• Author
  • #2006

    Hello 7th Grade Humanities families!

    The first day of 7th grade at Surprise Schole Academy. It was quite a humbling day for me thinking of how much I want these young men to be equipped for their journey as mighty men of God. They are so full of promise and gifts. Wow!

    This class is probably going to be different than what they have encountered before. Whereas before they would be taught and then complete the tasks to demonstrate their acquired knowledge. Now, they will be responsible to know the information in which to engage in conversations/discussions in class the following week.

    Art: Leonardo da Vinci’s The Last Supper
    Copywork: I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do. Leonardo da Vinci
    Music: Bach

    We will be spending the first block touching on the Renaissance and Reformation. We read several lessons from Mystery of History for this class, and we had some great discussion from those lessons. Great job students! It went longer than I expected, but if wonderful conversations result from their work, there is little better than that. 😉

    We jumped into Lost Tools of Writing Essay One: Invention. We created an ANI chart based on the Issue of “Whether Edmund should have followed the White Witch.” After a resounding, “NOOOO” from the students (😂), we created an ANI chart which lists the Affirmative (A), Negative (N), and Interesting (I) concepts. To their surprise, there actually were many reasons for the Affirmative than they anticipated. 😉 All they have to do now is add more to their ANI chart (possibly after watching The Lion, the Witch, and the Wardrobe again). We are watching it now, in fact. 😊 That’s all for this week.

    We started It Couldn’t Just Happen. I taught them how to take notes using the Rhetoric Guide. I gave them their first copy to practice on. I will send the attachment if you want to print out more. You are welcome to have your student just use it as a guide and just write the answers in their notebooks. This book will prepare them to answer those difficult questions that will arise in their journey.

    Next week, we will start The Fallacy Detective.

    Literature for this week is from the Tales from Shakespeare. They will read three tales this week, all comedies. We will compare and discuss some tales each week. We are learned about Iambic Pentameter. Ask them to tell you about it. 😉

    For Cartography, I gave them their packets of what to label and their glossary packets. I will send you another attachment for the schedule of the year so that they know what to expect. We will have a couple of quizzes this year in class later on as a form of accountability.

    IJCH Chapter 1. Take notes and be prepared to discuss.
    Memorize Catechism questions #1-3
    Read The Tempest, Midsummer Night’s Dream, and Winter’s Tale
    Comprehension questions
    Mystery of History III:
    Read lessons 13, 21, 23, 24, 27, 29
    Canada terms,
    vocabulary (Altitude-Basin)
    Please refer to that video that I sent about setting up your materials for Cartography as an idea. I’m open to other ideas, but I liked it.
    Draw map daily and be ready to present their best map next week.
    Finish ANI Chart. We will complete the chart with their ideas next week.

    I think that’s it for now. I hope they enjoyed their time today. I am blessed to have them and to have had you mommas in the class as well. I’m here for you. Whatever you need!

    Melana Salsbury


    Hello 7th grade Humanities families!

    Today’s copywork: I cannot and will not recant anything, for to go against conscience is neither right nor safe. Here I stand, I can do no other, so help me God. Amen. Martin Luther
    Art: Leonardo’s Mona Lisa
    Music: Bach

    We started right into Lost Tools of Writing. We added more to our ANI charts before moving on to Essay One: Arrangement. Next week is Essay One: Elocution. It is so super easy and basic that I think that couldn’t believe that they were actually spending class time on these steps. They are to enjoy these steps because it will not always be like this. We are to trust in the process and allow this time to throughly understand the most basic structure of essay writing. We finished today’s assignment in class. However, I asked them to come up some “issues” pertaining to their Shakespeare tales that they have been reading. I would like to create another ANI chart next Monday if time, seeing as next week’s class will so simple again.

    We then spent a while talking about the tales of Shakespeare. I hope that after discussing the different tales, they have thought of the stories as “interesting” rather than “weird.” 🤣 I put up some of sections of these Shakespeare plays written in original text to see if they could figure out who said them. They did pretty well. We could spend months on these tales, but we are trying to get an exposure to Shakespeare. I think they are getting at least that. I hope that the exposure will assist in years to come. Two more weeks of tales and discussions. Next week I would like them to lead more of the retelling of the tales, not me so much. Ask them to come up with questions/thoughts/topics of discussion for me or the class.

