That gives you time to feel them out and plan for the year after.
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And just an FYI, you can buy many maybe all? Lady in Pink — I did not realize that they were available as Kindle books on Amazon! What have you done for History and Literature until now? I have the other volumes for him to listen to as well. I have another question for you Sheraz, do you think the Young Readers Collection is still the way to go if we have a few of the books in paperback edition?
We have:. The Famous Men collections are not on the Young Readers collections. I am not seeing it listed at a quick glance. Keep in mind that hese books are aimed at 4th grade strong independent readers or as great read alouds for anyone as they learn oral narration skills. Receive useful CM-style homeschooling tips and site updates once a week. No spam or junk. Unsubscribe any time. Your address stays private. We promise. Viewing 15 posts - 1 through 15 of 40 total. May 17, at pm. Des Participant.
LyndaF Participant. Have you tried looking at mainlesson. I use those books all the time and it is free. May 18, at am. Nebby, thank you. I think I will just get the HH ones for now. Sheraz thank you again. Mysterious Lady in Pink Participant. Love this thread as I am trying to move in this direction as well. Soooo helpful! When choosing biographies, do you have any suggestions as to how many to read during a term or year? History is one of my favorite subjects and I almost always go overboard and pick too many books!
I'd love any advice on how to limit myself to a more reasonable amount that we can slowly enjoy instead of devouring them all or feeling as though we must finish the stack. We all feel your tension of trying to select the best books and limiting the number. More is not always better in appealing to the appetite of a child, however, so you are right to be careful. The great thing is that if they strongly connect with the books you do use for school, they will devour many of the titles you would like them to read, but on their own.
In general, I never have more than one biography per term, and if it is long, it may cross over to a second term. Some biographies do make great family reading and are always helpful to have on your "free reading" shelf for their own feasting outside of school. Would any of these be considered Form II level books? Looking for a spine that would be more enjoyable for us. My oldest has sloggrd through 28 chapters of This Country of Ours I noticed that one wasn't mentioned—made me less guilty for not enjoying it, or maybe you guys like it but didn't mention it?
I'm trying to start it again with my form I kiddos and I have been avoiding it and getting behind etc. All while my oldest avoids it at her later chapters and gets behind lol. The Gerald Johnson ones, or are those considered Form I?
I'm also confused about how forms I and II can be in the same time period in a family, if they have a different respective rotation. Or is American history all the same time period and then when adding British for form II that is the only thing different? So then British history is a spine and American history isn't for form II or you have a spine for each? Sorry, getting confused.
We have gone all the way through Our Island Story, except for my 6 year old of course was trying to start that over with form I but after the podcast it sounds like I should wait until form II anyway? I happen to own both of these books, and do not have a copy of the History for Peter books. Would you recommend either or these, or suggest steering clear of them? Thank you for the great podcasts! Also, I wondered if you made a suggestion for a British history spine and I missed it?
I wrote down the suggestions for American History, and Ancient History for Form 2, but did not catch a spine suggestion for British History. Hi, Bekah. You noticed we did not mention TCOO, did you? While we do love Marshall's Our Island Story, her American history book doesn't have the same engaging tone that captures students' imaginations perhaps because the author isn't American?
I should edit these notes to include form suggestions, though there is room to adjust for your own student's abilities. Johnson's books would be excellent for Form 2 students, and even into Form 3 as they do not talk down to the reader. The Dalgliesh and Duvoisin books would be great for the first year of American history studies, and for the rest of Form 1, my very favorite is Enid Meadowcroft's Land of the Free.
It is out of print, but can still be had inexpensively through used book sites. Our Island Story would be a great history spine for Form 2 when your children start their British history studies. To answer your questions about American vs. British in Form 2, in a nutshell, the simple answer is both. Your Form 1 students will continue to study American history throughout their education, but in Form 2 will add a separate lesson time to their weekly schedule to study British history, then in the second year of Form 2 another lesson is added for Ancient history.
