Milton Hershey, a YWAM biography ~ a Crew review

Disclosure: I received this complimentary product through the Homeschool Review Crew.

It is no surprise to those of you who read this blog that our family enjoys the YWAM Publishing biographies. We have a shelf full of these biographies and we look for them everywhere we go. Each of the biographies they publish, whether part of the Heroes of History or part of the Christian Heroes series or part of the series for the younger students, are well-written and interesting to read. Combined with the unit study materials, these biographies make for a great study with your students of any age. We received the Milton Hershey: More Than Chocolate biography, along with a download of the unit study. (The site says that you must be a register user to take a look at the available unit study.)

YWAM is a company with a mission to reach the people of the world with the gospel of Jesus Christ. They train many people to go out to share the gospel but they also publish materials that help students see the Christian character of many people from our history. That is what their unit study and biography series is all about.

The Milton Hershey biography was a joy to read. My youngest daughter, 12 years old and in 6th grade, read it with me. We thoroughly enjoyed reading about the life of Mr. Hershey and all the challenges he went through. It was quite a surprise to us both to learn how many business failures he had in his life and how much he had to overcome in people not believing in him. We marveled a his perseverance and success, and applauded how his mother and his aunt and a couple of friends continually assisted and encouraged him. We were startled to learn that Mr. Hershey was first successful with carmels, not chocolate, and that he lost a huge amount of money at one point. We were thrilled, though, when he weathered that storm with the full support of his workers and came back stronger than before. We were surprised to learn that he built a huge factory in Cuba to provide the sugar he needed at his Pennsylvania factory.

But most of all, we were so please to read about his philanthropic adventures. While his success in the carmel and chocolate making businesses were exciting to read about, it was heart-touching to read about the ways in which he paid back (plus!) the people who invested and supported him – how he provided for his mother and his aunt beyond anything anyone expected of him; how he set up a town (Hershey, PA) to provide a beautiful, wholesome place for his workers to live, so unlike his early experiences of company towns; how he created a place to work where the employees shared in the success and were fully invested in the business.

But again, there was one thing above all else that we marveled at – the foundation he created to care for orphan boys. This foundation was probably the thing that was most successful for Mr. Hershey and his wife, Kitty. It was where their impact lived on the most. They touched the lives of hundreds of young boys and men who needed it, providing healthy and wholesome food and education, teaching them how to be strong, productive members of society. The boys made him proud!

The Milton Hershey biography is a joy to read and we are so happy to add it to our shelf. In addition to reading the biography together, Miss J used some parts of the unit study to further enhance her learning. She worked on the biographical sketch of Mr. Hershey. She completed the printout of the timeline of Mr. Hershey’s life and work, along with some of the more important world happenings, like wars and economic hardships. She marked the included map for important places from the story. She created a piece of artwork with a saying from Mr. Hershey. We talked about some of the questions from the unit study that go along with each chapter of the book. We did a taste test of a couple of different chocolates and read up a bit more on the processes of making both caramel and chocolate. We made some caramels. (They definitely were not soft ones, though!)

We made caramels, which is how Hershey started out.

printable pages from the unit study

The unit study is a downloadable product. There are two parts to it that are most applicable to the book. One is the blank maps, timeline, and biographical sketch to fill in. The other is the unit study that includes suggestions on teaching the book and unit, as well as additional suggestions for supplemental books, sites, and resources. There are 8 parts to the study guide.

1. Key Quotes
2. Display Corner
3. Chapter Questions (answers are included)
4. Student Explorations
5. Community Links
6. Social Studies
7. Related Themes to Explore
8. Culminating Event

screenshots from the unit study

As you can see, the unit study provides a lot of material to use as you feel is appropriate for your students. It is highly adaptable and can be easily modified to fit your students, age levels, interest levels, or ability levels. There is plenty here to fill a week or a month, depending on how you choose to use it. It worked well to allow us to take a much needed 2 weeks break from our normal history curriculum to work with this unit. Miss J had a good time and was able to choose activities that really brought the story alive for her.

We are always pleased with the biographies presented by YWAM Publishing and recommend them for all ages. I even enjoy reading them myself. The Heroes of History series includes a large number of people who have influences the history of America. If you would like to see other ways to incorporate the YWAM biographies and unit studies, please visit the Homeschool Review Crew and click on any of the links in the link up at the bottom of the page. Each link will indicate which biography they reviewed so you can find some that sound particularly interesting, or just randomly choose a few to see what they did. Either way, you’ll see real families incorporating these great products into their educational times.

Blessings,
Lori, At Home.

Want to read more about the biographies we have used? Check out these previous reviews.
Jacob DeShazer

George Washington Carver

Amy Carmichael

Gladys Aylward

Clara Barton

C.S. Lewis

My Reading Lately – July/August 2020

I realized the other day that I never shared my reading from the last couple of months. Definitely time to do that! Several of these books are coming from the required reading that the girls will be doing this year, either on their own or with me. So, I have been trying to get a couple of steps ahead!

July 2020

• Innocent Traitor by Alison Weir
  
  This was an interesting look at the life of the young Lady Jane Grey who was turned in as a traitor at age 15 after being queen for only a few days. The House of Tudor was in unrest and there was a lot of infighting going on for the crown. It was a sad but interesting historical novel looking at King Henry and all his wives and the political situation that surround the House of Tudor during the sixteenth century. There were a couple of scenes that would have been better written less detailed; it was clear they were included in this manner for shock value. They are easy enough to skip over, though. I will probably read another of this author’s historical novels before too long. There are a lot of them.
  
