Y10, T2, Exam {Fox}

Time flies so quickly. Two years ago Lee did her Y10, T2 exam. It can be found here. Now it is time to record Fox's exam. I'll follow the same format as before- state the question, followed by the answer. All spelling errors are mine.

I'll reflect a little on this one- he did well on a few of the questions but overall, the entire week of the exams were difficult because he didn't want to actually put any effort into the exam answers. He chose to answer the ones he knew a definite answer to first (no surprise there; I do the same thing). Some he had intended leaving blank but I do not allow blank answers.

I am wondering if I've packed more readings in without the necessary time to reflect on those readings. Some questions he was confusing an event or person with another. He would say he didn't know how to answer the question because he could only remember a different account, but on relaying the account to me verbally, it was discovered he was indeed familiar with the account in question.

Things to work on for Term 3, and also into his senior year: Government, Math, Foreign Language.

Bible-
1. Discuss what is meant by sin's dominion ended, crucifying sin, perseverance, or glorification in terms of the Christian life. Use Scripture references. 
A- Crucifying sin is putting sin away from our life. You are dead to sin, and you actively avoid sin. Romans 12:1-2 are good verses on what we are to do.

2. "Behold, I create new heavens and a new earth: and the former shall not be remembered, nor come into mind." Tell about this promise. Where is this found in the Bible?
A- {missed this one on the actual exam but covered it in an outside class so I don't have a written response to record}

3. Describe Jeremiah's calling.
A- Jeremiah was called to be a prophet right before Judah was captured by Babylon.

Composition-
1. Tell about John Keats, Charles Dickens, or Alfred Tennyson.
A- Charles Dickens was poor, and he only just managed to go to school. While there, he saw a house on hill. He decided that one day he would live there. He grew up, and somewhere along the way he started writing. Dickens moved to London, got married, wrote some books. There, his fame grew, and he he got enough money to move into the house on the hill. Once there, he began going around and doing readings of his works. Its success killed him. He overworked himself and by time he was convinced to rest, it was too late.

2. Narrate an episode from Moby Dick.
A- Ishmael is trying to find a place to stay for the night, but the inns are all full. He arrives at a last hotel, but it is full as well. However, the owner offers to let Ishmael double up with someone else. Ishmael, after trying to figure something else out, agrees to double up. He gets to the room, and it is empty. He goes to bed. Late in the night he is awakened by the door opening. A huge, bulking, tattooed covered savage enters the room. Ishmael pretends to be asleep. The savage, Queeoq, is slightly surprised to see someone in his bed, but he climbs in and goes to sleep, much to Ishmael's dismay. The two go on to become fast friends, until Queeoq dies.

3. Share from memory, the outline for the informative speech you gave on comic books.
A- Comic Books: What's the Point?
Thesis- Comic books are not only forms of entertainment, but also a mirror of culture.
Body point #1- History of the modern comic book, and the superhero.
Body point #2- Comics addressing the world, with Stan Lee.
Body point #3- Comics on the screen, and why.
Conclusion.

4. Write the final draft for the essay, "C. S. Lewis's Introduction to Athanaseus's 'On the Incarnation.'" (This is a paraphrase of the original essay.)
A- Most people feel unable to read classic books when supposed 'simpler' interpretations exist. This is often wrong, as many of the modern books are more complicated and dry, whereas the old are written with clear, firsthand knowledge.
This misconception is in every subject, but runs rampant in theology. More people seem to read modern books rather than classic. If you could read old or new, go with the old. One reason is, the old books are tried and proven. New are not. Also, to get the simple standards of the Christian life, we must look to the old. If you can't read just the old, maker sure to balance it.
Each age has different views, and to correct the mistakes, books must be there. Many modern books, even when two sides argue opposite points, are built on the same assumptions. Reading modern books will weaken our guard against that. While there is no 'magic' in old books, they help us see the false. While there is varied divisions of Christendom, the 'mere Christianity' has lasted the ages, positive, self-consistent, and inexhaustible.
The following is a good translation of a good book. In it is the often misread sentence, "Which faith, except every one do keep whole and undefiled, without doubt he shall perish everlastingly.' The key word is 'keep,' referring to people who have accepted Christ, but have gone away from Christian modes of thought. Athanasius, the author, stood for 'whole and undefiled' Trinitarian doctrine. One may read this book, De Incarnation, with little Greek. Only a master could write so deeply, yet so simply. The whole book is filled with confidence. Unfortunately, we don't look at the courage of martyrs the same way as Athanasium but he is not to blame.
This translation, when compared to the original, still has the same wit and talent, from the very first page.

History-
1. Tell what you know about he Missouri Compromise.
A- I do not remember this.

