re teaching at home. If you’re convinced that your child needs areligious education that outside schools can’t provide, say so. If you’reworking toward academic excellence in a one-on-one, tutorial-basedenvironment,put thatdown, too.Youcanuseourexplanationof the threestages of the trivium inChapter 2 as part of your educational-philosophystatement.

3.Thelegalrequirementsofthestate—notification,recordkeeping,testing—andhowyouplantomeetthem.

Every year, write up a summary of your educational plans, complete withtitlesoftexts.(Youmaynotneedthis,butifyou’requestioned,havingitonhandwill add to your credibility.) You can use the “At a Glance” sections we’veprovided in the epilogue to each part,which summarize the programof studyandthetimespentoneachsubject.Addspecificbasictexttitles,andyouhaveasummary that should satisfy any school system.Be faithful about keeping thenotebooks we describe. These prove that your child is doing good, continualworkineverysubject.Someschoolsystemshappilyallowparentstohome-school,evenencouraging

home schoolers to takepart in the system’s programs, labs, and sports. If youwanttoparticipateinselectedschoolactivities,approachthelocalschool.Ifnohomeschoolerhasevermadesucharequest,theschoolmightnothaveapolicyinplace.Suggestparticipationonatrialbasis.Ifthearrangementworksout,theschool will probably create a policy favorable to home schoolers. Be aware,though, thatusingyourpublic-schoolsystemforanythinginvariablyopens therestofyourhomeprogramtocloserscrutiny.It’sanunfortunatetruththatsomeschoolsystemsattempttoexcludeparents

from the educational process because they view education as the soleresponsibility of the state.Other schoolsmay be afflicted by a single zealoussocialworkerout toprove thathome-schooledkidsare sociallydeprived. Joinyour state home-school organization for support and good advice. Parentsexperienced in home schooling unanimously agree that you should not allowsocialworkersorschoolofficialstotouryourhomeeveniftheyshowupatthedoor.Sometimes,onephonecallfromaneighborwhonoticesyourkids in thebackyard will trigger a social-services visit. Even in states where legalrestrictionsonhomeschoolersarerelaxed,ahomevisitfromasocialworkercanlandyouinamorassoflegalproblems.You’renotlegallyrequiredtoletanyoneintoyourhomewhodoesn’thaveasearchwarrant.Furthermore,denyingaccesswon’tprejudiceanylegalsystemagainstyou.But these situations are rare. In most cases, diplomacy and good record

keeping will resolve any difficulties. Collect any favorable newspaper andmagazinereportsabouthomeschoolinganduse themforPRwhenyoutalk toyour local officials. If you can, get to knowyour school-boardmembers.Andalwaysaskforaccessasthoughyou’rerequestingaprivilege,notdemandingaright.

45

YELLINGFORHELP:TUTORS,ONLINERESOURCES,DISTANCE

LEARNING,COOPERATIVECLASSES,ANDCOLLEGESANDUNIVERSITIES

Twoheadsarebetterthanone.—Proverb

In the early grades, parents serve as the child’s primary teacher.Any literateparentcanmasterthebasicsofanacademicsubjectwellenoughtoteachittoanelementaryormiddle-schoolchild.Parentsareaccustomedtousingprivateteachersformusic,gymnastics,orany

other subject that requires a high degree of accomplishment. Upper-levelacademicsubjectsarenodifferent.Whenyourhome-schooledstudentdevelopsproficiencyinafieldofstudy,youmaywanttoenlisthelpforfurtherwork.“Outsourcing”isoneofthesecretsofsuccessforhighschoolathome.Tutors,

onlineservices,anddistancelearningcoursesallpreservethestrengthsofhomeschooling—flexibility, one-on-one attention, expertise above and beyond thatpermitted by a normal high-school curriculum—while eliminating its oneweakness—parental ignorance of the subject at hand.Cooperative and collegeclassesgivethestudentachancetogetusedtotheclassroomenvironment,whilestillfollowingahome-basedprogram.AndthestudentalsogetsaneededbreakfromworkingwithMomandDad.

TUTORS

ThroughoutParts I through III,we’vementioned theuseof aprivate tutor forcertainsubjects.Youcanemployatutorforone-on-oneworkinasubjectyou’renotcomfortableteachingorsimplytogiveyourself(andthestudent)achangeofpace.Jessieusedtutorsforhigh-schoolmath,foreignlanguage,art,andmusic.Shesuggeststhefollowingforfindingtutorsandforsupervisingthework:

■Localcollegesareagoodsourceofhelp.Don’tadvertiseforatutor.Instead,call the department of the subject you want tutored and ask forrecommendations.Makesurethatthepersonyouspeakto(thechairmanofthedepartmentorthedepartmentalsecretary)knowstheageofthestudentyouwant tutored.Accomplishedscholarsaren’talwaysgood teachers,andyou want someone who’s patient and comfortable with your child’s skilllevel.Also,askwhatthegoingrateforprivatetutoringis.Expecttopayanhourly rate of $10 for a student to $20 ormore for a professor. Schedulesessions for once a week, and make sure the tutor gives the childassignmentstocompletebeforethenextsession.

■Ifyouuseacollegestudent,makesureyourtutoristhesamegenderasthechild. This eliminates the embarrassment factor between child and tutor(especiallyasthechildmovesintoadolescence).

■Supervise tutorials.Any timeachild is inan intimate,one-on-one settingwithanolderpersonwhohasameasureofauthority,thepotentialforabuseexists. Jessiealwaysmadesure that tutorials tookplace inapublicsetting(theuniversitystudentcenter),andshestayedinsight(sittingonthesideofthe roomandcatchinguponpaperworkor readingwhile the tutorial tookplace).Don’t leaveachildat the tutor’shouse;wait in anadjoining roominstead.Thisprovidesprotectionforthestudentaswellasthetutor.

■Privateschoolsareanothergoodsourcefor tutors.Private-school teachersare often happy to supplement their income by tutoring home schoolers.Expecttopayalittlemorethanyouwouldforacollegestudent.

■ Junior- and senior-high-school students (recommended by their teachers)arequitecapableoftutoringelementaryandmiddle-gradestudents.

■Ifyou’re inanactivehome-schoolcommunity,olderhomeschoolersmayalsobewillingtoworkwithyoungerstudents.Ouradviceaboutsupervisionstillapplies.

■Continue to keep an eye on the child’swork.You’re still responsible for

issuingagrade(forhigh-schoolstudents)orforprovingtoyourlocalschoolsuperintendentthatreasonableprogresshasbeenmadeinthesubjectbeingstudied.

ONLINERESOURCES

Live, online classes with highly qualified instructors who lecture, grade, andevaluate are widely available. For an updated list of recommended onlineacademies with links to course offerings and sample lectures, visitwelltrainedmind.com.

CORRESPONDENCESCHOOLS

A number of universities and private schools offer correspondence courses indozensofsubjects.Theadvantageofcorrespondenceisthatyourstudentgetsadetailed outline, course information, step-by-step instruction, and an officialgrade.Thedisadvantageisthatcorrespondencecourseslockyouintoinflexibleschedulesandparticulartexts.Thebestwaytodecidewhetheryouwanttousecorrespondence courses is to visit each college’s website and examine itsofferings.Seewelltrainedmind.comforadirectory.

COOPERATIVECLASSES

Inmany areas, home-school groups have set up cooperative classes taught byparentswithparticularknowledgeor skills.Parentsofhome schoolers includedoctors, lawyers, aerospace engineers, diplomats, and university teachers, andthese parents often organize cooperative classes in their areas of expertise. Inlargercities,homeschoolershaveevensetup“academies,”wherestudentscanenroll for one, two, or three courses in exchange for a time donation fromstudentandparent.Contactyourlocalandstatehome-schoolorganizations,andaskwhatresourcesarealreadyinplace.Even if you don’t find a formal group, don’t overlook the possibility of

swappingwithanotherhome-schoolparent.Ifyouwereamathmajorincollegebuthatedgrammar,youcanprobablyfindaparentwithadegreeinEnglishbut

few math skills and teach each other’s children in your respective areas ofexpertise.Thisworksbestwhenthechildrenareofsimilarageandability.Andif you canmake this arrangementwith another home-school family you trust,youcan reduce theworkload forboth setsofparents sinceyouwill eachonlyhavetoprepareforoneclassratherthantwo.

COMMUNITYCOLLEGESANDLOCALUNIVERSITIES

Communitycollegesanduniversityclassesareusuallyopentohomeschoolers.Community colleges are the easiest to deal with. Just call the Office of theRegistrar,andaskaboutenrollingyourhigh-schoolstudentinoneortwoclasses.Universities often offer a “concurrent” program, which allows high-schoolstudentstotakeaclassortwopersemesterforhigh-schoolcredit.Theregistrarwillbeabletosteeryoutowardthepropercontact.Do remember, though, that high-school students on a college campus are

vulnerable—they’re younger than the other students and more uncertain.Superviseattendance.Youdon’thavetositinontheclass,butit’sprobablynotagoodideatoleaveahigh-schoolstudentoncampusforhoursalone.Also,trytomakeanappointmentwiththeprofessorbeforeclassesstartsothatthestudentcanmeet the instructorface-to-face.Thiswill reducenervousnessandgive theinstructorachancetoevaluateyourstudent’sreadinessforcollegework.

46

GOINGTOCOLLEGE:APPLICATIONSFORHOMESCHOOLERS

Wefavorwell-preparedstudentswherevertheyattendschool.—StanfordAdmissionsOffice

TheeducationwedescribeinPartsIthroughIIIiscollege-preparatory.Collegeisn’tforeveryone,butastudentwhoplansonawhite-collaror intellectual jobshouldgotocollege.Thepossessionofacollegedegreehasriseninimportanceoverthelastdecadesasthevalueofahigh-schooldiplomahasdropped.AccordingtotheNationalCenterforHomeEducation,93percentofcolleges

polledinarecentstudywerewillingtoacceptcoursedescriptionsorportfoliosinstead of a high-school diploma.* Some universities will always look atnontraditionalworkwith suspicion; state universitieswill occasionally take aninflexiblestand.Butas thehome-schoolingwavecontinuestoswell,moreandmorecollegesaregrowingaccustomedtohome-schoolapplications.Generally,we favor smaller schools;we’ve noticed that home schoolers do

betterinamoreintimateenvironmentintheirfirsttwoyearsawayfromhome.Smallschoolsalsomaybemorelikelythanlargeschoolstoextendawelcometohome schoolers, with their nontraditional preparation and nonstandardizedtranscripts. But home education is now so widely accepted that home-schoolstudentsshouldfeelfreetoapplyanywhere.(Susanhas,sofar,graduatedthreesonsfromhomeschool,andall threewereadmitted todifferent,well-regardedVirginiapublicuniversities.)

PLANNINGFORCOLLEGE

Manyparentsandstudentsdon’tthinkaboutahigh-schoolprogramuntileighthgrade.Butifcollegeisagoalforyourchild,youshouldbeginpreparationforacollege-track program in middle school (grades 5 and 6). Critical-thinkingcourses,researchprojects,elementaryLatin,andmodernforeignlanguage—allof these are college-readiness courses. Ideally, the college-bound student willbeginAlgebraInolaterthaneighthgradeinpreparationfortheSATandACT.The minimum math requirement for a college-prep program is Algebra I,completedinninthgrade,andacourseingeometry,completedbeforethePSATsgiven in the fall of the eleventh-grade year. Latin increases vocabulary scoresandgeneralreadingandgrammarskills.SincestudentswhodowellontheSATshave read widely for the previous ten years, the middle-grade student shoulddevelop the habit of reading, rather than constantly watching TV or playingcomputergames.Although theprogramoutlined inPart III shouldbemore thanadequate for

any set of college admission requirements, you should still get a catalog fromprospective colleges before ninth grade in order to findout their requirementsandtomakesurethatyourhigh-schoolprogramincludesthesecourses.Jessie suggests the following timetable for parents and students thinking of

college:

Grades5–6 PlanamathsequencethatwillfinishupAlgebraIIandgeometrybyPSATtime.AlsoplantocompletetheVocabularyfromClassicalRootsseries,thecoursesinlogic,andatleasttwoyearsofLatinbeforetakingthePSAT.

Grades7–8 Startrequestingcollegecatalogstofindoutwhathigh-schoolrequirementsyoumustfulfillingrades9–12.(See“ChoosingaCollege,”pages773–774.)

Grade9 Askprospectivecollegeswhatformtheypreferhome-schooladmissionstotake—atranscript,aportfolio,andsoforth.Thatway,youcanstarttokeepyourhigh-schoolrecordsinanorderlymanner.Ifyou’renotsure,justkeepgoodrecordssothatyoucanbeflexiblewhenapplicationtimecomes.Keepatranscript,evenifyourcollegesdon’trequireit.Youneverknowwhenyoumightneedone.

Grade10 Findoutfromalocalpublic-orprivate-schoolguidancecounselorwhenthePSATwillbegiven(inthefalloftheeleventh-gradeyear)andhowtopreregister.ThePSATcanbetakenanytime

fromeighthgradeonandasmanytimesasyouwish.Butifyou’reinterestedinaNationalMeritscholarship,takeitonlyonce—intheeleventh-gradeyear.StartworkingdailythroughanSATpreparationguideasthoughyouwereteachinganextracourse.

Grade11 RegisterfortheSAT,whichwillbetakeninthefallofthetwelfth-gradeyear.ContinueworkingdailythroughtheSATpreparationguide.Visitcolleges,andzeroinonchoices.Calladmissionsoffices;findoutwhentheystarttakingapplicationsforearlydecisionandregularadmissionsandhowtoapplyforfinancialaid.Earlyapplicationsproducebetteraidpackagesthanlast-minutesubmissions.Investigate taking classes for college credit. Some colleges

allowstudentswhotakecollegecoursesduringtheirsenioryeartoapplythesecreditstothefreshmanyear.These classes also prove that your student is capable of doing

collegework.Grade12 TaketheSATs.Completethecollegeapplicationforms.Submit

theseformsandthefinancial-aidformsassoonaspossible.Ifthecollegeconductsinterviews,practicerole-playinterviews.Useaguidetojobinterviewstocheckonbasicskills(dressnicely,makeeyecontact,shakehands).

CHOOSINGACOLLEGE

Aftersendingherownchildrentocollege—andafteryearsofcounselingotherhomeschoolers—Jessiestronglyadvisesparentstoexercisetheirjudgment(andeconomic leverage) to steer high-school students away from making collegedecisions thatmight sabotage theirmental,physical, social,or spiritualhealth.Yourshyeleventhgradermaythinkthathewantstoliveinafreshmandormatatwenty-thousand-studentstateuniversity.Butifyoubelieveheshouldspendtwoyears at a smaller school and then transfer, limit his options to those that areacceptable to you. One of the saddest statements we ever heard was from amotherwho told Jessie, “I spent forty thousand dollars to ruinmy daughter’slife.”Shehad let her daughtermake all the choices about college, despite herownseriousmisgivings.Over the last fifteenyears, Jessie has observed that home-schooled students

whoflourishbothacademicallyandpersonallykeepclosetieswithfamily,makedear and valuable friends, and adjust well to the demands of college. These

studentsinvariablyattendsmallcollegesthathaveamoralandreligiousclimatesimilar to that found at home. Many large universities have big, unrestricteddormitories,wherebedlamreignsandthereisnocheckonadolescentbehavior.Yourstudentmaybebothmatureandresponsible.Butifhe’sforcedtoliveonafloor filled with noisy, immature students who stay up until 2 A.M. droppingfirecrackers down the toilets or having all-night concerts in the hall (as in thefreshmandormthatSusan’sbrotherlivedin),heprobablywon’tflourish.Don’t let financial need scare youoff. Private universities often havebetter

financial-aidpackages than largestateuniversities.Small religiousschoolscandigupfundsforworthystudentsfromunexpectedplaces.Andthestudentwhocannot complete a desired major at a small school can always transfer aftersophomoreyear.Ifyouthinkthismightbethewaytogo,callthecollegethatthestudentisthinkingoftransferringtoandfindoutwhichcourseswilltransfer.Start the college search by talking to friends, relatives, and other home

schoolers about college experiences, both positive and negative. Consult themost recent guides to colleges to narrow your search to the collegeswith theacademic specialties, geographic location, and campus climate that you’relookingfor.

