Posts Tagged ‘living books’

Living Books for High School Physics

Dear Reader,

My oldest did physics this year. We were lucky to find a co-op near us that was offering just the labs for physics without is having to do anything else. (In the past we have used Landry Labs for high school science labs. Sadly, they are now out of business.)

I didn’t realize when I signed up for the lab class that it required a textbook as well. They gave a choice between Apologia and Conceptual Physics. Since I’ve never been attracted to Apologia, I chose Conceptual Physics. This is a classic textbook. I tried to have my son do the problems but I didn’t have an answer key so that proved tough. And there were a lot of them for every section.

Midway through the year, I decided to see if I could find any other way to get him physics problems to do, which does seem necessary as physics is so math-based. The best source of such problems seemed to be AP material so in January I decided that the poor bot might as well do the AP Physics 1 test. I had him watch Khan Academy videos and use an AP practice book to prepare. Scores are still pending. I do think he has a shot at a 3 (out of 5) which will get him some college credit at most schools he is looking at. I know 3 is not top-tier but given that I sprung this on him mid-year, I will be happy if that’s what he gets.

So much for the other stuff — let’s get to the Living Books on High School Physics:

Six Easy Pieces by Richard Feynman — A series of lectures on physics of noted professor Feynman

Russell Stannard’s Uncle Albert Books: The Time and Space of Uncle Albert, Black Holes and Uncle Albert, and Uncle Albert and the Quantum Quest — These books could be done earlier, even in middle school. My son really enjoyed them and found them easy reading.

Physics for Future Presidents: The Science Behind the Headlines by Richard Muller — This is the last one my son will be getting to for the year. It covers topics like terrorism and global warming. He has an interest in politics as well so I think it will be very good for him. I love how it applies physics to our world.

How Things Work: The Physics of Everyday Life by Louis Bloomfield —  I purchased this book but did not end up using it for my son when I found out he was expected to sue the textbook instead. This book is very much like a textbook but seems a bit more accessible. It seems to cover all the basic concepts. I plan to have subsequent children use it.

For the Love of Physics by Walter Lewin — I only ran across this book recently. I purchased it but have not looked at it much. It looks very good and I suspect I will use it in the future.

physics-1.jpg

Lastly, I want to mention Paul Fleisher’s books. He has wonderful short but well-written introductions to various science concepts. They are really middle school level but if you have a child who is not quote so science-y I think you could sue them in high school too.

Happy reading!

Nebby

 

Living Books on the 1990s

Dear Reader,

This is part of my continuing series of posts on the books we have been using on our homeschool. Find all my booklists here.

As I mentioned in my post on the ’70s and ’80s, it is getting tougher as we get closer to present day to find good living books to use. I was caught off guard when I realized that our spine series ended at 1990 so I scrambled to order all the library books I could find for kids on the 1990s. I checked out as many as I could and began sorting through them to find something that I could read to my kids (grades 6-11) to give them an overview of the major events of the decade:

Looking at all these books makes me appreciate how much better our spine series (Our Century) really was, though it may not be considered living by some.

The two I ended up using are The one on the top left there — The 1990s: Decade in Photos: The Rise of Technology and A Cultural History of the United States through the Decades: the 1990s by Stuart A. Kallen (top row, third book over). Note that the first book has no author listed on the cover; this is not a good sign. It is the simpler of the two and is really elementary level. I used it because it gave a not-too-too- bad synopsis of some events tat the other book left out. Kallen’s book is fuller and goes more in depth but it is a cultural history if the US and touches less on international events.  My third choice from this lot would be History of the 1990s (top, right) but in the end I decided it was a bit worse than my other choices. I did keep out Fashions of a Decade: the 1990s but used it only to show pictures of the fashions and trends of the era. The three on the bottom row I did not like.

More and more of what we are studying has direct bearing on current events so I have begun to take a slightly different take in their individual reading. My goal is for my kids to begin to understand the issues behind the stories they might see in the news. When studying Watergate, I ran across a book that I really liked edited by a woman named Debra A. Miller. A library search revealed that she has a quite a number of volumes available. They are part of different series and so there is some variation in format. Many, like the one I used on Watergate, are compilations of primary sources with only brief, added introductions. These selections may be speeches or statements by politicians and various groups or articles for or against an issue. They seem to be intentionally well-balanced — for every opinion on one side of an issue, there are opinions on the other.