2. Tell what you know about the Battle of Gettysburg.
A- The Battle of Gettysburg was major conflict during the Civil War. It began when an infantry unit of the North encountered a larger Southern militia, just as they entered Gettysburg. The North repelled the South for most of the day, holding long enough for reinforcements to arrive. When they did, the South fell back, and that was the end of the fighting that day. Through the evening and night, both sides amassed a majority of their forces that were to fight the following days.
The North, having uphill ground, made a line. They purposefully set Chamberlain, the man in charge of the unit that had fought the entire day prior, in a pot that was very unlikely to attack. It got attacked. The entire day was spent repelling Southern charges. By the end of his battle, he had lost over half of his remaining men, and his troops were forced to scrounge for ammo off the dead. Elsewhere, on the South side, Lee was tired of fighting a defensive war, and he ordered another charge right oat the main force of the North. This charge was led by Pickett, and has been remembered as Pickett's charge. Pretty much everyone who went on that charged rolled back down. Pickett himself was killed, along with all his captains. That concludes the second day.
On the third and final day of the conflict, Longstreet from the South, after an argument with Lee, was told to go around the  line, and destroy the enemy supply lines. He went the exact path that Lee had told him, despite the difficulty, and there being a quicker path, more out of stubbornness than obedience. This led to them not arriving at the supply lines in time, and they ended up just having to go back. Meanwhile, Chamberlain held off even more charges, and his troops ran out of ammo. Chamberlain ordered a charge, and with less than 300 men captured over 2000. The charge surprised the South, because the North didn't do charges. The South was defeated again, and this time Lee ordered a full retreat. Thus ended the Battle of Gettysburg.

3. Give an account of John Quincy Adams' opinions of slavery.
A- John Quincy Adams' opinion on slavery was that it was unconstitutional. This being said, he was not an abolitionist. He himself did present many abolitionist petitions, but he never expressed an extreme opinion either way.

4. Describe the interaction of Lincoln and another figure prominent during his political career.
A- Abraham Lincoln first heard of Karl Marx through the New York Tribune. Marx was a writer for it for a while. When Lincoln was first made president, Marx had a low opinion of him. Still, he did constantly tell him to end slavery in the US. When the Civil War broke out, he repeatedly told Lincoln to end slavery. When Lincoln did, Marx said, "finally!" The two were not really friends, more of valued the others opinion. [valued each other's opinion?]

5. Give a character sketch of Jefferson Davis, Abraham Lincoln, or Stephen Douglass.
A- Abraham Lincoln was over six feet tall, thin. He had crazy hair, and a beard later in life. He was a lawyer, US Senator, and President. When he was President, he led the country through the Civil War. He was a generally patient person, and he liked to joke. Lincoln was the first US President to be assassinated.

Geography-
1. Use Seterra, and choose India, with mom looking on. Completed.

2. Tell what you know about India.
A- India is a country in southwest Asia. It is a fairly large country, and it has varying land features. The northwest is a desert. The North is mountainous and wet. The middle area is forest, and it floods often during monsoon season. India is mostly Muslim, and this is reflected in the vast number of temples that are all across the country. Some of the tallest mountains in the world are in India, and Mt. Everest is on the China border. India is famous for its spices, and colorful clothes.

3. Describe the "great American desert," or prairie.
A- The prairie of America is dry, brown, and slightly hilly. There are some shrubs, but they always are dry and prickly. There are a few streams and rivers, but rarely. Sometimes there are tumbleweeds. The prairie is actually fairly accurately portrayed in movies and books.

4. Detail some "scenes at Fort Laramie," or at the camp.
A- The Fort was square, and there were Indians everywhere. There was one gate, and it was closed at night. There were large stables, and the majority of the fort was living quarters. There was also a cellar and dining hall. The buildings were dirt and stone, same with the wall, there not being many trees nearby.

Science-
1. Give an account of Koch's studies with cholera or Pasteur's contribution to science.
A- Pasteur helped make vaccines for animals and people. He also found a way to make milk safer to drink.

2. "It is not possible to predict exactly what will happen in any circumstance." Explain.
A- Even when you have seemingly the same circumstances there could be some variables. This will alter the results of things. Since we do not know everything, we can only guess with 99% certainty how events will play out.

3. Describe an experiment from Secrets of the Universe.
A- The experiment I'm going to describe is for splitting water into oxygen and hydrogen. You'll need wire, a tall cup, two pencils, and a D-battery*. Fill the glass with water. Sharpen both edges of the pencils. Set the D-Battery near the glass of water. Use the wire and wrap one end on the + nub. Connect that wire to one of the pencil tips. Repeat for the - side. Insert pencils into glass. Soon, bubbles will appear on the end of the pencil. That is oxygen or hydrogen. Note: use a fresh battery.
*Might've been a 9-volt instead.

4. Tell what you know about Ohm's Law and Juoles' Law.
A- I don't know what Ohm's Law or Joules' Law are.

5. Complete the lesson quiz for Physics 101.
Completed.

Citizenship, Government, Worldview-
1. Give the substance of the speech of Aemilius on the death of his two sons. 
A- Aemilius' speech was a pessimistic, fate's a jerk, kind of speech. The main point of the speech was: I had good fortune, only natural some really awful thing happened to me.

2. Describe the behavior of Perseus after the Battle of Pydna.
A- After Perseus was defeated, he ran back to his castle. He gathered his family and attempted to escape by night, but they got captured. Perseus was a coward, and snively. He begged for his life.

3. Tell about the Electoral College.
A- I don't know what the electoral college really is. There never was a basic definition in any of my readings.

4. What is 'lawful plunder'? Give some examples.
A- Lawful plunder is when the government passes laws to take things from one person to give to another, without the consent of the original owner. An example would be Obamacare. Taking money from the working class so people who are not earning enough for healthcare get it.

5. What is fortitude? Give some examples.
A- Fortitude is staying strong in something. I do not recall any examples in Ourselves. I know there were some, though.

6. How many races are there? Why does our belief in the answer to this question matter?
A- There is only one race. The Human Race. The Christian belief answers this question because we believe that all men (and women) are descendants of Adam and Eve. This is important because we know that God created man.

Math-
Same as at AO's Y10, T2 exam.
He got all but the last one correct.

