Home School Life Journal From Preschool to High School

Home School Life Journal ........... Ceramics by Katie Bergenholtz
"Let us strive to make each moment beautiful."
Saint Francis DeSales

High School Ancient History Lesson 3: Egyptian Religion and the Building of the Pyramids


Note the theme of security within the Egyptian's tremendous concentration on religion, the afterlife and the building of the building of the Pyramids.

Watch Pyramid, David Macaulay on YouTube.

Complete the following outline using your notes.

I. The Egyptian State
     Menes/Namer
     Pharaohs

II. Life After Death
      A. Mesopotamia
      B. Egypt
            1. Embalming
            2. Sarcophagus
            3. King Tutankhamen

III. The Erection of Tombs
     A. Mastabas
     B. Old Kingdom Pyramids
          1. Zoser at Saqqara
          2. Bent Pyramid
          3. Pyramids of Giza
                a. Cheops- Khufu
                b. Chephren -Chafre
                c. Mycsrnius -Menkare

IV. Mysteries of the Pyramids -Curse of the Pharoah 
      Books of Interest:
     A. The Pyramids of Egypt, I.S.E. Edwards
     B. Mysterious Pyramids, Martin Ebon
     C. Pyramid Power, Max Toth
     D. The Curse of the Pharoahs, Philip Vandenberg
     E. Secrets of the Great Pyramid, Peter Tompkins




Food and Culture: Lesson 3: Regional Americans

Lesson 3: Regional Americans
List and describe factors influencing regional cuisine. Pick a regional cuisine from the list below and summarize the influences. You can talk about other foods from the region. You do not have to limit yourself to what is mentioned in the menus. Optionally, make another menu menu for this region. You could also cook one or more dishes from this region for your family.

A New England Supper

A Mid-Atlantic Brunch
Scrapple with Eggs
Toast with Apple Butter
Bagels and cream cheese

A Great Lakes Sampler

A Hearty Plains Lunch

A Southeastern Luncheon

A Gulf Coast Supper

A Southwestern Supper


How did Native American foods and cooking techniques influence regional United States cuisine?

Compare and contrast the preparation of beans, corn and apples in different regions of the United States.

Describe one unique recipe associated with a particular region of the United States.

What region of the United States has the healthiest cuisine associated with it?

If you wanted to choose to eat unhealthy for one day, which regional cuisine would you most like to try? Why?

What foods would you have if you decided to eat locally sourced foods? Make a menu using these foods. List some arguments for eating locally sourced foods.

High School Ancient History, Lesson 2: Foundations of Ancient Civilization



Note the theme of security and how the Mesopotamians and the Egyptians achieved and maintained security.

Make a map of the area to include in your notes.

Complete the following outline using your notes.

I. The Formation of Civilization
     A. Sedentary
     B. Farming of crops and the Domestication of animals
     C. Surplus food -social impact
     D. Establishment of Social patterns
     E. Keeping records
          1. Cuneiform -Mesopotamia
          2. Hieroglyphics -Egypt
II. Role of the State
     A. Two Societies Emerge -Mesopotamia and Egypt
     B. Why?
          1. Why did these societies emerge where they did?
          2. Once these societies emerged, why did they form the type of societies they did?
     C. Purpose of the State- the Search for Security
          1. Mesopotamia
               a. Sumerians -Ur
               b. Akkadians
               c. Babylon
          2. Egypt -Menes (Narmer) -consolidation of power
     D. Both Societies looked for security
     E. Ancients view of Nature
     F. Placating the gods
          1. How did such dogma achieve acceptance?
     G. The type of societies that were formed

Food and Culture: Lesson 2: Native Americans

 Lesson 2: Native Americans
Pick two regional areas of traditional Native American cuisine to research. 
Recipe Source and Recipe Goldmine are good sources for such recipes. 

