From Interest to Credit

Course development and content varies from high school to high school. The same is true from home school to home school. When developing a high school course for a student, a parent educator can access many resources as guides for content.

This year, due to the talent and interest of one our children, we will be developing a high school drawing and painting class. Drawing and painting? What would a drawing and painting class entail? My mind takes off, thinking of the possibilities.

My first quest, find out what a typical high school drawing and painting class might include. Visiting the DOE site I found Drawing and Painting I, a one-credit course. According the Florida DOE site, the purpose of this course is to "enable students to develop basic perceptual, observational, and compositional skills necessary to communicate a range of subject matter, symbols, ideas, and concepts using knowledge of drawing and painting media, processes, and techniques.The content should include, but not be limited to, the use of tools and materials, art vocabulary, elements of art and principles of design, critical thinking and analysis, historical and cultural perspectives, connections between visual arts and other subject areas, personal and social benefits, collaborative skills, and career opportunities."

I looked at the stated objectives for the course and immediately realized putting together an art class was possible. My daughter and I sat and brainstormed. What specific areas of art are of interest? What media and techniques would she want to experience? Where could we find information and instruction to create a high school level (or above) class? Who might be able to provide mentoring or instruction in this area of interest? What galleries might we be able to visit? How could we incorporate art appreciation and art history into her study?Where might she be able to display art pieces she creates? How is art, or one's knowledge of art, incorporated into various careers?

After our discussion, my daughter's interest turned to self-motivation. She began to dig and discover for herself. What resources we found! I realized her intrinsic interest in drawing and painting could be fostered at home as well as in the community. Real life. Real people. Real art media. Real learning. And, the best part, she had already begun her study...while I was busy finding ways and ideas to support her interest. 

*The information in this blog post is not intended as legal or educational advice. It is simply a journal of what worked for us. Parents are responsible to oversee their child's home education.

The Cumulative Folder: Organizing High School Records

Your high schooler has a unique story. 

No matter what home education philosophy you have chosen, the story of how your student turned the high school tassel will be unique. What he or she studied, courses completed, because of interests and gifting, will be different. The story will be told to employers and college admission counselors in applications, transcripts, and course descriptions. From where do we get this valuable content?

The cumulative folder. Records we keep.

Over the last several weeks as we have been walking with parents through home education annual evaluations, we have visited with many high school parents, or parents just about to embark on the high school journey. Each family choosing interesting teaching options, different curriculum. 

From our own experience of schooling a high schooler, almost 10 years and counting (2 graduated and one current high schooler) I learned I needed to keep important information handy, easy to access, before and after graduation. My experience leads me to encourage others so they may have the same success, with as little stress as possible.

I encourage parents gathering high school records to keep in mind that one day they may have to "write" the "stories" of their high school students. One mom might gather documents for employment, another called to prove her "good student" was eligible for reduced car insurance. Still another parent might be preparing a high school transcript and other necessary documents required for college admission. I encourage these moms to keep their high school records well-organized in a cumulative folder (hard copies and digital) making the high school story writing process less daunting as the last days of high school near, and potential new doors open. Accurate and organized record keeping is the key to being prepared to compile official paperwork any employer or a college admissions packet might require.

There are many ways to keep high school records. Research examples from parents who have journeyed high school successfully. Talk with them. Glean from their experience. Check important information from reputable sources, the primary source if possible. Keep up to date regarding current admission trends. Read when you can. Your high school "guidance counselor" hat, the one you earn while you have high schoolers, will serve you well!

We organize high school records as soon as our students begin taking (at home)  or enroll in high school level courses. For some that was eighth grade Algebra I and Drawing and Painting. We purchase a two-inch binder, fill it with notebook paper and plastic protector sleeves, and use dividers to create twelve sections, arranged alphabetically:

• Activities (a listing of sports, scouts, band, choir, youth ministry, 4-H)
• We keep a digital copy on the computer and print as needed or to "back up" records.
• Awards (each award for Honors Student, Presidential Physical Fitness, Eagle Scout, Student Leader placed in a plastic protective sleeve)
• Certificates (each certificate for Most Valuable Player, Band President, Varsity sports placed in a plastic sleeve)
• College admission requirements (for the colleges we are considering)
• More and more we don't need this section as requirements are all online. I do keep a document of current links for the colleges of interest to our students (especially if I have two high schoolers at the same time!)
• College applications (the actual documents found online, printed out for easily reference)
• Printing out the application makes for easy reference should the student want to work on essays- they make great English writing assignments.
• Community service/volunteer hours (a log of hours and the supervisor's contact information from church, community, political, and service organizations where the student volunteered, as well as hours documented in letter format on the organization's letterhead with contact information, dates of service, and hours served)
• Grades (for each subject completed or currently enrolled)
• Letters of recommendation (letters, placed in plastic sleeves, from individuals/supervisors who know your student in an educational setting, church setting, work setting, or community setting who can speak to character, work ethic and academic ability)