German-
He described our cat in German, and read "Die kleine Raupe Nimmersatt"

Picture Study-
Describe a picture from this term's artist.
A- I don't remember what the picture was called, but it was by Tanner. The painting depicted two people praying over a meal. The one on the right is a boy, and he is wearing a vest over a shirt. The man on the left is elderly, and he is wearing similar attire. On the table between them are bowls and utensils, but at a glance you don't see any food. If you look by the elderly man's left arm, there appears to be some bread behind it. The walls are dark, and there is a window behind the man, and it has curtains.

Recitation-
Recite James 1-2:20, or the Blind Man scene. 
He recited the Blind Man scene from our church's upcoming Easter cantata.

How We Do: Plutarch's Lives {CMOpenHouse}

"Why do we have to read this?" I heard that many times when we would start on a Life from Plutarch. At the time, which was 6 or so years ago, my answer was very unsatisfactory- to them or me!

"We do it because it's on the schedule."

Worst reason ever.

But there really is a reason (many actually) to study Plutarch's Lives. I'll not really go into it here but will definitely {and happily} direct you to other places that do go into that very thing:

• George Grant, of King Meadows Study Center, equates it to the first "Book of Virtues"
• One of my favorite Plutarch bloggers- Nancy Kelly at Sage Parnassus- Plutarch Primer Part I {see Part II and III}
• Of course, AO's Anne White has put a lot of time and effort into the Plutarch Study Guides {you can also buy the first volume her study guides*, print and ebook}

*Amazon affiliate link. See Disclosure/Policies.

I love the advice Nancy gives:
Don't...

get bogged down in the planning, preparing, and presentation of Plutarch.  Just remember that this is a mind-to-mind thing.  A little scaffolding, reading, and then narrating.

For this year, since we really haven't been great at including Plutarch in our studies thus far, I chose to start with Aemilius Paulus. I had read a translation of this life a year or so ago and personally really appreciated the character of Paulus. In this particular life, but not all of them, there is a contrasting life covered: Perseus. I think this would be absolutely wonderful to do in a group setting, as it is only my son and I covering it this year.

In this post I will let you hear how we 'do' Plutarch in our week.  I am most grateful to Anne White for her study guides!

A little note**: this is how we go about the study. I do not know how others do it as I've yet to actually see or hear it. I get a frog in my throat at times, my son has allergies, and I don't know how to pronounce every word. The previous lesson was done one week prior. If after watching you have any tips, tricks, suggestions, etc., please feel free to leave a comment. All comments are moderated so you won't see it post automatically.

Without further ado, here is audio of a lesson at our house using Anne White's Plutarch Lives study guide, learning about Aemilius Paulus with my son who is in 11th grade using AmblesideOnline's Y10.

** I say again: This post was originally written for a CMOpenHouse series that will be starting in January where CM families share how they do different aspects of their education. By my posting this here I am in no way stating or inferring that this is the way to do Plutarch. This post will still be featured in the series. I just couldn't wait to post it here.

Planning {Physics & Geography}

In school I loved my social studies class. It was a combination of a bit of history, physical geography and social geography. {I don't think they call it 'social geography' either; I just came up with that now.} Interestingly, some people don't call it that any more. For the state of Ohio, it is still required to graduate.

I am so determined to do better with Fox than I did with Lee. I don't think I did terribly with her but I could have done so much more and better. She, thankfully, absorbed much without my interference {or neglect, hmm?}. Specifically with science. Geography is considered a science, after all. That took me a while to come to know.

This year for Fox he is doing Physics. For geography, this term anyway, he is covering the Middle East. To prepare myself to 'teach' these subjects, I've had to do some research. I will have to learn right along side of him this year.

Physics- I have talked about this in at least one other post so I'll just link to that and add in some other resources I've since found:
Cliff Notes {requested a book from the library but it looks to have been lost in cyberspace; thankfully found this site!}
Khan Academy
MIT BLOSSOMS {couldn't resist with a name like that *wink*}

I still have a lot of 'planning' to do with this subject.

Moving onto Geography. This one has me somewhat excited, as you may have gathered from the introduction of the post. Planning this area required some more research into how. Nancy's post at Sage Parnassus has been quite helpful, along with Dawn's recap of an immersion class done by Nancy at CMI 2014*. Also the linked PR articles {thankfully found together in the History/Geography subforum*, or look here}. I used Push to Kindle to download all the articles linked. I'm still reading.

*you'll have to be a member of the forum to view those posts

I decided to have a look at lesson plans put together by teachers in various teaching positions, i.e. public or private schools. What I found was interesting. I expected it to be disconnected; made up of just worksheets with numbers and names of places. It really isn't. At least not all of them. It's much like CM would do it but for one big difference. In a lot of the lesson plans, the lesson begins with a conflict. For the Middle East, for instance, the 'fight' for water or the effect of water pollution is the starting point of the lessons. The lowest grade I looked at was third and the lesson was on conflicts created by lack of water in the Middle East. According to the lesson plan, the real reason that Israel and Palestine are against each other is because of water.

Some books I will be using- along with maps; many maps- are:
Hillyer's Child's Geography of the World {just a little 'fun' one to include since we have it on the shelf; the copyright is 1951}
Mason's Geographical Readers, Volume 5
Blij, Muller, & WinklerPrins' The World Today

And the book for this term's Geography is Eothen, which covers the Middle East. I learned rather recently that neither Lee or Fox care much for this book! I could use Walking the Bible by Feiler but probably won't.

