Beverly's Perspective - Homeschool Blogger

Teaching History - Developing Heroes (Part 2)

Wed, 22 Feb 2006 12:08:00 -0600

A "Back Door" Approach to History: Developing Heroes

The thing that hath been, it is that which
shall be; and that which is done is that which
shall be done: and there is no new thing
under the sun. � Ecclesiastes 1:9

I can do all things through Christ
which strengtheneth me.
� Philippians 4:13

Let's begin with a working definition of a hero. In our family a hero is someone of great strength. This strength may be demonstrated physically, morally, emotionally, and/or spiritually. Heroes have high pricipals and character traits well worth exploring. Heroes do not take themselves too seriously and constantly work to avoid pride issues. Heroes also tend to recognize their "feet of clay" and make allowances for it with a sense of humor.

Heroes are an important nuturing tool for a growing child. Recognizing the talents and abilities of a hero during difficult experiences is important indeed. However, exploring how the hero handles his or her own weaknesses and strengths is also quite revealing and makes the hero more endearing. For example, there are very few instances of George Washington losing his temper, but they do exist. Washington was terrified of his temper and he worked constantly to keep it under control.

Hereos can teach your children how to deal with a variety of situations and circumstances. It is imporant to remind your children that there is nothing new under the sun.

Let's look at some basic issues your scholar may be dealing with .

Bullies.
Has your child experienced difficulties with bullies? Let him/her know that they are not the only individuals throughout time to struggle with bullies. Look in history to see how others have dealt with this issue and if it can be applied to your child's situation or circumstance. Who in history has had to deal with bullies? What did they do? Can your child do the same thing with slight modifications? (Ideas: Patrick Henry, George Mason, Oliver Cromwell, Captain John Smith, Alfred the Great, etc.).

Learning Disabilities
During "Goof Off Time," sneak in books, movies, and/or audio books on Charlemagne, Thomas Edison, and others who have conquered this area while still having a so-called "learning disability". Did they allow their "learning disabilities" to have a negative impact on them and how they approached life? Did they help others? If so, how? Did they protect the weak and the helpless? If so, how? Did these individuals really have a learning disability or did they learn things in a different manner than others?

Physical Challenges
Learn about others that have had difficulties in this area like Julius Caesar having grand mal seizures or Helen Keller being blind and deaf. What did they do to overcome their challenges? Did they encourage and inspire others? If so, how?

More interested in animals than history?
Look at paintings from various timeframes that have animals in them, Frequently, children want to learn more about the individuals in these portraits with the animals since they have the love of animals as a common ground. Learn about various dog breeds, for example, and the history of that breed. Take the time to learn about the history behind the animals your scholar enjoys.

Prefer math over history?
Learn about famous mathematicians. When did they live? What have they contributed to the world? How has this helped others?

Curious about natural disasters?
Watch videos and read eyewitness accounts, and then compare and contrast them. How did these individuals deal with these natural disasters? What can we learn from their experiences?

Does your child have a difficult time with a particular character trait?
History is probably the easiest way to confront less than pleasing character traits in a non-threatening manner. Historical examples abound with individuals that have had difficulties with impulse control, focusing, etc. Explore these individuals in such a way that your child automatically begins to identify with the character at hand without you having to connect the dots for him or her. Remember the Golden Rule applies here also After all, if you as the parent do NOT like to be placed on the "hot seat" nor will your child.

If your children have not yet developed heroes within history, help your scholars to discover them. If your children already have heroes, identify who these individuals are and why your scholars admire them. Try to isolate the character traits that attracts your children ... chivalry, bravery, courage, standing for what is right even when it was difficult and others backed down, perseverance, determination, kindness, mercy, etc. Next look for other individuals throughout history with those same or similar character traits in various vocations throughout time.

History becomes more alive and real when your scholars become personally involved in history developing a relationship with famous personages. Discuss the great odds these individuals went through. Could we have handled such momentous events in the same courageous fashion? Individuals that have left behind letters that reveal their fears and worries demonstrate a remarkable honesty to be able to identify their thoughts and feelings with clarity when most folks would chose to ignore these things. Could this be a character trait that makes these famous personages more of a hero?

yours in His service,

Beverly Schmitt
PrestonSpeed Publications

� all rights reserved

Teaching History - Getting Started (Part 1)

