TOS Review: Third Grade Literature Guide Set from Memoria Press

Reviewing the Third Grade Literature Guide Set from Memoria Press has been an absolute life saver. Leigh Lowe is the literature guide author for the Mr. Popper's Penguins study. I received a physical set of the Teacher Guides and Student Study Guides. This homeschool literature curriculum was exactly what we needed this year! I needed a new core literature curriculum that was easy-to-use and fit into our busy schedule. My daughter seemed super impressed with it too!

Product Description
Student Guide
The 51-page student study guides are consumable resources and can only be used with one student. You'll need one guide for each student using the third grade curriculum. The answers are meant to be written in the student guide. You can purchase more student guides for additional children at a reasonable price of $11.95. The student guide begins with a Literature Guidelines section spanning over two pages which explains before, during, and after reading teaching tips. I suggest reading this informative section before beginning the study.

There are 5-6 comprehension questions and 6-8 vocabulary words to learn per chapter. Each vocabulary word was in bold print. They were written within the context of the story which helped my daughter understand the words better. The Pronounce and Spell key word lists can easily be used as additional vocabulary words. The authors offered 8 key words per chapter. The student book also provides the reader with 2-4 Enrichment Activity options.

An Honors Activity was included after Lessons 8, 14, and 20. My daughter was asked to identify quotations specific to particular story characters or to match character names to their descriptions. Another summarization activity required her to illustrate and color a detailed scene from the story read up to that point including characters, setting, and plot action.

Teacher Guide
The 51-page teacher guide contains an exact full-size reproduction of the student pages with typed-in answer keys. The text was printed in black and white. This particular teacher guide did NOT contain any quizzes or tests in the back. Several blank note-taking pages follow the last chapter answer key.

The sturdy, laminated covers of the literature guides were color-coded. The teacher guide was topped with a light blue-green edge. The design was seen over a white background. The student guides as seen at the bottom of the photo below were darker in color. Each softcover student and teacher guide matched in color.

Book Titles Included:

• Mr. Popper's Penguins by Richard and Florence Atwater
• A Bear Called Paddington by Michael Bond
• Farmer Boy by Laura Ingalls Wilder
• Charlotte's Web by E.B. White

The chapter books were not included in the set I received, but you can easily order them through the company if needed. You can also borrow these popular classic books from your local library or request them through your interlibrary loan system. I already owned all of the books used in this set. Each book in this package takes approximately 6-7 weeks to complete.

Literature Guide Differences

Mr. Popper's Penguins was written by a different author so the format was slightly different. The other three student guides range from 25-91 pages long. The literature guides, excluding Mr. Popper's Penguins, include additional or replacement workbook exercises. For example, instead of the Pronounce and Spell section, they contain a Reading Notes section which includes key character, places, and relevant words from the chapters that must be read aloud. They are defined for easy student reference. This saves time if you've already taught dictionary skills.

There is a Quotations and Discussion Questions section. The Discussion Questions take comprehension to a higher-level. I like to describe these questions as ones that require more higher order thinking skills (HOTS). For example, "How does Wilbur's treatment of the baby spiders reflect character qualities he learned from Charlotte" or "What observations does Charlotte make about people in this chapter? Do you think she is correct in her assumptions?" The Quotations section explores character quotes within a setting and contextual vocabulary. I loved that this section explained the meaning or relevance behind particular quotes.

The Activity section was titled and replaced with the term Enrichment in the other three guides. This section contains a variety of activities including but not limited to dictation, copywork, composition, mapping, poetry, illustrations, research, and literary elements. The guide suggests that a student completes at least ONE writing assignment each week based on the age and abilities of your child. The authors also indicate that NOT ALL of the enrichment activities must be completed. The activities may require a student to copy a couple paragraphs, chart characterization qualities, sequence events, draw and label diagrams, and so much more.

Every seven lessons in the Charlotte's Web literature guide, there is a Review and Quiz Review which is not included in the Mr. Popper's Penguins. The placement of the quizzes and tests varies with each guide. They occur every 10th lesson in Farmer Boy and there are only two quizzes in A Bear Called Paddington every four chapters, because it is a shorter book. The Paddington reviews and quiz reviews are actually found in the teacher guide as reproducibles.  

