Nurturing Parenting: The 12-14 Year Old

One interesting thing that Waldorf Schools typically do in sixth grade (at least in the United States) is to have the students make dolls.  These are  not put together the way a professional dollmaker would put a doll together,  but more from an organic process that almost follows the development of the embryo itself and forshadows the physical development of the human being as it comes to life.  From loving nothingness to a small tightly wrapped ball (the head), expanding into the universe as a defined trunk  then with limbs taking shape (arms with a thumb and legs with feet)  and finally  a little being with twinkling eyes,  beautiful hair and clothes.

This fulllness of the human being is then echoed in seventh grade physiology, in eighth grade studies of reproduction, and in tenth grade in the studies of embryology.  This beautiful expanse of the human being is coming at a time of intense fragility of the 12-14 year old.

It is easy to think that once one is through the nine/ten-year-change, that the floodgates open wide. I have discussed some of these issues before in a series on portals.  And yet, there is still a twelve-year-old change to follow, and a fifteen/sixteen year change, which to me may be the most dramatic of them all.

Much like the toddler stage of life, young people of this age need protection at this time.  This is the time of the middle school grades in the United States, and often noted to be a very difficult time due to differences in physiological development, peer cliques, and I believe that the use of social media has compounded these issues. Being rather stuck between wanting to be more adult-like but also have the freedoms of childhood is difficult for the child, but also for the parent!

There is a certain fragility and uncertainty in these years that are like no other. Balancing the freedoms often provided to these group and the structure is a navigational process. I believe this age group needs protection from their limitless energy and wanting to do too much.  The limits of this age group in doing activities has essentially been eliminated. In the past, one might start playing sports in middle school (and you didn’t get much play until 8th grade) or doing more than one activity in high school. Now children in middle school have been playing sports for years and doing many activities.  They need help setting guidelines for sleeping, healthy eating, and more, and helping in meeting those guidelines even when they would rather stay up extraordinarily late or eat only sugary snack food.

So, in parenting this age group, please consider limits.  Children of 12-14 should not be treated like an older teenager with all the fun and none of the responsibilities.  While there is a campaign to“Wait Until 8th” for a smartphone , many twelve to fourteen year olds are navigating social media sites and media usage.  Media should not be limit-free for this age group!  Sending nude pictures, sexting, and using social media and texts in order to bully  a peer is sadly not uncommon in this age group because again, many of the children this age have no limits in terms of hours on their devices, and parents are not checking phones and computers.  One way to think about setting limits on media is to use a device like a Disney Circle; you can see a review from 2015 here; I believe now certain sites can be more easily blocked than what this review has stated.  Some parents have no idea what their child is doing on line or that they have multiple used profiles on Instagram or are on Snapchat or other sites. Devices such as these can trail usage across multiple devices.

Children of this age may need help being active in a free and easy way.  Many children this age like to “hang out” but the days of 12  and 13 year olds zooming bikes around a neighborhood or playing pick up games may not happen as much in the past.  How can this child be active without or in addition to an organized sport?  This typically requires free time that has no agenda. Having time to just be protects children and gives them space in this fragile state where they are emerging and trying to hear their own voice and may even give them time to connect with you, the parent.  You are still more important than peers at this age. In fact, I think the ages leading up to the fifteen/sixteen year changes may be one of the times you have the greatest influence.  So don’t give up! 

Lastly, help your child not to be a terrible human being with peers.  No, we can’t police everything, and yes, perhaps we were not policed in our peer relationships at this age in the past, and yes, friendships come and go in the middle school years as middle schoolers try to find their own voice and where they belong.  However, I think because so much of the free group play of the early years and early grades has been lost and replaced by adult-led, structured activities, children this age are coming into the more socially difficult middle school years with even less social abilities than in previous generations.  Help your child to learn what a loyal friendship looks like; is that friend really a friend or not; what bullying and toxic behavior looks like, talk to them about peer pressure in the areas of drugs and alcohol and sexuality.

Provide areas where children MUST show responsbility, whether that is nurturing the home, helping to care for a younger sibling, help with elders in the family, run a tiny business from the home.  Too many of the children this age have many toys and a run of what they want to do with no limits, but yet have no responsibility outside of themselves in terms of contributing to the family.

Most of all, just love them.  These years bring many changes in development in all areas being human.  Remember that this age is not 17 or 18 though, and as opposed to guiding an older teenagers with check-ins, they may need more parenting and limits than an older age group.  Being involved in this fragile, almost back to toddlerhood stage of needing protection is how it should be. It is a fine line between hovering and meddlesome and being helpful; boundaries are key to navigating this.  If you need help, I highly suggest you make friends with parents who have older children that you admire.  It can be helpful to hear what worked really well at this age, especially in those older teenagers that might have a similar personality to your younger child.

