ANIMATION: BBC Shakespeare Animated Tales – A Midsummer’s Night Dream
AUDIO: Librivox’s audiobook, unabridged version of A Midsummer’s Night Dream
ANIMATION: BBC Shakespeare Animated Tales – A Midsummer’s Night Dream
AUDIO: Librivox’s audiobook, unabridged version of A Midsummer’s Night Dream
Keliwali (in the melodic mode of kastori) by Mohammad Omar (The Virtuoso from Afghanistan)
See Lesson Segment #1 here: https://folkways.si.edu/afghan-rubab-lion-instruments/kabuli/music/tools-for-teaching/smithsonian
Read CD liner notes here: https://folkways-media.si.edu/liner_notes/smithsonian_folkways/SFW40439.pdf
The Gallop of Jonon Khar
See CD liner notes pages 1-12 and page 20 here: https://folkways-media.si.edu/liner_notes/smithsonian_folkways/SFW40438.pdf
Bageshwari (A Traditional Sitar Baga) · Shamim Ahmed
See the lesson plan here: https://folkways.si.edu/indian-sitar/classical/music/tools-for-teaching/smithsonian
CD Liner notes here: https://folkways-media.si.edu/liner_notes/monitor/MON00489.pdf
Shintaro San of the Mountain
CD Liner notes here: https://folkways-media.si.edu/liner_notes/folkways/FW04534.pdf
Moonlight on the Ching Yang River written by Yu Shinan
CD Liner notes: https://folkways-media.si.edu/liner_notes/folkways/FW06812.pdf
Note: “Moonlight on the Ching Yang ( Xun_vang) River” (2:02). This piece dates from the Tang dynasty and is attributed to Yu Shinan. The pipa and the erhu play much of the main melodic line in unison. The Xiao embellishes the melody and ornaments some of the longer notes. This is a performance of Jiangnan fichu by an early touring group from Shanghai. ~The Concise Garland Encyclopedia of World Music
Kepandung Sita by Sekaa Kecak Puspita Jaya
Lesson Plan Segment #3 here: https://folkways.si.edu/vocal-elysia-indonesia/lullabies-world/music/tools-for-teaching/smithsonian
CD Liner Section F here:https://folkways-media.si.edu/liner_notes/hart/HRT15021.pdf
(Choose which one you love the most or pick three from each and then do a comparison study. See this comparison study)
A documentary made before she died: Grandma Moses! America’s Most Loved Painter of Folk Art! See this lesson plan for ideas on discussing her art.
The Checkered House was a local legend. Situated along the Cambridge Turnpike, it was an inn where stagecoach drivers had changed horses as far back as the eighteenth century. During the Revolutionary War, the inn served as General Baum’s headquarters and field hospital. Its checkerboard front made the house a distinctive landmark that was remembered long after it burned in 1907. Moses painted a number of versions of “Checkered House,” in both winter and summer. When asked how she managed to come up with a new composition each time, she said she imagined the scene as if she were looking at it through a window. By then shifting her viewpoint slightly, she could cause the elements to fall into place differently. Compare with this one, this one, and this one in winter.
Oh, Monday was our washing day,
and while the clothes were drying,
a wind came whistling through the line
and set them all a-flying.
I saw the shirts and petticoats
go flying off like witches.
I lost (oh bitterly I wept),
I lost my Sunday breeches.
I saw them flying through the air,
alas too late to save them.
A hole was in their ample part,
as if an imp had worn them.
A Quick Overview of CM History
Charlotte believed in exposing her students to a wide variety of history across a long timeline. Her classes generally followed this pattern:
Now since time spent in a particular form didn’t always match up with the historical spread used, a child passing into a form or out of a form would not actually complete the full reading of the history. I think this is often confusing for our modern worldview that desires to start a child at the beginning of the book and read through it consistently to the end. This is not what Miss Mason did.
And I think that can be rather freeing when we realize that learning is about exposure to great material and connections made by our children with that material.
But in planning a modern-day version of the original programmes, we needed to make some changes. This is the general plan that Wildwood follows:
The main body of the Wildwood curriculum includes a history rotation for American users, where the home country is American history, the secondary is British history, and the third will be either Canadian or Mexican.
