Posts Tagged ‘History’

Living History Books, 1400-1600

Dear Reader,

Last year in our homeschool we covered the Middle Ages so this year we are up to the Renaissance, Reformation, and Age of Exploration. Next term we will focus on the settlement of the New World which will take us into early American History. This term our emphasis was still more global. I am down to two students this year, a ninth- and a tenth-grader. You can find all my lists of living books here.

Living History Books, 1400-1600

There are three big topics within this time frame: the Renaissance brought cultural and philosophical transformation; the Reformation changed the religious landscape; and the Age of Exploration and particularly the discovery of the New World had profound political consequences. I tried to give each of my children at least one book dealing with each of these three areas.

History: The Age of Exploration

Around the World in a Hundred Years by Jean Fritz — This is more of a middle school level book but it provides a good overview as it covers some 10-12 explorers. I had both my kids read it so I would feel that they had both at least heard of all the major figures of the period. Because each figure is given a chapter, it divides up very nicely in a typical 12-13 week term. I know some have concerns about Fritz’s portrayal of Christianity in this book in particular. Honestly at this stage of life I feel my kids have a solid enough foundation that I am not too worried about it.

Albert Marrin is one of my favorite authors for middle and high school history because he covers a lot of ground in a book on a single person. He gives you the feel for an era. A perfect example is the book my 10th grader read: Marrin’s The Sea King: Sir Francis Drake and His Times.  For something on the Americas, I also had him read Inca and Spaniard (Pizarro and the Conquest of Peru). There are a lot of good stories from this time and place and he seemed to enjoy reading them. My 9th grader read his Terror of the Spanish Main: Sir Henry Morgan and His Buccanneers. She was thrilled to read about pirates.

I also had my 9th grader read Iris Noble’s Spain’s Golden Queen Isabella which again could be a middle school book. Noble is another favorite author.

Philosophy

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The Renaissance brought a lot of new ideas. We began a study of philosophy with Francis Schaeffer’s How Should We Then Live. As I did with my older kids, I have them both read the book and watch the video series. They contain the same information but I like to reinforce it. To date, we have only gotten through the first two-thirds or so of the book but this covers the relevant portion and we plan to continue with it and to do a full-year course on philosophy next year. Schaeffer, while a wonderful resource, is mainly for us an introduction to the concept that there are ideas out there define an age and affect its art and politics.

We also read the relevant sections of Hendrik Van Loon’s The Arts. This is a wonderful, thick book of art history which also covers a fair amount of history and culture along the way. If you haven’t stumbled across it yet, I highly recommend getting a copy.

Religion

Schaeffer’s book addresses the Protestant Reformation but I also had both my children read Benjamin Wiker’s The Reformation 500 Years Later. Wiker is a favorite author of mine. I am a little more hesitant with this book. As he is Roman Catholic and I am Protestant, this is the area where our differences are most apparent. Nonetheless, The Reformation is an accessible book that covers a lot of topics and gives one a fair amount to think about. Rather than having my kids merely narrate it, I gave them a list of readings and specific questions to address for each section. Think of it more as a guided narration. You can find that assignment list here (opens a Google doc). You can find my review of the book here.

Happy Reading!

Nebby

Living Books on Asia for Middle and High School

Dear Reader,

The first two terms of this year we were studying the Middle Ages (see this list). That was really all the time we needed on that so I thought I’d use the third and final term to look at various Asian cultures. I had each of my three currently-homeschooled children pick a culture and in our time together we looked at Asia more broadly. If you are looking for books for younger kids, I had an earlier booklist on China here and some books on the Boxer rebellion in this list. You can find all my lists of living books here.

Books on China

 

My 9th grader studied China. For the historical side of things I had him read The Pageant of Chinese History by Elizabeth Seeger. This is a lovely older book. For historical fiction he read Young Fu of the Upper Yangtze by Elizabeth Foreman Lewis. It is the story of a young boy who becomes an apprentice coppersmith and has various adventures. Based on his narratuons, it didn’t seem like the best book, though I am finding he is a poor narrator for fiction especially so that could be just him. I also threw in The Long Rampart by Robert Silverberg because I love this author. There are various smaller books on Chinese inventions and the like. I had him read Made in China by  Suzanne Williams. It is probably not the most living book — it is short readings on a variety of subjects — but it fit our purpose. Other, slightly lower level books, which are similar are The Technology of Ancient China, Arts and Crafts in Ancient China, and Science in Ancient China.

