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Psalm 78
. . . we will tell the next generation the praiseworthy deeds of the LORD, his power, and the wonders he has done. .
so the next generation would know them . . . and they in turn would tell their children.
Then they would put their trust in God and would not forget his deeds but would keep his commands.

Friday, October 3, 2008

The Roaring Twenties: Part I

In our study of the Roaring Twenties, we learned about Charles Lindbergh and the Spirit of St. Louis. We read a picture book called Flight, watched The Spirit of St. Louis starring James Stewart, and found some additional details from the Charles Lindbergh website. Lane's draw and caption page is shown above. Third graders Hope and Sydney made a biography notebook page on the aviator and enjoyed finding a flight timeline online. In our study of Lindbergh, we also learned about the Curtiss JN-4 biplane, air mail pilots, barnstorming, and even St. Christopher charms. 

It is a cliche, I know, but history is really coming alive as we study it with Tapestry of Grace. The combination of living books, picture books, and "spine books" about certain events come together to create an experience that impacts my kids. 

The other day as I washed dishes, Lane sauntered into the kitchen and asked, "Mom, where is the Spirit of St. Louis today? Can we go see it?"

We will go see it, and many other things, when we visit Washington D.C. with the kids some day. But here's the thing: When we go to the Smithsonian, my kids will already know the stories that go with the exhibits and that will enhance the experience. I think the reason museums struggle is that the stories are missing. We shouldn't go to a museum to learn about something. We should go to a museum to see what we've already learned and add to that knowledge. 

1 comment:

Sharon said...

You're right about that problem with museums. When we went to our state museum earlier in the year, the kids weren't interested in anything much except the dinosaur skeletons - we'd been learning about dinosaurs in science. The same could be said of our visits to the local aquarium, they prefer to watch the animals they know a bit about. Return visits help, of course, as we continue to teach them a little bit more each trip (they're beginning to think jellyfish are pretty cool). The zoo is one place where this doesn't apply as much, but then the exhibits there are a bit more "self-explanatory" and more kids would have heard of a zebra than have heard of the Spirit of St Louis. We do like to be able to limit each visit to the animals we've been studying, though. That way we don't get over tired and we appreciate and enjoy what we're seeing a lot more.
~ Sharon
PS, I've finally finished my post about our big decision. You were right in part with your hypothesis, but I'll still be homeschooling Anna next year...

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