Serendipity

I'm Going to be Very Direct Here

Just before I went to bed last night, I checked my email. And there was this comment, waiting to be published:

I have waited for over a year for you all to add to the gnome math section of the website. Do you all plan to finish it anytime soon (multiplication/division)? I am about to give up and purchase a Waldorf math book, but was disappointed because I made the tray/gnomes and bought everything to teach it your way and would have liked to continue on. Thanks for the info.

I've answered the gnome question several times since Serendipity began. Here's one more: I do not know when the gnomes stories will be completed.

From the very beginning, we have made it clear that what appears here is the overflow--it's the free sharing of ideas and plans from our own homes. Serendipity is not a business. We enter into no contract with you. As a matter of fact, every time it has been suggested that we should somehow charge for this curriculum, we've steadfastedly insisted that we will not do that. Because it was never our intent to provide a full, and fully fleshed out curriculum. Because we are moms at home first and we can't guarantee the quality control we would expect of ourselves if we were selling you these plans. We make no promises that if we start something, we will publish all the finished plans, in a polished form. We CAN'T make those promises, because we can't know what will happen in our homes. So, let me share the thoughts behind the answer to the question above.

Katherine wrote the gnomes math stories. Currently, she has not got a child who is in the right place for gnomes math. The child she began it for is too old. The next child in line is too young. Katherine is expecting a baby in three weeks. And her grandmother is dying. Please pray for her. When Katherine first stepped away from Serendipity, Cindy created some drafts of gnome stories but we waited on publishing because we just weren't ready yet. Cindy is 32 weeks pregnant and in the hospital with pneumonia. Colleen plans to use the gnome stories in her home this fall. She has a child who is ripe and ready for them. Colleen will deliver her sixth baby by c-section on Tuesday. Marisa is still recovering and getting to know her premature baby. So, that leaves me. I've invested my writing time--as scarce as it is--in getting the geography and language lessons all ready before mid-August. I know from prior experience that I need to have the year all mapped out before it begins. And I know that the gnomes aren't my primary math curriculum. so they are not my priority.

My best suggestion is that you purchase a Waldorf math book and adapt it to use with the tray and the gnomes. The most beautiful thing about Waldorf is relationship. Each teacher brings herself to the curriculum, infuses it with her creativity, and presents it in a way she knows will resonate with the students she knows so well. Whether Katherine writes the story or the story is in the curriculum you intend to buy, the story will work best if it's yours. So, use the materials you purchased and made. They will mesh beautifully with any of the published Waldorf stories with which I'm acquainted. If the story in the book uses squirrels and nuts, simply change the stories to gnomes and gems. You can do that!

Serendipity was created to answer a very loud question about how we were integrating pieces of Waldorf, Charlotte Mason, and Montessori in a Catholic home. I think that question has been answered more than adequately over the last few years.  We continue to write because we enjoy the process and it truly does benefit our families. Please remember though, that we never make a promise that there will be more than you see here right now. We hope there will be. We certainly plan that there will be. But our families and homes take priority over presenting free lessons to the public and we all have large families. We are committed to our husbands and children first.

Finally, time is God's gift. We sincerely want to use it as He intends. If the publication of these plans are His will, you'll see them. Please pray that we use His time as He would have us use it.

Comments Are Open

Come talk with us! We tinkered with the message board idea in order to hear your feedback and gather all your ideas and extensions, but none of us really has the time to devote to lots of conversation and the tending that a message board requires. So, we figured we'd open comments beneath each post. This is not intended to be the place to debate educational philosophy. If fairies bother you or you are afraid of being stung by beeswax, just click away from those posts. On the other hand, if you've come across a great book that fits just perfectly or you've posted something to your blog you think would be appreciated by Serendipitous learners, please leave a comment! And remember, there are still email addresses available, too. Serendipity is easier to navigate and much more organized from the website.

There's a new post up today, the first of our tour of the continents. Comments are open there. And as we have time, we'll open the comments on all our past posts. We are all so excited about Africa! My children have jumped the gun a bit--I found a beeswax African Savanna happening in my learning room before I'd even showered this morning. The Alphabet Path will undergo some slow revision this summer, too. And shh...but we're trying to sneak in a writer's workshop before too long!

Continents and Cultures: Africa

 

A CHILD'S GEOGRAPHY :
We have provided suggestions for many, many resources with this study. Most families will not need or want everything here. Indeed, the bounty here is a reflection of the fact that we have large families that span all age groups and we are writing together, so you see the collaborative list of resources. The two books that will be "must haves" are the two volumes of A Child's Geography. These are living books that we consider great gifts to our children.

When we first set about to plan our travels, we were very intentional. This geography study was to be all about caring. It was our hearts' desire to infuse our children with a knowledge of the world God created. More importantly, we wanted them to come away from our study with a heart for its people. Many of you are familiar with Ann Voskamp's poetic voice at A Holy Experience. She brings that voice to these volumes, but she also brings a keen understanding and respect for young learners . These books bring the world into our living rooms and then inspire our children to want to go out and make believers of all nations.

 To begin your African geography studies, use A Child's Geography Volume 1 . Do the first three chapters, one a week, over three weeks. Follow the suggested presentation guidelines in the book. This book and its companion are critical to our studies. Here, you will find copywork, earth science, projects, resources, and some of the best "living books" geography overview in the world. These volumes will inspire your children to care about the people and places we study.

After the first three weeks, shift your focus to Egypt and use A Child's Geography Volume 2,
You will study the Egypt chapters only, taking three weeks. Then, we will move on to the Middle East for the rest of the semester (those resources will be posted in a separate post).

INSIDE THE AFRICA CONTINENTS BOX:

~Map for cover of box (choose one from Montessori downloads or print one you like)

~African animals (wooden set/or Toob)

~Montessori for Everyone-- Africa downloads:
   

• Africa Flags - 50 in all
• Africa Maps - 4 in all
• Africa Animals - 16 in all
• Africa Plants - 12 in all
• Africa Places - 8 in all
• Africa Fact Sheet
• Africa Arrows - for each country & ocean
• Instructions for making & using this kit
• Flags, Animals, Plants, and Places include a picture card, label, and control card for making 3-part cards.

 

~General Overview book (any of the spine books suggested below)

~Wooden Africa map

~Toothpick flags and stands and/or felt for flag making

~Cultural fabric and instructions for creating head coverings or costumes (There are some easy instructions here that seem printer and kid friendly) 

~Handcrafted item from that continent

~Smelling or sensorial activity with spices, nuts, etc... from that continent (There is a nice list as well as many recipes at this site.)

 

~Ancient Egypt Toob

Scheduling:
We suggest devoting two days a week to the work in A Child's Geography and three days to the other lesson blocks. Alternatively, schedule two separate A Child's Geography blocks on the same day.
Schedule Sample here: Download Calendar_2009-05-10_2009-05-17(2)

 

GENERAL OVERVIEW BOOKS ON AFRICA: (Take two weeks with each, or choose two and stretch them over three weeks each.)

*A is for Africa

*Africa is not a Country 

*Eyewitness Africa (DK)

*Modern Saints Vol 1 and Vol 2

Please, please note: what follows are book suggestions for many different aspects of this geography study. Often, one well-chosen book in each category will be enough. The idea here is not to read everything we suggest. The idea is to take the list to the library, preview books and choose wisely. Few libraries will have all these choices available, so we wanted to give you options. We've put an asterix by the books we will work particularly hard to provide in our homes.

 

FINE ARTS:

Hands-On Africa: Art Activities for Young Children(Choose one project for each week of study)

 

Off to the Sweet Shores of Africa: And Other Talking Drum Rhymes (Read aloud during art block)

 

CD of African music to play during main lesson book work

Draw Write Now Books 7 and 8

 

SCIENCE: (Read one a week or do a week long science block) (All of these titles are appropriate for younger students but could be used as a science focus with upper elementary students as well).