For users in other countries, they will need to find spines for the history of their home country, one for the history of a country they are close to or most influenced by (this may mean American for many of us) and then a third country.
We offer some ideas on the Users from Other Countries page.
I thought I’d write a bit about America First! by Lawton Evans, the book that we use for American history in Form 1.
Recently on one of the Facebook groups there was concern that this book is both racist and violent, so I wanted to address these concerns openly.
Some of the stories are.
At least in the beginning of the book.
That is why you will see on the Form 1 pages the wording “not all stories are used.”
Your child may be different and able to handle them, however for the majority of 6 and 7 year olds, these stories are too much and not in keeping with the feeling that we wanted to give Form 1.
America First is in the public domain and was written in the early 1900s. The culture was different than it is now, and what was considered acceptable then is no longer.
As a whole, America First is very well balanced. While there are stories that show “Indians” as the enemy, the vast majority of them portray indigenous people sympathetically and even point out that often the Europeans treated them cruelly and selfishly.
There is more than one story that talks about how poorly the Europeans treated the indigenous people. There is also more than one that describes indigenous people in unflattering terms. Most of these we skipped, on both sides, because most of these stories also tended to be the violent ones.
We don’t start the book until halfway through Form IB, and we also know that some children simply won’t be ready for it even then. Not because the stories we’ve chosen are inappropriate, but because they aren’t as light and funny as in American Tall Tales.
That’s why we suggest if your child is not yet ready to make the switch, to keep using Tall Tales until IA.
We are selective in the stories throughout Form I— many are simply not a good choice, and it works out because of the page counts to skip those stories.
I want to reiterate, however, that it is definitely not one-sided.
It does not paint Pizarro, Cortez, or Ponce de Leon in a good light. For example, one story says, “Like all the early Spaniards, he was cruel to the Indians and greedy for gold. He made the poor natives work hard, and slew them for the slightest offenses. In consequence, De Leon was hated as were all the Spanish oppressors of that period.”
There is also a difference between stating something happened, and glorifying it. It is stated in the Miles Standish story (that WW also skips) “Other mounds contained baskets of corn, which the men very promptly carried away, since they were much in need of it for bread.”
It doesn’t say that it was a good thing to do or a bad thing to do, just that they did it.
Many Europeans are painted in a poor light, and a good one. Indigenous people in general are portrayed as being the victims of treachery quite often, but some are also treacherous.
Because it does not label all people of a certain race good or bad, but instead takes each individual story on its own, we can talk to our kids about how we also can’t judge an entire race good or bad.
Most people are good, but not everyone is, no matter what race or culture they come from. We can— and should, as our children grow — discuss whether or not motivation excuses actions. If you are starving and your family is starving, is it ok to steal? Is it ok to steal food for your hungry family if it means that someone else will go hungry? We know that indigenous people and Europeans both killed each others’ women and children at different times. Is it ok to break your “code of honor” so to speak if it’s in retaliation for injustices done to you and your family? These are all big issues that should be grappled with, and this is where the discussion part of a Charlotte Mason education comes in.
There are some instances where “savages” is used, but the majority of times the indigenous people are called “native people,” “natives,” or “Indians.”
African Americans are usually called “negroes”.
Because when those stories are skipped, the remaining ones exemplify what Charlotte Mason recommended for Form I — stories about the people, not abstract concepts or strings of wars, politics, and battles. People profiled in the stories we chose to keep are often stand-up members of their community, or they are standing up for what they believe is right against their community. The stories are interesting and the students that have used this book in our testing have enjoyed it.
What’s a parent to do? First, we do not recommend that you hand this book over to your kids to read on their own, precisely because of these issues. I don’t care what their reading level is, this is one book that you as the parent should be reading to your child, both so you can skip the offending passages, and because some of these stories will warrant discussion.
Second, we expect you to edit on the fly. Is this a CM practice? Absolutely! Charlotte Mason advocated this for even the Bible, and, later, Plutarch. The parent is supposed to run a quick eye over the day’s story before reading so she is aware of what words and passages need to be edited (changed or completely skipped) for her children’s sensibilities.
Consider this from Home Education, page 281:
Given judicious skipping, and a good deal of the free paraphrasing mothers are so ready at, and the children may be taken through the first few volumes of a well-written, illustrated, popular history of England, say as far as the Tudors.
Perhaps one day we will create an edited-for-Wildwood edition of America First.
In the meantime, take a look at the stories we’ve chosen by reading it on archive.org before you decide to buy, and see if you agree with us that the stories we’ve chosen have the feeling we want Form I to have.
Also be aware that we’ve added additional optional biographies of minorities and women to help you balance it even more, if you decide to go that route.
If after all this, you still feel that this book cannot be on your bookshelf, look at the books on the Options page. We hope you can find something that will fit your homeschool.
A question that often comes up when we read books in short bursts with a week or more separation is, how will my child remember what happened with that much of a gap?
The answer to this is the Recap.
Think about how we watch TV. If it’s a serial, does a new episode just jump into the action? Think back to Rocky and Bullwinkle and the deep narrator’s voice after a commercial break, or at the beginning of an episode: “When we last left the intrepid duo…”
Or even soap operas, which were on daily but sometimes had days or weeks between story lines, (disembodied announcer’s voice) “Previously, on All My Children…”
They don’t expect us to remember everything, and we shouldn’t expect our children to, either.
Does that mean we give up and just read the whole book in a week? Nope.
We recap the previous week’s action before we begin.
When you bring out a book, first ask your child if she remembers where you left off last. She may remember everything and give you a great narration. She may remember only parts. She may say she has no idea.
That’s ok. Don’t get upset or frustrated. Simply jog her memory. “Previously, on All My Children…” If she jumps in with, “oh yeah! And they were gonna go skating but…” that’s great! Let her take over the narration, and jog that memory again as necessary. If she doesn’t, that’s okay, too.
Doing this brings that memory out of medium-term storage and helps cement the material. It connects the material from last week to what you’re going to study today. It gives you a chance to catch any misconceptions that might have brewed in the ensuing week.
But what if Mom forgets what happened? Hey, we’re only human.
Make yourself notes.
At the end of a reading, take a minute to jot down the main points in brief phrases, just enough so that you will remember when you look at your notes a week later. And make sure it’s in a place where you’ll find it next week!
This could be in your binder, in a composition notebook, on a post-it note that you stick in the book as a bookmark, or anything else that works for you. The important thing is to be able to give yourself a nudge, if your child needs a nudge.
Don’t stress about this — as with everything with Charlotte Mason, it gets easier with practice.
Term 2 - Johannes Vermeer
ANIMATION: BBC Shakespeare Animated Tales – As You Like It
AUDIO: Librivox’s audiobook, unabridged version of As You Like It
One of our members did an original composer study, taking the lead from her son’s love of gaming. We want to share it with you to use as a model for your own, or merely as inspiration. Here is her description:
So, here’s the background of this ‘study’ that my son and I worked on. One day, he was listening to a YouTube playlist as he was building Lego. It was a playlist of songs from various video game soundtracks – and one track came on and I felt like I knew it, but I don’t know game soundtracks at all so I listened from outside the room trying to place this song. Then it hit me – it sounded like Clint Mansell who is one of my ALL TIME favourite musician/composers. He’s brilliant. Anyway so I went in to my son’s room and checked out the title of the track and sure enough it was Mansell, and I noticed it was a piece from a game called Mass Effect 3.
I told Evan, “You know who this IS?? This is my favourite composer of maybe EVER.” And I started to show him a few of Mansell’s tracks on YouTube. So Evan says, “We should do him as our music study like we do our artist studies.”
So, the deal was that I wanted Evan to ‘lead’ the composer study. He would choose one track from Mansell for the three of us to listen to once a week, and he’d tell me why he chose the track. I also made up 6 questions to ‘guide’ him in how to research the composer (I know this is not strictly CM but he was not sure how to go about researching, so I thought this would be a fun way for him to do that). Each week, at composer study time – Evan would play the song, and he’d ‘teach us’ about whatever the question was for that week.