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July 2005  

  News

  Encouragement

  Teaching Teachers

  Tips for Beginners

  Featured Crafts

  Stories

 

News

Welcome to our very first issue of Distaff!

On this page, we list monthly news of things going on with Lampstand Press, the marketer of Tapestry of Grace.  To be kept "up to the minute" with news, please sign up for our monthly email Updates, or check our "News" forum on our online bulletin board.  If you have any questions, comments, commendations, or concerns about Distaff, please email David at design@tapestryofgrace.com.

Navigation of the Distaff site: please note that at the bottom of each page are links to other Distaff pages.  The Distaff home page is called "welcome" there. You can also use the "back" button of your browser to return to the "welcome" page.

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What's going on at Lampstand Press?

Meet Casey!

First of all, we'd like to introduce you to our new face here at Lampstand!  Casey Tiren has joined our staff as our new Marketing Director. She brings lots of enthusiasm and skill to her new job. She will be handling many different aspects of marketing for us: Marcia's speaking schedule, Tapestry Teas, print advertising, and replacing Charity as Conference Coordinator as Charity leaves us to attend college full time.

2006 Conferences

Conference season is winding down for 2005.  We are now accepting applications for booth hostesses and speaking engagements for Marcia for 2006.  Email Casey (casey@tapestryofgrace.com) if you are interested in hosting a booth at your state convention or large local homeschooling event, or in getting Marcia to speak near you, in 2006!

IMPORTANT NOTICES

If you are just now receiving your copy of Tapestry, please note that each unit has a special "batch number" recorded on a separate piece of paper at the end of each unit.  This piece of paper also has an inventory of all the sections that should be included in your unit.  You should go through your unit when you first unwrap it and check to see that all of your pages are correct before you discard the page with the batch number on it.

Promoting Tapestry, earning bonuses

It's not too late to hold a Tapestry Tea and earn credits for free products from Lampstand Press!  Find out more about these.

Do you have a website?  You can earn referral bonuses by becoming an affiliate.  Find out more and sign up by clicking here.

We will be sponsoring a photo contest!!!  We're giving $10 Lampstand Press credits for the story or picture our editors deem best.  We especially want large, digital, clear images we can use in this newsletter or mount our our Gallery pages.  Make submissions no later than August 15th to win!

Want to join a virtual book club for accountability and rejuvenation purposes?

I have long desired to start a monthly chat for discussion purposes of spiritual matters related to homeschooling.  To this end, some users have suggested a book club of sorts.  We have now started, in August.  To begin with, we discussed this article "Preach the Gospel to Yourself."  (Read an excerpt from our 8/8 chat.)

If you want to attend, next time (September 12) please read this free article:  " Getting to the Heart of Conflict"  between now and September 12 (all book club meetings will meet on the second Monday of the month between 9 PM and 12 PM, using IM* chat rooms).  On Sept. 12 (or any given chat night) come online and IM " MarciaChatting" to be invited to our private chat room.  This time, we'll discuss this article and how to apply it to our own hearts and homeschools.  Hope we see you there!

*AOL Instant Messenger, available free for download, at www.aim.com. 

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New products in development

We're working on new products, and are dependent on your prayers!

• Terry Johnson is hard at work on the Year 1 MapAids disk.  It's due out in mid- September, and she is, so far, on schedule.  We'll update you in the August issue of Distaff with an exact release date.
• Marcia and her development crew are working on a Year 1 Evaluations disk.  This exciting new addition is the first of its kind and so it's taking longer than we'd hoped.  We were working for an early September release date, but it's looking more like Christmas time right now.

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Encouragement

Passing the flame involves keeping our own flames burning HOT! (Part I)
by Marcia Somerville

This is the start of a three-part article on the importance of having a daily tryst with God that is excerpted from a speech I have given all spring at state conventions across the country, and last year in Japan, "The Nearness of God is My Good."  In this first part, I exhort us from Scripture about the importance of meeting with God ourselves, daily, face to face in order to keep our spiritual flames burning brightly.  Next month, part II will include my personal testimony on the power of regular devotional times to overcome life dominating sins, such as fear.  In Part III, I will give many practical tips on how to enrich your quiet times with God.

Part I: Exhortation

    Great is the Lord, and greatly to be praised,

        and his greatness is unsearchable.