  
• Helen Roseveare: When Lions Roar by Mary Beth Lagerborg
  
  This is the biography of Helen Rosevear who was a medical missionary to the Belgian Congo in the mid 1900s. Her life was difficult at best but she served God and the people of the Belgian Congo with all her heart. While placed in danger many times, she still returned to serve. It was an inspiring read.
• Alive In The Spirit by Jimmy Jividen 
  
  We were studying this book during our Wednesday night Bible class time during the summer. I would listen to the class and the follow up by reading the book. It is a theological discussion, for sure, and having Bobby Wheat’s lesson first allowed me to get a lot out of the book. I learned a lot and had many good, enriching discussions with others at church following the classes each week and with my husband. You can find the Bible studies on the Lake Shore Drive church of Christ Facebook page. (This is the first recorded one; it looks like lesson 1 on June 10 was not shared, likely because of a recording issue, as those occur sometimes.) There are quite a few lessons on there since we are live streaming all services and adult Bible classes. But these were the Wednesday night classes from June through mid-August. 
  
  
• Otto of the Silver Hand by Howard Pyle
  
  Set in Medieval Germany, Otto is born into a warring family and is not strong as a young child. Due to unfortunate circumstances, he is sent to live his childhood with a brotherhood. When he reaches the right age, his father comes for him in order to bring him up along the lines of the household and his father’s desires. Caught up in the middle of the warring factions, the story of Otto is one of warning and of perseverance. This has become one of those “legendary” tales.
  
  

August 2020

• Alive In The Spirit by Jimmy Jividen – finished the book
  
  See above. I finished the book early in the month. 
• Madeline Takes Command by Ethel C Brill
  
  Madeline is a 14 year old girl when her home is attacked by raiding Iroquois. With most of the adult away and the garrison of soldiers that was supposed to be protecting them shirking their duty to go hunt for pleasure, Madeline takes on the command of the few remaining people capable of protecting her, her siblings, and the women and children left in the fort. This was a pleasant read on life in Colonial French Canada during the 1690s. 
  
  
• Bridge to the Sun by Gwen Terasaki
  
  Set in the 1930s and 1940s of America and Japan, this is a beautiful story of love and marriage between a Japanese man and an American woman. Their difficult life is shared beautifully and presents a view of the political situations before, during, and after WWII that both countries experienced. The life of a Japanese diplomat in America before the war transforms to the life of a married Japanese diplomat returned to his home country with his American wife and child. Full of strife and difficulty, love remains the constant in this beautifully told true story.
  
  
• Perfected: God’s Best Reserved for You, a study of Hebrews by Erynn Sprouse
  
  I am working my way through this Bible study on the book of Hebrews. I have found much make me think and have shared a couple of lines from the book on my Facebook page. The message is solid and clear and Erynn is clear in her writing. It is a solid study.
  
  
• The Eternal Argument by Robin Finley
  
  Robin Finley puts forth the idea that in all of history and literature, there is a single argument that is being addressed. That idea never wavers, though the way to approach it might. It is always about who holds the power in any given situation and how that is gained or held onto or transferred to another. This was a very good read and one that I wish I had read years ago. It would definitely make my list for an 8th grader, before the students get into the depth of reading in high school. I plan to have both of my high schoolers read at least the 5th chapter, though I wish we had time for them to read the whole book.
  
  
• Weird Things Customers Say In A Bookstore by Jennifer Campbell
  
  This was just a fun little read to lighten the day. It is short snippets that the author has recorded from her time working in a bookstore. She also recorded a number of exchanges from other book sellers she has known from across the globe. It is one of those books that just makes you smile, doesn’t take a lot of brain power, and can be picked up or put down at any point because it isn’t a storyline that propels you forward and compels you to keep reading.
  
  
• The Golden Goblet by Eloise Jarvis McGraw
  
  This is part of one of the girls reading for this coming year so I am trying to get ahead (as with Otto and Madeline, and Bridge to the Sun). But what I am finding is that these books are solid, enjoyable reading all on their own. The Golden Goblet is set in Egypt during the time of the Pharoahs. The young boy has lost his parents and is forced into an apprenticeship with his abusive half-brother, a stone cutter. He would really be better served in the long run by being allowed to continue at the goldsmith’s shop. By keeping his eyes and ears open, and with the help of an unexpected couple of friends, a mystery is solved that could just change his life. I have really enjoyed this one and am glad it was required reading for my girl so that I could experience it, too.
  
  

If you have read anything lately, please share it in the comments. I am constantly adding to my reading list and enjoying trying to read more. I have learned a lot these last couple of months. Can’t wait to see where I go from here.

Blessings,
Lori, At Home.

High School Literature Class – writing a biography of a secondary character

As she approached the final two books of the year, Miss E was unsure what she was going to do for her final required written work. She had two final projects, one of which had to be a written project of some sort. After reading the next to last book, she still wasn’t sure what she wanted to do. She asked permission to read the last book. And then the brainstorm hit.

“Can I combine the last two books and write about the wives?”

“Of course!” was my reply. What a great idea. So she quickly set about getting her research figured out. Searching the library site for books to request (we can make requests and pick them up curbside during this virus shut down). Ordering a book off of Amazon (that she paid for herself because she thought it sounded really interesting). Looking up websites and images. It brought a lot of excitement.

