Wednesday, May 7, 2008

Tuesday, May 6th, 2008 -- Freedom Academy

I'll call yesterday Day #1 in my project of describing a "normal" week in our busy homeschooling family. Please remember that what I say here works for my family very well, but I can't promise you that it will be perfect for your family, too. Sort of like those medical or legal disclaimers that come at the end of all the ads, eh? ;-o No, it's not that bad... ! I do stand by our relaxed philosophy and methodology. I firmly believe that how we handle our daily living and learning can work for many other homeschool families as well, if they approach things with the right attitude.

Have you noticed that our lives -- not just the results, but also the experiences along the way -- are greatly affected by the way we think and behave? I have seen a direct link between my perspective and what happens each day... between my perspective and how others react to me... between my perspective and how my kids treat each other. Wow -- that realization throughout the years has caused me to guard against being too uptight or set in my ways. Maintaining the eternal and compassionate perspective I should have has also forced me to reevaluate my priorities regularly. So what we're doing this month might evolve into something quite different by next month in order to better emphasize whatever God wants us to learn at that time.

Ok, enough preface already. On with the show.

Mornings at our house:

Yesterday morning was much like any other weekday morning. The older three girls get up between 6:30 and 7 am to get ready for their days, and the three middle kids usually wake up about 7 am to get their own breakfast and do their chores. Sometimes an older girl will sleep in until the last minute (7:30 am), and I have to hustle her out of bed, but not normally... and not yesterday. Often one or both of the boys will get up early (even 5:00 am!) to play their educational "Civilization" computer game before breakfast and chore time. Yesterday, Ben did this and enjoyed the quiet time to himself.

Audrey's crib is in my room, so she wakes me up every morning around 6:30 am. (My husband is often gone before this time -- either running or to an early prayer meeting or to work.) After changing and dressing Audrey for the day, I start an educational DVD for her (an animal one from the San Diego Zoo or a Musical one w/ great classical music and counting and such). The TV is in my room, so Audrey remains in her crib during this time. My 4yo Megan usually joins Audrey within a few moments. They much on cheese sticks and bananas while I get ready for the day. I start coffee and read my Bible a little.

At 7:4o am, I leave to take Caiti to her job at a law office in town and drop Deedee and Shannon for their morning music, art, and Advanced Math classes at the community college that is just 1 mile from our home. While I'm gone, Ben, Ellie Rose, and Jim finish their chores. Megan and Audrey either come with me or finish their movie, as I am only gone about 20 minutes.

Since this is the way things go every weekday morning, I won't repeat the description every day. You can just assume all went as usual unless I mention something otherwise. ;-) I will say that until the last couple of years, I did **not** get up and moving this early. I mean, babies and toddlers always have you up early, but that doesn't mean you're necessarily functioning in any real way! ;-) But I do admit that the early start has been a positive change overall. I think I will continue with it even if the need to be out the door fades. I just seem to have a more energetic attitude towards the day when I start it this way -- which actually is a big surprise to me as I have never considered myself a "morning" person at all.

So after I returned home yesterday morning, I took my two little girls outside, and they ran around while I transplanted tomatoes and such. The middle kids (that's how I refer to Ben, Ellie Rose, and Jim-Bob in shorthand) were in the dining room and kitchen with the windows open, facing the front yard, so we could talk back and forth when necessary. They did some free reading, and thenJim worked on a story he's been writing, Ellie Rose copied some poetry and did some music theory on the computer, and Ben finished up some map work (he was actually studying the major roads in the U.S. at the time of the War of 1812). After a while, Jim came out to join me and helped me with the gardening, while Ellie Rose and Ben practiced their instruments (flute and clarinet).

At lunchtime, some friends delivered two cute Birman kitties to us, and the kids played with them while I threw together some sandwiches and fruit. My aunt arrived with her boys (13 and almost 15), and I ran over (well, drove) to the college to pick up the girls. Back home, I put Audrey down for her nap and settled Megan with some puzzles and art supplies and her little dollies and cars and such in the front room. Ellie Rose and Jim and their 13yo cousin went outside to play, while Ben and his older cousin and I sat down in the dining room to tackle algebra for an hour and a half. My two older girls would usually go off to their rooms at this point to work on their own academics and reading and art and such -- they are almost completely independent learners. However, Shannon was distracted by the kitties and took them to her room to cuddle, and Deedee went outside to help Jim paint his Awana Grand Prix car -- he wanted it to look just like a giraffe. ;-)

After Algebra, the boys played "Civilization" for 20 minutes or so (since Ben can't play outside at the moment due to the fact that he cut his hand with the saw a few days ago, and I don't want him getting it dirty....). After their break, the older boys called in the others, and we did our weekly unit study in American History. We are, as mentioned above, currently at the War of 1812 and finding it all very interesting. The kids shared their artwork and stories and maps and such, and then we discussed Tecumseh and W.H. Harrison and Napoleon and the British and Washington D.C. burning and generally had a great time. During this time, Shannon was playing outside with Audrey and Megan, and Deedee had been picked up by a friend to go back to the college for a choir practice.

