| X |
| x |
| x |
| x |
| x |
| X |
| CM's Original Home Schooling Series Online Vol. 1: Home Education (Not yet online) Vol. 2: Parents and Children (Completely online) Vol. 3: School Education (20 chapters online) Vol. 4: Ourselves: Improving Character & Conscience (3 chapters online) Vol. 5: Formation of Character (Not yet online) Vol. 6: A Philosophy of Education (completely online) |
 |
| times! |
| This page has been visited |
| Note: On this page, underscored titles and names indicate book titles.. Music is "Yankee Doodle." |
 |
| x |
| x |
| History in the Charlotte Mason Homeschool |
| x |
 |
|
|
 |
 |
|
| We are also told not to quake at the sight of a well-written, though long, history book of 400 pages or so. We should merely plan on going slowly through it, savoring the historical periods we encounter in it. Karen Andreola mentions a favorite outline of world history, written by V.M. Hillyer, A Child's History of the World. It has recently been reprinted through Sonlight Curriculum. It must be added that this book begins with Stone Age man, and many find it best to skip through the first few chapters. Karen Andreola also mentions other favorites, such as the Landmark Books of History, and the Edgar and Ingri d'Aulaire books, which were all written before we were born. |
| Historical fiction is also used to foster our children's sense of adventure in history. Older children, often, have no confusion as to what is true and what is fictional. Occasionally contrasting the historical facts with the fictional occurrences is good practice for the children. |
| Through literary history books and historical fiction, a child not only learns history, but he actually establishes a relationship with a time period and its major characters, and when the book is long finished, a strong historic sense of the time period lingers. |
| Another habit we have cultivated began accidentally. We now read through our poetry anthologies for historical poems that describe historical events we are reading about. Reading "Sail On, Sail On," out of William Bennett's Book of Virtues, led to my two children writing either a poem or a story of their adventure on board the Santa Maria with Columbus. I had been planning on reading further in our history book that day, but they requested to spend the day writing the stories instead. ;^ ) |
| Keeping Asimov's Guide to Shakespeare, as a companion, you can enjoy the literary quality of Shakespeare's works, and see where he used poetic license to alter history for the sake of his play. |
| In studying history this way, we should not forget to the historical plays of William Shakespeare, such as "Julius Caesar," " Richard III," "Henry V," or "Antony and Cleopatra." |
| Except for a few personal additions, most of this material is from Karen Andreola's Charlotte Mason Companion. |
 |
| x |
| A.M.D.G. |
| Volume 6: History References 14, 30, 42, 50, 59,62, 73, 77, 131, 151,157, 169-180, 254, 267; a vital part of education, 169, 273; church, 169; English, 170-175, 176, 177; French, 175, 176, 177; ancient, 175, 176, 177, 274; Indian, 176, 267; European, 176, 177; British Empire, 176; and literature, 176, 177, 180, 184, 269, 274; and citizenship, 185, 274 ; geographical aspects of, 177; as a background for thought, 178; time given to, 170; necessary for a sane life, 178; gives weight to decision, consideration to action, stability to conduct, 179; charts, by Miss Beale, 177 |
| Charlotte Mason felt that stories were important because they help us to visualize morals and morality. In them we learn what virtue looks like. She believed that stories supply children with what Charlotte called "moral imagination." For this reason, she strongly believed in focusing on the story part of history. No history should be read to the child unless it is in literary language. History should also provide lessons in the practical affairs of men, their philosophies and their politics, but for children, she felt that it is far more important to train their imaginations and reasoning powers. By asking one or two narration questions, we can encourage our child to draw out the moral in what he has read. As he narrates, he is learning to notice some of the consequences of actions and their bearings upon their time as well life today. In Home Education, Charlotte Mason wrote that it is a fatal mistake to think that children must learn outlines or overviews of the whole of the history of Rome or England. Instead, she asserted, "Let [the child] on the contrary, linger pleasantly over the history of a single man, a short period, until he thinks the thoughts of the man, is at home in the ways of the period. Though he is reading and thinking of the lifetime of a singl e man, he is really getting intimately acquainted with the history of a whole nation of a whole age? Let him know the great people and the common people, the ways of the court and of the crowd. Let him know what other nations were doing while we at home were doing thus and thus." Genevieve Foster's books listed on the Resource Sheet do exact what Charlotte was advocating, and do it by telling a great story. These books are biographical in nature, weaving the lives of diverse characters from around the world in and out of the time line of one specific age. Biographies also provide examples for imitation, as well as for warning. The deeds of heroes give us the opportunity to admire and form high ideals. Through play, our children can actually role play and integrate these high ideals. The Andreola family's list of historical fiction collection includes the following: Thee, Hannah & The Door in the Wall by Marguerite De Angeli The Buffalo Knife & The Perilous Road by William O. Steele My Name Is Not Angelica by Scott O'Dell Caddie Woodlawn & Magical Melons by Carol Ryrie Brink Justin Morgan Had a Horse by Marguerite Henry Amos Fortune, Free Man by Elizabeth Yates Bartholomew Fair by Mary Stolz The Hawk and the Dove Otto of the Silver Hand by Howard Pyle Bold Journey; West with Lewis and Clark by Charles Bohner The Bronze Bow by Elizabeth George Speare Lorna Doone (edited) by Richard Doddridge Blackmore The Robe (unabridged) by Lloyd C. Douglas We are also told not to quake at the sight of a well-written, though long, history book of 400 pages or so. We should merely plan on going slowly through it, savoring the historical periods we encounter in it. Karen Andreola mentions a favorite outline of world history, written by V.M. Hillyer, A Child's History of the World. It has recently been reprinted through Sonlight Curriculum. It must be added that this book begins with Stone Age man, and many find it best to skip through the first few chapters. Karen Andreola also mentions other favorites, such as the Landmark Books of History, and the Edgar and Ingri d'Aulaire books, which were all written before we were born. Historical fiction is also used to foster our children's sense of adventure in history. Older children, often, have no confusion as to what is true and what is fictional. Occasionally contrasting the historical facts with the fictional occurrences is good practice for the children. Through literary history books and historical fiction, a child not only learns history, but he actually establishes a relationship with a time period and its major characters, and when the book is long finished, a strong historic sense of the time period lingers. Another habit we have cultivated began accidentally. We now read through our poetry anthologies for historical poems that describe historical events we are reading about. Reading "Sail On, Sail On," out of William Bennett's Book of Virtues, led to my two children writing either a poem or a story of their adventure on board the Santa Maria with Columbus. I had been planning on reading further in our history book that day, but they requested to spend the day writing the stories instead. ;^ ) Keeping Asimov's Guide to Shakespeare, as a companion, you can enjoy the literary quality of Shakespeare's works, and see where he used poetic license to alter history for the sake of his play. In studying history this way, we should not forget to the historical plays of William Shakespeare, such as "Julius Caesar," " Richard III," "Henry V," or "Antony and Cleopatra." |
 |