THEAPPLICATIONPROCESS

Findoutwhatcollegesneedtoseefromhome-schooledstudentsbyvisitingtheadmissionswebpage;ifyoucan’tfindtheinformation,callandaskforit.Somewanttranscripts;othersaskforalistingofcourses,projects,andbooksread;stillotherswillexamineacompleteportfolio.Findoutwhetherfinancialaidrequiresadiploma(financial-aidformsandadmissionsapplicationsgenerallygototwodifferentoffices).It’s always good to take at least two subject tests in addition to the SAT,

especiallyifthestudenttestswell.According to the College Board, a transcript isn’t necessary for college

admissions.Nevertheless,manyof thecollegeadmissionsofficerswespoke towere overworked and didn’t want to plow through portfolios. “Send us astandard transcript form,”oneadmissionsoffice toldus.So take that transcriptseriously.Agoodtranscriptplusstandardizedscoreswillserveasthefoundationofyourcollegeapplication.An application will give your student room to describe areas of interest,

extracurricularactivities,andanyspecialresearchprojectsshe’sdone.Maximizetheapplicationbyusingthelinessetasidefor interests,activities,andclubstoemphasize language accomplishments and Great Books studies.Make sure todescribe the juniorandsenior thesisprojects,whichwillsetyourstudentapartfrommosthigh-schoolstudents.Listallcommunity-serviceprojects—anythingshehasvolunteeredforthatbenefitsothers.Manycollegeshavean“earlydecision”processwhere thestudentagrees to

enroll in that college if accepted. Then the senior year of high school can befinishedwith anassured fall acceptance. Ifyou’re interested in earlydecision,make sure to ask about the application deadline (it differs from the regulardeadline).If your student is interested in college sports, call the Home School Legal

Defense Association, and ask for the packet that assists home schoolers invalidatingtheircompletionofallinitialeligibilityrequirementsfortheNationalCollegiateAthleticAssociation.

THEPORTFOLIO

Ifthecollegeagreestolookataportfolio(andmanydo),thiswillbeyourmostpersuasivetool.Whatshouldbeincludedinyourstudent’sportfolio?

1. A narrative description of the student’s high-school studies. This is theplacetoexplaintheGreatBooksprogram.

2.Alistofallsignificantbooksread(fromaboutseventhgradeon).3.Atleastonewritingsample.4.Adescriptionofanyacademiccontestsandhonors.5. Descriptions of any apprenticeships, interesting work experiences, andinternships.

6.Abriefdescriptionofanyspecialareaofexpertise.

ONESUCCESSFULAPPLICATION

HomeschoolerPeggyAhern’sdaughterwasadmittedtoanIvyLeaguecollege.Aswellasthestandardapplication,admissionsessay,andSATscores(including

fourSATIIsubject-areatests),Peggyandherdaughtersubmitteda thirty-two-pageportfoliowiththefollowingeightsections:

1.SchoolPhilosophyAone-pagestatementwrittenbyPeggyaboutwhyshetaught her daughter at home, including her summary of their use of thetrivium.

2.Character Profile A brief assessment written by Peggy, using commentsfromteachers,friends,relatives,andsiblings.

3. Student Assessment of Home Schooling A one-page critique written byPeggy’sdaughterofherhome-school experience, includingbothpositivesandnegatives.

4.CurriculumDescriptionAnarrativedescriptionofeachcoursedoneinhighschool,writtenbyPeggy.AccordingtoPeggy,thisturnedouttobethirteenpageslong—muchlongerthannecessaryformosthomeschoolers.

5. Teacher Evaluations Copies of evaluations written by some of Peggy’sdaughter’sothertutors.

6.SamplePapersThreepaperswrittenbyPeggy’sdaughter.Oneissufficientformostportfolios.

7.ReadingListAllthebooksreadbyPeggy’sdaughtersinceeighthgrade.8.MusicAchievementDetailsofcompetitions,masterclasses, recitals,andatape.Anymajorachievementcouldbesimilarlydocumentedhere.

Although Peggy and her daughter were successful in their Ivy Leagueapplications,Peggy isn’tsure thataportfolioof this lengthwillcontinue tobereadby admissions officers—particularly if home-school applications continueto rise.We suggest that you followPeggy’s pattern, butmake each section asbriefaspossible.Andalwayscallfirsttomakesurethataportfoliosubmissionisacceptableandwhatlengthispreferred.Peggyaddsthesewordsoncollegepreparation:

I realized that outside substantiation of her work was going to beparticularly helpfulwhen it came time to put together that transcript, andthat good teacher recommendations would be invaluable. So for all fouryears, I actively sought out teachers for at least oneor two subjects eachyear.Ineverfoundanylocally,butdidfindsomethroughcorrespondenceandthenlateronthroughtheInternet,allofwhomdevelopedenoughofarelationshipwithherthattheycouldhavewrittenrecommendations.Ithinkit is very wise for home schoolers to actively seek out and cultivate

relationshipswithafewteachers.Further,ifpossible,Iwouldrecommendseekingoutcollege-levelteachersandcoursesforthestudent,evenifit isnot-for-credit,forseveralreasons:1.Ateacherwhocanvouchforthestudent’sabilitytohandlecollegelevel

workandtocontributeinameaningfulwaytoclassdiscussionwillgoalongwaytowardallayingcertainadmissionsconcerns.2.Ateacherwhohasbeenapartofthecollegiatecommunitywillhopefully

have a good idea of what sort of issues are typically addressed in theserecommendations,howthey’rewrittenandsoforth,andthereforewilldoaneffectivejobofit.By theendofher fouryears,mydaughterhadanumberofchoicesas to

from whom she would seek her two recommendations. She and I reallystrategized at this point.We knew that any of these teachers would highlyrecommend her.But several of themhad stand-outwriting skills aswell aslong-term experience in higher education, and we knew that their highrecommendationswould likelybe farmoreeffective than thoseofherotheroptions.Ithinkitisafairconclusionthatthesetworecommendationsplayedaverymajorroleinheracceptance.

AWORDABOUTEARLYADMISSIONS

Many home schoolers finish their high-school studies early. It’s been ourexperiencethatstudentsarebetteroffspendingtheextratimebeforecollegebystudying and reading while working at an internship, apprenticeship, or othermeaningfuljob.Maturitycan’tbeforced—studentswhogotocollegeearlyaremorelikelytofoundersocially,academically,orspiritually.There’snorush.Sostay at home. Read, work, write, study, enjoy life. And go to college witheveryoneelseyourage.You’llbethatmuchbetterprepared.

RESOURCES

GuidestoApplicationProceduresCreatingYourHighSchoolPortfolio,3rded.Indianapolis,IN:JistWorks,2009.$19.95. A useful workbook that leads students through many of the stepsinvolvedinwritingessays,choosingamajor,andmakinguparesume.

Gelb,Alan.Conquering theCollegeAdmissionsEssay in10Steps:CraftingaWinningPersonalStatement,2nded.Berkeley,CA:TenSpeedPress,2013.$11.99

Metcalfe, Linda. How to Say It to Get into the College of Your Choice:Application,Essay,andInterviewStrategiestoGetYoutheBigEnvelope.UpperSaddleRiver,NJ:PrenticeHall,2007.$15.95.Theproblemwithmostbooksaboutcollegeapplications—includingthisone—isthattheycultivateanunnecessarysenseofpanic;gettingintoanyparticularcollegeispartly(sometimesalmostentirely)amatterofluck,anditis a hugemistake to spend toomuch time fretting and planning instead oflearning.However,therearegoodtipsinthisbook.Justdon’tgetsuckedintothepanic.

*ChristopherJ.Klicka,HomeStudentsExcelinCollege,rev.ed.(Washington,DC:NationalCenterforHomeEducation,1998),p.1.

47

WORKING:APPRENTICESHIPSANDOTHERJOBS

Employment is nature’s physician, and is essential to humanhappiness.

—Galen

Because of their flexibility of schedule, home-educated students have moreopportunitytoworkatmeaningfuljobs.They’renotlimitedtothetypicalafter-schoolandsummerroutineoffast-foodandretailservice.Weencourageyoutothink of high-school employment not as jobs, but as apprenticeships—preparation for a career. If financial pressures allow, it’s always better for astudenttotakealow-payingornonpayingapprenticeshiporinternshipthatgivesher training and experience in important job skills than for her tomakemoremoney waiting tables. The classical approach to education emphasizes long-range goals over short-term satisfactions. The studentwho is so busymakingmoney that she can’t prepare for worthwhile work as an adult is substitutingquickpleasureforlong-termgain.Of course,many students need tomakemoney for college. But if you can

involveyour child in trainingandapprenticeshipworkearly,youcan improvethemoney-makingskillsshe’llneedforcollegesummers.Thestudentwhotakesanunpaidpositionatacomputerfirm,learningconsulting,willmakemuchmoremoney in the summer after her freshman year than the student who works apayingretailjobinhighschool.

Be creative when looking for job opportunities. Network with friends andrelatives. Do you know a computer consultant, a newspaper editor, or anelectrician?Askwhetheryour teencandoasix-weekinternshipto learnaboutthe business. When the internship is over, if the student has an interest, askwhethershecanstayforthreemoremonths.Ifshebecomessubstantiallymoreskilled and begins to contribute to the business, that’s the time to broach thesubjectofpay.Even before beginning this process, encourage your young teen to ask

questions about the jobs that relatives and neighbors have.What do you likeabout your work?What do you dislike?What’s the most important skill youhave? What skills do you wish you had? How did you get this job? Whatpreparation would I need to get it? What’s your daily schedule like? Thesequestionswillhelp the thirteen-orfourteen-year-oldbegin to thinkofherowninterestsandskillsintermsofemployment.Alsoassignthefourteen-orfifteen-year-oldregularreadinginthecareerand

employmentbookswritten foryoungpeople.Askyour local librarian toguideyou toward age-appropriate career books. Reading through these books now,beforeworkhasbecomeapressingissueforthestudent,makescareerplanningafunexerciseinthinkingthroughpossibilities.For older teens, look for series such as Careers in Focus and Career

Opportunities.Most teens don’t have any idea of the variety of jobs that areavailable. The classic job-hunter’s manualWhat Color Is Your Parachute? APracticalManualforJobHuntersandCareerChangers,byRichardBolles,hassectionsondevelopinginterests,lookingforspecificjobs,interviews,andmore.Yourlibrarywillalsohavethemostrecentguidestointernshipsforjunior-andsenior-high-schoolstudents.Every high-school student should also spend some time reading through

newspaperandmagazinewantads.Theseprovideavaluablelookatthesortsofjobsthatareavailableandthequalificationsneededtolandthem.Acrucialpartofskilldevelopmentislearningtodohomechoresresponsibly.

Prepareyourstudentforsuccessfulinternshipsandapprenticeshipsbyassigningregularworkathomeandallowinghertoworkforneighborsandfriendsassoonasyou feel that she’smatureenough todoagood job.Volunteerwork is alsoimportant. It develops skills and experience, and often opens the door to paidjobslateron.Ifyourhigh-schoolseniorhasnoparticularinterestinafieldofstudyandno

burningcareerplans,don’tpushherstraightintocollege.Lethertakeayearor

twoofftowork.Collegewillstillbetherewhenshe’sreadytogo.Andshemaydiscover,throughanapprenticeshiporinternship,acareerthatdoesn’trequireacollegedegree.

RESOURCESBolles,Richard.WhatColorIsYourParachute?2015:APracticalManualforJobHuntersandCareerChangers.Berkeley,CA:TenSpeedPress,2014.Directedatadultsandolderteens.Oneofthemostpopularresourcesforjob-seekers.

________. What Color Is Your Parachute for Teens: Discovering Yourself,DefiningYourFuture,3rded.Berkeley,CA:TenSpeedPress,2015.

CareerOpportunitiesin...series.NewYork:McGraw-Hill.Each book describes a number of career paths open to students who haveparticularskills.

Ferguson’sCareersinFocusseries.Chicago:FergusonPublishing.Awholerangeofbooks,eachdescribingtheaspectsofasinglecareer.

Sher, Barbara. I Could Do Anything If I Only Knew What It Was: How toDiscoverWhatYouReallyWantandHowtoGetIt.NewYork:Dell,1995.Written for adults, but helpful for older teens who are beginning to thinkthroughtheiroptions.

48

THEFINALWORD:STARTINGINTHEMIDDLE

Finally,whatifyou’restartingtohome-educateathirdgraderorfifthgraderortenthgrader?Generallyspeaking,it’sbettertogoquicklythroughfoundationalmaterials(suchasbasicgrammar,pre-algebra,orbeginninglogic) thantostartusing material that will frustrate a student. The following are some generalguidelinestohelpyoufindyourchild’splaceintheclassicalcurriculum.Checkthe Resources section of the appropriate chapters for information on theteaching/learning apparatusesmentioned here. Throughout this book,we havegivensuggestionsforhowtostarthistory,science,languages,andothersubjects“inthemiddle.”Refertoeachchapterforthesedetaileddirections.Inaddition,keepthefollowingprinciplesinmind:

Reading Ifastudentishavingdifficultyreading,startatthebeginning.Useabeginningprimertoreviewbasicphoneticreading.Whenitcomestoreading,manychildrenstumblebecausethey’veneverbeentaughttheprinciplesofphonics.Asamatteroffact,phonicsisoftenusedremediallyevenbythoseschoolsystemsthattakeawhole-languageapproachintheclassroom.Jessiehasdonebeginningphonicswitheighthgraders;theearlierpagesareeasyandbuildconfidence,whilethelaterpagesimprovebothreadingandspellingskills.

Grammar Mostgrammarprogramscanbebegunongradelevel;thetextswerecommendallstartwithadetailedreviewofmaterialthatshouldhavebeenlearnedinpreviousyears.

Writing StudentswhostrugglewithwritingshouldbeginwiththedictationandnarrationexercisesdescribedinChapter5,andprogressfromthatpoint—nomatterhowoldtheyare.

Math Ifyouknowyourchild’sgradelevel,thechaptersonmathematicsshouldgiveyoutheinformationyouneedtoselectatext.Ifyou’renotsurewhatlevelyourchildisworkingon,mostprogramsofferadiagnostictest.

Logic Alwaysbeginwiththelowestleveloflogicandmoveforward.Languages Unlessastudenthasaparticularinterestinamodernlanguage,we

recommenddoingatleastayearofLatinasthefirstforeignlanguage.Itgreatlysimplifiesthelearningofotherlanguages.

History Beginhistorywithwhicheveryearyouplease.Usewhicheverresourcesareage-appropriateandcontinueforwardchronologicallyfromthatpoint.SeeChapters7and17formoredetails.

Science Youcanchoosewhicheversciencefitsintoyourcurriculum.GreatBooks Aswithhistory,begintheGreatBookscurriculuminanyyearand

progressuptothepresent.SeeChapter27.Researchpaper Donotbeginaresearchpaperwithastudentwhoisn’tready.

Beforedoingtheresearchpaper,thestudentshouldcompleteatleastayearofsystematicgrammarandshortwritingassignments;heshouldalsobecomfortablewiththeoutliningprocess.It’sfinetowaituntileleventh(oreventwelfth)gradefortheresearchpaper,ifyouhavecatch-upworktodo.

What if you’re home-schooling two children ormore?We suggest that youkeep each child doing individual, grade-level work in mathematics, grammar,writing,spelling,andvocabulary.Thecontentareas—history,science,reading—canbedonesimultaneouslywithchildrenofdifferentages. Ifyouhavea fifthgraderandaneighthgrader,don’tdriveyourselfinsanebydoingancienthistory,ancient readings, modern history, modern readings, biology, and physics.Synchronize their schedules so that both students are doing ancient history,ancientreadings,andbiology.You’llstillhavetogettwosetsofbooks,differingincomplexityandreading level,butat leastyou’llbecovering thesamebasicmaterialwitheachchild.Thesameistrueofafirstgraderandathirdgrader,oraseventh grader and a ninth grader. Require more writing, a higher level ofdifficulty in readingandexperimentation,andmorecomplexoutlines from theolderstudent.Ifonestudentgoesthroughthefour-yearhistorycycletwoandaquarter times,while theothergoes through it three times, itwill affectneither

theiracademicachievementnorthequalityoftheirlives.

