History studied in Year 10: 1815-1901/02
Term 1: 1815-1860; Term 2: 1816-1865 America; Term 3: 1865-1902
As students mature, their reading material will present more challenging content, and may include strong language and more mature themes. We have placed footnotes linked in red beside those books that most parents will consider an issue. However, we cannot anticipate which content might be an issue for every family. We encourage parents to pre-screen material to determine its appropriateness for their child and family. Note: These booklists and curriculum suggestions are incomplete without a thorough understanding of Charlotte Mason's ideas and methods. We cannot emphasize enough that you take time to familiarize yourself with her philosophy by reading her books.
YEAR 10 BOOKLIST AND SALAD BAR
Click to view
KEY TO SYMBOLS
BIBLE AND CHRISTIAN THEOLOGY
GOVERNMENT AND ECONOMICS
GRAMMAR AND COMPOSITION
LIFE AND WORK SKILLS
Asterisks refer to which term the book is used:
For some thoughts behind the planning of this Year, some encouragement, and an explanation of AO/HEO upper years' "Salad Bar" approach, click here. Take the time to read the footnoted notes and comments; you will not be able to make good decisions about what to include or not without doing so. If this looks overwhelming for your student, you might consider plan B - a lightened load for Year 10. See it here.
Suggested Devotional Reading
* Knowing God, by J. I. Packer ($ $ CD) 
** The Attributes of God, by A. W. Pink ($ K) ∫
*** The Imitation of Christ, by Thomas a Kempis β Δ ($ K) Ω ∫ OR Pilgrim's Progress, by John Bunyan β Δ ($ $) Ω
We think it best to select Churchill's The Great Democracies plus one of the American history books listed below, but some may prefer to choose one of the following options over the Churchill book. Choosing two American History books would probably be overkill. Americans and those who desire a more complete picture of the American Civil War (which is covered in Term 2) will prefer an additional option. One possibility would be to use the Churchill book alone for terms 1 and 3, and substitute an American history book to be used alone for term 2. (Term 1: 1815-1860; Term 2: 1816-1865 America; Term 3: 1865-1902)
* The Holy Alliance Treaty September 26, 1815
* The Catholic Emancipation Act article and actual act ∫ 
* Peel's resignation speech 1846 ∫ 
* Prince Albert's Exhibition, a newspaper article report from the time. 
* Giuseppe Garibaldi's speech to his soldiers ∫ (compare to Henry V's speech in Shakespeare, or Elizabeth's speech to her troops)
* Select from the list of Irish Views of the Potato Famine ∫ 
* Parliamentary testimony from Accounts of English Mill workers ∫ 
** Killer Angels, by Michael Shaara ($ K) 
** Missouri Compromise, 1820; scan of the actual document and a transcription. ∫
** The 1850 compromise included the end of the slave trade in Washington, DC ∫
** Dred Scott Decision, 1857 ∫
** Lincoln's goals for the war, as stated in a letter to Horace Greely ∫
** Emancipation Proclamation, 1863 ∫
** Confederate Constitution ∫
** Causes for Secession ∫ 
** Ordinances of secession ∫
** Optional: Lincoln-Douglas debates click on the map to read the debate that took place there.
** Optional: Diary of A Tar Heel Confederate Soldier, by L. Leon ($ K)
** Optional: A Woman's Wartime Journal, by Mrs. Thomas Burge ($) 
** Optional: Leaven for Doughfaces or, Threescore and Ten Parables Touching Slavery, by Darius Lyman
** Optional: Twelve Years a Slave, by Solomon Northrup ($) Ω
** Optional: Mary Chestnut's Diary from Dixie, about life in the south Ω
** Optional: The Heir of Slaves autobiography by William Pickens (etext at UNC)
** Optional: North American Slave Narratives ∫ 
** Optional: Slave narratives (Includes some audio files.)
*** Bury My Heart at Wounded Knee: An Indian History of the American West, by Dee Alexander Brown ($ K)
*** The Berlin Conference of 1885 ∫ 
*** Open letter to the Belgian King from an American ∫ 
*** Report of the Joint Committee on Reconstruction, 1866 )
*** Andrew Johnson's Proclamation of Amnesty for South ∫
*** Gladstone's speech to his constituents on the accomplishments of the administration ∫
*** Disraeli's speech on the Reform Bill
*** British Missionary Letters urging annexation of South Sea Islands ∫ 
Biographies of the following people are particularly relevant for Year 10 students. Choose at least one per term. (Arguing About Slavery can count as a biography about John Quincy Adams.)
Robert E. Lee 
Thomas Jonathan "Stonewall" Jackson
Abraham Lincoln 
Jane Austen 
Thomas Edison 
Queen Victoria, by Sarah Tytler Δ two short volumes: (vol 1 β; vol 2 β) 
** Narrative on the Life of Frederick Douglass , by Frederick Douglass β Δ Ω ∫ and/or his essays β and other writings.
Davy Crockett: His Life and Adventures autobiography expunged of unsuitable parts by John Abbott β Δ Ω
*** Up From Slavery, by Booker T. Washington β Δ ($) Ω ☊ ∫ 
Unconditional Surrender: U.S. Grant and the Civil War, by Albert Marrin ($)
Beacon Lights of History, by John Lord, selections 
Life of Gladstone, by M. B. Synge (online)
Two German Giants (Bismarck and Frederick), by John Lord (online) 
Garibaldi and the Red Shirts, by F. J. Snell (online) 
Choose one to three of the following: 
* Evaluating Books: What Would Thomas Jefferson Think About This?, by Richard Maybury ($)
* The Law (1848), by Frederic Bastiat here or here ($ K) OR this 80-page pdf of collected writings of Bastiat, which may be easier for a year 10 student to follow
** The Vision of the Anointed: Self-congratulation as the Basis for Public Policy, by Thomas Sowell ($ K) ∫
*** On Liberty, by John Stuart Mill β Δ ($) Ω
*** Graves of Academe, by Richard Mitchell ($) (select 4 essays) ∫
A basic government book or course 
Optional: PragerU's free video clips "explain and spread what we call 'Americanism' through the power of the Internet. Our five-minute videos are conservative sound bites that clarify profoundly significant and uniquely American concepts. . . We help millions of people understand the fundamental values that shaped America." Transcripts are linked under each video. AO has a list of their videos here.
Ourselves, by Charlotte Mason ($) 
Plutarch's Lives - follow AO's Plutarch rotation. 
* Character is Destiny, by Russell Gough ($) ∫
** One Blood, by Ken Ham, Carl Wieland; Don Batten ($) ∫ 
*** Sesame and Lilies, by John Ruskin Δ Modern English paraphrase available (K)
Students should have a plan for keeping up with current events. This is not optional. 
For more options, an additional list, most of which haven't been read by any of the Advisory, is here.