• Medical records (verification of shots and any important medical information, colleges will need this for admission)
• Test scores (sent to your home from PSAT, SAT, ACT, CLEP and AP)
• Transcripts (outside the home, perhaps online classes or correspondence programs)
• Work experience (listing of employer's contact information, employment dates, advancements, job titles and description of responsibilities)
• Writing samples (perfect references for college essays)

Important papers and information are filed in the appropriate section as soon as they enter our home (or shortly thereafter!). This system is easily expandable if we need it to be and there is no limit to what we can include. We consider all information necessary until we find out otherwise.

As our students journey through their high school years we file information into the notebook. Having the information in one place speeds the story writing process. To write a resume for a potential employer we reference the letters of recommendation for possible references and contacts. At the end of the student's junior year when he/she begins to write college essays, the writing sample section of the notebook is a valuable resource. To write a high school transcript, we format the document on the computer and fill in the needed information from the notebook. We also refer to the notebook as we complete community service and extracurricular sections on college applications. The notebook is a goldmine of nuggets!

Writing your high schooler's high school story is exciting! Whether you are creating a resume for a first job, calculating grades for reduced car insurance premiums, or compiling a college admission's package, your high schooler's notebook will lessen stress and frustration. All the information will be at your fingertips, in one place. The time spent with your high schooler writing his/her story will be a memorable one, one in which you can rejoice togehter. It is the culmination, the last chapter, of the student's homeschool journey. Enjoy writing it!

Please note: This blog article is not meant as legal advice or counsel, only a synopsis of what has worked for us. Every student's high school journey is unique, therefore their paper work will be unique as well. Colleges will ask for varied documents, some listed above, others perhaps not. Not all students will need every piece of paperwork above, however if you find you need the information you will be able to find it efficiently. 

Bird Adventures for All Ages

Spring passed, summer sunshine beams upon us. The morning comes alive with the bird chatter and song. Riding bikes or watering the garden, we are invited to stop awhile and listen. Our children notice the difference in tones. Some birds sound happy, others protect territory, still others mimic. What brilliant variety!

Sparked by interest, we gathered a few bird books from the library and listen on-line to bird song. Did we hear that bird? It's a dove! That sounds like the bird in our backyard? I know it is a blue jay!

Our adventures grow spontaneously out of our reading and listening together. After reading Cradles in the Trees: The Story of Bird Nests by Patricia Brennan Demuth, the girls gather found pillows, sheets and blankets, building three comfy bird nests throughout the house. They fly in and out of nests, visiting one  and bringing food to hungry hatchlings. Later we go on a "nest hunt" outdoors, taking the bird field guide to identify birds seen while on our hunt. One learner tries to build a real nest out of grass, sticks, string and mud. Oh, and while that was drying, it was requested we paint on giant paper with the feather duster. 

With the book list below, and the many other bird books waiting on the shelves of your library, you, too, can fly away on some exciting bird adventures.  

Watching Water Birds by Jim Arnosky

Cradles in Trees: The Story of Bird Nests by Patricia Brennan Demuth

Feathers for Lunch by Lois Ehlert

Owls by Gail Gibbons

Ducks Don't Get Wet by Augusta Goldin

Where Do Birds Live? by Ron Hirschi

A Nest Full of Eggs by Priscilla Belz Jenkins

Counting is for the Birds by Frank Mazzola, Jr.

The Bird Alphabet Book by J. Pallotta

About Birds: A Guide for Children by Cathryn Sill

Unbeatable Beaks by Stephen R. Swinburne

Our middle schooler, still eager for ornithology, wanders to the bookshelf and finds The Story of James Audubon by Joan Howard, a biography from our favorite Signature series collection. We also found The Boy Who Drew Birds: A Story of John James Audubon by Jacqueline Davies and Melissa Sweet at the library and some wonderful resources at the Cornell Ornithology lab site. 