Looking at Volume 3, School Education, Charlotte Mason outlines a lesson for Geography on the bottom of page 347 to the top of 351. This is for 13-year-old students but I can follow the same pattern for my almost-16-year-old.

After attending the Spring Awakening session in Windom, MN, I am looking forward to getting more attached to our maps. It was so fun to learn about Russia in this way! I imagine it will be just as enjoyable to learn about the Middle East.

The Week in Review {Y10 second time around}

Fox's school schedule- every subject marked as done and each day complete

I wonder when it was that we felt we needed to plot and plan our schedules. It's become second nature- at least for the school areas. The plan is in place, thanks to Ambleside Online. We've also figured out our folksongs for the year {keep forgetting to ask Lee for suggestions}.

The week's distribution. 

Physics, I think, will prove to be the most difficult even though it is not calculus based. It assumes I believe that the student has had both Algebra 1 and 2! Fox has gone through Algebra 1. We will continue, and seek help when we need it. In the other post of the year's plan, I linked to a physics classroom site that we'll use, as well as Khan Academy and some others I found on Pinterest. I may even get some Cliff Notes from the library for myself. I should know these math bits but it's been awhile.

I wonder which books will be his favorites from this year. It's a great year {Y10} to go through, albeit no doubt trying and stressful for those who lived during the times we are studying {1815-1902}.

Perhaps someday I should have him tell me what books were his favorites from previous years, and why. 

Folksongs 2015-2016 School Year {so far}

Last year we tried to include more folksongs into our school {and therefore our life!}. We all really enjoyed and appreciated these. It's easy to feel regret for not getting these in earlier but I've resolved to use it to fuel us to try to include the things we missed more in our days. Life is too short for regret.

At church July 5th we sang the first lines from the US military's songs; Army, Marines, Navy and Air Force. My husband was the only one who knew them all. I barely recognized the Marines as Fox was in Young Marines for 3 years. Lee and Fox knew the Marines and could recognize, barely, at least one or two others. That spurred us to want to learn these military songs. They are first on our list this year.

Here are folksongs for our 2015-2016 school year:

Army- The Caissons Go Rolling Along
Marines- The Maine's Hymn
Navy- Anchors Aweigh
Air Force- The Wild Blue Yonder
Home on the Range
If I Had a Hammer...
Along the Road to Gundagai
My Grandfather's Clock
When the Iceworm Nests Again
Down by the Salley Gardens
I've Been Working on the Railroad

We are going with many choices from the AO Folksong rotation, with the few others. I wanted to add The Outlandish Knight from "2005/6" year but can't find one I want to buy/download. I could listen from my phone...

Last year I separated them out over terms. I'm skipping that this time. The singles have been purchased or downloaded to my Amazon music app. I can only find one MP3 at the moment with words for the military songs. It's Military Medley by Gene Autry, and the lyrics are different than the most recent lyrics for the songs. It is a combination of all four military songs.

I think I will ask Lee what ones she is particularly wanting to hear this year and add those when she lets me know. 

School Plans- Y10 AO, 11th Grade {Fox}

How strange to be planning for only one student; for just one year. So, so strange. He has two years left of high school. I will try to just enjoy this.

We are still with Ambleside Online, going into Y10 for Fox's 11th grade. This is a year that Lee really liked and I am hopeful Fox will as well.

*This post is Amazon affiliate link heavy (those with an * are the affiliate links). See Disclosure/Policies.*

We have most of the books but for science. Last year he did biology with an assortment of resources. This year he will do physics. We have nothing for physics and so I am searching for resources. The first is to find living books, then maybe textbooks. {Actually it appears we have one book on physics: The Cartoon Guide to Physics by Larry Gonick and Art Huffman* -that I bought at a used book sale many years ago.}

These are the ones I have purchased recently and am awaiting their arrival:
Secrets of the Universe by Paul Fleischer* {still waiting}
Six Easy Pieces: Essentials of Physics Explained by Its Most Brilliant Teacher by Richard Feynman* {arrived}
Physics Around Us: How and Why Things Work by Ernest Henley and J. Dash* {arrived}

I still would like to get {but really not sure if we will}:
Mr. Tompkins in Paperback by George Gamow*
Physics 101

Now that I have that there, the schedule for these is still to be determined; pending arrival and perusal of the books. But if it is listed on AO's Y10, I'll follow that schedule most likely.

Otherwise, the year will be as written on AO's site with these possible exceptions or notes:
Bible: The main devotion book will be The Christian Life by Sinclair Ferguson* Lee struggled a bit with this book but I thought it very well written and the doctrine good. The other book will be Pilgrim's Progress*. I do have Imitation of Christ* (or look here*) but haven't read it myself to add it to the list.
History: We'll use both Churchill and Johnson. I was going to drop Johnson because I'm concerned there is just too much reading this year but Fox really doesn't want to.
We'll use Lincoln in the World* for biography, and the Douglass, Crockett, and Washington listed.
Worldview: We are only going to be using The Deadliest Monster by Baldwin*. It is listed in Term 2 but we will use it in Term 3, after Frakenstein and Dr. Jekyll and My Hyde are finished.
Literature: The new scheduled Y10 utilizes Invitation to the Classics, which is probably an excellent book {I do not doubt it is}. We will still use Marshall's History of English Literature as both of my kids have really appreciated the book, and we have it on the shelf already.
Grammar/Composition: We aren't really doing any formal grammar this year and will continue with POWA* We will continue with written narrations and he'll do a weekly research/report. By now he has these down; he knows what is needed. If there are any other little things that need work, we'll bust out one of the many writing handbooks we have. But I'm confident he's doing just fine in this area we won't spend much formal time on it.
Math: We are going to use a Contemporary Math book that Lee used in a college class not long ago. We'll also be utilizing Math According to Mike. It is very short, but with the math he'll be getting in when working on Physics, I'm satisfied he will be doing enough math. Also, he's continuing on with the Recordkeeping book he started last year from Rod & Staff {not wonderful program but it has its good points. If nothing else, he is having the idea of being neat, thorough, and consistent solidified!}. It covers some personal finance as well.
Science: We are adding in the books I mentioned above. I'd wanted to use Secrets in a previous year {perhaps 7?} but the cost was outrageous! I found a copy recently for around $25.
The cartoon physics book I have mentioned will be available but not actually scheduled. This website, Physics Classroom, is {I hope} going to be helpful to this mom who barely understand simple laws of physics let alone the technicalities.

I think that is about the extent to the differences from AO and my tweaked schedule. It's fairly close to the curriculum. It will make exams super easy, too! I'm determined to get all three this year.

I am going to give it a real good try to get Shakespeare into our week. It's been tough every year but I'm convinced it's my own lack of consistency and focusing on the society promoted more important subjects {math...}.  Also, geography often got left behind. We have Seterra on the computer which he really likes to compete with himself. But this year, I really want to focus more on being sure he is acquainted with an atlas and what these places look like. We're going to work more on map drills.

The photo below are all the physical books for the next year. There are speeches, documents, short stories, poetry, etc., that are on the Kindle or online.

One thing about this Y10 is that I've 'gone through it already'. *smile* This will be such a help to me going through it with Fox.

I'm really looking forward to Y10!

Exam Week, Term 2- Weekly Wrap-Up 03.14.14

The week is rather uneventful and with it being Term 2 exams, there are only a few hours for school each day. 

Monday- Round table: sung hymns, kids recited all verses learned this year, and their recitations, ended with prayer. They both have six things to do each day this week for exams. I am undecided if I will put their work on the blog yet. Honestly, I've felt this term has been somewhat slacking and I'm sure it will be evident in their work. Vanity on my part, perhaps. It's undecided still. 

The weather is nice again but deceiving since we are in for another snow storm at some point. I went outside today for a bit but the kids didn't want to after 'school' was done. Their loss...but I probably should have made them. I put two entries on the Nature Journal page. The kids did go out later to ride their bikes.

We went to Goodwill in Eastlake today so that Lee could get in some driving time. Yes, that is truly why we went. But we found a full size iron board which I've been keeping an eye out for. Then we stopped at the library and came home. It was over an hour's driving for her. Only 23 more hours to go...

Tuesday Day #2 for Term 2 exams. Round table: hymns and prayer. Lee and I are planning on driving down to Akron for the Charlotte Mason book discussion group that meets at Barnes and Noble {Fairlawn, I think}. Edited: We went but uh, not much was covered. Lee and I mostly just sat and drank our tea. Long drive for tea...

Since the kids are 'busy' with exams- and that doesn't require much of me really- I want to get some made-ahead meals in the freezer. I don't really know why. I really like to have some meals premade and just need to be reheated or popped in the oven -or crockpot. Edited: I got some things made and in the freezer. I'd attempted a coconut flour biscuit recipe and wasted almost all of the coconut flour I had. They were not good. At all. Anyway, I made 12 bean and cheese burritos, 12 sausage, egg, and cheese on biscuit sandwiches, and a batch of scone 'biscuits'. Not even close to what I'd hope.

Wednesday Rain this morning and dark even at 8:00 am. It is partially because of daylight savings, but the clouds were full of rain. It did get to snowing about 9:00 am and now at 1:00 pm, we have lots of it again. 

No Round table this morning because I wanted to get to making stuff for the freezer. I got going slower than I'd planned though so when it was all said and done, all I got done was a batch of {strange} granola and pancakes. There is more granola to be made. The first batch of granola has no oats, just nuts and seeds, with egg white powder, coconut oil, cinnamon, stevia and erythritol. I'll eat it and they can have the other when it's done.

I was scouring the 'net for diy gf flours. I dislike using just what's at the store, which is primarily starches and rice flour. There are others, I know, but I have to go far to get the others. Finally, I found this site that has different diy gf flour mixes. I chose the Ancient Grains GF Blend. If I had a grain mill I might try the Milled GF Flour Blend. But honestly, I don't plan on ever having a grain mill. I wouldn't use it enough to justify the cost. 

While searching for gf related recipes, I was directed to Tammy's blog where I found a link to an article about Gluten Sensitivity and the Impact on the Brain. Interesting! Some other gf sites: Gluten Free Cooking School, A Year of Slow Cooking, and Marine Corps Nomads.

Thursday Shouldn't have had those sugar cookies yesterday... Fox made cookies in the afternoon and I had just a few. I didn't eat 'well' {which doesn't mean I ate poor choices- except for those cookies- but didn't eat enough} and suffered for it this morning. Headache and so. very. tired. Slept on the couch for a couple hours after the kids were up. 