Invitation to the Classics, by Louise Cowan and Os Guinness ($) 
* Les Miserables, by Victor Hugo or here β Δ β ($) Ω  ∫
* Uncle Tom's Cabin, by Harriet Beecher Stowe β Δ ($) Ω ☊ ∫ 
** Frankenstein, or, the Modern Prometheus, by Mary Shelley β Δ ($) Ω ☊ ∫ 
** The Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson β Δ ($) Ω ∫
*** Silas Marner, The Weaver of Raveloe, by George Eliot β Δ ($) Ω ☊ ∫
*** Moby Dick, by Herman Melville β Δ ($ K) Ω ☊ ∫
* My Kinsman, Major Molineux, by Nathaniel Hawthorne (1832; from The Snow Image)
* Young Goodman Brown, by Nathaniel Hawthorne (1835; from Mosses from an Old Manse) Ω
* The Fall of the House of Usher, by Edgar Allen Poe (1839) Ω
** The Overcoat, by Nikolai Gogol (1842) Ω Ω)
** A Simple Heart, by Gustave Flaubert (1877; also called A Simple Soul) Ω
** The Grand Inquisitor, by Fyodor Dostoevsky (1880) Ω
*** The Necklace, by Guy de Maupassant (1884) Ω
*** How Much Land Does a Man Need?, by Leo Tolstoy (1886) Ω
*** The Open Boat, by Stephen Crane (1897) Ω 
On the Art of Writing, by Sir Arthur Quiller-Couch; Lectures Delivered in the University of Cambridge, 1913/14 Δ ($)
1. The Practice of Writing
2. Interlude: On Jargon
3. Some Principles Reaffirmed
4. On Style
Essays by G.K. Chesterton from Tremendous Trifles β Δ ($) Ω; more here.
1. A Piece of Chalk
2. On Lying in Bed
3. The Twelve Men
4. The Diabolist
Also by G.K. Chesterton:
5. What is Right With the World
The Moral Obligation to be Intelligent, by John Erskine 1927 ∫
Books and Bookmen, by Ian MacLaren β Δ
Library of Economics and Liberty: From William Legget's Essays in Jacksonian Political Economy ($):
True Functions of Government
The Reserved Rights of the People
The Despotism of the Majority
The Morals of Politics
* Samuel Taylor Coleridge 1772-1834; download 23 poems here.
** Elizabeth Barrett Browning 1806-1861 and Robert Browning 1812-1889. This page of suggested poems is enough to take you through at least 31 readings.
*** Ralph Waldo Emerson 1803-1882 and Walt Whitman 1819-1892
Possible title still under review: How to Read a Poem, by Burton Raffel ($)
The Book on Writing: the Ultimate Guide to Writing Well, by Paula LaRocque ($ K) 
Traditional English Sentence Style, by Dr. Robert Einarrson 
Written narrations: 3-5 per week, varying among subjects. Include one written narration from a reading earlier in the week. 
Essays/SAT Preparation 
Purchase a good English handbook. 
Optional: Paradigm Online Writing Assistant 
2 Hymns, 2 Bible passages of about 20 verses each, 2 entire Psalms, 2 Hymns, 2 poems (or 50 lines) per term from that term's poets, and a passage from the term's Shakespeare play per term.
* 2 Corinthians 6; Ephesians 4, Psalm 19 and Psalm 111
** Proverbs 1-4; Hebrews 8, Psalms 121 and Psalm 122
*** Amos 5:1-24; 1 Peter 2, Psalm 145 and Psalm 118
* First stanza from Kubla Khan, and last six stanzas of The Rhyme of the Ancient Mariner
** Sonnets from the Portuguese, #43 (How Do I Love Thee), by Elizabeth Browning, and first two stanzas of Rabbi Ben Ezra, by Robert Browning
*** The Rodora, by Ralph Waldo Emerson, and When I Heard the Learn'd Astronomer, by Walt Whitman
Include selections from Shakespeare, the Bible, poetry and other sources. These selections may be the same ones used for recitation.
Continue (or begin) a personal quote book.
2 or 3 pages of studied dictation per week. 
Keep flower and bird lists of species seen, select a special study for outdoor work, and continue to maintain nature notebooks.
The Handbook of Nature Study, by Anna Botsford Comstock Δ ($) Continue to use as in previous years with the AmblesideOnline curriculum.
Walden, by Henry David Thoreau (annotated online text) ($ K; free Kindle version may not be complete)
Henri Fabre's works on insect observations ∫ 
Other possibilities: Great Astronomers, by Robert S. Ball β Δ
Continue AO's artist rotation.
Work on drawing skills. Illustrate a scene from reading of your choice once a week, more as desired.
Choose one of these three options: 
The Story of Painting, by H. W. Janson ($)  ∫
The History of Art, by H. W. Janson ($) 
The Arts, by Hendrik Van Loon ($earch)  ∫
Continue AO's composer rotation.
Begin or continue Latin.
Continue with any previous foreign language studies. 
House or garden work, useful crafts, or skill. 
In order of publication:
1) Mansfield Park, by Jane Austen β Δ ($ K) Ω
2) * Mr. Midshipman Easy, by Frederick Marryat 1836 β Δ (or others) ($) Ω
3) * The Bible in Spain, by George Henry Borrow 1843 β Δ ($earch)
4) Jane Eyre, by Charlotte Bronte 1847 β Δ ($) Ω ☊ ∫
5) Wuthering Heights, by Emily Bronte 1847 β Δ ($) Ω ☊
6) The House of Seven Gables, by Nathaniel Hawthorne 1851 β Δ ($) Ω ☊
7) Lavengro, The Scholar, The Gypsy, The Priest, by George Henry Borrow 1851 β Δ ($earch)
8) Hard Times, by Charles Dickens 1854 β Δ ($ K) Ω
9) The Daisy Chain, or, Aspirations, by Charlotte Yonge, 1856 β Δ ($) (There's a sequel called The Trial: More Links of the Daisy Chain 1865; β Δ $earch)
10) Barchester Towers, by Anthony Trollope 1857 β Δ ($) Ω
11) The Woman in White, by Wilkie Collins 1860 β Δ ($) Ω ☊
12) Hospital Sketches, by Louisa May Alcott β Δ ($) Ω (her letters home detailing her experiences as a Civil War nurse; 1863)
13) The Celebrated Jumping Frog of Calaveras County, by Mark Twain 1865 Δ ($ K) Ω
14) The Moonstone, by Wilkie Collins 1868 β Δ ($) Ω
15) The Innocents Abroad, by Mark Twain 1869 β Δ ($) Ω
16) War and Peace, by Leo Tolstoy 1869 β Δ Ω
17) *** Far from the Madding Crowd, by Thomas Hardy 1874 β Δ Ω
18) Gilbert and Sullivan, HMS Pinafore (1878) and others (Check out the plays on video. You really can't read a musical.) Plays also available at The Gilbert and Sullivan Archive Ω
19) The Brothers Karamazov, by Fyodor Dostoevsky 1880 β Δ ($) Ω
20) *** Ramona, by Helen Hunt Jackson 1884 β Δ ($) Ω
21) A Study in Scarlet, by Arthur Conan Doyle 1886 β Δ (the first of the Sherlock Holmes stories; $) Ω ☊ ∩ ∫
22) The Prisoner of Zenda, by Anthony Hope 1894 β Δ ($) Ω
23) The Importance of Being Earnest a play, by Oscar Wilde 1895 β Δ ($) Ω The recent movie ($ DVD rent) was well done with one exception of one scene that contains some nudity which is repeated in a flashback a couple times.)