Though we don't have children interested in high school level bird study, some high school learners might decide to study ornithology. Career study may be helpful to young adults interested in bird study. 

Families can continue study together through birding clubs in their area, sceduling a field trip to the local Audubon society, or dissecting owl pellets.

Additional resources:
http://www.sciencekids.co.nz/sciencefacts/animals/bird.html

http://www.neok12.com/Birds.htm

http://animals.nationalgeographic.com/animals/birds/

http://www.wildbirds.com/IdentifyBirds/KidsBirds/tabid/675/Default.aspx

http://www.kidwings.com/index.htm

http://www.biologycorner.com/worksheets/owlpellet.html

Happy birding!

"Mom, I Want to Build Something!"

The most recent statement from our child who recently announced, 

"I want to be an engineer." 

How did that child come to that conclusion? Not certain we had ever done an "engineer" study. Must know an engineer? Did the child overhear conversation with an engineer? Hmmm. Where did the revelation come from? 

A child has a longing, a desire. Louis Pasteur asked questions and searched for answers. He got answers, and saved lives. The Wright Brothers wanted to fly. They experimented and they did. A child inspired. Where will that inspiration lead? Pondering how to fan the flames, like Jeanne Roqui, Susan Wright, and many other moms.

Another day another idea.

Finding some PVC pipes, elbow and connectors, a tent frame erected in the front yard. Same child.

Now, convinced this is more than a passing thought, I notice the common thread. Building is part of the unique design.

Almost immediately I remembered an older sibling designing with an extensive set of KNEX, 13 years ago. Dug out of the back of a closet, the set was reopened, rediscovered, pieces rumbling. Something was happening, like a mind-quake.

What is being built? The curiosity bubbled inside me. I couldn't wait to see the results of a imaginative mind, a curiosity.

Before long..

"Look what I built!"

Complete with a rotary dial, which was added after consultation with an older sibling.

"Mom, I want to build something!"  

What an ingenious builder you are!

How can I help you be the best builder you can be?

Pondering...

Problem. Solution. Others Benefit.

My daughter saw a problem. Our play set needed care in order for our littles to have any chance of enjoying it the way she did.

"Mom, what if make the repairs, add additional weather conditioning?" 

Not really how I wanted to spend my time, but she was right. I appreciated her initiative, her heart. I knew I needed to encourage and help in the process.

Our family embraced the idea. The littles would appreciate our efforts.

Off to the home improvement store. Call Pop for instruction.

In days, work started. In days, work completed. 

Ingenuity. Initiative. Collaboration.

Problem. Solution. Others benefit. 

In the process, relationships were deepened and my daughter initiated a project, saw it to completion while involving others, and learned new skills.

Where will this experience be documented in her high school accomplishments? Another day. Another blog.

Tampa Bay STEM Conference- August 22-23, 2013

Excited to be a part of this event! 

As a young learner, math and science were my enemies, or so I thought. Much later, I realized I really did like math and science, I just could not understand it as presented and taught in school. I needed to experience concepts, not just read about them.

Learning in my father's shop was a different learning experience. I could be innovative, creative, try new ideas. Experiment. Discover. Work toward new solutions. 

 Inquisitive, I wondered how things worked. Hours in my father's wood shop found me experimenting with pulleys, building "launchers" with wood scraps, using tools, collaborating with my brothers to find creative ways to "put things together".

As I peered out Dad's wood shop window, I pondered how I could pick fresh wild blackberries (as quickly as possible) to sell along the country roadside. So began my entrepreneurial pursuits. There were so many ways I learned math and science, from gardening and animal care to imitating Dad's bird calls and identifying plants.

Mom made math understandable, essential to cooking and canning sessions together. Then there was my hand-crafted beaded jewelry business, yet another entrepreneurial venture. 

My early learning experiences set a foundation for my future, from the way I process and apply information to how I educate my children. The experiences in Dad's wood shed and Mom's kitchen contributed to those abilities. I only thought math and science were my enemies.

That is why I'm

excited to be a speaker at this event!

Science, technology, engineering, and math can be real and meaningful. These topics can be understood. It just might not "look" how we thought it might. This event will encourage and inspire parents as they learn practical ways to teach these often intimidating topics.

Tell us about the meaningful learning experiences you have had in the areas of science, technology, engineering, and math. Or, tell us about a unique way you have taught concepts in these areas. Readers who leave a comment to this blog post will be entered in a random drawing to win a copy of my book, Geometry. 

