Embedded Files
Nov. 19 followup:
Happy Thanksgiving (soon)! I hope everyone enjoys the break and comes to a truly profound appreciation of just how much we have to be thankful for! God is so good to us, even with our sufferings, and sometimes especially with those.
I'm thankful for all of you Primary students! You are lively, diligent, thoughtful, and fun!
We talked about Plymouth colony, which most had already read about, founded in 1620, and the famous origin of Thanksgiving -- great timing! Here are the pictures I used. If anyone wants a little review, there's a 6 minute video below.
I also handed out the list of questions that everyone should be able to answer for the exam on our last day. There are 3 or 4 questions for each week of the semester, at least half of which I think the students already know without any checking. I will simply ask a handful of those questions on the test -- so no surprises, and spelling is not important -- or I could make it multiple choice so they don't have to spell.
Or -- parents, let me know if you prefer -- students could answer the questions at home and just bring in their answers. I would like to see their memories at work at least a little, and I know that comes easier for some than others, but I also don't want anything to be too stressful, so I will certainly work with what you, parents, think best.
Homework: 1) Go through the study guide (i.e., test questions) and come with questions about anything you're not sure of. 2) Read chapter 7 in the yellow History 3 book, which reviews what we've already covered and then focuses on Maryland colony.
Happy Thanksgiving!
Nov. 12 followup:
Yesterday we reviewed the big picture of the semester: 4 weeks on Spanish exploration and colonization (South American & Mexico), 4 weeks on French exploration and colonization (Canada & the Mississippi watershed/ Louisianna territory), and now we start 4 weeks on English colonization (Eastern U.S.).
We reviewed the Mississippi exploration (I forgot to practice our rhythmic "M-iss-iss-ipp-i" pronunciation): Marquette and Joliet. And I asked some questions about the LaSalle reading (which was required, but only a couple had done it -- encouragement for you, parents, to take just half an hour to do some of the reading with your budding young scholars, which will pay huge dividends in the long run! :-) )
Then we focused our attention on the first successful English colony, Jamestown, established in 1607. It barely survived. I told the class a little bit about John Smith's adventurous life and his role as a leader of Jamestown, getting it through many difficulties of its first couple years. I made sure the students understood the rule: if you don't work, you don't eat -- and they all promised to do their chores diligently :-)
We saw some contrast (again) in how the French and English treated the Native Americans: extensive evangelization and intercultural ties vs. merely trading and lots of antagonism. And we learned a little bit about Pocahontas (and saw a surprising picture [drawing] of her). The powerpoint with pictures and maps (and more words than usual) is here.
Homework:
There is no reading from the book this week (again).
Here is the reading that I passed out to complete at home. It's about the first English colony, which didn't succeed, on Roanoke island, south of Jamestown, in Carolina (there was no north or south Carolina yet). Students should answer these questions -- ideally, write their answers at the end of the handout and bring to class:
Where was the first English colony in North America established?
Who planned (and funded) it?
Who was the leader of that first colony (the second time), whose daughter gave birth to the first English baby born in the New World?
What word was carved into a tree when White was finally able to return? Where were the colonists?
Next week we will talk about the other important early English colony, Plymouth. Here is a web page to read on the topic - the first Thanksgiving - yeah!. At the end of the text is an audio of the page that students can listen to, if that's easier.
Extra credit: Read or listen to the page about Squanto.
Extra credit: Read the National Park Service website on the various theories about what happened to Roanoke colony.
See you next week!
Nov. 5 followup
Three of your lovely youngins were missing yesterday. I know that there was at least one traveling, and I hope everyone else is well.
We talked about Bishop de Laval a little, the first bishop of the first diocese in Canada, the diocese of Quebec - which was all of New France! He had to fight, fast, and pray heroically for several important things, including freedom for the Church and ending the selling of whiskey to Native Americans (the drug trafficking of the day). And we briefly looked at French fort construction.
Our main topic was the early exploration of the Mississippi River by Jolliet and Fr. Marquette. These were both good men with a love of Christ. Fr. Marquette was an amazing Jesuit who was dedicated to sharing the Gospel and died on his last missionary trip to fulfill his promise to go back to the Illinois Indians.