    One generation shall commend your works to another,

        and shall declare your mighty acts.

    On the glorious splendor of your majesty,

        and on your wondrous works, I will meditate.  

                                                            ---Psalm 145:3-5 (ESV) 

Homeschooling is a means to many ends, not an end in itself.  While we can’t see all the purposes God may have in mind when calling us to homeschool our children, one of the ends we know He has revealed is that we are to glorify God by telling the next generation of His past deeds and His greatness so that we infuse our children's hearts with love for God and faith in Him. 

Deuteronomy 6:6-9 says: "And these words that I command you today shall be on your heart.  You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise.  You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes.  You shall write them on the doorposts of your house and on your gates."

Isn't Deuteronomy 6:6 the verse we look to often as our mandate as homeschool moms?  We want to raise our children to know and love their Creator with all their hearts, souls, minds, and strength.  We want to tell of all His works, and be faithful witnesses to His love, power, and wisdom.  Our challenge is this: We cannot transmit a flame that we do not first keep burning brightly in our own hearts.  How then do we keep our passion for God and His purposes hot?

We deceive ourselves if we think that being a part of a solid church community, fellowshipping regularly with strong brothers and sisters, regularly attending Care Group meetings, holding regular family devotions, or even teaching Bible lessons to our children will automatically result in lasting fruit in either our or their lives.  

For proof of this, let us examine (as the Bible does) the examples of those who have gone before us.  What happened to the Israelites who, though God was audibly and visibly present in their midst, did not draw near to God Himself, but instead relied on the nearness of others to God, and as a result, ended up  finding fault with God, frequently grumbling and complaining before God, and be­lieving false reports about God and His plans?

In Deut. 5:24-29, Moses is reviewing Israelite history as they are poised to enter the Promised Land, and as he is about to die and leave them to Joshua’s leadership.  Moses says of the event on Mt. Siani , when He had spoken the Ten Commandments audibly to all Israel assembled at the mountain’s foot,

“And you said, 'Behold, the LORD our God has shown us his glory and greatness, and we have heard his voice out of the midst of the fire. This day we have seen God speak with man and man still live.   25 Now therefore why should we die?  For this great fire will consume us. If we hear the voice of the LORD our God any more, we shall die.   26 For who is there of all flesh, that has heard the voice of the living God speaking out of the midst of fire as we have, and has still lived?   27 Go near and hear all that the LORD our God will say and speak to us all that the LORD our God will speak to you, and we will hear and do it.'"  

They had heard the voice of God, and had chosen first to fear and then to beg Moses go and speak for them face to face with God.  They told Moses, “You go and listen to God, and whatever he tells you, we’ll do.  We promise!”  

But there was a problem in placing Moses in an intermediary spot between them and God.  Eventually, Israel 's distance from God led to their ruin.  Because they did not seek to know Him personally and increasingly, because they relied on the spiritual strength of their leader, they came to doubt and question Moses and “his God.”  Scripture records that they repeatedly grumbled and complained against Moses and God, and the sad end of this generation’s relationship with God is that they come to believe lies about God and His good plans for them.  In Deuteronomy 6:25-33, we see this clearly displayed.

"And they took in their hands some of the fruit of the land and brought it down to us, and brought us word again and said, 'It is a good land that the LORD our God is giving us.'   26 "Yet you would not go up, but rebelled against the command of the LORD your God.   27 And you murmured in your tents and said, 'Because the LORD hated us he has brought us out of the land of Egypt , to give us into the hand of the Amorites, to destroy us.   28 Where are we going up? Our brothers have made our hearts melt, saying, "The people are greater and taller than we.  The cities are great and fortified up to heaven. And besides, we have seen the sons of the Anakim there."'   29 Then I said to you, 'Do not be in dread or afraid of them.   30 The LORD your God who goes before you will himself fight for you, just as he did for you in Egypt before your eyes,   31 and in the wilderness, where you have seen how the LORD your God carried you, as a man carries his son, all the way that you went until you came to this place.'   32 Yet in spite of this word you did not believe the LORD your God,   33 who went before you in the way to seek you out a place to pitch your tents, in fire by night and in the cloud by day, to show you by what way you should go."  