4 pm! Plans for a Pampered Chef party for last night fell through when the hostess called to say the "party lady" had a family medical emergency, so the show was cancelled. My aunt arrived to pick up her boys, and I watered the liquid amber trees as the kids rode bikes and/or played with the kitties. At 4:30 pm, I went over to the college and grabbed Deedee and her best friend, dropped them at home so they could make some quick burritos, and then went to pick up Caiti from her job. I had Megan and Audrey, of course, and they enjoy running these late afternoon chauffeur trips with me. I bring them a snack, and we listen to K-Love (a Christian music radio station), and we usually stop and get a raspberry tea or an Italian soda somewhere along the route...

When I dropped Caiti at home, I asked her to put some water on to boil, and I took Shannon to her ballet class and Deedee and her friend to their Orchestra Dress Rehearsal for this weekend's performance.... Then I brought the little girls home and made some spaghetti. It was about 6:15 pm at that point...

Ok, I'll have to update the rest of this later when I have a little more time. ;-)


Blessings,

Kim

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A Recipe For You to Try....


COFFEE KUCHEN

3 Cups unbleached flour (I use at least half whole wheat)
3 tsp. baking powder (non-aluminum)
1/4 tsp. Salt
1 1/4 tsp. cinnamon
2 Cups brown sugar
3 Tbsp. instant coffee, dry
1/2 Cup butter
1/2 Cup shortening (non-hydrogenated)
1 Cup milk (nonfat)
1/8 tsp. baking soda
2 eggs, slightly beaten


(Sometimes I replace some of the butter/shortening with liquid Butter Buds or "Lighter Bake" -- which is made from prune butter -- or with applesauce.)

This is supposed to be a very tall coffee cake, so it is baked in a small pan (8 or 9" square). However, I usually double the recipe and bake it in a 9x13 pan to feed my hungry crowd. You can also make the original recipe amount and bake it in 9 x 13 pan and just have a shorter coffee cake. I *do* think it tastes better when it is taller for some reason. The best thing about this coffee cake (other than its scrumptious taste!) is the velvety texture -- very different and very good.


Mix the 6 dry ingredients together. Cut in the butter and shortening with 2 knives or a pastry cutter until the mixture resembles pea-sized lumps. **Set aside** 1 Cup of this dry mixture for topping.

Now mix well together the milk, baking soda, and eggs. Stir into the dry mixture all at once with a wooden spoon just until combined -- don't overmix. Pour into greased pan, and sprinkle with reserved topping mixture.

Bake at 350 F for 50 to 65 minutes, depending on the pan and amount of coffee cake you made. Judge by the color (rich dark brown) and the usual "knife" test (coming out clean from center poke).

Enjoy! It's a little messy, but it will melt in your mouth.....



Favorite Read-Alouds for our Family..... in no particular order, and some are for older children...

  • Little House series (Laura Ingalls Wilder)
  • American Girls History series (various authors)
  • Swiss Family Robinson (Johann David Wyss)
  • Little Britches (Ralph Moody)
  • Mama's Way (Thyra Ferre Bjorn)
  • The Time Travelers (originally titled -- Gideon: The Cutpurse) (Linda Buckley-Archer)
  • The Phantom Tollbooth (Norton Juster)
  • The Mysterious Benedict Society (Stewart Trenton)
  • The Mysterious Benedict Society and the Perilous Journey (Bk. 2 -- Stewart Trenton)
  • Pilgrim's Progress (John Bunyan)
  • Little Women (Louisa May Alcott)
  • Deltora Quest series (Emily Rodda)
  • Cheaper By the Dozen (Frank Gilbreth and Elizabeth Gilbreth-Carey)
  • Chronicles of Narnia series (C.S. Lewis)
  • A Wrinkle in Time (Madeleine L'Engle)
  • Percy Jackson and the Olympians (Rick Riordan)
  • Lord of the Rings series (J.R. Tolkien)

Our American History Journey

After years of studying world history intensively (while inevitably reading American historical fiction and biographies on the side because we just couldn't help ourselves), two years ago we decided to actually tackle our country's history from start to finish in a more "formal" manner. Of course, "formal" doesn't mean much around here.... ;-) Mostly it denotes that we have a chronological outline to follow. However, it does not preclude tangents. We love tangents. Fortunately for us, (for many reasons), we live in the United States, and our country's history is relatively short -- so there is plenty of time for those interesting tangents!

Also fortunately for us, we have found fantastic guidelines and enrichment ideas in the American Story themed units from WinterPromise.

http://www.winterpromise.com/

I discovered the WinterPromise company a few years ago when it first started, and I love it! It's exactly the type of curriculum I'd write if I was publishing one myself. ;-)

Actually, for many years, I've cobbled together just such a program for my own family. I've gathered what I consider the "best of the best" from many sources to make our learning interesting, thought-provoking, and fun. Now, WinterPromise does most of the work for me. Though, of course, being who I am, I can't resist tweaking things around a bit and adding this and that.

