Washington History

I have an all-time favorite book for Washington state history, but I hesitate to put it on my "Favorite Read-Alouds" list because most of you aren't from Washington.  Maybe I'll just post it here as an example of great writing :)
I will say that I had to beg, borrow, and steal (not quite) to get a used copy of this book in pre-internet days.  Now they have it on Amazon, and there is a book about Oregon by the same author.
Without further ado, here is an excerpt from the natural history chapter--called "Ice, Lava, and a Space Needle" of Washington Times and Trails by Joan and Gene Olson:

"From the Proterozoic, let's slide as gracefully as possible into the Paleozoic.  (Be thankful; it's easier to spell.)  The great sea had begun to fill up with silt during many periods of drying out and flooding.  If descendants of Proterozoic Washingtonian still occupied the family homestead in the Blue Mountains, they might well have found that their ocean view had disappeared (resulting, no doubt, in a dismal drop in real estate values).
"Should we now skip lightly into the Mesozoic?  This era, by itself, might well have lasted for one hundred million years.  Time enough, at any rate, for Washington real estate to assume still different positions, such as standing on end.  It was during the Mesozoic era that the land suffered ups and downs and took on the highly unlikely, though interesting, shape it holds today.  Toward the end of the period, hot rocks thrust their scalding way through the earth's crust and began to form the mountains now called Olympics and Cascades.  The Mesozoic was the age of reptiles; dinosaurs were cocks of the walk.
"But if the reptiles thought the Mesozoic was interesting, they should have seen the Cenozoic....
"The lava cooled, the lakes and rivers were formed and rich soils were laid down in the valleys.  But don't think for a minute that the excitement was over; never a dull eon; there was still to come the Quaternary period of the Cenozoic era and everyone knows how lively they are."
Never a dull history class!

Educating the Will

I have been thinking a lot lately about the principle of moral agency--the power to choose.  The ability to act for ourselves and not to be acted upon.  I believe it is an incredibly precious gift from God.
So I find it enlightening that two of my favorite "mentors"--Charlotte Mason and Rudolph Steiner--had much to say on this topic.  They both called it "Will," but it is the same. And schooling the will should be one of the fundamental goals of education.
Charlotte Mason noted that a child who is called "strong willed" because he always wants his own way has actually a weak will.  He does not have enough control to choose what is right when what he wants is wrong.  If a child is always choosing the easy way, it is a parent's job to help strengthen that child's will by giving him experience and practice in choosing right.
Rudolf Steiner believed that "thinking, feeling, and willing" are parts of the soul.  He, too, encouraged exercises for cultivating the will.  And Steiner's educational model (Waldorf) includes daily activities for not only head and heart, but the hand--where the will is manifest. (Notice that "will" involves action.) By exercising the will, we train it to choose right.
Charlotte Mason felt that good ideas are the best way to inspire the will.  Her recommendations for reading living books and for studying good art and music are both ways of nourishing the will.
I love Charlotte Mason's school motto: "I am, I can, I ought, I will."

Winter Solstice 2011



"Last night was the longest night of the year.  But, starting today, the days will be getting longer.  The sun will be getting stronger and climbing higher in the sky.  This is also the time that we celebrate the birth of the Son of God—He who is the Light of the World, who gives us light and strength.
"Taking turns, let us walk to the light and light our candles, and then share our light with those who come after us."
Thus began our celebration of the winter solstice: our advent spiral.  This was the first year we had celebrated with other homeschool families, and it was our biggest spiral ever.  (Maybe a bit too big, since it took a long time for each child to walk all the way in and out!)








Cream of Butternut soup for our solstice feast!
It may be our family's last spiral celebration, since D decided he didn't want to walk this year.  (He did help to build the spiral, however.) Perhaps he has outgrown it.  But I always welcome the chance to think about light and what it means.  Jodi Mesler, another Waldorf mom, recently shared her insight that the fall equinox to the spring equinox is the time for inner work:  prayer, meditation, planning.  There is less light outside, so we find it within ourselves.  Spring equinox to fall equinox is the time of outer light and outer work--implementing our thoughts and plans of the darker time.  From now on, this is what the advent spiral will mean to me.

Language Arts with Norse Myths--Waldorf grade 4

Throughout my years of homeschooling, I have used literature to teach language arts.  Mostly I let the authors of Learning Language Arts Through Literature figure it out for me.  For 4th grade, however, there just wasn't a good way to get through the whole LLATL book and do all the Norse myths recommended for the Waldorf curriculum.  So I began with a "scope and sequence" of what is typically covered in 4th grade.  Here is one online list.  Then I found a good book of Norse myths.  Children of Odin by Padraic Colum was my favorite of the several I read.  It is available here, but having the book is nice too.

Instead of doing several blocks of Norse myths, we are doing them throughout the year.  Each week I read one of the stories to D.  The next day he narrates (retells) the story and we talk about it ("Reading" and "Thinking Skills" topics).  

The third day he--sometimes with help--decides on a summary of the story or part of the story.  I write down the summary and he copies it or writes it from dictation in his lesson book.  (We started dictation in 3rd grade, and he does it a little over half the time now.  But I think there are good skills learned from copywork too.)  That covers "Penmanship" and many of the "Composition" topics in the scope and sequence, though the summaries are pretty short.  Other projects throughout the year will give D a chance to write longer pieces.  Of course he illustrates each story too.

The fourth day, we cover the "Grammar" goals.  This turned out to be easier than I thought, because I just choose one of the items on the scope and sequence list and spend two or three weeks on it. (D is also doing Editor in Chief, Beginning level once a week, so I mostly coordinate with what he is learning there.) With capitalization, for instance, we talked about the rules then I typed up a paragraph from the story that had lots of names in it.  D had to fill in all the necessary capitals--first word of each sentence and proper names of people and places.  For identifying nouns, I found a section of the story with a variety of words and he circled all the nouns.  This gave us a chance to talk about pronouns too.  Another day I had him take a few paragraphs and change them from past tense to present tense.

