Does This Look Familiar?
I’ll admit, I have always loved learning about history. The in-depth study of a person’s life or a place or an event in the form of narrative has been captivating to me.
Wait! My history classes never looked like an in-depth study of any one person, place, or event. My history class consisted of lectures, scrawling down copious dates, and textbooks. My history class consisted of test-induced panic attacks and memories that still haunt me to this day. One question on a test might look like:
Which of the following best describes the key factors at play in the Third Punic War?
a. and b.
a.,b., and c.
b. and c.
Looking for a Different Way?
I will not dismiss the potency of a test that assesses one’s prowess in timeline chronology, “true or false” reasoning, essay writing, and knowledge. There is a lot of power there. I will even argue that there is a time and a place for these kinds of tests, especially the essay portions. However, the training I received in my high school history courses prepared me more for taking tests and studying well. I cannot say I was able to marinate in a time period or biographical account. I was introduced to those things, and maybe this sparked an interest or curiosity that I could have taken into my own personal study. Nonetheless, I was not given the time to just bask in the glory of the Renaissance Period, for example. Maybe I was allowed to take a little time, and I do have fond memories of making projects and preparing for oral reports. I do not want to discount the fact that my tenth grade world history teacher was probably one of the best in the state. She was certainly passionate about making sure we knew the facts! However, I needed more than an intense, flyover course riddled with color-coded notecards and late night study sessions.
I needed more time and a relationship with the content.
Does this resonate with anyone else?
Thankfully, I have two parents who loved to travel. They loved to take me and my little brother to historic battlegrounds on Sunday afternoons after church. They prioritized taking us to as many national parks (which are filled to the brim with history) as possible in our eighteen years at home. They were certainly into delivering experiences. I cannot thank them enough! In fact, my mom was known for reading every single word in every single exhibit whenever we visited a natural or historic landmark. She was very “completion-oriented”, much to the chagrin and groaning of the rest of us. Needless to say, my classroom went beyond the four walls at Providence High. If you can relate, thank a parent.
When I sat down to take Amy Sloan’s Textbook-Free History Masterclass, I suspected she would be of the ilk of homeschool parent who teaches history from a place of freedom and joy. I wasn’t very surprised when Amy, a second-generation homeschooler, shared her childhood memories of driving from historic marker to historic marker with her enthusiastic parents over the course of an afternoon. One summer, Amy’s parents took her family on vacation, exploring old battlefields for two weeks. She struck a chord of amusement and endearment with me when she shared about the time her family ran up to one of the museums at closing time (unbeknownst to her mom), hoping to spend some time there. Her mom knocked on the door and was able to convince the museum caretaker to take her family on a private, after-hours tour!
“When it came to those big billboards advertising used and old books, I was definitely going to be the one to yell out from the back seat. And sure enough, my dad would pull over at the exit, and we would spend hours browsing the bookshelves. We were always late to our destinations, but we generally had lots of old books in the trunk and stories to tell about the unique historic sites when we arrived, so we didn’t mind too much.”
As she writes at Humility and Doxology and hosts her own podcast interviews about homeschooling, one theme Amy reiterates to her readers and listeners is that history can be taught in a way that deviates from the norm you and I probably had in our public (or private) schools. History can be taught in a delightful and rich way, without detracting from history’s essence. History is a narrative, or story. Chronology is a list of dates.
I invite you to take the Textbook-Free History Masterclass! You will be equipped to plan for a school year of read alouds and field trips. Amy clearly explains how to go about choosing a topic for the year, along with a good “history spine” as the core history reading. She describes how she uses memory work, art and drama and themed parties to make the story come to life. With five children ranging from ages six to sixteen, Amy has used various methods over time. She shares her tried-and-true tips with us.
How I Teach History
In list form, I’d like to share some of the components I currently use to teach history. I have taught history now for three years, and hope to share some of my ideas for next year, as well. These are just quick notes. I will place an asterisk (*) next to the ideas I have not yet implemented, but hope to do so next year.
(3 to 4x per week)
Read aloud two times per week. Ask students (ages 7 and 5) for an oral narration. Complete map work on day three. Complete coloring page on either day three or day four.
Select Read Alouds/Independent Reading
(supplemental reading, either during quiet time in the afternoon, or independent reading during the school day)
Choose historical fiction AND non-fiction picture books (for elementary-aged students)
Refer to my booklists for help finding good titles.
Note: Many of my titles are non-fiction, but some are historical fiction. I have found the Ranger in Time series to be a great elementary historical fiction option.
Plan Memory Work*
Choose famous speeches, poems, plays, etc. from the time period you are studying. Print out one work per term. Read it together each day. Teach memorization by reading each chunk three times aloud and having your student(s) repeat the chunk in-full. Do this each day until the work is memorized.
I was in Classical Conversations for my first three years of homeschooling. I printed out flipbooks and focused on two to three subjects per day of the week to drill. For example, Monday would be Science and Latin. We’d drill the week’s Science and Latin memory work on Monday for about 15 minutes. I dropped the ball my last year of CC, but I was relieved to know that this wasn’t the only way to do memory work. 😉 There are other ways, as Amy explains in her masterclass.
My plan for next year’s memory work (by term):
- 1 longer scripture passage (i.e., Psalm 23)
- 1 ancient times work (i.e., a few lines from the Iliad)
- Times tables 1-12
- 1 speech
- 1 poem
- 1 song in a foreign language
Art and Music
Through our “Morning Time”, we incorporate the study of art and music, as well as poetry. These are components of a generous history feast.