*The Water Hole

*Honey, Honey Lion  (Jan Brett website videos: How to Draw a Stork in Africa; Jan Brett in Africa)

*One Small Square: African Savanna

African Critters 

We All Went on Safari

Here is the African Savanna 

Uncommon Traveler: Mary Kingsley in Africa

 

ANCIENT EGYPT: (two weeks of block)

Read Aloud:

Mara, Daughter of the Nile

A Place in the Sun

Everyone Will Enjoy:
If I Were a Kid in Ancient Egypt
Seeker of Knowledge: The Man Who Deciphered Egyptian Heiroglyphs
Cleopatra (Stanley)

Chapter Books:
The Golden Goblet 

A Glorious Age in Africa

 Mummies, Pyramids and Pharoahs: A Book About Ancient Egypt

Picture Books too Good to Limit to Little Ones:

Mummies Made in Egypt

 

Egyptian Cinderella 

Pepi and the Secret Names

Bill and Pete Go Down the Nile

Croco'Nile

 

AFRICAN HISTORY: (1 week of block)

Read Aloud:

The Royal Kingdoms of Ghana, Mali, and Songhay: Life in Medieval Africa

Everyone will Enjoy:

African Princess: The Amazing Lives of Africa's Royal Women
Mansa Musa

Chapter Books:

Journey to Jo'Burg

Picture Books too Good to Limit to Little Ones:

Mandela: From the Life of the South African Statesman

The Day Gogo Went to Vote

 

 

CULTURAL STORIES: (3 weeks of block)

Read Alouds:

Ashanti to Zulu

One Big Family: Sharing Life in an African Village

 

Chapter Books:

King of the Wind

Star of Light 

 

Picture Books too Good to Limit to Little Ones:

from South Africa:

*Jambo Means Hello (South Africa)
Galimoto (Mulawi)

A South African Night  (South Africa)

*My Painted House, My Friendly Chicken, and Me  (South Africa)

from West Africa:

*I Lost My Tooth in Africa  (Mali)

Pretty Salma (Ghana)
 Chidi Only Likes Blue (Nigeria)
 *Kente Colors  (Ghana)

 

from East Africa:

Masai and I (East Africa)
Mama Panya's Pancakes (Kenya)

*For You Are a Kenyan Child (Kenya)

Bringing the Rain to Kapiti Plain

Wangari's Trees of Peace (Kenya)

Elizabeti's Doll (Tanzania)
Beatrice's Goat (Uganda)

FOLK TALES: (Read one each week) (The picture books can be read-aloud by mom to everyone, and the collections of stories for older kids can be read a few at a time independently or aloud to younger siblings.)

Chapter Books:
*Beat the Story Drum Pum-Pum  (East Africa)

Rat-Catcher's Son  (Africa)

Picture Books to Good to Limit to Little Ones:

*A Story, A Story (East Africa)

Anansi the Spider (East Africa)

Zomo the Rabbit   (West Africa)

*Why Mosquitos Buzz in People's Ears (West Africa)

The Gift of the Sun: A Tale from South Africa (Southern Africa)

*Mufaro's Beautiful Daughters (Southern Africa)

AFRICAN FAITH STORIES:

St. Bakhita of Sudan (Encounter the Saints)

Modern Saints Vol 1 and Vol 2 (Not to miss: St. Charles Lwanga and Companions, vol. 1 p. 86, Bl. Edel Quinn, vol. 2)

A Saint and His Lion: The True Story of St. Tekla of Ethiopia

St. Augustine and His Search for Faith

 

for your convenience, here are PDFs of Africa outline maps.
Half page: Download Half Page Africa Outline Map
Full page: Download Full Page Africa Outline Map

 

MARY AROUND THE WORLD LESSON BOOK: (Early Elementary)

For each title, child will watercolor the image on small watercolor paper and paste in MLB.

On facing page, child will record the title of the image, the name of the country it took place in, and the year.

A half-size continent map can be placed on the page, and the location marked.

The child can also compose a short prayer to include on the page.

 

FOR AFRICA:

Our Lady of Africa (details from Kathryn)

Our Lady of Keitun (details from Kathryn)

Our Lady of Kibeho (from Approved Apparitions)

 

For Copywork:

Prayer to Our Lady of Africa

Our Lady of Africa, Mother of us all,
be specially mindful of the peoples of Africa.
Gather together all those who follow Jesus Christ.
May they be one in the Church of your Son.
May all those who have not yet recognized Jesus
as the Son of the Father be drawn by his Light.
May all those who have been seized by Christ
proclaim the Good News by their whole life.
You who were present with the Apostles
at the beginning of the Church,
support the apostles of today
that they may boldly proclaim the Word of God.
(from White Fathers website)

 

MISSIONARY LESSON BOOK: (Upper Elementary)

Map Work:  Trace or paste an outline map of Africa, with countries labeled into MLB.  Throughout the course of the study, complete the following tasks and create a coded guide:

• Mark St. Augustine's home country (patron saints index)
• Mark St. Josephine Bakhita's home country (patron saints index)
• Mark St. Tekla's home country ( see suggested faith stories)
• Mark St. Frumentia's mission territory (patron saints index)
• Mark Blessed Edel Quinn's mission territory (patron saints index)
• Mark the home of Charles Lwanga and Companions (patron saints index)
• Mark locations of modern missionaries discovered (Find a list of African missionary organizations here)
• Shade in 5 countries where the primary religion is Christian. (Click on any country to learn more about it, including religious statistics) 
• Shade in 5 countries where the primary religion is Islam.
• Shade in 5 countries where indigenous beliefs or animism are still predominant.
• Shade in at least five countries that are currently or have recently been in civil unrest.

 

Students should include at least two written narrations of the lives of the saints studied in the geography work. 

 

Students are also encouraged to find a priest currently serving in their diocese who is from an African nation to interview about his home, his childhood, his call to religious life and his experience as a missionary.  A written summary of the interview should be included in their main lesson book.

 

Students are encouraged to contact African missionary societies via e-mail and ask to "interview" or ask questions of a current missionary working in Africa.

 

Create a list of cultural considerations a missionary would have to think about when bringing the Catholic faith to this area of the world.  For Africa, since the variety of cultures is so diverse, you may want to let the student choose one country in Northern Africa, one Central, and one Southern African nation to research for this assignment.

 

Create a missionary-minded teaching or testimony:

Have student choose one of the following Scripture readings and create a short sharing on it that he/she would present if he were a missionary to an African nation.

• Ephesians 2:1-10
• John 6: 1-14
• Psalm 121

The sharing should include some personal thoughts on the scripture that the audience could relate to as well as a message of hope, encouragement, or instruction.

 

ARTIFACTS AND ARCHAEOLOGY LESSON BOOK: (Upper Elementary)

Research can be done in DK Eyewitness book, online, or with extra readers picked up at the library.  The page topics will be assigned, but the decision of how to represent the topic with be entirely student-led.

• Egyptian pyramids
• King Tut
• African Masks (Choose at least three cultures to represent)
• Woven baskets (Choose at least three styles to represent)
• Images of gods/goddesses (at least two)

The idea would be for the student to create a page that provides an idea of how, when, and where African artifacts in the various categories have been discovered and what they reveal about the culture from which they originated.

 

ANIMALS AND HABITATS LESSON BOOK: (Kindergarten/Lower Elementary)

Habitat: African Savana

Create an illustration of the Savana, label what aspects of the habitat provide food, water, and shelter for the animals that live there.

 

Animal pages: 

Create an illustration of the animal.  On the facing page, record the following:

• common name
• classification information
• physical characteristics
• habits
• food
• predators

 African Animals: (Click on any animal listed in the sidebar here to confirm information.) 

• Lion
• Zebra
• African Elephant
• Giraffe
• Hyena
• Badger/Honeyguide
• Hippopotamus
• Warthog
• Gorilla
• Others as time and interest allow

 

FOLK TALES LESSON BOOK: (Kindergarten)

Have the child create an illustration for each folk tale read.  On the facing page, include a half-size map where he/she can color in the country of the stories' origin and a typed narration can be pasted in.

 

In addition, we will create family continent notebooks, one for each continent, to hold other narrations, art work, recipes, ideas and photos from our study.

Narration mediums can rotate weekly.  Some ideas are:

• illustrations using watercolors, lyra pencils, or beeswax crayons
• modeling story scenes from beeswax
• using wooden figures to recreate the story
• dramatizing the story using play silks

MAP WORK:
Three Period Lesson
How to present the continent work to young children.
More on push pin map work
A further refinement of this work for older children involves using the puzzle pieces to trace each country onto a blank piece of paper, thereby re-creating a given continent. The countries are then individually colored in and labeled. The first picture in this post provides an example of this style of map work.
Punch pin pad and stylus
 

FLAG WORK:

Kids can recreate the country flags from craft felt and display them on a felt board. We are using the less expensive felt (not the wool felt) for this activity since the colors are truer. Sharp scissors aid the cutting--consider pre-cutting necessary shapes and letting the children assemble if you have no children old enough to handle sharp scissors.  The flags can be added to lesson books or continent notebooks in the form of a photograph with a narration about the country they represent included.

 

MORE RESOURCES FOR BRINGING YOUR AFRICA UNIT ALIVE:

 

• African recipes and common spice list
• Amazingly educational African map work
  

 

 

 

World Tour: Care to Come Along?