Other books to consider:

The House of Sixty Fathers by Meindert De Jong — a wonderful histocial fiction book but we had already done it as a read-aloud. Probably middle school level or even upper elementary, though imo living books are ageless.

Revolution is not a Dinner Party by Yin Chang Compestine — We had also already read this one and it is about communist China, not ancient China, but it was quite good.

The Good Earth by Pearl S. Buck — a classic I usually have my high schoolers read for literature. I didn’t think my 9th grader was up to it. Does have some adult content.

Li Lun, Lad of Courage — I don’t know much about this historical fiction book.

Other authors with historical fiction books on China: Katherine Paterson, Laurence Yep, Gloria Whelan (my girls have loved this author but her books do tend to be girl-y)

Missionary biographies of Eric Liddell, Gladys Alward and others. We just didn’t have time for more. I also recently read The Heavenly Man by Brother Yun. See my blurb on that here.

Books on Japan

My 8th grader studied Japan. I couldn’t find one book on the history that covered the whole period so she read Japan Under the Shoguns: 1185-1868 by Mavis Pilbeam and Japan from Shogun to Sony: 1543-1984 by John R. Roberson. She also read Commodore Perry in the Land of the Shogun by Rhoda Blumberg. This book is often on lists for younger kids but is a good one and we hadn’t had a chance to use it yet. I found fewer books on the culture and science of Japan but had her read Technology of Ancient Japan by Meg Greene. Again, this is not truly a living book.

For historical fiction, she read The Master Puppeteer by Katherine Paterson and The Samurai’s Tale by Erik Christian Haugaard. They are set in the 18th and 16th centuries respectively.

Other books to consider:

Japanese Castles by Turnbull – Ichecked this one out from our library but it seemed too detailed and dry. If you have a kid that loves castles though it could be a good choice.

Other historical fiction I considered but didn’t use: Bamboo Sword by Preus (set in 1853; 335pp); Sadako and the 1000 Paper Cranes (younger ages; 80pp), Born in the Year of Courage by Crofford (set in 1841), The Big Wave by Pearl Buck (about a tsunami; 80pp), Shipwrecked by Blumberg (set it 1841; middle school level); Heart if a Samurai (set it 1841; 300pp). Also other books by: Paterson, Crofford, Haugaard, Preus, and Hoobler (who has a mystery series set in Japan apparently).

Books on Mongolia

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My high school senior wanted to study Mongolia which was easier in the sense that there aren’t many books out there so they weren’t many decisions to make. For history she read Genghis Khan and the Making of the Modern World by Jack Weatherford. This author also hs other books on Genghis.  For historical fiction she read I Rode a Horse of Milk White Jade by Diane Lee Wilson which she said was not very good or well-written. I also had her read the story of a missionary in Mongolia, There’s  a Sheep in My Bathtub by Brian Hogan which she seemed to likke much better.

Books on Asia more generally

In our time together we read selections from The Travels of Marco Polo. I have an edition illustrated by Corbino that I had picked up somewhere. There are lots of versions of this, some simplified for younger readers as well.  For “spines” I used two books from  a series: The Asian World: 800-1500 by Roger Des Forges and Marjorie Wall Bingham’s Age of Empires: 1200-1750. These books are written in a fairly engaging way without a lot of sidebars (and those there were I tended to skip). I foudn them a bit heavy on dates which tends to bog a book down and deplete its living-ness (if you know what I mean) but since I was reading them aloud I could skip some of the details which I think made it actually easier to take in the information. Lastly, we read the chapter form Van Loon’s The Arts on Asia. I am in love with this book now. It is like Hillyer’s art history but for a higher level and includes a lot of history and culture/religion too.

Happy Reading!