24) *** The War of the Worlds, by H. G. Wells 1898 β Δ ($) ☊
25) Lord Jim, by Joseph Conrad β Δ ($) Ω A good boy title; sad, but a great story about honor, about doing the right thing, about being responsible for those in your care, about recovering lost honor. 1899
26) The Little Shepherd of Kingdom Come, by John Fox, Jr 1903 β Δ ($earch)
27) The Book of the Dun Cow, by Walter Wangerin, 1978 ($; loosely based on the Chanticleer and the Fox adaptation from "The Nun's Priest's Tale" from Chaucer's Canterbury Tales.)
28) Books by Bess Streeter Aldrich ($earch) A Lantern In Her Hand. A White Bird Flying, Mother Mason. Wonderful character-building books for girls. 1920's-1950
29) The Babus Of NayanJore a short story by Rabindranath Tagore (from The Hungry Stones, 1916) Ω
30) Bret Harte ($earch) select from his many works online (consider Luck of the Roaring Camp, 1917)
31) Books by Willa Cather ($earch) Death Comes for the Archbishop (1927), O Pioneers (1913) β Δ Ω, My Antonia (1918) β Ω
32) The Glimpses of the Moon, by Edith Wharton 1922 β Δ ($) Ω
33) The Man Who Was Thursday or others by G.K. Chesterton β Δ ($earch) - all of his books are wonderful! (Most were written 1904-1933) Read the article The Man Who Was Thursday, the Nightmare of Modernity, and the Days of Creation
34) C.S. Lewis: The Great Divorce, The Screwtape Letters ∫ (most published 1933-1963) ($earch)
35) P. G. Wodehouse Some readers may be uncomfortable with the alcohol consumption in his books, a reflection of differing standards of culture and time. Read these for the superb humor and Wodehouse's remarkable knack for simile. (Most published 1902-1975) ($earch) ∫
36) Dorothy L. Sayers mysteries (Whose Body? β 1923; The Nine Tailors, 1934; Lord Peter Wimsey novels and short stories, and others. Preview; An Unnatural Death contains overt and offensive colour-of-skin racist remarks, and others may as well.) ($earch) Ω
37) Great Expectations, by Charles Dickens β Δ Ω
38) Alton Locke, by Charles Kingsley - Chartism issue and the failed protest of 1848; makes a lot of good points about applying Christianity in real-life social justice situations.
Bartleby the Scrivener, by Herman Melville (1853) Ω
Gooseberries, by Anton Chekhov (1898)
The Celebrated Jumping Frog of Calaveras County, by Mark Twain (1867) Ω
Miss Tempy's Watchers, by Sarah Orne Jewett (1888)
Sir Walter Scott:
Choose one title for literature and one for free reading from these books by Sir Walter Scott ($earch). If the student has not yet read Rob Roy ($ K) Ω, we suggest that you begin with it.
* The Bride of Lammermoor - East Lothian, 1695 β Δ
* The Pirate - Shetland and Orkney Islands, 1700 Δ
* The Black Dwarf - The Lowlands of Scotland, 1706 (Jacobites) β Δ
** Rob Roy - The Jacobites β Δ
** Heart of Mid-Lothian - Time of George II. (Porteous Riots) β Δ
** Waverley - The Jacobites β Δ Ω
** Redgauntlet - Time of George III. β Δ
** Guy Mannering - Time of George III β Δ
** The Surgeon's Daughter - Fifeshire, Isle of Wight, and India (1780) β Δ
*** The Antiquary - Scotch Manners, last decade of the 18th Century β Δ Ω
*** St. Ronan's Well - Near Firth of Forth, 1812 β Δ
Many thanks to David Hicks, author of Norms and Nobility, for his kind permission to draw from his work and ideas. For more information please see the amazon.com link to the 1999 edition of his book.
The Year 10 "Salad Bar"
This is a collection of some of the best resources for this time period. Even Advisory members aren't able to cover all of these with every single one of their own students and have to be selective. Feel free to pick and choose from among these suggestions. The best choice may just be the book you already own, and the one from which your student can narrate.
First, a note of reassurance--when you first begin reading through Year 10, you will inevitably feel overwhelmed. But as you begin to break down the subjects and select from the options, it WILL become less overwhelming to you. Hang in there! Keep in mind that this is a collection of some of the best resources for this time period. Even Advisory members aren't able to cover all of these with their own students and have to be selective. Please feel free to pick and choose from among these suggestions.
High school is hard work. Students should be encouraged to approach it as though it's their first full-time job, and parents must remain involved -- even as the child is maturing toward independence and becoming capable of taking over some of the decision making and record keeping. Some students already have specific career goals in mind that can be integrated into their school work, while college-bound students will need to tailor their studies to meet university admissions requirements. (Read about high school credits here.)
Now for a word about books, and the design of Year 10 . . .
Selecting the best books is a challenge that increases with each successive school year. High school students are journeying across the bridge into adulthood, and the books they should read at this level reflect the adult world. While previewing the content of mountains of books for the AO/HEO high school years, we've been constantly aware that we cannot predict how far across that bridge other people's children may be. Families vary greatly in their views on sheltering, protecting and preparing for adulthood, so it would be futile for us to attempt to be the censor or guardian (the bridge troll?) for all AmblesideOnline/House of Education Online scholars. We set a very high standard for AO/HEO materials, and we've gone the extra mile and beyond to create and provide a Year 10 prototype that reflects excellence. However, by no means do we claim to have done all the work for you! It remains the homeschool parent's job, most particularly at the high school level, to assume full responsibility for matching your child's sensitivities and sensibilities, and your family's standards, with the books you select for study.
In the booklist below, we've offered a few notes on potential concerns in certain books, but it goes without saying that we have not noted every potential concern in every book. Please understand that the absence of a comment does not mean the absence of anything your particular family might find offensive or inappropriate.
For these and other reasons, the AO/HEO high school Years are designed not as a single curriculum list (like the preceding Years), but rather as what we fondly call the AO/HEO "Salad Bar" approach. In many subject areas, we offer a variety of options for you to choose among (or you may substitute your own). The final product will be your design. Those who still prefer the comfort of a single booklist may simply select "Option One" where options are presented.
We feel that this Year 10 book list is in keeping with Charlotte Mason's principles, but it isn't the only possible way to "do" CM in high school. You are free to use it en toto, piecemeal, or simply as an example to consider.