There were still some units in the LLATL book that I wanted to cover, so I have scheduled them in over the months.  For instance, we did "friendly letters" just after D's birthday when he had thank-you notes to write.  We will study poetry (and book making) when N is doing a poetry unit in her literature class.  And I have planned a research skills unit for part of our state history study.

I am having a good time, and D is LOVING the Norse myths.  Rudolf Steiner really knew what he was doing to cover them in 4th grade.

Textiles and Fibers--Waldorf grade 3

According to Waldorf philosophy, the third grade child is emerging from his little world of family and imagination and is finding his place in the bigger, outside world.  That is why we study Old Testament stories:  people on a journey, learning how to relate to authority.  But we also study the ways we get along in this bigger world--namely food, clothing, and shelter.  Here's an outline of what we learned about textiles:
*Introduction
What was it like to be a baby?  We told D's birth story.  Was he born with any clothes?  What kind of things did he need?  In main lesson book (MLB), he drew a baby with his "layette."

*Leather
The first peoples' clothes were animal skins--leather.  D made a handwork project with leather. (The Tandy company has lots of kits.)  What are the advantages and disadvantages of clothing made from skins?

*Cotton
D played with some actual cotton plants.  (I bought mine on Ebay for just a few dollars.)  I let him pull apart the bolls to find the seeds inside.  Wasn't the cotton gin a great invention so we didn't have to do this by hand?
We read Cotton by Millicent E. Selsam which talks about the history of cotton, the plant, and how it is processed.  In what kinds of weather would you like to wear cotton?

*Silk
I told the legend of the Chinese princess who discovered silk when a silkworm cocoon fell in her cup of tea.  (I found this story several places, but my favorite was "The Secrets of Silk" by Elizabeth Seward in Living Crafts magazine, Spring 2011.)  We also read Material World--Silk by Claire Llewellyn and got some new colors of play silks. :)  D drew the life cycle of the silk worm in his MLB.

*Flax 
We watched several You-Tube videos about how flax is grown and processed.  D illustrated the process in his MLB.

*Wool
We read Pelle's New Suit by Elsa Beskow. (Pelle's suit is too small for him.  He shears his sheep, then he has to help the people who card, spin, dye, weave, and sew his wool into a new suit.).  We made a drop spindle and did our best to make yarn.  (It wasn't very even!)

 With every fabric, we tried burning a piece to see how flammable it was and how it smelled.
This was a really fun (and informative!) unit.  I think older children would enjoy it too.

Language Arts grade 3--Creation Unit

In January, I used the Old Testament creation story for a language arts unit. D made his own Main Lesson Book out of watercolor paper.

On the cover he wrote in Hebrew "In the beginning, God created the heaven and the earth.  (This is the most fun he's had with form drawing ever!)
For each part, we would read the account of a "day" in the book of Genesis, then D would paint. The next day, he would summarize the events and write his summary.

Day 2;  God made the firmament....
Day 1:  God divided Dark from Light.









Day 4:  God created sun, moon, and stars.
Day 3:  God separated land from water.
He made plants.










Day 6:  God created land creatures
(note spider in web) and man.

Day 5:  God created birds and sea creatures.












For this part of the unit, we were working on capitals at the beginning of sentences and periods at the end.

After finishing the book, we talked about Adam and Eve naming the animals, and brainstormed animal names (nouns) and the things they did (verbs).

Shelters and Building Unit--Grade 3

This is D's "Shelters" unit from Fall, 2010
(borrowing heavily, with permission, from Marsha Johnson of Shining Star School)

Week 1--Hebrew Feast of Tabernacles
--Tell story of Sinai and 40 years of wandering.
Sing “Follow the Prophet”—verse about Moses
--Watch YouTube videos of building a Sukkah
Why is it important to the Jews to celebrate this holiday?
--Build our own Sukkah! and have lunch inside.
Draw a picture for Main Lesson Book.

Week 2—How do we live in our region?
--Walk around the neighborhood and look at the homes.
--Draw a picture of our house (MLB).
Look at parts of house: foundation, walls, roof, doors, windows, porches, eaves, rain gutters, siding, trim, chimney, stairs.
What materials were used to build our house?
How does the house look from different sides?
Which window goes with which room?
--Copywork—poem “My House’s Night Song” by Betsy Rosenthal
--Tell Stories of Northwest Native Americans—how they live, what they did, how they found food and shelter.
Choose a story for MLB.
If possible, visit a museum with exhibits of NW tribes.

Week 3—How do people live in other parts of the world?
--Talk over places we have visited. What are the homes like there?
--Copywork—from Come On Over to My House by Theo LeSieg
--Focus on different regions (via library books) and examine:
• Hot dry climates (cool, thick adobe, African kraal, mud-n-daub homes)
• Hot wet climates (homes on stilts, reed walls, roll-up-the-sides house, boat)
• Cold icy climates (igloos, thick felted yurts)
• Snowy mountain climates (pointed roofs with 2nd story “doors”)
• etc.
Draw the homes from these climates—showing proper flora and fauna around.

Week 4—Building a home
--Look at a building in process.
Notice foundations, steel rebar, studs, headers, footings.
Draw construction structures in MLB.
Examine, use, then draw hand tools including hammer, saw, screwdriver, chisel, ruler, square, plane, and drill. Make a simple project with carpentry tools
--Make a foundation of stone or bricks. (We made a raised garden bed.)
--Build a miniature dwelling and report on it.