    I apologize to the students and you, but I did write down the wrong Tales from Shakespeare to read this week. So sorry. They are to read Taming of the Shrew, The Twelfth Night, Comedy of Errors and Much Ado About Nothing.

    At this point, our giggly, goofy young men needed a break. When they returned I felt that they needed a reminder about staying on task. I want to see them work towards being the leaders of discussions. It’s not going to happen immediately, but if they get used to using class time to be silly, then it won’t happen as easily. I talked to Josiah about the off-topic comments, and he said that they are supposed to have fun together. I said that they are to be learning together. 😉 It was not a horrendous problem, but I just want to let you know that they were talked to and reminded about proper behavior. They are really enjoying each other which is so special. I even gave them a few minutes just to talk about what they like to do…and SURPRISE! Computers, robotics, programming, etc. 🤣 That little break gave us the recharge to start up logic and fallacies as well as Cartography.

    After encouraging them in their walk as believers to be truth tellers and the know the answers for why they believe what they believe, we started into The Fallacy Detective. It’s a fun book. We did Lesson 1 today in class, and then we did the questions in class. I was surprised that the answers didn’t come as easily as I thought the would. Please go over the activity again with them. Cover the answers so that they have a second chance to answer without seeing the correct answers. I wonder if you will see what I saw. I think that they may have been thinking too hard. Please report back to me about how they did. Maybe they have now understood my explanations as to why the answer was what it was, but I think it would be good for you to take some time to do the same activity with them.

    We didn’t get a chance to do It Couldn’t Just Happen today, but they are to go on to Chapter 2. I’ll rearrange next week to have more time to discuss both chapters.

    The boys shared a map or two with each other. We clarified any confusion. They should draw and label their maps probably on white paper. The 11×17 paper should be see as the final world map size. I showed them some student samples and how they were scaled down to fit on the 11×17 paper. A helpful tip is to divide that paper into the main longitudinal and latitudinal lines (equator, tropic of cancer and Capricorn, arctic and antarctic circles, and prime meridian). They needed to start somewhere, and I’m proud of them plowing through something so challenging (This is where positive peer pressure is good stuff.).

    I believe that’s it for now. I am just loving these young men. Oh, one funny thing was when we were talking about Prospero testing Ferdinand’s constancy in The Tempest. I mentioned that their characters should be constant (consistent, faithful) regardless the company they are in. I touched on possible future interest in girls and of being of good character…I wish you could have seen their faces!!! 🤣 I take it that girls are not an issue! 🤣 Good thing, right!?!?!

    As always, let me know how I can help. Have a great week!
    Love, Melana

    LTW – We finished the outline in class.
    – Create new “issues” using Shakespeare tales. Maybe 2-3? You can have them do more orally as well, just to get used to the process.

    Tales from Shakespeare – Taming of the Shrew, The Twelfth Night, Comedy of Errors and Much Ado About Nothing. (Please note the change)
    Comprehension questions used at your discretion.

    Fallacy Detective – go over lesson one with them again

    It Couldn’t Just Happen – Chapter 2, Rhetoric Study Guide

    Cartography – vocab (bay-branch)
    – Canada features
    – bring maps to class, be prepared to share their work
    – be prepared to share techniques of what worked and didn’t work
    – use their 11×17 paper to scale their maps on the last day of the week

    Mystery of History III – #30, 32, 34, 39, 41, 45

    • This reply was modified 2 months, 2 weeks ago by  admin.

    Hello 7th grade Humanities families!

    Art: Arnolfini Portrait by Jan Van Eyck
    Music: Bach
    Quote: God writes the Gospel not in the Bible alone, but also on trees, and in the flowers and clouds and stars. – Martin Luther

    We started with Shakespeare today. The stories from last week had so many similarities and crossover themes that I decided to do a Venn diagram on these stories. I do believe that the similarities caused quite a lot of confusion, for myself as well. We kept mixing up names and story lines. 😆 I’m learning so much right along with these young men. They get to read three more this week: Romeo and Juliet, Hamlet, and MacBeth. These ones will be tragedies instead of comedies. I’m thankful for the exposure they are getting. I still just wish I had more time with them. 😉

    For LTW, we did the very most basic essay EVER! Hopefully, the simplicity is going to lead to a successful experience with writing future papers. I did have them come up with some “issues” based on the Shakespeare stories they’ve read. Now, they will create an ANI chart from one of those issues for me to look at next week.