To arrive at the best high school plan for your child, expect to burn some midnight oil, dig a little more than you did to prepare for the younger grades, and make more personal choices. You should budget time over a few weeks to focus on previewing and selecting books. Look on the bright side: you'll emerge from this process more conversant and familiar with the era and books your student is about to cover -- and discussion is so vital for students in the upper grades. You'll also be more sympathetic to your hardworking young scholar!
As you devise your own Year 10 curriculum, whether using our book suggestions or your own substitute titles, it's useful to keep a page count in mind. Charlotte Mason's students covered approximately 1600-2000 pages in a term by Year 10, using about 40 different books. This loose guideline will help you gauge whether your own academic load is in keeping with Miss Mason's.
Before beginning Year 10, please do yourself one very smart favor: zealously pursue some teacher preparation time for yourself. It's a little investment that will pay you back double every single school day. We suggest you read (or reread) volume 6 of Charlotte Mason's six volume set. We suggest rereading it every single year of high school. Volume 5 may also be helpful to you. Both are available online, as free e-texts. You'll also find it useful to scan the sample Programmes from Miss Mason's own PNEU school, which are linked from the AmblesideOnline homepage. Forms V and VI are the ones relevant to Year 10. You'll find a wealth of helpful articles at AmblesideOnline, so plan to spend a few evenings exploring the site. It's also helpful to have on hand a good current book on homeschooling through high school. And you'll find terrific support on the AO Forum -- please join and participate!
Blessings to you, and happy high schooling!
Note on Audiobooks: While links to audio books are added as a courtesy, Miss Mason's approach to grammar and composition is heavily dependent upon the children receiving an immense amount of visual exposure to the written word over many years, so parents should exercise extreme caution in how many audiobooks they use each year. Our brains just work differently when we see the words. For children who have difficulty reading, one solution is to have them follow the audio version along in a written text. (Back)
1. Continue AO's plan (6 years through the Bible in Years 6-11, leaving Song of Solomon and Revelation for Year 12), or follow a plan of your own preference. AO's plan schedules the following for this year:
Term 1: Isaiah 1-66, John 1-10; Psalms 56-74; Proverbs 1-6
Term 2: Amos, Micah, Hosea, Nahum, Zephaniah, Jeremiah 1-16; John 11-21; Psalms 75-88; Proverbs 7-11
Term 3: Jeremiah 17-52, Habakkuk; 1 Thessalonians, 2 Thessalonians, 1 Corinthians; Psalms 89-105; Proverbs 2-16
Resources: Study questions with maps; Bible Maps; Bible timeline.
Charlotte Mason had her students reading a commentary. We suggest you use what fits best with your family's belief system, keeping in mind that this year should be a bit meatier than previous years. One option is Matthew Henry's commentary. ($). Encyclopedia of Bible Truths, 4 Volumes, by Ruth C. Haycock (purchase from CBD) This is more of a topical Bible than a commentary.
Other commentaries are available at Christian Classics Ethereal Library. (Back)
2. "Knowing God" is a timeless classic written in 1973 about the presence, peace, power and person of God, how to enjoy him and find renewal in him. (Back)
3. History: We do not wish to appear to imply that a full and complete study of American History is mandatory for non-Americans. Because of the influence the US has had on world events, we do believe that some understanding of the histories of England and the US is necessary for everybody; however, the depth of that coverage is an individual choice. Students from other countries should have a more thorough exposure to their own national history than our suggested options offer, and we encourage all HEO users to seek excellent books on their own history and heritage. However, as we lack the resources and time to choose histories for other countries, we leave this responsibility to our foreign users. Please be bold in making the curriculum fit your own needs. (Back)
4. Timeline: At this age, students should be keeping a Century Chart and Book of Centuries. Students at this level in the PNEU schools made summaries of dates and events, referred to maps as they read their history, and made century charts. Instructions for making your own timelines and charts are included in these Parents' Review articles: Book of the Centuries; Teaching Chronology; The Correlation of Lessons. For more details about the why, when, how of keeping CM timelines (and other notebooks), we recommend Laurie Bestvater's book, The Living Page ($). For general reference, an 1800's timeline (which seems to be offline since 2008). (Back)
5. Truthquest: Many AO/HEO parents find Truthquest History guides to be a tremendous help for enriching discussion of the big picture of history with their children. Somewhat reminiscent of the kinds of lesson preparation materials Charlotte Mason provided her PNEU teachers, they may be used to supplement whichever history books you choose. Two guides fit the Year 10 era: Age of Revolution 2 (1800-1865) ($) and Age of Revolution 3 (1865-2000) ($) in the NEW Truthquest editions published after 2003 (these have full-color covers). Those who already own the original Age of Revolution editions with the old pink covers would use AOR 3 (1800-1865) and AOR 4 (1865-2000). The 1865-2000 guide can be used again in HEO Year 11. [The contents of the newer editions of these two volumes is virtually identical to the old pink editions, but the author has announced plans to release revised editions in late 2004.] For more information see their website. (Back)
6. The Great Democracies is Volume 4 of Winston Churchill's 4 volume set, "A History of the English Speaking Peoples." These volumes are used across Years 7-10. Americans and those who desire a more accurate picture of the American Revolution (which is covered in Term 2) may prefer another option, or at least an additional option. One option would be to use the Churchill book alone for terms 1 and 3, and substitute an American history book to be used alone for term 2.
Term 1: read the first 135 pages (toward the end of chapter 9, to the paragraph ending ''there is still a White Rose League.") Approximately 8 pages a week. This section covers The British Empire from 1815 to around 1860 or so (and one or two Australian chapters have us romping breathlessly through all of Australia's European history up to the 1860's). Please note that in the first chapter there is coverage of the queen being tried for adultery in a very ugly and very public trial.
Term 2: from page 135, paragraph beginning "In the crisis of the rebellion" to the end of Chapter XV, The Indian Empire. chapters 8 through 14. This Term covers 1816-1865 America.
Term 3: read the remainder of the book, Chapters XVI through XXV; Term Three covers 1865-1901/02.
Don't get the one edited by Henry Steele Commager, as it's abridged. If you can figure out how to use this, this book is online in audio For planning purposes, there is a Table of Contents with dates for all 4 volumes of A History of the English Speaking Peoples, and a schedule to break down the week's chapter into 4 short daily readings.
Term 1: Victory Peace - Australia and New Zealand
Term 2: American Epic - The Victory of the Union
Term 3: The Rise of Germany - The South African War (Back)
7. A History of the American People: Paul Johnson's book is an easier, more engaging read than Morison's, perhaps more editorial in places. Juicier than either Churchill or Morison. Johnson is fond of America.
Term 2 (or Terms 1 and 2 if the book is being used instead of Churchill rather to supplement Churchill): All of Part 3; Part 4 up to the part on Andrew Johnson and Reconstruction
Term 3: Part 4, the concluding section on Andrew Johnson and Reconstruction; Part 5, just the beginning few pages, concluding at Theodore Roosevelt and His Golden Age (the last sentence read will be " . . . Parker carrying Southern States only."