APPENDIX

TAKINGANORALHISTORY

This isa simplifiedversionof the“OralHistory InterviewOutline”developedby JudithLedbetter for theCharlesCityCountyHistorical Society. Thanks tothemfortheirhelp.Record thenameof the interviewer, thedate, the time, and theplaceof the

interview.Recordthenameandageneraldescriptionoftheinterviewsubject.1.Whenandwherewereyouborn?a.Namesofparents,parents’occupations.b.Siblings?c.Birthassistedbydoctorormidwife?

2.Whatareyourearliestmemoriesaboutfoodandmeals?3.Whatdoyourememberaboutschool?a.Transportationtoschool.b.Schoolbuildings.c.Subjectstaught.d.Teachers.e.Discipline,sports,extracurricularactivities.

4.Howdidyouspendtimeoutsideofschool?Whatkindsofgamesdidyouplay?Whatchoresdidyoudo?

5.Wereyousickinchildhood?Whatillnessesdidyouhave?Whowasyourdoctor,andwhatwasheorshelike?

6.Howdidyoutravel(foot,horse,wagon,auto,bus,train,boat)?7.Tellmeaboutholidayswhenyouweresmall—birthdays,religiousholidays,Thanksgiving.Didyourfamilyhaveanyspecialdays?

8.Whatreligiondidyourfamilyobserve?Howdidyouobserveit?9.Doyouremembergoingfishing/hunting,farming,gardening,orgettingfoodinotherways?

10.Whatstoreswerenearyou?Whatwerepostofficeslike?Howaboutbanks?Wheredidpeoplegoforentertainment?

11.Whatstoriesdoyourememberyourparents,grandparents,orotherolderpeopletelling?a.Slavery,CivilWar,Reconstruction.b.Bootleggers,stills,illegalactivities,Prohibition.c.Woman’ssuffrage.d.WorldWarI.e.Thefluepidemicof1917–1918.f.Ghostsorotherparanormalhappenings.g.Sensationalcrimes(lynchings,murders,fires,etc.).h.Racialrelations—white/black,white/Indian,black/Indian,etc.

12.WhatdoyourememberabouttheGreatDepression?13.Whatdoyourememberaboutsegregationinschoolsandotherpublic

places?Howaboutotherkindsofdiscrimination?14.Doyourememberwhenelectricity/telephoneservicefirstcametoyour

house?15.WhatdoyourememberaboutWorldWarII?

a.Serviceinthearmedforces.b.Friendsorrelativeswholostlives.c.Rationing.d.Precautions(e.g.,blackoutcurtains,schooldrills,bombshelters,etc.).e.Newsstoriesaboutthewar.f.Letterstoandfromhome.

16.Whendidyougetmarried?Whatwasyourcourtshiplike?Howwasitdifferentfromcurrenttraditions?

17.Whenwereyourchildrenborn?Where?Weretheyborninahospitalorathome?

18.WhatdoyourememberabouttheKoreanconflict?Wereyouaffectedbyit?19.WhatdoyourememberabouttheCivilRightsmovement?

a.Brownv.BoardofEducation.b.PassageoftheVotingRightsAct.c.PassageoftheFairHousingAct.d.ThedeathofMartinLutherKing,Jr.

20.WhatdoyourememberabouttheassassinationofPresidentKennedy?OfRobertKennedy’sassassination?

21.WhatdoyourememberabouttheVietnamWar?Didithaveaneffectonyourhometown?

22.Couldyoudescribethejobsyou’veheldduringyourlifetime—yourresponsibilities,skills,theworkingconditions,thepayandbenefits?

23.Howhaslifechangedthemostsinceyouwereachild?

ACKNOWLEDGMENTS

I amgrateful toAmelia andLutherMorecock—MemeandUncleLuther—foradoptingme,teachingmetoreadbeforeIwenttoschool,andrequiringmetobediligent. The credit for any academic or professional success I have enjoyedbegins with them. My introduction to phonics materials came from a York,Maine, first-grade teacher in whose class every child learned to read. Sheshowedmehersystematicphonicsprogramandtoldmehowtoorderit,withtheresultthatItaughtmychildrenhowtoreadandstarteddownthepathtohomeeducation.Iamimmenselythankfulthat,whenItookmy“misfit”childrentotheHenricoMentalClinicinHenrico,Virginia,Imetaperceptiveandencouragingpsychologist, Jeffrey C. Fracher. Dr. Fracher toldme to teachmy children athome,anideathathadneveroccurredtome.I’mgratefultomychildren,Bob,Deborah,andSusan,forlearningwithmeandforcontinuingtostudyandlearnasadults.WorkingwithSusanon thisbookhasbeenachallenging, rewardingtask.Whenshewasachild,Inudgedherbeyondherintellectualcomfortzone,andsheisnowcontinuallydoingthesameforme.Finally,myhusbandofoverfiftyyears,Jay,hasbeen in themidstofallof thissinceourcollegeyears.Hehasencouragedandsupportedmeateveryturn.

—JessieWise

In the fifteen-plusyears since the first editionofTheWell-TrainedMindcameout,ourlistofdebtshasgrownexponentially.Iowemythanksto:

ThewonderfulfolksatW.W.Nortonwhohavestoodbythisprojectsinceitsfirst appearance in1999: ouroriginal (and stillmy) editor,StarlingLawrence,whofirsttookaninterestinthebookandcontinuestochampionit,andtheteammemberswho’veworkedwithusover theyears.Someare still atNortonandsomehavemovedon,butweoweyouall:PatriciaChui,CarolFlechner,DosierHammond, Bill Rusin, Jenn Chan, Golda Rademacher, DeidreDolan, JeannieLuciano,DrakeMcFeely,RyanHarrington,DonRifkin,andthesalesrepswhocontinuetoworksoablyonourbehalf.RichardHenshaw,whohasrepresentedthisbook inall its incarnations.Thepresentandpast employeesofPeaceHillPresswhohavesupportedthisbookandallofitsspin-offprojects:KimNorton,John Hamman,Mollie Bauer,MelMoore, JustinMoore, Jackie Violet, SarahPark, Sara Buffington, Charlie Park, and Peter Buffington. My executiveassistant,PattieWorth,whokeepsmylifefromfallingapartwhileI’mwriting,revising, speaking, and traveling.MadelaineWheeler,DianeWheeler, SherrillFink, andChristopherBauer, all ofwhomdidvaliant duty in checkingprices,details, and publication information. All of the home-schooling parents whohavesogenerouslysharedtheirexperiencesandexpertisewithusovertheyears,including Diane Wheeler, Beth Ferguson, Peggy Ahern, Diane Montgomery,BethGalvez,TraciWinyard,andHeatherQuintero.Themembersof theWell-TrainedMindmessageboards,whohavebroadenedourhorizons,expandedourunderstanding,challengedourinterpretations,andputupwithourtechnologicalexperimentingforoveradecade.Andfinally,myfamily:BobandHeatherWise,wholookedoutforPeaceHillPressduringadifficultandbusy time;DeborahWise,nowjoiningusintheprojectofclassicaleducationwithherowndaughter;mymotherandfather,JayandJessieWise;myhusband,Peter;and,mostofall,mykids.Christopher,Ben,Daniel, andEmily: thankyou for bearingwith thehomeeducationprojectevenwhenitledusinstrangeandunexpecteddirections.I’mproudofyouall.

—SusanWiseBauer

INDEX

Index,belowtheheader:Pagenumberslistedcorrespondtotheprinteditionofthisbook.Youcanuseyourdevice’ssearchfunctiontolocateparticulartermsinthetext.

Abraham,155,401abstractthinking:developmentof,14,27,279–80inlanguagearts,436inmathematics,108–13,302–4inscience,189,321

acceleratedstudiesprogram,foreign-languageschedulein,664ACT(AmericanCollegeTest),755,756–77Adams,Abigail,170Adams,John,170Adler,MortimerJ.,18AdvancedPlacement(AP),486,662,750,754AdventuresofTomSawyer,The(Twain),445Aesop’sfables,65,441Africanculture,87,441afternoonnaps,726AgeoftheEarth,The(Holmes),645Ahern,Peggy,775–77Alcott,LouisaMay,182,448AlexanderIII(theGreat),KingofMacedon,145,156,159,402,441,603–5AlfredtheGreat,160,409algebra:curriculumoptionsin,631–32,633–39,771memorizationin,305preparationfor,303–6symbolicthinkingrequiredin,302,305teacherresourcelistsfor,311–14,315–16

Alice’sAdventuresinWonderland(Carroll),445Almagest(Ptolemy),645alphabetexercises,31,35,735alternativeschools,701–2Alvarez,Walter,644,645AmericanAcademyofPediatrics,238AmericanCollegeTest(ACT),755,756–77Americangovernment,teacherresourcelistsfor,618–19Americanhistory,136,147,148,390–91,745,747basictextsin,398eleventh-gradestudiesin,607–8memorizationworkin,147,148,388,390–91primarysourcesin,387,389–90,423–24inrhetoricstage,606–8seventh-gradestudyof,374seealsoCivilWar,U.S.

ancestorworship,241ancienthistory,139fifth-gradestudyof,374–81,396,529–30first-gradestudyof,65,137,142–46,254inGreatBooksstudies,594–95,622–24listoffactsfor,374–76logic-stagereadingmaterialson,436–37,440–42inninth-gradeGreatBooksstudy,590,594–95,598–600,622–24ninth-gradestudiesin,607primarysourcesfor,378,403sciencestudiesin,189seventh-gradestudyof,372–73teachingresourcelistsfor,85–88,95,155–60,401–9,465–67,614–15,622–24

timelinebegunin,367–68,376worldreligionsin,242

anecdotalevidencefallacy,294animals,inlife-sciencecurriculum,196–97,200,214–16,318–19,329–30,339–41

AnnaComnena,409AnneofGreenGables(Montgomery),448

Anthony,SusanB.,176,182,423Antoinette,Marie,167,171AP(AdvancedPlacement),486,662,750,754apologia,religious,673appointmentschedules,525–26apprenticeships,high-schoolemploymentviewedas,779–81architecture,678areas,ascategoriesforhigh-schoolcredit,551arguments,logical,289,290argumentumadnauseam,283argumentumadpopulum,283Aristophanes,598–600Aristotle,16,156,188,402,440,524,644,645onrhetoric,560,561,564,673–74

arithmetic,283–84,302seealsomathematics

Armstrong,Neil,177art:appreciationof,244,247–48,498,500–502,510–13,678,682conceptualfocusin,677,678curriculumplanningworksheetfor,270,545incurriculumpriorities,28,244dailyschedulesfor,255–58elementaryskillsin,244,249,498,499–500,507,677–78,681–82ingrammarstage,28,60n,243–54,255–58inhistoricalcontext,284,498,500,676,678,690inlogicstage,498–502,505–16,530–35,676notebooksfor,677picturestudymethodin,244–45inrhetoricstage,676–82,690specialupper-gradeprojectsin,690teachingresourcelistsfor,247–49,507–13,681–82transcriptcreditsand,743,744,745,746inweeklyschedule,246,498,499,505–6,676,677,680,726weeklyschedulesfor,697

Arthur,King,160,409Arthurianlegends,67,88,95,442

ArtofProblemSolvingmathprogram,311–12,633–34ArtofRhetoric,The(Aristotle),560,561,564,673–74artsupplies:forartstudies,500,681forhistorytimeline,366forsubjectnotebooks,60

Asbjornsen,PeterChristen,445Asimov,Isaac,449AssociationforPsychologicalScience,117astronomy,188experimentkitsfor,330–31,348primarysourcereadingsin,644second-gradestudyof,190–91,200–202,210,220–21,255,319sixth-gradestudyof,319,320,330–31,345,347–48,531teachingresourcelistsfor,210,220–21,347–48,654–55tenth-gradestudyof,640n,642,645,649–50,654–55

athletics,720,758–60,775Atlantis,688atlases,371,376,388,592teacherresourcelistsfor,616–17

AttilatheHun,160,409Attucks,Crispus,171AuburnUniversity,609audiobooks,30,35,65,443inlibraries,144teachingresourcelistsfor,57–58,95

Augustine,Saint,160,409,444AugustusCaesar,156,402Austen,Jane,445,447,685–86autonomy,obediencevs.,723–24

babies,home-schoolaccommodationforcareof,734–35Bach,JohannSebastian,167,171,503Bacon,Francis(artist),677Bacon,Francis(philosopher),578,725bankaccounts,525Banks,LynnReid,77

Barber,Samuel,504Barrie,J.M.,35Barton,Clara,182baseball,developmentofspecialprojecton,684–85Battle(cardgame),43Bauer,Benjamin,schedulefor,736–39Bauer,Christopher,31,238schedulefor,736–38

Bauer,Daniel,schedulefor,737–39Bauer,Peter,65,726Bauer,SusanWise,11–19oncurriculumchoices,18,77,443oneducationaldeficienciesofcollegestudents,12–13educationalexperiencesof,xx,5,6–7,11–12,19,26,31,34n,39,727,729–30,732,755,759

ashome-schoolingparent,xxii,37,43,65,238,242,726,735onliteraturechoices,78onreligiousteaching,242onvalueofrhetoricstudy,561n

Bede,theVenerable,409bedtime,726Beechick,Ruth,24Beethoven,Ludwigvan,167,171,503,677BeforeAlgebra,teachingresourcelistsfor,307–11Bell,AlexanderGraham,177Bell,Debra,740Belluck,Pam,704nBeloved(Morrison),590BenjaminFranklin:TheAutobiographyandOtherWritings,445Beowulf,16,444Berlioz,Hector,504Bernstein,Leonard,504Bethune,MaryMcLeod,182Bible,65,85,440,594–96,622–24,626BillofRights,608Bilton,Nick,236biographies,65,144–45,159–60,164–65,170–75,182–86,377

ofcomposers,679discussionof,438ofreligiousfigures,495

biology,188classificationemployedin,198–99,200evolutiontheoryvs.creationin,241experimentkitsfor,340,341–42fifth-gradestudyof,319,320,337–44,529first-gradestudyof,190–91,319ninth-gradestudyof,642,643,644,649–50,652–54primarysourcereadingsin,644religiousaspectsof,241teachingresourcelistfor,337–44,652–54seealsolifescience

BiotechnologyProjectsforYoungScientists(Rainis),5Birds,The(Aristophanes),598–600Bismarck,Ottovon,176Bizet,George,504Blackfoottribe,391–95Blackwell,Elizabeth,182Blake,William,68,446Block,The:Poems(Hughes),448blogs,522Bolívar,Simón,167Bolles,Richard,780Bolt,Robert,448bookreports,68,599books.google.com,521Boone,Daniel,171BostonUniversity,610Botticelli,Sandro,410Boyle,Robert,166,189,644Brahms,Johannes,504braindevelopment:physicalactivitylevelsand,671printculturevs.image-basedtechnologyin,237

Branagh,Kenneth,443

BriefHistoryofTime,A(Hawking),645Britten,Benjamin,504BrockUniversity,610Bronfenbrenner,Urie,716Browning,ElizabethBarrett,447Browning,Robert,445,446Bruckner,Anton,504Brueghel,Jan,410Brueghel,Pieter,410Buck,PearlS.,449Buddha(SiddharthaGautama),156,402Buddhism,241Buffon,Comtede,644Bunyan,John,445,446Burke,Edmund,240,608Burnett,FrancesHodgson,35,449Burns,Ken,135

Cage,John,504,677Cahill,Thomas,688calculators,115,304,305calculus,630calendars,525–26,732CaliforniaAchievementTest,752Caligula,402Callaway,Shawn,702nCalloftheWild,The(London),448Calvin,John,161,410,444CanterburyTales,The(Chaucer),442,444cardgames,43CarletonUniversity,610Carlyle,Thomas,135Carr,Nicholas,646Carroll,Lewis,445,447,450Carson,Rachel,644Carver,GeorgeWashington,182CaseforHomeSchooling,The(Klicka),717n

categoricalstatements,inlogic,295CatewayooftheZulus,177cathedrals,Gothic,677Cather,Willa,449CatherineII(theGreat),EmpressofRussia,167CatherineofValois,410CatholicChurch,496CatintheHat,The(Seuss),271–72censorship,parental,439,520–21CentralWashingtonUniversity,610cephalopods,327Cervantes,Miguelde,445,686Chaos(Gleick),645characterdevelopment,721–24teachingresourceslistsfor,724