    After a break…BTW, mom’s, Tyler confiscated my phone to take a group selfie while I went to the restroom. We all cracked up. I’ll send it later. 😂😆

    For cartography, I taught them how to scale their maps so as to get Canada down to how small it would be if the whole world was to fit on one 11×17 piece of paper. They will need some practice at this. Our longitude measurements were 19 mm per 15 degrees. Our latitude measurements were 24mm per 15 degrees. Ask them to teach you. If they can’t, and you don’t know how either, I want to help. Then they drew a little bit. I really hope they can get over any humps they’re experiencing.

    Next, was logic/rhetoric. We did Fallacy Detective #2 in class. That was much better than last week. Then we discussed It Couldn’t Just Happen. I asked them that as they are reading, if they could come up with questions Non-Christians might ask that they can now provide an answer for. Make sense? Hopefully they understood me. It might give some purpose to their reading instead of just taking notes. I will still have Josiah take notes in order to keep him focused as well as to give him practice in taking notes. But I want their brains engaged while they read. Let me know if you want me to re-explain. I have a tired brain. Forgive me for any confusing updates. Getting these updates done by Monday night are a killer for me. Plus, I was taken out to dinner for my birthday. 😊

    I really hope that next week we will be able go over all of the history from Mystery of History and see how it all has connected and progressed. Since their LTW will start to be harder, they will have less history to read. They’ve caught themselves up to the Early Modern time period at this point.

    I really hope this all makes sense. Again, very sleepy girl here. I’m here for you as always. We still need to work on them regarding taking bird walks. Unfortunately, when they are serious and quiet, I feel like they are tuning out. Then when someone says/does something silly, they all perk up and give their attention even to me…for a while. Let’s pray for our young men to find that joy in learning and the balance of silly and focused.

    I just love them. I could sit with them all day talking. I was so bummed when classed ended today.

    Have a wonderful week. I am here for you all. Let me know how I can help.

    Love to you all, Melana

    Shakespeare: Romeo and Juliet, Hamlet, and MacBeth. Study Guide as suits you and them.

    LTW: Write the most rudimentary essay they have ever written. 😂 I showed them exactly what they need to write. They can write or type. I will
    also look at these next week.
    I will also look at their ANI charts based on an issue from one of the Shakespeare stories.

    Cartography: US (States and Capitals)
    Vocabulary – breakers to cape

    Logic/Rhetoric: Chapter 3. Rhetoric Study Guide/Notes. Think of questions Non-Christians might ask that they can find answers for in Chapter 3. If time, see if they can find any from the first two chapters as well.

    MoH III 51, 52, 53, 81


    Hello Dialectic Humanities Families!

    We started our day today discussing Michelangelo and the Sistine Chapel. It is an impressive work of art! I gave the students a copy of what the different parts/ paintings mean. We were able to identify a few already. I asked the boys to get online and see if they can match up more of the drawings to the map that I gave them. To imagine Michelangelo lying on his back for so long and so high up, is truly remarkable!

    We finished up our series on the Tales from Shakespeare by listing out the common themes or topics from Romeo and Juliet, Hamlet, and McBeth. There were definitely a lot of similarities including tragedy, death, duels, poison, etc. We then made a Venn diagram with those points. They were able to do this quite easily after we had established the common themes.I believe that they have received a good exposure to Shakespeare’s tales. if they do decide to take the Shakespeare test, which is not necessary, I would like to know how they did.

    I also handed out a printout of a soliloquy from Shakespeare’s As You Like It. It is a very popular soliloquy, and it details out the stages of life or the cycle of life. I asked the boys to identify what those stages are from that soliloquy.

    Since we have finished the stories of Shakespeare, the boys will be starting a new book called The Witch of Blackbird Pond. I introduced to them the religious and political environment that the book was written in. It is a historical fiction about the Puritan lifestyle in Connecticut. I asked them to think what it would be like if they were forced to act in a different way than they were accustomed to. I forced them to sit up straight, feet flat on the floor, eyes forward, no eating, no talking whatsoever, etc. That kind of expectation on them would not have been easily enforced. I made them try it. They were very uncomfortable. This story is about a young woman who had to adapt to a Puritan lifestyle after living in an area where she was much freer to live as she wished. They will be reading the first eight chapters this week and completing the comprehension questions.