This is a breakdown for those using this book instead of Churchill:
Term 1: pgs 284-394
Term 2: pgs 394-507
Term 3: pgs 511-620 (Back)
8. Oxford Book of American History, by Samuel Eliot Morison: Factual, detailed, scholarly. Year 10 students would read:
Term 2: Chapters XXV thru XLIII (19 chapters total) (or Terms I and II if members wish to use it instead of Churchill's book rather than alongside of Churchill's book)
Term 3: Chapters XLIV thru XLIX. (Back)
9. A Basic History of the United States, by Clarence B. Carson: Carson (a history professor) has a scholarly tone, and approaches his topic from a libertarian, probably Christian, point of view. This is a six volume series, available through used booksellers or currently in print from Bluestocking Press as a six-volume series. This is a six volume series, available through used booksellers. Also available on audio from Downpour.
Term 2: volume 2, the final few pages, picking up where Year 9 left off; Volume 3 chapters 1-8.
Term 3: Volume 4, chapters 1-6; chapter 7, concluding after the Panama Canal section. (Back)
10. Arguing About Slavery is strongly recommended as a must-read; indispensable for all Americans. This book is about more than the Civil War or slavery; it's a window into how our government works. It shows all the various views and perspectives and special interests that go into decision-making in our legislature, all seen through the evolution of one issue through a long period of time. The drama of John Adams and his fight in the Senate is every bit as worthy a read as a life of Wilberforce. It covers three decades before the Civil War, and gives a great deal of food for thought about Constitutional Freedoms. Read a blog post about this book here. (Back)
11. Supplements, Speeches and Documents: Read all of the suggested documents (most of which are brief, but important), scheduling them where they appropriately fall in your studies. We hope to provide directions for scheduling these documents in their appropriate place in each term's reading schedule, when we have time to focus on that task. (Back)
12. The Catholic Emancipation Act: This link takes you to a single page article which is a helpful introduction to the topic. The author quotes from articles of the period and contemporary politicians pro and con. It's illustrated with images of political cartoons of the time. Read the article, and then click through to read the actual act (Back)
13. Peel's resignation speech provides good discussion material about government and statesmen. (Back)
14. Prince Albert's Exhibition: The Illustrated London News, No. 479 (vol.xviii), Saturday, 28 June 1851. The newspaper article gives such a great flavor to studying this time period. Perhaps discuss questions like: would a newspaper article like this be likely to be published in a paper today? How is it different? (Back)
15. Irish Views of the Famine: select some readings from this list of diaries and Irish newspaper accounts of the Irish Potato Famine. (Back)
16. Parliamentary testimony from Accounts of English Mill workers: It could be interesting to read this together- one person reading the questions, the other reading the answers, as much in character as possible. Elizabeth Gaskell's book North and South deals with conditions of mill workers. ($) K The BBC also did an excellent job rendering the book into film. ($) (Back)
17. Killer Angels: Some language; powerful Civil War novel by a popular author of well-written historical war novels. If this has to be squeezed out, a possible option might be watching the movie Gettysburg. (Back)
18. Causes for Secession: We could only find official State documents stating reasons for secession for Georgia, Mississippi, South Carolina, Texas. If anybody knows of others online, please let us know. (Back)
19. A Woman's Wartime Journal: full title is A Woman's Wartime Journal: An Account of the Passage over Georgia's Plantation of Sherman's Army on the March to the Sea, as Recorded in the Diary of Dolly Sumner Lunt, by Mrs. Thomas Burge (Back)
20. North American Slave Narratives: We hope to select a dozen or so of these. (Back)
21. The Berlin Conference of 1885: (15 November 1884 - 26 February 1885; begin at the heading 'Berlin Conference of 1884-1885 to Divide Africa' and read only until you come to the start of Robert Casement's Report. (Back)
22. Open letter to the Belgian King Leopold II from an American visitor to the Congo, which seems to be pertinent (very interesting, too). (Back)
23. Report of the Joint Committee on Reconstruction, 1866, clearly illustrates the bitterness and resentment toward the south. (Back)
24. British Missionary Letters urging annexation of South Sea Islands: Quite a shock to modern sensibilities. (Back)
26. Abraham Lincoln: some possibilities might be The Story of Abraham Lincoln, by Mary Hamilton Δ Ω
The Boys' Life of Abraham Lincoln, by Helen Nicolay. β Δ
Abraham Lincoln, by W. Thayer is more conversational in tone, but twice as long
Commander in Chief, by Albert Marrin
A Short Life of Abraham Lincoln Condensed from Nicolay and Hay's β for those who can't get enough of Lincoln and would like a longer biography, Δ (the Boys' Life of Lincoln appears to have been condensed from this.) Ω
This site has Lincoln resources. (Back)
28b. Booker T. Washington fits historically in Term 3, but because Queen Victoria, as an important world leader, was the biography used in the 36-week schedule for Term 3, Booker T. Washington was used in Term 1 to add his first-hand experience with the issue of slavery and its aftermath. (Back)
29. Queen Victoria, by Sarah Tytler: Along with our team of dedicated moms we previewed many biographies of Queen Victoria, and we preferred this one above the others. Another option, Great Britain and Her Queen, by Anne E. Keeling, β is drier, but shorter, and focuses on how Victoria's reign affected Great Britain, as opposed to personal anecdotes. (Back)
30. Beacon Lights of History: Beacon Lights contains many short biographies. We do not suggest you read them all, but rather, you may wish to choose one or two on people of interest to your student. See Val Jacobsen's website for a review of this series
which is now online. β Δ
Volume XV Δ also contains study questions on each chapter. These may be of use for narration assignments. Chapters worth further consideration for Year 10:
Volume XIII β - Term 1: Sir Walter Scott, Lord Byron, Thomas Carlyle, Lord Macaulay. Terms 1-3: Tennyson.
Volume XIV β - Term 1: Wagner. Term 2: John Ericson.
Volume X β - The entire volume; most of these biographies fit Term 3.
Volume XII β - Term 2: Jackson, Clay, Webster, Calhoun. (Back)
31. Two German Giants, by John Lord: we think John Lord only wrote the one on Frederick. (Back)
32. Giuseppe Garibaldi (1807-1882) was important in the history of Italy and the world. Italians consider him one of their "fathers of the fatherland." (Back)
33. Geography: Miss Mason's students at this level were expected to "know from Atlas something about foreign regions coming most into note in the newspaper, and in connection with history etc. studied. Summarize readings by memory maps on blackboard." The reading suggestions are matched to the time period for Year 10. If you wish your geography to be more current, select from our page of geography options. (Back)
Geography. Geosafari (available now on CD-rom) would be sufficient. ($ purchase basic geography card set) SeterraOnline offers Free Map Quiz Games. If you have an iPad or iPhone, TapQuiz is a free map quiz app. (Back)
34. Maps: Many countries have a tourism department, and writing to their embassies for free brochures, maps, and other travel information might be an inexpensive way to supplement geography studies. Also, see our notes about The World and I under current events. This is a rich resource for this purpose also. (Back)
35. Government: High School students will need to earn credit for basic government. This material can be done in Year 9, 10, 11 or 12. Some options:
Constitution 101: The Meaning and History of the Constitution is a ten-week online course offered by Hillsdale College. You have to register with a login and password, but the course is free.