Charlemagne,160,409CharlesCityCountyHistoricalSociety,785CharlesI,KingofEngland,166Charlotte’sWeb(E.B.White),35,76,78chatting,online,inpersonfriendshipvs.,671Chaucer,Geoffrey,16,67,160,410,442,444,450Chavez,Cesar,183checkbooks,balancingof,304checkingaccounts,525chemicals,organicvs.inorganic,328chemistry,188ofacidsandbases,222crystals,222eleventh-gradestudyof,642,644,649–50,656–57experimentkitsfor,331–32,352–54polymers,222primarysourcereadingsin,644seventh-gradestudyof,318–19,330,349–54,532teachingresourcelistsfor,210,222,349–54,656–57teachingtechniquesfor,331–32third-gradestudyof,189,190–91,202–4,210,222,256–57,260,319

Cheops,pharaohofEgypt,155,401

Chesterton,G.K.,448Chicago,Universityof,610“ChildhoodPatternofGenius,The”(McCurdy),715child-lededucation,39–40n,706–7China,ancient,159China,literatureof,65,87,440Chineselanguage,486,662Chopin,Frederic,504Christianity,241–42ethicsof,674,722inhome-schoolmovement,702

Christie,Agatha,448,449ChristmasCarol,A(Dickens),35,68,446ChroniclesofNarnia,The(Lewis),35,78Churchill,Winston,177,183,391Cicero,156,402,441,593nCivilWar,U.S.,292–93,369,389Cixi,EmpressDowager,177,183Clark,William,167Clarke,ArthurC.,672classicaleducation,xx,xxiii,xxivfineartsincludedin,498–99foreignlanguagesin,660–69goalsof,201ashistory-intensive,xxinterrelatednessofknowledgein,15,687–88asjob-marketpreparation,693–94aslanguage-based,518languagefocusof,xx,14–15,447modelingin,451,452multiculturalinfluencein,137nonvisualintelligencefosteredby,237–38philosophicalimplicationsofscienceand,641primarysourcesstressedin,138,139self-disciplinein,xx–xxiinself-governmentsystems,695–96systemicorganizationof,xxiv,18,365

teacher-studentpartnershipmodelof,705triviumpatternof,7,13–14,15,25,137–38,561ultimategoalsof,225,365,693–96unschoolingapproachvs.,706–7vocationaltrainingvs.,693–94whole-languagephilosophyvs.,273–75

ClassicalEducation(VeithandKern),694nclassicalmyths,24,65,86–87,95,441classification,scientific,198–99,200,320,322,328claymodeling,499,500,677,681resourcesfor,508–9

Clemens,Samuel,seeTwain,MarkCleopatra,159CLEP(CollegeLevelExaminationProgram),662,754Cody,William“BuffaloBill,”171Coleridge,SamuelTaylor,445college:admissionrequirementsfor,553–54Americanhistoryrequirementsfor,606–7applicationproceduresfor,774–77,778choiceof,773–74,777–78daily-liferesponsibilitiesduring,526early-decisionprocessof,774–75,777employmentexperiencesbefore,781foreign-languagerequirementsfor,660nhigh-schoolconcurrentenrollmentin,663,748,765,768,773home-schoolpreparationfor,11–12,743,748,770–78mathrequirementsfor,305,630portfolioandtranscriptdocumentationfor,740,742–48,749,773,774privatevs.public,771,773–74qualifyingexamsfor,755–57remedialEnglishneedsin,12–13resourcelistfor,777–78scholarshipsto,755–76sportsin,775testingforcreditin,754

CollegeBoard:

admissionspoliciesand,774AdvancedPlacementtests,750,754PSATs,747,751,755,771,773SATs,486,580n,662,751,755,756,771,772,774

CollegeLevelExaminationProgram(CLEP),662,754CollegeofWilliamandMary,12–13ColumbiaUniversity,610Columbus,Christopher,160,164,410Commentariolus(Copernicus),645communication,onchatvs.inperson,671compositions:evaluationof,567–68GreatBooksresearchpapers,602–6onhistoricalsubjects,369,602–6lengthof,431inlogicstage,369,431,452–53outlinetechniquesusedin,369sciencereports,325,641–42upper-gradewritingprojects,561,683–92,744,745,746,747,774word-processingprogramsusedfor,518seealsowriting

ComprehensiveTestofBasicSkills,757computerprogramming,weeklyschedulesfor,670computers:culturalandphilosophicalimplicationsof,671dominanceofimageoverlanguageon,517ingrammarstage,236–39inhigh-schoolyears,606,670–72inlogicstage,517–23programmingskillsfor,518–19,670,671–72,689–90,744,745,746–47upper-gradespecialprojectsfor,689–90wordprocessingand,518seealsoonlineservices;technology

computerscience:corecreditsand,642–43teachingresourcelistsfor,659

conclusions,logical,289–90

ConcordiaUniversity,610concurrentenrollment,663,748,765,768Confucius,155,402,440ConstantinetheGreat,156,402constellations,202Constitution,U.S.,68,148,388,391,608contentareas,discoveryandexplorationin,15Cook,James,167cookingskills,727Cooley,CharlesHorton,718Coolidge,Olivia,18Cooper,JamesFenimore,447cooperativeclasses,765,768Copernicus,Nicolaus,161,410,645CornellUniversity,718Correggio,410correspondencecourses,767high-schooltranscriptsand,747inmath,637

Cortés,Hernando,161,410countingexercises,32,43CreateSpace,521creation,evolutiontheoryvs.,240creativity:copyingexercisesand,75–76ingrammarstage,75–76knowledgeaccumulationvs.,24inupper-gradespecialresearchpapers,687

creditcards,304credits,high-school,550–51criticalthinking,xxv,280–81,530seealsologic,formal;logic,informal;logic,symbolic;logicstage

Crockett,Davy,172Cromwell,Oliver,166Crucible,The(Miller),448crystals,324Cubism,677

Cummings,E.E.,448cursivewriting,41,52,72,78,80,255–56Custer,George,177Cuvier,Georges,645

dailylife,logicof,524–27dailyschedules,731–32seealsoschedules;specificsubjects

Dalton,John,189DanteAlighieri,16,160,409,442,444,450DariusI,KingofPersia,402Darwin,Charles,183,644dating,719David,King,155,402Davies,Paul,645Davis,William,593nDawkins,Richard,644DayinOldRome,A(Davis),593ndebate,576–77inextracurricularsocieties,569–70,576–77,719rhetoricstudiesand,563,564teachingresourcelistfor,571–72,576–77inweeklyschedule,560,570

Debussy,Claude,504DeclarationofIndependence,68,147,369,388,608Defoe,Daniel,445,446deGaulle,Charles,177delaMare,Walter,68,448democracy,well-educatedcitizenryneededin,695–96DemocracyinAmerica(Toqueville),608DeMotuCordis(Harvey),644Derepublica(Cicero),593nDescartes,René,410,444diagrammingexercises,xxiv,434–36DialogueConcerningtheTwoChiefWorldSystems(Galileo),645Diamandis,PeterH.,646Dickens,Charles,16,35,65,68,446,447

dictationexercises,73,74–78,104–5,255–56,451,783dictionary,580diplomas,748–49dispositio,563,603,605–6Donne,John,410,444DonQuixote(Cervantes),445,686DoubleHelix,The(Watson),644Douglass,Frederick,29,34,183,446,447Doyle,SirArthurConan,448drama,448drawing,resourcesfor,507–8drawingskills,244,249,498,499–500,677–78DreamKeeperandOtherPoems,The(Hughes),448drills:inmathematics,117,125,130–32inreading,36–37,39–40whole-languagerejectionof,274inwordstudy,460

Dufay,Guillaume,503Dumas,Alexandre,449Dunstable,John,503Dvořák,Antonin,504dysgraphia,79,712dyslexia,79,98,99,712Dyson,Freeman,646

Earhart,Amelia,177,183earthscience,188,642experimentkitsfor,330–31,346formalcurriculafor,349insecond-gradecurriculum,200–202,209,255,260second-gradestudyof,190–91,218–20sixth-gradestudyof,319,320,330–31,345–47,531teachingresourcelistsfor,209,218–20,345–47teachingtechniquesfor,330–31tenth-gradeastronomyvs.,640n

EastoftheSunandWestoftheMoon(Asbjornsen),446

economics,teacherresourcelistsfor,618–19Edison,Thomas,177,184Edmonds,Emma,184education:entertainmentvs.,239,518knowledge-focusedapproachvs.child-centeredunschoolingin,706–7passivereceptionvs.activeengagementin,517seealsoclassicaleducation;homeeducation

educationalsoftware,517–19EducationWeek,281EdwardtheConfessor,160,409Egypt:inhistorystudies,143,145,156–58,159,377–78mythologyof,87,440

eighthgrade:artandmusicstudyin,506,535collegepreparationsin,772curriculumsummaryfor,534–35foreign-languagestudiesin,487,535formallogicstudiesin,534grammarworkin,432,456,534historystudyin,373mathin,534,631,634memorizationworkin,456modern-erareadingcurriculumfor,436,447–49,475–76,534–35modernhistorystudiedin,388–91,396,422–29,534outlineskillsdevelopedby,387,389physicsstudiesin,319,320,332,354–61,534religionin,535teachingresourcelistsfor,98,336–37,397–401,456–64,476–77,488–93,497,506–16,526–27

technologystudiesin,320vocabularystudyin,432,534writingstudiesin,325,329,453,456,535seealsologicstage

Einstein,Albert,177,184,645,687Eisenhower,DwightD.,177

EleanorofAquitaine,409electivesforhigh-schoolcredit,552electronicteachingaids:ingrammarstage,236–39seealsocomputers;television;videos

elementaryschool:home-schoolportfoliosofworkin,740,741–42seealsogrammarstage;logicstage;specificelementary-gradelevels

ElementsofStyle,The(StrunkandWhite),582–83eleventhgrade:artandmusicin,678–82artandmusicstudiesin,680–82collegepreparationsin,772compositioninstructionin,582computerprogrammingelectivein,672computerprogrammingstudyin,672debateactivitiesin,569grammarstudiesin,581GreatBooksstudiesin,596–97,615–16,626–27historystudiedin,607–8historystudyin,373majorwritingprojectin,561,602,683–92,774mathin,631,634–39PSATandSATtestingin,755–76researchpaperswrittenin,687rhetoricanddebatestudiedin,567,570rhetoricanddebatestudiesin,560–61scienceeducationin,642,644,645,647–48,649–50,656–57teachingresourcelistsfor,626–27,651–52transcriptcreditsand,744,745,746seealsorhetoricstage

Elgar,EdwardWilliam,504Eliot,T.S.,68,449,660,662ElizabethI,QueenofEngland,164Ellenberg,Jordan,116,302Ellul,Jacques,646elocutio,563–64,603,606

Emory&HenryCollege,610employment,classicaleducationasassetin,693–94encyclopedias:ingrammarstage,195,198,203,204,205,211–12inlogicstage,324,377inrhetoricstage,592,593,598as“spine,”191,192,201teacherresourcelistsfor,616–17

EndangeredMinds(Healy),237EndofEducation,The(Postman),227,237,285n,647–48,684nEngland,memorizingmonarchsof,146Englishgrammar,seegrammar,EnglishEnglishskills:Latinstudiesasboostto,226transcriptvalueson,745seealsogrammar,English;languageskills;reading;writing

entertainment,educationvs.,239,518Erasmus,410,444Eratosthenes,159ethics,495,496incharacterdevelopment,721–24classicrhetoricaltrainingusedin,673–75inGreatBooksdiscussions,589–90,674inhistory,284inJudeo-Christianresources,674ofscientificissues,647specialprojectson,690

evolutiontheory,creationvs.,240examinations,seetestingexperiments,scientific,324–26notebookrecordsof,201–2,322,325seealsoprojects,scientific

ExperimentsinPlantHybridization(Mendel),644extracurricularactivities:athletics,720,758–60debateclubs,569–70,576–77inhigh-schooltranscripts,748

socializationopportunitiesin,717–18,719–20Eyck,Janvan,160,410Eyewitnesssciencevideos,239

factcollecting,23FaerieQueene,The(Spenser),442,444fairytales,65,87,90,91,94,444fallacies,logical,289,290–91,294,496,565–66family,children’ssocialdevelopmentwithin,715–20FaulknerUniversity,609FederalistPapers,The(Hamilton),138,608fifthgrade:ancient-erareadingcurriculumfor,436–37,440–42,465–67,530ancienthistorystudiesin,374–81,396,401–9,529–30artandmusicstudiesin,505,530biologystudiesin,319,320,337–44,529collegeplanningconsideredin,771curriculumsummaryfor,529–30foreign-languagestudyin,487,530grammarworkin,288,435,436,454,530independent-studyproceduresimplementedin,524–25literaturestudiesin,530logic-studypreparationsin,529mathin,529,772memorizationworkin,454outlineskillsdevelopedin,368–69,372–73religionin,530scheduleplanningbegunin,525–26spellingandwordstudyin,432,454,530,782–83teachingresourcelistsfor,97,337–44,397–409,456–64,476–77,488–93,497,506–16,526–27

technologystudiesin,518writingworkin,325,329,450,452,530seealsologicstage

financialresponsibility,cultivationof,525firstgrade:ancienthistorystudiesin,137,142–46,155–60,254

artin,255curriculumsummaryfor,254–55dailyschedulefor,254–55grammarworkin,72language-skillsschedulesin,79,254life-sciencestudiesin,189,190–91,195–200,254,318–19mathschedulein,119musicin,255readingmaterialsin,64,66religionin,254–55teachingresourcelistsfor,81–88,95,120–34,150–60,208–9,247–49writingworkin,74seealsogrammarstage

FirstThreeMinutes,The(Weinberg),645Fischer,MartinH.,187Fitzgerald,F.Scott,449Flesch,Rudolph,273nflexibility,561,687ofschedules,731–32

folktales,87,92,94,441,465Ford,Henry,177,184Ford,Martin,646foreignlanguages:ancient,662;seealsoGreek-languagestudies;Latinstudiesbraindevelopmentrelatedtoaptitudefor,237choiceof,485–86,661–63classicaleducationgoalsin,660–61college-preprequirementof,660curriculumplanningworksheetfor,270,544–45dailyschedulesfor,257–58,483,487–88educationalvalueof,483–84,661logic-stagestudyof,483–93,530–35,660,662modern,484,485–88,663,667–69;seealsospecificmodernlanguagesresourcelistsfor,492–93,664–69rhetoric-stagestudiesof,660–69,743–44sampleyearlyschedulesforstudyof,486–88,664self-teachingcoursesin,485

inspecializationdecisions,664specialupper-gradeprojectsin,689staterequirementsfor,552forstudentswithprioreducation,783teachingoptionsin,484–85,486–88,661,663–64transcriptcreditsand,743,745,746,747universityrequirementsfor,486valueinstudyof,226–27,483–84,660–61weeklyscheduleon,660weeklyschedulesfor,697seealsospecificforeignlanguages

forgiveness,culturalattitudestoward,722–23foundingdocument(forhomeschool),762–63fourthgrade:curriculumsummaryfor,257–58dailyschedulefor,257–58grammarstudiesin,72,81,257language-skillsdailyschedulein,80–81,257Latinstudiesbegunin,226,229,258mathschedulein,119–20,257modernhistorystudiedin,147–48,175–86,257–58physicsworkin,189,190–91,204–5,210–11,223–24,258,260,318readingmaterialsin,64,65,68,92–94spellingworkin,257,782–83teachingresourcelistsfor,81–85,92–94,95,120–34,150–55,175–86,232–34,247–54

writingstudyin,75,78–79,81,257seealsologicstage

France,historyof,388FrancisofAssisi,Saint,366Franco,Francisco,177Franklin,Benjamin,34,76,167,172,445FrederickII(theGreat),KingofPrussia,167freereadingtime,439,446,447,449curriculumplanningworksheetfor,541–42dailyschedulesfor,453–55

