In This Chapter
Social studies
Simple starting points
Resources
In This Chapter
Social studies
Simple starting points
Resources
WITH EARLY- AND middle-years children, learning history and geography involves who, what, when, where, and why. Examples? Thomas Edison invented the lightbulb in the late 1800s. The Alps is a mountain range in Europe, primarily in Switzerland. Columbus sailed the ocean blue in 1492.
By the time they reach their teens, we expect our children to remember important dates and place them on a time line. They should also be able to locate major countries, oceans, rivers, and mountain ranges on a blank world map; name important historical figures; use atlases and other reference books; describe major forms of government; and perhaps even identify principal reasons for major conflicts like World War II.
Of course, our children, as teens, continue expanding their history-geography database. At the same time, they add a new dimension—namely the critical thinking capabilities that early- and middle-years children lack. Adolescents enjoy discussions of multiple causes and effects. They debate issues and events. Teens, unlike most younger children, read challenging first-person accounts and original source material.
In addition, adolescents can handle information you would never think of presenting to their younger siblings. As they make the physical transition from child to adult, teenagers learn about adult topics, like presidential scandals and the Holocaust. They also learn the facts behind the facts, perhaps that Europeans too often brought disease and terror to native American populations or that some United States founding fathers owned slaves.
JUST AS WITH science, high school social studies recommendations almost always include the big three. In this case, the big three are American history (unless you live outside the United States), world history, and government. Other high school social studies topics include geography, economics, and the United States Constitution. Schools often teach economics with government, and the United States Constitution with American history or government.
COLLEGE PREPARATORY SOCIAL STUDIES
This listing is an amalgam of the recommendations of several competitive colleges.
Grade 9: World geography
Grade 10: Government and economics
Grade 11: American history and the U.S. Constitution
Grade 12: World history and cultures
While our survey respondents say they include all of the above topics in their homeschooling, they do not stop there. They branch out. Homeschooled teens pursue other social studies subjects, such as anthropology, archeology, ancient history, Bible history, modern history, and sociology.
Some families combine history, government, and economics with English, art, and music into courses called “humanities.” In unit-study fashion, they integrate literature, writing, history, economics, geography, and art and music appreciation. Often teenagers study American humanities followed by world humanities.
Homeschooled teens pursue other social studies subjects, such as anthropology, archeology, ancient history, Bible history, modern history, and sociology.
Others, like Marla, keep it more informal. “I think the above topics intermingle. I encourage my teens to follow their interests in history outside of their correspondence program. In doing so they study various governments, economic systems, geography, and so on.”
Approximately one-third of our teenage survey respondents identify history as their best subject. Another third call it their worst subject, using terms like “boring,” and citing difficulty memorizing names, dates, and places.
Families who have tried both textbooks and more creative approaches to history shed light on teenagers’ reactions. Carrie describes her situation: “We have used some textbooks for history, but generally prefer reference books and trade books. We use local museums and government resources as much as possible. We read historical novels, diaries, and biographies. My teenagers prefer this eclectic approach to a steady diet of history textbooks.”
Molly has similar experience: “We used a history textbook for the first time, and it was not a success. Computer games, maps, books of missionaries, and pretend trips were far more useful.”
HOW WE DID IT
APPROACHES TO HISTORY
These approaches were among those cited by our survey respondents:
Historical literature/fiction
Travel
Texts
Real books as opposed to texts
Books on period clothing, weapons, inventions
Magazines
The Internet
Time lines
Videos
Museums
Grandparents and friends
Meals
Audiotapes
Family history
Newspapers
Visits to historic places/field trips
Historical reenactments
Tess has found a way to get mileage out of textbooks. “At first [our son] hated history because of answering the questions after each section. So we told him to just read the text as though it was a novel. Then he loved history.”
Marla echoes several other homeschooling parents when she says, “History is interesting. It is the textbooks that make it boring. I tell my children that textbooks provide an outline, a framework for history. Texts give ideas for further research, but they rarely cover any topic in a satisfying manner.”
Most parents agree that history texts make better reference books than learning materials. For real learning, our survey respondents rely on one or more creative approaches.