Blessings,

Carrie

 

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Let Me Tell You Your Mission (In Case You Forgot)

One thing a friend of mine and I were talking about recently is that there is room in the adult world for all kinds of people with all their various quirks and personalities and temperaments.  The diversity of people is such a beautiful thing, and I know I am so grateful that different people want to do different jobs than I would want to do; that different people have different strengths and abilities; that different people even look different and live differently because I find so much beauty in all the varying cultures and faces of the world.  I love it!

So why do people act as if our sole parenting mission, and yes, especially in the middle and upper classes, is for our children to get into a good college and be on a college track?  I am not saying that education is not important.  It is important, but how can we balance this in a healthy way?

Having our teens stress themselves out to the point of having psychosomatic illnesses and fearing for the future and not wanting to grow up because being a teen is already stressful enough (so how stressful must adulthood be?) is not helping this generation.  ANXIETY has now taken over depression as something teenagers are dealing with.  According to this article in the NY Times, 62 percent of undergrads are reporting “overwhelming anxiety.”  There has been a doubling of hospital admissions for suicidal teenagers.  

So, exactly what happens when the push, push for the “good college” is acheived?  What happens in real life outside of this?  My point is that people (and teenagers) are made of more than just their academic portfolio.  There is space in the adult world for many people with their many likes and dislikes and interests and passions. In fact, the adult world probably needs you especially, teenager who is different.

So, parents,  let me tell you your mission in case you have forgotten.  You are here to support your teen and to help guide them.  If you see them putting such pressure on themselves to perform, how can you step in and help them? What will they really need in the adult world to meet their definition of success?  Is their definition of success even healthy? One of the many points in the NY Times article above is that parents are not always driving the anxiety of these teenagers anymore by pushing them, but that instead the teens are internalizing the anxiety themselves and pushing themselves relentlessly.  Health and social relationships are, to me, more important and deserve even more time than academic work.  

You cannot live their life for them.  You are here to help your teen unfold and be who they are going to be.

Life is messy.  Being a teen is messy .  Be supportive and be kind, because you may not know much of what your teen is dealing with at all.

When people ask me about my parenting and goals for my children, I essentially say I want them to be healthy and helpful human beings.  Human beings who are good and loyal friends and family members who will help others.  Human beings who are ethical and who do not divide their public and private lives.  Human beings who can relax and have fun, and yes, make a contribution to something greater than themselves and support themselves.  That is an exciting parenting mission.

Blessings and love,
Carrie

Designing the American History Blocks for Eighth Grade

One of the major themes that Rudolf Steiner wanted to see taken up in the schools was to get the student up to modern times in history at the end of the grades.  He felt children were not mature enough to really grasp history before the age of twelve, which is why it is often just taught as a series of  events in time in mainstream situations and becomes part of why Waldorf teaches symptomatically.

If we can draw what children living in this present day and time  need to understand something from a certain time period, then we start to teach history in a different way, a more symptomatic way, a way of great movements and tendencies the character of the people of a time period and then one can move into details.  You can see Lecture 12 from The Renewal of Education for more details regarding what Steiner said about Greek and Roman history and the Renaissance.

However, these details do not give us much regarding the history of the United States, nor does it give us much to go on in  terms that the streams that make up America are different than that of Western Europe.  Western Europe is only one stream of American civilization and  American society encompasses many streams. I feel strongly and have written about the need to include Africa, South America and Asian geography and cultures along with the European influences.  When it comes to teaching American History, we must go back and think about the big tendencies of a time period and how we incorporate streams.  With that in mind, I bring to you the way I looked at teaching American History in Eighth Grade several years ago:

I kept Rudolf Steiner’s verse in mind, the intent that Rudolf Steiner saw for America:

For America

May  our feeling reach

To our heart’s inmost core,
And seek to unite in love
With men of like aims,
With those spirits who, full of grace,
Look down on our earnest heartfelt striving,
Sending strength out of regions of light,
Bringing light into our love.

So, I tried to keep in mind the striving, the men of like aims, and where there was light in order to counterbalance the darkness of history and wars. I also tried to use biographies of interest to an eighth grader, and to really tie this to what was pertinent today.

We had done a Colonial Block at the end of seventh grade, and I had a whole block of Native American studies planned for ninth grade, so we essentially started with the time of Lewis and Clark in our first Eighth Grade block.