Moses had faith in God.  Moses regularly drew near to God.  He knew His character.  He had seen His glory.  He had spent time in the Tent of Meeting with God Himself.  He was confident that God would fight for the Israelites and keep His promises and accomplish His good plans for them.  And even though God had been visibly near to the Israelites night and day for over two years, yet they did not draw near to Him, but instead repeatedly doubted Him and feared things they saw only in their imaginations.  For these reasons, God cursed that generation, and did not perform for them what He had desired.  

I wish I could say that these parents repented, or that their children learned from their parents’ errors. The promises passed from their generation to the next generation, by the mercy of God.  But the next generation also had God's Law written only on tablets and parchment, not on their hearts. This next generation of Israelites did not personally draw near to Him either.  Like their parents, they relied first on Moses and then on Joshua to seek God’s face, though they had His daily presence manifested before them in the pillar of fire and the cloud that hung over the Tabernacle.  They did not fulfill Deuteronomy 6--they did not pass on to their children a love for God or His Word.  We see this clearly in the account of Judges, when the generation that had walked the desert and led Israel to conquer the Land died out completely.  It says in Judges 2:10 (ESV)  “And all that generation also were gathered to their fathers. And there arose another generation after them who did not know the Lord or the work that he had done for Israel .”

This theme is reiterated by Paul in 1 Cor. 10:1-13 (ESV)  "I want you to know, brothers, that our fathers were all under the cloud, and all passed through the sea,  [2] and all were baptized into Moses in the cloud and in the sea,  [3] and all ate the same spiritual food,  [4] and all drank the same spiritual drink.  For they drank from the spiritual Rock that followed them, and the Rock was Christ.  [5] Nevertheless, with most of them God was not pleased, for they were overthrown in the wilderness."

[6] "Now these things took place as examples for us, that we might not desire evil as they did."  

[9] We must not put Christ to the test, as some of them did and were destroyed by serpents,  [10] nor grumble, as some of them did and were destroyed by the Destroyer.  [11] Now these things happened to them as an example, but they were written down for our instruction, on whom the end of the ages has come." 

What is Paul's conclusion?  He warns us: [12] "Therefore let anyone who thinks that he stands take heed lest he fall.  [13] No temptation has overtaken you that is not common to man. God is faithful, and he will not let you be tempted beyond your ability, but with the temptation he will also provide the way of escape, that you may be able to endure it."

Temptation: how do we resist it?  Our clearest way out of any temptation is to have a constant awareness that God is near us at all times.   If God is your passion, other concerns will be expelled.  God is faithful; He always provides a way out of temptation, but not necessarily out of our circumstances.  Spending time with Him, though, diminishes the importance of circumstances and reminds us of the power and presence of our Heavenly Father.  What better way to regularly access God's provisions than to be in a close Father-child relationship with Him?

If we desire to pass to the next generation a flame of love that will burn on when we are no longer with our children, I submit that we ourselves need to be warming ourselves by the flames of devotion (and not devotionals) and consistent time spent with God.

As homeschooling moms in modern-day America , we may not be wandering in a desert regularly but we do have our own challenges.  We have both commands and promises to apprehend. Our days can look over­whelming to us... but the nearness of God is our good!  Consider how much better our condition is than was that of the wandering Israelites.

·         While the Israelites had the visible manifestations of God day and night, they did not have the full revelation of the gospel as we do.  They couldn’t seek a renewal of their passion by remembering Jesus’ passionate display of love for them on the Cross.

·         While they had Moses present to lead them, and promises of God's care and love, we have God's Holy Spirit living inside our new hearts and the Cross of Christ as undeniable evidence of His unending love.

·         The Israelites hoped they might live to arrive in a temporary, earthly Promised Land; we have a sure hope of an eternal Promised Land, purchased by Jesus on the Cross, where we will live sinlessly in permanent face-to-face fellowship with our God.

·         The Israelites had commandments carved in stone and equally stony hearts. We have hearts of flesh upon which God has written His decrees.  Ezek. 11:19-20 says, “And I will give them one heart, and a new spirit I will put within them. I will remove the heart of stone from their flesh and give them a heart of flesh,   20 that they may walk in my statutes and keep my rules and obey them. And they shall be my people, and I will be their God.”

·         In addition to having God’s laws in our hearts, but He has graciously sent us the Comforter and Helper—His own Holy Spirit to live in our hearts and help us to love and obey Him daily. 