First, they use real books rather than textbooks. Why? Consider how real books differ from texts. Real books usually have a well-defined point of view. In contrast, committees write most textbooks, targeting them for the widest possible audience. This not only dumbs textbooks down, but it dulls them down, making for desultory reading that induces yawns better than a sleeping pill. Distinct viewpoints provided by individual writers of real books create more interesting reading.
In addition, real books sport more attractive formats than texts. Compare the magazine format of Joy Hakim’s History of Us to a typical double-column text with outdated photos, and you will see what I mean. Real books seldom contain irritating didactic devices, like review questions and enrichment activities. Finally, real books generally weigh less and seem less threatening than corresponding texts.
Of course, most teens know all this, even if they cannot articulate it. As a result, many prefer popular history like How the Irish Saved Civilization by Thomas Cahill or The Illustrated Longitude by Dava Sobel. Accounts of true events, such as Corrie ten Boom’s story of her family’s experience during World War II in The Hiding Place, also rate high. Autobiographies and biographies allow teens to focus on one individual in historical context—and, in the process, learn the history.
Many of our survey respondents say that historical fiction brings past events to life in a way perhaps only equaled by video productions.
Many of our survey respondents say that historical fiction brings past events to life in a way perhaps only equaled by video productions. For example, Gone with the Wind, unlike dry textbooks, goes beyond telling us the southern perspective of the War Between the States. It shows us that perspective. In a similar manner, The Robe provides an indelible portrait of Christian life in the Roman Empire during the first century A.D. Historical fiction, entertaining and informative, whets the appetite for more serious history study. Marta, a curriculum-centered homeschooling parent, explains, “My daughters and I enjoy historical novels, which sometimes read faster than ‘real’ history books, and give us a flavor for the era.”
Magazines and maps ignite interest, just like real books. Claudia says, “We have never covered history as a sit-down-and-learn subject. We read novels and biographies that have shot us off in all sorts of directions, but we have not covered individual historic topics. We love National Geographic Atlas, Encyclopedia Britannica, and wall maps of New Zealand [their home] and the world.”
Using teenage interests, enthusiasms, and creativity sometimes sparks history study. Annette in Arkansas explains, “We focused only on medieval history since this is what our son finds interesting.” Karleen takes a similar approach. When asked, “How do you make history interesting,” she answers, “I don’t. The girls do this for themselves. For instance this past year, Melinda decided to compare the clothing of the different classes of ancient Egyptian society by using her Barbie dolls. She learned an incredible amount of material to prepare for this.”
Remember also that everything has a history—aircraft, astronomy, math, card games, gardening, horses, films, computers, everything. Many homeschoolers who otherwise find history unappealing enjoy exploring the history of a hobby or special interest. Math whizzes study ancient numbering systems. Karate practitioners read about the development of martial arts. Musicians trace music history back to ancient Egypt.
Parental enthusiasm also sparks interest in history. Marta says, “My husband and I are history buffs. We take frequent field trips to historical sites, and dinnertime conversation often centers on historical subjects. In our discussions, I try to focus on the people involved. How did they feel? Can you imagine what they must have thought? How did the poor live in comparison to the rich? What difference did a particular historical event have on the lives of people, whether they were involved or not?”
Many homeschoolers who otherwise find history unappealing enjoy exploring the history of a hobby or special interest.
Personalizing history works for some families. Bill, who lives in a small town in Canada, says, “We study how our family came to North America in 1643 and include all the generations since then. We correlate historic events with family birth, marriage, and death dates.” Kim has also used family history. “My daughter played the part of a historical figure in a musical this summer. She learned a lot about the character and she has an avid interest in her own ancestors. One time she made a doll depicting one of her ancestors, and she learned all she could about her.”
Hands-on, interactive history often proves irresistible. Janice in Idaho says that her children enjoy doing living history in a co-op setting. Tess in Pennsylvania takes advantage of local Renaissance fairs and other historical reenactments. Carolyn in Oklahoma makes history interesting by “adding biographies and creative activities such as cooking, art, music, writing, and so on.”