Nebby

Living Books on the Middle Ages

Dear Reader,

The first two terms of this year we have been studying the Middle Ages. I have gone back to Heritage History for a lot of our resources. If you are willing to use older books (which are often better anyway) and don’t mind have them in a digital format, this is a wonderful site.  As we did when the kids were younger, we went through the Middle Ages once in broader perspective in the first 12-week term and then once focusing in on specific countries in our second term.  The third term of this year we will spend on other, non-western cultures before moving on to modern history next year. You can find all my lists of living books here.

Living Books on the Middle Ages

History of the Middle Ages in Europe —

My high school senior read The Story of Europe by H.E. Marshall. I really like Marshall’s books for history. I skimmed a number of others and though this one is easier than some (it could even be used for elementary though Heritage History puts it in the middle school category) it is one of the most engaging and covers a lot of ground. [She also had a lot of other things going on this year so I was trying not to overburden her.]

My middle schooler read S.B. Harding’s Story of the Middle Ages and Eva Marie Tappan’s When Knights were Bold. Tappan is another favorite author (I much prefer her books on Greece and Rome to those of Geurber). When Knights were Bold  is more about the culture and society of the time.

My ninth grader read The Middle Ages by Dorothy Mills. I haven’t been equally pleased with all her books but Mills is a solid author popular in homeschooling circles.

Church History and Art —

The first term I read aloud a book that we happened to hae picked up somewhere which focuses on the interplay of church and government in the Middle Ages called The Middle Ages: An Illustrated History of the Church from 900 to 1300.

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This is probably a middle school level book or even upper elementary. The chapters are short, about a double-sided page each, and there are lots of pictures. It is actually quite good for having a group narrate as you can read one chapter/page, have a child narrate, and then another and the next child narrates and so on. Though perhaps not the most living book, it definitely gives you a feel for the issues relating to the church in the Middle Ages.

We also read through the relevant portions of V.M. Hillyer’s A Child’s History of Art. Though this is an elementary level book, it does a good job of introducing the art of a certain time. Note that there are various versions of this book. You may see slim volumes that cover one subject, architecture or painting or sculpture. We have a thicker volume which includes all three.

My two younger children also read Monks and Mystics by Mindy and Brandon Withrow. This is volume two of a four-volume series on church history which is very good. My one criticism of it would be that it is a bit undiscriminating in whom it considers a hero of the faith, including people from a wide range of theological positions.

Literature from the Middle Ages

We read a version of Chaucer’s Canterbury Tales together. I happened to find the version edited by Peter Ackroyd used so that is what we used. The original tales are bawdy and this version includes those bits so I was discriminating. We did not read every tale and I occasionally edited on the spot while reading aloud.

My ninth grader read T.H. White’s The Once and Future King. There are a lot of versions of the tales  of King Arthur but White’s is a classic.

My senior read James Baldwin’s The Story of Roland. This seems to be a good retelling of the classic story.

In the second term, we read  Ian Seraillier’s Beowulf, the Warrior. Again, there are many versions of this story. This one is fairly short. I was very pleased that my children seemed to remember the story from our previous bout through the Middle ages.

We also began The Story of Abelard’s Adversities, a fairly short version of the story edited by J.T. Muckle. I was not very familiar with this story and we ended up giving up on the book. It was not the castration bit which turned me off. That part of the story was actually exciting. Most of the book Abelard spends talking about how much smarter he is than everyone else and it is rather tiresome.

We did not read any Robin Hood this time but in the past we have read Howard Pyle’s version.

Historical Fiction about the Middle Ages

My middle schooler read Adam of the Road by Elizabeth Janet Gray. This is a solid book that you will find on many lists I am sure. She also read The White Company by Arthur Conan Doyle, author of the Sherlock Holmes books.

My ninth grader read Otto of the Silver Hand by Howard Pyle. Pyle is an older author well-known for his historical books.

There a quite a number of books on this period; it seems to have captured the imagination of authors. Some that we have read in the past in various contexts are: The Door in the Wall by Marguerite de Angeli; the Crispin books by Avi; The Midwife’s Apprentice and other books by Kate Cushman; The Trumpeter of Krakow by Eric P. Kelly (an absolute must read); and  The Road to Damietta (about Francis of Assisi) and Hawk that Dare Not Hunt (about Tyndale) both by Scott O’Dell (I haven’t read these two but we’ce enjoyed O’Dell’s historical novels in the past).