Follow my blog and receive another entry to the drawing.

Comments or follows must be generated by midnight Sunday, July 21 to be eligible. Winner announced Monday, July 22.

Swimmy

 A one-hour adventure with the beloved Swimmy by Leo Lionni

The preschool and elementary age fish in our school listened eagerly to Swimmy. After the reading, we chose white construction paper from our paper tray and brushed cool-hued watercolors lightly over the entire paper. We had our sights set on a mixed-media collage we found highlighted in 25 Terrific Art ProjectsBased on Favorite Picture Books by Karen Backus, Linda Evans and Mary Thompson.

As we created we strayed from the collage instructions in the book, adding our creativity with twisted tissue paper, sponge- painted seahorses, and torn paper rocks.  The results were amazing! 

My favorite moment of the adventure was the six-year-old's reaction to the fishes failure to cooperate. She sighed, "How sad!" What a character lesson!

Check out Swimmy by Leo Lionni for a powerful example of the importance of working together.

America's Birthday

As we put the finishing touches on a vegetable tray for a Fourth of July celebration, our inquisitive three year old questioned, "Where are we going?"

I looked down at her bright smiling face and answered, "To Uncle Brian's party."

Immediately she responded with yet another question.  "Who's birthday is it?"

Of course a three year old might consider that every party is a birthday party.  I smiled and chuckled inside as I replied, "It's America's birthday."

Before I could get another word of explanation out of my mouth, she questioned, "Is America going to be there?"

Looking for July 4th teaching resources? Check out  The Teaching Nook.

Experiential Learning: ECHO

What an amazing day!

On a recent stay in Fort Myers, at the encouragement of our friends, we visited ECHO (Educational Concerns for Hunger Organization). What we learned was astounding!

Our morning began with a informational video about the organization. The guide explained the geographical barriers of cultivating food in such a way that our children understood the difficulty of growing food in urban areas or on mountain side villages, rendering farmers poor. Once we understood the geographical barriers, the guide escorted our small group out to the working farm where volunteers research and experiment to overcome geographical barriers with no waste. My children observed how problem solving skills, out-of-the-box thinking, can feed people. Their solutions, innovative.

The organization also provides seeds, plants, and agricultural knowledge to farmers struggling to provide food for their families. They research raising animals and finding ways to reuse or re-purpose everything, all in hopes to use what can be used naturally in areas where agriculture is difficult.

My children were introduced to turkens, a breed of chicken which can survive in tropical climates because their their necks are featherless. They stay cooler than the chickens with which we are familiar with.

Amazing agricultural engineering. Use what people have access to. Make is sustainable. Waste nothing.

The visit reminded me of my our friend John Drake whose creative genius, ingenuity, and determination brought self-sustaining windmills to Malawi. He recognized a problem. He surveyed the resources available to the people. He created a solution. Through his non-profit, African Windmill Project, John has not only designed a windmill to bring water to crops, but also has empowered the people of the area to use what they have available to sustain the equipment they install to help them solve their irrigation issues. Ingenuity.

At ECHO we learned geography, engineering, agriculture, science, and math. But perhaps the greatest take away was my children interacting and listening to people who were not afraid to ask questions, to recognize a problem, and then find a solution, using what was available. Reminds me of the biographies we have read about the Wright Brothers, Edison, and others who have used what they had available to them to make a difference: seeing a problem, finding a solution.

Landmark Books in Chronological Order (at least the best I could!)

Teaching history chronologically? Wanting to learn more details about the life of an inventor or reformer? Why not add some living books, real books about real events and real people, to your study?

I compiled this chronological listing of Landmark books for two reasons. First, we have always intertwined the teaching of American and world history, reading a piece of historical fiction or biography and posting a representative picture on our time line which stretches the length of our hallway. Most recently, however, we joined a small living history co-op which teaches world history chronologically, focusing on a specific time period each year. We were curious if any of the books we had on our shelves would fit into our upcoming school year. We thought of our Landmark books.