I showed the class the first video below about these two men and the beginnings of their journey down the Mississippi. It's a well-done presentation with beautiful descriptions, though as they were watching, I realized that the language may have been a bit too advanced for them; so I paused to explain some points as we went. Below is also a second video about Fr. Marquette's return visit to the Illinois Indians, keeping his promise to them, because they were eager for more teaching and growth in the Catholic faith. Unfortunately, we lost a great and holy man, when Fr. Marquette got sick, could only stay a short time with the Illinois, and died on his return visit. His bones were later retrieved and returned to his mission at St. Ignace (though there's a funny little true story of one piece of bone being stolen at some point and ended up at Marquette University).
We learned the easy cadence spelling of the river: Mis's - is's - ip'p - i' :-) along with reviewing the other cadence/poetic ditties: "In 1400 and 92, Columbus ..." and "In 1500 and 31, Mary appeared in front of the sun"
I handed out a little more reading on Le Salle, the first European to explore all the way to the mouth of the Mississippi. There are questions at the end that can be answered for extra points.
Next week we will start looking at English settlement in North America. There is no book reading, but students should read this short summary of Jamestown.
Have a blessed week!
Oct. 29 followup
I hope everyone had a fun time with the All Saints party yesterday. And actual feast of All Saints coming up on Saturday, too. Don't eat too much candy :-)
Good job, everyone, with the crossword puzzle!! I'll bring prizes next week to purchase with your points. Remember to be ready at the beginning of class out on the table: 1. notebook (or paper), 2. pencil (or pen), 3. history book, 4. anything you completed at home the previous week.
Homework: Read chapter 6 of History 3 and answer the 3 questions at the end. As usual: parents, your help may be needed.
Optional: I handed out a brochure that tells a little bit about New France's first bishop , Francois de Laval, who was recently canonized. He arrives in Canada during the lifetime of St. Kateri Tekakwitha. Read it and come ready to answer a few questions in class for points.
More optional: You can read Bishop Laval's words to missionaries, most of which also apply fairly well to us. I suggest a slow and prayerful reading. There are a few big words, but that's what dictionaries (or parents) are for! :-)
After this week, we'll turn our attention to the English settlements in North America.
May the souls of the faithfully departed, through the mercy of God, rest in peace. - Amen
Here is the art and architecture presentation from Oct. 22.
Oct. 22 followup
Happy feast of St. John Paul II (Oct. 22) and John of Capistrano (Oct. 23)!
We're spending extra time with the North American Martyrs, so there is no reading from the yellow History 3 book. Here is the powerpoint that I used.
However, for required homework I sent home
1) a crossword puzzle review game and
2) a little bit about Champlain's Company of Good Cheer (and scurvy).
I expect that some of the students will find the crossword a little challenging, so I just want them to give it a shot and bring back as much completed as they can. I will collect the crosswords and see how they did.
Parents, If the yellow book or other reading is too much for your son/daughter, please try to spend half an hour each week reading it to them. Let me know any requests or needs or how I can support you!
Finally, they can learn a little bit about what life was like for some of the French fur traders here. (as usual, extra credit)
P.S. Here are the crossword answers.
Oct. 8 followup
Happy feast of Our Lady of the Rosary/Victory earlier this week!
We shifted gears this week to the French in the New World. (We had four weeks on the Spanish, and now 4 on the French, and then will have 4 on the English.) We looked briefly at early exploration (Verrazano and Cartier -- Joan observed that Jacques Cartier is her dad's name in French :-), and little bit on Samuel de Champlain, an incredible explorer and organizer, and a very good man.
But I spent most of the time talking about the native Americans (I usually call them Indians in class, because that's easier, and I know that no one will take offense :-). In particular, I talked about the Iroquois and other Longhouse Indians along the St. Lawrence (Hurons, Algonquins). We looked at their villages, longhouses, food, and clothing. I warned the class against any ideas that native Americans were somehow naturally peaceful, kind, and honest. They were very fallen, like us all, and could be brutal, which we'll see more of next class. And then we just started to look at early missionary work in Canada, and I led with the use of music to show beauty to the natives. Here is the powerpoint that I used.