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The Middle Ages in Specific Countries

Because he is studying German this year, I had my ninth grader focus on the Middle Ages in Germany during the second term. He read H.E. Marshall’s A History of Germany.. For historical fiction he read The White Stag by Kate Seredy, a relatively brief book which tells the story of Attila the hun. He also read some Norse myths (because it was hard to find anything else close to literature or historical fiction on Germany specifically) from Padraic Colum’s The Children of Odin. I highly recommend Colum’s books anytime you need mythology.

My middle schooler focused in Ireland and Scotland. She read Peeps at History: Ireland by Beatrice Homes. There are a number of books in the Peeps series and I have not always been crazy about them but looking at Heritage History’s options, I found this to be the best on Ireland. Also on Ireland she read Brendan the Navigator by Jean Fritz. Fritz is a favorite author. This is one of her relatively short books. Then I let her pick from some volumes I had gotten from our local library with Irish tales —

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On Scotland she read H.E. Marshall’s Scotland’s Story and for historical fiction Sir Walter Scott’s The Talisman.

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I had my senior focus on Spain (because she has studied Spanish) and on Islam as well. Since the Moors were in Spain during this period, there is a natural link between the two. She read A Child’s History of Spain by John Bonner and The Moors in Spain by M.Florian (both Heritage History books) and Islam: A Short History by Karen Armstrong. I haven’t liked all the short history books I’ve looked at equally but some are quite good. She also read a book I have read and loved: The Crusades, Christianity and Islam by Jonathan Riley-Smith. This book is nice because it relates the events of the Middle Ages to what is going on in the world today (in a very reasoned, scholarly way).  For historical fiction she read Seven Daughters and Seven Sons by Barbara Cohen and Bahija Lovejoy.

In our time together we focused on England. As the mother country of our own, this seemed like a good choice for everyone to do together. We read H.E. Marshall’s well-known Our Island Story. Though again this is a lower level book, it is hard to beat for an engaging overview of English history.

Happy Reading!

Nebby

 

What We Study and Why We Study It: History

What We Study and Why We Study It: History

Dear Reader,

This is part of an ongoing series in search of a reformed philosophy theology of education. You can find all the posts here.

In this part of our series, we are looking at individual subjects and asking why we study them and, to a lesser extent, how. Thus far we looked at two “STEM” subjects, math and science. This time I’d like to look at what I have always considered the core of our homeschool: history.

Why We Study History

We have all heard the saying “those who don’t know history are doomed to repeat it” but why, from a biblical perspective, should we study history?

In mathematics, we look at the structure God built into Creation. In science, we learn about the Creator from what He has made. When we study history, we are studying how God has worked in the lives of individual humans and of larger human societies. Another corny truism: history is His story. It tells us about God and it tells us about ourselves, our propensities for evil and the good that we, through the Spirit, can do.

The Scriptures instruct us to tell our children the things God has done:

“Things that we have heard and known, that our fathers have told us. We will not hide them from their children, but tell to the coming generation the glorious deeds of the Lord, and his might, and the wonders that he has done.” (Ps. 78:3-4; all biblical quotes are from the ESV unless otherwise noted)

The forces of history, nations and rulers, are formed and controlled by Him:

“And [God] made from one man every nation of mankind to live on all the face of the earth, having determined allotted periods and the boundaries of their dwelling place.” (Acts 7:26)

“The king’s heart is a stream of water in the hand of the LORD; he turns it wherever he will.” (Prov. 21:1; cf. Rom. 13:1)

“He changes times and seasons; he removes kings and sets up kings . . .” (Dan. 2:21; cf. Dan 2:37-38; 4:17)

We see specific examples of this in the Scriptures themselves. God uses the situation in Egypt to save His people in the days of Joseph. He raises up the Persian King Cyrus, again to save His people and return them from exile (Isa. 45:1). He uses the nations as rods to punish His people (2 Kgs. 18:9-12; cf. Isa. 9:11; 10:5-6).