As family historians, teenagers not only study history, they do history. Family historians interview eyewitnesses (usually your relatives), take notes, read primary sources, organize research material, and write—all those tasks we worry about homeschoolers accomplishing when they go to college. Interview Grandma and Grandpa, create biographies of elderly relatives, and branch out from there.
If all else fails, see the movie. Historical films mirror real books and serve the same purpose—igniting interest. Consider the wealth of historical films and videos, like The Longest Day, which recount true events. Or choose videos with fictionalized characters in historic settings, such as Fiddler on the Roof. Anita writes, “Our children will get more from watching an hour video than reading a book they really don’t care for. And seeing the movie often leads them to read the book!”
The geographic illiteracy of Americans receives much attention. Yet geography goes far beyond identifying names and places. Alan Backler and Joseph Stoltman, in “The Nature of Geographic Literacy,” ERIC Digests No. 35, list the following fundamental themes of geography:
Location, position on the Earth’s surface
Natural and cultural characteristics of place
Relationships of humans and environments with places
Movement, humans interacting on the Earth
How regions form and change
Clearly our teenagers need to learn more than the capital of France or the location of the Appalachians. At this age, finding, evaluating, and presenting geographic data become important. Knowing the location of the Appalachians is of little value if we cannot describe how this mountain range affected history or how it impacts climate and culture today.
Geography, like history, is poorly served by most textbooks. Instead more than 90 percent of our survey respondents use a host of terrific tools to communicate geography themes.
JOIN THE REENACTORS
Civil War reenactment groups all over the nation welcome teenagers. And why should they not? Except for live ammunition, reenactors strive for realism. Certainly teenagers fought in Civil War battles. Generally, participants assume the identity of someone in a particular regiment. They research, dress for the part, and join the battle. It’s hands-on history. For more information, check out the Civil War Reenactment site at www.cwreenactors.com.
Or try the Society for Creative Anachronism (SCA), an international organization dedicated to (according to their Web site) “The study and recreation of the European Middle Ages, its crafts, sciences, arts, traditions, literature, and so on. The SCA historic period includes Western civilization before 1600 A.D., focusing on the western European High Middle Ages. Under the aegis of the SCA we study dance, calligraphy, martial arts, cooking, metalwork, stained glass, costuming, and literature … if they did it, somebody in the SCA does it (except die of the plague!).” What separates the SCA from a humanities 101 class is hands-on learning. Events include feasts, archery tourneys, dance balls, and meetings. Find the Society for Creative Anachronism at http://www.sca.org or 800 780-7486.
FAVORITE HISTORICAL VIDEOS OF HOMESCHOOL FAMILIES
Our survey respondents most frequently recommended the following video productions as useful for social studies. Caution: Some of these films carry PG and R ratings. If you have concerns about content, either preview them or watch them with your teenagers.
The Agony and the Ecstasy
Amadeus
“American Experience” (PBS Series)
Amistad
Apollo 13
Becket
Ben Hur
Braveheart
“The Civil War” (Ken Burns series)
“Civil War Journal” (TV series)
The Diary of Anne Frank
Dr. Zhivago
Empire of the Sun
Eyes on the Prize
Fiddler on the Roof
Gettysburg
The Great Escape
Great Expectations
Henry V
How The West Was Won
I Claudius
The Last Days of Pompeii
The Longest Day
A Man for All Seasons
Masada
The Miracle Worker
Patton
Pride and Prejudice
Red Badge of Courage
Rob Roy
Robin Hood
Roots
Saving Private Ryan
Schindler’s List
St. Joan of Arc
The Ten Commandments
Titanic
Tora, Tora, Tora
Games top the list. Many families enjoy geography board games, like National Geographic’s Global Pursuit. Others, like Karleen (who homeschools twelve- and fifteen-year-old daughters), invent their own. She writes, “Their father plays geography games with them during supper using map place mats.” Belinda takes it on the road. “When we travel we make up games for remembering states and capitals, state motto, nickname, bird, and so on.”
