History studied in Year 11: The 20th century
Term 1: 1900-1940; Term 2: 1940-1960; Term 3: 1960-present
Note: These booklists and curriculum suggestions are incomplete without a thorough understanding of Charlotte Mason's ideas and methods. We cannot emphasize enough that you take time to familiarize yourself with her philosophy by reading her books.
YEAR 11 BOOKLIST AND SALAD BAR
Click to view:
KEY TO SYMBOLS
BIBLE AND CHRISTIAN THEOLOGY
GOVERNMENT AND ECONOMICS
GRAMMAR AND COMPOSITION
LIFE AND WORK SKILLS
Asterisks refer to which term the book is used:
For some thoughts behind the planning of this Year, some encouragement, and an explanation of AO/HEO upper years' "Salad Bar" approach, click here. Take the time to read the footnoted notes and comments; you will not be able to make good decisions about what to include or not without doing so. If this looks overwhelming for your student, you might consider plan B - a lightened load for Year 11. See it here.
Suggested Devotional Reading
* The Holiness of God, by R. C. Sproul ($ K)
** The Cost of Discipleship, by Dietrich Bonhoeffer ($ K)
*** The Mind of the Maker, by Dorothy Sayers ($)  or The Pleasures of God, by John Piper ($ K) [2a] OR Streams in the Desert, by Mrs. Charles Cowman, a classic daily devotional. ($ K)
The time period for Year 11 is the 20th century. Term 1: 1900-1940; Term 2: 1940-1960; Term 3: 1960-present
Please see footnote for very important explanation on how the nature of this year's history is much different than any other AO/HEO Year before, as well as additional resources. 
* Theodore Roosevelt's Letters to His Children, by Roosevelt, ed. by Joseph Bucklin Bishop. β Δ ($) 
* Testament of Youth, by Vera Brittain (preferred) ($) 
OR Guns of August, by Barbara W. Tuchman ($ K) OR Now it Can Be Told, by Philip Gibbs. ($) K
* Only Yesterday, by Frederick Allen ($ K) (still under review)
* Some of Us Survived, by Kerop Bedoukian ($) 
* Ethiopia Through Russian Eyes, by Alexander Bulatovich 
* Optional: The Napoleon of Notting Hill, by G.K. Chesteron β Δ ($) K 
* NY Times Current History . . .Who Began the War, and Why?, selections 
* We particularly recommend these speeches, though you may choose others from the rich resource listed above.
Teddy Roosevelt "The Man with the Muck Rake" - April 15, 1906
Woodrow Wilson, entering World War I, April 2, 1917 "War Message"
Franklin Roosevelt's First Inaugural Address March 4, 1933 "The only thing we have to fear is fear itself."
Edward VIII abdicates the throne of England - December 11, 1936 "the woman I love"
Lou Gehrig's farewell to baseball speech July 4, 1939 "the luckiest man on the face of this earth" 
Winston Churchill "Blood, sweat and tears" May 13, 1940
Winston Churchill "Their finest hour" June 18, 1940
** Any collection of Ernie Pyle's classic, Pulitzer-prize winning war dispatches. 
** The Men Behind Hitler: A German warning to the world, by Bernhard Schreiber 
** Mein Kampf (My Struggle), by Adolf Hitler ($ K) 
The Nuremberg trials: 
The Trial at Nuremberg Short summary of the significance of the trial. The original link is gone, and the new site hosting the article includes graphic war images, so we've used an archive.org link until we find a replacement.
The Justice Trial
Justice Jackson's Opening Statement for the Prosecution
** Optional resource: The Greatest Generation, by Tom Brokaw ($ K)
** Mitsuo Fuchida and Jacob DeShazer's story 
** Term 2 Speeches:
Franklin Roosevelt's Pearl Harbor address December 8, 1941 "a day that will live in infamy"
Eisenhower--D-Day invasion order June 5, 1944: "The hopes and prayers of liberty-loving people everywhere march with you."
Franklin Roosevelt D-Day Prayer June 6, 1944
Dwight David Eisenhower--Guild Hall Address, London June 12, 1945 (Read it here)
Winston Churchill's Iron Curtain speech abbreviated; March 3, 1946
Douglas MacArthur's farewell to Congress April 19, 1951 "Old soldiers never die"
*** Call to Conscience: The Landmark Speeches of Martin Luther King, Jr., by Martin Luther King, ed. by Shepard and Carson ($ K) 
*** Why We Can't Wait, by Martin Luther King ($ K)
*** I Have a Dream speech by Martin Luther King, Jr.
*** The Hungarian Revolt, by Richard Lettis and William Morris ($)
*** Victim: Imprisonment Because of the Hungarian Revolution of 1956, by Arpad Szilagyi 
** Term 3 Speeches:
A World Split Apart by Aleksandr Isaevich Solzhenitsyn; Harvard speech
John F. Kennedy's Inauguration Jan 20, 1961 "Ask not what your country can do for you--ask what you can do for your country."
Douglas MacArthur's address at West Point May 12, 1962 "Duty, honor, country."
John F. Kennedy's "Ich bin ein Berliner" June 26, 1963
Martin Luther King's "I've been to the mountaintop" March 3, 1968
Edward Kennedy at Robert Kennedy's funeral June 8, 1968 "I see things that never were and say 'why not?'"
Neil Armstrong; Apollo 11 Moon Landing July 20, 1969 "One small step for man, one giant leap for mankind."
Richard Nixon's "Silent Majority" speech Nov 3, 1969
Congresswoman Barbara Jordan's opening statement to House Judiciary Committee
Richard Nixon's resignation August 8, 1974
Gerald Ford's pardoning of Richard Nixon September 8, 1974
Ronald Reagan--D-Day Memorial June 6, 1984 "These are the boys of Pointe du Hoc."
Ronald Reagan--Challenger Disaster Address Jan 28, 1986 "they 'slipped the surly bonds of earth' and 'touched the face of God.'"
Ronald Reagan--Brandenberg Gate June 12, 1987 "Mr. Gorbachev, tear down this wall!"
Barbara Bush at Wellesley 1990
George H. W. Bush 41st President--Announces Attack on Iraq January 16, 1991
Mother Theresa at Presidential Prayer Breakfast 1994 Feb 5, 1994 before the Clintons, regarding abortion; text; also here
Billy Graham's (minister to the Presidents) funeral address for Richard Nixon April 27, 1994, before 4 living presidents; Part 1 Part 2
Queen Elizabeth II on death of Princess of Wales September 5, 1997
Clarence Thomas "I am a man, a black man, an American" July 29, 1998
Chairman Henry Hyde's Opening Remarks to Impeachment Inquiry of President Bill Clinton, December 11, 1998 (9 min. 18 sec. on Real Audio; scroll halfway down the page)
Elie Wiesel The Perils of Indifference April 12, 1999
Franklin Graham at Columbine High School Memorial Service April 25, 1999 (Columbine High School Memorial Service is online at C-Span; Franklin Graham's speech starts at 1:24:00)
Just a few possible options: [more suggestions]
* The Americanization of Edward Bok: The Autobiography of a Dutch Boy Fifty Years After β Δ ($earch) K 
* Georges Vanier: Soldier The Wartime Letters and Diaries, 1915-1919, edited by Deborah Cowley 
* Black Boy, by Richard Wright ($ K) 
** Witness, by Whittaker Chambers ($ K)
** Diary of A Young Girl, by Anne Frank ($ K(unedited))
** The Hiding Place, by Corrie Ten Boom ($ K)
*** When Hell Was In Session, by Jeremiah A. Denton Jr. ($ K) 
*** Life and Death in Shanghai, by Nien Cheng ($ K) 
*** Mao Tse-Tung and His China, by Albert Marrin ($earch)
Some suggestions: 
The World: Travels 1950-2000, by Jan Morris, formerly James ($) 
* Endurance: Shackleton's Incredible Voyage, by Alfred Lansing ($ K)  OR South, by Sir Ernest Shackleton β Δ Ω ($) K
** Under the Tuscan Sun, by Frances Mayes ($ K) 
Ten minutes of map drills each week 
Locate places from the day's reading on a map
Explore foreign places relevant in news and current events.
Economics in One Lesson, by Henry Hazlitt (or here; $ K) pdf file here or here
Autobiography of a Slander, by Edna Lyall β Δ Ω K 
If you have these, you might use them instead:
Books, by Marvin Olasky
Psychological Seduction, by William Kirk Kilpatrick
Slouching Towards Gomorrah, by Robert Bork
Race and Culture, by by Thomas Sowell
The Road to Serfdom, by F. A. Hayek
A basic government book or course 
Students should have a plan for keeping up with current events. This is not optional. 