As soon as she received the email that her library books were ready, she was asking to pick them up. She had a Venn diagram in the works. She was reading and comparing.

Y’all – this is a fabulous project that has brought excitement and enjoyment. This is what learning is about!! This is the reason I wanted her to choose her projects, with some guidelines to focus it. She found something she wanted to do and has been at it full force for a week and a half now! She is reading more books, reading more articles, searching out information, and finding out more. Times, places, people – they all come more sharply into focus when the student has some direction to the search.

I can’t wait to see her final product but I know it will be great! I had planned to do a formal writing project with her meteorology course as a final project but does not need to happen now. I am able to watch and guide this research and it will be a better final product because she chose it and is interested in it. She will write a cover page, a table of contents, a bibliography. Get all that stuff in, do the editing, and we will have checked off a couple of huge items from the “need to know” list. All because of an interest that developed and she was allowed to run with it.

This is a beautiful part of home education. We had hoped to reignite a love of learning for her when we brought her education home. I know now that we have been successful in that.

Blessings,
Lori, At Home.

 

High School Literature Class ~ video book report

Miss E has been working through To Every Nation, a missionary biography based study. We are using this for her sophomore literature class. Her most recent read was Mary Slessor. To close out that part of the study, she decided to create a video book report. She has been enjoying making various videos and movies lately so when we were discussing options, this one just jumped out. She spent several hours deciding what she needed to include, what order to put the information in, and then putting together the video.

The interesting part of this, and something that shows true learning occurring, is that she did this on non-school days. In fact, she worked on it over the weekend because she found it fun to work on a video with nothing else she had to do interfering.

I highly encourage you to work with your student to find ideas and options that are interesting to the student. They may be ideas that are unique and out of the ordinary. They may not be. You student may enjoy writing traditional reports. No problem with that. Forcing the student to vary their projects does help to cultivate the creativity of the student in their responses and that is a good thing.

What projects have your students been working on?

Blessings,
Lori, At Home.

Literature Class for High School – create an encouragement card

One thing that our 15 year old enjoys doing is creating artwork in the bullet journal style. She can spend hours recreating images that she sees on Pinterest or searches she does on the internet for particular topics. This is great and it has translated really well into a project for one of her books.

She finished reading the  YWAM series of Christian biography (affiliate link) of Corrie Ten Boom. When it came time to decide on a final project, she was struggling. Corrie was an articulate person, or it appears so from everything written about her. She was encouraging. She had tremendous faith yet that even seemed to pale in comparison to her sister Betsy’s faith. So, when it came time to discuss the project options, that was what was keyed in on.

I mentioned ways in which encouragement can play a part in lives and how I have seen my daughter encourage others. She realized that she could create greeting cards featuring quotes from the two Ten Boom sisters. She has designed those cards and will be copying them to send to shut-ins at church. (This is a project that she spear-heads for the teens within our congregation.)

She is going to create a list of scriptures that she can include on the inside of the cards when she gets them copied and is addressing them. (Sorry – no photo of the cards; for some reason, I can’t find one but they were simple black and white cards. Simple but beautiful.)

She loved the project and it not only brought the character to life – Corrie was such an encouraging person and this mirrors that encouragement – but it was a project that was interesting, hit on an ability for my daughter, and will benefit others. Win-Win-Win.

Blessings,
Lori, At Home.

 

Literature Class for High School – a series of ideas

Disclaimer: This post does contain an affiliate link. I did not receive anything for this post but if you choose to purchase through the affiliate link, I may receive a small commission for it.

Literature – that word either thrills you deeply or scares you deeply. Your reaction could very likely be a response to the literature classes you had as a high school student. For me, I had a strange literature year in 9th grade where one semester we focused deeply on a single writing assignment before the teacher moved to Germany and the other semester we had a creepy teacher who taught only Sherlock Holmes novels. I also think about the year that Ms. McKay taught lit in junior high and we had a fabulous time with all sorts of unique ideas for how we shared about the books we read. I like to try to allow my girls to lean more towards the Ms. McKay style year than the other one. Literature has so much to teach us but it can be easy to make it a miserable experience when the focus is in the wrong place.

So where should the focus be? Why, the story of course and what the reader is getting from it. The focus should not be on what the teacher thinks the student should get from it because we are all different and see different things in stories. And what a wonderful thing that is. My girls have taught me so much by listening to their thoughts on books. That’s why we did Story Spiels one year. And why we have not done a traditional book report. Ever.

I would suggest the following for a literature class for high school.

• Allow the student say in what is read and studied. Yes, it is a good idea to have them read stories they would not naturally pick up but they shouldn’t ONLY be reading things they wouldn’t normally choose. A good blend of their choice and yours is stronger than either by itself.
• If a prepared curriculum is preferred, there is no reason to not use it. Try to allow for modification, if would make the experience more enjoyable. We have used Sharon Watson’s materials and loved them, planning to use them again, because of the way in which she approaches the story of any book. We did not use it 100% as written but used a large part it and will with her other one in the future. We are also using one this year and modifying it to fit age level (see what I share towards the end on To Every Nation).
• Allow the student freedom in how they will share what they glean from the story. A one-size-fits-all report form is not going to sit well with a student who really understands on character but doesn’t really pay all that much attention to what year it is in the story. Finding a way for the student to share their own insights will broaden their understanding and give them a pride in their shares.
• Require a mix of creative and unique ways to present coupled with some writing. It is high school and if there is any chance whatsoever that the student will go to college, there is a need for the student to be able to express their thoughts not just verbally but also in writing. Having a challenge of half of their presentations for the year involving some form of writing will give them freedom to choose which books fit more naturally into a written form and which they would rather do something wildly creative with.
• Provide ideas that are open-ended. With specific ideas, it can be difficult for students to broaden that to their own creativity. With open-ended ideas, they can adapt the idea to their particular story and idea. Open-ended suggestions give freedom and open the option of creative ideas that might not even be on your radar but fit the student’s ideas perfectly.
• Allow for a mix of paper/pencil projects, technology, artistic, theatrical, and more. Every idea should be allowed for consideration.

