Weekly schedule is here.
Table of Contents:
In addition, these geography concepts should be explained and taught this year: 
A curriculum or program for handwriting is not necessary, but if you want to use one, these are some we've used and can suggest:
Select a program from our page of Math Options.
If you would like some easier, but still excellent, living books, for a Form 2 student to read independently for free reading, consider choosing from this list:
2. 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. Librivox free audio is done by volunteers, and some are better than others. Forgotten Classics has a list of some favorite Librivox readers. (Back)
4. Timeline: At this age, students should be keeping a simple, single-page timeline of major events and a Book of Centuries. 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 ($). (Back)
6. It is a good idea for children to become accustomed to the language and flow of the King James Version of the Bible, as a familiarity with King James English will make other literature more accessible. For more about this, read Lynn Bruce's article on the King James Version by clicking here.
Optional Bible Resources: Bible Gateway has many versions of the Bible online. Timeline; Study questions with maps. (Back)
8. This Country of Ours: Charles I-George III this year.
Term 1: ch 29-40 (Charles I-Charles II/Anne, 1636-1680)
Term 2: ch 41-51 (George I-George III 1723-1766)
Term 3: ch 52-63 (George III, 1765-1782)
Be aware that the edition for sale from Wilder Publications has no Table of Contents or chapter numbers. Public domain texts are available for anyone to copy, paste and publish, and many new companies are springing up publishing and selling these texts without editing for typos.
For planning purposes, there is a Table of Contents with dates for This Country of Ours here. (Back)
12. Trial and Triumph: Descriptions of some trials of the Christians may be intense; preview chapters to determine suitablity based on their student's sensitivities. If you prefer, you can skip this book and cover church history in Form 3 with a different book, Saints and Heroes by George Hodges.
This book tells church history from a definite Protestant perspective; some may wish to skip this book or find an alternative. (Back)
14. Isaac Newton: There is a chapter about him in Robert S. Ball's Great Astronomers. β Δ ($earch) K
There's also a chapter on Newton in Nathaniel Hawthorne's True Stories from History and Biography. Δ 
16. Chapter 3, p. 17 of the Abigail Adams book contains this paragraph - 'Their love was growing giddy and passionate. Increasingly their meetings started with conversation, but quickly turned to lovemaking that pushed hard against the bounds of prudence. Both had so much -- yearning, called 'excessive sensibility,' that they actually became ill from anxiety and anticipation as the years of courtship continued.' The word 'lovemaking' is used in the old context of courting, but today's Hollywood movies have changed our perspective on the word. If you're using the 36-week schedule posted, this chapter is scheduled in week 15. (Back)
18. Minn of the Mississippi: These links have information and/or maps about the Mississippi River Page: The Great River; Map; Wikipedia. Beautiful Feet Books sells a set of maps for the Holling books; click on the link and then do a search for Holling Maps. (Back)
20. Material World/What the World Eats - How to use these books:
Leave them out, preferably near a globe or world map, and browse through them together from time to time.
Leave them out, browse through them and maybe once a month pick a country that especially interests your child. Look it up (briefly) on Wikipedia or in a good Atlas. Read a little bit more about it. Find it on a map or globe.
If your child is interested, he can pursue additional research in his free time and learn more about countries that particularly interest him, but this should be his own delight directed study or hobby.
How not to use these books: as the basis of a unit study or a burdensome checklist of additional tasks to fulfill.
Note: Material World: pg 16 and pg 70 have some National Geographic types of photos that may need screening.
Hungry Planet: What the World Eats by Peter Menzel and Faith D'Aluisio looks similar to What the World Eats; we think it could be used interchangeably. ($) (Back)
22. Geography. Geosafari (available now on CD-rom) would be sufficient. ($ 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. (Back)
24. Geography: The Following geography concepts should be explained and taught this year; a book is not necessary as these can be explained informally during walks and outings. AO's complete list of geography topics is here.
26. Of what value is an old science book like Madam How and Lady Why? Apart from the superior writing quality, the best thing you can get out of old science books is a strong sense that science is a constantly changing thing, and that the "scientific evidence/theory/conclusion" of today can be debunked in a year, or two, or ten. Children should learn to take the words "Scientists think..." for exactly what they are worth (always worth considering, but never to be considered the final word). Reading older books will help you develop that sense.
Note on Kingsley's "old earth" comments: During the era when Madam How and Lady Why was written, there was no "young earth" discussion out there: evidence seemed to show an old earth, and the Church of England (Charles Kingsley was a clergyman) by and large, accepted a kind of theistic evolution.
This book is invaluable for understanding the deeper ideas of how to approach science. If you do nothing else with this book, at the very least, read the preface and chapter 8 (Madam How's Two Sons) -- that's the bare minimum, but, really, this whole book is truly worthwhile. Some educators are hesitant to use this book because of outdated science information; keep in mind that whatever is current, accurate and up to date changes all the time. Even if you buy a current science book today, there is material in it that is already out of date and will be defunct next year. Some science teachers complain that in some areas what is currently held as true changes so fast that they think science would be best taught using science journals as the text, and even then, in some topics, over half of what is published in journals ends up being retracted later. But that's data, and it's easy to correct outdated data. The ideas in this book are the foundation of a CM philosophy. This is a book to read together with your kids, to discuss, to research together. Some of the style of the writing can be off-putting, but that is also something that could become an advantage: use it as a writing or narration project, asking your student to 'retell what the author is getting at, but in current terms.'
Katie Barr has written a Study Guide with links for Madam How and Lady Why. The book has been scheduled slowly over two years. Madam How and Lady Why is an earth science book; if you use the study guide, you'll see that it takes time to adequately cover the subject matter. Researching the topics is what makes this useful as a science book. Cindy Gould has collected resource links.
This year, the first half of the book is covered:
Term 1: The Glen, Earthquakes;
Term 2: Volcanos, Transformations of a Grain of Soil
Term 3: The Ice-Plough, The True Fairy-Tale, The Chalk Carts (Back)
27. Poetry: How do you "do" poetry? Simply read it and enjoy it, re-read it, read it again and listen to the sound of the phrases, let them paint a word picture in your mind. Do you feel like you need more direction? How to Read a Poem: Based on the Billy Collins Poem "Introduction to Poetry" by Tania Runyan is "less as an instructional book and more of an invitation." This is a suggested optional parent resource that encourages you read poetry for enjoyment. (Back)
28. 'The Story of Inventions' is online, except for the last 2 chapters, which were a later addition and still copyrighted. The online edition does not have the two later chapters. If you have the second edition, the chapter order may not match the AO schedule. AO member Amy H. posted a revised list on her blog here. Great Inventors and Their Inventions by Frank P. Bachman is an earlier version of the same book. If you have a copy, you can substitute. Or, boys might enjoy War Inventions by Charles R. Gibson (the Advisory hasn't read this yet.) All About Famous Inventors and Their Inventions Δ by Fletcher Pratt is similar; The Story of Great Inventions by Elmer Ellsworth Burns Δ might be another option. Chapter 10: Watch 6 min video on Medieval Manuscripts (Back)
30. Age of Fable, used over three years, is a book about Greek mythology, and some editions use illustrations of nudes, which some might find objectionable. This year: Preface to ch 14 (Minerva-Niobe)
Term 1: Preface to ch 4 (Diana and Actaeon)
Term 2: ch 4 (Latona and the rustics) to ch 8 (Apollo and Hyacinthus)
Term 3: ch 9 (Ceyx and Halcyone) to ch 14 (Niobe) (Back)
32. Robinson Crusoe: Yes, this is a hard book. It's hard for a reason. It's going to stretch and grow your student's ability to read and comprehend -- the Robinson Crusoe, Jungle Book, and Children of the New Forest he learns to manage now will prepare him for Oliver Twist, Age of Fable, and Sleepy Hollow in Form 2. This is how Form 3 students can read Churchill, Ivanhoe and Utopia later. It's a growing process that happens step by step, book by book. It's okay that it's hard at first. Read smaller portions, buddy-read (take turns paragraph by paragraph), let the child read along while listening to an audio version (make sure he's seeing the words/sentences). It's okay to use alternate ways of reading the book. But please, please . . . read the book. Once you have the experience of growing into a book as you read, it will be easier to persevere in the future when a book feels hard at first. The book starts slow, but most students end up loving it. Robinson Crusoe Book II, The Further Adventures, in which Crusoe returns to the island and goes to Madagascar, Asia and Siberia, is not scheduled and is not included in most versions of the book. Robinson Crusoe was worked into the 36-week AO schedule using an edition that had 24 chapters. If you use the Project Gutenberg etext or an edition that has no chapters, you may find this breakdown more useful. (Back)
34. Free Reading books are books that no child should miss, but rather than overloading school time, these can be read during free time. No narrations need be required from these books. Advisory member Wendi C. suggests, "How you handle these is up to you . . ." (more) Students should understand that historical fiction, while often well-researched, is still fiction, and contains the author's ideas of how things might have happened. Books with asterisks pertain to that term's historical studies. (Back)
Last update Jun 19, 2017
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