Geography lends itself to informal study. Cheryl in Missouri says, “Foreign stamps spark much discussion and curiosity.” Lauren in New York writes, “My husband’s shortwave radio is perhaps the best. He picks up countries from around the world that we then identify and learn about.” Marla comments, “We don’t use anything special for geography. We find places in the news and in the books we are reading on the map and globe. Sometimes we discuss what geographic features played a role in a particular event.”
Sharon, in Canada, merges real journeys with the homeschool learning journey: “Our sons like to map our routes for holiday road trips. We also enjoy noting geographical facts as we travel—climate, terrain, proximity to water masses, and so on.” Belinda says, “We explore the areas where we travel, looking for historical sites, like a confederate cemetery or Lincoln’s father’s house.”
MONEY SEVER
Obtain historic videos free at your local library. Or tape them from PBS, The Learning Channel, The History Channel, and Arts & Entertainment. If you do not get cable, ask a friend or relative to tape shows for you.
Many homeschooled teenagers travel independently for the first time in their lives. Perusing national homeschool publications, you will find opportunities every year for sightseeing trips, educational sojourns, and service or missionary journeys. Our son and daughter spent two weeks one summer fixing up houses with a church group in an inner-city neighborhood across the country. They combined service with sightseeing. Student exchanges create additional possibilities. Emma in Atlanta, Georgia, describes her daughter, age sixteen, taking a student exchange trip to France.
Back home, personalizing geography makes a difference. Denise says her teens communicate with and follow the travels of their military dad as he goes out to sea. Beth’s children study different areas of the world where friends live. Kristin in Texas describes her teens’ geography learning. “We pray for different areas of the world, read about them in current events. We also have exchange students from different parts of the world live with us.” Interpersonal learners explore geography with pen pals.
HOW WE DID IT
I think basic geography is crucial, so I talk about it whenever I drive somewhere. I make it relevant so it is interesting. Since we move a lot and we also love to explore, we have plenty of practice using geography skills. I often get lost, so the child sitting in the front seat has to be good at map reading, looking for addresses and roads, tracking which block we are in and which side of the street we should be looking at.
—DENISE IN EWA BEACH, HAWAII
For several years, our teenage daughter corresponded with a young man in Russia. She could have read in a textbook that Siberia was cold, but hearing from her correspondent that Siberians go ice fishing not when it freezes, but instead “when it warms up,” made an indelible impression. Home Education Magazine publishes pen pal lists in every issue.
Families responding to our survey talk enthusiastically about essential geography references in their home libraries. Janice says that they have maps and travelogues plus a huge world map that covers an entire wall in their den. Other popular geographic references include atlases, almanacs, globes, and magazines, like National Geographic.
In the 1980s and early 1990s, as home-education statutes were proposed, written, and passed, many homeschoolers experienced government firsthand. They attended legislative sessions and heard pro and con arguments about home education. Parents read bills and legislative proposals and discussed them with their teens. Some teenage homeschoolers even testified before legislative committees.
Interpersonal learners explore geography with pen pals.
Homeschooled teens of the 1990s continued the hands-on tradition. Today the rallying cry remains: “Get involved!” And it is easier than you might think.
Lauren writes, “Our eighteen-year-old has volunteered at a congressman’s office, worked with the Peace Corps, and attended workshops on participatory democracy.” Sharon says, “We have always included the children in our discussions of election issues, taken them with us to vote, watched parliamentary debate on important issues on TV, and worked on election campaigns.” Working with candidates and elected representatives—most of whom use all the volunteer help they can get—provides civics experience for teenagers. It also allows elected representatives to put faces with the term “home education,” something that can only help homeschoolers in the long run.
MONEY SEVER
Growing Without Schooling, a national publication, lists subscribers who are willing to host traveling homeschooling families.
There are so many ways to see the nuts and bolts of government. Both Terrie and Karleen’s teens have spent time as pages at the State Capitol. Bill’s children attend town council meetings. Carrie reports, “Because we live near the capital of Florida, we have easy access to government. We visit the state Senate and House of Representatives while in session. We also have a local teen court and tours of the Capitol and other government buildings, state archives, the state museum, and so on.”
