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An Update and Lessons for Today
Tuesday, February 24, 2009
Thought I'd give a quick update on our homeschooling since this *IS* a blog hosted at homeschoolblogger. LOL
Things have been going just dandy so far, with DD now "in 6th grade." She's been a pretty independent student for the last few years anyway, and this years proves to be no different. One thing that I'm really trying to get her to pay more attention to is ATTENTION TO DETAIL. Whether it be simple spelling or math errors, dropped letters or words in copywork, or something like remembering to put ALL the dishes away when she's doing the dishes (including the ones drying on the counter)... it all needs to be done. Right. The first time.
Like last evening, after dinner, I finally had a chance to look over/grade her work from earlier in the day. She was across the hall in her room probably doing some beading. Well, I had to call her in and have her go finish an assignment that she'd only done PART way, having not read/followed all the instructions I'd given her. She was not a happy camper, but hey-- not my fault. I'd given her adequate instructions. So she did the rest of the work and all was well. But this is a prime example of case/effect with the attention to detail issue.
Anyway, it's just after 9am and I hear her in the school room. Here's her list of assignments for the day:
 click to enlarge
Plus, she's to read another chapter in The Hobbit and do another lesson of computer math (Teaching Textbooks 6.) She's still in "review mode" so to speak with TT6. Having started from the beginning of the disk, she's just rolling long till we get to "new material/info." She seems to enjoy it, though had to turn off the annoying buddy noise it offers. LOL
There ya have it. Didn't wan't ya all to be thinking that we had stopped homeschooling or anything. LOL
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IEW- Story Sequence (A Student's First)
Wednesday, January 21, 2009
We've been dabbling in IEW (Institute for Excellence in Writing) for a couple of years. Dabbling because this mom is unorganized sometimes forgetful. But I'm wanting to really focus a lot more on writing this year, both with IEW and Writing Aids.
In any case, this week's IEW lesson was on Story Sequence. The lesson used The Boy Who Cried Wolf as the story example. The student made an outline of the story (characters, setting, plot, climax, resolution) and learned to "tweak" the story to their own liking, thus creating an orginal story based on the structure of The Boy Who Cried Wolf.
Kiddo gave me permission to post her work, so here it is...
First (ROUGH) Draft, as originally written, with spellings corrected for ease of reading here, however:
Fairies and Butterfly Nets (by student's name)
Once upon a time in a far away forest there was a fairy kingdom. And one little fairy namex Luxa had to watch the herd of butterflies. And as she watched them she thought sadly, "This is very tedious," and then remembered Queen Tatiana who had said, "Watch out for butterfly nets." Luxa wanted to see what would happen so she yelled at the top of her lungs, "Butterfly net! Butterfly net!" And laughed as all the little fairies came to "help" her. They looked around, then at her, and said, "Because of you we have to work longer. So don't do it again!" And Luxa didn't for a long time. But one day things were extremely dull. So she yodelled, "Net! Butterfly nets!" Again, all the fairies came fying and looked around. Realizing nothing was wrong, which made them furious, they said, "Don't ever do that again!" Because they shouted at her she cried. And looking up she who wasn't very brave in the first place, was terrified because she saw a real butterfly net. So she hoarsely called, "Help! Help!" Panicked, she yelled louder, "Butterfly nets!" But no one came. They thought she was lying again. "AAaaaahh!" Finally, the other fairies came but they didn't see Luxa or the butterflies anywhere.
The End
Now, as a rough draft, she met most of the criteria of the assignment
-- an "-ly" adverb, a who/which clause, use a strong verb, a quality adjective, and open a sentence with "because"
However, as is obvious in the above story, there aren't multi paragraphs. When questioned about this she said she wasn't sure where to start a new paragraph since it was all one story (as opposed to a "new set of facts" in a report or something.) We then talked about how the story progresses SEQUENTALLY and that would be a great breaking point for paragraphs. We looked again at the outline she'd made of The Boy Who Cried Wolf.
I read her story, as written, outloud to her, and asked her what she thought of it. She mentioned that she'd like to improve on it by using a thesaurus for stronger words. I wrote that on her revision note. We also discussed using a/an in a sentence as well as starting sentences with "And".