We have selected the books that our sophomore is reading – the YWAM series of Christian biographies (affiliate link). She is also working on the workbook To Every Nation (courtesy link) from Not Consumed that we purchased. In addition, since the books and workbooks fall “below” her reading level, we have required her to add a final project for each of the biographies. We created a list for her to choose from following much of the criteria above.

I am going to share an idea a week (at least that’s the plan) with you from our list of what project choices we have come up with. I am going to share with you whether Miss E has used that option and if so, how it has gone. I can’t wait to encourage you in thinking “outside the box” for high school literature. After all, there is so much to learn from reading literature books that we ought to make it fun and enjoyable.

Blessings,
Lori, At Home.

Mattie Richardson, Author, and Her Horses of History Series ~ a Crew review

Books that dive into history in a unique way are highly appreciated by this mom, who is constantly looking for new ways to interest my sweet girls in different things. When the Mattie Richardson’s Horses in History Series of books from young author Mattie Richardson came up for review, I jumped at the chance to read them. I had seen them previously but had not been able to get them at the time. Wow, have we been missing out!

Author Mattie Richardson/Appaloosy Books started writing these books when she was about 13. She has picked up a very interesting and unique way to look at different events in history with this series of books – from the perspective of the horses. What a fabulous outlook to take, especially when you consider her age as she started writing them. Well, since the first one, she hasn’t really stopped writing. Taking on the idea of how the horses might have seen different historical events was a stroke of genius.

There are 4 books in this series and we received each of them to read and review:

• Appaloosy,
• Dusty’s Trail,
• Golden Sunrise, and
• Day and Night.

We also received the new ebook enrichment guide to go along with Day and Night.

Appaloosy – This book takes a look at the final freedom of the Nez Perce tribe. Storm is a beautiful Appaloosa with unique markings who belongs to the tribe. The story follows the attempt by the tribe to maintain their freedom from the desires of the white man. War breaks out in Idaho, disrupting the life of the stunning young stallion. We follow Storm through many different owners, including both horse thieves/rustlers and kind owners. As the story continues, we follow Storm’s struggle for freedom, both against owners and his own heart.

Miss J and I read this book out loud during the review period, reading a chapter a night together. It was an interesting story about a time that she did not know anything about. The history of the struggles of the Nez Perce tribe as seen through the eyes of the horse made it an event that wasn’t too hard to read. There are some situations that sensitive children might have a harder time with but they are very important to the history of the events. They are handled carefully and are well done, emphasizing just the right amount of the scare or concern or fright while allowing the proper influence on the story because horse thieving, fights, battles, hunger, and more are all a part of it. We enjoyed reading the story together and seeing it all play out from a bit safer of a view point – the horse.

Dusty’s Trail – The call of the newspaper ad is just too strong for the young boy and his horse. The Pony Express! What an adventure it would be. Against his mother’s wishes, young Levi takes off on his horse Dusty. Dusty tries to let Levi know that this isn’t the best plan but Levi wins out and they become part of The Pony Express. Amid attacks, heat, cold, missing relays, and more, the story of how The Pony Express worked through the eyes of Dusty is a joy.

Golden Sunrise – The palomino pony, Cheyenne, is at home on the ranch when Jared decides he just has to be a part of the changes occuring in Texas in the 1830s and 1840s. The Texas fight for independence was just too appealing to the young lad and so with his horse, they join up. Being a part of the war may just be more than Cheyenne bargained for, though as she learns about the war she knows it is a just cause. Right in the midst of it all, Cheyenne and Jared are part of the big battles and meet many of the people who came to be important in the history of it all.

Day and Night – The American Civil War was anything but civil, even for the horses. Two horse brothers, Tucker and Shiloh, are separated from each other as their lives diverge. One ends up on the side of the North and the other ends up on the side of the South. One ends up carrying a high ranking official. The other ends up carrying a boy, um – girl dressed like a boy who lied to be able to fight. From the border wars and the fights on the western front of the war, to the bloodiest battles fought, to protecting the lines and taking care of their riders, these horses saw it all and learned so much about the war that maybe we should learn from them.

Each of these stories is told from the horses’ point of view. Each is well told and highlights issues surrounding the events that might not be immediately obvious or the part that we have learned about in past history studies. These unique looks at the events of the stories will broaden the reader’s idea of what it is like to fight in a battle, seek freedom, work hard on a horse, ride for hours on end, or be a part of something bigger than themselves.