I passed out a word search to take home for extra credit, and on the back side also is a little bit about Iroquois music and their attraction to European and Christian music. In addition, students over the break can also color and read a little bit more about St. Rose of Lima here.
I forgot to write the homework on the board, but it's in the syllabus: yellow History 3 book, pgs. 33-37 -- on the amazing Jesuit missionaries and martyrs as well as the first native American saint, Kateri Tekakwitha.
Enjoy the break week coming up!
P.S. Here are the word search answers.
Oct. 1 followup
Dear Parents,
Happy feast of the guardian angels -- and be sure to thank yours for all the help over the years!
Thank you again for your enthusiastic young scholars. They always leave me invigorated. Each of them is so special; my meditation this morning was partly on the uniqueness and beauty of every human person, so I'm feeling extra appreciative and admiring of all my students. Wow! God is so good to us!
On Wednesday we finished talking about Cortes and the Aztecs and then looked at the three saints of New Spain that your children read about: St. Peter Claver, St. Martin de Porres, and St. Rose of Lima. We had to also confront the reality of slavery a little bit but also the very good work of the Church, Her saints, and many of Her ministers and children, even if not all of them.
I talked very briefly, as did the reading, about the Spanish exploration from Mexico and Cuba up into North America. I gave them a coloring page and a little more info on Coronado -- extra credit. Below there is a short video on him as well as a short presentation about the Grand Canyon, which Coronado's expedition discovered (the first Europeans to see it).
Most of the class is keeping up with the work, both the textbook reading and the "extra" items I hand out -- very good! A couple students didn't get the reading done or the worksheet on Our Lady of Guadalup, so let me encourage you to encourage them :-). Some may need a little help with you reading to/with them. Next week's reading is only a page and a half -- along with the page I gave them yesterday to take home. We are now moving on to the French
I brought treats for them to buy with their rewards points. I couldn't find my stash of medals, so I had nothing but candy. I will find the medals and get some books as well for the future. One mother, I'm told, is especially fond of Twix, so I sent one home for you :-)
Be sure to celebrate St. Francis of Assisi on Saturday -- one of the most amazing of all God's saints!
Sept. 24 followup
Dear Parents,
Everyone completed the reading and the three questions of homework -- excellent! Keep up the good work! And the rewards points are stacking up. I think that I will bring a few treats for them to "buy" next week, especially as it is the feast of St. Therese and our Michaelmas celebration.
We had a bit of a shorter class, because the students went up for the all-school Art and Architecture presentation that Dr. Russell provided. And we had a bit of a rough start, too, because several students straggled in over the first 5 minutes of the period. I know firsthand the challenges of getting everyone moving in the morning, but please do renew your efforts to arrive by 8:55.
Here are the slides that I used, though we didn't get through them all. They are mostly pictures and maps, as previously, because I think it's very helpful for the kiddos to have visuals to go along with the stories and ideas. I wish we had time for more!
Here is the handout I provided for them to work on at home. There are several questions to answer, based on the information provided, about the image of Our Lady of Guadalupe. You might have to lend a hand in reading and understanding some of the details on one of the pages. If you want a video version that covers a lot of the same ground, see below.
Their homework, as per the syllabus, is read chapter 4 in the yellow History 3 book and answer the questions at the end, ideally the geography questions, too. I will not collect their work but just visually check it quickly and give them a point for completing it, so they could write in the book, if you allow that.
With the worksheet, this is a little more homework than previously. Feel free to give me your feedback if it's too much (or too little!)
As they are developing skill still in writing (and spelling), I'm asking them to write out their answers and other work -- but as with everything, you are welcome to modify whatever directions I give as seems better to you.
A couple events and their dates to know, which I will ask them next week:
Columbus discovers the New World - 1492 -- I think they all know the little ditty now :-)
Our Lady of Guadalupe appears to Juan Diego and gives us her miraculous image, leading to the conversion of 9 million Aztecs/ native Mexicans. -- 1531
Have a blessed week! I am truly enjoying getting to know your kids and they unique personalities :-) :-)
Sept. 17 followup
Dear Parents,
You children did a lovely job coloring their illuminated letters, and some finished their names as well. One student forgot hers, but I trust it was lovely as well :-)
We finished up a couple points about St. Brendan, and I talked about Columbus and the discovery of the New World, as well as a little bit about Queen Isabella, nicknamed "the Catholic Queen". Your children were eager to answer questions and share their knowledge. They raised their hands well and were polite. Wonderful!