Other things we discussed and were written on her revision note were:
--Develop Luxa's (character qualities)
-- Describe the setting (create an image)
-- Queen's warning (explain better/more)
-- Fairies' 1st response to lie (grow it)
-- Change "yodelled" to a more fitting verb for the scene
--Fairy folk return to their tasks/work
-- Describe setting (later in day) & how Luxa was feeling/doing before the "looked up" part
--Add more excitement to the climax!
-- Anything else you can think of
She worked that same evening and typed in the rough draft.
The next day, during her lesson time, she worked in MSWord to revise her story, following the revision notesheet we'd created together.
She was quite pleased with her final draft. I think her first short story following this format turned out pretty nice, too. Here it is.
Final Draft:
Fairies and Butterfly Nets (by student's name)
Once upon a time there was a far away forest full of evergreens, oaks, and magic. In the heart of that magical forest there was a fairy kingdom. All the houses were built of white stone and set in a small clearing. There was also a sparkling river running along the edge of the clearing, where above banks of moss, butterflies flew. A tiny, lonely ten year old fairy named Luxa, who had wings that looked like a monarch's, dark red hair, and bright green eyes, watched the herd of butterflies.
One day as the sun was setting she was watching them and thinking sadly, "This is very tedious and I'm getting longely." She then remembered Queen Tatiana, who had warned, "Watch out for butterfly nets because if you see them then there's going to be humans attached to them! Those humans will try to catch the butterflies and they think butterflies are fairies, too!" Luxa wanted to see what would happen if she did see the nets and humans so she yelled at the top of her lungs, "Butterfly nets!" She laughed as all the little fairies came to "help" her. They looked wildly around for nets and humans but didn't see anything. They then all looked at her and said angrily, "Because of you we have to pick berries in the dark and that's very hard to do! So don't lie about that again." And Luxa didn't for a long time.
But one morning things were extremely dull. She she hollered, "Nets! Butterfly nets!" Again the fairies came flying and looked around. Realizing nothing was wrong, which made them furious, they said, "Don't ever do that again!" and flew away. Because they had shouted at her, Luxa put her head down into her lap and cried for about an hour. Then she heard a noise.
Looking up, she who wasn't very brave in the first place, was terrified because she saw real butterfly nets. She hoarsely called out, "Nets!" But on one came. The other fairies thought she was lying again. The nets were getting closer. She could hear the giants, called humans, laughing. She could see their dirty faces. Closer and closer they approached. "AAaaahhh!"
Finally, the other fairies came. Looking around they could see huge foot prints in the moss, but they didn't see nets, humans, butterflies, or Luxa anywhere.
The End
Quite a bit of improvement over the first draft, I'd say! While not a masterpiece, not too shabby. Kiddo was pleased and it was a nice introduction to this lesson. We'll continue the lesson next week. |
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Lesson Journal 11/17/08--
Monday, November 17, 2008
Barely getting above 30°F today, we were tucked snuggly into our house. DH and I have said, though, that we'll need to get the shrink plastic stuff to put on the north-facing windows of this house (namely DD's bedroom and the schoolroom.) We know winter hasn't even begun yet but brrrr, is it cold outside!
I let kiddo sleep in today, because I'm SUCH a nice mom. LOL School didn't start until 10am because of it. However, she managed to get through nearly all of today's lessons:
Copywork- This alternating between copywork and writing prompts/free-writing is still working wonderfully and still holds her attention/desire.
Math- continuing on in Math-U-See. Current lesson is proving a bit of a challenge for her so we went over some "stumpers" on the white board together. She is doing the work, just getting frustrated that it is taking "longer than normal." Will give an additional worksheet or two (love the free MUS worksheet generator) to give her extra practice on this lesson before moving on to the next.
Current Events-- Read another page in God's World News (News Current Level). Today's articles were about falcons and farmers , double dutch in NYC, and a short blurb on Nowthen, Minnesota. (click for related links) . I've decided to keep her in this level of newspaper as the next level is a "big step up" (IMO) with respect to content material. I'll reconsider this with our next subscription renewal.
Grammar-- another two pages in DailyGrams workbook.
Tapestry of Grace-- we're moving along in TOG3(classic) currently in week 13. I read the week's introduction from the Student Activity Page first, then she followed with reading about Andrew Jackson, Cherokee Indians, Davy Crockett, defined a few vocabulary words, and read a chapter in History of Us book 4.. She made a president deck card, illustrated a scene from her Cherokee reading, and commented that the Davy Crockett book smelled "old and musty" like "an enchanted palace library from long ago." (yes really. LOL)
Test Prep-- (almost done with this practice book!) completed a section in language arts. She'll be taking a standardized test next month to wrap up her 5th grade year. Hubby had requested earlier this year that we do testing so I was happy to oblige.