* Seven Men Who Rule the World from the Grave, by David Breese ($ K) (perhaps correlate with articles?)
** Amusing Ourselves to Death, by Neil Postman ($ K)
*** Modern Fascism: Liquidating the Judeo-Christian Worldview, by Gene Edward Veith ($ K)
If you prefer more options, we have a whole list to select from here.
Miss Mason directed students at this level to keep a Common-place Book for passages that strike them particularly; to learn a hundred lines of poetry; and to be able to give some account of what they have read in each book, with sketches of the chief characters.
Invitation to the Classics, by Louise Cowan and Os Guinness ($) [43a]
* The Great Gatsby, by F. Scott Fitzgerald ($ K)
* All Quiet on the Western Front, by Erich Maria Remarque ($ K) 
** The Chosen, by Chaim Potok ($)
** Brideshead Revisited, by Evelyn Waugh ($ K) 
*** Fahrenheit 451, by Ray Bradbury ($ K)
*** To Kill a Mockingbird, by Harper Lee ($)
Supplementary Reading Not For The Faint of Heart 
An additional Russian literature title, such as Anna Karenina, Brothers Karamazov, or Crime and Punishment.
* How the Other Half Lives, by Jacob A. Riis
Daring Young Man on the Flying Trapeze, by William Saroyan 
Heart of Darkness, by Joseph Conrad ☊
Lord Jim, by Joseph Conrad
Lord of the Flies, by William Golding 
Something Wicked This Way Comes, and The Illustrated Man, by Ray Bradbury
* The Machine Stops, by E. M. Forster (1909) Ω
* The Open Window, by Saki (Hector.H. Munro; 1914) Ω
* Barn Burning, by William Faulkner (1939)
** Shooting an Elephant, by George Orwell (1936)
** The Secret Life of Walter Mitty, by James Thurber (1939)
** The Lottery, by Shirley Jackson (1948)
** The Outstation, by Somerset Maugham (1950)
*** A & P, by John Updike (1961)
*** Harrison Bergeron, by Kurt Vonnegut Jr. (1961)
*** Everything That Rises Must Converge, by Flannery O'Connor (1965)
* In Defense of the Essay, by Christopher Orlet
* The Artistic Ordering of Life, by Albert S. Cook, 1898 (Good, but long)
* The Moral Obligation to Be Intelligent, by John Erskine, 1915
* The Superstition of School, by G.K. Chesterton, 1923
* Master of Many Trades, by Robert Twigger, 2013
** Introduction to Athanasisus' Incarnation, by C. S. Lewis, 1944
** The Inner Ring, by C. S. Lewis, 1944
** A Nice Cup of Tea, by George Orwell, 1946
** Politics and the English Language, by George Orwell, 1946
** How a Generation Lost Its Common Culture, by Patrick Deneen, 2016
** Living Like Weasels, by Annie Dillard, 1974
** Home Places, by Gene Logsdon, 2014
*** Abortion and the Conscience of the Nation, by Ronald Reagan, 1983
*** The Spirit of Youth: What was so new about Futurism?, by Morgan Meis, 2014
*** The Joy of Literary Destruction: Writers who broke all the rules, by Wendy Lesser, 2014
*** Can Beauty Help us to Become Better People?, by John Armstrong, 2014
*** You're Regretting Wrong, by Judith Shulevitz, 2014
*** The Problem With Too Much Information, by Dougald Hine, 2014
Wikipedia's definition of an essay.
Arts and Letters daily is a good aggregate source for current essays
Project Gutenberg's collection of essays.
Edna St. Vincent Millay poems suitable for terms 1 or 2.
Czeslaw Milosz Polish poet; this page includes audio of him reading his poems. More at NPR.
A good 20th Century anthology, such as Norton's Anthology of Modern Poetry or The Norton Anthology of Modern and Contemporary Poetry, Third Edition, Volume 2: Contemporary Poetry
Audio resources 
On Writing Well: The Classic Guide to Writing Nonfiction, by William Zinsser ($ K) 
Traditional English Sentence Style, by Dr. Robert Einarrson 
Written narrations: 3-5 per week, varying among subjects. Include one written narration from a reading earlier in the week. 
Essays/SAT Preparation 
Purchase a good English handbook. 
Less Than Words Can Say, by Richard Mitchell ($)
Optional: Paradigm Online Writing Assistant 
2 Hymns, 2 Bible passages of about 20 verses each, 2 entire Psalms, 2 Hymns, 2 poems (or 50 lines) per term from that term's poets, and a passage from the term's Shakespeare play per term.
* Matthew 6; 2 Timothy 3; Psalms 19; 27; 33; and 111
** Hebrews 9; John 1:1-14; Psalms 91; 121; 122; 136
*** Acts 2:14-47; Ephesians 6; Psalms 122, 123 (these are short); Psalms 119:9-30; Psalm 118 and 145
Shakespeare - 1 passage from the term's Shakespeare play. 
Include selections from Shakespeare, the Bible, poetry and other sources. These selections may be the same ones used for recitation.
Continue (or begin) a personal quote book.
2 or 3 pages of studied dictation per week. 
Keep flower and bird lists of species seen, select a special study for outdoor work, and continue to maintain nature notebooks.
Select books by these authors:
Stephen Jay Gould - although he is an atheistic evolutionist, he is an extraordinary writer.
Pilgrim at Tinker Creek, by Annie Dillard ($ K) and/or books by Hal Bolland, John Muir Ω, Jacques Costeau,
The Outermost House, by Henry Beston 
Henri Fabre's works on insect observations ∫ 
Great Astronomers, by Robert S. Ball β ($) K
Continue AO's artist rotation.
Work on drawing skills. Illustrate a scene from reading of your choice once a week, more as desired.
Choose one of these two options: 
The Story of Painting, by H. W. Janson ($)  ∫
The History of Art, by H. W. Janson ($) 
Continue AO's composer rotation.
Begin or continue Latin.
Continue with any previous foreign language studies. 
House or garden work, useful crafts, or skill. 
(Still in progress; we hope to whittle this list down and divide it somehow to make it more manageable)
Listed by date (to help place these in historical Term):
1) The Hawk and the Dove, The Wounds of God, and The Long Fall; and The Hawk and the Dove is also the title of the trilogy in one volume, by Penelope Wilcock ($et K) Medieval-era story of Christian brotherly love
2) Persuasion, by Jane Austen, 1816 β Δ ($) Ω British tale of a thwarted romance between Anne Elliot and Captain Wentworth
3) My Antonia, by Willa Cather β ($) Ω Bohemian immigrants in the prairies of 1800's Nebraska
4) The Inspector General, by Nicolai Gogol, 1842 β Δ ($) very funny play satirizing small town corruption (The 1949 Danny Kaye movie ($) was based on this play.)
5) The Harwich Naval Forces β Δ and/or others by E. F. Knight, a British war correspondent between 1870-1904. (Many are online)
6) The Club of Queer Trades, by G.K. Chesterton 1905; short story mysteries β Δ Ω
7) Mama's Bank Account, by Kathryn Forbes ($) Light-hearted story of a Norwegian family living in San Francisco around 1910; inspired the movie "I Remember Mama"
8) Chesterton's books, written 1904-1930's (search amazon.com)
9) G. K. Chesterton, The Apostle of Common Sense, by Dale Ahlquist ($et K) a great book to read along with any of Chesterton's other books.
10) A Tree Grows in Brooklyn, by Betty Smith ($ K) Early 1900's; book-loving Francie comes of age in a poor section of New York
11) Christy, by Catherine Marshall, 1912 ($) Faith-based story of a young teacher in the Smoky Mountains
12) Michael O'Halloran, by Gene Stratton Porter ($) Ω 1914; this bestseller about an orphaned newspaper boy outsold Pollyanna in 1916
13) The Adventures of Richard Hannay also called The Four Adventures of Richard Hannay, by John Buchan ($) includes The Thirty-Nine Steps 1915 Ω, Greenmantle 1916 Ω, Mr. Standfast 1919 Ω, and The Three Hostages, 1924
14) A Book of Escapes and Hurried Journeys, by John Buchan, 1923 (Out of print; The Advisory has not previewed this.)
15) A Passage to India, by E.M. Forster, 1924 ($) Clash of cultures during the British rule of India
16) Keeper of the Bees, by Stratton Porter ($), 1925 (best seller about a dying soldier who escapes to the beach to die; her last novel)
17) The Trial, by Franz Kafka, 1925 ($ K) A bank clerk is arrested but he doesn't know why; a look at the justice system
18) The Plutocrat, by Booth Tarkington, 1927 ($) (best seller satirizes American businessmen)
19) Cold Comfort Farm, by Stella Gibbons, 1932 ($ K) "...hilarious parody of D. H. Lawrence and Thomas Hardy's earthy, melodramatic novels..."