So I began by getting a number of books on various countries and having each child pick one.

1990s 1

We ended up with North Korea, Darfur, Pakistan, and Iran. There is some variation in how hard these books are. Certainly a high schooler could handle them. A middle schooler might have to stretch a bit more. I wouldn’t recommend them for elementary age. I did not require my children to read all of their book but selected the essays that I thought most relevant. I also gave them each some targeted narration questions; that is, rather than just “narrate this” I would say something like “on today’s readings I want you to tell me about nuclear weapons in Pakistan.” Because they are each reading about different countries, they also have to share what they’ve learned with their siblings.

After picking countries, we are moving on to issues. Debra Miller again has numerous books on the hot-button topics of the day:

Some topics are political, some cultural. Some are more appropriate for my younger kids; some are acceptable for high schoolers. As I write this, we are just beginning this process, but my intention is to do the same as we did with the books on countries — guided narrations and presentations to their siblings.

One last book on the ’90s:

1990s 2

I found this one on Hispanic America which I may have my 6th grader read in place of one of the issue books. It seems to give a good idea of the scope of what we mean wen we say “Hispanic” and the different cultures that encompasses.

Nebby

 

Living Books on the 1970s and 1980s

Dear Reader,

I have fallen a bit behind so I am going to give you the books we’ve have been using on both the ’70s and ’80s at once. We moved through both decades fairly quickly anyway. You can find all my lists of living books here.

This is a tough chunk of history to find good books for. IMO older books are more well-written, but you just can’t be that old if you are on recent history, now can you?

Our spine for the year, a series called Our Century by Gareth Steven Publishing, only seems to go through the 1980s; at least, I don’t own the volume for the 1990s and I couldn’t find it in my library system.  We did use the two volume son the ’70s and ’80s to finish up this section. As I am currently looking around for other books on the 1990s, I am more impressed with this series. The volumes are written as a series of separate articles, some written like news stories. They often take the perspective of putting you right in the time — i.e. they use the present tense. Though this is not one continuous narrative, for an overview of the time, I think they are fairly interesting and, as you get closer and closer to modern day, it is hard to find that. I like that they have few sidebars and the like which more recent books tend to overdo.

We covered the Vietnam War with the 1960s so I am not going to touch on that here. We had also dealt with the Cold War in our study of the ’50s and ’60s.

The big domestic topic for the 1970s is Watergate.

If you have a high schooler and a lot of time, there is no substitute for Bob Woodwards and Carl Bernstein’s classic account of their investigation, All the President’s Men. I remember reading his book in high school myself though I also remember that a lot of it went over my head. We didn’t want to take the time so we watched the movie version. I know given the length of the book and the length of the move that there must be a lot left out but this is a very well-done movie. The action keeps going, it was easy for even my middle schcoolers to understand, and they really appreciated the story. I’d watch it even if you are reading the book (afterwards, of course).

Bob Woodward has also written another book, Secret Man, that traces the identity of their famous secret source “Deep Throat.” If you have  a high schooler and want to really go in-depth, you might consider this one. I thought it would be too much for my kids who only came into this with the barest sense of what Watergate was at all. I believe Woodward and Bernstein also wrote other books covering  the later days of the scandal and its aftermath as well.

At the other end of the spectrum, younger children might enjoy The Story of Watergate from the Cornerstones of Freedom series. This series gives nice introductions to a variety of topics at an upper-elementary to middle school level. Just be sure to get the older version of the series whose titles begin with “The Story of . . . ” The newer ones are much worse.

I read a portion of Art Buchwald’s “I am Not a Crook” and read selections aloud to my kids. It is amazing what you can learn about a time but reading political satire of it 😉 I don’t remember Watergate and my kids certainly knew little of the time but I found many of the short articles in this book entertaining and the ones I chose to read to my kids they also enjoyed. It’s definitely middle school and up and probably better for high schoolers.