French-languagestudies,486,662,663,668

friendship,onchatvs.inperson,671Frost,Robert,448

Gaia(Lovelock),644Galen,779GalileoGalilei,161,164–65,410,496,645games,mathskillsdevelopedwith,43,53Gandhi,MohandasK.“Mahatma,”177,184Gates,Bill,177GED,748Geisel,Theodore(Dr.Seuss),271–72GenghisKhan,160,165,366,409geography:curriculumplanningworksheetfor,268indailyschedule,364grammar-stagestudiesin,135–86grammar-stagestudyof,140,143,147,153–55historyreadingslinkedwith,140,141,147,371,376logic-stagestudiesin,364–429teachingresourcelistsfor,153–55,398–400

geology:primarysourcereadingsin,644teachingresourcelistsfor,655–56seealsoearthscience

geometricfigures,recognitionof,43geometry,305,630,631,755,771GeorgeIII,KingofEngland,167German-languagestudies,662,669GettysburgAddress,389,390giftedstudents,homeeducationof,703Gleick,James,645globes,140,141,143,371,376,388,398GoFish,43GonewiththeWind(Mitchell),448Goodall,Jane,718Goodman,Ken,274Gothiccathedrals,677

Gould,StephenJay,644government:basictextsin,606–8high-schoolcourserequirementsin,745,747well-educatedcitizensasparticipantsin,695–96

gradingprocedures,550,742–43grammar,English:curriculumplanningworksheetfor,267,544ascurriculumpriority,28dailyschedulesfor,72,79–81,254–57,435,454–56,578defined,60goalsinstudyof,71grammar-stagestudyof,70–72,259Latinstudiesand,485–86logic-stagestudyof,434–36,454–56,461–64,530–34notebooksfor,431,435rhetoric-stagestudyof,581,743rulesof,435,581sentencediagramsin,xxiv,434–36forstudentswithpriorschooling,783teachingresourcelistsfor,100–102,461–64,584–87testingproceduresin,742textsfor,100–102,435,581,585–87transcriptcreditsand,743,745,746weeklyschedulesfor,697writingprogramassupplementto,435

grammar,Latin,227–29grammarstage,21–275aptitudeforfactcollectionin,25–26artstudiesin,28,60n,244–45,255–58communicationin,238contentemphasizedin,xxv,23,561curriculumplanningworksheetfor,266–70curriculumprioritiesin,28,142,189,191,244electroniclearningaidsdiscouragedin,236–39grammarstudiesin,70–72,259historycurriculumin,68,135–86,254–58,259–60

languageskillsacquiredin,59–60language-skillsdevelopmentin,253–58Latinstudiesin,225–35,257–58,485–86aslearningstage,xxv,13–14literaturestudiesin,259mathstudiesin,28,60n,108–34,253–58musicstudyin,28,60n,245–46,250–54,255–58notebooksin,259–60readingdevelopmentin,61–69religionin,240–42,254–58sampleweeklychecklistsfor,261–65sciencestudiesin,28,44,187–224,254–58,260,318–19subjectnotebookskeptin,60summaryof,253–75teachingresourcelistsfor,81–107,120–34,149–86,247–54teachingtechniquesin,26–27technologystudiesin,205,211,324testingproceduresin,145,741astriviumfoundation,561verbalandbraindevelopmentin,237writingin,259seealsospecificgradelevelsofgrammarstage

Grant,UlyssesS.,177GreatBooks,589–629ofancientcultures,373,594–95,622–24basictextsusedwith,590–91,614–16chronologicalorderinstudyof,591,783dailyschedulefor,589,611educationalgoalinstudyof,590ethicalissuesconfrontedin,589–90,674flexiblecurriculumfor,590–91,600,609grade-specificreadinglistsfor,590–91,594–98historicalfocusmeldedwithliteraryappreciationin,563,581,589–90ideasascentralinstudyof,589,677oflateRenaissance–earlymodernera,373,596–97,626–27ofmedieval–earlyRenaissance,373,595–96,624–26ofmodernera,373,597–98,627–29

researchpapersontopicsfrom,602–6resourcelistfor,614–29sourcesof,600–601,621–29forstudentswithotherschoolexperience,783studyproceduresfor,591–94,598–607teachingtechniquesfor,600–602transcriptcreditsand,743,744–47universityresourcesfor,601–2,609–11

GreatConversation:classicaleducationaspreparationfor,274scientificdevelopmentsaddressedin,641–42,647–48

GreatExpectations(Dickens),68greatmenandwomen,135,138,144,155–56,160,166–67,377,401–2,409–10libraryusefor,389notebooksfor,377,378,383,500,536

Greekcivilization,157,158,598–600Greek-languagestudies,485,661,662,667Greek-languagestudies,Koine,662Greekmyths,65,86–87,95,441Green,RogerLancelyn,18Greenough,JamesJay,661GregoryofTours,409Grieg,Edvard,504Grimmbrothers,289,445Grimm’sFairyTales,445Gulliver’sTravels(Swift),16,445Guroian,Vigen,721Gutenberg,Johannes,160,410GutenbergCollege,610

Hale,EdwardE.,448Hammurabi,155,402Handel,GeorgeFrideric,172,503handwriting,72,78,80ball-and-sticktraditionof,41continuous-strokemethodof,41,52copyingexercisesin,73,74,76–77

curriculumplanningworksheetfor,267,544cursive,41,52,72,80,255–56dailyschedulefor,42,72,77,79–81,253dictationand,73,74–78ingrammarstage,71–72grammarstagein,72–81home-schoolprogramsin,103–4inlogicstage,518narrationand,73,74–81,104–5preschoolpreparationfor,31–32printing,42,253teachingresourcelistsfor,51–52,103–7typingvs.,518seealsowriting

HandwritingWithoutTearsseries,51,74,267Hannibal,156,402Hardy,Thomas,449Harvey,William,644Hatshepsut,QueenofEgypt,155,402Hawking,Stephen,645Haydn,FranzJoseph,167,503Healy,Jane,237hearingproblems,41Hebrewlanguage,662Hemingway,Ernest,449Henry,O.,448Henry,Patrick,68,172HenryV(Shakespeare),442,443HenryVIII,KingofEngland,369,444Herodotus,16,138Hicks,David,18–19,365,590,630,695–96,705highschool:creditsin,550–51diplomasand,748–49employmentexperiencesin,779–81gradingandtranscriptsin,742–48,749,772,774;seealsotranscripts,high-school

peer-centeredsocializationexperiencedin,718–19preparationfor,549–59staterequirementsfor,550seealsorhetoricstage

HildegardofBingen,409Hinduism,241Hippocrates,402,644history:American,seeAmericanhistoryancient,seeancienthistoryartandmusicstudiescoordinatedwith,284,378,498,500,505,676,678,690basictextsin,397–400biographicalfocusin,144–45,159–60,164–65,170–75,182–86,254–57,377,495

chronologicalstudyof,136,139,783compositionworkin,379curriculumplanningworksheetfor,268,543–44indailyschedule,142,148–49,254–58,364,379–80,384–85,388,391,396asexploration,138foundationalskillsvs.,142geographylinkedto,140,141,147,371,376grade-specificdivisionsof,64,68,137,139,146–48,372–73;seealsospecificgrades

grammar-stagestudiesin,28,68,135–86,254–58,259–60inGreatBookscurriculum,563,581,589–90;seealsoGreatBooksofhomestate,148,390oflateRenaissance–earlymodernperiod,seelateRenaissance–earlymodernhistory

libraryusein,143–44,146,147–48,377logicof,14inlogicstage,396logic-stagestudiesin,138,284,364–429,529–34ofmedieval–earlyRenaissanceperiod,seemedieval–earlyRenaissancehistory

memorizationworkin,145–46,147,148,388,390–91ofmodernera,seemodernhistorymoralconsiderationsin,284

narrationtechniquein,76,141,142–44,146,147,368needforstudyof,135–36notebookscompiledin,60notebooksfor,140,142–43,144,145,254–58,259–60,366,370–71,378,383–84,388,390,443–44,536–37

onlinecoursesfor,520inoralform,389–90,534,785–87organizationofmaterialin,366–72asorganizingoutlineofdiversedisciplines,15–16,136,365,369outlinesoftopicsin,368–69,372–73,379,382–83,387,389,391–96outliningin,453parts-to-wholeapproachin,274–75primarysourcereadingsin,138,139,369–70;seealsogreatbooksreadingcurriculatiedto,64,65,68,371–72,436religiousissuesin,242,257–58,495,496inrhetoricstage,563rhetoric-stageresearchpaperson,602–6,688scienceeducationlinkedto,189,321,641–42,644,647,687,784forseveralstudents,373specialprojectsin,144,688,690ofsports,684–85,690asstory,136forstudentswithotherschoolexperience,783supplementaryreadingsin,376–77,404–9,411–16,418–22,424–29synthesisvs.analysisinstudyof,370teachingresourcelistsfor,149–86,397–429,614–29testingin,742threecurriculumrepetitionsoffour-yeardivisionof,16,367,784timelineand,366–68,376,378,386,388transcriptcreditsand,745,747weeklyschedulesfor,589,697worldwidefocusinstudyof,139

HistoryofAnimals(Aristotle),188,644Hitler,Adolf,177Hobbit,The(Tolkien),25Holmes,Arthur,645Holocaust,390

Holst,Gustav,504HolyRomanEmperors,146homeeducation:advocacygroupfor,762afternoonnapsand,726athleticsin,758–60,775auxiliaryteachingresourcesfor,765–67babyandtoddlercareaccommodatedin,734–35ofchildrenwithpriorschooling,782–84child’sadjustmentto,707–8collegepreparationin,11–12,743,748,770–78continuallearningin,727cooperativeclassesin,765,768dailyplanningof,731–32developmentof,8–9,701–2difficultiesin,707–8expensesof,734extracurricularschoolactivitiesin,569–70,758–60asfamilycommitment,725–43flexibilityin,xxiii,731–32foundingdocumentfor,762–63goalsestablishedfor,705–6,728–30initialdecisionin,3,5–6,9,707–8learningchallengesin,40–41,63–64,79,711–14legalrequirementsin,6,701,706,740–41,743,748,751,761–64motivationsforparentalchoiceof,701–10off-campuslearningexperiencesin,731onlineresourcesfor,767;seealsoonlineservicesorganizationsinsupportof,706outsidejobdemandsvs.,725–26parentalcapabilityin,xx,3–4,9,116–17,704–6,766physicalatmosphereof,3inpracticalskills,705,707,727public-schoolrelationswith,761–64realisticexpectationsin,701record-keepingproceduresin,740–49,762–63religiousjustificationfor,702

schedulesdevelopedfor,725–39self-educationabilitydevelopedin,10,285–86,524–27,600,727,729socialdevelopmentconcernsin,xxi,6,9,709,715–20,763suggestionsfororganizationalproceduresin,732–34teachingtechniquesin,705–6;seealsoteachingtechniquestestingin,60,751–57timecommitmentin,380–81,708,725–31fortwoormorechildren,784unschoolingapproachto,706–7weeklyplanningfor,730–31yearlyplanningfor,728–30

Homer,18,65,85–86,155,402,436,441,693HomeSchoolLegalDefenseAssociation(HSLDA),775HomeStudentsExcelinCollege(Klicka),770nHooke,Robert,644Hopkins,GerardManley,449Horace’sCompromise(Sizer),693HoundoftheBaskervilles,The(Doyle),448householdtasks,home-schooltrainingin,707,727,780HowNottoBeWrong(Ellenberg),116,302HowtheIrishSavedCivilization(Cahill),688HowtoGetControlofYourTimeandYourLife(Lakein),730Hoyle,Fred,645HSLDA(HomeSchoolLegalDefenseAssociation),775Hubble,Edwin,645Hughes,Langston,448HumanAction(Mises),565nhumanbody,inlife-sciencecurriculum,197,208–9,216–17,329–30,341–42humanities,286Hussein,Saddam,177Hutton,James,645

IBM,517IgnatiusofLoyola,410Iliad(Homer),16,18,65,436,441imagelearning,language-focusededucationvs.,xx,14–15,236–39,517immunizations,recordingof,558–59

ImportanceofBeingEarnest(Wilde),448incidentalphonics,273independence:logic-stagecultivationof,524–27teachingresourcelistsfor,526–27

India:folktalesof,87,441inhistorystudies,385–86religiouspracticesin,242

inductivefallacies,291Inferno(Dante),442,444informallogic,296teachingresourcelistsfor,298–301

information,mediatedvs.unmediated,521–23Internet,484–85,521–23asbody-neutral,671lackofaccuracyinsourceson,521andresearch,521–23self-publishedvs.publishedmaterialon,521seealsoonlineservices

internships,780inventio,563,603–5Irving,Washington,445Islam,241Italian-languagestudies,486,662

Jackson,Andrew,172,176Jacobi,Derek,443James,P.D.,495JamesI,KingofEngland,166JaneEyre(Brontë),580Japanese-languagestudies,486,662Japaneseliterature,65,87,440Jastrow,Robert,645Jefferson,Thomas,135,167,173JesusChrist,156,402JoanofArc,165,410

jobs:classicaleducationvaluedin,693–94high-schoolemploymentin,779–81

Jobs,Steve,236John,KingofEngland,366nJones,Inigo,410JSTOR,521Judaism,242JudasMaccabaeus,402JuliusCaesar,156,160,402JungleBooks,The(Kipling),35,448JustSoStories(Kipling),35

Keller,Helen,184Kennedy,JohnF.,177,184,390Kepler’slawsofplanetarymotion,324Kern,Andrew,694nkeyboardskills,518seealsotypingskills

KhanAcademyinstructionvideos,519Khayyam,Omar,409Kidnapped(Stevenson),448kindergartenyears,33–44dailyschedulefor,253–54formalschoolprogramsin,33home-schoolschedulein,727mathstudiesin,43–44,53–55,253readingskillsacquiredbefore,4,5readingstudiesin,34–40,44–51,253sciencestudiesin,44,56–57socializationin,717teachingresourcelistsfor,44–58writingstudiesin,51–52,253

King,MartinLuther,Jr.,177,184,391KingfisherHistoryEncyclopedia,The,xxiv,140Kipling,Rudyard,35,448Klicka,ChristopherJ.,717,770n

Klimushyn,Mel,671KnowingandTeachingElementaryMathematics(Ma),110knowledge:classicalfocuson,707continualacquisitionof,694disciplinaryinterrelationshipof,15,687–88early-stageaccumulationof,23,561Platonicdefinitionof,694

Knox,John,410,444Kotler,Steven,646Kurzweil,Ray,644,646

Lafayette,Marquisde,173Lakein,Alan,730Lamarck,Jean-Baptiste,644language,writtenvs.spoken,71languagearts:dailyschedulesfor,454–56notebooksfor,579–80staterequirementsfor,551subjectsincludedin,551

languagelearning,imagelearningvs.,xx,14–15,236–39,517languages,seeforeignlanguages;modernlanguages;specificforeignlanguageslanguageskills:early-stagepriorityof,28fournotebooksfor,60grammar-stagegoalsin,59–60,253–58,430,431left-hemispherebraindevelopmentand,237logic-stagedevelopmentsin,283,430–93,529–35notebookfor,431inrhetoricstage,578–88transcriptcreditsand,744,746seealsogrammar,English;reading;spelling;vocabularystudy;writing

Lao-tse,155,402lateRenaissance–earlymodernera:chemistryadvancesduring,189grammar-stagereadingmaterialon,90–92,95

GreatBooksstudiesin,596–97,626–27logic-stagereadingson,436,445–47,471–75

lateRenaissance–earlymodernhistory,139eighth-gradestudyof,373listoffactsfor,385–86primarysourceson,387seventh-gradestudyof,385–88,396,416–22,531teachingresourcelistsfor,90–92,95,166–75,416–22,471–75,615–16,626–27

third-gradestudyof,147,166–75,256timelineand,386

Latinstudies:collegeadmissionstestsaidedby,772curriculumplanningworksheetfor,270,545ingrammarstage,225–35,257–58,485grammarstructurein,227–29athigh-schoollevel,661–62,665–66logic-stageworkin,483–93,530–35onlinetutorialsin,484–85parts-to-wholeapproachto,229–30pronunciationstandardsfor,228–29schedulesof,231,257–58,488forstudentswithprioreducation,783teachingresourcelistsfor,232–34,488–92,665–66textsfor,232–34,665–66tutorsand,484,487valueof,226–27,755–57,783weeklyschedulesfor,697

Lavoisier,Antoine,189Lear,Edward,447learningdifficulties,xxi,40–41,79,520,711–14Ledbetter,Judith,785Lee,RobertE.,176LegendofSleepyHollow,The(Irving),445LeifEriksson,160,165,409Leighton,Kenneth,504Lenin,Vladimir,177