 

Continents and Cultures Study: Overview

 

We have successfully arrived at the end of our American History trail, and find ourselves quite satisfied with the results our collaborative efforts have yielded in our homes.  The joy of Serendipity for all of us is that it really is a virtual co-op, where we share both the fun conversations and the chores of planning, the inspirations and creativity that bring gentleness and beauty to our homes' learning rooms, and the end results of students happily engaged in the joy of learning.  Since two of us welcomed babies a little earlier than anticipated this year and three of us will welcome new little ones before summer's end, we kicked into planning mode a bit early.  It is a great joy for our moms who are just hitting their stride again to start fresh with a new perspective, and a great relief for those of us knowing we'll spend our summers focused on caring for newborns to have a vision, a plan, and a direction already mapped out.

 

The focus of our learning will be a tour of continents and cultures.  We'll take all our elementary-aged students globe-trotting, with a focus on geography, cultures, and missionary activity.  There will be some science, history, and fine arts involved in each study as well.  We have gathered the best of our combined ideas and experience to fill each continent's study with a hands-on Montessori component, lists of living books Charlotte Mason herself would have loved and narration strategies to keep the learning room abuzz, plus ideas for creating main lesson books and using the loveliest of supplies to create, beautify, and enhance the children's experience.  We are looking forward to a inspiring learning with our families and hope you, too, will find some inspiration in the ideas we share.

 

Here is a brief overview of how we'll travel through our studies:

 

Learning blocks: Each continent's study will be outlined as a learning block, usually around six weeks long.  We will provide suggestions for how and when to space out the recommended resources, but encourage each family to find the pace and organizing strategy that works best for them and adapt the resources to it.  By providing all the resources and ideas in one post, each of us can forge ahead, slow down, or pause to follow a child-led rabbit trail as we desire without feeling we are waiting on someone else to catch up, falling behind, or stuck on the path with no opportunity for side trips.  We encourage you to let each block take its own shape in your home and then enjoy the process.  And to leave a comment and share your thoughts, ideas, and questions.

Continent boxes: We'll incorporate a Montessori component to each continent block by creating continent boxes.  These boxes will be filled with engaging, self-directed learning tools that will keep little minds and hands working and learning outside of read-aloud and narration times.  We will provide specific materials suggestions for each box, but a general notion of each continent box's contents is:

• an outline map of the continent on the box's top
• a wooden continent puzzle
• a small informational book about the continent
• a set of animal figures from the continent
• collections of Montessori three-part cards pertaining to the geography and culture of the continent and lots of other items.
• additional items could include: small flags from that continent's nations, fabric representative of the continent's cultures, jars of spices used in typical cultural cuisine, artisan crafts, toys, or instruments created on that continent

 

Book lists and narration ideas: 

We'll stick to the CM-inspired reading lists and narration process that have worked so well for us for so many years.  For each continent block we'll provide book suggestions for the lower and upper elementary levels as well as family read-alouds and spine texts.  We'll do our best to organize these into unified groups that can be divided over the course of the block in some organized fashion.  We hope to produce a number of different types of narrations for each block.  Of course, written or keyboarded narrations will be included, but in addition, we suggest you gather the following supplies to enhance the narration process in your home:

• beeswax crayons and lyra pencils for illustrated narrations
• liquid watercolors and watercolor paper for painted narrations
• modeling beeswax for creating characters and important elements and retelling the story
• a variety of wooden figures and building materials for recreating story scenes
• a variety of play silks and fabrics for dramatic retellings
• wool felt for creating feltboard flags (these won't be permanent creations--we'll take photographs to store in main lesson books)
   

 

Main Lesson Book Plans:

It is our hope that each of our students will produce one or more quality main lesson books that record in their own style and hand their efforts, discoveries, and ideas as they learn.  We will offer specific suggestions for main lesson book assignments in each continent block, but a beginning idea of each level's work includes:

• Middle School and Junior High Students:  These students' main academic work will be recorded in a lesson book with a missionary-based geography focus.  Each block will include suggestions for map work, written narrations of the lives of saints and missionaries, discussions of cultural considerations necessary to be aware of when bringing the Good News to the peoples of that place, and a Scripture reflection.  These students will also work on creating a main lesson book that details archeological finds and artifacts from each continent and their pertinence to learning about the cultures of that region of the world.
• Lower Elementary Students:  These students will do much of their academic work in the form of hands-on Montessori activities and family-style narrations as detailed above, but they will work throughout the year on two main lesson books.  One will focus on the animals and their habitats unique to each continent, and the other will entail learning more about the various titles of Our Lady that are specific to the cultures we study in each block, inspired by Kathryn's Marian posts. We will provide suggestions and links in each block for the map work, art work, and research that will comprise each of these books.
• Kindergarteners:  Our youngest students will enjoy using beautiful art supplies to illustrate their own book of folk tales.  Each continent block will include a list of folk tales to be shared and enjoyed, and our youngest will illustrate and narrate those stories to create a compiled book of folk tales all their own.

 

Family Style Notebooking:

Many of you are familiar with the Book of Centuries concept we used to keep a record of our family's learning through the years.  Since the focus of these particular blocks is not really chronological history, we will instead compile a family notebook for each continent.  This binder will provide a place to file narrations that do not pertain to a specific main lesson book assignment, photos of narrations done in media other than the written form, copywork assignments, recipes, art projects, and other products of your family's learning experience.

 

Family Geography Work: 

Two additional components to our study will be the recreation of each continent's national flags out of wool felt and the creation of a large map of each continent.  The flags can be displayed on a felt board throughout the study and then photographed for inclusion in a student's main lesson book or the family notebook.  Students can create narrations about the countries the flags represent to include with the photos.  The large map project will begin with students tracing wooden continent puzzle pieces onto large paper to create an outline map of the continent.  Additional ideas for creating a family map worthy of display will accompany each block.

 

If you're excited to be heading off on our grand adventure with us, why not start packing now?  Fill your suitcase with these titles that will provide a great overview for the year and can be referred to again when we arrive at each of our destinations:

• A Child's Geography
• P is for Passport: A World Alphabet
• Material World: A Global Family Portrait
• Children Just Like Me
• How People Live
• Houses and Homes (Around the World Series)
• What the World Eats
• Whoever You Are (Mem Fox)
• All the Colors of the Earth
• Somewhere in the World Right Now

 

Now that we are all packed and ready to go, here's an idea of our travel itinerary:

• Africa
• Eastern Asia
• India and the Middle East
• Australia and Oceania
• South America and the Caribbean
• Antarctica
• Eastern Europe
• Western Europe
• Mexico and Canada: Our North American Neighbors
• America: The Great Melting Pot (with a focus on immigrant culture in the United States)

 

 

Civil War Studies

Block 1: Slavery and The Underground Railroad

Everyone:
Activity: Civil War Days: Discover the Past with Exciting Projects
If You Traveled on the Underground Railroad
Who Owns the Sun? 

Littles:

Follow the Drinking Gourd

Henry's Freedom Box

Middles:
Sweet Clara and the Freedom Quilt
Barefoot: Escape on the Underground Railroad

Moses: When Harriet Tubman Led Her People to Freedom

Bigs:

Uncle Tom's Cabin (With blocks 1 and 2)
The Slopes of War?

Read Aloud:

Amos Fortune, Free Man

 

 Block 2: Heroes of the Abolitionist Movement
Everyone:
Moses: When Harriet Tubman Led Her People to Freedom

Littles:

A Picture Book of Frederick Douglass
A Picture Book of Harriet Tubman

A Picture Book of Sojourner Truth

Middles:

Freedom Train: The Story of Harriet Tubman

Bigs:
Uncle Tom's Cabin

Read Aloud:
The Slave Dancer (Pre-read to see if this will work for your family.)

 

 

Block 3: The Presidency of Abraham Lincoln
Everyone:

The Gettysburg Address

Littles:

Abraham Lincoln/D'Aulaire

A Picture Book of Abraham Lincoln

Middles:

Abe's Honest Words
Just a Few Words Mr. Lincoln--Fritz

Bigs:
Meet Abe Lincoln (Landmark Books) or Lincoln:A Photobiography

Read Aloud:

Abe Lincoln Goes to Washington

 

Blocks 4 and 5: War Stories
Everyone:

Fields of Fury

Littles:

Civil War Artist

Dadblamed Union Army Cow

A Picture Book of Robert E. Lee

Burnside and Sideburns

Middles:
Stonewall: Jean Fritz
The Legend of Old Abe: A Civil War Eagle
The Last Brother: A Civil War Tale

Bigs:

Red Badge of Courage

 Behind Rebel Lines or The Boys' War

Read Aloud:

Rifles for Watie

The Perilous Road

 

Blocks 6 and 7: Life During the War
Everyone:

If You Lived at the Time of the Civil War

Littles:

Willie McLean and the Civil War Surrender

The Silent Witness

Pink and Say

Middles:

Turn Homeward, Hannalee

My Brother's Keeper: Virginia's Civil War Diary

Bigs:

Across Five Aprils

Read Aloud:

Little Women

 

Block 8: Reconstruction
Everyone:

Littles:

Cecil's Story-

The Promise Quilt

Middles:

Be Ever Hopeful Hannalee

Bigs:

Shades of Gray

Read Aloud:

Shadows on Society Hill: An Addy Mystery

This is intended to be a summer study in our families. We will visit Civil War sites from Harper's Ferry to Bull Run to Appomatox. It is very likely we'll collect lots of postcards along the way. So, all our narrating will be in postcard form. We are going to use large sized index cards to narrate the stories we read, with prose on the front and pictures on the back. For the field trips, children can write on one side and then glue postcards on the picture side. When we have finished, the children will arange the cards in chronological order. Using packing tape, each card can be taped to the next one to make an accordian timeline. Place the cards side by side and place the clear packing tape over the edges of both cards with a little margin of tape between the two. You need tape on both the front and the back. Continue in this fashion, putting each card next to the one before it chronologically and joining them with packing tape. They will fold one on top of another, making a neat, portable record of this block. (I'll post pictures when we have them.)
If you can't go on a field trip in person, here is a link to all the National Civil War Parks. You can visit online.