In CM education, once a subject is begun it continues throughout school, so you won't drop off any of these streams generally. I will post here to let you know when that is up on the site. See the above response to Bekah about This Country of Ours, but it is not one we recommend. While I have several books by Miers in my library, I have to say that I'm not familiar with the one you mention. It very well may be a good choice. The History of Peter books are our favorites for Form 2 and even some Form 3 students may still use them , but they are not the only good choices.
If you use the criteria that we talk about in Episode 7 Recognizing Living Books to evaluate it, you can feel confident in your decision to use it or not. I think we mentioned in passing how much we love H. I'm sorry I didn't spell that out in the notes above! Will you be talking about the use of timelines or century books in a future episode? We've never used them successfully in our homeschool, and I would like to hear your take on them.
I'm sorry, I also thought of a second question. If the student was expected to keep three threads of history going after Form 2, what do you recommend for Forms 3 and 4 for British history and western civ, after Island Story and Dorothy Mills books are finished? What would a term look like with the three streams going? A spine, biography, and perhaps a historical fiction book for each stream? Would we read from each of those books once a week, or alternate? I'm trying to wrap my mind around this.
I'm sorry — one more question! When it comes to spines, it sounds like you via CM would eschew a far-reaching spine covering the whole world. American history makes sense, as well as British history, but what about the Ancients? Would there be a separate spine for the Romans? What about beyond the Ancients? Any specific book suggestions would be very helpful.
Thank you! Great podcast. This has been extremely useful! My oldest is 9th grade and I wonder what CM did for the older students form 5? Would the cycle you explained just continue until the end?
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Maybe you mentioned this and I missed it. Thanks so much. I found your website at episode 14 just this week, and have only gone back to episode 12 so far. I will go listen to episode 7 now. It does sometimes make the mind spin when we try to take it all in as a whole, but remember that school happens day by day and book by book and the actual working it all out isn't as crazy as it sounds.
If your children are small, remember you have time to get to the point of having all those books and adding the three "streams" of history together. Also, remember we said that books are read slowly, and not that many of them, at that. You do not necessarily have a biography in each stream of history in the same term. Historical fiction can be read outside of school lessons. Spines can take several years to work your way through.
The key is knowing where you're going, choosing good books to spend that time in, and then moving along one step at a time. I'm so thankful for your podcasts!! These about history are especially helpful! Taking lots and lots of notes! I find we are generally moving in the right direction, but I have not been using spines. I have not been quite sure how to use them. We have used biographies and historical fiction.
I have the vision for how the streams can work together. I guess my question really is, are there spines that only deal with ancients? I already have a large selection of living books but am short on spines that are not summaries of the entire world's history. Okay — now I see that Dorothy Mills has spines for these time periods.
I guess I have some research to do. Thank you, Katie, for your support and encouragement. We are also thankful they are helpful to you.
So then they would only need another source to complete the 20th century the last year of their rotation. No problem! In Form 4 when they expand to western civilization beyond Britain Barbara Tuchman would be a great resource or Jacques Barzun perhaps. This is high school and as CM said, students were given "stiffer" books that weren't as living but delved more deeply into the issues. Yes, it would just continue that next four-year rotation in all the streams, but instead of just focusing on British history, they would be studying all of European Western Civ history from the time period of their American studies.
I went back last night through my notes and realized I had forgotten about the European history. I'm glad you mentioned it again! Thank you…. I just can't wait for the diagram…this is probably simple but seems so complicated. Do I understand correctly that a student would be studying the same time period in British history as he would be in American history?
Topic | Using strictly Yesterday's Classics books or Heritage history for history and literature
For example, I would like to resume our American history study with WWI and have it in my mind that we should be studying British history for that same time period. Would any of the authors you mentioned have a book to cover this period, and WWII as well? Or any other suggestions? Yes, you are understanding that correctly, Kelly.