The Day and Night Enrichment Guide is a full-on unit study designed to help the reader get more out of the book. There are 8 parts to the guide, with all of the first seven following the same format. Each part contains

• reading comprehension – questions to help guide the reader’s understanding of the story
• vocabulary – words used within the story that might be new or unfamiliar to the reader; most are fill-in-the-blank activities with one matching activity
• a soldier’s life – designed to help the reader understand more about the different aspects of a soldier’s life, there is information on food, bugle calls, medicine, camp life, and more
• living history activity – these activities help bring to life the things that a soldier would have experienced, such as making butter, eating hardtack, or having johnnycakes; some of these include making a diorama or studying a reenactment
• geography – because geography was important to war, there is a study of the states involved in the story, landmarks of the battles, rivers, and other big picture ideas of the civil war
• horses and history – a look at the role of the horse in the civil war, including tack and equipment, purpose of the cavalry, breeds of horses, and more
• creating your own stories – working one element at a time, the reader begins to create their own stories
• biography – a look at an important person from the story
• further reading/advanced track – additional books to read to further develop understanding of the Civil War

Part 8 is the completion of the story the reader was writing and suggestions for field trips.

The enrichment guide can be used as is but it would be very easy to pick the pieces of it that fit your need or your family and use just those. In whole, it is a solid literature, history, and geography study, with writing included. In pieces, it will be a good supplement to the story. Either way, it is a recommended addition to the book.

While we have not yet used the enrichment guide, I am getting it printed out and into a binder so that we can use it in the spring for our history with Miss J, age 10. We will not

use the further reading section, but all the others will be interesting and really create a solid study of these battles in the Civil War.

I am excited about using these four books from Author Mattie Richardson/Appaloosy Books as the base for a history unit. These books are easy to read and chock full of the details of history that truly bring it to life.

Blessings,
Lori, At Home.

Be sure to visit the Homeschool Review Crew to read what other families thought about the Mattie Richardson’s Horses in History Series. Please click on the banner below to visit the Crew blog and read more reviews.

Lightning Literature & Composition Grade 4 ~ a Crew review

While my youngest girl loves stories and being read to, she doesn’t always have the drive to read for herself in a constructive and discerning manner yet. Hewitt Homeschooling Resources has a series of literature and composition curriculum that I have long been interested in. We were actually a part of their grade 3 beta program a few years ago and used it for several books. I liked the way it flowed and so when we were given the opportunity to work with the Grade 4 Lightning Lit Set, I was glad to do so. It came with the Teacher’s Guide and the Student Workbook, both soft cover books.

While Miss J is often considered 5th grade for this coming school year, I took a good look at the samples for the level on the Hewitt Homeschooling website. It showed me enough to know that since Miss J is a strong reader but is not always able to answer comprehension questions about the reading easily, this might be a really good fit for her. The books are pretty challenging, in my opinion, for a 4th grader who is not a super strong reader with strong comprehension. Take a look at this list.

There are a total of 12 books on the list. Not included in this picture from the Student Workbook is Tuck Everlasting and The Borrowers. I also felt that the grammar includes so many skills and covers so many concepts that she has not yet dealt with that this would be a very good challenge for her. With a total of 36 weeks of materials, this is easily a full literature, composition, and grammar curriculum.

I really like the way the Student Notebook is put together. The pages are perforated and set up by week. I can easily take one week’s worth of work out of the book and staple it together. Miss J then only has to deal with those pages and not the whole 400+ pages of the workbook.

Miss J started at the beginning of the workbook and has worked through several of the weeks. She is currently working on the book The One and Only Ivan. She has completed The Earth Dragon Awakes and Morning Girl. Each week is set up with four days. The fifth day is left as an optional day where additional work could be completed on the composition project or maybe completing an optional workbook page. Each week from the Student Workbook has a cover page that indicated the week and the pages of the book that will be read during that time.

The second page of the week has a checklist that shows what will be done during the week. It includes the readings, broken up into four parts. There is also the grammar pages to be completed on each of the four days and what they are, such a common and proper nouns. The composition is also included here and broken up into four parts, as well as any extra activities that can be completed if assigned. I did assign the extra worksheet pages, as I felt they were really helpful and Miss J completed them on day 4 of the week.

 

The readings did a great job of putting the story into smaller chunks for each day. There were daily comprehension questions to go along with the reading. These always asked the student to think deeper than the surface understanding of the story. For example, in The Earth Dragon Awakes, there were questions regarding the understanding one of the characters has of another. In Morning Girl, the student was asked to recognize the emotions of the character and to use examples from the text to support the answer.

The grammar portion of the work builds slowly upon the work that comes before it. This level started with nouns on the first day. Then it added the recognition of common nouns and proper nouns. The week ended with abstract nouns. Week two dealt with verbs, including linking verbs and helping verbs. Week three added types of sentences and week four added adjectives.

a simple start to diagramming sentences

Each week, there was also diagramming sentences, beginning in week 3. This is something I have never done formally and so it was a learning experience for both Miss J and myself. The diagramming is handled very well, adding very small chunks each week. It is not overwhelming and the Teacher’s Guide is really helpful for me here.

Speaking of the Teacher’s Guide, let’s take a look at what it offers. It does include the expected – answers for the workbook pages the student completes each day. But there is quite a bit more to it. It is quite a bit more compact that the Student Workbook as it contains only around 250 pages. It begins with the table of contents listing each of the books for the weeks. The information is also listed by week, after the initial “How to Use This Teacher’s Guide” section.

Don’t skip the “How to Use” section. It includes a lot of information about why the curriculum is organized the way it is and why the choices were made to include things. There is information that will help with understanding the best ways to guide your student and suggestions for modifying where needed.