20) Anthem, by Ayn Rand, 1938 ($) Futuristic story, useful for discussion (This is the only Ayn Rand book we recommend.)
21) How Green Was My Valley, by Richard Llewellyn, 1939 ($) Poetically beautiful book about Welsh mining community
22) The Rise and Fall of the Third Reich, by William Shirer ($) for students who want to read more about WWII
23) The Screwtape Letters, by C. S. Lewis * ($ K) 1942 (satirical apologetics; fictional letters from one demon to another)
24) History of the Second World War: The Gathering Storm, Their Finest Hour, The Grand Alliance, The Hinge of Fate, and Closing the Ring, Triumph and Tragedy, by Winston Churchill (purchase all six volumes) For students who want to read more about WWII
25) While Still We Live, by Helen MacInnes, 1944 ($) An English woman visits Poland just as Hitler invades
26) To Sir With Love, by Edward Ricardo Braithwaite ($) (teaching in London's East End slums in the 1940's)
27) Kingsblood Royal, by Sinclair Lewis ($ K) (best seller 1947, an uncomfortable but thought-provoking book about race relations when a middle-class American banker discovers he's part African)
28) Neither Five nor Three, by Helen MacInnes, 1951 ($) Spy-thriller involving communism and the media
29) One Day in the Life of Ivan Denisovich, by Aleksandr Isaevich Solzhenitsyn, 1950-53 ($) (Dehumanization in Stalinist labor camps; Parental warning: There are multiple profanities and obscenities is this work. It is, nonetheless, an important book about Communist tyranny and the human spirit. One Advisory member came away from this book enamored with Solzhenitsyn, and affected with concern for what happened 'behind the iron curtain.' It's an important book, but we strongly urge parents to make this book selection thoughtfully, while fully aware of the language it contains.)
30) Karen, by Marie Killilea, 1952 ($) A mother writes about raising a child with cerebral palsy
31) Angel Unaware: A Touching Story of Love and Loss, by Dale Evans Rogers, 1952 ($ K) A Down Syndrome child's short life, told from the child's point of view
32) Invisible Man, by Ralph Ellison, 1952 ($ K) A student expelled from a Southern Negro college becomes spokesperson for "The Brotherhood."
33) Gulag Archipelago 1918-1956, by Aleksandr Isaevich Solzhenitsyn, abridgment by Edward Ericson, recommended by Invitation to the Classics. ($) Soviet labor camps
34) Waiting for Godot: A Tragicomedy in Two Acts, by Samuel Beckett, 1953 ($ K) Two homeless men wait for Godot, but they don't know why.
35) Good Morning, Miss Dove, by Frances Gray Patton ($) 1954 (charming story of a devoted school teacher)
36) The Old Man and the Sea, by Ernest Hemingway, 1954 ($ K) Santiago, an old Cuban fisherman, wrestles with a marlin
37) Leaf Storm: and Other Stories, by Gabriel Garcia Marquez, 1955 ($)
38) A Raisin in the Sun, by Lorraine Hansberry, 1959 ($) Racial tensions observed in a black family in Chicago; the Advisory has not previewed this.
39) 84, Charing Cross Road, by Helene Hanff, 1950's-60's ($) Fun; letters between an American book-lover and a bookstore owner in England.
40) The Violent Bear it Away, by Flannery O'Connor, 1960 ($) (A sheltered 14 year old is torn between his religious great-uncle and atheist uncle)
41) Peace Like a River, by Leif Enger ($ K) 1962 (an 11 year old asthmatic boy searches for his fugitive older brother)
42) The Lilies of the Field, by William Edmund Barrett, 1962 ($) East German nuns are convinced that a black ex-soldier was sent by God to build a chapel in the desert.
43) Rocket Boys, by Homer Hickam ($ K) (A NASA engineer's childhood building rockets in a WV mining town in 1960's; inspired the movie October Sky; parental warning--some hormonal content)
44) Labyrinths, 1964; collection of stories and essays ($) and others by Jorge Borges
45) Cosmicomics, by Italo Calvino, 1965 ($) surreal tales about the creation/evolution of the universe from the perspective of tiny particles; not to be missed by sci-fi fans. The first story is told in sensuous language, parents might want to preview.
46) The Outsiders, by S.E. Hinton ($) 1967 (gangs and social cliques; lots of street slang, but nothing vulgar)
47) The Hunt for Red October, by Tom Clancy ($ K) 1975; genre fiction, not literature--(note: rough language) Military submarines, US, USSR, CIA...
48) Under the Eye of the Clock, by Christopher Nolan, 1987 ($ K) autobiographical story of a severely handicapped poet with cerebral palsy. Nolan writes in a way that's impossible to describe. Flights of fancy, incredible twists and turns in labyrinths of words he makes up, but that you can understand.
49) The Giver, by Lois Lowry, 1993 ($ K) difficult themes; about a utopian society in which diversity is squelched and 'mercy killing' is part of the process.
50) At Home in Mitford, by Jan Karon, 1994 ($ K) (a small town with charming characters in which nothing happens)
51) Safely Home, by Randy Alcorn * ($ K) 2001 (Christian persecution in China)
52) 2 1/2 Pillars of Wisdom/Dr. Von Igelfeld series: Portuguese Irregular Verbs ($ K); The Finer Points of Sausage Dogs ($ K); At the Villa of Reduced Circumstances ($ K), by Alexander McCall Smith, 2003 (Very British humorous tales of lingustic philogists)
53) Barbara Kingsolver books, 1995-current (search amazon.com)
54) The Cross and the Switchblade, by David Wilkerson
Ransom of Red Chief, by O Henry (1910) Ω
I'm a Fool, by Sherwood Anderson (1922)
Hills Like White Elephants, by Ernest Hemingway (1927)
You Were Perfectly Fine, by Dorothy Parker (1929)
A Clean, Well-Lighted Place, by Ernest Hemingway (1933)
The Dead (a collection of three short stories), by James Joyce (1914) Ω
Why I Live at the P.O., by Eudora Welty (1941)
Ace in the Hole, by John Updike (1955)
I Stand Here Ironing, by Tillie Olsen (1961)
Judgment Day, by Flannery O'Connor (1965)
Revelation, by Flannery O'Connor (1965)
Many thanks to David Hicks, author of Norms and Nobility, for his kind permission to draw from his work and ideas. For more information please see the amazon.com link to the 1999 edition of his book.
The Year 11 "Salad Bar"
This is a collection of some of the best resources for this time period. Even Advisory members aren't able to cover all of these with every single one of their own students and have to be selective. Feel free to pick and choose from among these suggestions. The best choice may just be the book you already own, and the one from which your student can narrate. (If this looks overwhelming for your student, you might consider plan B - a lightened load for year 11. See it here).
High school is hard work. Students should be encouraged to approach it as though it's their first full-time job, and parents must remain involved--even as the child is maturing toward independence and becoming capable of taking over some of the decision making and record keeping. Some students already have specific career goals in mind that can be integrated into their school work, while college-bound students will need to tailor their studies to meet university admissions requirements. (Read about high school credits here.) There is no way we can create a high school year that will be precisely tailored to every child's needs.
Now for a word about books, and the design of Year 11 . . .
Selecting the best books is a challenge that increases with each successive school year, and, in particular, when studying the 20th century. High school students are journeying across the bridge into adulthood, and the books they should read at this level reflect the adult world. Yet the last hundred years have seen a decline in the field of literature like no other century before. We had great difficulty finding well written material that didn't shock us or bathe us in vile and vulgar crudity. In the interest of giving students a firsthand knowledge of the writing that prompted 20th century movements and struggles - including the very negative and seriously damaging ones - we have included some works with which we wholeheartedly disagree. AO students will have already read most of the best 20th century books (C. S. Lewis, Tolkien, Chesterton, etc) by Year 11. Also, very few of the books were written after the 9/11 terrorist attacks, and that alters the terrain of the historical coverage in books of our era. As an example, imagine sitting down in 1950 to read a book published in 1936 which was written about the years 1900 to 1935. An author would naturally understand the events from those years with far greater insight after WWII than prior to it. Similarly, books written prior to 9/11 do not include historical events that are now known to have been significant.