But it is no less true that Christ is king of nations today and that He is still as intimately involved with their rise and fall as well as the more day-to-day lives of people (Ps. 135:6; Prov. 16:4).

Cornelius Van Til argues that because history is about man, it should be the center of our educational endeavor:

“Arithmetic and all other subjects that emphasize the space aspect of the space-time world lie in the nature of the case in the periphery of the whole area of the creation of God. This is due to the arrangement God has made in his creation, namely, that man should stand at the center of it. And since man is a selfconscious and active being his most characteristic human traits will manifest themselves more fully in the movement of time, that is in history, than in the immovable atmosphere of space. Accordingly it is easier to bring out the more specifically human and the more specifically Christian interpretation of reality when teaching history than when teaching nature.” [Cornelius Van Til, Essays on Christian Education (Presbyterian and Reformed Publishing Company, 1974) p. 204]

How We Teach History

“The curves of history are more vivid and more informing than the dry catalogues of names and dates . . .  ” (Alfred North Whitehead, The Aims of Education, p. 8)

Christians tend to get themselves bent out of shape over science resources — Does it present a biblical view of Creation? Is it godless? Does it assume evolution? Does it agree with my view of Creation? But the Van Til quote above argues that the mindset of our history curriculum is even more vital. As he says elsewhere, there are no uninterpreted facts (p. 88; see also this post for a number of quotes from other authors on this point). We see history through a lens. If we assume a godless universe, there will be no meaning to the events we study. Cultures will rise and fall, wars will be won and lost because of economic and political and military factors but there can be no higher meaning nor is there any end towards which events are moving. Even those who accept the idea of a Creator can misunderstand events if they do not accept that He is a Sovereign God who is in control of all things. As reformed people, we believe that there is a purpose towards which all things work and that there is no event or detail, no matter how small, that is outside God’s sovereign plan [Ps. 135:6; Lk. 12:22-26; Acts 17:25-28; Rom. 8:28; Eph. 1:11; Westminster Confession of Faith (WCF) 3:1; 5:1; Van Til does an excellent and thorough job of critiquing other Christian worldviews and showing how they fall short (pp. 72ff)].

Those beginning with young children often wonder where they should begin with history. Is it best to start at the beginning of human history or to begin with one’s own country? I don’t think there is one biblical answer to this question but my own inclination is to begin with what is closest. The child should first learn how God has worked in his own life and that of his people. “His people” here can include a few different circles. Most narrowly, it may include the family — Where do we come from? How did his parents come to faith? Are there family stories of deliverance from illness or other troubles?

Beyond that there is the state and nation in which he lives. I do not believe the United States is a Christian nation but its history does contain wonderful tales of God’s deliverance that affect the lives of small children. The story of the First Thanksgiving comes to mind. Nor should the bad stories be neglected, the ones about our failures.

I would add that though history should always be taught with the assumption that God is in control of people and events, we do not need to beat children over the head with the fact. The Bible (largely) does not do so when it tells us of God’s actions. It tells the stories and leaves us to see God working and to judge the humans involved and to make our own conclusions. It does not moralize. Lessons are best learned when one is allowed to draw one’s own conclusions. The tendency on the part of adults to want to add morals to every story often arises, I believe, from our own lack of faith in God’s story. His deeds speak for themselves more powerfully than we can when we turn a history lesson into a sermon.

We are also all part of a community of faith. The Scriptures give us part of the story of God’s work among His people. The story continues as well through the history of the church, both on a broad basis and, depending on one’s denomination, on a more local level. (As I outline my proposals for a Reformed approach to education, I am assuming that “religious” education is going on as well but I am largely confining myself to education on “secular” subjects so I will not spend much time on how we teach the Bible.)