Here is how I divided our blocks (total of 12 weeks)

Block One (5 weeks)

Warm Up included Native American Poetry; Read Aloud before block began – Sing Down the Moon by Scott O’Dell

Week One:

  • President Jefferson and the American West;  the Louisiana Purchase; Started “Sacajawea” by Bruchac as read-aloud
  • Louisiana Purchase Review; Lewis and Clark
  • Thomas Jefferson the Man – was he is visionary President or not?
  • Last Day of Week end on Westward Expansion; the Erie Canal and the Golden Age of Canals and the Steamboat

Week Two:

  • More material about the Steamboat
  • The formation of Texas; The Texan Revolt, the Mexian-American War and the Treaty of Guadalupe; start “Robert Fulton” as a read-aloud
  • Manifest Destiny and the Pony Express;
  • The Gold Rush – why was the California Gold Rush important for the development of the nation, what were some of the beneficial results; include impact of Gold Rush on ships and whaling industry in the Northeast; The Awakening of the American Mind (Fulton, Deere, Morse, Goodyear, Whitney, Howe)

Week Three – Read-aloud “Elijah of Buxton” and reader “Harriet Tubman”; lots of Civil War poetry; we got 15 books about the Civil War out of the library and read through them all; we also used our National Parks Service and completed a Civil War badge; visited many battlefields, memorized the Gettysburg Address, made a Civil War glossary; learned songs from the era

  • The Abolitionists, the Compromise of 1850; the Fugitive Slave Act, – write summary of regional differences of North and South
  • The Underground Railroad, the Dredd Scott Decisision; write about the impact of the Fugitive Act of 1850
  • The Civil War begins; Lincoln as a Man, Civil War Bull Run to Antietam with biography of Grant and Lee, Stonewall Jackson; Sherman
  • Lee and Grant; new weapons of combat for Civil War – how was the war deadlier than war ever was before? (steel ships, shells instead of cannon balls, trench warfare, role of telegraph and railroad cares, observation balloons(

Week Four

  • Review Battle of Antietam; psychological turning point of the war; Battle of Gettysburg as military turning point; Emancipation Proclamation
  • Women in the Civil War
  • Biography of Sherman and Sherman’s March to the Sea, the capture of Atlanta and Savannah
  • Lee’s Surrender
  • The Aftermath of the War

 

Week Five

  • Lincoln’s Assassination; Reconstruction and the Freedman’s Bureau; 13th and 14th Amendments
  • Compare and contrast Booker T. Washington and W.E.B. DuBois; the rebuilding of Atlanta, the beginning of the many historic black colleges and universities in Atlanta
  • The Plains Indians Wars; Custer, Crazy Horse and Sitting Bull; read about the Pine Ridge Indian Reservation where the Lakota Waldorf School is located
  • Killing of the Buffalo and beginning of the cattle industry
  • Transcontinental Railroad and the role of Chinese workers

 

BLOCK TWO (5 weeks)

Week One

  • The Gilded Age – Rockefeller and Carnegie; Industrialism and the rise of the city; new inventions and what happened in the South (remained heavily rural, much more poor than the North or West; only a few scattered cities and mill towns, very few high schools until the 1920’s)
  • Einstein
  • Imperialism to De-Colonization
  • Marxism

Week Two – lots of World One Quotes and Poetry

  • World War One, biography of Woodrow Wilson
  • The Jazz Age and effects of World War One – how did this change Americans?  (rush for people to stop thinking of themselves as immigrants and to instead be “American”; the examination of the First Amendment due to the Espionage and Sedition Acts)
  • The Dustbowl and the Great Depression; the seeds of World War Two

 

Week Three – Read Aloud “Breaking Stalin’s Nose”

  • World War Two – Causes; Biography of FDR, Churchill, and Hitler
  • The Holocaust and the lights in the darkness; The Grand Mosque of Paris
  • The Japanese-American Prisoners of War and the Japanese Internment;
  • How Did the Allies Win?
  • The Creation of Israel

Week Four

  • Biography of Eisenhower; the Space Race; attend a rocket launch
  • The Cold War – JFK
  • Vietnam War, Nixon
  • Reagan and Gorbachev – many of Reagan’s speeches reference Churchill and JFK, look at Cold War ideas in speeches

Week Five

  • The Persian Gulf War; biography of Osama bin Laden
  • War on Terrorism; Operation Inherent Resolve; ISIL; Boko Haram
  • Information Age/Digitality (history of the computer)
  • Challenges for the Third Millenium and our role in these challenges

THIRD BLOCK (2 weeks)

Lots of poetry – lovely book “Peaceful Pieces: Poems and Quilts About Peace” by Anna Gorssnickle

Week One – Reader “Black Like Me”

  • Roots of Human Freedom – review
  • Harriet Tubman and Sojurner Truth compare and contrast
  • Civil Rights Movement from 1954 to 1968 timeline; biographies of Martin Luther King, Jr; Malcolm X (compare and contrast); Andrew Jackson Young; John R. Lewis; field trips

Week Two

  • Women’s Rights – biographies of Elizabeth Stanton; Susan B. Anthony; Wangari Maathai and Malala Yousafzai
  • Gandhi
  • African Nationalist Movements; Nelson Mandela and Archbishop Desmond Tutu

These blocks were a TON of work to read and put together my own presentations.  Just a ton of work.  The main lesson book entries were a ton of work.  However, we read alot and learned alot and spend a lot of each day creating art and reading books from the library around each time period.