    Last week the boys were supposed to create and ANI chart for an issue that they created based off of one of the Shakespeare tales. This week they’re going to write another rudimentary essay the same way we did the one for The Lion the Witch and the Wardrobe. I hope they have grasped the idea. We then proceeded on to Essay Two: Invention. We walked through the five topics, which include comparison, definition, circumstance, relation, and testimony. These five topics were meant to continue generating further ideas for their ANI chart to make sure that they haven’t missed some connection through the story. They were to add the examples that we came up with in class onto page 9 in their student workbook. We did that in class. They will also be applying these five topics to their Shakespeare ANI chart, which I will ask for on Monday to verify their understanding. I tried to be very clear in my instructions as to how to carry out their two LTW assignments. But as always, let me know if there’s any confusion.

    We had some time today to talk about the importance of logic and being able to give an answer for what you believe. We talked about being able to carry-on respectful conversations and answer challenging questions are important as we are to be messengers and ambassadors for Christ. I did not assign a new chapter for the book It Couldn’t Just Happened. I asked them to go back through chapters 1-3 and create “What if’s” questions and then provide the answers as well. They can hand-write these or type these. They should be taken directly from the book. An example that I shared was, “What if there were not any gulf streams?” The answer was: “the water would not circulate or ventilate and therefore we would not have filtered water coming from the top to the bottom. The bottom animals and plant life would die for lack of oxygen. We would also be forced to deal with nasty, probably swampy ,water.” They have been doing summaries of these chapters, but I think it would be a better way for them to learn to communicate Scientific information this way instead. This way they can have a way to begin thinking critically.

    We also read lesson #3 of The Fallacy Detective. We read it and discussed what it was about. We did not however answer the questions. Therefore that still remains as homework as well.

    We did pretty well on time today. I would have liked to begin reviewing what we have read from the book Mystery of History. But I would rather have Luke there when we do that. So, hopefully next week.

    I was asked about what we were going to do for symposium on week six. I went over that with them, but I thought all of the moms already knew. I told them that they needed to pick one of the memory work facts and be prepared to present some demonstration oh that learning. It can be a trifold board or a poster board. It can be a model. I even talked to them about the salt dough map. They have never done that before, so if that does not appeal to you, then I’m sorry I put the idea in their head. 😉

    Regarding cartography, I know that we had an impromptu meeting today, and we have a different direction to take regarding the size of the maps. Some things are going to change for cartography soon but not until next block. An amazing thing happened. On Friday, Courtney and I were talking about how the seventh-grade boys were bored during memory work. She had asked me if there was something that I could take out of our humanities class and have someone else teach it in the morning. I thought that that would be a great idea except I had no idea who would be willing to do that. And then… Mrs. Melanie Hoff approaches Courtney about the boys being bored during memory work just today. So I believe that we are heading in the direction to have Melanie take the boys during memory work time and have some quality time on cartography. Not everything is set in stone yet, and I would like the boys to not know until this Block is over. They’re supposed to present on memory work for symposium, so we should probably keep them in that position until then. Shannon, Melanie and I talked about it today after classes. I would still like your input and to hear from you if you have any thoughts or concerns .I believe it will make cartography a more meaningful for them. I really wanted to do the cartography this year, but I also knew how much I was trying to incorporate into our humanities class. I just wanted for Josiah to do cartography with his peers. It’s a great way to keep each other accountable to the work. I am hopeful that this will make for a good change.

    I hope it was a good day. We certainly did miss our Luke. I hope he is feeling better. We’re praying for your family.

    As always, I’m here for you. I have been so blessed to be doing this year with your families. Having two young men to learn with has given so much growth and life to Josiah. I’m grateful for our village.

    Love, Melana

    Cartography – U.S. Part II, draw their maps daily, vocabulary (cave-cliff)

    Mystery of history – 54, 55, 56, 57, 17

    Literature – The Witch of Blackbird Pond, read Chapters 1-8, comprehension questions

    Shakespeare – read soliloquy from As You Like It. Identify the different stages of life.

    Logic – go back through chapters 1-3 in “It Couldn’t Just Happen.” Create “What if” questions with their answers. Complete the questions to Fallacy Detective lesson #3

    LTW – write another rudimentary essay this time for their Shakespeare issue, apply the five topics to your Shakespeare issue after doing the rudimentary essay.