Each of the week’s lessons have additional information for the teacher that will help you be prepared to address concerns with your student or to guide them in discussions. Each section of the student’s workbook pages have a section in the Teacher’s Guide, giving answers or suggestions.

I do wish that the Teacher’s Guide has a listing of all of the aspects of grammar and composition that are specifically addressed. This information would be really helpful if you are coming to this from a different curriculum or need to go to a different one for next year. (Grade 5 is in progress for Lighting Lit. See their website for the listing of books and outline of what is coming in Grade 5.)

The grammar and composition pretty well go hand-in-hand throughout the study. What is being worked on in grammar is often part of what they are being assigned to include in the composition. The concepts covered include:

• nouns
• verbs – from basic verbs to linking and helping verbs to the different tenses of verbs
• adjectives
• pronouns
• conjunctions
• articles
• homophones
• poetry – terms, types, rhyme, stress
• punctuation – commas, quotations marks, ellipses, etc.
• capitalization – sentences, in poetry, in letters, names and titles, etc.
• figures of speech – onomatopoeia, simile, metaphor, personification
• writing techniques – alliteration, assonance

Through the lessons, the grammar portion circles back to review concepts and ideas that had been previously taught and to take the student a little bit deeper. This is done through intentional reviews or by including the more complex form of the concept, such as specific types of clauses or different tenses of the verbs.

Yes – this is my handwriting instead of Miss J’s. It was a hard day but she walked me through what to do and I did the writing for her. She learned the diagramming information, regardless of who did the writing.

And almost always, this is tied into the skill of diagramming a sentence. Teach the idea; practice the idea; diagram a sentence with that included. This is the process and I feel like it is a strong model for continued growth and learning.

We chose this for Miss J and I feel like the material covered, and the way in which it is covered, will more than challenge her this coming year as we continue on with this program. Hewitt Homeschooling Resources seems to have an advanced program so definitely take a look at the samples when you are getting ready to order materials.

Blessings,
Lori, At Home.

Click on the banner below to read the reviews of others who were reviewing materials from Hewitt Homeschooling Resources. These materials included:

Grade 1 Lightning Lit Set
Grade 2 Lightning Lit Set
Grade 3 Lightning Lit Set
Grade 4 Lightning Lit Set 
My First Report: Solar System, Grades 1-4
Chronicles of __ State History Notebook, Grades 3-8
Joy of Discovery w Learning Objectives Adult/Teacher
Gr 7 Lightning Lit Set  
Gr 8 Lightning Lit Set 
American Early-Mid 19th Century Gr 9-10
American Mid-Late 19th Century Gr 9-12
Speech  Gr 9-12.
British Early-Mid 19th Century Gr 10-12
British Mid-Late 19th Century Gr 10-12
British Medieval Gr 10-12
Shakespeare Comedies Gr 11-12
Shakespeare Tragedies Gr 11-12
British Christian Gr 11-12
American Christian Gr 11-12  

George Washington Carver, a YWAM biography ~ a Crew review

YWAM Publishing  has become a favorite in our home and we are always on the lookout for more of the biographies we don’t own so we can increase our collection. They have two series – Heroes of History  and Christian Heroes: Then & Now 
– that are well-written, well-researched biographies of important people through history. Each of the heroes has made contributions to history and shown courage through their actions and life lived. Each of the lives is focused on serving God. We received a softback copy of the book Heroes of History- George Washington Carver and a digital copy of the study guide to go with this particular book.

The YWAM biographies are easy-to-read books written by Janet and Geoff Benge. They are written for about 4th grade and up, though they are easily used as read alouds with students much younger. The research is evident that has gone into the books, bringing to life the people, places, and events of their lives.

We chose George Washington Carver because we knew of this man but not a lot about his background and life. Additionally, it fit well into the period of history we were studying – from before the Civil War and well into the 20th century. These biographies are perfect for adding into studies, as we did with the G.W. Carver book. They enhance and bring to life the era being discussed and they are always about influential people that deserve our attention.

We added the Carver biography to our morning time, reading two to three chapters each day. We would discuss the questions from the study guide aloud and once or twice, we pulled out a map to add to the discussion. There were vocabulary words that we included from the study guide, also. Many of these words we touched on as we came across them in the reading. These discussions and vocabulary words allowed us to talk about important topics such as racism, slavery, education, and advancement. We also talked about some difficult topics, again racism and slavery are part of that, but also words like lynching and what burning at the stake meant. It brought to the forefront a discussion about how people can choose to act certain ways and why it was tolerated by so many.

If you haven’t caught it yet, this book includes some very deep ideas about how to treat others, values, morals, and how all that should come out in the way people live. There are some difficult scenes that Carver experienced. We did not shy away from them and we talked about how those affected his life.

One way I knew that this book was worth the time we were spending on it was when Miss L asked about how long it was going to be before we got to the peanuts. You see, that is what so many people think about with George Washington Carver – peanuts. At this point we were about 3/4 of the way through the book. That allowed us to talk about how history can misrepresent people and their contributions in life. Yes, Carver did amazing things with peanuts. Yet, Carver had many, many contributions that were extremely important that had nothing to do with peanuts. His main goal in life was to help black farmers live better lives and to have better, stronger, healthier farms and families. And he did this in many ways.