Having a shelf full of Landmark books, I decided to arrange them chronologically (as best I could) so we can research and read from the time period which we will be studying. For those children in my family who prefer the “this looks interesting” method of learning, this chronological listing will be used as reference, should he or she try to place a specific event or person on our family timeline. 

to 467 AD                               Ancient Civilizations                         The World

Book Number	Title	Author
W1	The First Men In the World	Anne Terry White
11	Prehistoric America	Anne Terry White
W59	Pharaohs of Ancient Egypt	Elizabeth Payne
W40	Adventures of Ulysses	Gerald Gottlieb
W18	The Exploits of Xenophon	Geoffrey Household
W2	Alexander the Great	John Gunther
W43	Julius Caesar	John Gunther
W50	Cleopatra of Egypt	Leonora Hornblow
W42	Jesus of Nazareth	Harry Emerson Fosdick
W53	The Life of Saint Paul	Harry Emerson Fosdick

467 - 1453                            Middle Ages                                    The World

Book Number	Title	Author
W17	The Life of Saint Patrick	Quentin Reynolds
W5	King Arthur and His Knights	Mabel Louise Robinson
W41	William the Conqueror	Thomas B. Costain
W11	The Crusades	Anthony West
W12	Genghis Khan and the Mongol	Harold Lamb
W26	The Magna Charta	James Daugherty
W3	Adventures and Discoveries of Marco Polo (see also Age of Exploration and Discovery)	Richard Walsh
W4	Joan of Arc	Nancy Wilson Ross
W30	The Fall of Constantinople	Bernadine Kielty

1400 - 1600                 Renaissance and Reformation         The World

Book Number	Title	Author
W27	Leonardo da Vinci	Emily Hahn
W23	Martin Luther	Harry Emerson Fosdick
W6	Mary, Queen of Scots	Emily Hahn

1200 - 1750        The Age of Exploration and Discovery         The World

Book Number	Title	Author
W3	Adventures and Discoveries of Marco Polo	Richard Walsh
12	The Vikings	Elizabeth Janeway
1	The Voyages of Christopher Columbus	Armstrong Sperry
W25	Balboa: Swordsman Conquistador	Felix Riesenberg
W31	Ferdinand Magellan: Master Mariner	Seymour Gates Pond
W45	Captain Cortes Conquers Mexico	William Johnson
W13	Queen Elizabeth and the Spanish Armada	Francis Winwar
W54	The Voyages of Henry Hudson	Eugene Rachlis
W21	Will Shakespeare and the Globe Theater	Anne Terry White
W36	Exploring the Himalaya	William O. Douglas
3	Pocahontas and Captain John Smith	Marie Lawson
W44	The Story of Australia	A. Grove Day
W39	Chief of the Cossacks	Harold Lamb
W38	The Flight and Adventures of Charles II	Charles Norman
31	The Barbary Pirates	C. S. Forester
W35	Famous Pirates of the New World	A. B. C. Whipple
17	The Explorations of Pere Marquette	Jim Kjelgaard
W19	Captain Cook Explores the South Seas	Armstrong Sperry

1500 - 1763          Colonial America         The United States

Book Number	Title	Author
W58	Walter Raleigh	Henrietta Buckmaster
3	Pocahontas and Captain John Smith	Marie Lawson
2	The Landing of the Pilgrims	James Daugherty
115	The Story of the Thirteen Colonies	Clifford Lindsey Alderman
43	Peter Stuyvesant of Old New York	Anne Erskine
98	William Penn: Quaker Hero	Hildegarde Dolson
122	The Mysterious Voyage of Captain Kidd	A. B. C.Whipple
69	The Witchcraft of Salem Village	Shirley Jackson
W24	Hudson's Bay Company	Richard Morenus
52	The Mississippi Bubble	Thomas B. Costain

1700 - 1850   Enlightenment, Revolution and Independence   The World

Book Number	Title	Author
28	Ben Franklin and Old Philadelphia	Margaret Cousin
W29	Catherine the Great	Katherine Scherman
71	George Washington, Frontier Colonel	Sterling North
4	Paul Revere and the Minute Men	Dorothy Canfield Fisher
66	Ethan Allen and the Green Mountain Boys	Slater Brown
W15	The Slave Who Freed Haiti: The Story of Toussaint Louverture	Katerine Scherman
36	Thomas Jefferson, Father of Democracy	Vincent Sheean
39	John Paul Jones, Fighting Sailor	Armstrong Sperry
26	Betsy Ross and the Flag	Jane Mayer
63	Rogers’ Rangers and the French and Indian War	Bradford Smith
W20	Marie Antoinette	Bernadine Kielty
74	Evangeline and the Acadians	Robert Tallant
W34	The Marquis de Lafayette: Bright Sword of Freedom	Hodding Carter
90	The Swamp Fox of the Revolution	Stewart H. Holbrook
83	The American Revolution	Bruce Bliven
33	The Winter at Valley Forge	Van Wyck Mason
5	Our Independence and the Constitution	Dorothy Canfield Fisher
W14	Simon Bolivar, the Great Liberator	Arnold Whitridge
W55	Hero of Trafalgar	A. B. C. Whipple
W7	Napoleon and the Battle of Waterloo	Frances Winwar
W16	The Story of Scotland Yard	Laurence Thompson