While previewing the content of mountains of books for the AO/HEO high school years, we've been constantly aware that we cannot predict how far across that bridge other people's children may be. Families vary greatly in their views on sheltering, protecting and preparing for adulthood, so it would be futile for us to attempt to be the censor or guardian (the bridge troll?) for all AmblesideOnline/House of Education Online scholars. We set a very high standard for AO/HEO materials, and we've gone the extra mile and beyond to create and provide a Year 11 prototype that reflects excellence. However, by no means do we claim to have done all the work for you! It remains the homeschool parent's job, most particularly on the high school level, to assume full responsibility for matching your child's sensitivities and sensibilities, and your family's standards, with the books you select for study.
In the booklist below, we've offered a few notes on potential concerns in certain books, but it goes without saying that we have not noted every potential concern in every book. Please understand that the absence of a comment does not mean the absence of anything your particular family might find offensive or inappropriate.
For these and other reasons, the AO/HEO high school Years are designed not as a single curriculum list (like the preceding Years), but rather as what we fondly call the AO/HEO "Salad Bar" approach. In many subject areas, we offer a variety of options for you to choose among (or you may substitute your own). The final product will be your design. Those who still prefer the comfort of a single booklist may simply select "Option One" where options are presented.
We feel that this Year 11 book list is in keeping with Charlotte Mason's principles, but it isn't the only possible way to "do" CM in high school. You are free to use it en toto, piecemeal, or simply as an example to consider.
To arrive at the best high school plan for your child, expect to burn some midnight oil, dig a little more than you did to prepare for the younger grades, and make more personal choices. You should budget time over a few weeks to focus on previewing and selecting books. Look on the bright side: you'll emerge from this process more conversant and familiar with the era and books your student is about to cover--and discussion is so vital for students in the upper grades. You'll also be more sympathetic to your hardworking young scholar!
As you devise your own Year 11 curriculum, whether using our book suggestions or your own substitute titles, it's useful to keep a page count in mind. Charlotte Mason's students covered approximately 1600-2000 pages in a term by Year 11, using about 40 different books. This loose guideline will help you gauge whether your own academic load is in keeping with Miss Mason's.
Before beginning Year 11, please do yourself one very smart favor: zealously pursue some teacher preparation time for yourself. It's a little investment that will pay you back double every single school day. We suggest you read (or reread) volume 6 of Charlotte Mason's six volume set. We suggest rereading it every single year of high school. Volume 5 may also be helpful to you. Both are available online, as free e-texts. You'll also find it useful to scan the sample Programmes from Miss Mason's own PNEU school, which are linked from the AmblesideOnline homepage. Forms V and VI are the ones relevant to Year 10. You'll find a wealth of helpful articles at AmblesideOnline, so plan to spend a few evenings exploring the site. It's also helpful to have on hand a good current book on homeschooling through high school. And you'll find terrific support on the AO Forum -- please join and participate!
Blessings to you, and happy high schooling! The Advisory (Back)
Note on Audiobooks: While links to audio books are added as a courtesy, Miss Mason's approach to grammar and composition is heavily dependent upon the children receiving an immense amount of visual exposure to the written word over many years, so parents should exercise extreme caution in how many audiobooks they use each year. Our brains just work differently when we see the words. For children who have difficulty reading, one solution is to have them follow the audio version along in a written text. (Back)
1. Continue AO's plan (6 years through the Bible in Years 6-11, leaving Song of Solomon and Revelation for Year 12), or follow a plan of your own preference. AO's plan schedules the following for this year:
Term 1: Lamentations, Ezekiel 1-36; 2 Corinthians, Romans; Psalms 106-118; Proverbs 17-21
Term 2: Ezekiel 37-48, Joel, Daniel, Ezra; Colossians, Philemon, Ephesians, Philippians, 1 Timothy, Titus, 1 Peter; Psalms 119-124; Proverbs 22-26
Term 3: Haggai, Zechariah, Esther, Nehemiah, Malachi; Hebrews, 2 Timothy, 2 Peter, Jude, 1 John, 2 John, 3 John; Psalms 125-150; Proverbs 27-31
Resources: Study questions with maps; Bible Maps; Bible timeline.
Charlotte Mason had her students reading a commentary. We suggest you use what fits best with your family's belief system, keeping in mind that this year should be a bit meatier than previous years. One option is Matthew Henry's commentary. ($). Encyclopedia of Bible Truths, 4 Volumes, by Ruth C. Haycock (purchase from CBD) This is more of a topical Bible than a commentary.
Other commentaries are available at Christian Classics Ethereal Library. (Back)
2. The Mind of the Maker examines such ideas as the image of God, the Trinity, free will, and evil.(Back)
2a. The Pleasures of God, 2000, a life-changing devotional written on a deeply profound level. The first 3 chapters of this book and coordinating sermons are available (Back)
3. History: In previous centuries, information on breaking events was transmitted after the fact, orally or through newspapers, pamphlets, and books, and thus citizens sometimes learned of the significant events of their time long after they occurred. In the 20th century the transmission of news events reached the speed of sound. Early in the century news came via radio or movie trailers. Later, with the development of television and photographs in the media (and in our day, the internet), information reached us via live pictures for the first time in history.
Images are now part of our collective history and memory. When many of us think Kennedy Assassination, landing on the moon, Kent State, the Berlin Wall, etc., we have a specific image in mind that is that event for us, and it's generally the same image. It's important for AO students to hear Martin Luther King Jr.'s "I Have a Dream" speech --because the timbre in his voice is part of the collective knowledge of a country. However, earlier speeches like the Gettysburg Address were read by the country and only heard by a handful. It's important for our students to read about the events of the 20th century, and then to see the images that the country knows and associates with those events. Certain images are the defining picture of significant events, such as the exploded Challenger, the little girl running in Vietnam after the napalm bombing, John Kennedy junior saluting at his father's casket, even the POW families running to be reunited on the airport tarmac during the Viet Nam era.
Discernment will be necessary on the part of the parent and student because images can be deceiving. For example, one book we previewed had multiple pictures of President Bill Clinton smiling and shaking hands and looking wonderful, and only one of President Reagan, a photo of him immediately after having been shot. The coverage of the two men arguably should have been equivalent, as both were two-term presidents. Editorial choices such as this reveal a definite viewpoint. Another example would be the famous photograph of the little girl in Viet Nam running from her village--this should be accompanied with the explanation that no Americans were involved in that attack, it was strictly a North and South Viet Namese engagement. We want our children to be able to 'see' the images and understand their significance, their emotional impact, and the events they represent.
Two titles that meet this need to see the century as it was seen by the world are The 20th Century Day by Day, published by Dorling Kindersley--this is a great resource for getting an overall view and feel for the century. It is an enormous book and should be read slowly, a page or two at a time. The 20th Century Year by Year, also a Dorling Kindersley book, appears to be out of print, but we mention it because some AO/HEO households may already own it. This title has been published in two different editions--one is simply an exact copy of the other, only printed in much smaller font. Most of us old enough to have a child in Year 11 will need a magnifying glass or bifocals to read the smaller version, but our students can probably manage without assistance. You can see a picture of the book at amazon.com.
And lastly, resources for general reference:
PBS Timeline of the 20th Century
Yahoo Search Engine collection of people, events, and movements of the 20th century
Library of Congress American Memory - Primary documents and eyewitness accounts that could be joined to timeline.
American Cultural History by decade - Focuses on the main issues of that decade; the opening for 1910 says "The 1910s was a decade of great change for America. It was the decade when the United States was first considered a world leader. Many of the issues we face today were important including the escalating of immigration and poverty, labor and monopoly battles, work safety and child labor problems. World War I--the first 'war to end all wars' raged. The 1910s were the decade America came of age. " It goes on to talk about negro suffrage, child labor laws, tobacco and the Titanic.
American West 20th Century Timeline
Similar site, designed to go with PBS's similar TV series, "People's Century." 26 episodes starting with Age of Hope 1900 and Killing Fields 1919 (WWI) to People Power 1991 (Fall of Communism) and Fast Forward 1999 (technology) Includes an overview (etext) of each program.
Evansville's World Hisory shows each period in outline form and links to lots of people, events and trends. The outline itself could serve as a timeline. Covers 1900-1945 and 1945-1990's. (seems to be offline!)
The 20th century was a very public one in which events were first heard rather than read by much of the world. The events of the 20th century were immediately brought into our lives and living rooms via the medium of pictures and sound. One of the clearest ways to gain an understanding of the shared language of the 20th century is through hearing or viewing the speeches of the era (or reading them if a recording cannot be located), From President Roosevelt's "The only thing we have to fear is fear itself" to Martin Luther King's "I've been to the mountaintop," to Neil Armstrong's "One small step for man" to President Reagan's "Mr. Gorbachev, tear down this wall," these famous and world-changing words were heard, rather than read, and the timbre in the voices of those who spoke them is a part of the history of this century. The phrases became part of the vocabulary of the people who first heard them. We have provided a list of those speeches in the appropriate terms, often with links where our students can go download a recording and actually listen to it over the internet. Parents should select perhaps one a week for their students to read, hear, or view. We suggest students give their narrations of those speeches orally, both because oral narration continues all the way through high school, and also to experience narrating a speech 'in kind.'