Hope that helps someone as they are trying to figure out Steiner’s task of moving into modern times! I realize by posting my work here it may end up for sale in someone’s creation of a Waldorf Curriculum without accreditation, which pains me, but I welcome use of this for personal use only.

Blessings,

Carrie

 

 

What Are Waldorf Grades 6-8 About Anyway?

In the Waldorf School, there is often a sharp drop-off at sixth grade (the twelve year change), and then again as children enter high school in grade nine, as many parents switch to different forms of education.  This is also happens in Waldorf homeschooling. I know very few people who are Waldorf homeschooling grades 6-8 in the manner in which they homeschooled grades 1-5.  For many homeschoolers, this coincides with an uptick in outside activities of their children with just not enough time to plan or implement something lengthy, the want/need for children to do something more independently, or simply a dissatisfaction with the middle school curriculum as it is often said the true “thinking” part of Waldorf Education begins in high school.

I personally think it may be more of a daunting teaching problem rather than anything else.  I found this interesting quote regarding a more esoteric view of the human being  from  January 2002, Volume 7 #1: Did Rudolf Steiner Want a Seven-Grade Elementary School Configuration? – Waldorf Library in discussing whether or not a teacher should be with a class for all eight classes:

Waldorf education is not only about educating but about “awakening” the children. If a teacher does not possess the powers of awakening a certain age group, should one not accept that and instead work with the principle of specialization?

I think this problem of “awakening” children sometimes is daunting not only for teachers in a Waldorf School setting (who really might be better served by being with early years children) and who don’t want to awaken older children, but also for homeschool teachers as well…if we don’t awaken children by throwing facts and judgment at their heads, then how do we awaken them in the middle school grades?   How do we teach?  As the days with older children grow busier and more out of the home, these grades are not spoken about nearly enough compared to first and second grade, at least in the homeschool world. How do we get sixth through eighth graders ready for high school?  Still, though, in my observation of my own children and in looking at other children from even non-Waldorf families and what those children are ASKING to study during those years, the Waldorf curriculum meets those needs in a lovely way.

I found this interesting quote regarding a more esoteric view of the human being  from  this article:

The four upper grades deal with the same aspects of the human being in reverse order. In the fifth grade, the great individuals of Ancient History stand as a polarity to the Norse Myths, because they both deal with the human ego. The sixth grade topic of Romans, especially Roman law, is polar to the Hebrew Law because law shapes the astral. The seventh grade topic of Age of Discovery is polar to the topic of animal fables; both are connected to the life of people/ animals or to the etheric in general. The eighth grade topic of cultural history is polar to the archetypes found in Fairy tales of the first grade, because both describe the nature of human archetype thus representing the physical body level of the curriculum. A teacher who masters such interrelationships has mastered the content, form, and organic wholeness of the entire curriculum, and is thereby able to give the children the sense that all the subjects are interconnected and taught for a purpose.

Steiner did give indications of what to bring in these upper grades and it all culminates beautifully in the high school curriculum, where tenth grade is back into Ancient History, eleventh grade is back into Medieval and Renaissance topics, and twelfth grade is back into modern scenes.  A beautiful balance of the working of the will (cultural geography), working with the heart (history and literature), and working with clarity of thinking (math and sciences) permeates all grades.

I urge you to think about how the curriculum that served your children so well in the younger years serves them even better in the upper grades and high school.  I see children in the middle school years who are asking about the exact topics that the curriculum provides! It doesn’t change just because a child is past 12 or even past the 15/16 change.  The curriculum meets the child in front of you.