The kids got their exam work done, their chores done, and some shoveling done. Now it's noon and Lee is making blondies. I. am. not. eating. ANY. Nope. They are actually for tomorrow's tea-time anyway. {Edited: I ate some. Of course.}

I started another book discussion post series. I really need to finish Amusing Ourselves to Death first but The Living Page is just so good. 

Dear hubby came home early with a migraine so the rest of the night was spent reading The Devil Walks in Mattingly {my review will be live 3/22/14} and starting The Book Thief. 

Friday Last day of Exam Week. It's such an easy week for me, this exam week thing. Lee said that it's a bit like having a week 'off' of school, although they still have hours of 'school' they do. Funny how the perspective is on that. Dh stayed home from work; still not 'well'. That meant I got to sleep in :) I forgot it was Friday and not Saturday, though. The kids didn't really want to get up and get going. They were done with their exams by about 11:00 am. I posted the results here and here. 

We did have tea-time. I'm sure it is because of the blondies set aside for today but Fox was practically sing-songing that tea-time was today. Silly boy. We played Stare and had tea. With blondies of course. 

The Weekly Barden still needs finished and some of my 'chores' need done. Hubby is still spending most of the day in bed so I might get out of those chores. 

I did get a box of foodstuffs I ordered on Wednesday {fast shipping!}, and am impatiently waiting for the other to arrive so that I can attempt some gf bread. I chose sorghum flour, brown rice flour, buckwheat flour, white rice flour, millet flour, and quinoa flour- all from Bob's Red Mill {from Amazon}. Hopefully I'll have some posts about my baking soon.

Tomorrow we are going to a police car auction, just because we can. None of us have ever been so it'll be an experience. Sunday is church and Monday is Pearls meeting. Those are the plans. 

And that's the week for us. How's your's been? 

Year 10, Term 2, Exam Results

I decided to go ahead and post the exam results for Term 2. I was overly concerned that they would be 'shabbily' done and I'd be embarrassed. I seem to have forgotten that this isn't about *me* necessarily. It is about what they have learned and retained. They did just fine, although I do see some areas that are in need of attention. That is, after all, the purpose of assessments.

These are my 11th grade dd's Y10 T2 results. Both questions and her responses. You can see the original AO exam questions at their website. 

Bible/Devotional (The Attributes of God and The Christian's Secret to a Happy Life)
1. Discuss in detail two of God's attributes.
A-One attribute is God's knowledge. An interesting point to this that I'd never thought about is that He knows all things because He has decreed them to be that way. It makes sense.

Speaking of decrees, that was another attribute. They are clearly linked with the omniscience of God. From the beginning of the world, God made decrees. All the universe follows them.

It's like planning an event. You say, "At this time there will be lunch." You know there will be lunch at a certain time because you planned it that way. Of course, we don't have the power to enforce things like God does.

2. Recite all verses learned thus far.
A- Recited. We use SCM memory box system.

3. Relate a point made in The Christian's Secret to a Happy Life that has been influential to you, and tell why.
A- There was a chapter on doubt about salvation. Many people don't get the 'feeling' that they are saved, and so feel that they have to recommit themselves again and again. First of all, we are not to base our spiritual position on emotions. Emotions are misleading, of the flesh. Second of all, picture someone who signed a contract. They don't worry and doubt and try to sign it again, because they don't 'feel' like it happened. Salvation is an act, not a feeling. The devil tries to weaken us by making us doubt our salvation. We must rest in the fact, and not the feeling, of our salvation.

This was helpful to me because I could not remember the exact time I was saved. It led me to doubt my salvation sometimes, and I felt I had to recommit myself. Reading that chapter, I learned to respond to the doubts by saying: "I AM saved." God has saved me; whether I 'feel' it all the time or not does not affect that.

Writing/Penmanship
Write 8-10 lines of poetry in your choice of verse. {She chose to write in cursive; executed 'perfectly'. This is her own poetry composition.}
A-
Why poetry? you ask.
Why beauty? I say.
Poetry is the beauty of life
In simple words.

Why poetry? you ask.
Why thoughts? I say.
Poetry is the deep thoughts
of the mind.

Why poetry? --
Poetry is life.

Composition 
1. Tell about John Keats, Charles Dickens, or Alfred Tennyson.
A- Unfortunately, I don't remember any of them well. 

'Born poor, managed to go to school, didn't finish college, considered being a lawyer or preacher, found he had no taste for it, got married, didn't have a good marriage, was a popular writer, but still struggled financially, an died in debt, loved and missed.' --This seems to be how most of the writers' lives went, and may or may not apply to the authors above.

2. Narrate an episode from Les Miserables.
A-The encounter of Jean Valjean with the Bishop of D-- (the town is written as that; I've taken to calling it Don in my head), or Monsieur Bienvenu (Bienvenu means 'welcome'), changed the former's life. Jean Valjean had run into deep poverty; desperate, he ended up stealing bread from a bakery. He got landed in jail for that, 5 years, I believe. But he tried to escape jail, and ended up more time. By the time he got our, Jean Valjean's time in jail was 20 years. He was very bitter inside. Jean Valjean had a yellow passport, which labeled him as a former convict. People, seeing this, wouldn't let him dine anywhere or lodge anywhere. Someone, however, told him of the good Bishop. Jean Valjean went to the Bishop's home, not really hoping for kindness at all. The Bishop gave him dinner and a bed for the night. However, Jean Valjean kept note of the silverware used for dinner, which were truly silver. He ended up stealing them and leaving in the early morning. The Bishop wasn't upset; he felt he had kept the silver from the poor, who needed it, and Jean Valjean needed it. Police caught Jean Valjean and brought him to the Bishop, automatically assuming he had stolen the silverware. Monsieur Bienvenu, however, said Jean Valjean had forgotten some other thing, and sent him on his way. This had such an impact on Jean Valjean. Before, he had been wicked as a matter of habit, but now he realized his wickedness. 