Though we may begin with history close to home, it is also good and necessary to expand beyond one’s own people. We learn first what God has done for us, but then we also need to learn that God works in other societies as well. How we expand may depend upon our particular circumstances. It seems reasonable to me for those of us in the United States, having learned something of our own nation, to next consider those close to us. What it means to be “close” can be defined in various ways. We are a big country and personally I don’t live especially close to a national border. So “close” may be defined by geography but it need not be. Historically and culturally, England is our closest neighbor. In my own homeschool, I tend to emphasize the history of England when we cover the middle ages in the hopes that it will give my children a feel for where our own government comes from. Looking back even further, we are part of the stream that is western civilization so again it seems reasonable to spend a little more time on western civilization and its foundations (read: Greece and Rome) than on other cultures. There may be other societies to which you feel a particular tie that you want to spend more time on as well. It could be a family tie. It could be another kind of connection. Perhaps your church has missionaries there. Perhaps you have friends from another country.

And then there are peoples to whom we have no immediate tie (though you never know where God will take you in the future). Here too we can study them to learn how God has acted among people very different from us. We can also learn about the people themselves. We may see that they are very like us and that the same forces work in their societies as in ours. We may learn that they have different values and that the things we have always assumed need not be true for everyone (perhaps this is good, perhaps not).

A word especially to homeschooling parents: Human history if a huge subject. You will not get to everything. We all have gaps in our educations. Personally I learned very little about the middle ages when in school and no American history after WWII. The point is not to do everything but to do what you can and to do it with the right mindset.

The other big question I hear about history is whether it is safe or wise to teach the myths of pagan cultures to children, especially young children. Of course if you begin, as I am suggesting, with more local history this may not be an issue for a few years. I will say my own children heard Greek myths from an early age. One child was particularly attracted to these and now has declared a college minor in classics. I have never known a child to be confused by these myths and to wonder if Zeus is real or Jesus isn’t. If anything, even younger children seem to see quite clearly how messed up the lives of the Greek gods are and how hard it is to live in a world with many gods to please. On the positive side, I do believe these myths teach us about human nature (which is really what is reflected in them, though the characters are divine). And, as mentioned above, they in some sense form the basis of our own culture and a familiarity with them can help one understand later allusions and ideas.

While I am trying to give broad outlines and not specifics in these posts, let me make one more plug for “living books” (see this post for a longer explanation of what makes a living book and why we should use them). If the history we are teaching is God’s story and if we want children to see Him in it, we need to provide them with interesting books. Dry compendiums that are little more than names and dates are not going to engage their interest or help them see the majesty that is there. And similarly, I am not opposed to all memorization, but recalling facts (lists of presidents, for example) is not knowing.

Those are my thoughts in history, why we study it and its importance and place within the curriculum and a little bit on the how. Do you have other questions about history?

Until next time,

Nebby

Living Books on Ancient Rome

Dear Reader,

We wrapped up the school year by reading about ancient Rome. Each child (2 middle schoolers and 2 high schoolers) read a historical account and a book of historical fiction. We read some myth, science and art together and also Shakespeare’s Julius Caesar. You can find all my lists of living books here.

Living Books on Ancient Rome

History:

The Roman Way by Edith Hamilton — My 11th grader read this book and the similar one on Greece. Hamilton talks more about culture than history and shows the impact ad influence of the Romans.

The Roman Empire Assimov — My senior enjoys Assimov’s histories.  He is not Christian so I would take the bits that touch on Christianity with a grain of salt. He also has one on the Roman republic.

The Story of the Romans by Eva Marie Tappan — I prefer Tappan to the all-popular Guerber. My 7th grader read this one.

The Book of the Ancient Romans by Dorothy Mills — I didn’t like her book on the ancient near east but her volumes on Greece and roe are more meaty. My 8th grader read this one.

Historical Fiction:

Quo Vadis by Henryk Sinkiwicz — One of three long fictional books that were read in the house. This one is set after the time of Christ. My 11th grader read it and seemed okay with it.

Ben Hur by Lew Wallace– A classic. I had my 12th grader read it.

The Robe by Lloyd Douglas — I assigned this one  to myself, and honestly couldn’t get through it all. The writing is okay, though not stellar. At time sit was engaging. But it is set at the very end and just after Christ’s time and says a lot about Him and His disciples and I found that it plays with the biblical story too much.

Bronze Bow by Elizabeth George Speare — My 7th grader read this book by a well-known author of historical fiction.

Tiger Tiger by Lynne Reid Banks — Historical fiction from the author of the Indian in the Cupboard.