George Washington Carver wrote hundreds of leaflets that were distributed to the farmers, telling them how to grow different plants, how to use different medicinal plants, how to preserve food, and how to get more out of their lands. Carver lived alongside his students at Tuskegee Institute and taught them as much about how to live an honorable and frugal life as he did about botany during his 50 years there. He strove to present a life beyond reproach. He lived in the midst of the racial issues but chose to address them with understanding and hope, not arguing or trying to force anything. And he made much headway with his approach, garnering worldwide attention and admiration.

The Book –

The softback book is 190 pages long. It covers the story of George Washington Carver’s life from infancy to death. His actual birthdate is unknown since he was born a slave, though to the caring and kind Carver family. He died in his upper 70s in Tuskegee.

George was a curious young man, always desiring to know and understand the way things worked. From a young age, he collected plants and studied them. When he was eleven, he left home to get an education, which he couldn’t do where he lived as he was not white. So, he went to find what he desired. He found kind families to help and house him, working throughout to earn his stay and keep. He often started his own laundry business to earn money to pay for his books and rent, especially as he got older and was still seeking education. This pursuit of education continued all of his life, though he ended up with a masters degree and a couple of doctorate degrees conferred upon him.

From being refused admission to a university because of the color of his skin to working for more than 50 years at Tuskegee Institute, Carver was a model of a life lived in pursuit of the good things – knowledge, understanding, and living as a Christian. He shared what he knew with others, freely, asking nothing in return except to try to live a good life and help others when they could. His work as a botanist brought him to understand that life had to change for farmers, so he taught them to change. He worked hard to find ways to make new products, such as the peanut, sweet potato, and cowpea, attractive and helpful. With hundreds of ideas of new product options and how it would benefit them, Carver brought about change for the farmers, black and white, in the south.

The Study Guide –

The study guide is a downloaded product, so you must have internet access to download it. After that, it is on the computer and you can access it without internet. There are two parts to the study guide – one is the main part of the study with the activities and ideas, the other is the reproducible worksheets and maps. I accessed the activities and ideas online, choosing to not print any of it, though it would have been easy to do so as it opens in a PDF. I did print the worksheet, maps, and timeline for use.

There are 8 parts to the study guide.

1. Key Quotes
2. Display Corner
3. Chapter Questions
4. Student Explorations
5. Community Links
6. Social Studies
7. Related Themes to Explore
8. Culminating Event

There is also a list of books and resources, as well as the answers to the chapter questions.

As I mentioned earlier, we added the chapter questions in as we read through the book. These included a vocabulary work, a question whose answer comes directly from the text, a comprehension question, and an open-ended question requiring and opinion or interpretation. Most of these came up naturally in the discussion of the chapters as we went along. The answers to these are found at the back of the study guide.

The student explorations allow the students to choose an area of interest to them and do a project in that area. It might be an essay or a creative writing assignment, such as a journal entry (GWC was known for writing every day in his journal) or writing a song or writing a newpaper article as might have featured George. The student might create a crossword puzzle or plant a crop or flower garden.

Miss J was interested in planting this year and so we chose some flowers from a local nursery and planted a flower bed to grow. As botanicals were something Carver was well-known for, she also chose another activity related to flowers. She created a botanical picture using sculpting, which came from a link we found in the list of books and resources. (This was from one of the teacher lessons by the National Park Service on the artist George Washington Carver.) She painted a piece of cardboard for a background and then sculpted some flowers for the pictures from air dry clay.

We also tackled some of the information from the social studies section, working on the maps related to where Carver lived and worked, as well as maps of the state of Alabama. There was a timeline included to mark important events on, such as the civil war, the Great Depression, the Emancipation Proclamation, and many other events and people, such as WEB de Bois and Booker T Washington. These help us key into other events that are around the same time and built that transferable knowledge that helps make history come to life.

Overall Thoughts –

We adore YWAM and the study guides they have to go along with the Heroes of History and Christian Heroes of History series. We highly recommend the books to everyone and can’t wait to find more for the girls to read. Miss E often asks for these as gifts so we will be looking at the homeschool convention this week to see if there is a booth to get a few more. We have previously reviewed the following books and study guides:

• Amy Carmichael
• Gladys Aylward
• Clara Barton
• C.S. Lewis

And on our shelves – well, we have probably 10 or 12 others. These are wonderful stories that are gripping and interesting and encouraging to live lives full of courage and hope and purpose.

Blessings,
Lori, At Home.

Click on the banner below to visit the Homeschool Review Crew and read about how other families used these books and study guides. There are stories on well-known, current people like Heroes of History- Ben Carson and others from that past that I would enjoy reading that go along with the vacation we took last fall, like Heroes of History- Benjamin Franklin and Heroes of History- Thomas Edison. Click below to find more to read!

Illuminating Literature: Characters In Crisis ~ a Crew review

A variety of literature is something we want our children experience. Illuminating Literature: Characters in Crisis provides high school students a thorough study of a variety of genres. Writing with Sharon Watson provided us a fantastic set of materials to use in studying literature and so far, we have been pleased.

Sharon Watson created Illuminating Literature for high school students, though we are using it with our 8th grader (13 years old). Illuminating Literature: Characters in Crisis is a study that can be used in any year of high school and is the second in the Illuminating Literature series, though they do not have to taken in order. (We have not yet used the first of the series  Illuminating Literature: When Worlds Collide.) It is a full year study/two semesters and is written from a Christian worldview. The completion of the course is worth a full course credit. Featuring full selections, the course teach over 100 literary terms and devices. Visit the website to get a complete list of the selections and the terms/devices.