Moving on to the Carter presidency, my 10th grader read What the Heck are you up to, Mr. President? by Kevin Mattson. This book tells the story of a speech Carter gave which should have been pivotal but wasn’t. From her narrations it does a really good job of telling about the issues of the day and she seemed to enjoy the book and understand it well. High school level again.

One of the big controversies of the time was the Iranian hostage crisis. I wanted to give my kids a sense of this not just for the historical value but also because Iran is still so much in the news. My 6th grader read America Held Hostage by Don Lawson which covers the Iran-Contra scandal as well. Amazon lists it as 7th-12th grade and I would say it was a bit of a stretch for her but it seemed like a decent book.

My 7th grader read Taken Hostage by David Farber. This too seemed like a solid book that gives a good intro to the issues.

My 11th grader read Shah of Shahs by Ryzard Kapuscinski. This book introduces the political situation in Iran rather than focusing solely on the hostage crisis.  It too seemed good. It could probably be done at a slightly earlier age, like early high school.

In fiction that gives a sense of the time, I had my 7th grader read When Zachary Beaver Comes to Town by Kimberley Willis Holt, the story of the fattest boy in the world who comes to a small Texas town and makes life more interesting for its residents. My 10th grader was upset when she saw him reading this for school and exclaimed, “Hey, I read that! I didn’t know it was a school book!”  When pressed, she admitted she had liked the book but she still felt tricked. I’d call it middle school level though honestly I’m not sure how much my kids learned about the 1970s from it.

My 6th grader read When You Reach Me by Rebecca Stead. This one is set in 1970s New York City and the protagonist’s mother is slated to appear on the game show $20,000 Pyramid. There are other plots about her friends and there is some mystery involved. It turns out you can still get old episodes of the $25,000 Pyramid on TV (the amount of the big prize changed over time) so my daughter got into those as she read the book, for better or worse. Se seemed to enjoy the story and I think it gave a better sense of the time than Zachary Beaver but I found her narrations hard to follow and I suspect it is not that well-written. Definitely middle school level or maybe upper elementary for a good reader.

I read Revolution is not a Dinner Party by Ying Chang Compestine aloud to my middle schoolers. It is the story of a Chinese girl during Mao’s Cultural Revolution. I didn’t think it was the best-written book I’ve ever read but it did give a pretty good sense of what things were like then. I’d call it middle school level.

For myself I read Kite Runner by Khaled Hosseini. This is the story of a boy growing up in Afghanistan through all the political changes there. I did learn a lot about the history of this very important place in today’s news. I began reading the book to see if it would be appropriate for one of my high schoolers. I decided not to let either of them read it yet. There are some very adult situations which are quite integral to the plot so read with care.

The big story for the 1980s is the end of the Soviet Union as such. My 6th grader read the Cornerstones of Freedom series again, The Story of the Fall of the Soviet Union. I also had her read Cause & Effect: the Fall of the Soviet Union by Don Nardo. It was in her words “okay.” I am not sure I would say it was spectacular but it seemed decent.

My 7th grader read The Rise and Fall of the Soviet Union by John R. Matthews. It seemed again like a decent book.

My 10th grader read The Rise and Fall of the Soviet Union (a popular title apparently) by Michael Kort. Her words : “It was okay for a school book.” She is very hard to get praise from so count this as a recommendation.

Nobody read The Age of Delirium but I did check it out. It looked long 😉 Amazon gives it good reviews but it definitely seems like high school level or above.

I am going to leave off here for now. Moving from the 1980s to the ’90s and beyond, I am having my children focus more on issues than events, but I will discuss the books we are using for that in my next post — stay tuned!

Nebby

 

 

 

Method vs. System in the Law of God and Living Books

Dear Reader,

In the very CM spirit of making connections, I would like to discuss educational methods,  living books, and the Law of God.