A Traditional Northeastern Indian Meal

Strawberry Juice

A Traditional Southeastern Indian Meal


A Traditional Great Plains Indian Meal

Peppermint Tea

A Traditional Southwestern Indian Meal


A Northwest Coast Indian Meal



  • Describe the similarities and differences between the two in terms of types of foods used and preparation of those foods. For these regions, you might consider making a menu of some of these dishes and or preparing and sampling them. If you choose to do this, please leave a comment with a link to a post on this for others to see.
  • Research Native Americans that live/lived near where you live. Have they influenced the foods that you eat today? If so, what dishes can you trace back to an American Indian dish?
  • In Native American culture, what is considered the cause of illness?
  • Research and describe the uses of corn for the traditional Native American.
  • What is the contemporary American Indian's diet and how has it been influenced by their history? Does this sub-culture of America have a lot of any particular illnesses that could be influenced by their diet? (diabetes, for example)



High School Research Assignments

This is a great place to start high school students writing fact based research essay. The steps below can work for any topic, but here is a topic you can start with, if you wish.

source
Research Question: How did Ivan Pavlov's experiments with dogs demonstrate that human behavior could be changed using conditioning? What kind of dog was Pavlov's dog? What is the Pavlov Theory? Explain classical conditioning.

Steps to writing a fact based essay:
  1. Analyze the essay questions. Make sure you understand what they are asking, and therefore what the teacher is expecting to be included in the essay.
  2. Research your topic thoroughly and find studies that support your ideas. Take detailed notes while doing research. Look for information in different types of sources including books and journal articles. Don't rely just on what you can find online.
  3. Create a reference list. Find out what style your teacher is expecting for your sources or reference page. Include all the sources you have used in your research.
  4. Create an outline. I always require my students to include the outline with their paper. A good outline will help your student to structure his information and save him a lot of time when he starts to write.
  5. Write a strong thesis statement. A thesis statement usually appears at the beginning of paper, in the introductory paragraph. It is usually one sentence tha offers a concise summary of the main point or claim of the essay or research paper. 
  6. Write your first draft, including all in-text citations.
  7. Proofread and edit the essay. Check grammar, spelling, structure of the essay and quality of the ideas.
  8. Revise and review the first draft. Refine your argument and make improvements to content. Correct any spelling and grammar mistakes you found while proofreading.
  9. Turn in your first draft to your teacher. Once you go to college you will need to have a friend, classmate, older sibling or a parent to do this step for you, which is to read and review your essay for content, structure, grammatical and spelling errors you have missed. Consider this feedback seriously and make revisions.
  10. Prepare the final draft to your teacher's specifications, including page requirements, style requirements and whether or not a title page or table of contents is required. Make sure you understand when the due date is so that you can pace yourself accordingly.
Research Extras:
  • This article on the APA website describes how some college students figured out who "Little Albert" really was and what happened after the famous (infamous) conditioning experiment.

High School Ancient History, Lesson 1: Prehistory



Make note of the ultimate goal of all civilization -security. With that in mind, the question arises -when did civilization arise?

Complete the following outline using your notes.

I. Periods of Human History
     A. Stone Age
          1. Paleolithic
          2. Ice Age
          3. Mesolithic
          4. Neolithic

II. Cave Paintings
     A. Where? In Pyrenees Mountains
     B. Why?
          1. Religious
          2. Intellectual Control over Environment
          3. Art
     C. Sense of Time

III. Stonehenge
     A. Stonehenge I
     B. Build on Salisbury Plain
     C. Stones from Quarry 30 Miles away
          1. Gerald Hawkins -Stonehenge Decoded
          2. Ditch Bank
          3. Heel Stone -Sarsen Stone
          4. Aubrey Holes (56), John Aubrey
          5. Heel Stone
     D. Stonehenge II
     E. Stonehenge III
     F. Trilithons and lintels
     G. Druids

IV. Myths and Historical Perspective
     A. Myths are Truths that are no longer believed.
     B. The imagery of myths are not allegory.
     C. Myths often relate the creation of the world and sometimes it's future destruction.
     D. Myths tell how God's created humans.
     E. Myths provide a moral code by which to live by.
     F. Myths are generally stories that have been handed down for generationsg.
     G. Myths are used to explain natural phenomenon.
     H. Gods are often visualised as having human shape, feeling human emotions and performing human acts.
     I. Myths render the cosmos more intelligible.
     J. Myth is to be taken seriously because it reveals a significant truth.