1783 - 1850    Post-Revolution and the New Nation    The United States

Book Number	Title	Author
47	Dolly Madison	Jane Mayer
48	John James Audubon	Margaret and John Kieran
51	Old Ironsides, the Fighting Constitution	Harry Hansen
W28	General Brock and Niagara Falls	Samuel Hopkins Adams
85	Alexander Hamilton and Aaron Burr	Anna Erskine
19	The Pirate Lafitte and The Battle of New Orleans	Robert Tallant
34	The Erie Canal	Samuel Hopkins Adams
45	Robert Fulton and the Steamboat	Ralph Nading Hill
22	Clipper Ship Days	John Jennings

1787 - 1900             Westward Expansion                The United States

Book Number	Title	Author
21	Daniel Boone	John Mason Brown
24	The Louisiana Purchase	Robert Tallant
15	The Lewis and Clark Expedition	Richard L. Neuberger
65	Sequoyah, Leader of the Cherokees	Alice Marriott
50	War Chief of the Seminoles	Mary McNeer
64	The Greatest Showman: The Life of P.T. Barnum	Joe Bryan III
67	Davy Crockett	Stewart H. Holbrook
32	Sam Houston, the Tallest Texan	William Johnson
79	Remember the Alamo!	Robert Penn Warren
72	The Texas Rangers	Will Henry
76	Tippecanoe and Tyler, Too!	Stanley Young
29	Trapper and Traders of the Far West	James Daugherty
91	Heroines of the Early West	Nancy Wilson Ross
53	Kit Carson and the Wild Frontier	Ralph Moody
13	The Santa Fe Trail	Samuel Hopkins Adams
113	Young Mark Twain and the Mississippi	Harnett T. Kane
25	Wild Bill Hickok Tames the Wild West	Stewart H. Holbrook
42	The Pioneers Go West to California by Covered Wagon	George R. Stewart
37	The Coming of the Mormons	Jim Kjelgaard
67	Wyatt Earp, U.S. Marshall	Stewart H Holbrook
6	The California Gold Rush	May McNeer
40	The First Overland Mail	Robert Pinkerton
7	The Pony Express	Samuel Hopkins Adams
93	The Golden Age of Railroads	Stewart H. Holbrook
81	Geronimo: Wolf of the Warpath	Ralph Moody
20	Custer’s Last Stand	Quentin Reynolds
60	Up the Trail from Texas	J. Frank Dobie
73	Buffalo Bill’s Great Wild West Show	Walter Havighurst
92	The Alaska Gold Rush	May McNeer

1861 - 1865                       The Civil War                 The United States

Book Number	Title	Author
61	Abe Lincoln: Log Cabin to White House	Sterling North
54	Robert E. Lee and the Road to Honor	Hodding Carter
86	Stonewall Jackson	Jonathan Daniels
58	Clara Barton, Founder of the American Red Cross	Helen Boylston
44	Lincoln and Douglas: The Years of Decision	Regina Z. Kelly
16	The Monitor and the Merrimac	Fletcher Pratt
23	Gettysburg	MacKinlay Kantor
8	Lee and Grant at Appomattox	MacKinlay Kantor

1837 - 1900           The Victorian Era and Imperialism         The World

Book Number	Title	Author
56	Commodore Perry and the Opening of Japan	Ferdinanad Kuhn
W37	Queen Victoria	Noel Streatfeild
W46	Florence Nightingale	Ruth Fox Hume
W22	The French Foreign Legion	Wyatt Blassingame
W32	Garibaldi: Father of Modern Italy	Marcia Davenport

1820 - 1900    Industrialization and Innovation         The United States

Book Number	Title	Author
93	The Golden Age of Railroads	Stewart H. Holbrook
80	Andrew Carnegie and the Age of Steel	Katherine B. Shippen
88	The First Transatlantic Cable	Adele Gutman Nathan
30	Mr. Bell Invents the Telephone	Katherine B. Shippen
9	The Building of the First Transcontinental Railroad	Adele Gutman Nathan
109	Disaster at Johnstown, the Great Flood	Hildegarde Dolson