In Charlotte Mason’s first volume, Home Education, she urges parents to consider the “method” behind their parenting but not to be sucked into accepting a “system.” Following a method, she says, implies “an idea, a mental image, of the end of object to be arrived at” (Charlotte Mason, Home Education; Wilder Publications, 2008; p. 18). But, Charlotte warns, a method may degenerate into a system which “is pledged to more definite calculable results” (p. 18) and “is mischievous, as producing only mechanical action instead of the vital growth and movement of a living being” (p. 19). Notice the contrasts: A method is an idea, a system is mechanical; a method aims at an image whereas the results one gets from a system are quantifiable. With a method, you have a picture in your head of where you are going. With a system, you can use a checklist: Have I done this or that? You can assign a number (a test score perhaps).

A system is not living and should not be used on living beings; it is for things. But a method takes into account the needs of living beings. It accounts for personality. If a method is an idea, it follows that a system is fact-based. So we see the first connection: as a method is to a system so living books are to textbooks. The one gives ideas and feeds a living soul; the other is mechanical and fact-based. It is not fit food for a living being. The attraction of a system is that it is quantifiable — you can measure it and you know what you are getting. So too when we assign a non-living book, we can give fill in the blank questions. We know what we want — specific facts — and we can check off whether the student has learned them. Not so a living book which demands narrations. One test of a living book is that Jane and Bob will get different things out of it or even that if Bob rereads it he may get new things out of it. Its results are unpredictable, but of far greater value than the facts we get from our textbooks.

I am indebted to one of the members of my local CM discussion group for the second connection. She equated method and system to the Law and Gospel. I am going to alter this slightly. I think the line is not between Law and Gospel but between what God’s Law truly is and how we portray it. God’s Law (and have said before in this post and this one) is a perfect image. God in  His being defines what is good. His Law is not a list of do’s and don’ts but is a perfect picture. If we were doing picture study, I would show you a picture — let’s say it’s the Mona Lisa — and ask you to describe it. You might do a wonderful job and tell me about the woman and what she is wearing and how she is smiling and even maybe say something about the artist’s brushstrokes and how he achieved his effect (if you are very good at these things). But if I took your description and handed it to another artist and said “now paint this,” would he produce the Mona Lisa? Of course not. No matter how good your description of the picture is it cannot truly convey the picture itself. So too our synopses of the Law of God do not accurately convey the Law. Even the best of them — of which the 10 Commandments is one — are only approximations. This is what Jesus tells the Pharisees when He chastises them for obeying the letter and not the spirit of the Law. It is what He teaches when He says that “Thou shalt not murder” also means don’t curse your brother or that lust is akin to adultery. The best summation of the Law is the briefest: “You shall love the Lord your God with all your heart, soul, mind and strength and love your neighbor as yourself.” But we don’t like this because it is hard to see if we are doing it. We want that checklist; we want quantifiable results. God humors us in that to a certain extent; He does give us the Ten Commandments, as well as various other summations of His Law, but they are all imperfect; they cannot truly encapsulate a Law that is just as full and perfect as its Creator.

I started with Charlotte Mason’s discussion of parenting philosophies so I will end there. Parenting is a big, important job. It’s not one you can do over (at least not with the same child) and, because we love our children, we consider the outcomes vitally important. We really, really don’t want to mess this one up. I think we often start with a method in our heads; we have some picture or where we want to go. But we get tense about the results and whether we are really getting there so, as Charlotte says, we let it degenerate into a system with quantifiable results. It doesn’t help that this is a long-term project and the outcomes are not easily or soon visible. But — just as in our efforts to keep God’s Law — the answer is not in ourselves. The answer is in the Gospel. It is Grace. It is God doing for us what we cannot do ourselves.

Nebby

Living Books on Anatomy and Medicine

Dear Reader,

Rather inadvertently, my 7th grader has ended up reading a number of books this year on anatomy and medicine so I thought I would share what he has read this year as well as some books we used in the past. You can find all my lists of living books here.

Though not the first book he read, John Hudson Tiner’s History of Medicine would be a good place to start.

anatomy1

Tiner’s books are generally middle school level though I have used them in high school as well (especially for non-science kids). Though they have lists of questions at the end of each chapter, we just use them as we would any other living book — read and narrate, read and narrate. Though they may appear textbook-y, they really are quite readable. I like the history of science approach of this one.