Food and Culture: Lesson 1: Introduction

Lesson 1: Introduction
This lesson should take at least six hours to complete, but can be spread out over a period of three weeks or more. Your student will need a notebook and pencil (or he can type his answers on aacomputer) and access to a computer or library for research. For the first part of the lesson, I have given you some of the answers or hints as to how to answer the questions. This is just to get you started. Give the questions to your student without these first, but give him some help if he needs it. By the end of this lesson, he shouldn't need the help.


Food and Culture

Research the definitions of food and food habits.
The dictionary's definition of food doesn't necessarily include the ways in which people use food, including everything from how it is selected, gotten and distributed, to how it is prepared, served and eaten.  

Research what is the omnivore's paradox and how does it influence a person's food choices?
The omnivore's paradox is our attraction to new and interesting foods vs the preference for food we are comfortable with and foods that are not harmful.

Think about what the factors are that might influence a person's food choices?
We are influenced by many factors, including our self-identity ("You are what you eat."), symbolic use of food (such as bread), and cultural identity.

Research the definitions of culture and acculturation
What is an example of a change in food habits that may reflect acculturation?

Research what flavor principles, core foods and meal patterns are and analyze your family's diet in light of what you have learned.
The ways in which foods are seasoned are as important to look at as the basic food ingredients. These are influenced by what is grown in the area in which you live.

Which factors influence your food choices? What factors do you think will stay the same and which do you think will change as you age?
Other factors may include how often you eat, what your meal patterns and cycles are, including daily, weekly and yearly uses of food, and consumer habits and globalization. What foods do you think are edible that others might not think so (such as hot peppers) or foods that you do not think are edible that others might (such as snails)? 

Traditional Health Beliefs and Practices

Research the ways that diet may be use to promote and maintain health.  
Illnesses, such as diabetes, can be prevented or cured by the addition of certain foods into your diet. Can you find another such example?

Research the way illnesses are created or cured by the lack of or the eating of different foods. 
Scurvy, for example, is caused by the lack of vitamin C in the diet and can be cured by the addition of citrus foods in the diet. Can you think of another such illness?

What do you think about the role of folk medicine?

Intercultural Communication

Cultural context is so embedded in the individual that many people believe it is innate and assume all other people have the same background. This is why it is so important to become familiar with other cultures' communication behaviors. Touching, gesture, facial expression, posture and eye contact can mean different things within different cultures. In order to be totally culturally aware, one must also be aware of communication methods of the culture in question. Why do you think being culturally aware and aware of how a person of a different culture communicates would be important for a person to learn? How could this be important in certain career choices such as being a chef or other food service provider or an ambassador or other representative position? What things could you do to insure you do not offend one's cultural background?

Food and Religion

Research what are the basic tenets of Western and Eastern religions. Pick two of the following religions and describe the dietary laws for holy days: Judaism, Hinduism, Islam.

Research the roles of fasting in the following religions, Islam, Hinduism or Catholicism. Pick two and write a comparison/contrast report about them, including details of the fasting practices of each.

Does your religious beliefs affect your eating habits?

High School Health Credit: First Aid

High School Health Credit: First Aid


As part of the high school health requirements, we are going to be doing a first aid course this summer. I will be posting what we are learning and doing, as we go through the weeks. This series will begin this month, and will be posted each week throughout the summer, and will be worth 1 high school credit. Grading is based on 24 quizzes and class participation.
  1. Preparing to Act
  2. Acting in an Emergency
  3. The Human Body (human biology review)
  4. Assessing the Victim
  5. Cardiovascular Emergencies 
  6. Automated External Defibrillators
  7. Airway Obstructions 
  8. Controlling Bleeding
  9. Shock
  10. Wounds
  11. Burns
  12. Head and Spinal Injuries
  13. Chest, Abdominal and Pelvic Injuries
  14. Bone, Joint and Muscle Injuries
  15. Extremity Injuries and Splinting
  16. Sudden Illness
  17. Poisoning
  18. Substance Misuse and Abuse
  19. Bites and Stings
  20. Cold and Heat Emergencies
  21. Behavioral Emergencies
  22. Pregnancy and Childbirth
  23. Remote Location First Aid
  24. Rescuing and Moving Victim
  25. Preparing for Natural Disasters