We do not wish to appear to imply that a full and complete study of American History is mandatory for non-Americans. Because of the influence the US has had on world events, we do believe that some understanding of the histories of England and the US is necessary for everybody; however, the depth of that coverage is an individual choice. Students from other countries should have a more thorough exposure to their own national history than our suggested options offer, and we encourage all AO/HEO users to seek excellent books on their own history and heritage. However, as we lack the resources and time to choose histories for other countries, we leave this responsibility to our foreign users. Still, we do encourage you to be bold in making the curriculum fit your own needs. Canadians can find more Canada specific information here as well as an email list for Canadians using AO/HEO
4. Timeline: At this age, students should be keeping a Century Chart and Book of Centuries. Students at this level in the PNEU schools made summaries of dates and events, referred to maps as they read their history, and made century charts. Instructions for making your own timelines and charts are included in these Parents' Review articles: Book of the Centuries; Teaching Chronology; The Correlation of Lessons. For more details about the why, when, how of keeping CM timelines (and other notebooks), we recommend Laurie Bestvater's book, The Living Page ($). (Back)
5. Truthquest: Many AO/HEO parents find Truthquest History guides to be a tremendous help for enriching discussion of the big picture of history with their children. Somewhat reminiscent of the kinds of lesson preparation materials Charlotte Mason provided her PNEU teachers, they may be used to supplement whichever history books you choose. The appropriate Truthquest guide for Year 11 is Age of Revolution 3 (1865-2000) in the Truthquest editions published after 2003 (these have full-color covers). For those using the original Age of Revolution editions with the old pink covers, Age of Revolution 4 (which covers 1865-2000) would be the appropriate edition. (The contents of the newer editions is virtually identical to the old pink editions.) For more information visit Truthquest's website (Back)
6. A History of the Twentieth Century, by Martin Gilbert
Term 1: ch 1-6 (to pg 263)
Term 2: ch 7-9 (to pg 416)
Term 3: ch 9 (pg 416)-12 (to pg 678) (Back)
7. Modern Times, by Paul Johnson: We had always intended to use Johnson's book for option one. However, upon closer inspection, we found that Johnson writes for an audience he presumes still remembers the events he discusses. He has great analysis, but he's very short on details, and many of our students (and parents) will find it difficult to fill in the blanks. Some of our members may still prefer this book, and if you have the time to correlate the chapters with the Gilbert book above, you'll have a near perfect history combination. (And if you do put together such a correlation of chapters between the two books, please share it with us so we can make it available to others!) Pre-read; some rough language.
Term 1: ch 1-ch 9
Term 2: ch 10-13
Term 3: ch 14-20 (Back)
7a. Oxford History of the American People: Vol. 3 (the last volume) covers from end of Civil War to Kennedy Assassination. (Back)
8. A Basic History of the United States, by Clarence B. Carson: Carson (a history professor) has a scholarly tone, and approaches his topic from a libertarian, probably Christian, point of view. This is a six volume series, available through used booksellers. Also available on audio from Downpour. Pick up volume 4 where we left off in year 10, and then go on through volumes 5 and 6. (Back)
9. A Short History of Western Civilization, by Sullivan et al: David Hicks, author of Norms and Nobility, recommended this. Sullivan's book has a nice feature at the end of chapter; he lists titles for additional reading, generally fictional books, classics that go with that time period. That is a lovely option in a history book. Katie B. has determined which chapters correspond to this year's history:
Laying groundwork for the 20th Century (these dip into the 19th Century and sometimes earlier)
(Chapter 46: Science and the Challenge to Christianity)
(Chapter 47: Thought and culture in an Age of Nationalism and Industrialization)
(Chapter 48: Politics, Democracy and Nationalism, 1871-1914)
(Chapter 49: Democracy, Expansion, Civil War, and Reform in the United States, 1800-1920)
(Chapter 50: Imperialism)
Term 1 (1900-1949)
Chapter 51: World War I, 1914-1918
Chapter 52: Revolution and Communism in Russia
Chapter 53: The Rise of Fascism and Authoritarianism
Chapter 54: Paralysis of the Democratic West (1920s and 1930s)
Chapter 55: World War II, 1939-1945
Term 2 (1949-1960) and 3 (1960-present)
Chapter 56: The Recovery of Europe and the Superpowers, 1945-1980s
Chapter 57: Society and Culture in the Twentieth Century
Chapter 58: Decolonization and the Non-Western World, 1945-present
Chapter 59: The Collapse of Communism and New Realities (Back)
10. A History of the American People, by Paul Johnson: An easier read than Morison (more engaging), perhaps more editorial in places. Juicier than either Churchill or Morison. Very enthusiastically pro-American. Year 11 students would read approximately pages 621-976.
Term 1: 621-725
Term 2: 725-841
Term 3: 845-976 (Back)
11. Theodore Roosevelt's Letters to His Children: Delightful to read, chock full of nature study, geography, literary comparisons, composition study specifically for writing really nice letters, and some incidents of what goes on in government as seen from the White House leader of that time period. (Back)
12. Testament of Youth: This book is a vivid report of the anguish experienced by those English young people who lost their youth and lives to the "War to end all wars." Because it is an honest and accurate portrayal, there are candid references to sex and war violence, but these are few and not graphic. The experiences of the author led her to atheism, feminism, and socialism, and these topics are discussed with great sympathy. There are important themes here for young people today, as their generation may also face the horrors of a prolonged war. This is a book that should be read and discussed with a parent. (Back)
13. Some of Us Survived: a book about the Armenian genocide in WWI from the perspective of an 8 year old boy; intense but important. Parents should preview. (Back)
14. Ethiopia Through Russian Eyes: eye-witness account of the end of an era, 1896-98, consisting of two books by Alexander Bulatovich: From Entotto to the River Baro (1897), and With the Armies of Menelik II (1900) (Back)
15. The Napoleon of Notting Hill goes well with the first chapters of Gilbert's book because it talks about the conflict between nationalism and imperialism.(Back)
16. New York Times Current History: The European War from the Beginning to March 1915, Vol 1, No. 2 Who Began the War, and Why? Jam-packed with speeches, papers, and other documents, from many sides and viewpoints.; choose selections from these. (Back)
17. Lou Gehrig's farewell to baseball speech: We suggest you read the biography included on the website, too. (Back)
18. Ernie Pyle's war dispatches: Some resources would include the books Here Is Your War: Story of G.I. Joe; Brave Men; or Ernie's War: The Best of Ernie Pyle's World War II Dispatches, by David Nichols. There is also a website about his journalism with samples of his columns for those of us one a budget. Pyle's reports are classic recording. The soldiers loved him, and back home everybody read his articles, eagerly looking forward to the next report. Ernie Pyle won the Pulitzer Prize for his war reporting. (There a few documentaries/movies about Ernie Pyle and his role in the war.) (Back)
19. The Men Behind Hitler: A German warning to the world, by Bernhard Schreiber: An important book, very chilling, connects Planned Parenthood to the eugenics movement today.(Back)
20. Mein Kampf: Like Charlotte Mason's suggestion to expose students to the Communist Manifesto to help students hone their reasoning/debate skills, the purpose of this suggestion is so that students will be informed and knowledgeable--and properly horrified at the very words of a monster.(Back)
21. The Nuremberg trials: These are very important. The suggested websites provide insight into and source documents from Nuremberg, one of the most significant events in regard to law and jurisprudence of the 20th century. (Back)
22. The Trial at Nuremberg: if you read nothing else, read this link, which is a short essay summarizing the significance of the trials. (Back)
23. Mitsuo Fuchida and Jacob DeShazer: The man who led the raid on Pearl Harbor--Mitsuo Fuchida--came to know Christ as Saviour after the war after reading a pamphlet written by Jacob DeShazer, an American airman with Doolittle's Raiders--who had been captured and spent 40 months as a POW, including 34 in solitary--and who had accepted Christ in prison, when he was eventually allowed to have a Bible, which he had repeatedly asked for. The two men later met, and even traveled together, sharing the love of Christ. Their story is here--a wonderful website. This site tells more of DeShazer's story. And if you want to read something yourself to really lift your heart as a praying mother, read the story of Jacob DeShazer's mother--it's powerful. (Back)
24. Call to Conscience: If the direct link doesn't work, try here(Back)
25. Victim: Imprisonment Because of the Hungarian Revolution: contains some rough language. (Back)
26. Biographies of the people listed are particularly relevant for Year 11 students. Please choose at least one per term. Where a title is included, it's because an Advisory member has read it and found it worth reading, but there may be and probably are others equally worthy at your library. Pick one book per term, or possibly more IF and ONLY IF the books chosen are short and light.