With the Israelites' limited scope, you would think that God would have had compassion on complaining about tough conditions.  I mean, here they were: former slaves, wandering in a desert with no knowledge of the territory and no certainty about where their next drink of water or bite to eat would come from.  Their clothes, miraculously, never wore out, but they probably didn't get much water for washing.  Can you imagine being a mom under those conditions?  Feeding young children?  Amusing them?  Educating them?  Changing diapers?  Nursing?  Being pregnant?  Giving birth?  Making love?  Yet, listen to the sternness with which God rebukes their complaining words and grumbling hearts:

·         See again Numbers 14:27-29: "How long shall this wicked congregation grumble against me? I have heard the grumblings of the people of Israel , which they grumble against me.  Say to them, 'As I live, declares the Lord, what you have said in my hearing I will do to you:  your dead bodies shall fall in this wilderness, and of all your number, listed in the census from twenty years old and upward, who have grumbled against me…”

·         Grumbling was listed by Paul as one of the four serious sins that the Israelites engaged in in the passage we just looked at: 1 Cor. 10:10.

There are not only warnings in the Old Testament about the perils of not drawing near to our God, but there are exhortations to draw near to Him throughout the psalms, and the New Testament.  Here are just a few verses.

Psalm 27:  [5] "For he will hide me in his shelter in the day of trouble; he will conceal me under the cover of his tent; he will lift me high upon a rock. [6] And now my head shall be lifted up above my enemies all around me, and I will offer in his tent sacrifices with shouts of joy; I will sing and make melody to the LORD."

[8] "You have said, 'Seek my face.'  My heart says to you,' Your face, LORD, do I seek.'"

[13] "I believe that I shall look upon the goodness of the LORD in the land of the living! [14] Wait for the LORD; be strong, and let your heart take courage; wait for the LORD!"

 

Psalm 28: [7] "The LORD is my strength and my shield; in him my heart trusts, and I am helped; my heart exults, and with my song I give thanks to him. [8] The LORD is the strength of his people; he is the saving refuge of his anointed. 9 Oh, save your people and bless your heritage!  Be their shepherd and carry them forever. "

Psalm 118: [4] Let those who fear the LORD say,' His steadfast love endures forever.' [5] Out of my distress I called on the LORD; the LORD answered me and set me free. [6] The LORD is on my side; I will not fear. What can man do to me? [7] The LORD is on my side as my helper; I shall look in triumph on those who hate me. [8] It is better to take refuge in the LORD than to trust in man."

Psalm 16:2 I say to the LORD, "You are my Lord;I have no good apart from you."

[5] "The LORD is my chosen portion and my cup; you hold my lot. [6] The lines have fallen for me in pleasant places; indeed, I have a beautiful inheritance. [7] I bless the LORD who gives me counsel; in the night also my heart instructs me.  [8] I have set the LORD always before me; because he is at my right hand, I shall not be shaken. [9] Therefore my heart is glad, and my whole being rejoices; my flesh also dwells secure. [1]0 For you will not abandon my soul to Sheol, or let your holy one see corruption." 

Psalm 18 [30] "This God--his way is perfect; the word of the LORD proves true; He is a shield for all those who take refuge in him. [31] For who is God, but the LORD?  And who is a rock, except our God?— [32] the God who equipped me with strength and made my way blameless."

And James 4:8 encourages us: “Draw near to God, and he will draw near to you.”  

End of Part I.  Please pray about this message.  If you do not at this time have a habit of meeting regularly with Father, I exhort you to use the dwindling weeks of summer to firmly establish a regular, daily time with God, and to pray in that time for the upcoming school year.

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Helpful links in growing your devotional life: sermons online!

Is your fire in need of extra fuel?  These three websites are some of my favorite on the entire Internet for spiritual encouragement.

• Sermons by John Piper (you can sign up for his monthly e-sermon, too!)

• Sermons by the pastors of Covenant Life Church

• Sermons by Charles Spurgeon

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Want to join a virtual book club for accountability and rejuvenation purposes?

I have long desired to start a monthly chat for discussion purposes of spiritual matters related to homeschooling.  To this end, some users have suggested a book club of sorts.  We have now started, in August.  To begin with, we discussed this article "Preach the Gospel to Yourself."  (Read an excerpt from our 8/8 chat.)