Along the American History Trail~Pioneers and Westward Expansion Stop 3

(Oops! We read these books and did these things, but never shared them with you. So sorry.)

Lesson Plans:

In the History Block
Spine texts to provide historical background for big kids for this section of history could be Abraham Lincoln's World, Expanded Edition or The New Nation: 1789-1850 A History of US Book 4 or From Sea to Shining Sea: The Story of America  (pp. 311-315).

Middle and little kids will get their historical background from the If You... book series.  If You Traveled West in a Covered Wagon,  If You Were a Pioneer on the Prairie, and  If You Grew Up with Abraham Lincoln will be used over the course of the next eight weeks.

Crafts and activities for the first four weeks of study can be taken from  Westward Ho! An Activity Guide to the Wild West  and Pioneer Days: Discover the Past with Fun Projects, Games, Activities and Recipes can be used for the second half of the unit. 

*From the time they are very little, I teach my children to keep notebooks, journaling what they have learned in history. These notebooks become the Book of Centuries. At least once a week, I keyboard their oral narrations for them to illustrate and place in the notebook. The notebook is organized chronologically, in order to facilitate the child physically placing an event into the proper time period. Simply inset a tab divider for each century into the notebook. The child files narrations, maps, and other drawings behind the tab. the organization will help them develop a concept of time. (pg 92 Real learning)

Little Ones
~Children will listen to the rest of If You Traveled West in a Covered Wagon over the course of the week. Read the selections to the children and keyboard as the children dictate a narration. Place the narration in a Book of Centuries*. 

Consider having the children design quilt squares that represent pioneer life and then narrating or writing on the back of the square. 

~Choose 2 or 3 activities from Westward Ho!. These could be spread throughout the week or completed in one co-op day.

~Children will listen to  SweetWater Run: The Story of Buffalo Bill Cody and the Pony Express, Bewildered for Three Days, Ride Like the Wind: The Story of the Pony Express .

~After reading  America: A Patriotic Primer,  work on creating your own Alphabet of America book. Either let this be an individual project, done very slowly or work on it as a family project.

Middle Ones
~Children will read the rest of If You Traveled West in a Covered Wagon over the course of the week and Mom will  keyboard as the children dictate a narration. Place the narrations in a Book of Centuries*. Alternatively, they can listen when it's read aloud to the younger children.

~Children will read or listen to Riding the Pony Express and The Trailblazing Life of Daniel Boone.
~Choose 2 or 3 activities from Westward Ho!  . These could be spread throughout the week or completed in one co-op day.
~Play with Pioneer Family Paper Dolls or Wild West Toob figures.

~After reading  America: A Patriotic Primer,  work on creating your own Alphabet of America book. Either let this be an individual project, done very slowly, or work on it as a family project. 

Big Kids
~These children will listen to the rest of If You Traveled West in a Covered Wagon over the course of the week or they might read it aloud to younger siblings.

~Children will read Gold Rush Fever: A Klondike Story  
~Children will read from Abraham Lincoln's World, Part I again this week and narrate in writing for their books of Centuries AND/OR
~If you are using From Sea to Shining Sea, read pages 311-315 narrate in writing for their Book of Centuries AND/OR
~ Children will read from The New Nation (History of US Book 4) and narrate in writing for their Books of Centuries.

~Choose 2 or 3 activities from Westward Ho!  . These could be spread throughout the week or completed in one co-op day.

~After reading  America: A Patriotic Primer,  work on creating your own Alphabet of America book. Either let this be an individual project, done very slowly, or work on it as a family project. Big kids should bring considerable detail to the project. Don't ignore the artistic component!

~The Teaching Company Early American History

In the Geography Block:

Little Ones:

• Read the large print rhymes in G is for Golden: A California Alphabet to the child.
• Do the activities for the Kansas quarter found here .

Middle Ones:

• Read the large print rhymes in G is for Golden: A California Alphabet to the child.  Have the child choose two or three areas of interest to research more completely by reading the fine print sidebars. Then, have him make a four square like the one pictured here.
     
• Do the activities for the Kansas quarter found here.

Big Kids:

• The child can read all of  G is for Golden: A California Alphabetto himself. For each state, draw a detailed map. Choose one historical topic of interest for each state and research it further. Write a well organized essay on that one topic.

 

In the Language Arts Block

Family read aloud: (Mom reads or listen on audio) Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

~Lively Language Lessons

Little Ones
Reading practice for the youngest: Read the Beginner's Bible with your child. Read one story a day. After reading, the child may dictate the story for you to print and she can illustrate. These pages should be saved in a notebook and used frequently for reading practice. In the beginning, the parent will probably be reading the stories in the book to the child. Over time, the child will read it aloud for the parent. When you reach the end of the book, begin again. The second time, the child will be reading most of the stories without help.
Reading practice for advanced beginners: As much as they are able, read from Gold Fever,  Boom Town,  and Nine for California. If this is too challenging, have him practice reading from a clean, printed copy of his own narration of the stories.

Copywork and studied dictation for those who are able:

From "The Ballad of William Sycamore"

"But I was cradled on twigs of pine

In the skin of a mountain lion."

On Monday, have the child read and carefully copy a model of the above passage written in the preferred print or script. Tuesday, copy again. Wednesday, Thursday, and Friday, take dictation and correct.

Family read aloud: (Mom reads or listen on audio):  Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

Middle Ones
Readers:(note several of these are picture books which can be read in a short time to younger siblings)

Gold Fever

Boom Town

Nine for California

Gold Fever! Tales from the California Gold Rush

Buffalo Bill

Family read aloud: (Mom reads or listen on audio): Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

Narration:

For at least two of the reading selections, listen as the child carefully narrates the story. Mom should keyboard at least one narration a week and encourage the child to begin to write his own narrations.

Consider having the child write a newpaper article for a northeast town like Boston that reports on the events and activities surrounding the Gold Rush.

Copywork and Studied dictation:
Copy and memorize:

From "The Ballad of William Sycamore":

We cleared our camp where the buffalo feed,

Unheard-of streams were our flagons;

And I sowed my sons like the apple-seed

On the trail of the Western wagons.

 

On Monday, have the child read and carefully copy a model of the above passage written in the preferred print or script. Tuesday, copy again. Wednesday, Thursday, and Friday, take dictation and correct.

Big Kids
Readers:

Gold Rush Fever: A Klondike Story  

Gold Fever! Tales from the California Gold Rush

Buffalo Bill

Child will write a narration when complete.

Family read aloud: (Mom reads or listen on audio):  Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

Copywork and Studied dictation:
Copy and memorize:

From "The Ballad of William Sycamore"

The hunter's whistle hummed in my ear

As the city-men tried to move me,

And I died in my boots like a pioneer

With the whole wide sky above me.

Now I lie in the heart of the fat, black soil,

Like the seed of the prairie-thistle;

It has washed my bones with honey and oil

And picked them clean as a whistle.

And my youth returns, like the rains of Spring,

And my sons, like the wild-geese flying;

And I lie and hear the meadow-lark sing

And have much content in my dying.

On Monday, have the child read and carefully copy a model of the above passage written in the preferred print or script. Tuesday, copy again. Wednesday, Thursday, and Friday, take dictation and correct.

These big kids will also use US History Based writing lessons.

Poetry (Pick and Choose)
R is for Rhyme   

The Ballad of William Sycamore:  Read every day, slowly, memorizing the poem together. This is the only poetry for the entire month.

Fine Arts (Pick and Choose)

Music:
M is for Melody

Schoolhouse Rock: America Rock

Read about American composer Aaron Copland and listen to performances of his music on this CD.  Take a month to get to know him, his style, and familiar pieces you may have heard before.  

Art:

M is for Masterpiece
Read brief biography of Albert Bierstadt  who we will study for this month. 
Picture Study: Kern River Valley, California

Serendipi-tea Time

Choose tea time recipes from either of the two activity guides recommended or from the Little House Cookbook.

Zinnia and the Grand Parade

Michael and Mrs. Applebee woke early after their night in the castle, ready to head off to find the Z fairy. Michael looked sad.

"Why  the long face, Michael?" asked Mrs. Applebee.

"Well," said Michael "Z is the last letter in the alphabet..."

"Yes!" said Mrs. Applebee "Isn't that great? What a lot of letters you met!"

"But," said Michael, "my mother doesn't know about the fairies and when I give her the flowers she's just going to say that they are lovely and she won't know why they're so special to me."

"Oh, dear, I'm not sure about that!" said Mrs. Applebee with an wink.

Michael cheered considerably, wondering what Mrs. Applebee's wink could mean. Michael could not see any more of the path ahead of him, but, oddly enough, he could look back and see all of the twists and turns which brought them there.

"Mrs. Applebee, I'm going to come and visit you and the fairies all of the time." said Michael "I'll hear the saints' stories over and over and I'll never get tired of hearing them, and maybe I'll even bring my little sister, Marie."

"I look forward to that fondly, my little friend," said Mrs. Applebee "Be sure to look for the fairies in your mother's garden now that you know where to find them."

"No, I'm not so sad," Michael said, brightening, "I know that I'll always be able to come visit the fairies!"

The path widened before them and a bright pink fairy danced in front of Michael and Mrs. Applebee. "Hello, Michael!" said the pink fairy.  "I'm the Zinnia fairy!"

"Oh, you're so pretty!" Michael exclaimed. "May I hear your song?"

The lovely little pink fairy began to sing.

The Song of The Zinnia Fairy

Z is for Zinnias, pink or red;
See them in the flower-bed,
Copper, orange, all aglow,
Making such a stately show.

I, their fairy, say Good-bye,
For the last of all am I.
Now the Alphabet is said
All the way from A to Z.

"That's a lovely song!" said Michael, "and is there a saint for the letter Z?"

Zinnia read to Michael from the red book. She shared the story of St. Zita, the good maid who was never slothful.

When the story was finished, Zinnia handed Michael his final flower. "Now, I have my birthday bouquet. I guess it's time for me to go home.." said Michael. He turned to Zinnia and Mrs. Applebee and said "Goodbye dear fairies!" Then, he caught his breath. A large green troll was standing with them!

"Oh my! You are the one whom I kept seeing along the path!" said Michael with excitement and a little bit of fright in his voice.

"Yes! I am," said the troll, "and I'm here to give you these." The troll handed Michael a piece of paper and some bright beeswax crayons. "You can use these to make a birthday card for your mother."

"Thank you!" said Michael. "Now, how do I spell the words?" Mrs. Applebee took the golden U ribbon and tied it around the bouquet. As she did so, all of the fairies came from behind the trees and bushes. One by one, the fairies for each letter of "Happy Birthday. I love you!" danced for a moment in front of Michael. He used his crayons to write H-A-P-P-Y  B-I-R-T-H-D-A-Y! I L-O-V-E Y-O-U!

"Thank you!" Michael nearly sang to the fairies. Thank you for showing me how your letters spell words that will make mother so happy!" Michael beamed at all the fairies assembled there to send him home:

Apple Blossom and her baby were standing smiling and waving at Michael.

Bugle fairy was marching in place, blowing his trumpet stood boldly.

Columbine danced in her dress of light pink and yellow.

Double Daisy was standing there in his suit of crimson.

Eyebright smiled at Michael with great affection.

Fucshia was twirling on her toes, tickled to be a part of the party.

The Gorse fairies darted in between the other fairies, still playing their game of kissing tag.

Herb Twopence was busy counting each of the fairies again and again, making certain they were all there.

Iris, in her bright yellow suit, brought back lovely memories of the flowers by the marsh.

 Jasmine was there in her sparkling white suit looking as beautiful as ever.

Kingcup stood regally, surrounded by elves from his kingdom.

Lily-of-the-valley gently tinkled her white bells.

Mallow shared her cheese with all the fairies gathered there.

Nasturtium nibbled on peppery petals.

Orchis stood in splendid glory.

Pansy hummed a waltz tune.

Queen-of-the-meadow had extra fluffy hair for the occasion.

Ragged Robin played his reed pipe.

Strawberry, all decked out in red and green, grinned at Michael.

Thrift and her seagull circled above the crowd.

Vetch and U stood holding hands.

Wallflower stood very near to Mrs. Applebee, leaning gently against her.

Yellow Deadnettle was with X, though occasionally they stepped on one another's toes.

And then  Zinnia called out merrily "Let the parade begin! You show us the way to your house, Michael!"

"A parade!" Michael clapped gleefully. "Now my mother will know about the fairies!"

Michael, Mrs. Applebee and all of the fairies merrily made their way to Michael's garden, parading all the way to the front door. Michael rushed inside and pulled his mother by the hand, all the while telling her excitedly about his wonderful birthday surprise. His sister Marie followed along eagerly.

"Happy Birthday!" sung all of the fairies as Michael handed his mother the big beautiful bouquet. 

"My goodness!" said Michael's mother, delightedly, "I love them!"

"Do you see them mother?" asked Michael "See what?" she asked him.

"There, in the garden. Do you see the fairies?"

  "Yes!" she answered with an excited little squealing. "I see a whole parade of lovely fairies and beautiful flowers. I love my birthday bouquet, dear boy and I love you!" she answered.

Michael gave his mother a gigantic birthday hug and they both waved as the fairies marched away towards the forest.

"Goodbye my fairies! I'll see you soon! Come and visit any time! I love you!"   

Lesson Plans: You can use the drawing of St. Zita in the book as a visual when telling this story. (Zinnia and the Grand Parade PDF )You may want to print it on card stock and add it to your child's main lesson or sketch book.    It can be added to your child's main lesson book as well. 

Language: Use the Letter Z in the St. Zita picture as an introduction to letter formation.  Have the child trace the Z with his or her finger.  Practice the Letter Z by copying the model drawing.  Children can use the small poem in the Catholic  Alphabet of Saints for copywork and use The Song of the Zinnia Fairy as copywork, too. Sing the song as well and soon it will be memorized.

Nature Study:

(Don't try to do it all--these are options for science and nature study)

• After the story has been told, you can research the botanical information  and record them in a sketchbook or main lesson book.    Or perhaps you would prefer flower storybook paper for letter writing practice and copywork.  (An older child can do this independently, but a younger child can give an oral narration which you write or keyboard for him or her.)
• With your older child, you might choose to work through Apologia's Discovering Creation with Botany. Read a section and then ask your child to narrate the information in his main lesson book.  Always encourage your child to illustrate his narrations.  Work on the experiments that you feel would be most beneficial for your child.  Take a picture of the finished project and add it to his main lesson book. The pace at which you move through this book is not as important as the child having an opportunity to really understand the material.  Go at your child's pace.
• We've had great success encouraging older children to take their flower narrations well beyond what is provided at the Flower Fairy site. These children are able to truly  appreciate the vast varieties of flowers and to to see God's creativity when they consider the lilies of the field.
• You might like to use Shanleya's Quest for all and Botany in a Day for the older children. There is so much to discover in the field and at home with our books. We're following Rebecca's lead here.
• For some children, a living  books/picture book approach seems to resonate and be more meaningful than any other approach. Consider choosing meaty picture books to teach science concepts. If you choose to pursue this course of study, here is a science-themed picture book study for this letter: Z is for Zoo

Zoo

My Visit To The Zoo

100 Animals To Spot At The Zoo

National Zoo Board Books

Z Is for Zookeeper: A Zoo Alphabet

Art: Using the illustration in The Flower Fairy Alphabet Book, ask the child to sketch the Zinnia Fairy in the main lesson book.  A younger child can color the Zinnia Fairy in the Flower Fairy Alphabet Coloring Book . Perhaps on another day the child could model the fairy or flower with modeling beeswax.  (Sources of excellent quality modeling beeswax can be found on the right sidebar.)

For this week's picture study,  Museum ABC focuses on ZIGZAG on the Z page.  It's interesting to look carefully at just one segment of the painting in the book. The children can discuss what they think the rest of the painting might look like before you show them the print. The full image of Yatsuhashi (The Bridge of Eight Parts) in Mikawa  by Japanese artist Katsushika Hokusai can be found here.   

Really look at the picture.  Soak in the details.  Ask your child to narrate with a prompt such as, "Pretend that I am going to the Metropolitan Museum of Art for the first time and want to find this painting.  What details could you give me so that I could more easily find it?"  Keyboard the narration and ask your child to sketch the work of art.  A younger child can copy the painting while an older child can narrate from memory and discover how much detail he remembers by attempting to sketch it from memory. Over the course of this unit, consider collecting the narrations and sketches in a single album and create your own family art history book. 

