Resources, curriculum reviews, guidelines, and forums for nonreligious homeschoolers.

I have never really identified much with my ancestry -- race and nationality are not things that matter much to me.  I am proud of America, or more so its foundation of faith and history of sacrifice for liberty.  (That's different than being proud to be an American, something which I did not choose, but nevertheless choose to remain.)  However, these Ukrainian history markers catch my attention, perhaps because of my Ukrainian ancestry, but more likely because they are fascinating history.  It is a region rich with history, but largely unknown in the west. Posted by Skanderbeg over on RedState: Today In History – 6 December 1240 With all my travel to and around Ukraine, I have indeed made it to Kyiv (that’s the Ukrainian version of “Kiev”). Kyiv is beyond beautiful. Kyiv is majestic. Kyiv began as a Norse outpost. As Viking traders began to make use of a fairly easy route to Constantinople (up the Narva River, a fairly easy portage across modest terrain, and then an easy journey down the Dniepro River to the Black Sea), around 800 they established a fortified post at about the only terrain feature along the Dniepro – some high bluffs along the western bank. Thus was born the city of Kyiv. The local Slavs realized quickly that these Viking traders, whom they called Varangians or Rus, knew what they were doing. Lacking leadership themselves, they came to the traders and made an offer. They offered the lead guy kingship, and the choice of any one of their many excellent-looking princesses to be his queen. With good leadership and a good position along a major trade route, Kyiv grew rapidly in strength, wealth, and importance. In 988, the Kyivan leader Prince Vladimir accepted Christianity from Byzantine missionaries – while one of those missionaries, Cyril, gave the Slavs a written alphabet for their language. Vladimir ordered all his subjects to convert with him; they were all herded along the main boulevard of Kyiv – called to this day “Christening Boulevard” – and into the shallows of the Dniepro for a mass baptism. Kyiv continued to grow and prosper as an eastern outpost of civilization. By the early 13th century, it was the second largest city in Europe – second only to Paris – with a population of 50,000. But all that came to an abrupt end on 6 December 1240. When dawn broke over Kyiv on 6 December 1240, the population was 50,000. By nightfall, the population had been effectively reduced to zero. After a brief siege, the Mongols, led by Genghis Khan’s grandson Batu, broke into the city. The city was quickly pillaged, burned, and demolished. Gone were the 400 churches. Gone were the monasteries. Gone was the legendary “Zoloti Varota,” the famous “Golden Gate” – known musically as “The Great Gate of Kiev.” And gone, mostly, were the 50,000 inhabitants – slaughtered or, for the few survivors, dragged off into slavery. Think you’re having a bad day? Methinks that 6 December 1240 qualifies as the ultimate “bad day.” "OK, I am considering homeschooling... what does this have to do with homeschooling?" you ask.  Well nothing, except... tell me if you learned any of this in public school?!? Oh, the history of the Mongols and Vikings goes much deeper and has far more impact upon what you might consider "relevant" history.  The shape of Christian Europe, your church, and religious practices might be significantly different without these two powerful forces in history.  It's not just Ukraine; try England, France, Germany, and Italy... getting more "relevant"? Dig a little deeper... no dumbed down, politically correct, and State approved textbook is needed. That's the power of homeschooling.

[Editor: Considering Homeschooling is proud to present this special guest column by Michedolene Hogan of Unique Parenting.] By: Michedolene Hogan When parents send their children to school, they expect for their children to be taught the necessary academic skills appropriate for their age.  Yet, there scope of education is growing at an alarming rate.  Schools have begun to overstep their boundaries and assume the role of the home in many aspects such as the socialization of our children. According to the 2003 Webster's New World dictionary, to socialize means to make fit for living in a group.  This definition is similar to that found in the 1810 Merriam-Webster which states: To make social: especially to fit or train for a social environment.  In order to be properly socialized, children must be able to be sociable, having a disposition to associate and converse with others.  Children must have the ability to join in company or society and to unite in a general interest.  Children must also have the ability to work in conjunction with others in the community and conform to laws.  Children must exhibit respect for authority and an understanding of how the world works.  Observation and practice are the main tools that children employ in order to learn these social skills.  Based on the aforementioned necessary skills one would assume that the best place to learn such skills is in a classroom surrounded with peers and authority figures, right?  Wrong. What kids really learn in traditional public education settings Traditional public schools settings are not as idealistic.  Children may be surrounded by their peers but, these are not the best role models for social behavior.  In schools, children often meet peers who are involved in delinquency, low academic achievement and exhibiting behavior problems.  These are the children who get the most attention from their teachers and as a result, stand out to their peers.  In the end, our children learn an unacceptable concept of social behavior by practicing what they observe.  Despite this reality, the school continues to take the lead in training children for social situations. Raymond and Dorothy Moore, in their research on the validity of Early Childhood Education, determined that enrollment in formal schooling before ages 8-12 was not as effective as projected, but put children’s development at risk.  They presented evidence of a correlation between the following childhood problems and the increasingly earlier enrollment of students: Juvenile delinquency Nearsightedness Increased enrollment of students in special education classes Behavioral problems Early enrollment in schools interrupts bonds and emotional development that children form in the home with parents.  This damage, as found by the Raymond and Dorothy Moore, is not repaired in an institutional setting. Over 8,000 studies were conducted in the 1970’s by the Moores.  In the end, they concluded that, “Where possible, children should be withheld from formal schooling until at least ages 8-10” because, “children are not mature enough for formal school programs until their senses, coordination, neurological development and cognition are ready.” Another theory, developed by teacher John Caldwell Holt, stated that “academic failure of school children was caused by pressure placed on children in schools.”  He declared in 1980, “I want to make it clear that I don't see home schooling as some kind of answer to badness of schools.  I think that the home is the proper base for the exploration of the world which we call learning or education.  Home would be the best base no matter how good the schools were.” The school setting expects children to handle a whole new set of emotions as early as 3 years of age.  At this tender age, children do not even understand their emotions, much less know how to appropriately deal with them.  Children end up imitating their peers, whom as stated earlier may be involved in a number of behavior issues.  The impact of a child’s sociability is an absolutely harmful progression away from positive sociability and self-concept. This progression is best explained in When Education Becomes Abuse: A Different Look at the Mental Health of Children. Here is their explanation of the sequence of emotions experienced by young children in early childhood settings: Uncertainty as the child leaves the family for a less secure environment Puzzlement at the new pressures and restrictions of the classroom Frustration because they are not ready to handle the regimentation of formal lessons (unready learning tools – senses, cognition, brain hemispheres, coordination) Hyperactivity growing out of nerves and jitters from frustration Failure which quite naturally flows from the four experiences above Delinquency which is failure's twin Benefits of Home Schooling Learning in the home is the best option.  Home is the where true learning, exploring the world, takes place.  ‘Learning’ in this case includes not only academic education but also an understanding of the social environment of the world.  Teaching children in the home has countless benefits including: Home provides the proper atmosphere and value system to build upon.  Home sets the example of honoring and respecting authority.  Home teaches children how to be part of their community both physically and spiritually. Children with home as their base of exploration benefit from more time spent with warm, responsive parents, limited time with peers and free exploration under parental guidance.  The parents are in control of the social influences and the child isn't exposed to the whirlwind of emotions that come with early childhood education.  Children build a strong bond with the parents as the center example for proper social behavior and are given more opportunities to be among their community in a guided manner. The National Home Education Research Institute conducted a survey in 2003 of 7,300 adults who had been home schooled.  Their astounding results once again make a case for the home; 71% home schooled adults are active and involved in their community compared to 37% of U.S. Adults from a traditional education background.  76% of home schooled adults between 18-24 voted within the last five years compared to 29%.  The numbers are even greater in larger groups at 95% compared with 53% of traditional schooled adults.  The survey also reported that 58.9% of home schooled adults reported that they are “very happy” with life compared with 27.6% for the general U.S. Population.  73.2% find life “exciting,” compared with 47.3%. Socialization is to make social: especially to fit or train for a social environment.  Children best acquire this skill through the practice and observation in the home, not in the schools.  Raymond and Dorothy Moore recognized this need in their first publication in 1975.  That was just the tip of the iceberg in the research of socialization and teaching children.  Evidence abounds and grows continually to support the home as the best place to socialize our children.  Most recently, the NHERI statistics drive home the essential call to all parents to model their successful and productive adult lives with their children as the best social example to follow. About the Author: Michedolene Hogan lives in a quiet neighborhood of Yucaipa CA with her husband of 15yrs.  Her favorite activities include spending time with her family and crafting fun family activities.  She finds her greatest satisfaction in being a stay at home mom raising healthy children and publishes a bi-weekly newsletter offering advice for building strong families.