Of course, some families prefer formal instruction for government. They use courses provided by major curriculum suppliers, like A Beka or Christian Liberty Academy or American School. Beyond independent-study courses, Kate points out that the Boy Scouts offer three government-related badges: Community, Nation, and World. 4-H has similar citizenship and leadership projects, every bit as demanding as formal coursework. College presents yet another option. Candace in Texas describes her teenager’s experience: “My daughter took a gifted and talented summer program (three weeks) at Southern Methodist University this summer and received three units of college credit in government.”
The United States has the oldest national constitution currently in effect. This document sets forth the three branches of government, their jurisdictions, and the rights of citizens. As the law of the land, the U.S. Constitution enters into the study of government. Most homeschooling families in the United States cover the Constitution at one time or another during the teen years.
Working with candidates and elected representatives—most of whom use all the volunteer help they can get—provides civics experience for teenagers. It also allows elected representatives to put faces with the term “home education,” something that can only help homeschoolers in the long run.
We asked survey respondents how they address the U.S. Constitution, and more than one-third say they read it. That’s it—just read it and discuss it. As an adult, I found re-reading this historic document an excellent review of material I only dimly understood the first time around, in high school.
Current events provide ongoing grist for the U.S. Constitution discussion mill.
Beyond that, current events provide ongoing grist for the U.S. Constitution discussion mill. Think of the issues that the Supreme Court tackles. These include abortion, censorship, the death penalty, gun control, impeachment, and privacy rights. Add to these the right to privately educate one’s own children and the right to homeschool. Researching constitutional interpretations for any topic creates in-depth unit studies ideal for teenagers. Tess makes a year-round effort, writing, “We bring up issues from the news … that have constitutional implications and discuss them in terms of what the Constitution says. It is an ongoing study.”
Thirty years ago, economics was a college subject. No more. Economics constantly enters into history and current events, making it essential to learn how individuals, private companies, and political entities allocate money and resources.
MONEY SEVER
Write to local, state, and national governments for tourist materials and maps. Most will send you fascinating photos, brochures, and maps for free.
Topics covered in high school economics courses include kinds of economic systems, free enterprise, role of the consumer in the economy, consumer credit and federal regulations, prices, supply and demand, major business organizations, Federal Reserve system, and measuring the economy—GNP and business cycles. You may feel on shaky ground in this area. If so, begin with the book by Richard Maybury, What Ever Happened to Penny Candy?—a favorite with home educators nationwide.
History, geography, government, and economics—the study of one leads to the study of all. Take advantage of the many fine resources available.
Make your home social studies friendly. Subscribe to the local newspaper and a weekly or monthly news magazine. Make time each day to discuss current events. Acquire at least one world atlas, one almanac, and one globe.
Decide what historical subjects make sense for your teens. As an introduction to the first subject, watch one or two related videos.
Assess your teenager’s geography knowledge with discussions, games, or tests. Decide how you want to pursue geography during the high school years.
Help your teenager find a pen pal on another continent. Peruse the Growing Without Schooling subscriber lists and the Home Education Magazine pen pal column for contacts.
Plan one or two field trips to local or state government sites. Visit the Capitol, legislature in session, courtrooms, and county boards of supervisors.
If you are an American citizen, read the Constitution with your teenagers. Note any issues in which your teens seem particularly interested.
Adams, Scott. The Dilbert Principle. HarperBusiness, 1996.
Bennett, William J., Editor. The Spirit of America: Words of Advice from the Founders in Stories, Letters, Poems and Speeches. Touchstone Books, 1998.
Bowen, Catherine. The Miracle at Philadelphia: The Story of the Constitutional Convention. Little Brown, 1986.
Bundy-Smith, George. You Decide: Applying the Bill of Rights to Real Cases. Critical Thinking Books and Software, 1992.
Cahill, Thomas. How the Irish Saved Civilization. Doubleday, 1996.
Davison, Michael and Neal Martin. Reader’s Digest Everyday Life Through the Ages. Reader’s Digest, 1993.
Eggleston, Edward. A History of the United States and Its People. Lost Classics Book Company, 1998.