White Isle by Caroline Dale Snedeker — I had heard about Snedeker in homeschooling circles but we had never sued one of her books. I had my 8th grader read this one. It is set in Roman Britain.

Other Subjects:

Aeneid for Boys and Girls by Alfred Church — Having just tacked the full Odyssey I didn’t want to read the original book but Church’s retelling is fun and exciting.

Child’s History of Art by V.M. Hillyer — We read the sections on Rome from all three books within a book: painting, sculpture and architecture. This is elementary level but one can still get quite a bit out of it.

Science in Ancient Rome  by Jacqueline Harris — Also elementary level.

Happy reading!

Nebby

Living Books on Ancient Greece

Dear Reader,

A break from the theology– below are the books we have used this year in studying ancient Greece. You can find all my lists of living books here. My kids are all in middle or high school now so while some of these may work for elementary, that is not my focus.

Living Books on Ancient Greece

We are not doing a spine book together this year but some of the extras like art, science, and myth. We continued to use the relevant portions of Hillyer’s A Child’s History of Art. Not too surprisingly, he has quite a bit on Greek art. The volume I have contains all his smaller works on painting, sculpture and architecture. This is an elementary level book but I find it has enough substance to use with my older kids.

I have each of my kids reading some version of the Odyssey (see below) so for our myth together we read Padraic Colum’s The Golden Fleece. This also could be elementary, at least as a read-aloud.  It includes a number of other myths within it as tales told by Orpheus so it covers a lot of ground. I highly recommend this one.

 

I looked at a couple of books on words that have come into our language from Greek myths. One was Isaac Asimov’s Words from Myths which I was really excited about, based on the author, but was ultimately disappointed in ad it just didn’t seem engaging. It jumped too quickly from one subject to another. A similar book which I happened to have on my shelf as a hand-me-down is By Jove! Brush Up Your Mythology by Michael Macrone. This one is a little better as it offers one section on each word. We read about things like fascination and enthusiasm and how those words came into English and changed their meaning. It was okay but not spectacular.

With my younger two I also read portions of Eva Marie Tappan’s Greece and Rome. This is a compilation of first hand sources. Tappan is a too-often-neglected author I think we would all do well to rediscover, She has some 8 volumes like this with primary sources from different cultures as well as other history books (see below).

Each of my children read a book on Greek history and a version of the Odyssey.

My oldest (12th grade) read Isaac Asimov’s The Greeks: A Great Adventure. He used Asimov on the Egyptians earlier this year. My 11th grader read Edith Hamilton’s The Greek Way which focuses on Greek culture and influence a bit more. There is also a sequel we didn’t have time for, The Echo of Greece. I thought this would be a good fit for her as she is aiming for art school. My 8th grader read The Book of the Ancient Greeks by Dorothy Mills. I found her volume on Egypt and the Ancient Near East too curt for my taste but this one is much meatier. Finally, my 7th grader read Eva Marie Tappan’s Story of the Greek People. I much prefer Tappan’s books to the similar (and very popular) ones by Guerber.  

As I said, we each read a version of the Odyssey. With my two high schoolers, I read the whole thing — Homer’s the Odyssey as translated by Robert Fagles. I had gotten Leland Ryken’s study guide thinking we might need help but we actually found it pretty easy. It is divided up and laid out nicely in usually manageable paragraphs within reasonable chapters. Two or three times a week we just sat together and went around reading a chapter, a paragraph per person. We did not narrate or discuss.

My 8th grader used The Iliad and Odyssey of Homer by Alfred Church. This is,as its title says, both the Iliad and the Odyssey.  My 7th grader read The Adventures of Odysseus and The Tale of Troy by Padraic Colum and Willy Pogany. Both seem good for simpler versions of the tale. Even briefer is Rosemary Sutcliff’s The Wandering of Odysseus which would be good for upper elementary. Another elementary choice would be Mary Pope Osborne’s books of myths.