LeonardodaVinci,161,410letters,asprimarysources,389Levine,Art,274nLevy,Frank,694Lewis,C.S.,77,78,78nLewis,Meriwether,167Lewis,Sinclair,449libraries:bookselectionprocessin,6–7,439,440developmentofskillsin,377nhistorystudiesand,143–44,146,147–48,377literaturestudiesand,443sciencestudiesand,192,201

lifescience,195–200,260animalkingdom,196–97,200,214–16,339–41animals,329–30humanbody,197,208–9,216–17,329–30,341–42plants,197,208–9,217–18,329–30,343teachingresourcelistsfor,208–9,337–44seealsobiology

Lincoln,Abraham,34,176,184–85Lindbergh,Charles,177Lion,theWitch,andtheWardrobe,The(Lewis),25,78n,238Liszt,Franz,504literaryessays,452–53literature:ancient,85–88,436,440–42,465–67,590,594–95,598–601,622–24curriculumplanningworksheetfor,268dailyschedulesfor,254–57ethicalvaluesin,723four-yearhistoricalorganizationof,16ingrammarstage,64–69,259oflateRenaissance–earlymodernperiod,90–92,95,436,445–47,471–75,596–97,626–27

libraryusein,443inlogicstage,431,436–39ofmedieval–earlyRenaissanceperiod,88–90,95,436,442–44,467–71,595–

96,624–26ofmodernperiod,92–94,95,436,447–49,475–76,597–98,627–29narrationtechniquein,76notebooksfor,259,443inrhetoric-stageGreatBookscurriculum,563,581,589–90;seealsoGreatBooks

upper-gradespecialresearchpaperson,685–86,688videoversionsof,523weeklyschedulesfor,697seealsoreading

LittlePrincess,A(Burnett),35LittleWomen(Alcott),447Livingstone,David,176logic,formal,288–301basicprinciplesof,288–96criticalthinkingand,282–83formvs.contentin,292grade-specificgoalsin,297–98schedulefor,288,297–98forstudentswithotherschoolexperience,783teachingmethodsfor,296–301teachingresourcelistsfor,301textson,783three-partstructureof,289

logic,informal,296logic,symbolic,296–97logicstage,277–546artstudiesin,498–502,505–16,529–35,676criticalthinkingdevelopedin,xxv,279–81curriculumsummaryfor,529–46emergenceofsubjectpreferencesin,286formallogicstudiedin,288–301,529–34grammar-stagepreparationsfor,xxiv,281–82grammarstudiesin,434–36,454–56,461–64,530–34historystudiesin,138,284,364–429,529–34independencecultivatedin,524–27language-skillsdevelopmentin,59,283,430–93

mathin,283–84,302–17,529–34musicstudiesin,498–99,502–6,513–16,530–35,676one-on-oneteachingtimereducedin,380–81onlinecoursesfor,520–21practicaldailyactivitiesundertakenin,525–26readingcurriculaof,433–49relationalconcernsexploredin,284,364–65,430–31religiousissuesaddressedin,242,494–97sampleweeklychecklistsfor,538–40scienceeducationin,318–62,529–34sciencein,284assecondstageinclassicaleducation,14,561self-directionmonitoredin,285–86,524–25spellingandwordstudyin,431,432–34structureneededin,521teachingresourcelistsfor,335–62,397–429,456–81,488–93,497,506–16,526–27

teachingtechniquesin,284–87technologystudiesin,517–23testingproceduresinstitutedin,742intriviumdevelopment,14,561whole-to-partsinstructionin,282writingstudiesin,325,431,433,450–53,477–83,530–35seealsospecificgradelevelsoflogicstage

London,Jack,76,448Longfellow,HenryWadsworth,4450look-sayreading,271–73“LostToolsofLearning,The”(Sayers),xxix,23,279,562,683LouisXIV,KingofFrance,166LouisXVI,KingofFrance,167Lovelock,James,644Lowell,Amy,449Lowell,Robert,449Lucretius,645Lunn,Janet,391Luther,Martin,161,369,410,444Lyell,Charles,645

LynchburgCollege,610

Ma,Liping,110MacArthur,Robert,319Macbeth(Shakespeare),146,442,443Magellan,Ferdinand,161,410MagnaCarta,369,383Mahler,Gustav,504Mali,inhistorystudies,381–83Malory,Thomas,442,444Mandela,Nelson,177ManforAllSeasons,A(Bolt),448manipulatives,43,53–54,110,111–13,114“ManwithoutaCountry,The”(Hale),448MaoZedong,177maps,143,147,371,376,398–400MarcusAurelius,364,402MarianasTrench,320MariaTheresa,167Marshall,Thurgood,185Martel,Charles,409Marx,Karl,176MaryStuart(MaryQueenofScots),166Mason,Charlotte,244mathematics:abstractthinkingdevelopedthrough,108–13algebra,302,311–14,630,771algorithmsin,110,111calculatorsusedin,115,304,305calculus,305,634incollegeplanning,305,771conceptual,129–30,315–16conceptualvs.procedural,109–11,117,303–4incontextofeverydayfamilylife,43,116,304–5,314–15correspondencecoursesin,637curriculumoptionsin,633–39curriculumplanningworksheetfor,267–68,541–42

ascurriculumpriority,28dailyschedulesof,108,118–20,253–57,302,304,306,630,632,732drillsin,519gamesin,43,53geometry,630,755,771ingrammarstage,28,60n,108–34,253–57inkindergartenyears,43–44,53–55,253logicstagein,283–84,302–17,529–34manipulativesasteachingaidsin,43,53–54,110,111–13,114memorizationin,114–15,305,707mental-imagemodevs.symbolicmodein,302–3onlinecoursesfor,520onlinetutorialsfor,314preparedprogramsin,632inpreschoolyears,32,43,53–55procedural,130–32,316–17inrhetoricstage,630–39,743–44inspecializationdecisions,561,567specialprojectsin,689spiralvs.masteryapproachin,111,117–18,303staterequirementsfor,551storybooks,54–55forstudentswithotherschoolexperience,783tablesmemorizedin,114–15,707teachingresourcelistsfor,53–55,120–34,306–220,633–39teachingtechniquesin,109–13,631–32testingin,742,755transcriptcreditsand,743–44,746,747trigonometry,630,631tutorsin,28,116upper-gradespecialresearchpaperson,689weeklyschedulesfor,697workbooksin,60n

mathematicsprograms,307–14MathMammothprogram,307–8Math-U-Seeprogram,308–9,312,634–35Matilda,Empress,409

Maugham,W.Somerset,449McCurdy,H.,715–20mealpreparation,727Medici,GiovanniAngelode’,410medieval–earlyRenaissanceera:grammar-stagereadingmaterialsfor,88–90,95logic-stagereadingsfor,436,442–44,467–71primarysourcesfor,383tenth-gradeGreatBooksstudiesfor,595–96,624–26

medieval–earlyRenaissancehistory,139listoffactsfor,381–82second-gradestudyof,146,160–65,255sixth-gradestudyof,372,381–85,396,409–16,531teachingresourcelistsfor,88–90,95,160–65,409–16,467–71,615,624–26tenth-gradestudiesin,607timelineand,382–83,531

Meditations(MarcusAurelius),364Melville,Herman,447memoria,563,564memorization,7,8,14,96,305criticalthinkingvs.,280–81,284inforeign-languagestudies,229ofgrammarrules,71ofhistoricalfacts,145–46,147,148,388,390–91ofmathtables,114–15,707ofpoetry,66–67,68ofprimarysources,146,147,148forrecitation,66–67,68,259,449–50,454–56

Mendel,Gregor,644Mendeleev,Dmitri,644Mendel’srulesofinheritance,324Mendelssohn,Felix,504Menotti,GianCarlo,504Menuhin,Yehudi,498MercerUniversity,610Michelangelo,161,410Micrographia(Hooke),644

microscopes,335,651middleschool:home-schoolportfoliosofworkin,741seealsologicstage;specificmiddle-schoolgradelevels

MidsummerNight’sDream,A(Shakespeare),442,443military,high-schoolgraduationrequiredby,749Miller,Arthur,448Miller,Peter,718nMilne,A.A.,449Milton,John,59,166,446Mises,Ludwigvon,565MismeasureofMan,The(Gould),644Mitchell,Margaret,448modelingclay,499,500,677,681resourcesfor,508–9

modernera,139grammar-stagereadingmaterialfor,92–94,95GreatBooksstudiesin,597–98,627–29logic-stagereadingcurriculafor,436,447–49,475–76seealsolateRenaissance–earlymodernhistory

modernhistory:eighth-gradestudyof,388–91,396,422–29,534fourth-gradestudiesin,147–48,175–86,257–58listoffactsfor,388–89physicsstudieslinkedwith,189teachingresourcelistsfor,92–94,95,175–86,422–29,475–76,616,627–29timelineon,388twelfth-gradestudiesin,607

modernlanguages,230–31,484,485–88,663,667–69teachingresourcelistsfor,234–35,492–93,667–69seealsoforeignlanguages;specificmodernlanguages

Monet,Claude,177Monroe,James,173Montgomery,LucyMaud,448Moore,Christopher,391morality,seeethicsMore,Thomas,410,444

Morecock,Amelia(Meme),7–8Morecock,Luther,7–8Morris,Desmond,644Morrison,Toni,449,590Morse,Samuel,176Morted’Arthur,Le(Malory),443,444Moses,155,402motorskills:ingrammarstage,74,75,142,253–54andphysicalinabilities,41inpreschoolyears,51screentechnologyand,238

Mozart,WolfgangAmadeus,167,173,503Muhammad,160,165,409multiculturalism,137multiplicationtables,114–15Mumford,Lewis,646MurderontheOrientExpress(Christie),448Murnane,RichardJ.,694music:appreciationof,245,250–52,503–5,513–16,679–80,682curriculumplanningworksheetfor,270,545–56ascurriculumpriority,244dailyschedulesfor,255–58ingrammarstage,28,60n,243–54,255–58inhistoricalcontext,284,505,676,690inhomeatmosphere,245,727instrumentlessonsin,245–46,252,502–3,679inlogicstage,498–99,502–6,513–16,530–35,676notebooksfor,677inrhetoricstage,676–77,679–80,682,690specialupper-gradeprojectsin,687,690teachingresourcelistsfor,250–54,513–16,682transcriptcreditsand,743,745,746inweeklyschedule,246,498,499,505–6,676,677,726weeklyschedulefor,679,680weeklyschedulesfor,697

Mussolini,Benito,177Mutsuhito,EmperorofJapan,177myths,classical,24,65,86–87,95,441

NakedApe,The(Morris),644NapoleonI,EmperoroftheFrench,167naps,afternoon,726narrationexercises,66,73,244,783ingrammarstage,74–81,284ingrammar-stagehistorystudy,141,142–44,146,147,368inlogic-stagereading,451inlogic-stagereadingactivities,436,437,441–42outlinesummaryvs.,368–69,451,452

NarrativeoftheLifeofFrederickDouglass(Douglass),29,446NationalCenterforHomeEducation,770NationalCollegiateAthleticAssociation(NCAA),775NationalCouncilofTeachersofMathematics,304,306NationalGeographic,718nNationalGeographictelevisionprograms,239,523NationalMeritscholarships,755–76NaturalHistory(Buffon),644NatureoftheUniverse,The(Hoyle),645NCAA(NationalCollegiateAthleticAssociation),775Nebuchadnezzar,155,402Nero,156,402Nesbit,Edith,35NewBigBookofHomeLearning,The(Pride),750NewOxfordGuidetoWriting,The(Kane),566NewPhysics,The(Davies),645NewSt.AndrewsCollege,610Newton,Isaac,166,319,645Newton’sThirdLawofMotion,319NewYorkTimes,703n,704NicholasII,CzarofRussia,177NicomacheanEthics(Aristotle),524Nightingale,Florence,177ninthgrade:

artandmusicstudiesin,678–82collegeplanningin,772debateactivitiesin,569grammarstudiesin,581GreatBooksstudyin,590,594–95,614–15,622–24historystudiedin,607historystudyin,373languageskillsin,578,579,581,582mathin,631,634–39researchpaperwrittenin,602,605,684,686rhetoricanddebatein,560–61,564–68,570scienceeducationin,641,642,644,647,649–50,652–54teachingresourcelistsfor,622–24,651–52transcriptcreditsand,743,744,745,746seealsorhetoricstage

non-neurotypicalchildren:earlyevaluationof,712–14seealsolearningdifficulties

NormsandNobility(D.Hicks),19n,365n,590n,630,695n,705nNorthTexas,Universityof,610NorthwesternStateUniversityofLouisiana,610Nortonanthologies,601,621–22Norwegianliterature,445Nostradamus,161,410notebooks:forartandmusic,677artsuppliesfor,60choiceof,60forgrammar,537ingrammarstage,60,259–60forgrammarwork,431,435forGreatBooksstudies,592–94,599forhistory,65,443–44,536–37forhistorystudies,140,142–43,144,145,147,254–58,259–60,366,370–71,378,383–84,388,390

forliterature,259,443–44forlogic-stagelanguageskills,431

forreading,64,65,67,68,254,259,431,537forscience,60,192,201,204–5,260,322–29,350,536,643forspelling,78–79,431,434,537,597forwriting,76,77,78–79,80–81,259,431,537

NotreDame,Universityof,610numeracy,108–9NurJahan,173Nzinga,QueenofAngola,166,174

obedience,723–24Odyssey(Homer),15,16,65,66,436,441“OfEducation”(Milton),59OldTestament,368OnAirs,Waters,andPlaces(Hippocrates),644“OnAmericanTaxation”(Burke),608OnHumanNature(Wilson),644onlinecourses:inlogicstage,520–21parentinvolvementin,520–21

onlineservices:GreatBookscurriculumin,602Latintutorials,484–85mathtutorials,632inmodernlanguages,484–85parentsupervisionin,484–85resourcelistson,767socialrelationshipsthrough,671

OntheNatureofThings(Lucretius),645OntheOriginofSpecies(Darwin),644oralhistories,389–90,534,785–87Orczy,Baroness,448OrdinaryParent’sGuidetoTeachingReading,The(Wise),36organization,home-schoolparent’smethodsof,732–33OriginalSin(James),495originalsources,seeprimarysources“OriginandDevelopmentofQuantumTheory,The”(Planck),645OriginofContinentsandOceans,The(Wegener),645

Orton-Gillinghammethod,432Orwell,George,758outlining:howto,391–96inlogicstage,xxiii–xxiv,450–52inlogic-stagehistory,368–69,372–73,379,387,389,391–96ofresearchpapers,603,605,784inrhetoricstage,564,567topicsentencesin,391

outsourcing,765–67Owen,Wilfred,449

Paganini,Niccolò,503Paine,Thomas,608painting,resourcesfor,508paintingskills,499,500PAL(PerformanceAssessmentinLanguage),753Palestrina,GiovanniPierluigida,410,503PAM(PerformanceAssessmentinMathematics),753papers:onGreatBooksresearchtopics,602–6onscientifictopics,649–50typingandword-processingof,518asupper-gradespecialprojects,561,683–92,744–47,774seealsocompositions;writing

Papineau,LouisJoseph,176Parks,Rosa,185partsofspeech,71,72,288parts-to-wholeteaching,229–30,273–75,282Pasteur,Louis,185Paul,Saint,156,402Pearse,MargaretM.,110npeerdependence,716,717,718peerreview,522penmanship,seehandwritingPenn,William,166PepperdineUniversity,609

PerformanceAssessmentinLanguage(PAL),753PerformanceAssessmentinMathematics(PAM),753“PeriodicTable,The”(Mendeleev),644Perrault,Charles,445Perrault’sCompleteFairyTales(Perrault),445Perry,Matthew,176persuasivewriting,452PeterI(theGreat),TsarofRussia,167PeterPan(Barrie),35pharaohs,Egyptian,377–78Phillips,Kimberly,718PhilosophiaeNaturalisPrincipiaMathematica(Newton),645Phoeniciancivilization,374–77phonics,80forchildrenwithpreviousschooling,782–83combinedreadingandwritingprogramsin,39,41defined,35indictationexercises,77firstlessonsin,31incidental,253inlogicstage,432preschoollearningof,4primerson,35remedialuseof,782–83“sightwords”and,70whole-languageinstructionvs.,35n,271–75

photographs,asprimarysources,389photosynthesis,325physicaleducation,745,747,758–60staterequirementsfor,552

physics,188eighth-gradestudyof,320,332,354–61,534fourth-gradestudyof,189,190–91,204–5,210–11,223–24,258,260,319primarysourcereadingsin,644specialresearchpaperon,687teachingresourcelistsfor,210–11,223–24,354–61,657–59teachingtechniquesfor,332

twelfth-gradestudyof,642,645,657–59Physics(Aristotle),645pianolessons,245–46,252Picasso,Pablo,677picturebooks,30picturestudy,244–45“PiedPiperofHamelin,The”(Browning),445Pilgrim’sProgress(Bunyan),68,445Pitcher,Molly,174Planck,Max,645planegeometry,630,755,771plants,inlife-sciencecurriculum,197,208–9,217–18,329–30,343Plato,16,108,156,402,440,693,694,695plays:filmedversionsof,443,523modern,448seealsoShakespeare,William