Students interested in reading more about the movers and shakers of the 20th Century might consider looking for biographies on these people.
Jean Henri Fabre 1823-1915 Fabre, Poet of Science, by Dr. Georges Victor Legros β Δ
Jacob Riis 1849-1914 (Social reformer in New York) (The Making of An American, by Jacob Riis)
Woodrow Wilson 1856-1924
Theodore Roosevelt 1858-1919
Billy Sunday 1862-1935
Marie Curie 1867-1934
Tsar Nicholas II 1868-1918 (Nicholas and Alexandra, by Robert K. Massie)
Wilbur (1867-1912) and Orville (1871-1948) Wright
Mohandas Karamchand (Mahatma) Gandhi 1869-1948
Vladimir Lenin 1870-1924
Winston Churchill 1874-1965
G. K. Chesterton 1874-1936
Albert Einstein 1879-1955
Joseph Stalin 1879-1953
Margaret Sanger 1879-1966
Pablo Picasso 1881-1973
Franklin Roosevelt 1882-1945
Eleanor Roosevelt 1884-1962
David Ben-Gurion 1886-1973
Lawrence of Arabia 1888-1935 (WWI) (Seven Pillars of Wisdom, by T.E. Lawrence)
Adolf Hitler 1889-1945
Amelia Earhart 1897-1937
Marion Anderson (opera) 1897-1993
Golda Meir 1898-1978
Margaret Mead 1901-1978
Charles Lindbergh 1902-1974 (Spirit of St. Louis)
Anne Morrow Lindbergh 1906-2001 (North with the Orient, a book about the pioneer flights Anne and her famous aviator husband took, and especially any of her collections of diaries and letters, such as Bring Me a Unicorn, Hour of Gold, Hour of Lead, War Within and Without)
Mother Teresa 1910-1997
Richard Nixon 1913-1994
Rosa Parks 1913-
Scientist Francis Crick (1916-)
John F. Kennedy 1917-1963
Nelson Mandela 1918-
Alexander Solzhenitsyn 1918-
Billy Graham 1918- (Just As I Am)
Ronald Reagan 1920-2005 (God and Ronald Reagan, by Paul Kengor; When Character Was King, by Peggy Noonan)
Pope John Paul II 1920-2005
Margaret Thatcher 1925-
Jim Elliot 1927-1956 (Journals of Jim Elliot)
Scientist James Watson (1928-)
Martin Luther King, Jr 1929-1968
Stephen Biko 1946-1977 (Biko, by Donald Woods) The movie Cry Freedom about the South African activist murdered by the apartheid government is based on this book.
The Beatles 1963-1970
A book by or about one of the many participants in the Manhattan Project - here are two websites which list possible resources. (note, Advisory members have previewed very few of these.) http://www.lib.uchicago.edu/e/spcl/manhat.html http://www.atomicarchive.com/Store/books1.shtml (Back)
27. The Americanization of Edward Bok is an inspiring autobiography of the first male editor of Ladies Home Journal magazine. (Back)
28. Georges Vanier: Soldier is a perspective of WWI from Canada's much-admired Governor's General (Back)
29. Black Boy: best seller from 1945, some language. (Back)
30. When Hell Was In Session: Graphic first-hand account of a Vietnam POW that students really should read. (The Advisory hasn't previewed this.) (Back)
31. Life and Death in Shanghai: China's cultural revolution, 1966-1976 (Back)
32. Geography Suggestions: "The World" and "Under the Tuscan Sun" were especially recommended by at least one Advisory member, but since this is a salad bar, you might prefer to choose one of the other geography options, all of which were published in the 20th century. Alternative suggestions are listed on page of geography options. (Back)
34. The World: Travels 1950-2000 is well written, but there's a brief non-graphic mention of the author's gender-change operation in chapter 18, titled "Casablanca." The chapter is very short and can be skipped or removed. Also some language on pg 233 and 242. This book should be spread over all three terms. (This book is divided over the year in AO's posted 36-week schedule as the only geography selection) (Back)
35. Under the Tuscan Sun: great geography book, but the movie of the same name isn't recommended. (Back)
36. Shackleton's exploration of the South Pole on The Endurance; travel, geography, adventure. The Endurance set out on the very eve of WWI--in fact, war was declared but the Prime Minister wanted the expedition to continue. Very exciting tale of survival and exploration, scientific expeditions, polar exploration, human ingenuity. (Back)
37. Geography: Miss Mason's students at this level were expected to "know from Atlas something about foreign regions coming most into note in the newspaper, and in connection with history etc. studied. Summarize readings by memory maps on blackboard."
Geosafari (available now on CD-rom) would be sufficient. ($ purchase basic geography card set) SeterraOnline offers Free Map Quiz Games. If you have an iPad or iPhone, TapQuiz is a free map quiz app.
Many countries have a tourism department, and writing to their embassies for free brochures, maps, and other travel information might be an inexpensive way to supplement geography studies. The World and I, listed under current events, is a rich resource for this purpose also. (Back)
38. Autobiography of a Slander: good short story on the dangers of slander. Very sad, tragic ending. Includes information on the political climate in Russia during the early 1900's. (Back)
39. Government: High School students will need to earn credit for basic government. This material can be done in Year 9, 10, 11 or 12. Some options:
Constitution 101: The Meaning and History of the Constitution is a ten-week online course offered by Hillsdale College. You have to register with a login and password, but the course is free.
The Everything American Government Book, by Nick Ragone; a schedule is here. ($ K).
Exploring Government Curriculum Package, by Ray Notgrass (purchase from CBD)
The Story of the Constitution, by Sol Bloom and Lars Johnson (Christian Liberty Press; $) There is a teacher's edition/answer key available. ($)
This 10-minute YouTube video presents a clear explanation of the difference between a republic based on law, and a democracy based on majority rule. (Back)
40. Ourselves: approximately 22 pages per term. This book will continue through all the remaining years of AO/HEO curriculum. This is the 4th volume of Mason's 6 Volume Series. This year: pages 68-136 of Book 2
Also available in a modern English paraphrase that can be read online or purchased. (K) The paraphrase of Book 2, Self-Direction, the second half of Volume 4, can be purchased as a separate paperback book.
Term 1: Book 2 pg 68-96
Term 2: Book 2 pg 97-114
Term 3: Book 2 pg 115-136 (Back)
42. Charlotte Mason had students at this level read the daily news and keep a calendar of events. We suggest students choose the most important 2 or 3 stories of the week and re-write them in their own words as a chronicle of the year, making the heading of each page something like "This Week in History, September 1st, 2003." Parents: pre-read and filter current events materials (on the web, or in print) as necessary, due to the potential for coverage and topics of an explicit nature, even from conservative sources. We've listed some possible options here.
Blogs as a media form have rapidly overtaken hard-copy publications. News is being reported there, in some cases, faster and more accurately than other, older media forms. Students should learn about them, find one they trust, and check it regularly. However, we recommend that parents first become familiar with blogs and visit the one(s) their children will frequent. We suggest several poliblogs here, but parents should know that not every message on these blogs will be 'child-friendly' and often have ads that include scantily clad women. Also, most blogs link to a multitude of other blogs and sites that may not be child-friendly.
Comments posted on blogs can be considered a new media equivalent of a letter to the editor, and students should learn how to communicate well on blogs. (Back)
43. Shakespeare: Leithart's book Brightest Heaven of Invention ($) is a Christian study guide for 6 Shakespeare plays: Henry V, Julius Caesar, Hamlet, Macbeth, The Taming of the Shrew, and Much Ado About Nothing. (If you need to cut back, do one or two plays this year.) (Back)
43a. Invitation to the Classics: pages 307 to 366 this year, beginning with James Joyce, and continuing to the end of the book; the chapters are short. Table of Contents arranged by Year and Term for both books is available here.