Finding suitable spines for the modern period of the last hundred years is challenging. We are currently researching this for both American and British. Up to now, I have used some excellent biographies and individual history books to fill in for this lack, but don't have a single spine book to recommend. Winston Churchill, books on The Battle of Britain, etc.
Are you all familiar with The Story of the Greeks by H. A Guerber? Is that similar to Mills books? Do you recommend one over another? I am trying to rethink my use of history spines knowing that there are more to choose from than I originally thought. So thankful for your expertise and passion for all things books.
I have steered quite a few ladies this way already! I was just reviewing these podcasts and look at all the comments! So exciting! Now ya just don't have to talk to me! Guerber's history is a good choice, though perhaps written for a bit of a younger audience; certainly it is appropriate for form II, but a switch to Mills might be best for most form III students. We'll be forever grateful for the time you took to be our first "engager" on this site!
I just found your podcasts, Thank you!!! I just finished our first term of level one of Ambleside Online with my oldest daughter, and as I started into the second term, I felt that I should not follow the Ambleside suggestion for history. Even though the books we were reading were great, she was struggling with them and hating these books. I decided to save them for when she is a little older and can appreciate British and ancient history, and for now, just stick with our own country's history. Listening to your History series, confirmed my feelings, has given me so much to start with, and has taken a huge burden off my shoulders.
I see CM's wisdom in starting out the little ones in their own countries history, because I think for them, home is easier to comprehend. Thank you again! It sounds like you have a wonderful grasp of Mason's principles and intuitively know how to apply them best for your daughter. Thank you so much for sharing this with us today! I really appreciate your explanations of history cycles. I have been obsessed with researching different ways to do order history in keeping with cm principles. I will be entering year one with my son next year. I did not resonate with starting with british history as AO outlines.
I liked the ideas presented in Higher UP and Further In, which starts with American history but also gives an overview of world history with Hillyer's "Children's History of the World". In your opinion is this too much? Also when you mentioned "hero tales" the first year, could you offer some titles in that category? It definitely needs some editing regarding racist and outdated terms but it seems to flow nicely. Would it be worth buying both of those and would i use them in year ? And lastly when I start with hero tales in Year 1 next year could my 4 year daughter sit in on the readings of my son's first and second years and then officially join him in 1C?
Thanks so much for providing such incredible resources and inspiration! Thanks so much for giving us your feedback. We understand the dilemma, which is what prompted us to explore how Mason taught history in the first place. I do tend to think that the overview of World History is too abstract for most year 1 students.
Do not worry, your students will get this if you follow the rotations we describe, but in upper elementary school when they have already had a solid foundation in their own country. On another note, Mason was adamant that Biblical history was real history too, but did include that in her Bible lessons so the children would connect the stories they were reading in the Bible with recorded history; same goal as HUFI, but different ways of accomplishing it.
Hero Tales, or "tales from the heroic age before recorded history" as Mason put it, for Americans could be those stories of the discoverers, Native American legends, American Tall Tales, etc. I only have Pratt's Stories from around the Civil War Era, so I'm not sure what her earliest volume contains, but it very well might fit the bill. America Builds Homes is absolutely lovely, but not necessary. It doesn't cover all of history in a chronological way, instead just focuses on the major colonizers of America and the typical households of each respectively.
If your daughter is interested and wants to sit and listen, that would be perfectly fine, although you wouldn't require narration and would still spend her first year of school reading Hero Tales of American history. Her second year of school she would jump into the rotation in whichever year your son is.
Emily, Thanks for helping me to understand. I am still unclear about the circles that have A B C D. I was thinking that was rotation of 4 years but it looks like there are only 3 years of simply American History before World and British are added in Year 4, with one of those years being Hero Tales. Am I to look at the letters as years? And if my daughter starts in 1C or 1D does she progress with my son to 2A or do 1A at simplier level?