Pocahontas,174Poe,EdgarAllan,446,450Poems1919–1934(delaMare),448poetry,91,92,94,96,445–46memorizationof,66–67,68modern,68readingof,442,448recitationof,66–67,68,449–50

Polishlanguage,486Polo,Marco,165Pope,Alexander,446portfolios,ofelementary-andmiddle-schoolhomeeducation,740,741–42Portugueselanguage,486Postman,Neil,227,237,285,646,647–48,684,689Potter,Beatrix,449Pound,Ezra,449practicalskills,educationin,705,707,727Praetorius,Michael,503Pratchett,Terry,449pre-calculus,630

“PreliminaryDiscourse”(Cuvier),645PreliminaryScholasticAptitudeTest(PSAT),747,755–57Latincurriculumasaidto,772mathcurriculumchoicesand,771preparationfor,751,772asscholarshipqualifyingexam,755–76

premises,logical,289,290preschoolprograms,beginningreadinginstructionabandonedby,5preschoolyears,29–58dailyschedulein,29,37,39generallearningactivitiesin,32,55–56informalteachingstylesin,33–34,735kindergartenphaseof,33–44mathematicalprocessesin,32,43,53–55readingpreparationin,30–31,35,735readingskillslearnedin,34–40,44–51resourcelistfor,44–58sciencein,44,56–57teachingresourcelistsfor,44–58writingpreparationsin,31–32,735

“PresentRequirementsforAdmissiontoHarvardCollege,The”(Greenough),661

Pride,Mary,750PrideandPrejudice(Austen),445primarysources:inancienthistory,378,403evaluationcheckliston,370inlateRenaissance–earlymodernhistory,387,417inlogic-stagehistorycurricula,369–70,378,383,387,389–90,403,411,417,423–24

inmedieval–earlyRenaissancehistory,383,411memorizationof,146,147,148inmodernhistory,389–90,423–24oralhistoriesas,389–90resourcelistsof,403,411,417,423–24inscienceeducation,641,644–47

primers,35,44–45

PrinciplesofGeology(Lyell),645probability,630,631,634progymnasmata,568,674projects,scientific:inastronomy,201–2inchemistry,202–4,222inearthscience,201ingrammar-stagescience,192–94inlifescience,196–97notebookrecordsof,202–4inphysics,204–5,223–24inpreschoolyears,56–57seealsoexperiments,scientific

Prokofiev,Sergei,504pronuntiatio,563,564PSAT,seePreliminaryScholasticAptitudeTestPtolemy,645publiclibraries,seelibrariespublic-schoolsystem:agessegregatedin,706failuresof,4–6,702–4,706–7homeschoolerstestedin,751nideal,xixreligiousneutralityof,240–41,242n,494–95,721–22,723removalofchildrenfrom,706,707–8special-educationclassesin,703nsportsprogramsof,759TheWell-TrainedMindassupplementduring,xxv–xxvii

public-speakingskills:debatestudiesand,560–61,563,564,569–70inrecitationwork,67

Puccini,Giacomo,504punctuation,74,78Purcell,Henry,503Pygmalion(Shaw),448Pythagoras,155,402

Qianlong,167

Rabelais,François,640Rachmaninoff,SergeiVasilievich,504Raleigh,Walter,161,410Raphael,161,410Ravel,Maurice,504Rawlings,MarjorieKinnan,448read-aloudbooks,58reading:audiobooksassupplementto,65beginningreaders,46–48beginningstorybooks,48–51bookreportsand,68child’sreadinessfor,39choicesofmaterialfor,61–62,85–95,439,463–64classicnovelsonvideovs.,523ascurriculumpriority,28,34dailyschedulesfor,37,39,61,62,67–68,79–81,253–57,436,439,440,444,446,454–56

discussionson,437–39easeof,34,36offictionvs.nonfiction,436–39infirstgrade,254infreetime,seefreereadingtimefreetimefor,447forfun,80grade-specifichistoricalstoriesfor,64,68,85–94,436,440–49ingrammarstage,61–69,85–95,253,254historyvs.,436home-schoolparents’timefor,728initiallessonsin,35–40inkindergartenyears,34–40,44–51,253logicof,14logic-stagecurriculain,436–49,464–78,530–35notebooksfor,64,65,67,68,254,259,431,537parentalcensorshipof,439

phonicsprimers,44–45phonics–wholelanguagedebateon,35n,271–75poetryrecitationand,66–67,68preschoolpreparationfor,4,5,30–31,35,735ofprimers,35,44–45readingtextsusedin,64reinforcementprogramson,38remedialinstructionin,782–83inrhetoricstage,578,579–80,581–82;seealsoGreatBookssummariesof,437,439teachingresourcelistsfor,44–51,85–95,464–78,614–29testingvs.evaluationof,742videovs.,14–15weeklyschedulesfor,589workbookson,39writingacquisitioncombinedwith,39,41writingskillscombinedwith,66

readingtexts,64Real-LifeMath,teacherresourcelistsfor,314–15RealmsoftheNebulae,The(Hubble),645recitation,66–67,68,259,449–50,454–56recordkeeping,740–49ofelementary-andmiddle-schoolportfolios,740,741–42inhighschool,555–59ofimmunizations,558–59ofnotification,740–41staterequirementsfor,740–41oftranscripts,549,740,742–48,749,772,774

RedGiantsandWhiteDwarfs(Jastrow),645ReflectionsontheRevolutioninFrance(Burke),240Relativity(Einstein),645religion:classicrhetoricassociatedwith,673–75dailyschedulesfor,254–58ingrammarstage,240–42,254–58inhistorystudies,242,257–58,495,496home-schooldecisionmotivatedby,702

inlogicstage,242,494–97,530–35public-schoolneutralityon,240–41,242n,494–95,721–22,723inrhetoricstage,673–75,690scienceand,240,242,687specialprojectson,690teachingresourcelistsfor,497,675

RembrandtvanRijn,166Remus,160Renaissance,seelateRenaissance–earlymodernhistory;medieval–earlyRenaissancehistory

researchpapers:inGreatBooksstudies,602–6outsideevaluationsof,690–91student’sreadinessfor,783–84inupper-gradespecialprojects,561,683–92,774seealsocompositions;papers;writing

Respighi,Ottorino,504Revere,Paul,174rhetoric,studyof,563–69curriculumsuggestionsfor,564–69ethicalapplicationsof,673–75fiveaspectsof,563religiousfaithdefendedwith,673–75researchpapertechniquesderivedfrom,603–6structuredcurriculafor,574–76teachingresourcelistfor,571–72transcriptcreditsand,743,745,746valueoftrainingin,560–61,564,673inweeklyschedule,560,564,570

Rhetoric(Aristotle),560,561,564,673–74rhetoricstage,547–697artandmusicstudiesin,676–82,690computerskillsin,670–72educationalgoalof,590English-languageskillsin,578–88ethicalandreligiousissuesaddressedin,673–75extracurricularactivitiesof,569–70,719–20

foreign-languagestudiesin,660–69,743–44generalguideto,561–63gradingin,742–43GreatBookscurriculumasfocusof,563,589–629home-schooltimecommitmentfor,727idea-centeredlearningin,589,676–77language-skillsdevelopmentin,59Latinstudiesin,661–62,665–66logicbackgroundemployedin,14majorwritingprojectsundertakenin,561,683–92,744mathin,630–39,744–47oversightofindependentworkin,600,727religionin,673–75,690rulesofrhetoricin,563–69scienceeducationin,640–59,743–44self-expressionin,xxv,560–61specializationdecisionsmadein,14,561–62,683–92asstageofclassicaleducation,14teachingresourcelistsfor,583–88,614–29,633–39,650–59,664–69,675,680–82

technologyin,670–72transcriptcreditsand,740,742–48weeklyschedulesfor,697writingskillsin,568seealsospecificgradelevelsofrhetoricstage

RichardI(theLionhearted),KingofEngland,366“RightsofMan,The”(Paine),608RightStartMathematics,309RipVanWinkle(Irving),445“RoadNotTaken,The”(Frost),448RobinsonCrusoe(Defoe),445Rod&Staff,581Romancelanguages,487seealsospecificRomancelanguages

Romancivilization,25,145,157,158,441Romanmyths,24,65,86–87,441Romulus,155,160,402

Roosevelt,Eleanor,185Roosevelt,FranklinD.,177,185Roosevelt,Theodore,177,185Ross,Betsy,167,174Rossetti,Christina,445,447,450Rossini,Antonio,504Russianlanguage,486,662

Sacagawea,167,174SaintAnselmCollege,610Saint-Exupéry,Antoinede,549SaintGeorgeandtheDragon(Hodges),442,444St.John’sCollege,Annapolis,Md.,610St.John’sCollege,SantaFe,N.Mex.,610SaintOlafCollege,610Sale,Kirkpatrick,646Sandburg,Carl,68,449SantaAnna,176SAT,seeScholasticAptitudeTestSaturn,320Saxonmathprogram,119,310,313,635–36Sayers,Dorothy,xxix,8,23,279,448,562,683Scarlatti,Domenico,503ScarletPimpernel,The(Orczy),448ScepticalChemist,The(Boyle),644schedules:ofartstudies,498,499,505–6,676,677,680,726booksonmanagementof,730,739daily,731–32,735–39flexibilityin,731–32offoreign-languagestudies,486–88,660,664ofgrammarwork,79–81,435,454–56,578,581ofGreatBooksstudies,589,611ofhistorystudies,142,148–49,254–58,364,379–80,384–85,388,391,396ofhistorystudy,396ofhome-educationprograms,725–39ofhouseholdtasks,727

oflanguagework,430ofmath,253ofmathstudies,108,118–20,302,304,306,630,631,632,732ofmusicstudies,498,499,505–6,676,677,726organizationalguidelinesfor,538–40,732–34ofreading,37,39,64,65,67,79–81,253,436,439,440,444,446,454–56restperiodsaccommodatedin,726ofsciencework,187,191,254–58,318,321,333–35,640,642–43,648–49trainingindevelopmentof,525withtwoormorestudents,784weekly,538–40,730–31ofwritingwork,42,77,79–81,253–57,578ofyearlygoals,728–30youngestchildren’sneedsaccommodatedin,734–35seealsospecificsubjects

Schmidt,Eric,670Schoenberg,Arnold,504Scholarpedia,521,522scholarships,755–76ScholasticAptitudeTest(SAT),486,662,747,750,771ACTvs.,756curriculumchoicesand,755–76feesfor,756preparationfor,751,755–76registrationproceduresfor,756,772subjecttestsof,756,774testcentersfor,756verbalsectionof,580n

Schrödinger,Erwin,644,645Schubert,Franz,504Schumann,Robert,504scienceeducation:amazementin,188astronomy,seeastronomybiology,seebiologychemistry,seechemistrycurriculumplanningworksheetfor,268–69,542–43

dailyschedulesfor,254–58definitionsin,322,323–24earthscience,seeearthscienceeducationalgoalsof,195,319equipmentsuppliersfor,218–24,651evolutiontheoryvs.creationin,240extraactivitiesin,744fieldsof,188–91first-gradestudyof,205–6,214–16foundationalskillsin,189fourth-gradestudyof,206–7four-yearhistoricalpatternin,16–17four-yearplanfor,190–91goalsof,319–22ingrammarstage,28,44,187–224,254–58,260,318–19grammar-stagecurriculafor,212–14grammar-stagegoalsin,187–91hands-onexperimentsin,192–94,324–26hands-onprojectsin,192–94,196–97,201–5,222,223–24historicalcorrelationswith,157–58,321,641–42,644,647,687,784investigationin,192,194–96,198,201,202inkindergartenyears,44,56–57libraryusein,192,201logicof,14inlogicstage,284,318–62,529–34methodsin,192–95narrationin,76,192,193,195–96,201notebookscompiledin,60,192,201,204–5,260,322–29,350,536,643onlinecoursesfor,520outliningin,453parts-to-wholeinstructionin,275philosophicalandculturalimplicationsin,641,647–48,687physics,seephysicsprimarysourcematerialsin,641,644–47principlesstudiedin,640,641,643–47religiousbeliefand,240,242,687reportswrittenin,325,647–48,649–50

inrhetoricstage,640–59,743–44second-gradestudyof,205–6specializationdecisionsin,561,567specialprojectsin,687,689,744staterequirementsfor,552forstudentwithpreviousschooling,783teachingresourcelistsfor,56–57,208–24,335–62,650–59teachingtechniquesin,322–33,643–48technologystudiesin,332–33testingvs.evaluationin,742textbooksin,191,322,338,345–46,349–52,354–57,360–61,643,649,650third-gradestudyof,206–7threecategoriesofconceptin,319–20transcriptcreditsand,743,744,746,747upper-levelpapersin,647–48,744videoaidsin,239,523weeklyschedulesfor,187,207–8,254–58,318,335,640,648–49,697yearlyschedulesfor,205–7,333–35

sciencefairs,720,744scientificclassifications,320,322,328scientificdescriptions,319–20,322,326–27scientificprinciples,319,322,324–26scientists,religiousfaithsof,496Scotland,rulersof,146sculpting,clay,499,500,681SeaverCollege,609secondarysources,370secondgrade:astronomystudiesin,220–21curriculumsummaryfor,255–56dailyschedulefor,255–56earth-sciencestudiesin,218–20grammarworkin,72,80handwritingworkin,255language-skillsdailyschedulein,80,255libraryusebegunin,144mathschedulein,119–20,255

medieval–earlyRenaissancehistorystudiedin,146,160–65,255readingmaterialsfor,64,67,88–90,95sciencestudiesin,189,190–91,200–202,209,255,260,319–20teachingresourcelistsfor,81–85,88–90,95,120–34,150–55,160–65,209,247–54

writingworkin,80,255–57seealsogrammarstage

self-esteem,academic,704self-expression:age-appropriatefocuson,25externalobjectsasvehiclesof,560–61knowledgeaccumulationvs.,23–24,25inrhetoricstage,xxv,560–61

self-government,fitnessofwell-educatedpopulacefor,695–96SelfishGene,The(Dawkins),644self-study,parentaloversightof,285–86,380–81,524–25,600,727,729–30self-supportingstatements,292Seneca,225Sennacherib,155,402sentencediagrams,xxiv,434–36,452Seuss,Dr.(TheodoreGeisel),271–72seventhgrade:artandmusicstudyin,506,533–34chemistrystudiesin,319,331–32,349–54,532collegeplanningin,772curriculumsummaryfor,532–34financialresponsibilityundertakenin,525foreign-languagestudyin,487,533formallogicstudiedin,532grammarworkin,455,533historystudyin,372–73,374lateRenaissance–earlymodernhistoryin,385–88,396,416–22,532–33lateRenaissance–earlymodernreadingcurriculumof,436,445–47,471–75,532–33

mathin,532,631,634–39memorizationworkin,455outlineskillsaddedin,387

religionin,533spellingandwordstudyin,434,455,533,783teachingresourcelistsfor,97–98,336–37,349–54,397–401,456–64,476–77,488–93,497,506–16,526–27

writingstudiesin,325,329,451,453,455,533seealsologicstage

sexualrelationships,719ShahJahan,166ShakaZulu,167Shakespeare,William,16,65,67,146,161,410,442–43,444,690guidelinesforinitialreadingof,443