44. All Quiet on the Western Front: well-written, straightforward account of the realities of WWI. (Back)
45. Brideshead Revisited: Mature content, but meaty and thought provoking. (Back)
46. Supplementary Reading for Intrepid and Bold Souls Who Are Not Faint of Heart: These are important novels, but some parents may feel uncomfortable assigning to their students because of mature themes or rough language. (Back)
47. Daring Young Man on the Flying Trapeze: beautifully written, Pulitzer Prize winning, upbeat, funny, story of a man who quietly and cheerfully starves to death during the depression. It's his death that makes the book not for the faint of heart - in this year, with this age, there's already so much sadness. (Back)
48. Lord of the Flies: Probably should be read by all Year 11 students who are prepared in advance to be horrified by a realistic look at how humans will act without God or Law. Dispels the idea of the 'noble savage.' (Back)
49. Short Stories: Year 10 and 11 students should gain familiarity with some of the best literary short stories and to learn something about their structure. Stories are one of the oldest literary forms (although not as old as poetry), but the modern short story didn't come into its own until the 19th century when it was adopted by writers such as Hawthorne, Chekhov, Gogol and Poe. Although Year 11 focuses on the 20th century, a study of short stories should also include early examples. Stories from the 20th and 21st centuries will pose the same problems with content. Parents are advised to preview those selections.
Since anthologies go in and out of print, it is difficult to recommend one single volume. However, any good anthology should include some of the following authors. Where the Advisory feels one story is particularly important, we have indicated that. You will probably want to choose between eight to twelve stories to read.
As an alternative to purchasing an anthology, the following websites offer a number of American and international short stories, including many of those listed above, that can be printed out: Classic Short Stories 160 short story classics from A to Z
Bibliomania (click on Short Stories)
Twenty Great American Short Stories
List of Classic Short Stories
Short Story Classics (If your images/java are on, site flashes questionable images)
As a supplement to the stories themselves, one recommended guide to reading and writing fiction is Technique in Fiction, by Robie Macauley and George Lanning, available through Amazon.com.
A useful online essay introducing the short story is "How to Read a Short Story", by Dino Manrique; it's online here. (Back)
50. Essays may be used for dictation work. After studying essays, students should be prepared to tackle writing essays on subjects they choose. One possible usage is to have students read an essay on Monday, outline it on Tuesday, rewrite it from their outline on Wednesday, and polish up that rough draft on Thursday. Note: In PNEU's Form III, a paragraph was dictated; in Form IV, selections were occasionally written from memory. You might occasionally assign the student's mastered work for the dictation lesson. Forms V and VI also wrote: "A good precis. Letter to The Times on topics of the day. Essays on subjects taken from the term's work in History and Literature and Economics; or, write on a picture studied, or on some aspect of nature."
Students should read an essay every other week. Choose 18 essays for the year from the suggestions listed, or supplement with your own choices. We reserve the right to replace suggested essays with better ones should we come across them. (Back)
50a. Ex Libris: If you prefer a book, "This witty collection of 18 essays recounts a lifelong love affair with books and language." (Back)
51. Poetry: Audio resources: Students who have developed an affinity for poetry will benefit from hearing these rare recordings of poets reading their own works: Poetry On Record: 98 Poets Read Their Work (1888-2006), and The Caedmon Poetry Collection: A Century of Poets Reading Their Work. These are available at Amazon but also through public libraries (check the inter-library loan system if necessary). University libraries hold them as well. Delightful and unforgettable.
Extensive audio archives of famous poets reading their own works can also be found at www.poets.org and www.poetryarchive.org.
UC Berkeley Lectures includes audio of poets reading their own works
BBC audio poetry
Norton Anthology audio site (we hope to provide specific links to individual suitable poems from these audio sites in the future) (Back)
52. On Writing Well: This is a classic, respected book familiar to all writers, and commonly used as a text in writing courses. Very readable and instructive, and currently in print. Written for adults; you may wish to preview.
If your student hasn't yet had any formal grammar lessons, use Our Mother Tongue: An Introductory Guide to English Grammar, by Nancy Wilson ($ Answer Key: $) This book has 49 chapters; schedule approximately 16 chapters per term. OR, if you have Jensen's Grammar ($), work through that this year. (Back)
53. Dr. Robert Einarrson's Grammar Handouts that Karen Glass so highly recommended have been replaced with a free downloadable textbook and workbook called Traditional English Sentence Style and teaches grammar through literature. This is an excellent book and should be used for students who have already completed Our Mother Tongue or Jensen's. It "promises not only to teach you about grammar, but also to show you the 'grammar secrets' of some of the great writers of English." Details are here (Back)
54. AO's Language Arts Scope and Sequence for this level is here. Assign 3 to 5 written narrations each week, varying the assignments among subjects, and assigning some narrations to be written from readings done earlier in the week. For example: On Tuesdays, the student would read the scheduled Literature, news of the week, historical or allegorical subjects, etc. Then on Thursdays, the student would write a narration of one of those readings. Narration can be done in many ways: poetic, in answer to an essay-style question, straight narration, narration in letter-writing form, and many other creative ways. Write verses (perhaps using metre of poems set for this term) on current events and characters in the term's reading, upon heroic deeds, or on seasonal scenes. Write Narrative poems on striking events. (Back)
55. Most students in Year 11 will have the SAT barrelling down on them, and will need to focus on preparing for the essay portion of that test. As for assigning research papers, we leave this to parental discretion. A student should learn to cite sources properly; however, it takes very little time to learn how to do this. Students should already have become proficient at writing from previous schoolwork such as narration. If the student has not already done so, he should be writing some longer papers--around 5-7 typed pages. This does not necessarily mean research papers, rather writing at length in a focused way--perhaps comparing two books, perhaps writing an analysis of the significance of a historical event, perhaps...the possibilities are endless. A student at this level should be able to write longer papers like this. (Back)
57. Paradigm Online Writing Assistant: Karen Glass: Paradigm Online Writing Assistant is a whole online free course about writing four kinds of essays. I haven't explored the whole thing, but I like what I've seen so far. This is the link to the section on writing a support essay. At the top of the page, you can see the progression of the whole course. (Back)
58. Bartlett's Familiar Quotations is a helpful tool for looking for quotable sections from various plays of Shakespeare, especially quotes from the various plays which appear in various other literature. Bartlett's Familiar Quotations, 10th edition, is online (in html and text here.) Note: To get the list of plays from the Bartlett's Familiar Quotations page, try selecting 1) the Author index, then select 2) the Shakespeare entry, which should provide a list of quotations from the first play in the list; and then try selecting 3) Shakespeare's name above the quotations. This last step should bring you to an index of the plays, not just the list of quotations. Or, you may go directly to the play needed from the Shakespeare play index. (Back)
59. Dictation: The student studies two or three pages of dictation material per week, from which the teacher dictates several paragraphs or sections. Students should have the opportunity to study the passage carefully for spelling, punctuation and form before they are required to write it from dictation. At this level, you may wish for your student to alternate between taking dictation in the traditional way by hand, and with a word processor (an added benefit here is the spellchecker function, which can be a useful teaching tool and actually functions in a manner complementary to CM's spelling methods.)
Dictation selections may be drawn from sources such as the term's prose, poetry and Bible readings. You may also occasionally choose to assign selections from well-written journalism sources to exemplify a more technical and factual style of writing. However, choose carefully as newspapers and magazines are often poorly written. Examples of worthy sources might include World Magazine, and columnists such as Peggy Noonan, William F. Buckley, William Raspberry, Charles Krauthammer, Cal Thomas, George Will, and Thomas Sowell, most of whom are accessible from www.drudgereport.com (site will need screening by parent; daily entries are increasingly and disturbingly non-family-friendly). Another good resource for exemplary journalism is http://www.opinionjournal.com from the Wall Street Journal. Writers from these sources are prolific and skilled at the craft of writing. The New Yorker magazine is known for being expertly written and edited, but may require parental previewing.
You may also select among these essays for dictation work. These provide a good starting point for the essay form of writing. After two or three terms of studying Lamb's essays, students should be prepared to tackle writing essays on subjects they choose. One possible usage is to have students read an essay on Monday, outline it on Tuesday, rewrite it from their outline on Wednesday, and polish up that rough draft on Thursday.
Note: In PNEU's Form III, a paragraph was dictated; in Form IV, selections were occasionally written from memory. You might occasionally assign the student's mastered recitation work for the dictation lesson. (Back)
60. Apologia science materials by Dr. Jay Wile ($earch). Read the suggested course sequencing at http://www.apologia.com/store/ to determine what will work best for the needs of your student, based on interest and math level. If a student missed out on the AmblesideOnline science selections and nature study rotation, General Science should be considered as a starting point with Apologia materials; otherwise start with Physical Science. Read through Jay Wile's website, especially "course sequencing" to see what will work best for the needs of your student based on interest and math level. If financial resources are a concern, any of their science courses may easily be stretched to two years.