Sat, 18 Feb 2006 08:48:00 -0600

Hearken to Me, ye that follow after righteousness,
ye that seek the LORD: look unto the rock whence
ye are hewn, and to the hole of the pit whence ye

are digged. � Isaiah 51:1

The thing that hath been, it is that which shall be;
and that which is done is that which shall be done:
and there is no new thing under the sun.
� Ecclesiastes 1:9

My family taught me my love of history from a very young age. My father and mother could make history come to life. My father would tell his favorite stories in history while my mother would discuss how grateful she was to be living now with all the conveniences of modern homemaking. When visiting my maternal grandmother, my mother would show me the various size rug beaters used by my grandmother and great grandmother to beat the rugs clean outside and talk about how grateful she was for her vacuum cleaner. My maternal grandmother was totally amazed at the relative "ease" and "safety" of women giving birth as compared to her time and that of her mother. My maternal grandfather saw so much history in his life. This is a man that went from horse and buggies to the invention of the automobile to seeing a man land on the moon. All of this was witnessed by my grandfather as an adul!

Respecting the courage of various individuals in history and discussing major and not-so-important historical events in history gave me an abiding enthusiasm for the subject. Starting in third grade, my father began to assign me three books a week to read usually all relating to history in some fashion. After church on a Sunday, my father would read books to my entire family. I remember vividly my poor father's hoarse voice when he read Easter Island, for example, because no one would allow the poor man to stop reading until the book was finished! The discussion these books spurred in our family is still one of those comforting memories I have and for which I will always be grateful.

Keeping in mind the Golden Rule, I wanted my children to have wonderful memories and develop a love of history as well. From a very early age my daughters could list the kings and queens of England and, to a certain extent, what was occurring in various parts of Christendom at that time. Through a variety of souces, history � the people, their lives, and the events � became so alive to my children that by the time my older daughter turned 6 or 7, she was surprised to learn that Oliver Cromwell was not alive!

Start making history come alive for your family! Create memories now!

An easy place to start is to find out what timeframe really interests your scholar (e.g., Ancient Civilizations? Middle Ages? Great Reformation? Colonial America? Victorian? Post Modern? etc.). Begin to explore that era and gradually expand outward.

During your studies, begin to encourage your scholars to ask questions like...

Why do you think God allowed that to happen?
What Scripture verse(s) does this event or individual remind you of? Why?
Does this situation remind you of something else?

As your children become more knowledgeable and aware of history, various events, situations, societal rules, clothing, etc. will remind them of something else. Take, for example, the fascinating and remarkable similarities between the ancient Egyptian's bead work and hair plaiting to that of the American Indian. Encourage your scholars to be observant and to really think if some period or historical epic that reminds them of something else.

In this way, you are training your scholars at a young age to be observant to what many tend to overlook. Comparing and contrasting various cultures and periods of history is generally not done in a "typical" history course; however, it will begin to establish a wonderful stepping stone to teach your scholars to look in history and to be able to apply lessons just learned to other culutres and current events.

Yours in His service,

Beverly Schmitt
PrestonSpeed Publications

� all rights reserved

Way of Life!

Wed, 15 Feb 2006 15:46:00 -0600

I could hardly wait to have children. Most couples are blessed right away within a year or two with babies. For whatever reason God had my husband and I wait for ten years before we were allowed to have children.

While waiting for our children, my husband and I researched education. We knew we wanted something different for our babies. We researched the educational backgrounds of our heroes in history. We remembered what we liked and disliked about our education. We planned. We waited. We prayed for our children.

Finally the day did arrive when we learned we were going to have our first child! Excitement was extreme. Our families in another state actually held a party even though my husband and I were unable to attend.

Every step of the way, we enjoyed the true blessing of having a child. It would take another three (3) years before we were allowed to have a second child.

Wanting the best for our children, we opted to homeschool. What a joy! We were able to be excited with our children when they read their first word, did their first science experiment, wrote their first book report, and many other first!

By being a homeschooling mom, I was able to enjoy each of my daughters' educational achievements and advances along with their failures. Not only have I been able to bond with my children spiritually and emotionallly, but intellectually!

I am very proud of my older daughter that has graduated from homeschooling even though I miss the intense educational intellectual bonding we experienced when I was homeschooling her. I'm cherishing my homeschooling time with my younger daughter even more realizing that I only have a short period of time before she, too, graduates homeschooling.

I am so grateful to my Lord that He allowed me to live at this time, in this country, to have my husband, to be blessed with my children and be allowed the honor of being a homeschooling mom.

Yours in His service,
Beverly
PrestonSpeed Publications