Shaw,GeorgeBernard,448Shelley,Mary,447Shelley,PercyBysshe,447ShiHuangdi,EmperorofChina,402ShimerCollege,610Shostakovich,Dmitri,504Sibelius,Jean,504Sidney,Philip,410SilentSpring(Carson),644SingaporeMath,310–11SingaporePrimaryMath,310–11Singer,IsaacBashevis,449SingularityIsNear,The(Kurzweil),644SirGawainandtheGreenKnight,442,444SittingBull,174,177sixthgrade:artandmusicstudyin,506,532collegeplanningbegunin,771–72curriculumsummaryfor,531–32earthscienceandastronomyin,319,320,330–31,345–47,531foreignlanguagesin,485–88,532grammarstudiesin,454–55,531logicstudyin,531mathin,531,771medieval–earlyRenaissancehistoryin,381–85,396,409–16,531medieval–earlyRenaissancereadingcurriculumfor,436,442–44,467–71,

531memorizationworkin,450,455outlinetechniquesin,382–83religionin,532spellingandwordstudyin,432,454,531–32,783teachingresourcelistsfor,97,336–37,397–401,456–64,476–77,488–93,497,506–16,526–27

writingworkin,325,329,451,453,455,531–32seealsologicstage

Sizer,TheodoreR.,693Slouka,Mark,646SmithsonianInstitution,720SnowWhiteandtheSevenDwarfs,289–92,293–96socialdevelopment:extracurricularopportunitiesfor,717–18,719–20withinfamily,715029inhighschool,718–19ofhomeschoolers,xxi,6,9,709,715–20,763inkindergartenyears,717onlinerelationshipsand,671

socialmedia,asbody-neutral,671socialsciences,staterequirementsfor,551–52SocialStudies,137socialworkers,homeschoolersvisitedby,763–64Socrates,156,402softwareprograms,518educational,519seealsocomputers

“SongofHiawatha,The”(Longfellow),448Spanish-languagestudies,485–87,662,663,668–69special-educationclasses,703nspecialization:decisionson,14,561–62,567teacherguidelinesfor,684–87inupper-grademajorresearchprojects,561–62,602–6,683–92weeklyschedulesfor,691

speechdelay,40–41

speeches:memorizationandrecitationof,68,148asprimarysourcematerial,389

speechimpediments,703nspelling,69–70,78forchildrenwithprioreducation,783completionofworkin,579–80curriculumplanningworksheetsfor,267,544dailyschedulesfor,70,79–81,254–57,454–56logic-stageworkin,432–34notebookcompiledfor,78–79,434phonics-basedrulesof,38,70,782–83teachingresourcelistsfor,96–99,457–59testingin,742vocabularystudyvs.,431,434workbookswithexercisesin,97–98

Spencer,Herbert,318Spenser,Edmund,442,444spiderdiagrams,xxivSportingSpirit,The(Orwell),758sports:incollege,775extracurricularinvolvementin,719–20,758–60specialupper-gradeprojectson,687,690

Squanto,174Stahl,GeorgErnst,189Stalin,Josef,177standardizedtests,750–57ACT,755,756–77administeredbyparents,757AdvancedPlacement,750,754CaliforniaAchievementTest,757forcollegeadmissions,750,755–57forcollegecredit,750,754ComprehensiveTestofBasicSkills,757preparationmaterialsfor,757PSATs,747,751,755,771,772

resourcelistsfor,757SATs,486,580n,662,751,755,756,771,772,774yearlyadministrationof,751–57

StanfordUniversity,770Stanley,GeorgeEdward,173Stanton,ElizabethCady,176,185stargazing,201–2statehistory,148,390statements,logical,289–90statistics,630,631Steele,Richard,589STEM(science,technology,engineering,mathematics)subjects,17,189n,286–87,305,486,518foreignlanguagesvs.,661inrhetoricstage,562,630,648–49triviumpatternof,17–18writingskillsand,569

Stevenson,RobertLouis,243,448StoryofCanada,The(LunnandMoore),391–95StoryoftheWorld,The(Bauer),150Strauss,Richard,504Stravinsky,Igor,504StrongPoison(Sayers),448StrongStartinLanguage,A(Beechick),24nStrunk,William,582subjects,definedforhigh-schoolcredit,551–52StuartLittle(E.B.White),78Sullivan,Arthur,504Swift,Jonathan,16,445,446syllogisms,295–96symboliclogic,296–97syntax,283,483

TaleofTroy,The(Green),18talk,earlylanguageskillsenhancedby,30Tallis,Thomas,503Tchaikovsky,PiotrIlyich,504

TeachingNumeracy(PearseandWalton),110nteachingtechniques:dialogue,284–85fordiscussionsonliterature,439forgrammar-stagehistory,142forgrammarstageofknowledgeaccumulation,27–28inhome-educationcircumstances,705–6informalpreschool,33–34leader-disciplerelationshipdevelopedas,705inlogicstage,284–87,380–81inmath,109–13,631–32narration,66,73,74–78,141,142,146,147,244,368,436,437,441–42ofone-on-onetutoring,28,38,285parentingvs.,29,705inparts-to-wholevs.whole-to-partsmethod,229–30,271–75,282picturestudy,244–45public-schoolremedialprogramand,705resourcesfor,xxii,401inself-directionsupervision,285–86,380–81,524–25,600–602,727,729–30timecommitmentsnecessitatedby,380–81ofvisualtechnologyvs.word-centeredcurriculum,14–15,236–39,517

TeachingtheNewBasicSkills(MurnaneandLevy),694teamsports,758technology,189basicskillsin,518–19braindevelopmentaffectedby,671eighth-gradestudyof,320fourth-gradestudyof,190–91ingrammarstage,205,324image-basedfocusemphasizedby,236–39inlogicstage,332–33,517–23primarysourcereadingsin,644inrhetoricstage,642,670–72socioculturalimplicationsof,647–48,671teachingresourcelistsfor,211,361–62,659teachingtechniquesfor,332–33

Tecumseh,167,175

teenromancenovels,723Telemann,GeorgPhilipp,503telephoneuse,733television:familyreadingactivitiesvs.,733image-basedlearningpresentedon,14–15inpreschoolyears,30right-hemispherebrainstimulationby,237videoteachingaidson,236–39seealsovideos

TempleUniversity,610TendingtheHeartofVirtue(Guroian),721Tennyson,Alfred,Lord,446tenthgrade:artandmusicstudiesin,678–82debateactivitiesin,569grammarstudiesin,581GreatBooksstudiesin,595–96,615,624–26historystudiedin,607historystudyin,373logicstudiesin,783mathin,631,634–39PSATandSATpreparationsin,755–76researchpaperwrittenin,602,606,684,686rhetoricanddebatestudiedin,560–61,564–68,570scienceeducationin,641–42,645,647–48,649–50,654–55teachingresourcelistsfor,624–26,651–52,654–55transcriptcreditsand,743,744,745,746writinginstructionin,582seealsorhetoricstage

testing:ACT,755,756–77AdvancedPlacement,750,754GED,748gradingproceduresfor,742–43ingrammarstage,145,741ingrammarwork,742

inhistorystudies,145,742initiationof,741–42inlogicstage,742inmath,742notebookevaluationsand,60,741,753preparationfor,752PSATs,747,751,755,771,772SATs,486,580n,662,751,755,756,771,772,774inscienceeducation,742standardized,750–57

textbooks:adherenceto,384forgrammar,435inLatin,229,232–34,489–92logic-stagereductioninuseof,285inrhetoricstage,562schedulegoalsdevelopedinconjunctionwith,729inscienceeducation,191,208–11,338,345–46,354–57,360–61,643,649,650

seealsospecificsubjectsThanksgiving,religiouscontentof,242Thatcher,Margaret,177theater,upper-gradeprojectson,690Theodora,409theology,240seealsoreligion

TheoryoftheEarth(Hutton),645thesaurus,580,584thesisstatements,603–5thirdgrade:chemistrystudiesin,189,190–91,202–4,210,222,256–57,260,319curriculumsummaryfor,256–57dailyschedulefor,256–57grammarstudiesin,72,80,256language-skillsdailyschedulein,80,256lateRenaissance–earlymodernhistoryin,147,166–75,256Latinstudiesin,226,229,257,487

mathschedulein,119–20,256,707readingmaterialsin,64,68,90–92teachingresourcelistsfor,81–85,90–92,95,120–34,150–55,166–75,210,222,232–34,247–54

writingstudiesin,75,78,80,256seealsogrammarstage

ThomasàKempis,410ThomasAquinas,Saint,409ThomasAquinasCollege,609Thompson,Clive,646timeline,historical:customaryChristiandivisionof,367nfine-artseventsrecordedin,500,503,505–6inhistorystudies,366–68,370,376,378,386,388proportionalrepresentationin,367resourcesfor,400

TimeMachine,The(Wells),448timemanagement:bookson,730,739ofdailyschedules,731–32,736–39flexibilityin,731–32ofhouseholdtasks,727ofjobschedulesvs.homeschooling,725–26organizationalguidelinesfor,732–34ofweeklyschedules,730–31ofyearlyschedules,728–30youngestchildrenand,734–35

Titian,410toddlers,home-schoolaccommodationofcarefor,734–35TokugawaIeyasu,166topicsentences,391,451Toqueville,Alexisde,608transcripts,high-school,550,570,583,607,611–13,633,650,664,680,692,740,742–48,749,772,774

TreasureIsland(Stevenson),448T.RexandtheCraterofDoom(Alvarez),644,645trigonometry,630,631

trivium,7,13–14,15contentstageof,25primarysourcereadingsin,137–38,139rhetoricstageand,561

TrojanWar,The(Coolidge),18Troyes,Chrétiende,409TrumpetoftheSwan,The(E.B.White),35,78Tubman,Harriet,177,186Turner,Nat,167Tutankhamen,155,160,402tutoring,xxvii,602,766–67forartandmusic,677efficiencyof,704ofEnglish-languageskills,28feesfor,766inforeign-languagestudies,484,487,662,663inmath,28,116sourcesfor,766–67supervisionof,766–67

Twain,Mark,177,186,445,447twelfthgrade:artandmusicactivitiesin,678–82artandmusicstudiesin,680–82CollegeBoardtestingin,756,772–73computerprogrammingaselectivein,672computerprogrammingstudyin,672grammarstudiesin,581GreatBooksin,590,597–98,616,627–29historystudiedin,607historystudyin,373mathin,631,634–39researchpaperswrittenin,687rhetoricanddebatestudiedin,567,570rhetoricanddebatestudiesin,560–61scienceeducationin,642,645,647–48,649–50,657–59teachingresourcelistsfor,627–29,651–52,657–59transcriptcreditsand,744,745,747

writinginstructionin,583writingprojectin,561,602,683–92,774seealsorhetoricstage

20,000LeaguesundertheSea(Verne),445TwoWorldsofChildhood(Bronfenbrenner),716nTychoBrahe,161,410typingskills,518printingvs.,42–43

UnitedStates,seeAmericanhistoryuniversityeducation,seecollegeUnoTM,43unschooling,706–7

VancouverIslandUniversity,610Veith,GeneEdward,694verbaldevelopment,brainfunctionand,237Verdi,Giuseppe,504Verne,Jules,445,447Vespucci,Amerigo,161,410Viadero,Debra,304nVictorEmmanuelII,KingofItaly,176Victoria,QueenofEngland,176,186videos:ofclassicnovels,523ingrammarstage,236–39image-basedlearningand,517,519instructional,519inlogicstage,517,523asscienceteachingaids,239

VideoTextmathprogram,313–14,636–37Vietnameselanguage,486VietnamWar,390Virgil,16,156,402,441Vivaldi,Antonio,503vocabularystudy,78,434,582curriculumplanningworksheetsfor,544

indailyschedule,434,454–55,530–34,580inrhetoricstage,579–80spellingworkreplacedby,431,434,579–80forstudentswithprioreducation,783teachingresourcelistsfor,460–61,584

vocationaltraining,classicaleducationvs.,693–94volunteerwork,781

Wagner,Richard,504Walton,Kate,110nWaroftheWorlds(Wells),448Washington,George,167,175Washington,Martha,175Watson,JamesD.,644Wegener,Alfred,645Weinberg,Steven,645Well-EducatedMind,The(Bauer),755Wells,H.G.,448Well-TrainedMind,The(BauerandWise),xx,xxi–xxii,xxiii–xxivwelltrainedmind.com,xxii,63,266,484,518,519,520,541,550,554,587,602,632,643,659,672,706,767

WesleyanUniversity,610WhatColorIsYourParachute?(Bolles),780WhatIsLife?(Schrödinger),644,645Wheatley,Phyllis,167,175White,E.B.,35,77,78,582Whitehead,AlfredNorth,676WhitmanCollege,610Whitney,Eli,167wholelanguage,phonicsvs.,35n,271–75WhyJohnnyCan’tReadandWhatYouCanDoaboutIt(Flesch),273nWikipedia,521,522WilburWrightCollege,610Wilde,Oscar,448Wilder,LauraIngalls,449Williams,RalphVaughan,504Wilson,E.O.,644

Wisconsin,Universityof,610Wise,Bob,4–5,6,7,727,732,735Wise,Deborah,6,7,727Wise,Jay,3,5Wise,Jessie,3–10oncollegepreparations,747–48,771–73educationalbackgroundof,3,7–8,9,34,705home-schoolteachingby,3–4,5–7,9,34n,39,705,708–10,723,727–35,742,759,760,783

onmusiclessons,245–46,503onpublic-schooldeficiencies,xx,703–4,706ontesting,751,752,753ontutors,766–67

word-processingprograms,518wordstudy,431,432–34seealsovocabularystudy

Wordsworth,William,68,445,446,450WorldWarII,388,389Wright,Orville,177,186Wright,Wilbur,177,186writing:catchingupin,587–88copyingexercisesin,73,74,76–77,104–5,253–54,259curriculumplanningworksheetfor,267,544ascurriculumpriority,28dailyschedulefor,77,79–81,253–57,431,454–56,578dictationand,73,74–78,104–5,255–56,259,451first-gradeskillsin,254ingrammarstage,71–72grammarstagein,72–81,253–57,259inGreatBookseducation,602–6ofhistoricalresearchpapers,606–6home-schoolprogramsin,103–4howtoteach,72–69inkindergartenyears,253literaryessaysin,453logicand,14

inlogicstage,325,431,433,450–53,454–56,477–83,530–35inmajorupper-gradeprojects,561,602–6,683–92,744,774narrationand,73,74–81,104–5notebooksfor,76,77,78–79,80–81,259,431,537ofnumbers,43onlinecoursesfor,520readingskillscombinedwith,38,41,66ofresearchpapers,594,602–6,683–92inrhetoricstage,568,578,580,582,587–88,602–6,683–92forstudentswithpreviouseducation,783teachingresourcelistsfor,103–7,477–83,587–88,618twodistinctstepsinlearning,73–75weeklyschedulesfor,452–53seealsocompositions;handwriting

WritingStrands,481–83WritingtoLearn(Zinsser),430Wyatt,Thomas,410,444Wyss,K.D.,449

Yearling,The(Rawlings),448Yeats,WilliamButler,449Yoshimune,167YouTube,325,523

Zaner-Bloser,writingresources,72Zinsser,William,430ZoologicalPhilosophy(Lamarck),644

ALSOBYSUSANWISEBAUER

TheWell-EducatedMind:AGuidetotheClassicalEducationYouNeverHad,revisedandexpandeded.(W.W.Norton,2015)

TheStoryofWesternScience:FromtheWritingsofAristotletotheBigBangTheory(W.W.Norton,2015)

TheHistoryoftheWorldSeries(W.W.Norton)

TheHistoryoftheAncientWorld(2007)TheHistoryoftheMedievalWorld(2010)TheHistoryoftheRenaissanceWorld(2013)

TheArtofthePublicGrovel:SexualSinandPublicConfessioninAmerica

(PrincetonUniversityPress,2008)

TheStoryoftheWorld:HistoryfortheClassicalChild(PeaceHillPress)

VolumeI:AncientTimes,rev.ed.(2006)VolumeII:TheMiddleAges,rev.ed.(2007)VolumeIII:EarlyModernTimes(2003)VolumeIV:TheModernWorld(2004)

TheWritingWithEaseSeries(PeaceHillPress,2008–2010)

TheWritingWithSkillSeries(PeaceHillPress,2012–2013)

ALSOBYJESSIEWISE

FirstLanguageLessonsfortheWell-TrainedMindSeries(PeaceHillPress,2002–2008)

TheOrdinaryParent’sGuidetoTeachingReading(PeaceHillPress,2004)