Another possible option: BJU Press Science, which schedules Physical (basic) science in 9th grade, Biology in 10th grade, Chemistry in 11th grade, and Physics in 12th grade. The Advisory has not used this yet. Some have recommended BJU Biology, Apologia Chemistry and Apologia Physics. (Back)
61. Microbe Hunters: This is a collection of science biographies. Year 11: chapters 9-12. (Back)
62. Six Easy Pieces: These chapters, one per term:
Term 1: Conservation of Energy
Term 2: The Theory of Gravitation
Term 3: Quantum Behavior (Back)
63. E=Mc2: A Biography of the World's Most Famous Equation - There's a 2-hour docu-drama called "Einstein's Big Idea" about the theory of relativity; look for it on YouTube. (Back)
64. The Book Nobody Read: Though none of the Advisory has read this, it was highly recommended by an AO mom. (Back)
65. Henri Fabre: choose any one of these; many of these are online at Project Gutenberg; Fabre texts with photos)
Select one of the following Fabre works from the above link:
Bramble-Bees and Others Δ
The Life of the Caterpillar Δ
The Life of the Fly, With Which Are Interspersed Some Chapters of Autobiography Δ
The Mason-Bees Δ
More Hunting Wasps Δ
The Wonders of Instinct: Chapters in the Psychology of Insects Δ
The Glow-Worm and Other Beetles Δ
Social Life in the Insect World Δ (Back)
66. The Outermost House: suggested by a homeschooling dad; none of the Advisory has seen this yet. (Back)
67. Art options: Parents may wish to screen all options for nudity. (Back)
68. Jansen's Story of Painting: The Chapter titled The Age of Machines. (Note: this book is best suited for the earlier years of Ambleside's House of Education) (Back)
69. Jansen's History of Art: Assign the chapters in your Janson edition that cover the Year 11 period. (Back)
71. Foreign Folk Songs: Charlotte Mason did 3 in French and 3 in German. (Back)
72. English Folk Songs: you may choose to continue the Folk Song rotation at AmblesideOnline; as well as the AmblesideOnline rotation for Hymns each term. Carols would do for the Winter term. Work on each song about 4 weeks. Folksongs which are particularly appropriate selections for the Year 11 time frame include:
Term 1 World War I:
1. Over There
2. It's a long way to Tipperary
3. There's a Little Blue Star in the Window - refers to the tradition of hanging a blue star in the window if a family member was in the war - and later it was a gold star if they died in the service of their country. This tradition was also in World War II, and some do it still today.
4. Danny Boy
Term 2 World War II
1. (There'll be bluebirds over the) White Cliffs of Dover
2. When the Lights Go On Again All Over the World (refers to the 'blackouts' in homes at that time)
3. I'll Be Seeing You-- Originally recorded by Sammy Fain, who co-wrote it for a Broadway musical. Artists of the era who covered it include Billie Holiday and Bing Crosby; search for their recordings on Pandora, Rhapsody, Youtube, etc. The song was also featured in a WWII-era movie of the same name starring Ginger Rogers, Joseph Cotton and Shirley Temple.
(several could be added to this - like "Don't sit under the apple tree without anyone else but me," or "Boogie-woogie Bugle Boy from Company B" or "In the Mood" - the list goes on!)
Term 3 Vietnam War/Civil Rights
1. Where Have All the Flowers Gone - a protest song written by Pete Seeger
2. We Shall Overcome - a theme song of the Civil Rights movement
3. Okie from Muskogee (portion) - an anti-hippie song
Also - Families might want to explore on their own the music of the 20th century - Big Band, Jazz, Country, Bluegrass, Rock and Roll, and, of course, the protest songs of the sixties by artists such as Bob Dylan or Woodie Guthrie, for the impact this music had on the culture.
From Wikipedia: The terminal state of the loss of folk music can be seen in the United States and a few similar societies, where except in isolated areas and among hobbyists, traditional folk music no longer survives. In the absence of folk music, many individuals do not sing. It is possible that non-singers feel intimidated by widespread exposure in recordings and broadcasting to the singing of skilled experts. Another possibility is that they simply cannot sing, because they did not sing when they were small children, when learning of skills takes place most naturally. Certainly it is very common for contemporary Americans to claim that they cannot sing.
There is anecdotal evidence that the loss of singing ability is continuing rapidly at the present time. As recently as the 1960s, audiences at American sporting events collectively sang the American national anthem before a game; the anthem is now generally assigned to a recording or to a soloist.
Inability to sing is apparently unusual in a traditional society, where the habit of singing folk song since early childhood gives everyone the practice needed to able to sing at least reasonably well. (Back)
74. Charlotte Mason's students were learning three languages at this level. A good English/foreign language dictionary is also recommended.
You might find that your foreign language studies cover enough grammar to be counted as English Grammar as well. (Back)
75. Regular Exercise: One Advisory suggestion: For routine fitness, Living Arts' Pilates videos/DVD's offer a challenging but enjoyable 30 minute mat workout that will benefit the entire family. Instructor Ana Caban gives clear and concise verbal cues that even young children can follow with a little guidance (even a 3 yob! ;-) and the background music is neither loud nor distracting. Start with the Beginning Mat Workout video/DVD ($), which explains the basics, before advancing to the Intermediate Mat Workout ($). Another suggestion: Leslie Sansone's Walking DVD's: Start! Walking ($), Walk Away the Pounds ($).
Learn and play a game (kick ball, tennis, croquet, ping-pong, bocce ball, softball, racquetball, volleyball, soccer, etc.) or take up hiking, swimming, folk-dancing, hula dancing, clogging, Scottish dancing, Irish dancing (purchase Celtic Feet VHS Original Best DVD) or pursue other physical activity of your choice.
Learn and play a game (kick ball, tennis, croquet, ping-pong, bocce ball, softball, racquetball, volleyball, soccer, etc.) or take up hiking, swimming, folk-dancing, hula dancing, clogging, Scottish dancing, Irish dancing ($ Celtic Feet VHS $ Original Best DVD) or pursue other physical activity of your choice. (Back)
76. Nutrition: You may wish to consider books by Shonda Parker ($earch), a Christian homeschooling mother and certified herbalist.
Nutrition and Physical Degeneration, by Weston A. Price ($)
The Omnivore's Dilemma: A Natural History of Four Meals, by Michael Pollan ($)
Folks, This Ain't Normal: A Farmer's Advice for Happier Hens, Healthier People, and a Better World, by Joel Salatin ($) (Back)
78. Work and Life Skills: Charlotte Mason had students do house or garden work, make Christmas presents, pursue useful crafts, sew, cook, and learn first aid. She also suggested that the student help darn and mend garments from the wash each week and sew for charity (serving at a soup kitchen would also work). We suggest that over the course of high school, your student might do the following (a rough guideline would be to choose about three of these per year for the next four years):
Learn to cook using a basic cookery book such as Joy of Cooking ($), Better Homes and Gardens New Cookbook ($), The Cook's Illustrated How-to Cook Library (K), Mark Bittman's How to Cook Everything ($ K), one of Sue Gregg's cookbooks ($earch), or whatever you have on hand.
Learn CPR and first aid (This can also be counted for Health.)
Learn to balance a checking account
Learn to read a map
Read a book about Small Engine Repair
Take a course in Driver's Ed
Work with an Election Campaign
Learn to garden and/or yard care
Change a flat tire
Use jumper cables
Pump gas, change the oil and plugs on a car
Make some simple furniture
Lay a tile floor
Paint a room
Some basic home repair and maintenance
The Walls Around Us, by David Owen ($) is a well-written book about how our houses are built, but it needs some previewing or parental editing.
Miss Mason frequently recommended Scouting tests (Parents' Review, May 1920) and said that all girls should take the First Aid and Housecraft Tests. We suggest that all students learn CPR and First Aid. Scouting or 4-H are other options to consider.
DOMESTIC SCIENCE OPTIONS:
Home Comforts: The Art and Science of Keeping House, by Cheryl Mendelson (excellent resource for all homes) ($)
The Hidden Art of Homemaking, by Edith Schaeffer ($) ∫
Do I Dust or Vacuum First?, by Don Aslett ($)
books, by Emilie Barnes ($)
Get More Done in Less Time, by Donna Otto ($)
Speed Cleaning, by Jeff Campbell ($)
Who Says it's a Woman's Job to Clean?, by Don Aslett ($)
(These last two may be particularly useful with boys.)
Books, by Larry Burkett ($; K) or Dave Ramsey ($earch)
The Tightwad Gazette books, by Amy Dacyczyn ($) (Back)
Last update July 30, 2014
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