Hello - I have used TOG, but only with rhetoric stage. LOVE IT.

However, now, I am helping a friend get started with TOG who has an upper grammar level child. When I went to look in the units with her to show her things, I realized there doesn't appear to be anything on the student pages for history for upper grammar. Am I missing something?

Those of you who have used this with UG, PLEASE, I would love all the advice you can give on how I can help my friend understand this best.

Please share how you work through the history study w/your UG children.

Do you just have them read the assignments and then put a notebook together much like with WTMind? I just don't see any explanation for how to help solidify the hist. study for this age child.
Thanks for any help you can give!

God bless,
Jo

I have my kids (UG and LG) do all their reading on Monday-Wednesday, knowing they have to have SAPs and questions answered by Wednesday for me to go over. They often have all reading done on Monday alone. I, too, was looking for a way for me to know what they had gained from their reading. I used to give the quizzes (from Evaluations) on Fridays, but I found they often couldn't answer the questions. So, this year (we started back in June) I typed out all the Evaluations quizzes, leaving enough space for them to write answers. I tell them to answer the questions as they read. I think this guides their reading some and they seem to have a little more down at the end of the week. On Thursdays, we do a project, and on Fridays we finish up anything left undone and introduce the next week.

Hope that helps,
AD

There are no history questions for LG/UG. But, there is a literature worksheet and geography assignment. For history, narration is best. Plus, I use the Lapbooks for LG/UG. It gives an opportunity for them to process and communicate what they have read somewhat.

HTH,
Tammi

My UG knows that at the end of the week we will discuss the Student Threads (usually on p. 6 of each week). She has to know both UG and LG, which usually overlap some.

Below Student Threads are the People, and she has to write information on what made that person famous for that particular week. If the person spans more than one week, then she has to know what is important for THAT week of study. For example, Andrew Jackson was important in the War of 1812, and several years later when he became president. She can't just say he was a president when we're studying the War of 1812. How much she writes per person depends on her writing skills. As her penmanship improves and gets faster she is naturally able to write more. So, as she gets older I require the People Pages to have more info. In the beginning (2nd grade), a sentence or two would suffice. Again, she does both UG and LG, which usually overlap.

Below People is the vocabulary. AT the beginning of the week we go through each word and cross off the ones she already knows. The rest have to be defined by the end of the week.

At the end of the week we verbally discuss the STudent Threads, People, and Vocabulary. My children are young (the UG being my oldest), but if I had older children requiring quite a bit of my discussion time, I would swap much of our verbal discussions and replace it with me grading written work. Her People and Vocabulary could easily be graded rather than discussed. I would probably select which STudent Threads would suffice with written work and which would really best be served with a discussion and assign her accordingly.

I have always had a hard time finding time for geography. Fortunately, at the end of last year I paired up with another TOG mom for weekly meetings with our kids, and we cover geography then. We also do activities then.

Deanna