Health-- still plodding along with Sonlight 5 Science (anatomy) so today she read in Blood & Guts book and did a worksheet.
Spelling-- another day's lesson in Sequential Spelling & some words I've pulled from recent writings.
We were supposed to have gotten to today's memory work and an art lesson, but time was ticking on by so I "released her from lessons" (again with the super-nice-mom thing! LOL)
She emptied/filled the dishwasher and cleaned the guinea pigs' cage. This afternoon I heard her signing along with some songs on the radio, hear lots of busy footwork while she played Twister Dance on her DVD player, and saw that she finished painting a wooden "Dream" sign (Dollar Tree find a while back.)
Tomorrow we have a busy day away from the house! No "formal lessons" but learning continues daily, nonetheless! |
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Veteran's Day homeschooling--
Tuesday, November 11, 2008
Because Daddy is off of work today we had an abbreviated day of lessons. Corrections in math, practicing of Tae Kwon Do, & finishing the science experiment/journaling were the only things assigned.
Here is the result of the "cell membrane" experiment from yesterday. It hasn't even been a full 24 hours.
 The iodine very clearly passed through the
plastic baggie into the cornstarch/water mixture.
And here is what I saw after her assignments were done:
 She's working on her penguin report. I had to show her how to
use MS Word graphs because the World Book graphing
capability only allowed 16 things to be compared and she had 17 she wanted
to work with. Note the date in the perpetual calendar! LOL
Seems she's not updated it since 10/21! Also, the yellow and blue boxes
on the window ledge contain the writing prompts for copywork (yellow)
and creative writing (blue). Those rotate day to day and
she just selects a slip of paper from whichever day's it is.
Well, kiddo is wanting to do an art lesson (one we didn't quite get to yesterday.... so, off I go!
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Today's Homeschooling
Monday, November 10, 2008
Nov. 10, 2008:
It was a busy day, with full lessons, and a wonderful day, indeed!
Kiddo got herself started on copywork then math, while I did some other things.
Grammar, & Geography (TOG 3 State card deck) followed.
After that, she selected a new piece to memorize for the holiday season. At first it was a toss-up between two other poems until she saw "A Visit from St. Nick" and she knew right away she wanted to do that one. Okay by me! I think it's just a cultural standard, right?! LOL
Next came spelling,
 (Kiddo "sitting" at DH's desk, using the backside of the pages in her
spelling composition notebook! LOL Hey we can't let perfectly empty pages go to waste!
Yes, those are two laptops on DH's desk. Center is his newer one
which does NOT have Office 2007 installed on it yet and to the
left is the older one with Office 2005, which he has to use for now.
He does his email, websurfing, and college courses at this desk. )
 (gratuitous close-up shot)
then science (we're doing Sonlight 5 science)
 (Excuse the poor lighting. Us on the office floor with me reading the
science selection aloud. Notice the two art pieces overhead on
the wall in back. Those are two my son did in 9th grade.)
 (The beginning of the 24 hour "cell membrane" experiment.)
 (Writing up about the experiment. using a FREE page from NotebookingPages.com !)
We moved on to "artist study" at this time and watched a handful of video snippets on John James Audubon from various sources (YouTube and United Streaming both come to mind.) We're still working on our hands-on art lessons and will eventually be creating our own Audubon-esque pieces, but that is still a ways off. However, once we finish viewing the remaining video snippets, we'll move on from our formal study of Audubon.
We enjoyed returning back to M.E.P. math, as a mathematics enrichment. We'd taken a long break from it but I'd gotten it into my head last week, printed up pages, made her workbook, and off we go again! This is a great FREE resource including an email list for homeschoolers using MEP!