    Art – find/match more images of the Sistine Chapel map


    Hello Dialectic Humanities Families!

    Art: Rafael’s School of Athens
    Music: Martin Luther’s hymn: A Mighty Fortress Is Our God
    Quote: As You Like It: All the world’s a stage…

    We then read the soliloquy from As You Like It and found the seven stages of men/life. They did well at picking out the seven stages. This is a well-known ancient understanding of the cycle of life.

    We then proceeded to review Chapters 1-3 of It Couldn’t Just Happen. I think we saw the impact of not coming prepared to class. 😉 I hope they will learn how to come prepared each week. Our class depends on it. Otherwise, they will always have to listen to me. 😂 I am excited that Josiah put so much time into creating and documenting his questions and answers. Can you imagine what kinds of discussions we can have if everyone did the same type of thing for each subject. Hopefully, the example from today will help to inspire all of the them in the future. (I hope that doesn’t seem like I am bragging on my boy. 😬 I’m just really hoping to get them all critically thinking and taking ownership. 😬) It was such a fun time seeing them all really thinking about God’s creation and His perfect design.

    We had a good talk about the time history related to Witch of Blackbird Pond. I will look for some videos or information that will help to understand the time period. If you know of good resources about the impact of fear of witches, send them on. Or the lifestyle during this time period. I will be working pretty much all week and won’t have much time to do schoolwork this week, but I’ll still try to do some research.

    Then we recapped what they read so far of WBBP. I felt that they understood what they read, but I don’t feel like they grasp the mindset of the characters, time, and place. I’ll try again next time we meet.

    We then spent about 45 minutes on LTW. They learned how to sort an ANI chart. They seemed to understand. They need to finish page 11 after completing the sorting of the NEGATIVE part of the ANI chart. We completed pages 11-15 in class. Have them write a simple essay based off of page 15.

    Then, I gave them the assignment to do it all over again but with a new issue: Whether Kit should have traveled to Connecticut. They need to create a new ANI chart, apply the 5 topics, sort their ANI chart and then write another outline and paper just like they didn’t with LWW on pages 11-15. I will provide images from my work with Josiah again. They ALL said that they understood exactly what they needed to do. I really, really hope so. Actually, would you mind sending me images of their work after each step as they complete it. I want to make sure they continue on the right path. They’ve done so well so far.

    *I didn’t mention to the boys about doing a book report/research on someone/something about the Reformation. I’ve already mentioned it to you guys, so hopefully you feel prepared to guide them.

    I may come up with more thoughts. I can’t tell you how tired my brain is. As always, I’m here for you all.
    Love, Melana

    Mystery of History:
    – Read lessons 58, 59, 60, 28
    – ICJH Chapter 4. Let’s see what kind of notes, proofs, what-if’s, etc. we can come up with
    – Fallacy Detective #4 and #5. Answer the questions to share next time we meet.
    – Read chapters 9-16
    – Answer questions. Complete Active Reading page in packet.
    – Central America
    – two sets of vocabulary (Coast-Crag/Crater-Dam)
    – pages 11-15
    – write introductory persuasive essay (p.15)
    – start over all LTW steps with new issue regarding Witch of Blackbird Pond
    *Reformation book report


    Hello Dialectic Humanities Families!

    Art: Assumption of the Virgin by Titian
    Music: Four Seasons by Vivaldi (maybe you can listen to more this week)
    Quote: From the example of the past, the man of the present acts prudently so as not to imperil the future. Titian

    I loved having you mommas in the class this afternoon. I may have talked too much, but I hope to spill out my excitement about history. I can never explain enough to you both how our discussions go or what I/they say. It’s just so fun! I am just so glad that I don’t have to try to explain all the topics we covered in this update tonight. Haha. They just make my heart soar.

    We reviewed the different history lessons from Mystery of History that we read last block. I want to pull together and review the Renaissance and Reformation topics as we head into Early Modern. I think it was a good thing to do. We’ll keep going through the different lessons until we are caught up to where we are in Early Modern.

    We then went into LTW. The boys read their final essays for WBBP. I think we are all on the same page now. I think it was important to review the exact steps they need to follow up to this point. All they have to do this week is to include Parallelism in their WBBP essays. It can be verbs, nouns, adjectives, clauses, etc. Pages 16-20 will help to review and complete.