(The goal of Picture Study is to train the eye toward the beautiful.  Biographical information about the artist is secondary. Set the work of art as your family computer's wallpaper or screen saver or print the painting on card stock and display it on the refrigerator.  After spending time with a picture and really taking the time to look at it, your child will make a connection.  There is no need to explain a great deal, especially to a young child.  Allow the child to make his own connection with the art.)

Faith:

Read:

Read about St. Dominic de Guzman in the Loyola Kids Book of Saints

A favorite faith-themed alphabet book:

A is for Altar, B is for Bible

Make a Wee Felt Saint of St. Zita.  Use your imagination to come up with symbols that tell the story of her life. 

Ideas for "Z Week:"

Author Study: Z is for Paul Zelinksy and Charlotte Zolotow (we couldn't pick just one):

• Rapunzel
• Rumpelstiltskin
• Hansel and Gretel
• Knick-Knack Paddywhack
• The Wheels on the Bus
• The Sun's Asleep Behind the Hill
• Swamp Angel
• I Like to be Little
• Over and Over 
• Big Sister and Little Sister

 

Suggested Books for Read-Alouds and Narrations (These are to be narrated both verbally and artistically.  For the younger children it is often fun to keyboard an oral narration for them and then ask the child to illustrate the printed page.)

Childhood Favorites

Our focus this week is on great alphabet books. We've picked 26 of our all time favorites.

The Angels' Alphabet

The Butterfly Alphabet

Chicka Chicka Boom Boom

This is the Ambulance Leaving the Zoo

Eating The Alphabet

Allison's Zinnia

The Real Mother Goose ABCs

A Handmade Alphabet

I Spy: An Alphabet in Art

Jambo Means Hello

K is for Kissing a Cool Kangaroo

L is for Loving/Let's Fly from A to Z

Mousekins ABCs

New Testament Alphabet in Rhyme

On Market Street

A Prairie Alphabet

Quilt Alphabet

The Racecar Alphabet

AbeCedarios: Mexican Folk Art in ABCs in English and Spanish

A is for Annabell

Underwater Alphabet

A is for Abigail

The Extinct Alphabet Book/Elfabet

The Z was Zapped

Serendipi-Tea Time

Since this is a big celebration week, and since it's Michael's mother's birthday, what could be more fitting than a Flower Fairy Birthday Tea? Charlotte is the Queen of the Birthday Party. We've enjoyed  the happy occasion of this party in our house and I assure you, the boys had as much fun as the girls. Don't skip the party--you all deserve to celebrate!

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The End of the Alphabet Path but Just the Beginning of the Trails

We're huge fans of Sleeping Bear Press. All of their state books are featured here on Serendipity. A sampling of the rest of the collection (thus far) is listed below. We earnestly encourage you to take a good look at the list and find a subject that interests your child. Now you know well how to take a book and launch a whole world of learning. These books make wonderful spines for really good rabbit trails:

K is for Kick: a Soccer Alphabet

J is for Jumpshot: A Basketball Alphabet

H is for Hook: A Fishing Alphabet
E Is for Extreme: An Extreme Sports Alphabet
Z is for Zamboni: A Hockey Alphabet
T is for Touchdown: A Football Alphabet
H Is for Horse: An Equestrian Alphabet
P is for Putt: A Golf Alphabet
H is for Home Run: A Baseball Alphabet
I Is for Idea: An Inventions Alphabet
D is for Democracy: A Citizen's Alphabet
M Is for Meow: A Cat Alphabet
B Is for Buckaroo: A Cowboy Alphabet
Z Is for Zookeeper: A Zoo Alphabet
W is for Waves: An Ocean Alphabet
P is for Passport: A World Alphabet
D Is for Dinosaur: A Prehistoric Alphabet
C is for Chinook: An Alberta Alphabet
D Is for Drum: A Native American Alphabet (this one has been done for you;-)
W is for Wind: A Weather Alphabet
B Is for Bookworm: A Library Alphabet
H Is for Honor: A Military Family Alphabet
W Is for Woof: A Dog Alphabet
A is for Abraham: A Jewish Family Alphabet
P Is for Princess: A Royal Alphabet
M is for Majestic: A National Parks Alphabet
S Is for S'mores: A Camping Alphabet
M Is for Maple: A Canadian Alphabet

Along the American History Trail~Native Americans

This unit is written with four literature blocks, plus a fine arts block and a nature study block. Within each literature block are books for the whole family, for little kids, middle kids and big kids and then a book to read aloud to all. For our families, these lessons could easily take 6-8 weeks, particularly if time is taken to do the hands-on activities and each of the main lesson book pages. I'm planning two weeks for each block and a thorough immersion in each component.

First Literature Block
For Everyone
If you Lived with the Sioux
D is for Drum (A-F)

More than Moccasins

Littles
 Priscilla and the Hollyhocks

The Legend of the Indian Paintbrush

Arrow to the Sun: A Pueblo Indian Tale
Middles

Trail of Tears (Step Into Reading)
Bigs
Wait for Me, Watch for Me Eula Bee (Note: OOP)
Read Aloud
The Birch Bark House

 

Second Literature Block
For Everyone

If You Lived with the Hopi
D is for Drum (G-L)
More than Moscassins
Littles
The Star People
Gift Horse: A Lakota Story

How the Stars Fell into the Sky: A Navajo Legend
Middles
Crazy Horse's Vision
Bigs
Sing Down the Moon
Read Aloud
Childhood of Young Americans: Crazy Horse

Third Literature Block
Everyone

If you Lived with the Iroquois

More than Moccasins
D is for Drum (M-R)

Littles
The Girl Who Loved Wild Horses

              Love Flute

              Rainbow Crow

Middles
 Childhood of Young Americans: Geronimo

Bigs
 Thunder Rolling in the Mountains

Read Aloud
 Sequoyah and the Cherokee Alphabet 
 

 

Fourth Literature Block
Everyone

If You Lived with the Cherokee
 D is for Drum (S-Z)

More than Moccasins

Littles
 A Picture Book of Sitting Bull

Knots on a Counting Rope The Mud Pony

Middles
 A Boy Called Slow

Bigs
 Indian Captive

Read Aloud
 Childhood of Young Americans: Sitting Bull

Native American Nature Study

The Other Way to Listen
The Desert is Theirs
Everybody Needs A Rock

 

Fine Arts

Art: Come Look With Me:  American Indian Art with Children

Poetry: Native American Songs and Poems (Dover)

Music:  Authentic Music of the American Indian

 

Main Lesson Book instructions: Use a combination of art work and written narration to create a page for each letter rhyme in D is for Drum.  Your goal is to share the information you've learned and to create a page that is beautiful to look at.  Think about colors, symbols, shapes, and which medium you want to use to best express the thoughts you are recording.  Use things you are learning from the other books in this unit to add information and ideas to your page.  Work carefully, your goal is to create very best product you can.  Consider the illustrations in the books you're reading and the style of Native American art as you design your pages.  Use your supplies to fill all the white space on the page with color, the illustration, the written words, and the background should all be colored.

Here are ideas for each of your main lesson book pages. In parentheses, we correlated crafts and activities in More Than Moccasins (MTM) to the D is for Drum page being studied:

A Anasazi

• Create an illustration of the types of dwellings the Anasazi lived in.  In the illustration, include the item the Anasazi were known for creating, as well as indication of what might have happened to them.  Label important parts of your illustration.

B Bison

• On one page of your main lesson book, illustrate the mighty bison in his natural environment.  On the facing page, create a list of ways Native Americans used the bison they hunted.  Draw a border using symbols of those uses.

C Corn and Canoe
 (MTM Corncob doll 92, corn soup 142, hominy 143, corn and pumpkin stew 139)

• Choose a tribe mentioned in the text and find out what kind of wood they would have made their canoe from.  Divide your main lesson book page in half.  In one half, draw and name the tree used, in the other half, illustrate what a canoe made from tree might have looked like.  Label this drawing with the tribe's name.