Many blessings,

Carrie

Sorting Through Writing In The Middle School Grades

Waldorf Education lays an amazing foundation for writing throughout the elementary school years by working with rich oral language, varied sentence structure and vocabulary and opportunities for expository writing ( informative), creative writing (narrative), poetry (both written and in songs).  Many of the Waldorf teachers I have spoken to do speak of the need to bring in more opportunities and examples for book reports, reading non-fiction sources and writing reports, and opportunities for persuasive (argumentative writing) throughout the middle school years of grades 6-8. A public school environment would also focus upon cause and effect and comparitive essays in addition to the types of writings just mentioned. I think there are many ways to incorporate all of these types of writing along with grammar and oral language opportunities, but only if one plans ahead.  I  also fully believe on demand timed writing can wait until at least eighth grade if the student is headed to a public school high school  environment (but to know that this can be a focus in some school districts) and to begin in high school otherwise.

There is no one “Waldorf writing” resource for grades 6-8 or high school, although I am partial to the articles by Betty Staley on these topics over at the Waldorf Library On-Line and I like the Comedy and Tragedy booklet that Christopherus Homeschool Resources, Inc offers for ninth grade.  Live Education does have a grammar book for the upper grades that could be of interest to some.

If you are looking for resources, I have been reading a lot lately in the realm of English Language Arts for teenaged writers (which would essentially cover grades 7-12 in a Waldorf School or Waldorf homeschooling setting).  My favorite author so far is Kelly Gallagher and pretty much anything he writes I enjoy and can find gems in his work for my own homeschool.

I think  in the Waldorf homeschool setting, sixth grade is a great time to work on grammar, poetry, book reports, and  creative/narrative writing and expository writing, which can include gathering information from non-fiction sources.  Looking back upon Mr. Gallagher’s work and the sixth grade year I am in the midst of  with our second child, I am convinced we have done enough reading, but I am not convinced we have done enough writing.  I am working hard to increase our writing volume now.

Seventh grade is a traditional time of creative/narrative writing with the “Wish, Wonder, Surprise” block in Waldorf Schools.  I find seventh grade is a time when many students really up the quantity and quality of their writing.  I look back upon my first child’s work and I can see this amazing leap between sixth and seventh grade.  Then, in eighth grade, just as in previous years,  there is opportunity for all types of writing and I think also opportunities for using and deciphering news articles regarding current events.   I like requiring book reports quarterly from sixth grade onward (perhaps some of you start this requirement earlier), and I focus a lot on reading non-fiction texts in putting together  2-3  research papers or to accompany larger projects  a year in sixth grade, and then in seventh grade and up even more. Of course, we are learning grammar, summarizing topics, working with poetry and recitation and more throughout the year in all of the middle school grades.

I would love to hear some of your successes in homeschooling grades sixth through eight and how you approached the development of lovely writing in these grades.

Blessings,
Carrie

 

High School American History

We are finishing up our last bit of bookwork for our high school American History course.  It took us eighth grade through the first part of ninth grade to finish this with a few more field trips to come in the next semester.  I approached this through a doing/presentation-artistic deepening-academic skills sort of rhythm and used many experiential things as our “doing” – from field trips to Junior Ranger programs to reading primary documents.

The way I approached American History in our Waldorf homeschooling was actually to place Colonial History and an extensive overview of the American Revolution through biographies at the very end of seventh grade.  It just made sense in the context of the Age of Exploration and what happened after that.  This did not count toward our high school credit, of course, but it helped lay the foundation for what was coming in Eighth Grade.  I can give details of what we covered in our seventh grade American history block if anyone is interested.

In Eighth Grade, I did two blocks of American History.  I also wove Hurricane Katrina, The Panama Canal, and the history of the Modern Middle East/American relationships into our World Geography, but I did not count those hours toward American history.  I just wanted those subjects covered and I liked putting them in World Geography.

In Eighth Grade we covered essentially the time of Lewis and Clark through the War on Terror and the Age of Digitality.  In Ninth Grade, we started at the beginning again once more from a Native American perspective and talked about time back to the land bridge, how do we think the Native Americans came to be in America, the history of Native Americans in the Southeast where we live, the struggles up through Colonial Times, and then moved into Thirteen Colonies, the precipitating events for the American Revolution and the  outcome.  We used MANY primary documents from this time period, from Colonial documents to political cartoons from this period to American songsheets and music from these times.  We took our time to analyze the Declaration of Independence and the US Constitution.

Our American History was…. a lot.  I will try to detail what we did, projects, what we read, what went into our Main Lesson Books.