Still, WinterPromise is the only "curriculum" I recommend to homeschoolers who are not completely satisfied and excited with what they are currently doing. It's the kind of program that can be used in entirety or just in bits and pieces for enrichment. Plus, WP engages every learning style, and that element alone makes learning something all kids can enjoy!

So, as to American History, we began our journey in the fall of '07 with the explorers to the New World, and in May '08, we came to the end of our first homeschool year in a very long time (in other words, since the older kids were little...) that was focused on American history. It was enlightening, and it was great fun. We have a lot of wonderful memories, pictures, and stories.

This past year ('08/'09), we spent September through November studying the election process in an in-depth manner to coincide with the landmark campaign and election of our first African-American president. In December, we spent some time on the Gold Rush days of California, and then when January arrived, we decided to detour a bit. I made a big commitment to become the official National History Day County Coordinator, and 5 of my kids chose to compete in various categories. In addition, I actively recruited homeschooled students from my drama groups to participate with us in History Day.

The National History Day competition encourages children (6th-12th grades, and in CA, 4th/5th grades, too) to learn to research and analyze history as they prepare different sorts of projects (papers, documentaries, posters, exhibits, websites, or performances) for their county, state, and even National competitions. There is a different theme each year, and this year's theme is "The Individual in History: Actions and Legacies." I ended up with 20 students participating in our county's HD event, and it was so exciting. The kids chose to study the following individuals in history:

Samuel Morse
Louis Braille
Joan of Arc
Laura Bridgman
Helen Keller
Elizabeth Blackwell
Gen. George S. Patton
Amy Carmichael
Sarah Emma Edmonds
John James Audubon
Janusz Korczak
Gen. George H. Thomas
John Hart
Prince Henry the Navigator

Do you know who all these people are?! Do you really understand the legacies they have left to this world? These kids certainly do!

Several members of our county's team made it to the Finalist level at the California State competition, and a couple won special awards, and my son Ben actually won the gold medal in the Historical Paper category and will be competing at the National level in less than two weeks!

So this past semester was given over to establishing our county's History Day program. A couple of my own kids' "individuals" fit into the time frame we had reached at that point in our history study... mid-to-late nineteenth century. My 9 yo's Poster was on Louis Braille -- though not American, he did have a profound effect on America with his Braille language via Dr. Samuel Gridley-Howe who brought the 6-dot system back to the U.S. to use at his School for the Blind (Laura Bridgman being the first student he taught using Braille's methods). Interestingly, Jim's group drama about Helen Keller meshed perfectly with his Louis Braille studies, and we were all surprised to learn there was a *lot* we didn't know about the famous "miracle" child.

My 11yo Ellie Rose did her individual drama performance on Elizabeth Blackwell, the first American woman doctor, so that fit in perfectly with our studies, as we came to realize more fully how difficult such pioneer work was in the second half of the 1800s. We also learned that there was more than one side to the whole women's rights issue and found that a fascinating tangent to explore.

Ben's paper carried us back in time a bit to mid-to-late fifteenth century Portugal and Africa where Henry the Navigator was carrying out his military crusades and sponsoring exploration expeditions. Through his research, Ben discovered (and then enlightened us to the fact!) that those expeditions were actually what directly led to the explosion of the Atlantic Slave Trade in Europe.

Shannon's individual drama focused on Amy Carmichael and her work with the children in India (especially the temple girls). Her research highlighted for us what it means to take a stand against the status quo (in this case, both the caste system of India and the "traditional" ways the European missionaries of that time interactede with the people of India) in order to do what is right and best for people in dire need.

Deedee's paper on Janusz Korczak, the famous Polish Jewish pediatrician who ran an orphanage in the Warsaw ghettoes during WWII and was executed alongside his children at the Treblinka concentration camp, also inspired us to really think about what it means to make a difference in this world. Korczak's many books on children's rights live on to proclaim to the world that children are people NOW and deserve respect and fair treatment.

I will continue to coordinate the History Day local contest each year, and my kids will continue to participate in various categories, but there won't be the same need to give it so much time as the county program is now up and running. Therefore, we can get back to the second half of our American History studies! I'm really looking forward to starting things off with a bang as we take two great road trips.

On our first trip, in July, we'll drive through the old Gold Rush cities and experience firsthand what we studied last December. Then in late August, we'll be driving back to Washington, DC. to drop Deedee off at George Washington University for her first year of college. We plan to stick around a while and see all the memorials and museums, soaking in all that glorious American history. We'll also head over to Colonial Williamsburg for a couple of living history days before starting back home (though I hope to make some interesting stops on our way back to California, too...).

As I have time, I plan to post some of the activities, websites, and books we use and love this coming year in relation to our study of American history -- picking up with the Civil War in September and carrying on through WWII by the end of May, if all goes as planned. I will *try* to do this on regular monthly basis! We will be using the WinterPromise American Story 2 as our core guide, with supplements from all over the place, including the following great website:

www.guesthollow.com/homeschool/curriculum

Please check back regularly if you are interested in updates on our progress, and feel free to comment or email with any specific questions you have about our studies.

Hope this helps or inspires someone else out there to wade into history with relish!