On Saturday, May 2, Exploring Homeschooling will be hosting a Homeschool Information Night featuring a panel of homeschool support group leaders.  The panel will include: Janice Henry is currently a member of the Regional Advisory Board of the statewide organization, Christian Home Educators of California (CHEA). In 1992 she and her husband, Kirk, entered homeschool leadership, in spite of the fact that they had just begun to homeschool themselves.  The initial group of people, who were simply interested in getting information about homeschooling, developed into a CHEA Support Group and Independent Student Program.  With members in Los Angeles, Orange, and surrounding counties, Southern California Christian Academy (SCCA) continues to help families homeschool with joy and excellence. Janice's warm yet thought provoking messages encourage parents to build strong children and youth for the Kingdom of God through private Christian education in the home. Debe Haller, wife to Danny for 35 years, and mother of four home-schooled graduates, has been a respected leader in home education for over twenty years.  With truth and humor she shares Biblical principles and practical applications she has learned by the grace of God in the areas of being a wife, creative ways to get children to cooperate, teaching techniques, and home school organization.  The Haller family own and operate Hope Country Schoolhouse Homeschool Book Store and Hope Christian Academy PSP in Garden Grove. Debe is the author of The Challenge of Raising Cain and Mrs. Mom: Agonized or Organized? Rebecca Kocsis, is a veteran homeschooling mother, Support Network Director for the Christian Home Educators Association of California.  Along with her husband, Ed, she graduated all five of her children from their homeschool and is proud to say that her grandchildren are now being homeschooled, as well.  Rebecca serves as the Director of Olive Tree Christian School, a PSP serving Riverside County and much of the surrounding Southland. Terri Bonstrom and husband Greg recently celebrated their 20th wedding anniversary. They have one son, Jimmy, who will be 16 in May of this year.  Jimmy has been homeschooled since birth.  Greg and Terri currently lead a support group for families, South Orange County Christian hOmeschoolers (SOCCO), which offers a private website for members to share their homeschool trials and triumphs, and to volunteer their God-given resources with each other to support one another in their homeschool journey. For more information on SOCCO, please visit the public website: www.socco-online.com Toni Muus and her husband Jerry have been married for 33 years and have homeschooled their three children since 1988.  Their youngest son will be graduating in 2010.  Along with homeschooling Toni has been in some form of leadership with Whittier Christian Schools PSP and has been its Director since 1999. Posted by Considering Homeschooling.

On Saturday, May 2, Exploring Homeschooling will be hosting a Homeschool Information Night featuring a panel of homeschool support group leaders.  The panel will include: Janice Henry is currently a member of the Regional Advisory Board of the statewide organization, Christian Home Educators of California (CHEA). In 1992 she and her husband, Kirk, entered homeschool leadership, in spite of the fact that they had just begun to homeschool themselves.  The initial group of people, who were simply interested in getting information about homeschooling, developed into a CHEA Support Group and Independent Student Program.  With members in Los Angeles, Orange, and surrounding counties, Southern California Christian Academy (SCCA) continues to help families homeschool with joy and excellence. Janice's warm yet thought provoking messages encourage parents to build strong children and youth for the Kingdom of God through private Christian education in the home. Debe Haller, wife to Danny for 35 years, and mother of four home-schooled graduates, has been a respected leader in home education for over twenty years.  With truth and humor she shares Biblical principles and practical applications she has learned by the grace of God in the areas of being a wife, creative ways to get children to cooperate, teaching techniques, and home school organization.  The Haller family own and operate Hope Country Schoolhouse Homeschool Book Store and Hope Christian Academy PSP in Garden Grove. Debe is the author of The Challenge of Raising Cain and Mrs. Mom: Agonized or Organized? Rebecca Kocsis, is a veteran homeschooling mother, Support Network Director for the Christian Home Educators Association of California.  Along with her husband, Ed, she graduated all five of her children from their homeschool and is proud to say that her grandchildren are now being homeschooled, as well.  Rebecca serves as the Director of Olive Tree Christian School, a PSP serving Riverside County and much of the surrounding Southland. Terri Bonstrom and husband Greg recently celebrated their 20th wedding anniversary. They have one son, Jimmy, who will be 16 in May of this year.  Jimmy has been homeschooled since birth.  Greg and Terri currently lead a support group for families, South Orange County Christian hOmeschoolers (SOCCO), which offers a private website for members to share their homeschool trials and triumphs, and to volunteer their God-given resources with each other to support one another in their homeschool journey. For more information on SOCCO, please visit the public website: www.socco-online.com Toni Muus and her husband Jerry have been married for 33 years and have homeschooled their three children since 1988.  Their youngest son will be graduating in 2010.  Along with homeschooling Toni has been in some form of leadership with Whittier Christian Schools PSP and has been its Director since 1999. Posted by Considering Homeschooling.