The Everything American Government Book, by Nick Ragone; a schedule is here. ($ K).
Exploring Government Curriculum Package, by Ray Notgrass (purchase from CBD)
The Story of the Constitution, by Sol Bloom and Lars Johnson (Christian Liberty Press; OOP; $) There is a teacher's edition/answer key available. (OOP; $)
This 10-minute YouTube video presents a clear explanation of the difference between a republic based on law, and a democracy based on majority rule. (Back)
36. Ourselves: approximately 22 pages per term. This book will continue through all the remaining years of AO/HEO curriculum. This is the 4th volume of Mason's 6 Volume Series. This year: pages 1-67 of Book 2.
Also available in a modern English paraphrase that can be read online or purchased. (K) The paraphrase of Book 2, Self-Direction, the second half of Volume 4, can be purchased as a separate paperback book.
Term 1: Book 2 pg 1-21
Term 2: Book 2 pg 21-48
Term 3: Book 2 pg 49-67 (Back)
39. Charlotte Mason had students at this level read the daily news and keep a calendar of events. We suggest students choose the most important 2 or 3 stories of the week and re-write them in their own words as a chronicle of the year, making the heading of each page something like "This Week in History, September 1st, 2003." Parents: pre-read and filter current events materials (on the web, or in print) as necessary, due to the potential for coverage and topics of an explicit nature, even from conservative sources. We've listed some possible options here.
Blogs as a media form have rapidly overtaken hard-copy publications. News is being reported there, in some cases, faster and more accurately than other, older media forms. Students should learn about them, find one they trust, and check it regularly. However, we recommend that parents first become familiar with blogs and visit the one(s) their children will frequent. We suggest several poliblogs here, but parents should know that not every message on these blogs will be 'child-friendly' and often have ads that include scantily clad women. Also, most blogs link to a multitude of other blogs and sites that may not be child-friendly.
Comments posted on blogs can be considered a new media equivalent of a letter to the editor, and students should learn how to communicate well on blogs. (Back)
40. The Deadliest Monster: a highly recommended literary worldview study contrasting the books "Dr. Jekyll and Mr. Hyde" and "Frankenstein."(Back)
42. Thinking Like A Christian: the Teaching Textbook, not the student journal), a condensed version of Understanding the Times ($) which many families find more user-friendly. For more info, see http://www.lifewaystores.com (Back)
43. Shakespeare: Leithart's book Brightest Heaven of Invention ($) is a Christian study guide for 6 Shakespeare plays: Henry V, Julius Caesar, Hamlet, Macbeth, The Taming of the Shrew, and Much Ado About Nothing. (If you need to cut back, do one or two plays this year.) (Back)
44. Miss Mason directed students at this level to keep a Common-place Book for passages that strike them particularly; to learn a hundred lines of poetry; and to be able to give some account of what they have read in each book, with sketches of the chief characters. (Back)
45. Invitation to the Classics: pages 203 to 306 this year, or about 25 chapters, beginning with Jane Austen, and ending just before James Joyce; the chapters are short.
Alternately, you could continue (or supplement with) History of English Literature for Boys and Girls, by H.E. Marshall β Δ (K) Chapters 74-85 (Wordsworth to Tennyson.) purchase from Kelly Kenar, who typed this text for AO.) Table of Contents arranged by Year and Term for both books are available: History of English Literature; Invitation to the Classics.
OR, a book you might find helpful for reference while studying this era (both for yourself as a teacher, and for your student to use): The Cambridge History of English and American Literature (An Encyclopedia in Eighteen Volumes).
We particularly recommend the following sections:
Volume XI: English, The Period of the French Revolution
The following sections suit Term One:
Ch III. Bentham and the Early Utilitarians
Ch IV. William Cowper
Ch V. William Wordsworth
Ch VI. Samuel Taylor Coleridge
Skip chapters VII through XIV.
Ch XV. Entire chapter
Volume XII: The Romantic Revival (All chapters apply to this period.)
Volume XIII: The Victorian Age, Part I (All chapters apply.)
Volume XIV: The Victorian Age, Part II (All chapters apply.)
Plus, the American Literature section, Later National Literature:
Skip Part III. (Back)
47. Uncle Tom's Cabin: May need some teacher guidance; its historical significance merits its importance in term 1. For those interested in finding out more factual data behind the book, Harriet Beecher Stowe wrote a defense of her famous novel: Key to Uncle Tom's Cabin ($ K) Ω. (Back)
48. Frankenstein: Please do not shy away from this book based on the way popular horror movies have grossly revised it. Do please give this book a try. If what you know about Frankenstein is based on a movie, you will be very pleasantly surprised. The Deadliest Monster, by Jeff Baldwin ($) is scheduled for Worldview Studies this term and goes with Frankenstein and Dr. Jekyll and Mr. Hyde (Back)
49. The Open Boat was inspired by the Ponce Inlet lighthouse near Daytona, Florida. (Back)
50. Essays may be used for dictation work. After studying essays, students should be prepared to tackle writing essays on subjects they choose. One possible usage is to have students read an essay on Monday, outline it on Tuesday, rewrite it from their outline on Wednesday, and polish up that rough draft on Thursday. Note: In PNEU's Form III, a paragraph was dictated; in Form IV, selections were occasionally written from memory. You might occasionally assign the student's mastered work for the dictation lesson. Forms V and VI also wrote: "A good precis. Letter to The Times on topics of the day. Essays on subjects taken from the term's work in History and Literature and Economics; or, write on a picture studied, or on some aspect of nature."
Students should read an essay every other week. Choose 18 essays for the year from the suggestions listed, or supplement with your own choices.
Note that three essays are scheduled under Government/Economics:
Term 3: On Liberty, by John Stuart Mill
Term 1: The Law, by Frederic Bastiat
Term 3: Graves of Academe, by Richard Mitchell
And one essay is recommended under Citizenship:
Sesame and Lilies, by John Ruskin
These can also count toward the total of 18 essays for the Year. (Back)
51. Essays by Montaigne: most of the scheduled essays aren't posted online individually, but are included in collections of essays. Dover sells a collection of 8 essays that includes these four for two dollars ($; However, it is apparently out of print, and they will be publishing a new edition in January. We don't know what will be in it, but you may pre-order it). Not all essays are appropriate for students. (Back)
53. Oxford book of English Verse: (Project Gutenberg has the book with a different title β $) This is a poetry anthology Charlotte Mason used; excellent (a classic!), and online in a searchable format. Which version?