If you want to attend, next time (September 12) please read this free article:  " Getting to the Heart of Conflict"  between now and September 12 (all book club meetings will meet on the second Monday of the month between 9 PM and 12 PM, using IM* chat rooms).  On Sept. 12 (or any given chat night) come online and IM "MarciaChatting" to be invited to our private chat room.  This time, we'll discuss this article and how to apply it to our own hearts and homeschools.  Hope we see you there!

*AOL Instant Messenger, available free for download, at www.aim.com. 

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Teaching Teachers

Useful links:

• Teacher Development page of the Tapestry website.  Why not pick one of these great titles and set a goal to read it by next month's issue of Distaff ?
• Writing pages for each Year-Plan.  (See this example: Year 1 Writing page)

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Using Thinking Questions and Accountability Questions by Marcia Somerville

Our parent teachers, especially when new to Tapestry programs, can miss our explanation of the differing purposes for Accountability Questions (AQ) vs. Thinking Questions in all the information about setting up and implementing Tapestry.  Since it's the beginning of the year, we thought this topic would be a good one to highlight, both for newbies and also for veteran moms who can use a reminder every now and then!

Accountability Questions: Some moms are really not able to read any of their student’s work, and need an accountability gauge.  Additionally, young students in these age groups often have not yet developed the ability to select main ideas, or construct arguments, or organize fact-filled data.  The Accountability Questions are here to help!

• In our co-op (and household) our rule is that the parents decide whether or not the child has to answer Accountability Questions, but all have to answer Thinking Questions in writing as preparation for the class. The exception is that they also MUST do all charts that are offered.
  
  I've been working with about 50 different students over the years as we've developed Tapestry. We find that some students are burdened and hampered by having to write out answers to the AQ's (because they are bright students who are readily grasping material, and such writing amounts to busy work for them), while others tremendously helped. It depends on the student's ability to bring to the assignment the initial abilities of finding the main ideas, retaining concrete information and facts, and generally doing a thorough job with his/her assignment.
  
  Students are different: some are auditory, some tactile, and some visual learners. It does seem, though, that over all, most younger students (late Dialectic/early Rhetoric) benefit from the discipline of writing brief answers to the AQ's. It keeps them on track and trains them to find the main ideas so they are not lost when discussion time comes. The AQ's keep such students, well, for lack of a better word, accountable for the facts and dates that they need in order to be able to fully comprehend the more analytical elements of the lesson. The analyses build on facts, and if the student hasn't mastered them, s/he can't truly enjoy/profit from the analytical discussion. Did you ever tried to do long division when squishy on multiplication facts as a child? Every step was more laborious.  Tapestry AQ's aim at solidifying the facts of the lessons that the student can cull on his own from his printed resources, which then form a basis for advanced thinking with his mentor--you!
  
• The discipline of writing out AQ's can also help students who are not very interested initially in Tapestry topics and methods to succeed, as diligent study always makes one more proficient and excited about mastery. Again, if one is fuzzy on details, one cannot master the precise, logical thinking that makes advanced argumentation both an art and a joy.
  
• A caveat to the above about some students not needing to write out AQ answers would be charts and other study aids: these I would assign to all students.  Learning the worth of a chart for organization and retention of detailed information is invaluable to virtually students, IMHO.  Please require your student to fill out most of the charts presented at his level this year.  Answers for most charts are provided in the Teacher’s Notes.  You can either have your student check his own work or go over it with him.   Building habits of attention to the detail that is called for by thorough completion of these charts will bring lifelong benefits!  Once your child is hooked on charts, for the rest of his life he’ll be automatically making them whenever a sea of facts confronts him—and succeeding because of this skill!

Thinking Questions in the Student Activity Pages are a whole different animal!  These are essential, “prime the pump” questions.  They are designed to allow the student to consider arguments and positions, or gather evidence for upcoming discussion times.  They are crucial groundwork, not only for your discussions but also for equipping our older children with the necessary skills to make them effective apologists!  Please, don’t allow your child to neglect these questions.  If your student is in 7th to 9th Grade, and has never constructed logical arguments before, start him slowly.  TQs in the first unit of each Year-Plan are purposefully more concrete and uncomplicated than those in later units, which step up the requirements for crafting precise and persuasive arguments.  The Thinking Questions are designed to be your primary training tool for teaching your child to use his blossoming treasure trove of knowledge effectively in the Lord’s service.