D Drum
(MTM 83)

• Tell what you know about dancing in Native American culture?  How are drums used?
• From what materials are Native American drums made?
• Draw a drum and label the parts of the drum with the materials you would use to make the drum. Considering your drum and the materials you used and the symbols, to what tribe does that drum belong?

e earth lodge
 (Montessori for Everyone: free download on native American homes)

• Create an illustration of various earth dwellings.  Determine by the size and shape you've chosen what the use of each dweeling would be.  Label each.

f flute

• Illustrate your own Native American flute, labeling its symbols.  In the background of your picture, provide an indication of the typical use of the flute in Native American culture.

g gold

• On one page of your main lesson book, illustrate a native village of the Great Basin before the Gold Rush.  On the facing page, create an illustration of the same village after the gold rush.  Provide a written description of the changes.

h horse

• Look for examples of Native Americans on horses in Native American art or in the illustrations of the books you are using.  Use these as a guide to create your own illustration of a Native American and his/her horse.  Offer as much explanation as you can of what the person is doing with the horse and of their relationship.

i indigenous people

• Divide your main lesson page into four squares.  Draw a member of a different indigenous nation in each square and label it.  Around the person, include small symbols of that tribe's creation story.

j jewelry
 (MTM pg. 58-70)

• Create a piece of Native American jewelry paying close attention to using appropriate materials.  Create a written explanation of your piece of jewelry and the materials in it.

k kachina & kiva
 (MTM 97)

• Illustrate the inside of a kiva, labeling important parts and their use or symbolism.
• Illustrate the two items used to teach tribal members about the kacinas.  Write an explanation of what a kachina is.

L lacrosse
(MTM 123)

• From what Native American game did the sport of lacrosse evolve?

m medicine pouch

• Illustrate a Native American medicine pouch in the center of your page.  Design its decoration to look like items Native Americans would have used--beads, feathers, quills, bone, shells, etc....Around the illustration of the bag, draw and label some items it might have contained.

n native names

• Choose a particular tribe mentioned in the text and draw and name a baby from that tribe.  Write an explanation that explains that tribe's process for choosing a name.  Do some research to help you choose your baby's features, clothes, and other items that might be included in your explanation.
• What are some U.S. place names that come from Native American words?
• Draw a map of your own state and mark places named with Native Maerican words.  Create a border that illustrates the meaning of the names.

o osage orange tree

• Divide your page in half.  On one side, draw an osage orange tree.  On the other, draw the items the tree was made into by Native Americans.  Provide a narration of how bows and arrows might be considered art.

p potlatch

• Write an explanation of a potlatch.  Research the Chinook way of life and use the information you find to create an four square illustration of what items they might have given as gifts at potlatch celebrations.  Explain each item.

q quillwork

• Design an item that would have commonly been decorated with quillwork and create a pattern that reflects what quillwork adornment may have looked like.

r rattles
 (MTM 78-81)

• Design a Native American rattle.  Based on the materials you choose, explain what tribe would have used this rattle.  Where in the U.S. do they live?

s shaman

• Research the role of a shaman in a particular Native American tribe of your choice.  Learn about what they wore, where they lived, and the role they played in the tribe.  Create an illustration of your shaman and a written narration describing what you learned.

t totem poles
 (MTM 169-171)

• In the center of your page, create a totem pole that contains a representation of each member of your family.  Around the drawing, illustrate items that would have traditionally been used in the carving of totems.  On the facing page, write an explanation of the symbols you used in your totem.

u umiak
(MTM  27)

• Create an illustration of an Inuit umiak that includes paddlers and background true to the customs and geographical location of the Inuit people.  Provide an explanation of the details of your drawing.

v vision quest

• Choose and animal of symbol a young native might have found in his vision quest.  Create an explanation of what it might have meant for him.  Illustrate the symbol and write an explanation of its meaning.

w weavers 
(MTM 17)

• Create an illustration of a Navajo blanket using your materials to give it the look of a weaving as best you can.  Somewhere on the page, include the animal associated with the skill of weaving.

x xai xais

• Learn a bit more about the history of the Xai Xais.  Divide your page into four squares and illustrate and describe a different aspect of their lives in each square.

y yp'ik masks

• Find some pictures of real yup'ik masks.  Create a story you might like to tell using these masks as costumes.  You could create your own, or narrate one of the Native American stories you have read in this unit.  Write the story on one page of your main lesson book and use the facing page to illustrate a mask for each character in the story.  Try to use characters that would be common to Native American stories.

z zuni pottery
 (zuni mask MTM 72)

• Create a step by step outline of the process of creating Zuni pottery, either written or illustrated.  On the facing page, create an illustration of a piece of Zuni pottery, paying special attention to the geometric forms used.  Looking at some pictures of real Zuni pottery may help you better understand this art form before you begin.

 

Map Work

• On the back page of your main lesson book, trace or glue a double page of the U.S. with the states and major rivers outlined.  Shade in the entire map with colors that reflect the geography of certain areas.  Each time you come across a tribe name in D is for Drum, find out where in US that tribe lived.  In the correct area of your map, draw a small symbol of that tribe and label it with the tribal name.  Try also to label as many Native American place names on the map as you can.

 

For the Littles:

 Wild Republic Native American Tube

Powhatan Indian Toob

Supplies for your main lesson books:
Native American Scrapbooking paper
Lyra Pencils
Watercolors
Beeswax Crayons
bits of fabric
For a "Why?" on these supplies, and helpful links, please read here.

Westward Ho! A Booklist

Spine texts to provide historical background for big kids for this section of history could be Abraham Lincoln's World, Expanded Edition or The New Nation: 1789-1850 A History of US Book 4 or From Sea to Shining Sea: The Story of America  (pp. 291-296).

Middle and little kids will get their historical background from the If You... book series.  If You Traveled West in a Covered Wagon,  If You Were a Pioneer on the Prairie, and  If You Grew Up with Abraham Lincoln will be used over the course of the next eight weeks.

Crafts and activities for the first four weeks of study can be taken from  Westward Ho! An Activity Guide to the Wild West  and Pioneer Days: Discover the Past with Fun Projects, Games, Activities and Recipes can be used for the second half of the unit. 

Week One: General covered wagon, heading west titles
Little Ones:If You Traveled West in a Covered Wagon , Covered Wagons, Bumpy Trails , The Josefina Story Quilt  Papa and the Pioneer Quilt
Middle Ones:If You Traveled West in a Covered Wagon
Rachel's Journal: The Story of a Pioneer Girl

Daily Life in a Covered Wagon
Big Ones: Brave Buffalo Fighter.
Family Read Aloud: Little House on the Prairie
Geography:  S is for Sunflower: A Kansas Alphabet

Week Two: Gold Rush

Little Ones:Gold Fever (Picture Puffin)/Boomtown (Levitin)
Middle Ones:Gold Fever!: Tales from the California Gold Rush
Big Ones: Gold Rush Fever: A Story of the Klondike (Greenwood)
Family Read Aloud: By the Great Horn Spoon!
Geography: California

Week Three: Pony Express/Daniel Boone

They're Off: The Story of the Pony Express
Little Ones: Bewildered for Three Days (Andrew Glass)/

The Sweetwater Run: The Story of Buffalo Bill Cody and the Pony Express/Ride 

Like the Wind: A Tale of the Pony Express
Middle Ones: Riding the Pony Express
Clyde Robert Bulla/ Trailblazing Life of Daniel Boone (Harness)
Big Ones: Riders of the Pony Express (Ralph Moody)
Family Read Aloud: Daniel Boone (Childhood Famous Americans)/ Buffalo Bill (d'Aulaire)
Geography: Nevada
Art:

Weeks Four and Five: Oregon Trail
Little Ones:The Oregon Trail (True Books) 

Roughing It on the Oregon (Trail The Time-Traveling Twins)

Apples to Oregon: Being the (Slightly) True Nar...
Middle Ones:The Oregon Trail (True Books)  

Westward To Home: Joshua's Oregon Trail Diary
Bound for  Oregon
Big Ones: Patty Reed's Doll

The Way West?
Family Read Aloud: On to Oregon!   (OOP but worth searching; also available in some libraries on audio)/ Bound for Oregon
Geography: Oregon/Washington
Art:

Weeks Six and Seven: Frontier Living

Little Ones:If You Were A Pioneer On The Prairie (If You Were)
Kindle Me a Riddle: A Pioneer Story
Warm as Wool
  My Great-Aunt Arizona
Pioneer Girl
Pioneer Life from A to Z

River Boy

Dandelions (Bunting)
Middle Ones:A Pioneer Sampler: The Daily Life of a Pioneer..
If You Were A Pioneer On The Prairi (If You Were)
 Pioneer Girl
Pioneer Life from A to Z

River Boy
The Cabin Faced West

Big Ones: Moccasin Trail
Family Read Aloud: Caddie Woodlawn
Geography: Nebraska/Wyoming
Art:

Week Eight: Log Cabin Life (Abe Lincoln Childhood Titles)

Pioneer Days: Discover the Past with Fun Projec.
Little Ones:If You Grew Up With Abraham Lincoln (If You.)Abe Lincoln: The Boy Who Loved Books
Middle Ones:If You Grew Up With Abraham Lincoln (If You.)
Young Abe Lincoln: The Frontier Days: 1809-1837
Big Ones:Abe Lincoln Grows Up by Carl Sandburg
Family Read Aloud:  Abe Lincoln: Log Cabin to the White House (OOP)
Geography: Illinois
Art:

 

In the Book Baskets throughout the study:

Kirsten series

Old Sam, Dakota Trotter

Texas Panhandle Series

Dakota Dugout
A Pioneer Christmas

A Pioneer Thanksgiving

The Little House Picture Books Basket(These are read again and again and again in our household.You'll also see them on the Alphabet Path)

The Deer in the Wood

Dance at Grandpa's

Sugar Snow

Going to Town

Going West

Prairie Day

A Little Prairie House

A Little House Birthday

Winter Days in the Big Woods

Summertime in the Big Woods

Christmastime in the Big Woods

Tall Tales and American Legends Basket

Johnny Appleseed  (Kellogg)

  John Henry  (Keats)

  Story of Paul Bunyan (Emberly)

  Pecos Bill  (Kellogg)

  Brer Rabbit and His Tricks  (Gorey)

Raven: A Trickster Tale from the Pacific Northwest

Coyote: A Trickster Tale from the American Southwest

For Tea Time and More

Little House Cookbook

Along the American History Trail~Pioneers and Westward Expansion Stop 2

Lesson Plans:

In the History Block
Spine texts to provide historical background for big kids for this section of history could be Abraham Lincoln's World, Expanded Edition or The New Nation: 1789-1850 A History of US Book 4 or From Sea to Shining Sea: The Story of America  (pp. 311-315).