* Begin with Percy Bysse Shelly and read: Shelley; Thomas Hood; Macaulay; Elizabeth Barrett Browning
** Read the poems of Ralph Waldo Emerson; Edgar Allen Poe; Robert Browning; Tennyson if you haven't done Tennyson with us in year 7; Emily Bronte; Walt Whitman
*** Matthew Arnold; William Allingham through George Meredith; Lytton; Morris; Swinburne; Robert Bridges through Stevenson; Yeats. Add to the above this anthology of American poets, selecting poets that fit the time period. Check online sites such as Librivox for free audio readings of poems; this is a growing project and more poems are online every month. (Back)
54. If your student hasn't yet had any formal grammar lessons, use Our Mother Tongue: An Introductory Guide to English Grammar, by Nancy Wilson ($ Answer Key: $) This book has 49 chapters. One suggestion is to spread the book over two years, doing about 9 chapters per term. OR, if you have Jensen's Grammar ($), work through that this year. (Back)
55. Dr. Robert Einarrson's Grammar Handouts that Karen Glass so highly recommended have been replaced with a free downloadable textbook and workbook called Traditional English Sentence Style and teaches grammar through literature. This is an excellent book and should be used for students who have already completed Our Mother Tongue or Jensen's. It "promises not only to teach you about grammar, but also to show you the 'grammar secrets' of some of the great writers of English." Details are here (Back)
56. AO's Language Arts Scope and Sequence for this level is here. Assign 3 to 5 written narrations each week, varying the assignments among subjects, and assigning some narrations to be written from readings done earlier in the week. For example: On Tuesdays, the student would read the scheduled Literature, news of the week, historical or allegorical subjects, etc. Then on Thursdays, the student would write a narration of one of those readings. Narration can be done in many ways: poetic, in answer to an essay-style question, straight narration, narration in letter-writing form, and many other creative ways. Write verses (perhaps using metre of poems set for this term) on current events and characters in the term's reading, upon heroic deeds, or on seasonal scenes. Write Narrative poems on striking events. (Back)
57. Most students in Year 10 will have the SAT barrelling down on them, and will need to focus on preparing for the essay portion of that test. As for assigning research papers, we leave this to parental discretion. A student should learn to cite sources properly; however, it takes very little time to learn how to do this. Students should already have become proficient at writing from previous schoolwork such as narration.
See the Essay options for Year 10 for four excellent essays by Sir Arthur Quiller-Couch from "On the Art of Writing: Lectures Delivered in the University of Cambridge, 1913-1914" which can serve dual duty for this subject also.(Back)
59. Paradigm Online Writing Assistant: Karen Glass: Paradigm Online Writing Assistant is a whole online free course about writing four kinds of essays. I haven't explored the whole thing, but I like what I've seen so far. This is the link to the section on writing a support essay. At the top of the page, you can see the progression of the whole course. (Back)
60. Bartlett's Familiar Quotations is a helpful tool for looking for quotable sections from various plays of Shakespeare, especially quotes from the various plays which appear in various other literature. Bartlett's Familiar Quotations, 10th edition, is online (in html and text here.) Note: To get the list of plays from the Bartlett's Familiar Quotations page, try selecting 1) the Author index, then select 2) the Shakespeare entry, which should provide a list of quotations from the first play in the list; and then try selecting 3) Shakespeare's name above the quotations. This last step should bring you to an index of the plays, not just the list of quotations. Or, you may go directly to the play needed from the Shakespeare play index. (Back)
61. Dictation: The student studies two or three pages of dictation material per week, from which the teacher dictates several paragraphs or sections. Students should have the opportunity to study the passage carefully for spelling, punctuation and form before they are required to write it from dictation. At this level, you may wish for your student to alternate between taking dictation in the traditional way by hand, and with a word processor (an added benefit here is the spellchecker function, which can be a useful teaching tool and actually functions in a manner complementary to CM's spelling methods.)
Dictation selections may be drawn from sources such as the term's prose, poetry and Bible readings. You may also occasionally choose to assign selections from well-written journalism sources to exemplify a more technical and factual style of writing. However, choose carefully as newspapers and magazines are often poorly written. Examples of worthy sources might include World Magazine, and columnists such as Peggy Noonan, William F. Buckley, William Raspberry, Charles Krauthammer, Cal Thomas, George Will, and Thomas Sowell, most of whom are accessible from www.drudgereport.com (site will need screening by parent; daily entries are increasingly and disturbingly non-family-friendly). Another good resource for exemplary journalism is http://www.opinionjournal.com from the Wall Street Journal. Writers from these sources are prolific and skilled at the craft of writing. The New Yorker magazine is known for being expertly written and edited, but may require parental previewing.
You may also select among these essays for dictation work. These provide a good starting point for the essay form of writing. After two or three terms of studying Lamb's essays, students should be prepared to tackle writing essays on subjects they choose. One possible usage is to have students read an essay on Monday, outline it on Tuesday, rewrite it from their outline on Wednesday, and polish up that rough draft on Thursday.
Note: In PNEU's Form III, a paragraph was dictated; in Form IV, selections were occasionally written from memory. You might occasionally assign the student's mastered recitation work for the dictation lesson. (Back)
62. Apologia science materials by Dr. Jay Wile ($earch). Read the suggested course sequencing at http://www.apologia.com/store/ to determine what will work best for the needs of your student, based on interest and math level. If a student missed out on the AmblesideOnline science selections and nature study rotation, General Science should be considered as a starting point with Apologia materials; otherwise start with Physical Science. Read through Jay Wile's website, especially "course sequencing" to see what will work best for the needs of your student based on interest and math level. If financial resources are a concern, any of their science courses may easily be stretched to two years.