3. Summarize a poem you read this term by Elizabeth Barrett Browning.
A- The poem, I believe, is called "He Giveth Sleep," or something along those lines. Browning writes about how life can be wearisome, but she can always know that "He giveth his beloved, sleep." She ends each 6-line section with that line. The very last section talks about when she dies; her friends should not mourn, because "He giveth his beloved, sleep."

Editing
Complete the next assignment reading/exercise in The Copyeditor's Handbook. Give narration for reading.
A- The chapter I read was on capitalization. There were several sections. Proper names are rather simple- they are capitalized, no matter where in the sentence they are. Now, trademarked names like Jell-O, Post-It, Frisbee, and Teflon are a little different. If you are referring to the specific brand, capitalize it. These terms, however, have become very generalized, and so need not always be capitalized (e.g., 'he shook like jello'). 

Titles, subtitles, and captions- there are several different styles for capitalizing these. There's UP/lc (uppercase/lowercase) style (How to Read a Book) or sentence style (How to read a book). For prepositions and transition words (e.g., an, the, in, out, by), there are three styles. Don't capitalize prepositions (Gone with the Wind), capitalize prepositions of four letters or more (Gone With the Wind), or capitalize prepositions of five letters or more (Literature Through the Years).

History 
2. Explain "the South saw itself as the slave of a Union dominated by Northern capital."
A-Banks, factories, export, import, schools- the North had these, but the South did not. Certainly, the South had slavery, but it could not live forever on it. They were very dependent on the North's economy. The Capitol of the Union was even in the North! Really, everything for a nation's success was in the North, and so the South was subject to it.

3. Tell what you know about the Battle of Gettysburg or George B. McClellan, or Jefferson Davis.
A-I will tell about Jefferson Davis. Davis was the President of the Confederacy during the Civil War, but he wasn't an excellent choice. Certainly, he was a Southern, a slave owner, and had a military background, but the rest of his character did not match up to a typical Southern man. Davis owned only about 70 slaves, as much as he could care for. He never split families, and preferred to let the slaves deal with matters of justice. Davis was not a man made for politics. (Continuing on the note of slavery,) Davis pushed for the South to not depend so heavily on slavery, and to have factories and schools and railroads. The only reason Davis was elected President was because of his forceful character. He had one opinion, and that was his, and he wouldn't hear anything to persuade him otherwise. That I know, Davis did not even pursue the Confederate Presidency; he was nominated and elected by others. 

4. Discuss the role of Uncle Tom's Cabin in the American slavery debate.
A-Uncle Tom's Cabin fueled the North's dislike of slavery, while the South felt that it was an attack by Northern abolitionists. Many Northerners were shocked by the scenes described in the book; some thought they were exaggerated. Stowe later published a Key to the book, showing the real side of the book. It did prick the South in their moral sides, but they felt Stowe was accusing them of all being evil. Stowe blamed the institution, which hurt both slave and master.

Geography
1. Describe Damascus.
A-I don't remember it well, it blurs with all the other middle-east places that the author of Eothen visited. The inhabitants were likely Islamic, likely eager to please anyone British because the British were the higher power, and likely had camels that the author borrowed. More definite details escape me. 

2. Describe the "great American desert," the prairie.
A-I can describe from reading and from experience. It is not your 'typical' desert, in that it's not just sand dunes and mirages. A desert is classified by how much rain a place gets yearly (by this classification, Antarctica is a desert). I would say, by that definition, the prairie isn't really a desert. There are thunderstorms almost daily during the summer, giving plenty of rain. But how much that amounts to over a year, I don't know. Anyways, the prairie is a large, featureless expanse. There are hills, gently rolling, and the occasional rivers, but for the most part you see tall, brown grass. You may see antelope, maybe buffalo (more so in the olden days). Like a typical desert, it's hot during the day, cold at night (the evening rain makes it especially cool).

3. Detail some "scenes from Fort Laramie," or at the camp.
A-From what I remember, Fort Laramie was made of mud bricks. It [was] two sections, sort of an outer 'box' and an inner 'box'. The innermost 'box' was designed as a final retreat in case of emergency. The gate to it had only a small opening, for passing items through. 

Many of the inhabitants were Indians, or Frenchmen. From the author's view, the Indians spent all day in idleness, just lounging around. 

'Feasts' at Fort Laramie consisted of dried buffalo meat and bread (the bread is what made it a 'feast').

At one point, Fort Laramie was visited by traders and Indians. They didn't get along very well; the Indians started demanding things of the traders, and violence threatened to break out. I think of the groups left before it did get violent.

Natural History and Chemistry
1. Write an entry in your Nature Journal.

completed

2. Describe a scene from "A Hundred Miles of Warblers" or "Mountain Meadows".
A-[she missed this one; will do later]

3. What are some elements you have learned and their abbreviations? Tell what else you know about the elements or the Periodic Table.
A-I don't remember abbreviations very well. Here's some I do: Hydrogen (H), Oxygen (O), Chlorine (Cl), Potassium (K), Iron (Fe), Gold (Au), and Silver (Ag). Elements are abbreviated for ease of use in formulae, such as the well-known H20. In the Periodic Table, elements are arranged by number of protons. The number of protons determines what element an atom is. Hydrogen is 1, then Helium (He) is 2, all the way to element 118 (which is a man-made element that I don't know the name of). At the far-right side of the Table are the Noble Gases, which are elements like Neon (Ne?), Xenon, and Argon, that don't like to mix with other elements.