All of the teacher guides follow a similar format and vary in length from 50-135 pages. Farmer Boy is obviously the longest teacher guide, because it was the longest chapter book. Mr. Popper's Penguins and A Bear Called Paddington are both shorter novels so those teacher guides were shorter in length. Charlotte's Web is one of the thicker guides.

The other three student and teacher guides contain additional resources such as an Appendix which includes maps of London, recipes for Orange Marmalade and Birds' Nest Pudding, thematic poetry, historical information, and non-fiction passages. We can't wait to make Orange Marmalade after reading A Bear Called Paddington! The Farmer Boy literature guide contains a biographical sketch about Laura Ingalls Wilder in addition to facts about the 19th century primer and farm machinery from the 1800's. The Charlotte's Web guide also contains an author biographical sketch about E.B. White, a non-fiction spider passage, spider short stories, and a labeled spider diagram. This is one of my all-time favorite childhood books. Even though we recently read and completed a unit study using this book, Alyssa said that she wanted to work through the Memoria Press guide and was willing to read the book a second time.

The teacher guides are jam-packed with teacher helps. The other three teacher guides include Answer Keys for Discussion Questions, Reproducible Quizzes and Final Test, and Quizzes and Final Test Answer Keys. I am curious how Alyssa will react to the newly structured format. I really appreciate that the tested discussion questions were marked with an asterisk. This helpful note reminds me to discuss them thoroughly. The verbal discussion questions are organized by chapter and numbered. The quizzes and tests consist of multiple choice, matching, short answer, and paragraph essay questions. The questions focus on characterization, quotations, vocabulary, story details, and other story elements. I was hoping that Mr. Popper's Penguins would have a test or quiz at the conclusion of the guide, but it didn't so I was pleased when I saw a Final Comprehensive Test at the back of each of the other guides. It is important to me that my daughter understands what she is reading. These quizzes and tests help me assess her learning.      

How We Used It
I used the 3rd Grade Literature Set with Alyssa (Age 8) who works at a 3rd-6th grade level. She mastered basic phonics and has a strong foundation for most advanced phonics skills. I wanted to focus more on specific comprehension skills and strategies in addition to enhancing her vocabulary using high-quality classic literature.

I owned all of the books with the exception of the additional literature book, Mofatts, which is available to purchase as an individual add-on item to the package through the online website. We started with Mr. Popper's Penguins, because my daughter was eager to read the book. We will watch the movie this weekend. Then, we plan on comparing and contrasting the movie to the book.

The literature guides were used 4-5 times per week for up to an hour or more if needed. There are 20 chapters in the book titled, Mr. Popper's Penguins. so I divided up the number of chapters to read over the review period. Alyssa read 4-5 chapters per week so that we could finish the literature guide before my review posted. She took 1-2 days off during her Spring Break because she was sick with pneumonia, but otherwise we stayed on track following this schedule. She is currently working on her Book Report. Alyssa didn't want to write a paragraph book report so she decided to create a PowerPoint to describe the story elements and give her opinion about the story.

Before Reading
I always asked Alyssa to summarize the plot read up to that point before beginning a new chapter. The following techniques were implemented: Somebody Wanted But So Then, 5 W's, and Beginning Middle, and End to retell the relevant story elements.

She completed a 2-page workbook spread each day. Let me explain the sections and what we did with them.

Pronounce and Spell
She read each important key word left to right as I listened for correct pronunciation. I asked her to define each word if possible. If she didn't know the definition, then we looked up the word in a dictionary followed by a quick discussion.

Vocabulary Exercises
We decided to review the vocabulary words prior to reading the chapters. I wanted her to know what the words meant so that she could focus on the meaning as she read. Dictionaries, thesauruses, word banks, and contextual clues were utilized from the word study section. I helped her choose the best definition or synonym for each word based on contextual clues. We also played Bingo and other word-building games to practice the words.  

Note: Terminology from the Pronounce and Spell and Vocabulary sections were frequently added to her Personal Spelling Lists.

I pre-read the corresponding Comprehension Questions aloud and gave my daughter directions for reading time.