There are always lots of other good books we don’t have time for. Here are some I looked at:

I’ve liked some of the books in the “very brief introduction” series but decided the one on ancient Greece was too brief and dry for my tastes. Cotrell’s Minoan Civilization was intriguing but I didn’t want to devote that much time to Minoans alone. The Battle of Salamis looks impressive for an older boy who would really get into battle specifics. And finally, Peter Connolly’s books have lovely illustrations. They would be great for giving you things to put in your Book of Centuries. I was sorry to not have time (or extra kids) to use one of them at least.

Still to come this year: Rome!

Nebby

 

Living Books on the Ancient Near East

Dear Reader,

We did a mini term between Thanksgiving and Christmas on Mesopotamia and Canaan. As a once and future Hebrew scholar, it kills me to give the short shrift to the Ancient Near East but there is only so much one can fit into a school year. You can find all my booklists here.

Living Books on the Ancient Near East

In our time all together, we concentrated on art and myths. I used Hillyer’s book for the art. Though it can be understood by elementary level, I think it still provides a good introduction for older children as well. Note that Hillyer has a few volumes, on painting, sculpture and architecture. I have the three in one volume, A Child’s History of Art, and we covered all the areas.

The Ancient Near East includes a number of cultures. While they all have similarities, there is also some variation. We tried to include both Mesopotamian and Canaanite myths. I used Padraic Colum’s Myths of the World which I got on Kindle. It is nice because it gives some introduction to what we find in each of the cultures as well. For Mesopotamia, we also got a few of the storybooks by Zeman by tell the epic of Gilgamesh. There are three I believe that they each tell part of the story so you want to read them in order. Though these are picture books, they do a great job. For Canaan, I used Coogan’s Stories from Ancient Canaan. These are tales from Ugarit, a Canaanite town which was destroyed by fire. The destruction meant that the clay tablets on which the stories were written were baked hard and survived. It is interesting to see the similarities and differences here with one of Israel’s close neighbors. What we have is somewhat fragmentary. Coogan gives good introductions to each. I recommend prereading so you can give context and read selections. I blogged on these myths when we studied them previously. You can see one of those posts here.

We also talked about writing together using the book Sign, Symbol, Script. This is one I had leftover from my grad school days. It is actually a catalog from an exhibition but gives lots of info on the history of writing and the alphabet, a topic I couldn’t pass by. I have no idea how easy this is to find. We didn’t use Ancient Israleites and Their Neighbors. I find it a bit cumbersome. It has lots of extras like recipes if you are into that sort of thing.

I’m not thrilled with the historical fiction in this period. I don’t find it very well-written. My high school daughter read Adara by Gormley. My middle schooler read  Hittie Warrior by Williamson. The latter in particular seemed to through in every biblical motif it could (not in a good way). My senior read Silverberg’s Gilgamesh the King. I chose this book partly because he has been studying science fiction for his literature this year and Silverberg is a sci-fi writer. I thought the book would stray farther from the myth but it actually seemed to do better than I expected.

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My 8th grader read Science in Ancient Mesopotamia. I am not thrilled with this series but it is decent and provides info that one might not get elsewhere. He also read a book I loved for him — Ancient and Medieval Siege Weapons by Nosov. I only had him read the portions relevant to what we are studying. I seemed to be a very readable book. My 7th grader read Ancient Egyptian, Assyrian and Persian Costumes and Decorations by Houston. There are a lot of picture sin this book. She choose to do drawing of the costumes for most narrations and seemed to really get into it.

Lastly, we get to the actual history books.

My7th grader read The Ancient Near Eastern World by Podany. I’m not sure it’s 100% living but it seemed well-written. She liked that it included a lot of different things, like history and myths and how people lived. My 12th grader read A Short History of the Near East by Hitti. He seems to have really enjoyed it and says that it did a good job of being both broad and specific if that makes sense. My 11th grader read Fairservis’ Mesopotamia. She says it was pretty good. Since Fairservis only covers Mesopotamia, I also had her read The Phoenicians by Pamela Odijk. My 8th grader read the relevant portions of Dorothy Mills’ Book of the Ancient World. I am not thrilled with the book though I see it recommended a lot. It seems overly brief and simple (though her book on Greece is longer and I am planning to use that one). I was supposed to read Maspero’s Life in Ancient Egypt and Assyria but life got away from me and I never started it 😦

Next up: Ancient Greece

Nebby

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