Text: Advanced First Aid, CPR and AED, National Safety Council

Snapshot Summary, August 2018

Snapshot Summary, August 2018

After two very busy months, we are trying to get the most out of the rest of the summer.
We started off August with Betterton Day, our town's little celebration, complete with fireworks.
We have been taking advantage of our Friendly's summer special of 50 percent off sundaes every Monday. We split a 6 scoop sundae for only $6.50.
 James flew his drone that he got for his birthday.

He also has been working on some of his electronics projects and going to weekly MTG club meetings.
 After Quentin's very busy June and July, he has been taking a much needed break.
 We have taken lots of walks down to the beach.

We picked Eddie up from a not-to-unusual stay at the hospital. This sculpture of a baby rhino riding piggy-back on his momma.

My college kids have started back to school, but we won't begin our homeschool until next Tuesday.

How was your August?

Note: I will be archiving the Snapshot Summary posts to my family memories blog, Bergblog after one month. See the Our Homeschool What Our Homeschool Looks Like tab at the top of this blog to find the links to the archived Snapshot Summary posts.

High School Elective- Food and Culture

A survey course examining the relationship between human societies and the foods they eat. This course will cover food history, religion and food, traditional diets, economic impact, dietary adaptations and therapeutic uses of food. Cultural groups with significant populations in the United States, as well as smaller groups who maintain homogeneous cultural communities, will be examined. This course is designed so that American students can learn about different ethnic and religious groups in a culturally sensitive manner. Sample menus and recipes will be included so that students may understand these cultures in a hands-on way.  Each lesson should take students about six hours to complete, which can include time taken to prepare dishes for your family. These 12 lessons should take students 72-75 hours to complete, take half a school year and be worth 1/2 high school credit. Your student will need a notebook and pencil (or he can type his answers on the computer) and access to research materials (computer or library).

What is culture? Introduction to cultural food habits. Food availability. Edible or inedible? Flavor principles. Nutrition and food habits. Traditional health beliefs and practices. Intercultural communication. Food and religion.

Lesson 2: Native Americans
Cultural perspectives, traditional foods and contemporary food habits of Native Americans of the various regions (Northeastern, Southeastern, Great Plains, Southwestern and Northwestern Coast).

Lesson 3: Regional Americans

Cultural perspectives, traditional foods and contemporary food habits of regions of the United States (New England, Mid-Atlantic, Great Lakes, Plains, Southeastern, Gulf Coast and Southwestern).

Lesson 4: Northern and Southern Europeans
Cultural perspectives, traditional foods and contemporary food habits of Northern and Southern Europeans (Irish, French, Italian, and Spanish).

Lesson 5: Central Europeans, People of the Former Soviet Union and Scandinavian
Cultural perspectives, traditional foods and contemporary food habits of Central Europeans, People of the Former Soviet Union and Scandinavians (German, Russian and Swedish).

Lesson 6: Africans
Cultural perspectives, traditional foods and contemporary food habits of Africans (West African, Ethiopian and Traditional African American Southerner).

Lesson 7: Mexicans and Central Americans
Cultural perspectives, traditional foods and contemporary food habits of Mexicans and Central Americans (Oaxacan, Border and Guatemalan).

Lesson 8: Caribbean Islanders and South Americans
Cultural perspectives, traditional foods and contemporary food habits of Caribbean Islanders and South Americans (Puerto Rican, Caribbean, Ecuadorian and Brazilian).