During Reading
First, she skimmed the chapter locating the new vocabulary terms. She did NOT mark them in the actual chapter book. She wrote the page number where it was found in the margins next to each numbered vocabulary word in the student guide. The student guide suggests marking each word as it is read.

My daughter read the book on the floor, couch, at her desk, or on her beanbag. She independently read one chapter per day. Occasionally, she would read aloud an exciting paragraph to me with excellent intonation. She really enjoyed the story and plot as it thickened. If she found a Pronounce and Spell word she made a dinging sound to let me know she recognize it. We attempted to utilize the key and vocabulary words throughout the week just for fun.

Alyssa indicated the page numbers for the comprehension questions in the margin next to the numbered questions in the student guide. After she completed the reading assignment, we discussed every comprehension question verbally. You can easily pick-and-choose a few to discuss verbally if desired instead of focusing on written responses, because the curriculum is so flexible. The student can complete the questions independently, but we chose to discuss them together.

She told me the page number where the answers were found and responded verbally to the questions. I clarified any misunderstandings. My daughter composed and wrote her final answer for each question on the provided lines using complete sentences and correct punctuation, capitalization, and spelling. Ample space was provided. I dictated her response as she wrote it down and assisted with composing complete and concise sentences.

When possible, we made meaningful connections to the story. For example, this book reminded her of our visit to the Penguin Encounter at Sea World.

After Reading
A conglomeration of varied Enrichment Activities were listed in bulleted format. Occasionally, I would give Alyssa a choice between two projects. I usually easily combined two or more projects for her to complete as one. We wanted to complete these projects on a separate day, but it was easier if she began it the same day. If she needed an extension to finish the project then extra time was allowed. Most projects could be completed on the same day, however, she needed at least 20-45 additional minutes to complete them. We tried to complete at least ONE enrichment project per chapter aiming for at least one writing component. These projects enabled us to incorporate other subjects into the lesson such as Art and Geography. She did some map work, drawings, and online research.

The enrichment activities helped deepen her understanding of the story. A favorite activity of hers from Chapter 10 was writing a friendly letter the Sea World Animal Ambassador asking questions about penguins. She utilized an online friendly letter maker program to type her letter before sending it. Alyssa also recently began a music appreciation study about Franz Schubert. Imagine her surprise when in Chapter 13 she had the opportunity to listen to his "Military March" and further research his life. She is MOST excited about her book report! I know . . . it sounds too good to be true but she really is because we changed it to a Powerpoint project.

Honors Activities
The Honors Activities were easily added to a day's work or could be done the next day. Sometimes I assigned these activities while we ran errands or went to piano lessons. Most of the time it was added on to her daily work load for literature class. The last activity, Noticing Details, was a little more challenging because she had to remember specific details from the entire book, but she did an exceptional job! She also didn't need to write in complete sentences which required less time.

My Thoughts and Our Results
The Third Grade Literature Guide Set from Memoria Press is complete and comprehensive for its purposes. Using the Memoria Press Third Grade Literature Guide Set benefited our homeschool tremendously. My daughter is comprehending stories better and at a deeper level using this approach. Her vocabulary is growing exponentially. I've noticed that she is more independent yet still attentive. She thoroughly enjoys the literature selections and is becoming a more active reader. She's not just reading the words fluently; she's engaging and connecting with the text. She's reading with a purpose! She is applying the skills learned to her life and to other books. Her analytical and critical thinking skills are sharpening as well. I am 100% impressed with this curriculum.

I spent hours researching literature curriculum options. It was an honor and blessing to review this one. This is by far one of the BEST literature guides I've used so far. Alyssa really liked the story and the activities. She even asked me if they had literature guides for the American Girl historical books or Black Beauty.

The lessons are not scripted but the format makes it simple to implement and user friendly especially with the teacher keys. It's pretty self-explanatory. It does seem a little writing intensive, but the flexibility of the curriculum allows the parent to easily adapt lessons.

We will definitely continue using these guides. I wanted to save the other books for next year, but my daughter insisted that we continue using the guides through the summer which means I will need a new literature grade level next year. The next book we will focus on is titled, A Bear Called Paddington.