Also when you mention Hero tales, is there a spine along with that or is America Begins the spine? Sorry for all the questions. I really like the ideas here I just am trying to wrap my head around it! Thanks, Amy. I was attempting to make it less so by choosing letters instead of numbers to signify the four years of the rotations…but maybe that made it worse. This is consistent with CM's schools. However, since the years overlap, or are completely lined up across the whole school, when they change forms they would still be moving along in history chronologically, and pretty seamlessly too.
I'll try to explain more. A student's first year is in Lower I IB. This is probably the most confusing thing for us as we think of A before B, but that's not how the PNEU labeled their classes. This is completely separate from my using the letters A, B, C, and D. So in Form IB, or 1st grade, a students always started with those "tales" and I believe America Begins is a great book for that.
They then continue to the next year year C of the rotation in 3rd grade. So while they haven't finished the book necessarily, that isn't the point, since they continue to study history in a consecutive manner. This is true for all the transitions between forms.
American History Stories
Does this help at all? Let me know if I need to clarify further. And thank you for asking! This hones my ability to describe my research. Book choices are often decided based on age and ability; the form alone can't always tell you exactly which book to use. Probably the average child could use the same American history spine in those forms too, if you choose one with wide appeal, not too easy and not too difficult.
If your form 3 student is very advanced in reading comprehension and thinking, they might need a separate spine than the form 2 fourth grader, for example. I probably haven't helped you as far as a specific title, but do hope I answered your question. I have found all of your podcasts so helpful. I am looking for a history spine for Form 1. Are there any others you would recommend?
There are a few options available online, or through reprint by Yesterday's Classics. Have you checked your public library system for Land of the Free? Is there any way to preview Land of the Free or to see a passage from it? Can you share why its your favorite? Have you put in a request for Inter-Library Loan? I don't know of a preview that exists online. A strong wind filled the sails of the three little Spanish ships which were scudding toward the west. They lined the railing or perched high in the rigging, keeping a sharp watch on the horizon.
Standing on the quarter-deck of the flagship, their commander strained his eyes, peering anxiously ahead. Day after day they had sailed across an unknown ocean, trying to find a short route to a country called the Indies—a land rich in gold and spices. The language, though simple, is excellent, the description is rich and vivid.
I know of no other book that comes close to matching this in my requirements of a living book as far as a spine for American history for Form I use. That sounds amazing! I will definitely pray it comes back into print! Could that be a form 1 spine? What age is that best for? I do love And There Was America, but it is just the story of the discovery of America—it doesn't go up far enough in history to work for the spine. I would recommend that as the main text for IB—first grade when they read tales of our heroic past. You recommended to someone above some public domain books — Eggleston's, Lawton's, and Pratt's.
I'm trying to wrap my brain around how I might use those for form I and thought you may have some suggestions! Lawton's is long, over pages, so at first I thought that could be a spine for form I, but I don't think the stories are in chronological order. Eggleston's is not as long, only 33 stories, so I'm thinking it wouldn't last for all of form I. Then there's Pratt's which is 4 volumes. It seems a little too long. I wonder if it's a little too in depth for this age.
First, let me say, none of these are my favorites for Form I. I still prefer Land of the Free by far, but it is difficult to find. I have ordered a book I hope will be a good Form I spine that is in print, but I have yet to receive and preview it. I will definitely post it on this page if I think it worthy, so stay tuned! Lawton America First is in fact chronological, and goes up through WWI, and this is probably my first choice for a Form I spine of these secondary options. Eggleston's covers slightly less time, ending at about Chapters in Pratt's books would probably need to be selected to limit the amount of material covered in each year of the 4-year rotation from , and would only go up to the end of the Civil War, so another book would need to be used for the remaining portion of history.