Finally, our formal lessons came to an end with our reading from the current God's World News. Today kiddo read about the Supreme Court and I followed with short articles about three separate cases that are being presented to the Supreme Court this session, no matter how "crazy" we think they are. DD and I had a nice conversation about these cases, their morality, and personal common sense. Oh, and let me not forget the knock-knock jokes she also read to me (also from GWN) which were, as usual, dull as the door which is knocked upon. LOL
Dinner around the table (the same table at which kiddo was documenting her experiment) she explained to Daddy about her experiment and how/why the results should be what they are (we'll know for sure tomorrow!) And, because she's such a great kid .... she also shared the knock-knock jokes with him, too! LOL
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Tapestry of Grace Year 3 (Classic) Week 7--
Sunday, June 8, 2008
(This is the second attempt to post this blog entry as HSB ate the first one. )
This week's focus (week 7) was not only on Jefferson's Presidency but on Lewis and Clark. Here are some of the things my kiddo did for her study of Lewis and Clark.
(1.) Read Scott O'Dell's Streams to the River, River to the Sea (the Corps of Discovery journey from Pocahontas' point of view.) For this book she filled our the Student Activity Pages including quick drawings of characters. Here are a few she did:
(2.) Listened to the 18+ hour audio book of Undaunted Courage by Stephen Ambrose. (She did this over weeks 6 and 7.)
(3.) From this listening and the other readings for the week about Jefferson, Lewis and Clark, and the Louisiana Purchase she wrote a three-paragraph essay. Here's what I typed up when I sent the essay to the grandparents...
She wrote this in steps:
- First, a simple cluster diagram (found on the Writing Aids disk) to decide on her topic sentence for each paragraph
- Topics for the 3 paragraphs were "before the journey", "who they saw", "problems along the way."
- Next, was an advanced cluster diagram (also found on the Writing Aids disk) to write up notes for her supporting sentences for that topic sentence
- Three days were given to write the rough draft of her three paragraphs, working on one each day.
- Her editing & proofreading of the rough draft, was next, followed by my *minimal* input on editing it for clarity.
- I proofread it and she was ready to make the final draft. She requested to type it up, which I agreed to.
- One copy has been put into this term’s history notebook, while a second copy has been gathered together with the other papers in the writing process, stapled and tucked away in the draw that holds yearly work samples.
- She’s VERY, VERY proud of her paper and thinks the typed version “looks very important.”
- *Please note, there may be a couple of factual discrepancies, I’m not certain, since I didn’t read the same books she did… but that wasn’t a concern of mine.
 I’m very pleased with her word usage. I thought it “so [DD] ” with some of the wit in the paper. Her personality really comes through in it, I think.
Here's her little essay...
Facts About the Lewis and Clark Expedition
Thomas Jefferson asked Captain William Clark to lead an expedition to see exactly how big the Louisiana Purchase was. He also wanted to see if the soil was good for farming and to become friends with the Indians. Clark agreed. Just planning and gathering the supplies for this important journey took over a year! Clark got permission from Jefferson to look at current soldiers for his crew. But before he looked for a crew he asked Meriwether Lewis to be his co-captain, and Lewis agreed. Lewis and Clark went to different armies. They looked for strong, healthy men with talents or jobs that were useful. Then they gathered and collected supplies. Capt. Clark got $3,000 of portable soup. Capt. Lewis got plenty of dried meat. Clark invented lead cans that you could put gun powder in. When the cans were empty they could be melted down to make bullets. Thomas Jefferson invented a collapsible steel boat just for the expedition. It cost more than $1,000 to make and took three months to build.
The first Indians they met were the Sioux. The Sioux were kind of nice but when they learned that they couldn’t have a few guns in trade trouble arose. The Indians said they couldn’t go down the river unless they were given ammunition. Lewis and Clark threatened to fire, luckily they didn’t. After two long hours a deal was struck. Clark offered 15 pairs of moccasins sewn with blue and red beads. Then they met the Mandan tribe, who were very friendly. A French man named Charboneau was hired and his Shoshone wife, Sacajawea, was hired as a guide and translator. After many months of hardship they neared the mountains. Living there was a Shoshone tribe. The tribe was Sacajawea’s people! The chief was her brother. Maybe that helped the explorers get the horses they needed to cross the mountains. They saw many things in those mountains Sacajawea loved so much, such as the prairie dog and coyotes. They saw new plants as well. One of which was the prickly pear (Sacajawea showed them how to eat it). Capt. Clark and Capt. Lewis wrote about all of these and many more in their journals.
There were many problems on the Lewis and Clark expedition. The first one was when they had to paddle through rapids. The boat hit a rock and flipped over. Half of the provisions were lost along with half of the gun powder. This was a grave loss. Another boat problem was when they tried to sail the steel boat. Although it looked light, the minute they put it in the water (without supplies) it sank. Clark loved to draw animals especially bears. Once he got to learn the hard way how fast a hungry bear could run and how fast a man can climb a tree! Mosquitoes were yet another problem. They were small but they were annoying and some carried a deadly disease called malaria. Many times at the Mandan camp it was far below zero. Blankets and fires were very welcome in two degree weather. Capt. Lewis once wrote that if you weren’t careful you could get frost bitten in less than five minutes!
Completed May 11, 2008
(4.) She did a few sketches of things Lewis and Clark found on their journey. This particular assignment was one she didn't give her 100% effort to, and as such was marked down a bit for it. I think, perhaps, I had grand visions of what this page would look like and didn't take the time to really explain it to kiddo. I didn't mark her down for that, mind you, but that it was very clear she was not doing her best work.
She was much more general in her terms than I would have liked. Perhaps the next time we cycle around to TOG3 again, at a higher level of learning, she'll have more desire and better art skills to get the final product more like she wants it. As it is now, this page didn't even get finished. I see she didn't complete coloring in the items.
(5.) She did a small map to show the expanding U.S.
(6.) as well as a transparency map overlay (over the TOG Y3-W7 map) to show the states that Lewis and Clark went through during their journey. This map looks really neat in person! The Sharpie colors on the transparency really pop!
(7.) And, finally, she opted to make Native American costumes for her American Girl doll and friend. This started as her just making a pair of moccasins (from felt) for one doll but bloomed into full paper bag costumes, another pair of moccasins and decorating her A.G. horse, Penny, up in tribal wear, too!
 Here's one doll in costume
said she'd try to get the other doll and horse back into
costume this week for more photos... maybe. LOL
All in all, and as I mentioned at the ICHE 2008 Homeschool Conference this weekend while manning the Tapestry of Grace booth... she LIVED Lewis and Clark for nearly two full weeks. By the end of this section of study she was VERY well versed in the reason Jefferson felt the need to send the Corps on the journey, how the Corps managed and what their discoveries meant to Americans. It's a VERY good thing that it will be another 3 years until we cycle back around to study them again! LOL
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Tapestry of Grace year 3 week 5--
Sunday, June 8, 2008
I recently realized I hadn't shared much of our time spent so far in Tapestry of Grace Year 3 (Classic.) So, with our daughter's notebook at hand, I thought I'd share a few things.
(1.) I had split up the reading of the book The Industrial Revolution (SeeThrough History) over the course of two weeks. Each day's reading she was to write a few sentences about one thing she read. Once all the notes were taken and the readings were completed, she rewrote onto notebook paper so it could be kept easily in her notebook. This isn't a "normal paper" in that it doesn't flow from thesis to wrapped up final thought. Instead, it is just a compiling of her notes from the book. The following writing spans 6.5 pages of HWT cursive notebook paper.
NOTES ABOUT THE INDUSTRIAL REVOLUTION
On farms, much of the work was done by hand as well as human and animal muscle power. Many families had lots of laborers to work their fields. Sometimes the children didn't go to school because they were needed to plant and harvest. The day's work was long and hard.
Before using manure in field soil people had to wait a whole year before they could plant the crops which were very important to their lifestyles. The Dutch were the first to put manure on their crops. Even though no one knew what manure (animal poo) did for their crops, it was the idea that spread for crops. Now the people could have wheat and other things like it every year. The manure made it possible for the people to have things such as turnips and other garden vegetables while fields were resting from larger crops. Regular usage of the fields allowed people to raise more crops to sell, therefore making more money.
The spindle could make only one thread, but in 1730, John Kay made the Flying Shuttle that could make eight threads at one time! The flying shuttle allowed work to go much faster. The flying shuttle was the first invention for the cloth industry which helped speed up the cloth making process. Previously, the weaver had to use two hands for teh spindle but only one with the Flying Shuttle.
The factories needed more coal for the steam engines running the machinery and for making iron. More and more coal mines were opened. Humphrey Davy made the first safety lamp with a contained flame so there were less explosions in the mines. Children as young as five spent hours in the mines opening small doors to let the coal carts travel on through the mine. Mining was dirty, dangerous, and the pay was low. Many of the workers suffered from lung disease because of the coal dust.
People found uses for tar and coal gases which they usually discarded. Tar could be made into dyes, explosives, and chemical fertilizer. Coal gas was heated to make coke. The gas was also used for lighting houses and street lamps. Charles Macintosh mixed tar and rubber, making the famous waterproof overcoat also known as a Macintosh.
Canals were a big thing in their time. People who owned canals made a lot of money. Canal boats were almost the fastest way of transportation. Coal became cheaper by 50% once canals were utilized for its water transportation. By 1800, there were almost 4,000 miles of canals, changing America's transportation routes.
Houses for workers were small, cold, and crowded. There were often five or more people in a bed! Childen rarely saw the sun and they only could play in long, narrow alleys. The people that lived in these houses usually had to pay high rents. Some factory owners tried to give mill workers better conditions by building chapels, schools, hospitals, and public baths.
The waste from the factories contaminated drinking water and caused many illnesses. In 1842, New York was the first city to have sewers. Soon after, many other cities followed New York and made sewers, too. The cleaner water caused big changes. The amount of people getting diseases was going down. Workers in the factories were getting better meals. Workers didn't work so long and hiring children under nine was illegal.
The poorer people started to riot. The reason they rioted was because of the low wages and the scarce food. These people would destroy machinery and try to burn down factories. In 1841, a sewing factory was destroyed by these rioters.
The use of electricity helped people communicate better the telegraph communicated by tapping a metal bar with electrical current. Alexander Graham Bell invented the "talking telegraph," the telephone. There was even a wire from New York to England along the floor of the Atlantic Ocean!
(2.) Spinning Jenny Poster
Here's a picture of the poster kiddo made for the Industrial Revolution invention she chose, the Spinning Jenny. (i've also typed up what she wrote about it.)
The title is Truths of the Spinning Jenny and the poster answers the 5W's.
- When? The Spinning Jenny was invented circa 1764 by a man named James Hargreaves in Stanhill, England.
- What? The Spinning Jenny let people spin thread twice as fast as many home-weavers. But made many of the people, who got most of their money from spinning, out of business.
- Who? James Hargreaves was born in 1720 in a town called Oswaldtwistle near Blackbrun Greys. He never was taught was to read or write. He died in 1778.
- What? The Spinning Jenny allowed one person to do the work of 8 or more who were on spindles.
- Why? It was invented so more threads could be made, and it was also a lot faster.
Now, this poster of hers may not seem all that wonderful, but in truth this was the first PROJECT assignment where she was left to her own devices and time management. I merely explained the assignment, gave her the 2 page article about the Spinning Jenny, some graphics to pick from, and gave her a due date (2 weeks out.) She, on her own time, not assigned school time, had to read the article, decide what she wanted to capture on her poster, how the poster would look, and get it done on time. Previous experience along these lines were a geography display board a few years ago, a literature fair board, and most recently a science fair board-- all of which I had varying amounts of hands on alongside her. This poster she did on her own. There were a few spelling errors/oversights, but for the overall final grading of this, those weren't counted. She was very proud of her poster and it has hung in our living room for the last, oh 6+ weeks or so. Only today have I taken it down. I've taken a photo of it to add to her notebook and the poster will be rolled up and saved if she chooses to. Otherwise, it can be put in the trash since we have a photo. (3.) Weaving Project
Last year I'd bought a wooden loom from a local thrift store. It finally came into use with our study of the Industrial Revolution. Kiddo opted to make a rug for her American Girl Dolls' area of her bedroom. I gave her a brief lesson on using the loom (she was already quite familiar with how to weave in general) and away she went. Except for that initial start-up lesson I didn't schedule her weaving time into her school day, but rather would inquire about its progress from time to time. It didn't take but a few days for her to complete it. She was quite pleased with how it turned out.
 Rug is about 9"x6".
I read Samuel Slater's Mill aloud for the week and boy, was I glad I did! It was a truly delightful and enriching book. I'd never heard of Slater previously and reading about his life and the influence his brilliance truly had on the world as a whole was just amazing. I've already sold off the book to another TOG user or I'd have scanned the cover for use here.
(5.) Industrial Revolution Timeline page
We haven't been keeping any sort of timeline book or wall line since early in our days in Hawaii. However, since this era was packed with a lot of inventions and we'd read about many of them, I found images online for some and she made up a timeline page.
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