The other third grade book selections will be used as part of a light summer school program or at the beginning of next year. I hope to purchase the 4th grade set for next year if our budget allows me to do so now that I've found something that meets her needs and works for BOTH of us perfectly. I no longer have to spent extra time planning literature lessons. Thank you Memoria Press! Overall, we ABSOLUTELY appreciate the hard work and time put into creating the Third Grade Literature Guide Set from Memoria Press.

What Features We Liked

• High-Quality Above Grade Level Classic Literature Selections
• Short Lessons Ready To Go
• Organized Lesson Layout
• Easy-To-Use and Fit Into a Busy Schedule
• Emphasis on Comprehension and Vocabulary
• Enriching Vocabulary Words
• Easily Adaptable Assignments
• Scene Summary Honors Activity Drawing
• Flexible Individualized Pace
• Strengthens Dictionary Skills
• Separate Full-Size Teacher Answer Keys
• Engaging Pick-and-Choose Enrichment Activities

Vendor Suggestions

1. Some people may prefer that ALL of the study guides have the "exact" same consistent format within a grade level. However, I will say that it provided a little variety when starting a new guide created by a different author. The layouts were still similar enough with just a few differences to change things up a bit.
2. I do wish that there was a list of culminating hands-on book projects for each book. 
3. It would be helpful if the teacher guide contained page and chapter numbers for vocabulary and comprehension questions to facilitate better discussions when parents don't actually read the book with the child.   

Price
Third Grade Literature Guide Set $95
Third Literature Guide Set with Novels $125
You can see samples and purchase options online.

Note: All prices are subject to change without notice.

Recommendations
I definitely without a doubt recommend the Third Grade Literature Guide Set from Memoria Press to all home educators. If you utilize a Christian classical education teaching method, then this curriculum may appeal to you or your school. Homeschool families and private schools utilizing a Charlotte Mason and Traditional approach may also appreciate this curriculum. I also highly recommend other products I've reviewed from Memoria Press such as Latina Christiana I and New American Cursive: Penmanship Program Workbook 1.

Social Media 
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Visit the Schoolhouse Review Crew blog for reviews covering several of Memoria Press's grade level literature guide sets. I am headed over there right now to read the 4th and 5th grade reviews!

T is for Tubman: Harriet Tubman

We are anxiously awaiting our Harriet Tubman: Freedombound book from YWAM Publishing written by Janet and Geoff Benge. It is part of the Heroes of History collection. Click on the following link to see a chronological list of books in the Heroes of History collection.

We already received the 61-page corresponding downloadable Unit Study Curriculum Guide as part of the TOS Review Crew. Alyssa and I started collecting books from our personal library about Harriet Tubman, the Underground Railroad, Civil War, and Slavery for our Display Corner. We are so looking forward to studying a new history topic.

What are you studying in History?

Are you familiar with the YWAM Heroes of History books?    

I will link this post up at Through the Calm and Through the Storm's Blogging Through the Alphabet Linky where posts themed around the "Letter T" are listed. I will also link up at Year Round Homeschooling's Hearts for Home Blog Hop. 

Paper Bag Book Report

Are you looking for a fun and creative literature activity?

Alyssa recently completed her Horizons Reading and Phonics curriculum so we started focusing more on reading comprehension activities. Paper Bag Book Reports were a popular activity in my classroom when I taught public school so I decided to try it with my daughter. This activity is motivating Alyssa to read literature and encouraging her to use her imagination. She is really enjoying it! She started her second paper bag book report this week immediately after presenting the first one.

Items Needed
Any Book or Story (Picture, Chapter, Fiction, Non-Fiction, Biography)
Pencil with Eraser
Crayons, Colored Pencils, or Markers
Book Report Form
Lunch Size Paper Bag
Household Items or Craft Art Supplies

Paper Bag Book Report

First, children select a book based on their interest and independent reading level. You can give younger children three options to choose from to make it a little less intimidating. Then, your child will read the book. You can read the book aloud for non-readers. They can jot down a short 1-2 sentence plot summary, brainstorm a list of relevant story items, or plan their paper bag illustrations with sketches.

Paper bag book reports may appeal to kinesthetic, hands-on learners but will also capture the interest of children with any learning style. It is a wonderful alternative to the standard book report forms your children may start to dislike or consider boring over time. They can be easily differentiated for reading levels and are adaptable for any grade level. Children can work at an individualized pace within the time period you give them to complete the project. Our assignment was very basic so the time spent on the project will vary depending on your expectations.

The paper bag activity is very versatile and can be used in several different ways:

• Focus on one story element or all of them 
• Each side of the paper bag can be dedicated to a particular story element
• Show how the character changes from the beginning to the end
• Each side of the bag can be a setting illustration
• The bagged items can represent the main idea, characters, setting, problem, solution, plot, or theme
• Use only illustrations on the bag and retell the story elements verbally using the significant items
• Require the student to type and glue written pieces on the bag
• Create or find a rubric online for grading purposes if desired. 
• Utilize this project for EACH chapter in a book or for the entire book
• Add in a vocabulary activity
• Incorporate book evaluations including the likes and dislikes of the story

Note: The possibilities are endless. What would you do?

What We Did
Alyssa (Age 7 1/2) read Jamie O'Rourke and the Pooka written by Tomie DePaola. She drew a picture of both of the main characters on the bag (front and back sides). The title and the author's name was written on the front of the bag. She was required to find 5-10 significant items related to the book and be able to explain how they were relevant to the story. We didn't focus on any story element this time around. My daughter presented her book report to me, but I may limit the presentation to 10-15 minutes next time. Alyssa wanted to tell me all of the story details during her first presentation. She included a book evaluation by telling me how many stars she gave the story and if she would recommend it to a friend.

Alyssa's Paper Bag Story Items

• Dishes
• Eating Utensils
• Food (Chicken)
• Moon (Setting - When the story took place)
• Bed with Pillow (Jamie was lazy and slept a lot)
• Jamie's Red Scarf
• Map of Ireland (Setting - Where the story took place)
• Magnetic Coat (Thank You Gift to Pooka)
• Mirror (Pooka looked at himself in a full length mirror before leaving the dirty house)
• Donkey=Pooka
• Cleaning Cloth, Towel, or Rag 

It was a great way for me to check her understanding or comprehension of the main story elements during her retelling. It will help improve her presentation and public speaking skills. I plan on having her present the content to friends and relatives willing to listen. 

I will link this post up tomorrow at Share It Saturday. 

Author Interview: Introducing Diana Waring

Diana Waring is an extremely popular and familiar name in many homeschool circles. It has been a privilege to review Diana Waring Presents Experience History Through Music this summer. We are having a BLAST integrating music into American History lessons using the 3 Book/CD set. My review will post the week of June 30th. 

As many of you already know, I am part of the launch team for these products. This launch team opportunity has given us some insider information about the author's life that I think you'd enjoy reading. I really want you to get to know the Diana on a more personal level before the Facebook release party. She's a wonderful person! I actually met her at a homeschool convention in Tennessee and it was an honor to speak with such a passionate person. I'll start with a little bio and the interview will follow. 

Meet the Author
Diana Waring is the author of Beyond Survival, Reaping the Harvest and Diana Waring's History Revealed world history curriculum. She discovered years ago that "the key to education is relationship." Beginning in the early '80s, Diana homeschooled her children through high-school—the real life opportunities to learn how kids learn. Mentored by educators whose focus was honoring Him who created all learners, and with an international background (born in Germany, university degree in French, lifelong student of world history), Diana cares about how people learn as well as what they learn.  Audiences on four continents have enthusiastically received her energetic speaking style.

Let's get started! Without further ado . . . Meet the friendly, easy going, and fun lovin' Diana Waring.

1. What was your life like musically as you were growing up? Did you take lessons, sing with your family, in a church choir, etc.?

I ALWAYS loved music . . . I was always singing, started playing clarinet in 4th grade, oboe in 7th grade (!!!), taught myself to play guitar in 10th grade. 

I was an only child, my parents were not musical, and we did not attend church . . .