Hakim, Joy. History of Us, 2nd Edition. Oxford University Press, 1999.
Hansen, Fay R. The American History Teacher’s Book of Lists. Center for Applied Research in Education, 1999.
Hart, Michael A. The 100: Ranking the Most Influential People of All Time. Carol Publishing Group, 1993.
Hazlitt, Henry. Economics in One Lesson. Fox and Wilkes, 1996.
Henty, G. A. In the Heart of the Rockies. Lost Classics Book Co., 1998. Also other titles by G. A. Henty.
Hopkinson, Christina and others. The Usborne History of the Twentieth Century. EDC Publications, 1994. See also many other Usborne products including Tales of Real Escape, Tales of Real Heroism, and the Usborne Book of Europe.
Kapit, Wynn. Geography Coloring Book. Addison-Wesley, 1999.
Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. Touchstone Books, 1996.
Maybury, Richard. What Ever Happened to Justice? Bluestocking Press, 1992. Also Ancient Rome, How It Affects You Today; What Ever Happened to Penny Candy?; and Are You a Liberal? Conservative? Or Confused?
Menzel, Peter et al. Material World: A Global Family Portrait. Sierra Club Books, 1994.
Moes, Garry. Streams of Civilization. Answers and Genesis, 1980.
Scarre, Carrie. Smithsonian Timelines of the Ancient World. DK Publishing, 1993. See also many other excellent DK titles, including Pompeii: The Day a City Was Buried, DK in the Beginning… A Nearly Complete History of Almost Everything, The DK History of the World, and The DK Panoramic Atlas.
Sparks, John B. The Rand-McNally Histomap of World History. Rand-McNally, 1990.
Urdang, Laurence. The Timetables of American History. Touchstone Books, 1996.
Christian History Magazine, http://www.Christianity.net/christianhistory
Family Chronicle, 888-326-2476, http://www.familychronicle.com
History Magazine, 416-491-3699, http://www.history-magazine.com
National Geographic, 800-NGS-LINE, http://www.nationalgeographic.com
Smithsonian, http://www.smithsonianmag.si.edu
The World and I, published by the Washington Times, http://www.worldandi.com
Aristoplay Educational Games (Where in the World and Hail to the Chief), 888-GR8-GAME, http://www.artistoplay.com
Mapping the World by Heart, 800-342-0236, http://www.mapping.com
Read A Mat (educational place mats) and U.S. and World Mark-It Laminated Maps, 626-821-0025, http://www.excellenceineducation.com
American Student Travel, 800-231-1731, http://www.astravel.com
Citadel Summer Camp, 843-953-6704
North Carolina Outward Bound, 828-299-3366, http://www.ncobx.org
Not Back-to-School Camp, 541-686-2315, http://www.nbtsc.org
Solid Rock Wilderness Adventures, 888-721-9110, http://www.srom.org
Teen Missions International, 407-453-0350, http://www.teenmissions.org
American Textbook Committee, 205-674-3548 (titles include Clarence Carson’s Basic Economics and A Basic History of the United States)
Beautiful Feet Books (History Through Literature, Geography Through Literature, and more), 800-889-1978, http://www.bfbooks.com
BJU PRESS History Books, 800-845-5731, http://www.bjup.com
Bluestocking Press, 800-959-8586, http://www.bluestocking.com
Greenleaf Press, 800-311-1508, http://www.greenleafpress.com
History Alive! 605-642-7583, http://www.dianawaring.com
Jackdaw Publications (reproductions of primary sources) 800-311-1508, http://www.jackdaw.com
Runkle Geography, 877-436-8398, http://www.runklepub.com
The American Civil War Worldwide Information Archive, http://www.users.iamdigex.net/bdboyle/cw.html
Ben’s Guide to U.S. Government, http://www.bensguide.gpo.gov/
History of Money from Ancient Times to the Present Day by Glyn Davies, http://www.ex.ac.uk/~RDavies/arian/llyfr.html
The History Net, http://www.thehistorynet.com
HyperHistory Online, http://www.hyperhistory.com/online_n2/History_n2/a.html