There are some common questions that arise in the early stages of using Tapestry questions as they are now presented. 

Bonnie asked:

I'm wondering how to handle it when the topics in the Weekly Overview and/or the Accountability Questions don't seem to be answered very fully in my kids' reading assignments. I have them read the spine(s) (or some other equivalent overview book) and at least one of the in-depth assignments. We don't have a co-op, and I don't do any lecturing. The topics ARE fully covered in the teacher's notes, but often just a brief mention is made of them in the child's assignment. Should I require additional reading (from World Book, from my Teacher's Notes, etc.) to make sure the topics are covered more fully, or is the amount he's getting OK for his level? 

Our answer is, first of all, that because we value an open-ended approach to both resources and questions, some students won't have a lot of information on some questions, week to week.  We suggest that you not make a big deal out of missed questions; rather, simply "fill-in-the-blanks" during discussion time. As long as you see that they are trying, doing their best, and participating in discussions to the best of their abilities, don't worry about it.

Another question is, "What if I can't get any resources that touch on your AQs?

Our answer is, if you simply don't have any other resource on the topic, try our website links, which often summarize the factual information, or allow your child to browse the Teacher's Notes looking for the answers.

We also have a relatively new feature on our bulletin board that helps!

As we've said above, one of our central goals in designing Tapestry was that we write  our questions to students "topic specific" not "book specific" so that moms can choose from a variety of resource books for their children (and not be locked into the ones we happened to recommend). This philosophy means that moms can borrow books from the library, buy cheaper used books, and use existing books on their shelves when they convert to Tapestry, and thereby save money, which is always a good idea.

We also really wanted to keep our discussion outlines (scripts) somewhat "open" and "loose," depending on the moms' real knowledge (as tutored by the cheat sheets we call Teachers' Notes) to breathe life and light into discussions with the aid of the Holy Spirit. We believed that closely scripted teacher manuals were death blows to real Socratic discussions, and so have erred to the side of requiring moms to learn something about the subjects they are discussing, not just uncertainly guessing from someone else's prepared script.

So far so good.

But we also have a priority on making life as easy as possible for busy moms by providing answers to questions we ask students in their Activity Pages (blue). When writing Teacher's Notes, we tried really hard to make sure that the World Book sections and commentary have all the material you need to educate yourself quickly and easily and thereby be ready for discussions and questions your students ask.

Over time, we have found that, at times, either the way our questions are worded or the specific resource that we've used in developing questions led to the answers not being obvious and crystal clear, and this stresses our poor busy moms.

What to do? We wanted it all!

Our son and production manager, Nathan, has suggested a wonderful solution to this small tension. (He loves you moms so much!) We have recently created four new forums (one in each of the four Year-Plan divisions) on our Tapestry bulletin board where you can post questions about Student Activity Page (blue) questions.

We know you need timely answers if, during a given week, you or your student gets confused or stumped, and we feel that this lively community of TOG learners can best meet the varied needs of busy moms.

Where we, here in the Somerville house. might not use some of the alternate resources out there, we know many of you do, and feel sure that if there's a problem with a question because you're using an alternate resource and it doesn't cover it, someone will have the resource and can help you out.

If it's a question of uncertain wording, we or another user who can read our minds better than you might can clarify for you--and not only you. These forums will become archives that all can access any time of the day or night.

I am very excited about this newish development. It seems to be the best of all solutions. I hope you will use and enjoy the new forums, and that they will bring an added measure of help and support to all of us who are collaborating to bring up our children in the nurture and admonition of the Lord.

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Using our discussion guides by Marcia Somerville

On our forums one day, Kris posted this plea:

We're on Wk. 6, but I've been struggling on and off with the ANSWERS to the student activity page DISCUSSION PREP. questions each week. I have three different levels and a kindergartner learning to read, and I just don't have time to do the research myself. I know the answers are there in the extensive teacher notes and group discussion pages somewhere, but they aren't specifically marked, so I have SO much digging to do to prep for discussion each week! Is there an easier way?

I guess part of the problem is that I never had any history other than American in school, so I don't know much about this place/time period. Any help or shortcuts you could suggest would be appreciated.

I appreciated her plight, and here's the answer I gave her:

I have two thoughts to offer, but not the answer you'd probably most like to hear.