The course is comprised of the student textbook, a teacher’s guide, and quizzes/tests. The quizzes and tests can be taken online for free on the Illuminating Literature website.  There is also a free downloadable Novel Notebook that goes along with the study and is optional. It is found on the Writing With Sharon Watson website.

You will need the texts for the literature selections. Several are included in the textbook or available online and others you will need to borrow or purchase. It is recommended that you use a specific version of the texts so that page numbers align correctly and it is easier for the students to follow in the lessons. I highly recommend this.

We have a copy of Frankenstein and I looked at it to see if it was usable for this. One of the questions said to read a particular paragraph on page 38. I looked and looked in chapter 1, which is where that page was in our book. In fact, I looked all the way back to the beginning of the book and about 10 pages farther into the story. I could not find it! When our recommended version arrived, I looked it up. It was in chapter 5 and 20 page numbers different. I am so glad I spent the $6 to purchase the recommended version!

Student Textbook –

The student textbook is written to the student. The lessons are clearly marked, as is which story the lesson accompanies. It begins with an overview of the course and follows that with a lesson on character labels and forces of antagonism. These are pretty big concepts and the student applies them first to a story of their own choosing that is familiar.

After the introductory lessons, the student begins with “A Jury of Her Peers,” a short story. Before reading the selection, which is included in the textbook, the student is given some background on the time period and pertinent information that is helpful for reading the story. After the reading, the student is asked to rate the story for themselves, do some work in the downloadable Novel Notebook, and then apply some of the literary terms and character labels that were learned in the opening section. Students take a quiz on the story and another on the literary terms, then hold a discussion about the story using questions included in the textbook. Finally, the student selects a project to complete as a response to the story.

 

Frankenstein will work much the same way. There are a couple of differences. There is a section that gives the student some information to help in the reading, chapter by chapter. The questions for discussion are also listed by chapter and there are a lot of them. So many, in fact, that it is recommended the teacher pick some. At the end of the lessons on Frankenstein, there is a book list of other titles that are similar.

The textbook is where the student writes their answers and ideas, where the background information is found, and where the introductory and follow up materials are found. There is also a week by week schedule for the student to follow, if you choose to use it. It is an essential part of the course and quite well done. Downloading a sample of the textbook will be very helpful for seeing what it looks like.

Teacher’s Guide –

The Teacher’s Guide has been terribly helpful. I struggle, as does my daughter, in applying some of the deeper thinking ideas and answering some of the questions. 

The Teacher’s Guide gives me a place to start so that we can delve into some of the ideas and explore their value in relation to the selection. The guide is well-marked and it is easy to find what is needed. The chapters, lessons, and questions are all marked to correspond to the Student Textbook and the Novel Notebook.

The Teacher Guide includes key themes that are specific for each story. Along with the weekly schedule, the guide includes most of the information that is in the student textbook. It gives plenty to know what the focus of each lesson in the chapter is on and to help you guide the students. Each of the discussion questions and the Novel Notebook questions have answers to go along with them. At the end of each chapter, there is a rubric for that particular selection that makes it easy to assign grades.

Quiz and Answer Manual –

One neat feature of Illuminating Literature is that the quizzes and tests are all available online. The student logs in and takes the quiz and it is graded. The grade is then sent to whatever email the student logs in with. However, that is not always the best way and so there is a Quiz and Answer Manual available for purchase. This has blank quizzes that can be copied within a single homeschool as needed. The book also has an answer key in the back that includes answers for each of the quizzes in the book.

 

Novel Notebook –

The Novel Notebook is available from Writing With Sharon Watson as a download from the site. It is another way to delve into the story. It includes questions that help the student explore the meaning of parts of the story and characters, as well as helping them move through the novels a bit at a time. Throughout there are questions that help the student apply an idea to their own life or to someone’s life around them. It helps the student to personalize the story and ideas. Some of these were pretty difficult to answer but it allowed for good discussions.

My Thoughts –

I really like having a literature program that pushes my advanced reader to think about what she is reading. I also like that this program includes some pretty challenging literature, as well as a good variety. Knowing that something different will be up next on the reading list makes it a bit easier to engage my student in the current selection if she is struggling.

Because each of the selections is so very different, this review has been difficult to write. We have really only used the opening chapter on introducing character labels and forces of antagonism and the chapter “A Jury of Her Peers.” We are just venturing into Frankenstein. With each chapter being a different genre and therefore the types of questions and the application of the ideas being so different, this doesn’t feel like a very thorough review. So far so good, though, and we will be continuing to use this program.

A Student Viewpoint –

“I still don’t like literature but this is better than the last thing I did. I like the activities that are at the end of each lesson series. I thought the bonus information was interesting. For example, the information about the play that “Jury of Her Peers” was taken from or information on the setting. I liked how we applied the terms and character labels to a book that I was familiar with before trying to use them with the stories that were new. I probably should have chosen a stand-alone book instead of a series and it would have been easier. Most of her writing is easy to understand, though I have had to reread a couple of the sentences before moving on. Overall, I like it because it is different than what I have used before.”

At Home.

See what other families from the Homeschool Review Crew thought about Illuminating Literature: Characters in Crisis.

Social Media:

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Writing with Sharon Watson Pinterest: https://www.pinterest.com/writingwithshar/