This map shows the allies at the beginning of the war.

This is a diagram of trench warfare.

This is a chart of several important points of the war.

And this is a map of the new Europe established after the end of the war.

I bought the game A Journey Through Europe for $1.00 at a curriculum sale last summer.  It was a great was to reinforce important places in Europe.  I haven’t linked it because I don’t think it’s available anymore, but it would be a good one to keep in the back of your mind as you visit curriculum and yard sales.

Below are the resources that have been in my sidebar.  I hope you find them useful!

World War I

I’m kind of bummed that our library has such a limited selection of age-appropriate WWI books. These books and DVD’s  got us pretty far, though.

Great Websites

Thanks to Jimmie for making me aware of most of these links!

School History – This is an awesome site where I am finding most of our activities

Mr. Donn’s Lesson Links

Teacher Oz – Links to every aspect of WWI

Art of the First World War

WWI Timeline

Animated Map of the Western Front

Better Than Book Reports is book is full of great ideas for projects as they relate to literature.  I’ve found the project ideas easily transferable to research/history/science topics as well.  The following three are very similar to this one, but I’m finding that they are probably out-of-print.  I’ve linked you to their webpages anyway since they can all still be purchased through Amazon new/used sellers.

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Student Product Development & Evaluation was sent to me as a review product.  Although not quite as visual, there are lots of very thorough ideas – especially project ideas for older children and teens.  A large list of project ideas is given, with about 40 of those ideas fleshed out for you with book lists, websites and possible rubrics.  This is not my favorite of the books I use for ideas, but it has it’s place, especially for the upper school years.

Easy File Folder Reports is simple for mom and children.  Each topic has reproducible pages where your child fills out the papers during their research and attaches them to a file folder.  Usually, a small hands-on project is suggested for a 3-dimensional addition to the report.

I know you hear about the NaturExplorers units all the time, but Melissa and I have purposely designed the writing and research activity ideas in the units to be project-based.  In other words, with most of the writing and research suggestions,  projects like creating file folder reports, dioramas, posters, charts, models and much more are  part of the activities.

The following site is helpful, too.

More Ideas Than You’ll Ever Use for a Book Report

If you have any other resources for finding project ideas, please comment!

“In regards to projects and presentations, how do you gently help improve the note taking, thoroughness of information and actual presentations?  I know some of this will come with practice, but I’d like to improve on these things without stifling my child’s enthusiasm.”

Yes, better projects and better presentations come with practice.  But, like anything else we teach, if we let too many things slide this time around, how will our children know what to improve upon next time?

During and just after presentations, I give lots of praise.  Not fake praise that simply puffs my children up, but real praise.  “I love the book you chose.”  “It seems like you put a lot of time into your research!”  “I can tell you really thought through the use of materials for your diorama.”

It’s hard to give presentations – even in front of your own family!  During a presentation, your child is making him/herself very vulnerable and immediate criticism will stifle future presentations for sure.

Usually the next day, during our normal unit time, I’ll jump into any constructive criticism that needs to be discussed about the project or presentation.  Again, I’ll always start with something positive before talking about the negative.  Here’s how a conversation might go…

Dad and I were very impressed with your speaking yesterday.  You remembered to keep your head out of your notes and look your audience in the eye!  We could hear every word you said, too, which was a big improvement over your last presentation.  Let’s talk about two things that stood out to me as needing a little work next time around.

Think about your poster.  You spent a lot of time researching about Teddy Roosevelt, but I could tell you didn’t spend as much time making sure your poster was neat and organized.   Do you agree?  What do you think went wrong?  Did I not give you enough time or did you get tired of the project and rush to finish it?  What are some specific things you can do next time around to improve the visual appeal of your project?

One other thing I noticed was a big gap in the information you presented about Teddy Roosevelt.  You told us a lot about his life before becoming president and several fun facts about his presidency, but I felt like the important work during his time spent as president was lacking.  Again, it almost seemed like you started your project with a lot of gusto, but puttered out towards the end.  Why do you think the second half of the report wasn’t as thorough as the first?

Every single time I’ve taken the time to gently discuss the major problems of a project, my children have improved on those aspects in following projects!

Here’s the catch, though!!  Even if you see 10 things that really need improvement, try to focus on only one or two at a time.  They can only process so much, and hearing about too many things at once will seem more like tearing them down causing LESS effort next time.  As you talk about one or two main issues, you may be surprised to find your children paying better attention to the other issues that you didn’t even mention anyway!

One other thought that comes to mind is the use of a rubric to give your child a basic guideline of your expectations.  Basically, a rubric tells your child what you expect from the project in order to gain a specific grade or score.  See sample rubrics here.  You’ll have to click on a link to see the particular rubric.  Scroll down a bit to the “Research Process Rubrics” – they go along well with presentations.  Take some time to go through the other subjects as well, then look near the bottom to find “Creating Your Own Rubrics”.

I don’t always use rubrics.  Quite honestly, they take time to create and time is of the essence around here!  But, when I have taken the time to create one, my children have ALWAYS done better on their projects.  They tend to reach farther if they know where the higher goal sits.  Something to think about for you and me!

Click on the graphic above to learn more and enter a giveaway!

Below are the resources that have been in the sidebar.  Through these wonderful books (and other sources) we covered the topics of: what life was like, early flight, early automobiles, women’s sufferage, Industrial Revolution, factory safety, hours and wages, child labor, pollution, orphan trains, John Muir and the Panama Canal.  A lapbook from A Journey Through Learning called An Overview of the 20th Century is helping us to document some of the topics we’re covering.  I’ll give you a peek into that lapbook when we reach Y2K.

Introduction to the 1900’s

Below you’ll find the list of January nature study resources that have been in my sidebar.  We were blessed with several days of snow, ice and/or frost this month!  We’ll probably be blessed with several more snowy/icy days as winter rolls on, but our February studies will take a turn as we focus on the wonderful world of conifers.

Books We Read

Seurat is such a fun artist to study!  His use of pointillism was the biggest topic during the month, which made for some fun art projects.  The painting above was an attempt at recreating an “Alfalfa” style painting (see below) with a mixture of strokes and styles.  After using many different tools to create pointillism, we greatly respect how long it must have taken Seurat to finish any of his works created strictly with dots!

Georges Seurat

Olga’s Gallery

Paintings We Studied

La Grande Jatte

The Circus

Cows in a Field

Alfalfa

Books We Read

Lesson Ideas

Pointillism Activity Ideas

KinderArt Pointillism

Art Exercises for Kids

Learn and Listen
Classics for Kids

Kid’s Britannica

Book We Read

CD We Listened To

Above you can see our crew dressed and ready to start the tour.  We weren’t allowed to take pictures inside, but they were very gracious to show us every aspect of the assembly line from packaging the fresh peanut butter all the way to the shipping dock.

The favorite part of the tour by far was taste testing in the lab.  We were allowed to taste each and every peanut butter product they make at the factory and vote on our favorites.  Which products were tops on our list?  Their new natural pb ranked 1st, followed by peanut butter with honey, with original creamy sliding in at 3rd.  Our least favorite?  The reduced sodium and sugar variety.  I have to say, though, the lower fat version was quite good.

They even gave each one of us a goodie bag before we left with, what else – jars of peanut butter!

What made the trip even more worthwhile was a Facebook comment from one of the teens telling me it was the best field trip she’s taken in four years! 

“To clarify, it sounds like you do one unit at a time, either a science-based one or a history-based one. Is that right?” Yes.  I have tried doing two at the same time – history a couple days a week, science a couple days a week and it never worked out well for us.

“I really want to do unit studies, but feel pulled toward a full curriculum so I’ll be sure not to leave anything out.” So many people – and I mean almost every one I talk to – feel like a prepared curriculum (ie. A Beka, Sonlight) gives them “everything” they need.  In other words, once their child is finished with 12 years of a particular curriculum, they will have learned all there is to know.  Certainly, your child WILL have a very solid education, but there is always more to know, no matter what curriculum your child uses.

Others really WANT to do all that certain curriculum choices offer, but find the assignments overwhelming and impossible to fit into a normal routine.  I have never wanted my children to literally be “doing school” for six or more hours a day just to say we got it all in.

Unit studies are a wonderful way to get learning in without being overwhelmed.  When we can learn about a science or history topic, complete research on that topic, include wonderful literature (reading skills), writing assignments, drama, speaking, etc.  – in other words, pull in all sorts of academic areas in one sha-bang (yes, that’s my own made up word) – then we’re getting SO much of what the boxed curriculum choices have to offer, but in a more compact, doable way.  In a way that is drastically more interesting and fun as compared to most boxed curriculum choices.

Will I leave things out over my children’s education?  Certainly!  (As will all curriculum choices.)  There’s way too much knowledge to be gained in this fast-paced world of ours.  I’m doing my best to give them solid instruction in the basics – readin’, writin’ and ‘rithmetic – AND preparing them with the skills they need to be able to find information they need to know.  At the same time, hopefully giving them a lifetime love for learning that will spur them to keep on gaining knowledge their whole lives.

“How do you decided what you are going to do each day? How do you break that down?” That’s a tough question to answer.  Let me say again that on most days we complete Bible, math and language arts lessons separate from the unit study, so they come first.  Afterwards, we jump into the unit study time.

So, on a typical day you might see us sitting together to read from the Bible, trudging through our Saxon lessons, going over multiplication flashcards, completing a grammar lesson, practicing spelling words, writing or typing something, and reading from a good book.  After the “main stuff” is out of the way, you’d find us doing one thing or another having to do with our unit study.  This could include one or more of the following: reading a book, researching on the internet, completing a lapbook activity, working on a project, performing an experiment or putting on a play.

How do I choose what we’re actually going to do each day?  Hmmm…that’s hard to explain.  If you remember the main unit plan I make, you’ll remember that I jot down activity ideas.  Well, over the weekend I try to sketch out a basic plan for the upcoming week.  It’s nothing fancy, just quick notes about which math lesson we’ll aim to complete each day, which grammar lesson, what writing projects… and what unit projects.  I simply look at my unit plans and jot down things I think we can tackle for each day.  Those plans don’t always work!  Some days we get so involved in a project (or the opposite) that my good intentions don’t happen.  That’s okay with me, though, I just readjust as the week rolls on.

Also remember that I said in the first post that I rarely ever complete everything on the unit plan list.  As we actually dive into a unit, I often realize that there are way too many ideas, or some of the ideas won’t fit like I had imagined, or I just don’t like them anymore.

No unit study day is ever the same.  (See, I told you this was hard to explain.)  If one day finds us reading a book and completing a lapbook activity, the next day might find us choosing final projects and diving into them, while the next day might find us cooking a themed meal for dad.  One thing I can tell you clearly, (and I hope it helps in some way bring a real answer to the question) in planning, I TRY to plan for about an hour’s worth of unit “work”.  My kids give up on me after an hour. 

If I’ve made this muddier than it is clear, please keep asking more specific questions so I can try to pinpoint a better answer.

“When you choose your artists/composers for the year, how do you choose?  Do you tie those studies into the four year history/science cycles?  Nature?  Seasons?  Holidays?  I’m getting really bogged down with how much there is to do!  So many options, so little time!”

You’re exactly right – so many wonderful learning opportunities with so little time to fit it all in!

I don’t have a four-year plan for artists or composers.  As I’m planning my year, I’ll pull out the NaturExplorers units that I hope to use monthly for nature study and see if there are artists or composers included that we haven’t studied yet.  I try to tie nature, artists and composers in together.  That doesn’t always work and that’s okay with me.

On months where I need to fill in, quite honestly, I just pull out my Discovering Great Artists book and my Great Composers Dover coloring book and choose someone we haven’t yet studied!  There is no rhyme or reason to my choices.  This is one area where I don’t worry about choosing particular artists or composers to go with our time period or unit.  You could, though.  It’s just something that hasn’t seemed overly important to me.  (Nor have I had the time to research who fits with which time period.)

As for nature study, I usually pick a monthly theme from the NaturExplorers units.  I try to choose a topic that will go well with the season.  Sometimes we ditch the topic of the month and just walk, or something else grabs our attention and we go with it.

I wasn’t really good at including artist/composer study until last year when I decided to set aside an entire day for these things.  One day a week, we only do math and a tad bit of language arts, then spend the rest of the day learning about our artist, completing art projects, learning about/listening to our composer, going on a nature walk and maybe completing some sort of experiment that goes along with our nature topic.

Whew!  Another long post.  Are you still with me?

How are your unit studies going?