Yesterday I sat down to look at our schedule to see where exactly we are in our school year. Imagine my surprise when I discovered we actually aren’t behind (regardless of how I felt about the schedule the night before). We’re currently in week 34 of our 36 week ‘regular’ school year.
So now I’m reflecting on the work that we’ve done this year- how far we’ve come, what worked and what didn’t. Since this was a kind of ‘practice’ year of the Ambleside Online curriculum (as will be next year- Year .5), it’s so nice to be able to sit back and think everything through so I can make adjustments for next year (even though we’re schooling year-round and will beginning a summer term soon)…
Geography is exciting to me personally. I enjoy learning the topography of countries and regions and about the culture of the people who live there. I’ve been excited to introduce geography/cultures/social studies to my son (and daughter- Fae always follows along).
This year, I decided to slowly read through Jane Andrews’ ‘The Seven Little Sisters Who Live on the Round Ball That Floats in the Air’. Yeah, it’s a mouthful. Seven Sisters contains stories of little girls & their families who live in different regions of the world. The regions covered include those belonging to:
- The Little Brown Baby- South America OR South East Asia/jungles (we chose South America)
- Agoonak- the Arctic circle
- Gemela- Arabian desert
- Jeanette- Switzerland/mountains
- Pense- China/rivers
- Maneko- Africa/grasslands, and;
- Louise- Germany/river valley
We would begin each section by looking at a huge map of the area. We’d discuss the physical characteristics of that area (climate, flora, fauna, natural resources which are all conveniently pictured in our atlas) and we’d compare the location to where we live on the little globe we own (I’d use words like ‘moving east’ or ‘south of where we live’). This generally took about ten minutes, but the kids enjoyed looking at the maps and talking about what animals could be found in the area. Then I’d begin reading about that Little Sister- each section begins with a short description of the Sister herself. After the first reading, I’d print out a picture from the internet of a girl in cultural dress that could be the Sister we were discussing.
This picture was placed in a manila file folder- we wrote the Sister’s name and her region next to the picture. This is the beginning of a Charlotte Mason-friendly ‘lap book’ (my apologies to those who create *real* lapbooks. *Real* lapbooks are beautiful, detailed and very directed. Ours is none of those things.)
We’d read for about 5 minutes twice a week. When we finished, I’d ask Alex what he remembered from the reading (proto-narration) and we’d jot down words around the picture. The next time we would read, we’d look at our picture of the Sister and would read/discuss the words we’d selected thus far.
I supplemented/supported geography lessons by selecting story books from the library about or from each region. I genuinely enjoyed some of these books and will have to write more about them later. We also have a world folk tale treasury- I would select a few folk tales from each region and would read those as well. This worked well as these picture books became our ‘Free Reading’ for the year. Sometimes, we’d watch a cooking or travel show that focuses on cuisine from a particular region (the cooking and travel shows on CREATE/PBS were wonderful for this purpose!)
What did I like about Seven Sisters? It’s written beautifully directly TO the child and my kids began talking about each Sister as if she were a real child they know. Used as I described above, I found this book a good ‘spine’ upon which to begin discussing world cultures with my kids.
However… I do not think I will be using this resource the next time around with Fae. In my opinion, the book stereotypes each region/culture and is, in some places, blatantly racist (for example foot-binding of little girls is discussed in the China section and in the African section, the narrator says that ‘we’ should not consider Maneko’s “wooly” hair beautiful. In fact, if Maneko knew any better, she’d want to be just like us). Yikes. It’s even worse when I write it out like that… And yet, that’s how the book reads. I found myself editing SO much and being genuinely disturbed by the way other cultures are presented by the narrator.
If I had it to do over again (and I do with Fae), I am going to use the supporting resources as the main resources. We’ll select a region, look at the map/atlas and will read lots of picture books and folk tales from that region. For Year 0, that’s plenty as far as geography is concerned.