But music WAS in my grandparents' lives. My father's father played guitar and sang before he had a stroke in 1953 (there is a FASCINATING story there -- tell you later), and my mother's father played various string instruments and sang, as well. I have met folks who knew him, and they tell me he was a fabulous story-teller and a fun musician.

Once I learned to play guitar (in 1969), I started doing folk music whenever I had the chance. If you can believe this, I even tried to get permission to play in bars when I was 15. After I became a Christian, I started playing worship music for prayer meetings . . .

Which led to me becoming the worship leader at our Christian fellowship in college and at the church I attended. 

Since music was one of my greatest motivators, I expected to continue in that realm . . . particularly within church settings. It was unexpected to have the door suddenly open up in 1989 to create these American folk music recordings--but I loved the songs and the genre of music!!

Now, here we are, 25 years later, and I am absolutely THRILLED to have this musical part of my life come back!! I pulled out my 12-string, donned my historic costume, and sang folk songs in Greenville, Cincinnati and Harrisburg this spring -- and it was a JOY!!

2. How did you start writing history books?

The very first book I wrote WAS a history book—an earlier version of "America." As I have shared in the back story, when a friend suggested that it would be beneficial to attend a homeschool convention—and the only way I could afford to get in was to become a workshop presenter—the idea of marrying American folk music to American history seemed like such fun that I had to write a book!  (And help create the folk music recording!!)

One thing often leads to another. Doing workshops on making history come alive using music exposed me to the notion that there are many other wonderful ways to make history come alive, like literature, geography, the Bible, science, art, architecture, cooking and more.

All of this melded together when I started teaching my own children world history in 1992. There were so many things I wanted to know about how events recorded in the Bible impacted the ancient cultures of the time . . . seeing the "secular" civilizations through Scripture and better understanding Scripture in light of those civilizations.  

I was SO excited about what we were learning that I started telling others at homeschool conventions . . . which led to the History Revealed curriculum (20 years in the making). Nine books in that series (plus nine sets of audio CDs), plus two of the three American folk music/history books (and CDs) make a grand total of 11 books on history that I have had the opportunity to research and write!

Goodness! I had no idea when I started homeschooling that I would learn so much.  :)

3. What is your favorite period of history?

My standard answer is that my favorite period of history is the one I am currently studying!!

I think the deeper answer, though, is that I have always been fascinated by the incredible drama of WWII and its aftermath. I was born in Germany ten years after the end of WWII, and when it dawned on me as a fifth grader that my birthplace was at the epicenter, the reality that history HAPPENED engaged my heart and mind.

Add to that the fact that my grandfather was the chairman of the National Security Resources Board, appointed by President Harry Truman in 1951. He was the man responsible for putting the resources of America to work if we went into another world war—which was not a far-fetched idea in 1951 as we engaged in the Korean War and the early Cold War. I still remember listening to my grandfather say, "Diana, we must always know what the Russians are doing . . ."  The Cold War was not a newspaper headline to him, it was VERY real.

So, with all of the personal family history, I think it is safe to say that WWII and the Cold War are, by far, the most fascinating to me.

4. Have your kids followed in your music-loving/performing footsteps (on any level)?

Yes! All three of my kids play instruments, all three love various types of music, and all three still enjoy singing with me whenever we get together!

My oldest, Isaac, is actually an amazing musician. He plays numerous instruments, often more than one at a time—which wows audiences! He has a huge baritone voice, which can fill a room faster than most.  One of the most incredible things about Isaac is that, in performance, he can ask for words or phrases from the audience, then compose a song on the spot with those words—and it is so catchy that people will walk out the door singing the song!!

Mike is more of an athlete than a musician, but he plays bass guitar, Australian didgeridoo, and he sings both melody and harmony with a fabulous tenor voice! He wrote one of the most delightful songs I've ever heard: "Round Trip Ticket to Samoa" . . . which we always thought would be a stunning song for travel agents.  :)

Melody was my classically-trained musician. She studied classical piano very seriously, as she prepared to go to a conservatory and then into the world of concert pianists. Dr. Jay Wile, who attended her senior recital, told me that he was blown away with her musical talent. Tragically, when she entered the conservatory, she developed severe pain (which continues to baffle doctors) that prevented her from continuing in music. I absolutely melt, though, when she comes to visit and plays once again on my grandmother's piano. She loves, loves, loves music. (The tragedy turned to beauty when she began serving refugees, those in poverty, and youth-at-risk. She is amazing.)