Experiential Learning:

Native American/Early Regional Historical Sites Visited:

  • Russell Cave National Monument Site –   Bridgeport, AL  Junior Ranger Program Badge Earned
  • Fort Matanzas National Monument –  St. Augustine, FL  Junior Ranger Program Badge Earned
  • Fort Castillo de San Marcos – St. Augustine, FL
  • Etowah Indian Mounds – Cartersville, GA

Searching for some terrific American Revolution sites in our state and South Carolina to travel to in the Spring. 🙂

Civil War Historical Sites Visited:

  • Sweetwater Creek State Park/New Manchester Mill Ruins – Lithia Springs, GA
  • Manassas National  Battlefield Park – Mannasas, VA
  • Kennesaw Mountain Battlefield – Kennesaw, GA
  • Earned Junior Ranger Limited Edition Civil War Badge (2015)

Play:   “Freedom Train” -regarding the life of Harriet Tubman  – Atlanta, GA

  • Mammoth Cave National Park – Mammoth Cave, KY – Historic Tour/Black History of Mammoth Cave

Gilded Age Historical Sites Visited:

  • Biltmore Estate – Asheville, NC

Modern Historical Sites Visited:

  •  Jimmy Carter National Historic Site – Plains, GA Junior Ranger Badge Earned
  • Martin Luther King Jr. Historic Site – Atlanta, GA  Junior Ranger Badge Earned
  • On my list are our two museums of Jewish heritage and holocaust education and all of their programs as they tie into the local history  of our area, The Center for Human and Civil Rights, and the Jimmy Carter Presidential Library.  Hopefully Spring!  There are so many places to go, and since I have younger students coming up, there will be many places to go and visit through the next four years.

Required Literature  List for Student for American History:

  • Poetry of Anne Bradstreet and Phillis Wheatley, which we analyzed
  • Last of the Mohicans – Cooper (ninth grade, difficult read for ninth grade.  Preview for your student).  Extensive analysis and vocabulary lists.
  • Sing Down the Moon – O’Dell
  • Sacajawea – Bruchac
  • Theodore Roosevelt – Benge and Benge
  • Freedom Train – Sterling
  • Across Five Aprils – Hunt.  Extensive analysis.
  • Elijah of Buxton – Curtis. An absolute favorite.
  • Profiles in Courage – Kennedy.
  • The Greatest Speeches of Ronald Reagan – Reagan – mainly skimmed and picked out speeches or phrases that typified Reagan.
  • The Audacity of Hope – Obama
  • Political Documents included primary resources from Library of Congress regarding Colonial life, maps of Colonial Boston and Philadelphia, analyzing documents regarding Colonial New York City, songsheets from Colonial and Revolutionary War Era, polictical cartoons from varying time periods, The Declaration of Independence, The US Constitution, The Bill of Rights.

Artistic Projects Completed:

  • Native American Basketry Project
  • Native American Beading Project
  • Early Colonial American Teapot
  • Portraits of American leaders in multimedia – pencil, collage, charcoal
  • Learned three songs from the American Revolutionary time period to perform
  • Mapmaking
  • Main Lesson book pages listed below

In our Main Lesson Books, Eighth Grade (note this doesn’t cover every thing we did or discussed in class, but just what we decided to put into the Main Lesson Book).

  • Beautiful Title Page
  • Portrait Thomas Jefferson
  • The Louisiana Purchase (map, summary)
  • Map of the Travels of Lewis and Clark
  • Summary, drawings of the Mexican-American War, Timeline of the Mexican-American War
  • Multi-media presentation of the North (mill) and the South (cotton fields) – one was watercolor painting, one was oil pastels
  • Causes of the Civil War (extensive summary)
  • Map of the Union and Confederate States and the Territories
  • Biographies of Ulysses S. Grant, William Tecumseh Sherman, and Robert E. Lee
  • Timeline of the Civil War
  • Summary of the Plains Indians War, the Indian Removal Act, multimedia portrait of Sitting Bull
  • Summary of the Gilded Age and a Map of the Biltmore Estate (an example of Gilded Age architecture)
  • World War I Summary (extensive)
  • Portrait of a flapper from the 1920s
  • Portraits of Franklin D. Roosevelt (and Winston Churchill as well) (we spent a lot of time on their biographies),  large page with a timeline of World War II, The Seeds of WWII, The Home Front, How the Allies Won WWII
  • Drawing and Summary of the Cold War – we studied Eisenhower extensively and included McCarthyism, the Korean War, the Day of Pigs invastion, the Cuban Missle Crisis, the Vietnam War in this summary, along with the fall of the Berlin War
  • The Speeches of Ronald Reagan – student used an excerpt of Reagan’s speech “A Shining City” and drawing
  • War on Terror, comic book strip style of events
  • Summary of The Digital Age – Coloseus Machine to ARPANET to the  WWW onward
  • Peacemakers – started with poem from Mattie JT Stepanek
  • Civil Right Timeline/Multimedia Collage tissue paper, drawing, cutouts of the saying of Martin Luther King Jr. “Love Will See You Through”

Ninth Grade Main Lesson Book Included:

  • Beautiful Title Page
  • The PaleoIndian Period (summary and drawing)
  • The Archaic Period  (summary)
  • The Woodland Period  (summary and drawing)
  • The Mississipian Period  (summary and drawing)
  • James Ogelthorpe and Chief Tomochichi (line drawing,  summary)
  • Letter to sibling extolling Colonial life, natural resources of chosen colonial city (we had compared and contrasted Colonial New York City, Colonial Boston, and the Southern Colonies  ( our daughter chose Boston as her pretend place of living during Colonial times)
  • Map of Boston during Colonial Times to go with letter to sibling
  • Events Leading to the Revolutionary War (summary)
  • Timeline of the Revolutionary War by year – so pages for 1774-75, 1776-1778, etc.  These had a large border with events listed inside the border and then a featured point of interest about those years in the middle of the page.
  • Analysis of The Declaration of Independence, The US Consitution, and The Bill of Rights

My hope is to keep extending the theme of America into our high school years in varying subjects and to especially look at Native American literature and literature and to keep referring to and analyzing political documents from history and to keep looking at current events.   So, I guess the learning never stops, but this was a good foundation.

Many blessings,
Carrie

 

 

Finding Rhythm With Grades-Aged Children

I think rhythm with grades-aged children (which I consider children in grades 1-8, so ages seven to thirteen or fourteen) can become trickier.  As children grow, chances are that you are not only juggling one grades-aged child but perhaps children that are older (teenagers) or younger (the littles, as I affectionately call them) with children that are in these grades.  There can also be an increased pressure to sign up for activities or increased pressure at school  as a child advances toward high school.

Here are some ideas for finding rhythm with children in grades 1-3:

  • Seriously think about how many structured activities you need outside the home!  I wrote a post about choosing time outside the home wisely in which I detail how many activities I really think a child in public or private school, versus homeschooling children need.   Remember, it is almost impossible to have a healthy rhythm if you and your children are gone all the time scurrying from one activity to another.  Children under age 9 deserve a slow childhood with time to dream and just be (without screens) and I would vote for no outside structured activities for these tiny ages.  Mark off days to be solely home with no running around!
  •  Being outside in nature in an unstructured way is so very important, along with limiting media.  I suggest no media for these ages.  There are many other healthier ways for children to be spending their time that promote great physiological and psychological health rather than being a passive recipient. First through third graders need an inordinate amount of time to be outside, to swim and play in the woods or sand, to ride bikes, to climb trees, and just be in nature.
  • For those of you who want to homeschool through many grades, I do suggest getting involved in a homeschooling group or finding a group of homeschool friends for your child.  This usually becomes a much larger issue around the latter part of  age 10, post nine-year change for many children (especially melancholic children and typically girls over boys around the fifth grade year) and for those who are more extroverted.  However, one activity is plenty for third graders in anticipation of this “coming change” as a ten year old. 
  • Rest is still the mainstay of the rhythm – a first grader may be going to bed around seven, a second grader by seven thirty or so, and a third grader by seven forty-five.  This may sound very early for your family, but I would love for you to give it a try. If you need ideas about this, I recommend this book.
  • In short, I do not think the rhythm established in the Early Years should be changing too much in this time period.

Here are some ideas for finding rhythm with children in grades 4 and 5:

  • Rhythm begins in the home.  What are you doing in the home? I find sometimes fourth and fifth graders are anxious to go, go, go because there is not much happening in the home.  No rhythm is being held, preparing for the festivals has fallen by the wayside, and they now see being involved in things such as preparing meals and such as work instead of just part of a rhythm of breathing in and out.  This takes time to develop again by being home. Be home!
  • All the things in the first through third grade section above applies. Rest is still very important and fourth and fifth graders may need help in this area – both in resting and in having a reasonable bedtime.  Children this age should be getting 10-11 hours of sleep a night, plus time to rest! Most children this age are still going to bed around 8 or 8:30.
  • I do not believe fourth and fifth graders really need structured outside the home activities, especially for children attending public or private school. I have seen some fifth graders who really relished one special activity.   Many homeschoolers will find their fifth graders really wanting a homeschool community and friends at this point, so I think that might need to be honored.
  • Media!  I have written many posts about media.  Fourth and fifth graders do not need media or their own phones or their own tablets.  Think carefully about this.  There are other ways they should be spending their time that are much more important to development.  The reason media is important in the context of rhythm is that it generally is used as a time-filler – so if the pull to media is strong, that typically means the rhythm is not strong or that the child needs help in finding something to do – handwork, woodworking, and other activities can help that need to create and do.
  • Being outside in nature and developing the physical  body is still of utmost importance. Setting up good habits for physical activity is important in this stage because most children feel very heavy and clumsy when they are in the sixth grade and changing around age twelve.  Having great habits in this period of grades four and five can really  help with that.  
  • This is a great age for games in the neighborhood – kickball, foursquare, etc. – and general physical activity of running, biking, swimming.  Free play is probably one of the most important things fourth and fifth graders can do!
  • Keep your yearly rhythms strong.  This may be easier with younger children in the household, but never lose sight of the fact that a fourth or fifth grader is in the heart of childhood themselves and therefore should certainly not be treated like a middle schooler.  This time is very short, and needs to be treated as the golden period that it truly is!  Keeping the festivals, the times of berry picking and apple picking and such, is the thing that children will remember when they are grown up.  If everything is just a blur of practices and lessons and structure, there is no space and time to make those kinds of family or community memories.