Lesson 9: East Asians
Cultural perspectives, traditional foods and contemporary food habits of East Asians (Cantonese, Japanese and Korean).

Lesson 10: Southeast Asians and Pacific Islanders
Cultural perspectives, traditional foods and contemporary food habits of Southeast Asians and Pacific Islanders (Filipino, Vietnamese and Native Hawaiian).

Lesson 11: People of the Balkans and the Middle East
Cultural perspectives, traditional foods and contemporary food habits of the People of the Balkans and the Middle East (Greek, Arab and Persian).

Lesson 12: South Asians
Cultural perspectives, traditional foods and contemporary food habits of South Asians (Pakistani and Southern Indian).

Sources: 



First Aid, Lesson 14: Bone, Joint and Muscle Injuries


First Aid, Lesson 14: Bone, Joint and Muscle Injuries

Describe ways to prevent common sports and recreation injuries.

Answers may include:
  • Do warm up and stretching exercises before exercise, and cool down routine afterwards.
  • Drink enough water to stay hydrated.
  • Wear protective equipment when playing.
  • Run on even surfaces.
  • Avoid exercising when tired or in pain.

Explain what to look for when assessing musculoskeletal injuries.
  • Pain when an area is touched
  • Bleeding or other wounds
  • Swelling
  • An area that is deformed
  • Skin discoloration
  • Abnormal sensation such as numbness or tingling
  • Inability to move the area
  • Difference in temperature
  • Victim holding the area protectively


Demonstrate how to use RICE to care for a musculoskeletal injury.

R-Rest
I- Ice
C- Compression
E- Elevation

Describe the first aid for fractures, dislocation and sprains.

Fractures
  • Immobilize the area
  • Call 911
  • If bleeding, cover the wound with a dressing and apply gentle pressure around the fracture. Do not put presdpre on the bone ends.
  • Apply RICE methods
  • If necessary, use a splint to immobilize the area.
  • If necessary, treat the victim for shock.
  • Do not give the victim anything to eat or drink.
Dislocation
  • Immobilize the area.
  • Call 911.
  • Apply the RICE method.
  • Use a splint, if necessary.
  • If necessary, treat the victim for shock.
  • Monitor the victim's breathing.
  • Remove clothing and jewelry as swelling occurs.
  • Do not try to put the dislocated bone back in place.
  • Do not let the victim eat or drink.
Sprains
  • Immobilize the area in the position in which you find it.
  • Apply the RICE method.
  • Use a soft splint, such as a pillow or blanket, to immibilize and support the joint.
  • Seek medical attention.
  • Remove clothing and jewelry as swelling occurs.


Explain the differences among strains, contusions and cramps and describe the first aid for each.

A strain is a tearing of a muscle or tendon. A contusion is a bruised muscle that may result from a blow. A cramp is a tightening of a muscle that usually results from prolific use, but sometimes occurs with no apparent cause.

Strains
  • Apply the RICE method.
  • Apply a cold pack for 10-20 minutes, remove for 30 and repeat, if necessary.
  • Seek medical attention.
Contusions
  • Treat any injury.
  • Apply RICE method.
  • Keep a cold pack on the area for 10-20 minutes and then remove for 30 minutes. Repeat, if necessary.
  • Seek medical attention.
Muscle Cramps
  • Have the victim stop the activity.
  • Gently, if possible, stretch out the muscle.
  • If this provides relief, after activr cramping stops, gently massage the muscle.
  • Keep a cold pack on the area for 10-20 minutes and then remove for 30 minutes. Repeat, if necessary.

First Aid Lesson 13: Chest, Abdominal and Pelvic Injuries

First Aid Lesson 13: Chest, Abdominal and Pelvic Injuries

Explain why chest injuries may be life threatening and list the general signs and symptoms of chest injuries.

Chest injuries may be life threatening because breathing may be affected.

Signs and Symptoms:
  • Breathing problems
  • Severe pain
  • Bruising or swelling
  • Deformity of the chest
  • Coughing blood

Describe the specific first aid steps for broken ribs, flail chest an impacted object in the chest and a sucking chest wound.