5. Of all the songs in the three new books, which songs are your favorites?

I LOVE "Ho for California" in Westward Ho! Somehow, this one became my favorite . . . I remember the day we drove across the Sacramento River as a family, on our way to a homeschooling event in California, singing at the top of our lungs, "Then, ho, brothers, ho, to California go. There's plenty of gold in the world we're told on the banks of the Sacramento. . ."

"Gooey Duck"  was, by far, the most popular song that we performed in our concert. There is something so catchy about this song! Also, as I was writing the original Westward Ho! book, I chatted with my grandfather about gooey ducks (giant clams). He chuckled and told me that though they were plentiful in Puget Sound waters when he was a lad, they were SO ugly that people avoided eating them unless they were desperate. That has tickled me ever since . . .

"Sweet Betsy From Pike" is another favorite, included in America. It is such a singable ballad, and full of humorous possibilities.  It was a delight to sing it on the recording!!

6. Do you play a musical instrument. If so what? and how old were you when you started playing?

In chronological order, here are the instruments I play (don't you know a historian would tell it chronologically???):  

• I learned to play clarinet in 4th grade.
• Switched to oboe in 7th grade.
• Switched to guitar (which I taught myself to play) in 10th grade, as braces made playing oboe impossible!!
• Bought a mountain dulcimer and learned to play it when I was 17.
• Learned to play recorder when I was 19 . . . played it in the musical, "Godspell."
• Took some lessons on piano when I was 20, and kept working at it on my own.
• Learned to play banjo when I was 23.
• But my real instrument is voice!!!  I was a vocal major for a time in college, and have sung in concert choirs, as a worship leader, doing folk song concerts with my kids, and, last year I had the opportunity to sing Beethoven's 9th symphony in Indianapolis!

7. Which of the songs in this series of books resonant the most with your life and why?

As a musician and storyteller, I love the possibilities of telling stories in music—ballads are an incredible art form. "Old Settler" and "San Juan Pig War" are the two that I most enjoy singing for others, as they tell such memorable stories. . .

And, I love "Sweet By and By." We used to end our "Yankee Doodle Tells A Tale" concert with this song, and it never failed to bring me to tears . . . singing of our "bountiful Father above.

8. What value do you see in students learning America's folk songs?

How many opportunities do we ever have to actually DO what our ancestors did? As a real and normal part of our lives? You and I live in a world that is vastly different than the time period represented in America, Westward Ho! and Musical Memories of Laura Ingalls Wilder.  And, yet, we can still sing and enjoy the very same songs they did, we can taste a tiny bite of history through the medium of folk songs, and we can experience America through it's music! Plus, it's part of our American heritage.  It's part of our history. And what could be more fun than learning history through songs you can clap to, stomp to, and sink your teeth into??  :)

9. Are these Experience History Through Music products to be used as curriculum?  Is there a schedule to follow?

Though students can experience American history through these three books and CDs (and have a lot of fun in the process), it is not an actual curriculum. 

They are supplementary materials that can be enjoyed by anyone. There is no specific schedule to follow, no tests to take. You might describe it as a sort of "stealth academics," meaning that your kids will be having so much fun singing the songs, they won't even realize they are learning. But YOU will.

10. Do you have other books/products in the works?

Always!! Next on my list of books to write is one entitled, "Daughters of God." I am hoping to have it finished by this fall. 

Then, the plan is to create an American history curriculum for elementary age students, one that allows for the same sort of creativity and freedom as my world history curriculum, the History Revealed series. 

Once these are both done, I have lots of things I have always wanted to write, but never had the time . . . including fiction—historical, of course!!

A Party is Coming . . . Will You Be Attending?  

Be sure to RSVP for the Facebook Release Party next Tuesday, July 1st 2014 from 8-10 EST. The party will begin at Diana Waring Presents and end at A Journey Through Learning. There will be giveaway prizes and freebies!

Don't forget to enter this generous Diana and Friends Experience History Through Music Giveaway too!