    We again had a great Logic discussion about “What if’s” and Questions about Chapter 4. The effort in their thoughts during the week really lead to great learning and discussion with each other. I hope they enjoy it as much as I do.

    I love your gentlemen. Thank you for allowing me to guide them in their learning.
    Love, Melana

    LTW – Add Parallelism to WBBP essay
    – Read/Complete p. 16-20

    Logic – Chapter 5 (Questions/Thoughts/What if’s)
    – Fallacy Detective #6
    – Catechism Questions 1-4 (I had stopped doing this last block because I felt like too much was going on)

    WBBP – Chapters 17-21
    – Study Guide
    – Of Plymouth Plantation (each student was assigned a section to read and be prepared to share what is was about)

    Mystery of History – Lessons 61, 62, 63

    Hello Dialectic Geography families. I know I spoke to you already about what I assigned but here it is again. 😊

    This week they can draw the Caribbean and Central America using the folding technique. I forgot to make a copy of Central America but thankfully both boys said you had copiers. The last day they can draw and label all of North America, Central America, and the Caribbean on the 11×16 paper. This will be great review and allow them more room to label. The larger paper they can draw at the end of the block all they’ve learned to that point.

    This is the link for my class on Quizlet. It’s great way to review the vocab words as well as the maps. https://quizlet.com/join/AdfPXegrA Let me know if you have any questions.

    Love in Christ,



    Hello Dialectic Humanities Families!

    Tyler!!!! We missed you!!!!
    We had some good discussions, but there was a bit of “pulling teeth.” 😉

    We jumped into our discussion of Witch of Blackbird Pond. We spent a good time talking and clarifying any misunderstandings from the book. I think they got a good exposure to the history of witchcraft and the trials of colonialism. Of course it was a sad time, but it’s so important to learn from that time. Keep learning that history.

    Now it’s time for Robinson Crusoe. He was stranded on a deserted island and faced some obvious trials. Crusoe walked through this trial and shared his thoughts and attitudes about wealth, God, values, etc. The students need to keep track of Crusoe’s attitudes as he endures many years alone. Luke and Josiah took a few minutes to write out what they would salvage from a sinking ship in order to survive on a deserted island. I asked them to remember that list as they discover what Crusoe relied on to survive. And then they will see if they chose appropriately. I loved that Luke chose the Bible. Oh how I wish to have some uninterrupted time with the Bible. ❤️

    LTW today was not super challenging, yet again very simple. I wanted to go through three lessons in one because I felt that they could handle it. However, I didn’t want to do that to Tyler with him being gone. We just did the have/are/do chart which is found on page 23 with relation to the Lion the Witch and the Wardrobe. They are to do page 23 by choosing two terms to compare like we did in class. I wrote some samples down on the board that they could choose from. That is all they have to do for LTW. HOWEVER, I will be in touch with you mommas about possibly doing a Zoom meeting to move forward with Essay Three: Arrangement and Elocution. If they can get some reading of Robinson Crusoe done, then we can create a new issue and finish essay 3. I’ll touch base later.

    For logic, we just covered questions/thoughts regarding Chapter 5. Having some sort of notes to share really helps with discussion. They don’t have to be typed like Josiah does. Just something to help them remember what they read. I encourage you to look into the flaws of radiometric dating. There is a video on Amazon Prime about Mt. St. Helens that shows how some of those theories of uniformitarianism can be dispelled. It’s pretty fascinating. It’s Mount St. Helens: Seeing Noah’s Flood Through Geology. Let me know what you/they think. I left Fallacy Detective until Tyler returns. 😉

    I think that’s it for now. I’ll be in touch though. Since I was not aware of the week off, I was thinking about adding a bit more. Plus, let me know what you think about a zoom meeting. Also, Shannon mentioned a possible science get-together. It will be like we never missed a week.

    Love to you all!

    Mystery of History: 64, 65, 66

    ICJH – Chapter 6 (Notes, What if’s, Thoughts)
    – Fallacy Detective #7
    – Catechism Questions 5-8

    Literature – Robinson Crusoe Pages 1-123
    – Comprehension Questions
    – Keep track of Crusoe’s attitude (wealth, God, “middle-way,” and general)

    LTW – p.23 Comparison chart. See image that I’ll send later.