In the cases of broken ribs, flail chest and a sucking chest wound:

  • Help the victim to sit or stand in a position that is easiest to breathe in.
  • Support the ribs with a pillow or soft padding
  • Call 911

Flail Chest and Sucking Chest Wound

In addition:
  • Position the victim lying on the injured side unless this causes more discomfort or difficulty breathing

Impaled Object

  • Keep victim still in position found
  • Stabilize the impaled object with bulky dressings
  • Call 911

Describe the signs and symptoms of a closed abdominal injury and the first aid to give.

Signs and Symptoms:

  • Signs of severe pain, tenderness or victim protecting the area.
  • Bruising
  • Swollen or rigid abdomen
  • Rapid, shallow breathing
  • Nausea or vomiting
First Aid:
  • Carefully position the victim on his back and loosen any tight clothing. Bending the knees may relax the abdominal muscles, reducing the pain. If you suspect spinal injury, do not move the victim from the position found.
  • Call 911
  • Treat the victim for shock, monitor the victm's breathing, and be ready to give CPR, if you know how to.
  • Do not let the victim eat or drink.
  • Continue to monitor the victim's breathing until help arrives 


Explain how to care for an open abdominal wound.

  • Lay the victim on his back and loosen any tight clothing.
  • Cover wound with a moist, sterile dressing or a dry non-adherent dressing.
  • Cover the dressing with a large occlusive dresdidr or plastic wrap. Then cover the area with a blanket or towel to help maintain warmth.
  • Call 911
  • Treat the victim for shock. 
  • Monitor the victm's breathing and be ready to give CPR, if you know how to give it. If you do not know how, call to others around you asking if anyone knows how to give CPR, if necessary.


Describe the signs and symptoms of a pelvic fracture and the first aid to give.

  • Support the victim in the position found.
  • Call 911
  • Immobilize the legs by padding between them and then bandaging them together, unless this causes more pain.
  • Monitor the victim until help arrives.
  • Care for any open wounds.

High School Ancient History

In this course students will demonstrate an understanding and appreciation of:
  • The major developments in Western history.
  • The major ideas and themes that led to these developments.
  • The intellectual, social, political, economic and cultural developments within the societies covered.
Students will also demonstrate the ability to:
  • Carry out historical analysis and research.
  • Convey thoughts and ideas in written essay form.
  • Recognize and analyze major original historical documents.

Semester 1: Civilization
Learning Objectives: Demonstrate an understanding of 1) civilization; 2) the need for security within Western Civilization; 3) the importance of religion for the Egyptians and their view of security; 4) the individual within Greek society and their attainment of security

  1. (Sept. 7) Prehistory: The beginning of civilization
  2. (Sept. 14) Foundation of Ancient Civilizations
  3. (Sept. 21) Egyptian Religion and the Building of the Pyramids
  4. (Sept. 28) Major Development within Ancient Civilizations
  5. (Oct. 5) Greece: The Emergence from the Tribal State
  6. (Oct. 12) Rise of Greek, Individualism, part I
  7. (Oct. 19) The Rise of Greek, Individualism, part II
  8. (Oct. 26) The Classical Age of Greece
  9. (Nov. 2) The Rise of Greek Philosophy
  10. (Nov. 9) Alexander The Great Man Theory
  11. (Nov. 16) Map Quiz
  12. (Nov. 21) Exam 1
(Nov. 30) Break week

Semester 2: The Romans
Learning Objectives: Demonstrate an understanding of 1) the rise of the Roman red publica and the obtaining of security, 2) the fall of res publica an exemplified by the assination of Julius Caesar, 3) the rise of the Roman Empire and the reestablishment of security beginning with the reign of Caesar Augustus; 4) the emergence of Christianity within the context of the Roman Empire; 5) the causes of the Fall of the Roman Empire.
  1. (Dec. 7) The Grandeur that was Rome
  2. (Dec. 14) The Roman Revolution: The Decline of the Republic and the Rise of the Empire (Christmas break Dec 16-Jan 1)
  3. (Jan 4) The Empire and the Rise of Christianity
  4. (Jan. 11) Roman Society and Architecture
  5. (Jan. 18) The Roman Empire: The Beginning of the End
  6. (Jan. 25) The Fall of Rome
  7. (Feb. 1) Map Quiz
  8. (Feb. 8) Exam 2
(Feb. 15 Break Week)