As you can see, I haven't found the perfect book to substitute—yet. It is unbelievable with the vast quantity of material available for American History that we don't have better "spine" options! As far as how to use any of these for grades …The first year of school Form IB, 1st grade , remember, the student reads tales from the age of discovery. Then when they move up to Form IA, in 2nd grade, they will jump into the 4-year rotation in whichever "year" the school is if there are older siblings, or in "Year A" if they are the first student.
They would read in the chosen spine only the period covered in that "Year A"—approximately Depending on which book you had chosen, there may be time to add biographies to the spine to complete the allotted time for American history in their schedule.
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Note, they won't go through the entire 4-year rotation in Form I, but will continue to finish it in Form 2 using different books. I think there are only 17 chapters I haven't gotten the book yet, I am just going by info I have gathered online , and if you divide that by a 4 year cycle, then there are only 4 chapters to read a year. So do you fill in the rest of the slots for reading with biographies and living books based on historical events? The only thing I have to compare a schedule to is Ambleside and for Year 2- they have 2 history readings and 1 biography reading a week.
Thanks again for your help! I am so excited! Yes, you don't read very much in the spine over the year, which leaves time for a few biographies. Charlotte Mason only scheduled history readings twice a week for mins. Take a look at her P. If you spread those 4 chapters out across the year, and read corresponding biographies during the rest of the time, you will have a wonderful Form I history study!
Add to that, in leisure time, as many read-aloud and independent reading choices of historical fiction that corresponds to the time period. As Mason reminds us, more is not better, and it is best to walk in one man's shoes until we know him so well we feel like we know what it was like to live in his time. I should also mention that the purpose of the Spine is to connect the dots and introduce the big ideas of that period of American History being studied.
It helps a student learn to think bigger, that there was a whole world of things going on while the subject of their biography was living. If you begin teaching chronology see articles listed in show notes for Episode 15 with the history charts, your children will also learn that they are a part of the same history and that much is going on beyond their own spheres.
I was also able to get America Begins and Land of the Free used — I have enjoyed read them immensely! I do love the way they are written as well as the content. I have to admit they actually helped me connect the dots on several historical events. I think it is always hard to adjust to the "less is more"philosophy when you are personally excited about the material and want to share the next great event in history. I don't mind piecing together a history program but sometimes I feel insecure about selecting the best books to accompany the spine.
Many of my friends use Ambleside for their history all the way through. In attempting to follow the history cycles as you propose, I feel a little like I am inventing the wheel. I suspect your consulting business helps with advising how to create the whole scope of books? Thanks again for all of these suggestions! I completely understand both your own joy of rediscovering history through your children's books, and your uncertainty or insecurity about finding good living books on your own for the future.
May I suggest you simply start to search for the best books a term or two ahead of time, putting out inquiries to friends and more experienced living book users for specific time periods? There are lists of period-specific history books on our website, for example. As you continue to read the older, more literary books, you will grow more confident in discerning them at the library or used book sales and may find some treasures of your own.
There is never any guarantee that any book list or recommended book may suit your family, anyhow. Certainly, we can offer good suggestions through a consultation, especially in the beginning of forging your own path, but you will grow in ability just by reading and teaching your children too. I think it also might help you to keep in mind what I just wrote to Jason and Katie above: CM only scheduled history for 2 minute lessons each week. You won't read a whole passel of books, but by reading them deeply, your students will form more lasting relationships with those figures and ideas they encounter in their school books.
As you said, less is really more. A resource that has helped us immensely over the years to find excellent history books is Truth Quest History www. And as mom said, even Mason didn't think she was worthy to come up with "the best booklist," so you are in good company. Your diligence already shows that you are on the right track and your children are blessed. I've just loved all of your podcasts. They are so thorough and inspiring at the same time.
I feel set free to explore more books and what will work for my children rather than sticking to a static booklist, based on their age alone! I just was rereading in Volume 3 where Mason writes, "The 'hundred best books for the schoolroom' may be put down on a list, but not by me. I've confused myself now about the Ancient Track you mention! Do you think the Ancient track of History, just becomes Plutarch, or that students were reading Plutarch and an Ancient History source as well?
Have you seen evidence that Mason included these texts in the programs of the upper grades? I am excited to report that I recently found America Begins by Alice Dalgliesh at a local antique mall. Thank you so much for the work you ladies are doing, I am looking forward to using it next school year…I read the whole book as soon as I got in the car and totally loved it!
I never would have found it without you guys… Thank you! That is phenomenal! I'm so glad you were able to find a copy, and so economically! And even more glad to hear you enjoyed it as much as I do. Our hope in mentioning these harder to find books is that more people will come across them and recognize them, just as you did.
What a treasure! I have been catching up on your podcasts and looking over the notes on your site. I created a chart using yours. I only have one child so I have it easier I think , but this is what I am taking away from your talks about timing. So I know these are wide time frames, but my take is that we read spines for these time frames and then pick out specific individuals to read about during that time such as Martin Luther King Jr or Benjamin Franklin.
I heard what you said about studying other areas superficially and better to skip that my interpretation , but because China, Japan, and the Middle east are so important in our time would you expand western history particularly in high school? You have the general idea, but there are a few differences. First, that initial year of American history tales stands apart from the 4-year cycle of history for Form I. You show it as part of the 4-year and so have reduced that cycle down to only three additional years. Obviously, your child won't complete that rotation while in Form I, but they will as they move up to Form 2, using different books.
Secondly, I use different years to align the rotations between forms after the initial year that covers the most ground. That is up to you how you break it down, but would greatly benefit a family with multiple students in different Forms. Thirdly, I don't believe Ancient History should be broken into such distinct years. Your year breakdown may come off more like a sweeping history study of the time period like Story of the World, instead we are giving our children a fuller view of one culture at a time.
They will sort the time periods out as they use their history charts and Book of Centuries.
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As for your last question, in high school students are daily including current events in their studies, so will be studying all those cultures and events in places other than the west regularly. The goal is not insular, but knowledgeable enough to engage deeply with our own history so we can appreciate and then begin to understand others'.
I like to think of the beginning forms as getting acquainted, shaking hands with various people and events, and when that time period is returned to later, as a chance to go a little deeper because the child has some familiarity from before. You are right that they might not study a specific individual or event again, but a different aspect the second or third visit to that time period.
By high school, they will be grappling more with the ideas and attitudes of the time, the motivations behind certain elections or wars, rather than just what happened to who. History is a vast subject and no one ever can know about all of it and everything that has occurred. Also, I just noticed that you have 1 5-year rotation through the Ancients, and 1 3-year rotation.
CM did 2 4-year rotations, since she was focusing on cultures as a whole and not dates as I explained above, this is very doable.
Thank you for all that. Oops, I did not mean to split ancient that way. I am amazed at how many interpretations of CM there are out there and how different history can be presented. The outline I've presented on this podcast comes from what I've gleaned from Mason's own writings and what that looked like put into practice in the programmes of assigned work for her P.
Hey again! I have my copy of Land of the Free but am having a hard time finding bios to go with the early chapters about the explorers, Jamestown and the Mayflower. Do you have a list somewhere like you do with the Nature Lore books? Well, I don't have it laid out as nicely as Nicole has her Nature Lore page, that's for sure! There are so many books, especially biographies, that that project seems daunting.
Alternatively, for the explorers, check out Ronald Syme's books. And remember, you don't need to read a bio on every figure. Just a few, one at a time, read slowly, will give your students a deeper connection to those persons. I struggle with that too. I am so new to homeschooling that it is hard to know what the CM goals are for form 1,2 and 3 history.
From what I gather- form one is focused on people, form 2 on events and form 3 on ideas and attitudes? Is that right? I get confused because looking at AO it seems that the goal for Form 1 would be a detailed overview of history. But as I said, I am a little confused…. I think it can be much simpler than how you are trying to arrange it. Form I is American history, tales in the first year, of the years for the second and third years; then, the next forms continue to follow in chronological order with appropriate level history and biography books, when reaching the present, going back to early American history.
Form 2 also adds British, and ancients. The ancient cultures are covered in four years and once through, begin over again; British history follows the same time period as American people and events are always studied in every form. The food that the mind feeds on, Mason tells us, is ideas, living ideas. No book should be without living ideas or it isn't really a living book, and won't go far in educating our children. Obviously, ideas become more complex as the child's intellect expands. One reason we love the Johnson books History for Peter so well is that he presents not only the people and events but the informing ideas of the age—and that is our recommended spine for Form 2.
The main point here is that we study History because it helps us understand people better—those from all times and places and helps inform our own time and place. We strive to give the students a "Pageant of History" so that they truly see it in their mind's eye, and feel like they've lived in other times and places. Thus, every book we give them should provide a bit of this to them, at every level, appropriate for their age and reading ability, but rich in living ideas.
Education, and especially homeschooling with the Charlotte Mason method, doesn't often divide into neat and tidy, distinct packages. Take a deep breath and remember that you are educating whole persons. They need nourishment mental, emotional, physical, and spiritual. The subjects of Mason's wide curriculum blend well together and often overlap, and when taken in entirety lead to a much greater whole than the sum of individual parts.
Education is the Science of Relations. It takes a bit of faith, we don't always get immediate results, but we trust that the Holy Spirit is doing his work in each one of our students. We are diligent to keep spreading the feast and help them develop and strengthen the tools they need to digest it all. Just got some of the bios in the mail; they are wonderful! I can't wait to share with my children. Thanks for the recommendations!
I wonder if there is some way to get those out of print books into digital that can be purchased. I would rather have an actual book, but on a Kindle is better than nothing. It appears that all of the people listening to this podcast have purchased every available copy of The Land of the Free by Enid Meadowcroft! Truly, I cannot find a copy. What would be your next suggestion to round out Form I? I have a good number of books on each phase in American history, but do not have any other good spines for this age we are about to finish Roger Duvoision's book.
Would the Dalgliesh books work? We have one year left in Form I. I read through all of the comments and see that others encountered a similar problem and that you offered alternatives. We were afraid that would happen if we made those titles known. If it's any consolation, we are hoping to have them reprinted. Meanwhile, you feel stuck. Mason, I was reading the other day, didn't pick out books till the term before they were needed, to keep things fresh. See if the Dalgliesh seems appropriate for your third grader for next year.
Maybe you could advertise the need for certain books in your local homeschool groups, go to some curriculum sales or library sales, and pray you find a copy. I think if you diligently search, you will find something appropriate. When it comes to year1 with folktales I am not finding Living books. The books are just that, stories. Do you have any examples of narrative tall tales? I am not certain I am understanding your question well, so apologize if my answer is not adequate. Stories are what you are after.
The story is what makes the book living. Stories are what children connect with. Not all living books need to be stories, of course, but for "tales" are the very thing you want. I guess I should have explained that these stories are more like some of the books that you read as examples of laid out facts and locations, but not really connecting the character to the place.
Does that make sense? Our librarian is pulling every book in district for me to look through and some have been ok, but maybe it is my lack of practice for these younger year. It feels like I am just being given information with no heart, so I was hoping for a few recommendations that i could look at to compare. Oh thank you. I glanced at the previews and these are much better than the stories I was finding.
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I am switching over to a Charlotte Mason approach in my homeschool and am enjoying your podcasts. I have never heard of a lot of these history books but I'm excited to check them out. I want to include more of the "narrative" type of history books. Is there anywhere that you list your book suggestions by form? So I can look at the forms my kids are in and know what books are appropriate for their age? Wonderful series! I like R. We don't have such a chart available.
There are hundreds of titles that might be appropriate at various form levels.