    Melanie Hoff

    5:04 PM (4 hours ago)

    to me

    Hello Dialectic Geography families! Today I had them draw South America, using the folding method. While one was drawing, I had the other match all pinned labels that they could to the Central American and Caribbean countries. I really didn’t expect them to get all the little islands. Those are hard! But it was a great way to see what they need to work on memorizing over the next 2 weeks. I will bring a map each week to test them on, to see where they need work. They can use Quizlet to help them memorize the countries & vocab. Since we have 2 weeks, they should draw/label/study South America’s countries and capitals this week and the features next week. That way we can start on Europe and have more time on that since there are so many countries! Once this week or next week, they should also try drawing all of North and South America together on the 11×17 paper. It was very frustrating for Tyler doing just North America so I think it’s great practice for them. The more they do it, the better they will get, and the easier drawing the whole world will be!

    HMWK recap

    draw/label/study South America’s countries and capitals this week

    draw/label/study South America’s features next week

    one time draw North & South America on 11×17 paper

    study vocab drainage to fall

    Have a great extra break week!

    Love in Christ,



    Hello Dialectic Humanities Families!

    Art: Nativity Scene by Correggio
    Quote: I did think I did see all heaven before me, and the great God himself. Handel
    Music: Handel’s Water Music

    We spent the first part of our class discussing chapter 6 of our Logic book. We discussed why it was that scientists would stick to their theories even if there was proof against their ideas. We discussed pride as a possibility. We discussed the possibility of them having too much on the line with their reputation or previous work that they have produced that would be negated. When the students are reading that book It Couldn’t Just Happen, I want them to be the ones to come to class prepared for that discussion. I want them to write out notes either by hand or typed that are going to help them come up with questions and/answers regarding what they have read. I would like to be able to only guide their conversations rather than being a leader in those discussions. Last week Josiah hopped around on the Internet a little bit to find some articles about Evolution versus Creationism. He was starting to develop a strong conviction about evolutionists sticking to their beliefs system because of pride, controlling the variables in scientific discovery, not wanting to look foolish in the scientific community, etc.

    The website Answers in Genesis has been a good one for us to watch. I watched a fairly long video about where “millions of years“ came from. I certainly can’t force or expect you all to watch it, but if you or your student have/has the desire to see one man’s take on the historical progression of that belief to where it is just widely excepted now, I think it’s a pretty good one. I’ll send you the link.

    We also did some examples of the different fallacies from the book The Fallacy Detective. The ones that seem to be a little jumbled in their minds are the red herring fallacy, a special pleading, and the ad hominem fallacy. I did not write this down on their homework sheet, but they sounded interested in trying to come up with some examples of their own to share. I would love that! Please let me know if you are interested in holding them accountable to that this week, and I will make time for it during our next class.**

    After a break, we started into our LTW lesson. We have started a new issue and a new ANI chart. They are to complete the new ANI chart and make it as thorough as they can. Then I introduced the term Exordium, which from IEW they recognize it as an attention grabber. In their workbooks they are to write three examples of questions that can be used as exordiums, then three challenges that can be used as exordiums, and then one quotation that could be used as an exordium. Next time we meet we will finish our ANI chart and progress to being able to complete the next essay. They will be able to choose one of those exordiums for that next essay.

    Their new essay will be about whether Robinson Crusoe should have obeyed his father. This gave us time to clarify and better understand the book Robinson Crusoe. It is written in a different time. And the students can get lost in the verbiage. I know that listening to the audiobook has really helped Josiah understand the story better. I think they are now on track with the storyline and should be able to continue the story over the next two weeks. I did assign more than normal to read over this break, but I didn’t necessarily assign any other work than the norm. I figure it would allow us to get ahead in our reading, but that they wouldn’t have to do a variety of things and have to remember what they needed to do over the break. They just need to read more. Please keep me informed as to how they are doing with that reading. It may be too much for them, but I hope not.