Another middle school age book — I am Joe’s Body by J. D. Ratcliff — goes through the body systems one by one. Though older (and perhaps harder to find), it is quite detailed. There may be some things which have changed in our understanding over the years though I think it’s always nice to be able to point these out and show that science is not static.  I would not use this book for elementary but you could use it in high school as well.

One of my favorite books was a use book find from a number of years ago: Spare Parts: From Peg Legs to Gene Splices by Wendy B. Murphy (pic below) is about all the ways we alter the human body, from ancient prosthetic noses to modern genetic engineering. Middle school level again though I use it as part of my high school biology reading list.

anatomy-2

Another winner: Phineas Gage by John Fleischman. This is the true story of a New Hampshire man who got (I think) a railroad spike through his head, the problems he faced and what his doctors learned about the brain from him. It is not long and is engaging reading.

Albert Marrin is one of our favorite authors. Many of his books are on history, but he has a couple on science. One I’ve used for high school biology is Dr. Jenner and the Speckled Monster, a book about smallpox. Another to consider is Little Monsters: The Creatures that Live in Us and on Us. I may have my son do this one next.

biology4

Again, probably a high school level book: Mr. Tompkins Inside Himself by George Gamow. My Tompkins literally goes inside himself and explores all his bodily systems.

Lastly, a few books for younger kids: The Brain: What it is, What it does –well, you can guess what that’s about and Your Insides by Joanna Cole (oh she of Magic School Bus fame; I won’t even begin to list Magic School Bus books; you can look them up on your own if you like them). The latter is one of these flip and see inside books. Both are elementary level. Blood and Guts which is from The Brown Paper School has text and simple experiments. We used it a few years ago. I would call it upper elementary to middle school level. Not perhaps a true living book but it is written in an engaging manner. There is one illustration of mammals and their brain sizes that I can still picture in my head. Lastly, if you have a boy resistant to reading, you might try the Andrew Lost series by J.C. Greenburg. My oldest enjoyed them for a time. They are chapter books on about the level of Magus Treehouse. I am sure they will strike some as not real living books. A boy and his friend (cousin? It’s been a while and I’m not sure) get shrunk and go on some gross adventures — but at least they are gross in a finding out about anatomy and plumbing sort of way.

Happy reading!

Nebby

 

Living Books on the 1950s

Dear Reader,

This is part of a continuing series as we work our way through American history. You can find all my booklists here.

Our spine series this year is called Our Century. Though perhaps not living by some definitions, it is well written. You can read the earlier posts for more on why we are using this series (which has a lot to do with availability).

I am finding that there are some eras for which little is available. The 1950s is one of these. When we come to the 60s and Vietnam, there is a ton out there, but there seems to be a dearth of good books for kids on the 1950s. Even in the Truthquest guide for the period (which I use as a bibliography), I couldn’t find much. We are only spending a week or two 50s, but I will still disappointed with the selection.

The two big topics for this decade are the Cold War and Civil Rights. I am trying to give my 11th grader a more global perspective so I am him read The Long Peace by John Lewis Caddis.

The book really covers much more then just the 50s and it will take him at least a month to read so this will be his history for a while. We had this book on our shelf, I assume from some class my husband did in college. I read the beginning and while it is dense I found it quite readable.

My 6th grader read The Story of the Cold War from the Cornerstones of Freedom series. I like this series for upper elementary and early middle school to get a brief introduction to a topic we can’t spend a lot of time on (see this post for more on the series and why you should look for the older editions).

My 7th grader read The Berlin Wall by Lisa Mirabile. He says it was a “decent sort of book” which is high praise from him 😉 It could be used for upper elementary as well. I think it does a pretty good job of showing the impact of the wall.

The second big topic from the 1950s is Civil Rights.

I had my 10th grader read The Barred Road by Adele Leeuw. It is fiction — the story of a white girl who, against her mother’s wishes, works with black children and makes friends with the new black family next door. This is a book to give the feel of what it was like to be black, or white, then, not to get specific historical information from. She seems to be enjoying the story.