1880 - 1920   Around the World at the Turn of the Century   The World

Book Number	Title	Author
41	Teddy Roosevelt and the Rough Riders	Henry Castor
68	The Early Days of the Automobiles	Elizabeth Janeway
38	George Washington Carver, the Story of a Great American	Anne Terry White
75	The Story of the Secret Service	Ferdinand Kuhn
W9	The Man Who Changed China: The Story of Sun Yat-sen	Pearl S. Buck
10	The Wright Brothers	Quentin Reynolds
110	The Story of Alva Edison	Margaret Cousins
18	The Panama Canal	Bob Considine
59	The Story of San Francisco	Charlotte Jackson
27	The Conquest of the North and South Poles	Russell Owen

1914 - 1945          World War I to World War II         The United States

Book Number	Title	Author
52	The Mississippi Bubble	Thomas B. Costain
W60	Flying Aces of World War I	Gene Gurney
W8	Royal Canadian Mounted Police	Richard L Neuberger
W33	The Story of Albert Schweitzer	Anita Daniel
100	The Story of Oklahoma	Lon Tinkle
78	The Doctors Who Conquered Yellow Fever	Ralph Nading Hill
W47	The Rise and Fall of Adolf Hitler	William L. Shirer
103	The Seabees of World War II	Edmund Castillo
116	Combat Nurses of World War II	Wyatt Blassingame
120	Medical Corps Heroes of World War II	Wyatt Blassingame
106	The U. S. Frogmen of World War II	Wyatt Blassingame
W61	Commandos of World War II	Hodding Carter
W10	The Battle of Britain	Quentin Reynolds
87	The Battle for the Atlantic	Jay Williams
W51	The Sinking of the Bismarck	William L. Shirer
94	From Pearl Harbor to Okinawa	William L. Shirer
105	The Flying Tigers	John Toland
35	Thirty Seconds Over Tokyo	Captain Ted Lawson
55	Guadalcanal Diary	Richard Tregaskis
119	Midway, Battle for the Pacific	Richard Tregaskis
99	John F. Kennedy and PT 109	Richard Tregaskis
112	From Casablanca to Berlin	Bruce Blevin, Jr.
114	The Battle of the Bulge	John Toland
62	The Story of D-Day: June 6, 1944	Bruce Bliven, Jr.
118	The Battle for Iwo Jima	Robert Leckie

1947 - 1991     The Cold War and Space Exploration         The World

Book Number	Title	Author
W48	The Story of Atomic Energy	Laura Fermi
W57	The War of Korea: 1950 - 1953	Robert Leckie
108	Dwight D. Eisenhower	Malcom Moos
101	Americans into Orbit: The Story of Project Mercury	Gene Gurney
117	Walk in Space: The Story of Project Gemini	Gene Gurney

* Please note: Historical eras and dates are debated, even documented and titled differently dependent on the source.  I did my best to list the books in the best chronological sequence possible based on the time frame and content of the book, which often spans many years. This listing is a guide and parents are encouraged to read the literature they intend to hand to their children.

Why do the names associated with eras differ? Why are certain eras labeled differently by different sources? What do different sources pinpoint a particular date as the starting or ending of an era? These are great questions to ponder and dialogue about with your children. Ask questions. Find answers together.

For children (or parents) curious about the military history of the United States, Landmark offers quite a selection. This list is not in chronological order.

1800 - Present                       The Armed Forces                       The World

Book Number	Title	Author
82	The Story of the Paratroops	George Weller
14	The Story of the U. S. Marines	George Hunt
70	The West Point Story	Colonel Red Reeder
97	The Story of the U. S. Coast Guard	Eugene Rachlis
84	The Story of the Naval Academy	Felix Riesenberg, Jr.
102	The Story of Submarines	George Weller
121	Flat-Tops: The Story of Aircraft Carriers	Edmund Castillo
89	The Story of the U.S. Air Force	Robert Loomis
111	Medal of Honor Heroes	Colonel Red Reeder
104	The U. S. Border Patrol	Clement Hellyer
75	The Story of the Secret Service	Ferdinand Kuhn

I hope this listing will be as helpful to you as it is for us, whether you study history chronologically or from a “this looks interesting” method. Enjoy these WONDERFUL literary treasures!