Our “beauty loop” currently consists of:
Day 1: Poetry study
Day 2: Composer study
Day 3: Joke Book (NOT art, but isn’t humor an artform?!)
Day 4: Picture Study
Next year, I plan to keep poetry, composer, and picture study in the rotation. The joke book will probably still be a hit during their free time, but I do plan to include memory work in its place.*
Visual arts: I am not a crafty person. I hate crafts, unless someone else is leading them. I know that sounds harsh, but it is true. My idea of crafts is drawing freehand or going outside in nature and drawing something beautiful. I do not do the glue and paint and scissors. That’s why I keep these materials within reach of my seven and five-year-old children. I am happy to have them readily available when they need them, which is usually very first thing in the morning while I am making breakfast or later in the afternoon when we have free time. I trust them. They clean up their own mess (sometimes), and all is well.
The Story of the World has craft projects for each week of study. I have not used this portion of the activity book (read: I hate doing crafts), but it looks like a great addition to a unit study.
Musical theater: I am not plugged into our local drama community, but I know some homeschool moms who have taken children to productions of Shakespeare plays and auditioned children for musicals at the local arts council. This would be good for my family when the children get a little bit older.*
Plan Field Trips
I am a part of a Charlotte Mason co-op that includes monthly field trips. Sometimes, our history study and the field trips overlap. Oftentimes, they do not. Nonetheless, children are very capable of making connections organically. Not every field trip’s theme has to be matched perfectly to the theme of the history content.
Two years ago, my kindergarten student and I were studying medieval history. On my family’s fall break, we took a trip to the Charleston area. I made a point to incorporate “fortresses” into some of the hot spots to visit since we were reading about castles, fortresses and the like. In fact, our read aloud around that time was The Castle Diariy: The Journal of Tobias Burgess. It was such a fun trip! I am linking my page where I write about it here.
Last year, I attempted to work in some history to our family trips again, but it was a flop. We never really got to study modern times in field-trip form as I had hoped, but our curriculum we used was a unit study. It was so comprehensive, I did not feel a need to be so tied to aligning field trips with the history because the children made connections organically. We did manage to travel to Williamsburg and Gloucester, Virginia to see the colonial way of life. That was memorable, as we were studying early modern history. So, maybe it wasn’t a complete flop.
I would be remiss if I did not mention the field trips our co-op took that were living history in nature. From carding wool by hand , to spinning wool to make yarn, our students got a lot out of their trip to the Charles B. Aycock Birthplace and living history museum. We also visited many farms that year, snuggled lambs with fleece as white as snow, picked strawberries, gleaned sweet potatoes, and found Native arrows and spearheads. So, don’t tell me learning and making connections cannot be done if everything isn’t planned to a “T” to match the history curriculum!
Next year, I will call history field trips a “success” if I can work in these components, many of them with our co-op:
- 1 symphony performance
- 1 historic battleground
- 1 living history museum
- 1 nature hike
- 1 farm/production facility
- 1 local business
Book of Centuries
We have been keeping a book of centuries for about two years now (since first grade). I would love to share my thoughts about it with you, as I write in my recent history post on the blog.
Drama and Skits at Home
This is one great way to make history come alive at home. The only thing is, I have never implemented a skit or reenactment of a historic event at home, yet. The key word is: yet. If anyone has suggestions, I am all ears!*
YouTube has some great options for quick (like 10 minutes) videos about an historic event or person. Just be sure to view in advance before showing it to the kids! Some things are marketed as being geared towards children, but include some violence or themes that might be too heavy for your family.
RedeemTV has a good series called Torchlighters. These are biographical accounts of various Christian martyrs and missionaries over the course of Christian history.
While I haven’t really hosted a themed party for those outside my little clan, I do have a few ideas up my sleeve.
These ideas usually pair well with books we have read.
- Host A Medieval Feast to go along with Aliki’s book by the same name! We did this two years ago, when my son was in kindergarten. For pictures, check out this page.
- Go on a picnic with Aslan from The Lion, The Witch and The Wardrobe. The history connection would be the World War II setting in Britain.
- Celebrate Holy Week by hosting a “Seder meal”, as the Israelites remembered the passover, when the angel of death passed over God’s people in Egypt who had the blood of a spotless lamb painted on their door frames.
I have more ideas, but I will write on these later.
How Will I Assess Learning?
As a former teacher, I am well-versed in “formative” versus “summative” assessments. The formative assessment is what we are constantly doing in our homeschool. For example, if the student is practicing 2-digit addition with regrouping, I will formatively assess his understanding by giving him a problem to work out and look over his shoulder as he works it out. I give feedback. Or, I might ask a question about what he has learned from something we just read, and give him some feedback if he is deviating from the main points.
Summative assessment takes the form of written tests, usually.
How would I assess my history student? Narration and record-keeping through notebooking is a great tool for assessing what students know and understand. Read my blog post on narration for a more comprehensive explanation of how I understand narration. There are many more narration tools I include on my website (for free) and in my Etsy shop, Brick Schoolhouse.
Have I whetted your appetite for a history experience that is textbook-free? If you are looking to find more content related to teaching history, I cannot vouch enough for Humility and Doxology . I also want to point you to Pam Barnhill and her “Your Morning Basket” podcast Episode #111, “Teaching History Without A Curriculum: A Conversation With Amy Sloan”.
In short, I hope your year is full of connection and joyful learning. History can be fun, so I hope this post gives you some fodder for a good start to your school year.