4. Tell what you know about Sir Humphry Davy, Dmitri Mendeleev, or Ernest Rutherford.
A-Dmitri Mendeleev is often credited as the discoverer/maker of the modern Periodic Table. Of course, in realms like science, it's rarely (if ever) the work of a single person that leads to such discoveries. Anywho, Mendeleev built on the world of another man who had tried to organize the elements into a Table. The other man (I forget his name) had recognized groups of elements that were similar, such as the noble gases. He had tried to organize the whole Table that way, by an element's properties. Mendeleev got the key to the Table's organization a little more correct. He organized by weight. Mendeleev's Table even included gaps, for elements not yet discovered. His Table was so accurate (not perfect, though), he could predict the weight and properties of any missing element. 

5. Why does science matter?
A-Science matters because of the age we live in, which is largely centered on science. Technology is constantly moving forward. What makes technology possible? Science. Well, actually, science makes everything possible.* And, so, if we want to understand, perhaps, how the batteries in our cameras work, how the tallest buildings don't fall over, or how the newest supercar gets its power, an understanding of science can help us.
*A note: Perhaps I should clarify this. Science is the study of what makes things possible. Applying this knowledge is also science. Science itself, however, does not 'make the world go 'round.'

Citizenship/Government
1. What does "Temperance avoids every excess" mean?
A-It seems a rather redundant phrase. Let's follow a dictionary trail:
temperance: moderation and self-restraint
moderate: not excessive or extreme
excess: an amount or quantity beyond what is required
Using these, to be temperate is to be moderate, which is to be not excessive. So, it is a bit of a restating of 'temperance,' though this phrase does emphasize 'every excess.' What does this mean for us? Well, some people say temperance is not drinking (the dictionary lists this as a second definition), but true temperance is to be moderate in all things. Food, speech, sleep, all of these you can have excess of; this phrase says to be moderate in these things.

2. How many races are there? Why does our stance on racism matter?
A-Let's turn to our handy dictionary again, since I'd like to know the 'technical' meaning of 'race':
race: 1. a group of people distinguished by genetically transmitted physical characteristics.
2. a group of people united by a common history, nationality, or tradition.
3. a genealogical line; lineage.

Well, there are two different views on this. Evolutionists will claim that there are totally separate races, ones that evolved in Africa, some in Asia, etc. And by evolution standards, one race may have evolved to be better than another race, thus giving us a 'legitimate' reason for racism and assumed white superiority.

Now, on the other hand, Creationists know that we are all descended from Adam and Eve, and from Noah. After Babel, people split into language families and spread across the Earth. Over time, certain traits formed strongly in different groups. I think of it similar to cats; all breeds of cats are still cats, but some cats in Turkey tend to be white and orange and water-loving, while cats from the streets of America tend to be brown tabbies. We are all the same race, because we all come from the same source, and no one of us is better than the other.

3. Choose an issue from Evaluating Books and present the statist and "other side of the story."
A-The statists say that child labor laws are for the good of children. Now, the 'other side' says that, while the laws may have been necessary at one time, when working conditions were truly dangerous and harmful, nowadays the laws are a hindrance. Employers want people with experience, but kids can't get the experience they need, because they can't work. The old apprentice system has been done away with. Internships are similar, but you still have to be older. Once a person is old enough to work, they probably need to work, but finding a job with what little experience they have hard.

Arithmetic/Geometry
Do math for the day. {She did Khan Academy}

Foreign Language
1. Have a conversation with Jeffery and Mom. (Sign Language)
completed

2. Do a day's work in either Second Form or First Year Latin.
A- Completed Lesson XIV in First Year.

Art/Picture Study
Describe a picture from this term's picture study.
A- 'The Fifer,' by Eduord (?) Manet. It's a painting of a fifer boy against a plain tan-gray background. He's wearing a very fancy uniform, a black jacket with gold buttons and red pants with a black stripe down the sides of the legs. His shoes are those fancy kinds, black with white on the top. He has a fife holder strapped to his chest, and he has the fife raised to his lips, ready to play. He wears a triangular hat, which is red and black and has a golden tassel. 

Submit any artwork completed this term.

Recitation
Declaration of Independence

Music Appreciation
1. Tell about your favorite piece of music from this term.
A-I liked Claude Debussy's Prelude to the Afternoon of a Faun. It is a very quiet, calm, pleasant piece that makes me think of spring. It almost sounds at first as though the faun is waking up from a nap, and birds are flying above him. The piece is mostly with wind instruments, flutes and clarinets. After the faun wakes up, the music gets a little louder and stronger for a bit, as though he has awoken in an amazing spot, maybe by a waterfall in the middle of a forest. It definitely sounds like music for a spring or summer forest. 

2. Tell about your favorite composer from this term.
A-None of the composers particularly stood out to me this term, but the one I liked most was Sir Edward Elgar (I may have gotten his first name wrong). He composed Pomp and Circumstance, which is often played during graduations. Elgar was an English composer (or should I say British?) who came at a time when England had long gone with [out?] any composers of its own. He wasn't born 'Sir', but later was given that title by the queen because of his great music.