I gave them the classic ditty "In 1400 and 92, Columbus sailed the ocean blue", so they should know that year. They also learned that the Reconquista was completed earlier in that year. We talked a bit about ships and Portugal leading the way, Columbus's experience and big idea and fortunate mistake, combined with his great perseverance. We talked about the initial interactions with the native people. Here is the powerpoint that I used.
The reading for next week is on the syllabus: chapter 3 of the yellow History 3 book. They should also answer the 3 "Do You Remember?" questions and bring those to class to turn in.
For extra credit points, and the pure love of learning!, here are a variety of short items to read or watch:
Here is an interesting article about Columbus' three ships on his first voyage and a small sign of God's Providence in this significant event in our history: http://catholicism.org/the-nina-the-pinta-and-the-santa-maria.html and it tells us what "Pinta" means (a question that the class had).
Life on board a Spanish ship: https://www.pbchistoryonline.org/page/life-on-board-a-sixteenth-century-spanish-ship
Below are a few videos with all sorts of interesting and formative information:
Dear Parents,
My apologies for forgetting to post sooner! Hopefully, your students saw in the syllabus that I handed out (and linked below, in case it gets lost) that they should read chapter 2 in the yellow Seton history book (History 3). Come ready to answer questions! I understand that one family doesn't have the book yet due to shipping problems. I will scan and post here on Monday.
It doesn't sound like anyone has From Sea to Shining Sea, but if you do, please get it out and make it available for your young, eager readers to do some of the extra reading.
Anyone who didn't finish the Christoper Columbus book should do so.
I also handed out to them a template that they can color for privilege points and create their own little illuminated manuscript page of their name. I also showed them some examples in a powerpoint, which I'm linking here, and I gave them a page with some examples to take home. The idea is to use the first letter of their name (sorry, Benedict, somehow I forgot to print a 'B'), which I handed out and they can color, as a starting point, and then write out the rest of their name and illuminate it, as per the examples. They can include pictures to illustrate the meaning of their name or their ideals or virtues, and/or they can decorate with shapes and Celtic knots and such.
I told that class that I'll be awarding privilege points for completing extra work, being on task at the beginning of class and throughout, for answering questions, acts of virtue, etc. I told the boys in particular that they should be gentlemen towards the ladies such as by letting them go first and that the girls might bake something occasionally to share. The person with the most points can get me with a whip cream pie on the last day of class -- or something else goofy/fun/creative/prank-ish, if they prefer; there was talk of me helping them prank Dr. Russell :-) And there will be opportunities to spend points for prizes/treats throughout the semester.
Peace,
Dr. Brown
Dear Parents,
I am very much looking forward to the upcoming semester!! I love playing with the young ones, but teaching them in a classroom is a bit new, so bear with me and feel free to give constructive feedback in general or relative to your child in particular.
I hope that you received my email a week ago (Aug. 30). For those who haven't yet, if you have a chance to read and respond, it would be much appreciated -- just to give me a sense of who your young scholar is and what you'd like from me to support you at home: how much challenge, how much reading, any special needs that I should be aware of, etc. Actually, whatever you say, I have a basic expectation and will provide a variety of extra learning opportunities that you can have them do or not do at home.
Here is the syllabus for the semester: https://docs.google.com/document/d/131qGekGamnVMiEbW_xqHX1q2ePZRDA3q/edit?usp=sharing&ouid=107457420539377922810&rtpof=true&sd=true
There is reading to complete for each Wednesday; what is listed is what they should have completed already by that class day. Thus, there is a reading assignment to complete for our first class. It includes reading a whole "chapter book," as we used to call them, on Columbus. Hopefully, you have it and your child can complete that reading. Let me know if you're missing anything or need help.
Peace,
Dr. Brown / Ben
Google Sites
Report abuse