Semester 3: The Middle Ages
Learning Objectives: Demonstrate an understanding of 1) the rise and power of the Roman Catholic Church; 2) feudalism within the context of the turmoil of the Middle Ages; 3) the expansion that took place during the Middle Ages; 4) the demise of feudalism and the emergence of the Modern Era.
  1. (Feb. 22) Western Christendom: The Emergence of the Roman Church
  2. (Mar. 1) Societies of Greatness: Byzantine and Islam
  3. (Mar. 8) Charlemagne: The Consolidation of Empire
  4. (Mar. 15) Feudalism and the Emergence of Medieval Society
  5. (Mar. 22) The Expanding Medieval Frontier
  6. (Mar. 29) The Church in the Middle Ages, part I
  7. (Apr. 5) The Church in the Middle Ages, part II
  8. (Apr. 12) The End of the Medieval Era
  9. (Apr. 19) Map Quiz
  10. (Apr. 26) Exam 3
(May 3 Break Week)

Semester 4: The Renaissance
Learning Objectives: Demonstrate the understanding of 1) the growing emphasis of the individual during the Renaissance; 2) the philosophical movement away from God as the determinate factor in an individual's life; 3) the development of a modern political philosophy in the writings of Machiavelli; 4) the growing disruption of the Roman Catholic Church; 5) how the Protestant Revolution of Luther led to a secularization of Western society
  1. (May 10) The Italian Renaissance
  2. (May 17) Machiavelli vs. Erasmus: Realism vs. Idealism
  3. (May 24) Christian Humanism and the Beginning of Religious Rebellion
  4. (May 31) Martin Luther and Protestant Revolutionary Thought
  5. (Jun. 7) Map Quiz
  6. (Jun. 14) Exam 4

Source: The Western Image, volume I: An Introduction to Western Civilization, David Tengwall

Index of Ancient Egypt Projects for Kids


Ocean Currents; Marine Science Activities for Grades 5-12




What causes ocean currents? Learn how wind, temperature, salinity, and density set water into motion, and they make an in-depth investigation of the key physical science concept of density. This series of activities will cover these topics. For grades 5-12.







Literature Connections: 
Adrift: Seventy Six Days Lost at Sea, Steven Callahan, Grades: 7–12
Bounty Trilogy, Charles Nordoff and James Norman Hall, Grades: 7–12
By the Great Horn Spoon!, Sid Fleischman, Grades: 4–8
Call It Courage, Armstrong Sperry, Grades: 3–6
The Cay, Theodore Taylor, Grades: 6–8
Darwin and the Voyage of the Beagle, Felicia Law, Grades: 4–8
Endurance: Shackleton's Incredible Voyage, Alfred Lansing, Grades: 7–12
Island of the Blue Dolphins, Scott O’Dell, Grades: 5–12
The Magic School Bus On the Ocean Floor, Joanna Cole, Grades: 1–4 (For younger grades, but still has some good information.)
Moby Dick, Herman Melville, Grades: 7–12
The Robinson Crusoe, Daniel Defoe, Grades: 7–12
Treasure Island, Robert Louis Stevenson, Grades: 7–12
The True Confessions of Charlotte Doyle, Avi, Grades: 5–8
The Voyager’s Stone: The Adventures of a Message-Carrying Bottle Adrift on the Ocean Sea, Robert Kraske, Reading Level is Grades: 3–6, but the story is wonderful and illustrations very informative.
Windcatcher, Avi, Grades: 4–7
The Wreck of the Waleship Essex, a Narrative Account, Owen Chase, Grades: 7–12



Sources and Resources: