I then went back and highlighted potential Read Aloud books in yellow, books that could be assigned to RileyAnn in teal, and books that could be assigned to Ruben in green. Here is a sample of the first page of the chart...
American
History – 1800-1865
Table of Contents
|
This Country of Ours
|
Story of the Great
Republic
|
Beautiful Feet
Early American
Western Expansion
History
of California
Geography
|
Sonlight – SL
Bonnie’s Timeline –
BA
Veritas Press - VP
|
Time Traveler
19th
Century
&
Civil War
|
TQ Books on our
shelves
|
1.
Avocados. Yes! Avocados!
|
||||||
2.
New Capital – Washington, D.C.
|
X
|
|||||
Building
of Wash.
|
*Story
of the U.S. Capital
*Story
of the White House
*Child’s
History of Art
|
|||||
Tour
of Wash….
|
||||||
Art
of the Early Republic Era
|
||||||
3.
Land-a-Rama! Lewis & Clark
|
Ch
66-68
|
Ch
X
|
X
|
|||
Louisiana
Purchase
|
The Louisiana Purchase – BA
*Louisiana
Purchase – BA
|
|||||
L
& C Expedition
|
*Of
Courage Undaunted: Across the Continent with Lewis and Clark
|
*The Lewis & Clark Expedition –
SL
*My Name is York – BA
*Lewis
& Clark, Explorers of the American West – BA
*How
We Crossed the West, The Adventures of Lewis & Clark
*Off
the Map – BA
|
*Meriwether Lewis
*Story
of the Lewis & Clark Expedition
*Meriwether
Lewis
*Lewis
& Clark: The Journey of the Corps of Discovery
*We
Were There with Lewis & Clark
*Bold
Journey
*Adventure
of Lew & Cla
|
|||
Sacagawea
|
The
Story of Sacajawea, Guide to Lewis and Clark
|
Streams
to the River, River to the Sea – SL – BA
|
*Picture
Book of Sacagawea
*Winged Moccasins
|
|||
Seaman,
Dog of Lewis
|
Seaman –
VP
|
Captain’s
Dog
|
||||
Activities
|
The
Lewis & Clark Expedition Coloring Book
|
Lewis
& Clark for Kids
|
||||
Zebulon
Pike
|
Based on the chart and again our three 12-week term study, I broke our history study into three sections: Term 1, Lewis & Clark, included TQ sections 1-9; Term 2, Western Expansion, included TQ sections 10-32; and Term 3, Civil War, included TQ sections 33-49 (end). From there, I tried to narrow my book choices, knowing we couldn't read everything listed.
Next, I created another chart, in which I attempted to divide the books into daily readings. The first year I used TQ, we read a tremendous amount of books. This time around, I aimed to read fewer books, three per day, rather than four, but, making sure to read the best books. I focused heavily on books recommended in the Beautiful Feet guides and Sonlight. I thought scheduling each book would give me a better grasp on our time spent on history. However, part way through the first term, I started to feel the noose around my neck because if we missed a day, our whole schedule was off. Instead, from there out, I printed blank charts and filled in the reading as we went along. Here's a sample of this chart....
In addition, I altered our history notebooking process by no longer printing coloring sheets and pre-made notebooking pages. As an alternative, each student was given a composition notebook, in which they entered copy work, narrations, illustrations, maps, etc. This was more work on the child's part, hopefully helping them to build their own connections rather than me piecing it together for them.
Now, truth be told, we didn't finish our history study this year...GASP! ;-) There were so many great books in our Term 2, Western Expansion, that we decided to camp out long into Term 3. Therefore, we did not make it through the Civil War as I had originally planned. Instead, we've extended our history study into summer, tying up loose ends from Term 2 and dipping our toes into Term 3. This fall, we will pick up the Civil War using Beautiful Feet's new Modern American and World History guide.
You can view the books we did read using TQ AHFYS II, as well as links to reviews and sample notebooking pages, in three separate posts: Term 1, Term 2, and Term 3. In the third and final part of this series, I will attempt to pull my TQ planning all together, summarizing and reviewing things I've learned, as well as plans for implementing TQ history this fall.
Next, I created another chart, in which I attempted to divide the books into daily readings. The first year I used TQ, we read a tremendous amount of books. This time around, I aimed to read fewer books, three per day, rather than four, but, making sure to read the best books. I focused heavily on books recommended in the Beautiful Feet guides and Sonlight. I thought scheduling each book would give me a better grasp on our time spent on history. However, part way through the first term, I started to feel the noose around my neck because if we missed a day, our whole schedule was off. Instead, from there out, I printed blank charts and filled in the reading as we went along. Here's a sample of this chart....
Week
|
Resource
Title
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
1
|
The Story of Eli Whitney
|
Pg 5-16
|
17-25
|
26-33
|
34-49
|
50-62
|
Carry On, Mr. Bowditch
|
Ch 1
|
2
|
3
|
4
|
5
|
|
The Year of the
Horseless Carriage: 1801
|
Intro – p 24
|
|||||
A
Head Full of Notions
|
Ch 1-2
|
3-4
|
5-6
|
|||
Benjamin
West & His Cat Grimalkin
|
Ch 1-2
|
|||||
2
|
The Story of Eli Whitney
|
Pg 63-69
|
70-83
|
84-98
|
99-117
|
118-132
|
Carry On, Mr. Bowditch
|
Ch 6
|
7
|
8
|
9
|
10
|
|
Benjamin
West & His Cat Grimalkin
|
Ch 3-4
|
5-6
|
7-8
|
9-10
|
11-12
|
|
3
|
The Story of Eli Whitney
|
Pg 133-150
|
151-162
|
163-170
|
171-178
|
179-end
|
Carry On, Mr. Bowditch
|
Ch 11
|
12
|
13
|
14
|
15
|
|
Benjamin
West & His Cat Grimalkin
|
Ch 13-14
|
15-16
|
17-18
|
19-20
|
21-end
|
|
4
|
Carry On, Mr. Bowditch
|
Ch 16
|
17
|
18
|
19
|
20
|
The Year of the
Horseless Carriage: 1801
|
27-31
|
32-42
|
||||
The
Louisiana Purchase
|
1-14
|
15 – end
|
||||
Open
the Door to Liberty
|
Whole
|
|||||
Diary of an American Boy
|
Intro-Ch 1
|
2
|
3
|
4
|
5
|
|
5
|
Carry On, Mr. Bowditch
|
Ch 21
|
22
|
23
|
24 (end)
|
|
The Year of the
Horseless Carriage: 1801
|
Pg 43-51
|
|||||
Lewis & Clark (Landmark – SL)
|
Ch 1
|
2
|
3
|
4
|
||
The
Lewis & Clark Expedition – Color Book
|
Pg 1-8
|
|||||
Diary of an American Boy
|
Ch 6
|
7
|
8
|
9
|
||
6
|
Lewis & Clark (Landmark – SL)
|
Ch 5
|
6
|
7
|
8
|
9
|
Sacajawea, Guide to Lewis & Clark
|
Ch 1
|
2
|
3
|
4
|
5
|
|
The
Lewis & Clark Expedition – Color Book
|
Pg 9-17
|
17-26
|
27-35
|
35-40
|
||
7
|
Lewis & Clark (Landmark – SL)
|
Ch 10
|
11
|
12
|
13
|
14 (end)
|
Sacajawea, Guide to Lewis & Clark
|
Ch 6
|
7
|
8
|
9
|
10 (end)
|
|
The
Lewis & Clark Expedition – Color Book
|
Pg 41-end
|
|||||
My
Name is York
|
Whole
|
|||||
The Year of the
Horseless Carriage: 1801
|
Pg 52-64
|
67-77
|
78-end
|
In addition, I altered our history notebooking process by no longer printing coloring sheets and pre-made notebooking pages. As an alternative, each student was given a composition notebook, in which they entered copy work, narrations, illustrations, maps, etc. This was more work on the child's part, hopefully helping them to build their own connections rather than me piecing it together for them.
Now, truth be told, we didn't finish our history study this year...GASP! ;-) There were so many great books in our Term 2, Western Expansion, that we decided to camp out long into Term 3. Therefore, we did not make it through the Civil War as I had originally planned. Instead, we've extended our history study into summer, tying up loose ends from Term 2 and dipping our toes into Term 3. This fall, we will pick up the Civil War using Beautiful Feet's new Modern American and World History guide.
You can view the books we did read using TQ AHFYS II, as well as links to reviews and sample notebooking pages, in three separate posts: Term 1, Term 2, and Term 3. In the third and final part of this series, I will attempt to pull my TQ planning all together, summarizing and reviewing things I've learned, as well as plans for implementing TQ history this fall.