Here are some ideas for finding rhythm with children in grades 6-8:

  • Rest!  Rest and sleep are very important components of rhythm.  Sixth graders who are twelve are generally sluggish, and teenagers have rhythms regarding sleep that begin to change.  This article from the New York Times details many of the changes for teenagers (seventh and eighth grade).  In order for these children to get enough sleep, and since the starting time of public school middle school may be later (but probably not late enough!), I highly suggest limiting late night activities.  Again, choose your activities outside the home carefully and with much thought.
  • This is a prime time to nurture life skills and responsibility around the home. If you are running everywhere, this time of learning, which is really the most important thing when children grow up and have to live on their own, cannot happen.   Life skills and home responsibility deserves a place in daily and weekly rhythm.
  • Media is harder to keep at bay for most families.  Remember, media impacts rhythm and vice versa.  It is often a time filler, and can prevent middle schoolers from solving their own problems of what to do when they are “bored” (or just being bored; there is value in boredom as well!)  and tapping into their own creativity.  It can derail any kind of “doing” rhythm.  Hold strong standards about media!  Some ideas:  use a Circle to manage time and content across devices ;  strongly limit apps (because every app you add generally leads to more time on the device) and do not allow social media.  We introduced the  computer in eighth grade (which I know is not always feasible for public or private school students who are using technology as part of school from an early age)  as a tool for school work more than a plaything, and I think that attitude also made a large difference.  If you allow movies/TV shows, I recommend using Common Sense Media , but I also feel this needs to be strongly limited (and I would vote toward not at all or extremely limited for the sixth grader/twelve year old) since these middle school years are  ages where children feel heavy, awkward, clumsy, and don’t particularly want to move.  So, more than anything else, I think watch what you are modeling — are YOU moving and outside or are you sitting all day on a screen?  Modeling still is important!   If they are sitting all day at school and with homework, it is important that they move vigorously when they are home from school and on the weekends!  With both things that unstructured in nature and as far as structured movement..
  • This is a great age to pick up sports if that hasn’t already happened, although many children will say they feel they should have started much earlier. Again, this is such a symptom of our times that everything earlier is better, which I often find is not actually the case.  There is a big discussion right now about sports burn-out for middle schoolers who have started in elementary school.    If you want to see more of my thoughts about sports, take a look at this post that details the last pediatric sports medicine conference I attended.
  • I find the artistic component often needs to be increased in these years to really counteract some of the headiness of school subjects and media exposure.  It is a healing balm for middle schoolers, even if they complain they are not good at drawing or painting or such.  Keep trying, and do it with them or as a family.  Keep art and woodworking activities out, provide craft ideas and help them harness some of that creative power!  That can be a part of the weekly rhythm for your middle schooler.
  • Remember that your middle schooler is not a high schooler. The middle schooler does not think, move, or act like a high schooler. Please don’t force high school schedules onto your middle schooler.  There should be a difference between the middle schooler and high schooler.

Last tips for rhythm with children in grades 6-8:

  • Where is the family fun?  You should be having tremendous family fun together.  Family is where it is at!  Family is more important than peers – you can look back to the book, “Hold On To Your Kids” by Neufeld and Mate if you need further confirmation.  Family fun can be part of all levels of rhythm – daily, weekly, and yearly! It is an attitude and an action!
  • Where is your rest, and your inner spiritual work?  I think you need this, especially as you enter the middle school years. Children can have a lot of emotion during this time period, and you have to be the steady rock.  If you need a reminder about boundaries and parenting, try this back post.
  • How is your home coming along?  By now, with children in these upper grades, there should be pretty steady rhythms and routines regarding the home and the work that it takes to maintain a home.
  • How is your relationship with your partner or spouse?  This is the time to really start thinking about date nights if your relationship thrives and deepens on that.

Blessings,
Carrie