Another possible option: BJU Press Science, which schedules Physical (basic) science in 9th grade, Biology in 10th grade, Chemistry in 11th grade, and Physics in 12th grade. The Advisory has not used this yet. Some have recommended BJU Biology, Apologia Chemistry and Apologia Physics. (Back)
63. Microbe Hunters: This is a collection of science biographies. Year 10: chapters 3-8 this year, the book will be finished next year. (Back)
64. Six Easy Pieces: These chapters, one per term:
* Atoms in Motion
** Basic Physics
*** The Relation of Physics to Other Sciences (Back)
65. Henri Fabre: choose any one of these; many of these are online at Project Gutenberg; Fabre texts with photos)
Select one of the following Fabre works from the above link:
Bramble-Bees and Others Δ
The Life of the Caterpillar Δ
The Life of the Fly, With Which Are Interspersed Some Chapters of Autobiography Δ
The Mason-Bees Δ
More Hunting Wasps Δ
The Wonders of Instinct: Chapters in the Psychology of Insects Δ
The Glow-Worm and Other Beetles Δ
Social Life in the Insect World Δ (Back)
66. How to Read a Book: be sure to get the revised edition. If you read part 3 in Year 9, then complete the book this year with part 4. This book was scheduled at a slow pace throughout Years 7-10, but if you're just starting in Year 10, plan accordingly; consider reading this book aloud with your student, and go slowly. This material is weighty and should give much material for reflection and discussion. Note: The revised version was written by both Mortimer J. Adler And Chares Van Doren. If Van Doren is not a co-writer, it's the older book. It was revised in 1972, but later books may not be called "revised." The version to use has five chapters in part 1; 7 chapters in part 2; 7 chapters in part 3; and two chapters in part 4. The unrevised edition may have fewer parts. (Back)
67. Art options: Parents may wish to screen all options for nudity. (Back)
68. Jansen's Story of Painting: The Chapter titled The Age of Machines. (Note: this book is best suited for the earlier years of Ambleside's House of Education) If you already have Janson's Picture History of Painting, Janson's History of Art for Young People or Janson's History of Art, those books are broken down into their appropriate terms for Years 7-11 here. (Back)
69. Jansen's History of Art: Assign the chapters in your Janson edition that cover the Year 10 period. In Janson's Fifth Edition, cover Chapters 1-3 of Part Four: 1 - Neoclassism and Romanticism, 2 - Realism and Impressionism, and 3 - Post Impressionism, Symbolism and Art Nouveau. If you already have Janson's Picture History of Painting, Janson's History of Art for Young People or Janson's History of Art, those books are broken down into their appropriate terms for Years 7-11 here. (Back)
70. The Arts, by Hendrik Van Loon: this book is OOP (out of print), but worthy of an exception to our usual exclusion of OOP books from the curriculum. For Year 10, read chapter 49 to the end of the book. (Back)
71. Foreign Folk Songs: Charlotte Mason did 3 in French and 3 in German. (Back)
72. English Folk Songs: you may choose to continue the Folk Song rotation at AmblesideOnline; as well as the AmblesideOnline rotation for Hymns each term. Carols would do for the Winter term. Work on each song about 4 weeks. Folksongs which are particularly appropriate selections for the Year 9 time frame include:
When Johnny Comes Marching Home, 1863 ($mp3)
Buffalo Gals, 1848 ($mp3)
Simple Gifts, 1848 ($mp3)
Dixie, 1859 ($mp3)
John Brown's Body, 1860 ($mp3)
Poverty Knock, origin uncertain (please preview and edit the verses as your family sees fit) term three
The Triumph of General Ludd, 1811 ($mp3)
The Arms Of Abraham ($mp3) (Back)
73. Folk Songs by Stephen Foster (1826-1864):
One of the most important songwriters of his time. Many of his songs resonated with Americans so much that they are no longer associated with Foster's name, as people imagine songs like O, Susanna and Camptown Races are folk songs. ($ CDs)
~Suggested songs: Old Folks at Home, Old Kentucky Home, Hard Times Come Again No More (a recent version by James Taylor, Mark O'Connor and Yo Yo Ma is on the CD "Appalachian Journey"), Beautiful Dreamer, Oh Susanna, Jeannie With the Light Brown Hair, I Would Not Die in Springtime.
~ PBS produced a special on Stephen Foster, and has a companion website where you can listen to Foster's music:
~Interesting biographical information about Foster and the historical significance of his music, as well as lyrics to all his songs:
~Helpful notes on individual Foster songs (Back)
74. Charlotte Mason's students were learning three languages at this level. A good English/foreign language dictionary is also recommended.
You might find that your foreign language studies cover enough grammar to be counted as English Grammar as well. (Back)
75. Regular Exercise: One Advisory suggestion: For routine fitness, Living Arts' Pilates videos/DVD's offer a challenging but enjoyable 30 minute mat workout that will benefit the entire family. Instructor Ana Caban gives clear and concise verbal cues that even young children can follow with a little guidance (even a 3 yob! ;-) and the background music is neither loud nor distracting. Start with the Beginning Mat Workout video/DVD ($), which explains the basics, before advancing to the Intermediate Mat Workout ($). Another suggestion: Leslie Sansone's Walking DVD's: Start! Walking ($), Walk Away the Pounds ($).
Learn and play a game (kick ball, tennis, croquet, ping-pong, bocce ball, softball, racquetball, volleyball, soccer, etc.) or take up hiking, swimming, folk-dancing, hula dancing, clogging, Scottish dancing, Irish dancing (purchase Celtic Feet VHS Original Best DVD) or pursue other physical activity of your choice.
Learn and play a game (kick ball, tennis, croquet, ping-pong, bocce ball, softball, racquetball, volleyball, soccer, etc.) or take up hiking, swimming, folk-dancing, hula dancing, clogging, Scottish dancing, Irish dancing ($ Celtic Feet VHS $ Original Best DVD) or pursue other physical activity of your choice. (Back)
76. Nutrition: You may wish to consider books by Shonda Parker ($earch), a Christian homeschooling mother and certified herbalist.
Nutrition and Physical Degeneration, by Weston A. Price ($)
The Omnivore's Dilemma: A Natural History of Four Meals, by Michael Pollan ($)
Folks, This Ain't Normal: A Farmer's Advice for Happier Hens, Healthier People, and a Better World, by Joel Salatin ($) (Back)
78. Work and Life Skills: Charlotte Mason had students do house or garden work, make Christmas presents, pursue useful crafts, sew, cook, and learn first aid. She also suggested that the student help darn and mend garments from the wash each week and sew for charity (serving at a soup kitchen would also work). We suggest that over the course of high school, your student might do the following (a rough guideline would be to choose about three of these per year for the next four years):
Learn to cook using a basic cookery book such as Joy of Cooking ($), Better Homes and Gardens New Cookbook ($), The Cook's Illustrated How-to Cook Library (K), Mark Bittman's How to Cook Everything ($ K), one of Sue Gregg's cookbooks ($earch), or whatever you have on hand.
Learn CPR and first aid (This can also be counted for Health.)
Learn to balance a checking account
Learn to read a map
Read a book about Small Engine Repair
Take a course in Driver's Ed
Work with an Election Campaign
Learn to garden and/or yard care
Change a flat tire
Use jumper cables
Pump gas, change the oil and plugs on a car
Make some simple furniture
Lay a tile floor
Paint a room
Some basic home repair and maintenance
The Walls Around Us, by David Owen ($) is a well-written book about how our houses are built, but it needs some previewing or parental editing.
Miss Mason frequently recommended Scouting tests (Parents' Review, May 1920) and said that all girls should take the First Aid and Housecraft Tests. We suggest that all students learn CPR and First Aid. Scouting or 4-H are other options to consider.
DOMESTIC SCIENCE OPTIONS:
Home Comforts: The Art and Science of Keeping House, by Cheryl Mendelson (excellent resource for all homes) ($)
The Hidden Art of Homemaking, by Edith Schaeffer ($) ∫
Do I Dust or Vacuum First?, by Don Aslett ($)
books, by Emilie Barnes ($)
Get More Done in Less Time, by Donna Otto ($)
Speed Cleaning, by Jeff Campbell ($)
Who Says it's a Woman's Job to Clean?, by Don Aslett ($)
(These last two may be particularly useful with boys.)
Books by Larry Burkett ($; K) or Dave Ramsey ($earch)
The Tightwad Gazette books by Amy Dacyczyn ($) (Back)
Last update July 30, 2014
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