Middle and little kids will get their historical background from the If You... book series.  If You Traveled West in a Covered Wagon,  If You Were a Pioneer on the Prairie, and  If You Grew Up with Abraham Lincoln will be used over the course of the next eight weeks.

Crafts and activities for the first four weeks of study can be taken from  Westward Ho! An Activity Guide to the Wild West  and Pioneer Days: Discover the Past with Fun Projects, Games, Activities and Recipes can be used for the second half of the unit. 

*From the time they are very little, I teach my children to keep notebooks, journaling what they have learned in history. These notebooks become the Book of Centuries. At least once a week, I keyboard their oral narrations for them to illustrate and place in the notebook. The notebook is organized chronologically, in order to facilitate the child physically placing an event into the proper time period. Simply inset a tab divider for each century into the notebook. The child files narrations, maps, and other drawings behind the tab. the organization will help them develop a concept of time. (pg 92 Real learning)

Little Ones
~Children will listen to the pages 26-50 pages of If You Traveled West in a Covered Wagon over the course of the week. Read the selections to the children and keyboard as the children dictate a narration. Place the narration in a Book of Centuries*. 

Consider having the children design quilt squares that represent pioneer life and then narrating or writing on the back of the square. 

~Choose 2 or 3 activities from Westward Ho!. These could be spread throughout the week or completed in one co-op day.

~Children will listen to  Gold Fever,  Boom Town,  and Nine for California .

~After reading  America: A Patriotic Primer,  work on creating your own Alphabet of America book. Either let this be an individual project, done very slowly or work on it as a family project.

Middle Ones
~Children will read pages 26-50 of If You Traveled West in a Covered Wagon over the course of the week and Mom will  keyboard as the children dictate a narration. Place the narrations in a Book of Centuries*. Alternatively, they can listen when it's read aloud to the younger children.

~Children will read or listen to  Gold Fever! Tales from the California Gold Rush
~Choose 2 or 3 activities from Westward Ho!  . These could be spread throughout the week or completed in one co-op day.
~Play with Pioneer Family Paper Dolls or Wild West Toob figures.

~After reading  America: A Patriotic Primer,  work on creating your own Alphabet of America book. Either let this be an individual project, done very slowly, or work on it as a family project. 

Big Kids
~These children will listen to pages 26-50 of If You Traveled West in a Covered Wagon over the course of the week or they might read it aloud to younger siblings.

~Children will read Gold Rush Fever: A Klondike Story  
~Children will read from Abraham Lincoln's World, Part I again this week and narrate in writing for their books of Centuries AND/OR
~If you are using From Sea to Shining Sea, read pages 311-315 narrate in writing for their Book of Centuries AND/OR
~ Children will read from The New Nation (History of US Book 4) and narrate in writing for their Books of Centuries.

~Choose 2 or 3 activities from Westward Ho!  . These could be spread throughout the week or completed in one co-op day.

~After reading  America: A Patriotic Primer,  work on creating your own Alphabet of America book. Either let this be an individual project, done very slowly, or work on it as a family project. Big kids should bring considerable detail to the project. Don't ignore the artistic component!

~The Teaching Company Early American History

In the Geography Block:

Little Ones:

• Read the large print rhymes in G is for Golden: A California Alphabet to the child.
• Do the activities for the Kansas quarter found here .

Middle Ones:

• Read the large print rhymes in G is for Golden: A California Alphabet to the child.  Have the child choose two or three areas of interest to research more completely by reading the fine print sidebars. Then, have him make a four square like the one pictured here.
     
• Do the activities for the Kansas quarter found here.

Big Kids:

• The child can read all of  G is for Golden: A California Alphabetto himself. For each state, draw a detailed map. Choose one historical topic of interest for each state and research it further. Write a well organized essay on that one topic.

 

In the Language Arts Block

Family read aloud: (Mom reads or listen on audio) Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

~Lively Language Lessons

Little Ones
Reading practice for the youngest: Read the Beginner's Bible with your child. Read one story a day. After reading, the child may dictate the story for you to print and she can illustrate. These pages should be saved in a notebook and used frequently for reading practice. In the beginning, the parent will probably be reading the stories in the book to the child. Over time, the child will read it aloud for the parent. When you reach the end of the book, begin again. The second time, the child will be reading most of the stories without help.
Reading practice for advanced beginners: As much as they are able, read from Gold Fever,  Boom Town,  and Nine for California. If this is too challenging, have him practice reading from a clean, printed copy of his own narration of the stories.

Copywork and studied dictation for those who are able:

From "The Ballad of William Sycamore"

"But I was cradled on twigs of pine

In the skin of a mountain lion."

On Monday, have the child read and carefully copy a model of the above passage written in the preferred print or script. Tuesday, copy again. Wednesday, Thursday, and Friday, take dictation and correct.

Family read aloud: (Mom reads or listen on audio):  Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

Middle Ones
Readers:(note several of these are picture books which can be read in a short time to younger siblings)

Gold Fever

Boom Town

Nine for California

Gold Fever! Tales from the California Gold Rush

Buffalo Bill

Family read aloud: (Mom reads or listen on audio): Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

Narration:

For at least two of the reading selections, listen as the child carefully narrates the story. Mom should keyboard at least one narration a week and encourage the child to begin to write his own narrations.

Consider having the child write a newpaper article for a northeast town like Boston that reports on the events and activities surrounding the Gold Rush.

Copywork and Studied dictation:
Copy and memorize:

From "The Ballad of William Sycamore":

We cleared our camp where the buffalo feed,

Unheard-of streams were our flagons;

And I sowed my sons like the apple-seed

On the trail of the Western wagons.

 

On Monday, have the child read and carefully copy a model of the above passage written in the preferred print or script. Tuesday, copy again. Wednesday, Thursday, and Friday, take dictation and correct.

Big Kids
Readers:

Gold Rush Fever: A Klondike Story  

Gold Fever! Tales from the California Gold Rush

Buffalo Bill

Child will write a narration when complete.

Family read aloud: (Mom reads or listen on audio):  Daniel Boone: Young Hunter and Tracker and/or Buffalo Bill

Copywork and Studied dictation:
Copy and memorize:

From "The Ballad of William Sycamore"

The hunter's whistle hummed in my ear

As the city-men tried to move me,

And I died in my boots like a pioneer

With the whole wide sky above me.

 

Now I lie in the heart of the fat, black soil,

Like the seed of the prairie-thistle;

It has washed my bones with honey and oil

And picked them clean as a whistle.

 

And my youth returns, like the rains of Spring,

And my sons, like the wild-geese flying;

And I lie and hear the meadow-lark sing

And have much content in my dying.

On Monday, have the child read and carefully copy a model of the above passage written in the preferred print or script. Tuesday, copy again. Wednesday, Thursday, and Friday, take dictation and correct.

These big kids will also use US History Based writing lessons.

Poetry (Pick and Choose)
R is for Rhyme   

The Ballad of William Sycamore:  Read every day, slowly, memorizing the poem together. This is the only poetry for the entire month.

Fine Arts (Pick and Choose)

Music:
M is for Melody

Schoolhouse Rock: America Rock

Read about American composer Aaron Copland and listen to performances of his music on this CD.  Take a month to get to know him, his style, and familiar pieces you may have heard before.  

Art:

M is for Masterpiece
Read brief biography of Albert Bierstadt  who we will study for this month. 
Picture Study: Kern River Valley, California

Serendipi-tea Time

Choose tea time recipes from either of the two activity guides recommended or from the Little House Cookbook.