    They all did get a little bit loopy at the end of class. I was expecting the class to be even more loopy than it was, so overall I am pleased that we got as much done as we did. But I still want to reinforce and remind them to stay focused and to recognize that we have a lot to cover in the class and that I as well I am tired at the end of the day. 😉

    Have a wonderful Thanksgiving break!
    Love, Melana

    – Read 67, 68, 69

    – ICJH Chap 7 (Write down thoughts, questions, answers, ideas to discuss)
    – FD #8
    – Catechism questions 9-12

    – New Issue: Whether Robinson should have obeyed his father.
    – ANI chart for new issue
    – p. 24 Exordium Worksheet (create exordiums for new Issue)

    Robinson Crusoe:
    – p.124-349
    – Comprehension questions
    – Attitude Log

    Dialectic Cartography: today we checked out each other’s maps of North, South, and Central America. It was a great first attempt! Then I had them pin the locations for South America and Central & Caribbean. They could use some studying on the countries. I have maps on Quizlet they can study and have some great competition. They also started drawing Europe using the folding technique while the others were pinning. Then I gave them Trick Geography Europe workbooks. I went over the first map with them and gave them the trick word answers. I was hoping to go over more, but we ran out of time. I’ve used this curriculum with my other co-op with 9-14 year olds. They have memorized a ton! In fact, Dylan and another boy have memorized ALL the countries in Europe. Granted, I have a whole semester to cover just Europe, but the ones who have most of them memorized are the ones who are using Quizlet to review. I have added those maps to the Dialectic Geography course as well so these 3 boys can study them. I made sets with the trick words and sets with just the country name and map. If you have any questions, just let me know.

    Homework for the next 2 weeks are to draw all of Europe and study the Trick Geo map we did in class. If it seems to be to much to draw all of Europe each day, have them break it into sections. There are a lot of countries but I thought it might be easier to draw all of it, rather than draw a portion. They could maybe just label some each day if that’s better. I’ll see how it goes for Tyler tomorrow and how much he complains. 😝

    Have a great Thanksgiving!

    Love in Christ,


    • This reply was modified 2 weeks, 3 days ago by  admin.

    Hello dialectic humanities families!

    Art: Madonna and child with angels by Parmigianino (not Parmesano)
    Quote: I should be sorry if I only entertained them. I wish to make them better. Handel
    Music: Handel

    So glad that Luke got to join us for a good chunk of the class!

    We talked a lot about Robinson Crusoe, probably more than we should have. But not as much as we could have. 😉 It’s an amazing piece of literature. I’m not sure that comprehension is as it could be, but I know it’s a challenging book. The journey that Robinson goes on to meet Jesus as well as to grow in his faith is extraordinary. May our young men remember that as they hit those valleys in life, those are the times that grow in our faith. If you can, maybe checking in on their comprehension would prove valuable for them. They are to keep a log/journal of Crusoe’s faith journey as well as his thoughts and changes on value and wealth. I look forward to hearing their thoughts next week. I’ve said this before, and you mommas know this, but their preparation for the class is what makes the class. I know that in CC Challenge, the biggest thing that students struggled with was that independence. We want them to be independent, yet we have to show them how. It seems like an oxymoron, doesn’t it. I’m always open to your questions, thoughts, and input.

    We dove into LTW which also included a discussion about Robinson Crusoe. LTW is quite different from IEW. They are expected to INVENT now, not just do quality writing from someone else’s text. Their success on the ANI chart is huge. I used all of their charts to create a unified one, and then I added some more. I walked them through the 5 Topics again to stimulate more ideas. We sorted the ANI chart together, and they chose their 3 Proofs to be their essay. I would like to see their Outline tomorrow if possible. Pages 25-27 are the steps they need to fill out first, and then type (or write) their outline (following pages 28). After I OK their outlines, then they can proceed with their essay. Of course, you don’t have to, but I think it will help them all. They should have a nice essay for next week that we can apply our Elocution tools to.

    Following all of that work (and I little bit of a break or two), we discussed and walked through our Logic assignments. Again, I want them thinking about what they are reading and come to class prepared for discussion and to ask each other good questions. For Fallacy Detective, in addition to their next lesson, I asked them to create a fallacy scenario for each of the fallacies we have learned. They should know which fallacy they have created and be prepared to test their peers.

    I’m here for you, as always!
    Love, Melana

    MoH – read 70, 71, 72

    Literature – Finish Robinson Crusoe, Comprehension Questions, Attitude log

    LTW – Outline and Essay on Robinson Crusoe

    Logic – ICJH Chapter 8
    – FD #9
    – Catechism Questions 13-16
    – Come up with fallacy scenarios for each of the 4 fallacies we’ve learned

You must be logged in to reply to this topic.