My 6th grader also read Bright April by Marguerite de Angeli. The book itself was not hard and could be used at a younger age. De Angeli is a well-known author so I had high expectations but I’m not sure my daughter got as much from the book as I would have liked.

I read North Star Shining aloud to my two younger ones. It is poetry showing the plight and progress of African Americans in the US. It talks about both the general and about specific people. I enjoyed reading it for the sound of the poetry. One could certainly use it with elementary age but you could also use it even in high school I think if you wanted to take the time to learn a little about each of the people it mentions.

I looked at but did not use two other books on the plight of African Americans: Going North by Janice N. Harrington and Time of Trial, Time of Hope: The Negro in America, 1919-1941 by Milton Meltzer. The former seemed too simple for my children; it has relatively few words but might be good for lower elementary. The latter, as its subtitle suggests, really covers the period of the world wars. It looked good but wasn’t quite what I was looking for right now.

That’s all I’ve got on the 50s. Next up: the 60s and the Vietnam War (lots of books there!)

Nebby

Living Books on WWII

Dear Reader,

We spent four weeks on World War II which is a lot for us this year with more than 100 years to get through (1900-present). Still there are so many books I wish we had gotten to but didn’t have time for. You can find all my lists of living books here.

Living Books on WWII

We continued with our spine series Our Century. I won’t dwell on it; you can read my reasons for using this series in earlier posts. To this I added another book that covers the scope of the war:

ww2-8

The Good Fight by Stephen Ambrose covers the major battles and movements of WWII in a page each. It doesn’t look too much like a living book on the surface, but I was pleasantly surprised by the content. Though Ambrose gives sidebars of “quick facts” and only spends a page on each subject, his writing is good. He incorporates quotes and little tidbits from those involved and manages to make each little segment a bit of a story. FYI this appears to be the same Stephen E. Ambrose who wrote Band of Brothers and other adult books (which you might want to consider if you have a high schooler).

My 11th grader read Hitler’s Cross by Erwin Lutzer. I’m a little jealous; I wanted to read this one myself 😉 Lutzer is a retired pastor and writes about Hitler’s Christianity and his theological import (is he the/a antichrist?). My son ate this up. He even went online himself to look up Lutzer and his church to check his credentials.

I love Albert Marrin (my children are of mixed opinions). His books tends to pick a specific aspect (Stalin, the war in the air) but to nonetheless cover pretty much all of a topic. We only made use of one this time: my 10th grader read Uprooted about the Japanese internment camps in the US. Generally Marrin’s books are high school level though he has some that are simpler.

Another favorite author, Irving Werstein, writes at a slightly easier level; most of his books are middle school level. He too has a lot of books on specific subjects within the broader heading of WWII. I had my 7th grader read The Uprising of the Warsaw Ghetto.

 

My 6th grader also read a Werstein book, The Long Escape about children escaping from Belgium during the war.

The stories of people escaping and/or hiding from the Nazis have given any authors many wonderful stories. I couldn’t even begin to scratch the surface of the books available. But here are some we used or considered:

Snow Treasure by Marie McSwigan tells the story of Norwegian children helping to secret their country’s gold out of the country right under the noses of Nazi soldiers. We happened to have a long car trip so we listened to the audio-book version.

Twenty and Ten by Claire Huchet Bishop is a charming story about some children who having fled the city themselves, help hide Jewish children from the Nazis. I read it aloud to my two younger children (though it is really elementary level).

Number the Stars by Lois Lowry is upper elementary-middle school level. Again, a girl’s family helps her Jewish friend escape. We did this one as a read-aloud as well (trying to squeeze in as many books as possible).

My 7th grader also read Silence over Dunkerque by John R. Tunis. It tells the story of a soldier and his family during the British and French evacuation of France early in the war.

Books we considered but didn’t have time for: The Ark by Margot Benary-Isbert, When the Sirens Wailed by Noel Streatfield (at one point my older daughter read a number of Streatfield books), and That Denmark Might Live by Irving Werstein (again).

Next up: the 1950s.

Nebby

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