1) It will get better. You will learn how to digest the Teacher's Notes and then lead discussions. One practical suggestion for you in learning this is to read the questions in the Student Activity Pages FIRST, before you survey the Teacher's Notes. Perhaps even do so with a highlighter in hand, highlighting answers as you find them in the Teacher's Notes. Remember, the next time you teach this Year-Plan, you will know SO MUCH MORE and it will be MUCH easier.

2) Major on the majors; not every question offered needs to be answered verbatim. The idea of the discussion is to help you help them make CONNECTIONS between CONCEPTS, or broad THEMES in History, Lit., and the history of Christianity. Our goal is NOT a "here is your picky little question...what's the picky little answer that you'll never remember after next week?" type of discussion. We assume you will take some time to prepare to actually teach concepts and main ideas to your students.  So look, in the questions and in the Teacher's Notes as you prepare, for the THEMES, and the repeated CONCEPTS, not so much for isolated facts.

The obvious fact that I want to draw your attention to by printing the above conversation is that teaching with Tapestry is different than teaching with traditional text books.  Tapestry is a plan for guided, integrated unit studies.  Our guides focus on both themes and facts of God's plan revealed through history.  We are not content with assuming that we know your unique worldview, theology, gifts, talents, and passions.  Our discussion guides are structured, but they are also loose.  We purposefully ask you to prepare for your discussions so that the Holy Spirit, through you, can directly teach your children.

In our day of insta-everything, it may come as a shock to some of you that you are not instantly good at leading Socratic discussions, or that your children can't take mental leaps from concept to concept with ease.  Give yourself and your children time. Remember, both you and they are learning whole new ways to study together! As you walk in the disciplines that Tapestry is teaching you, you will grow more and more familiar with them, and you will learn how to adapt them to your children and your teaching style.

Socratic discussion vs. lecture/textbook Q & A:

The discussion scripts as written in Tapestry are trying to help you conduct Socratic discussions with your children. This means that you teach by questioning, leading the student step-by-step towards a conclusion that you know about, but that the student has yet to discover.

For instance, let's say that I wanted my child to understand the connections between Napoleon and Jefferson. I'd start by asking, "When was Napoleon in power?"
Answer: :::Looking in his notebook:::  "1800-1814 (roughly)."
"Good," I'd respond, "and who was President in the United States then? "
Answer: "Thomas Jefferson."
"Right, "I'd affirm, "Now, did you know that Thomas Jefferson bought all the land in the Louisiana Purchase from France?"
"Ohhhhh." 
"Uh-huh.  From whom would he have had to purchase that land?"
Answer: "Napoleon."
I ask, "Why would Napoleon have been willing to sell the land?"

Maybe answers will vary, but the fact is that he knew he couldn't hold the land and fight his battles in Europe, and he was in need of money to fight the European battles. Students may guess one or part of this truth; teachers will encourage right guesses until students are done guessing.  Then, we fill in the blanks with information they either can't know or didn't remember.

Correctly conducted, Socratic discussions are VERY valuable because they:

1) Engage the student, thereby holding his attention longer. (Let's face it, we all like to air our opinions, and Socratic teaching gives the students many chances to do this!) 

2) Train the student to think about what he's saying, and to clearly articulate what he's thinking, and to uphold his statements with logical supports. (No general, flat statement [especially of the student's personal opinion] should just "stand" without being challenged in a Socratic discussion. The student who makes a statement should be able to support it with evidence of some kind.)

Example: "I think Jefferson was wrong to make the Louisiana Purchase."
"Why?"
"Because." 

The student may have read an author's opinion, but not followed up on his reasoning. The student must be asked to articulate why he holds his opinion.

"Because why?"
"I don't know."
"Did it have something to do with the Constitution?"
"Oh, yeah, I think so...?"
"Well, where does the Constitution give the President the right to buy land for America?"
"I don't know."
"How about we look it up?" (Look it up together: there is no such provision.) "See? Some people feel that Jefferson overstepped Constitutional bounds in making this Purchase."

Now, what happens if you, the teacher, don't know this constitutional information? (It is in some of the reading choices for the week, but not all, and is not highlighted in the Teacher's Notes, for instance.) The answer is that you still don't let the student offer an unsupported opinion.

"John, can you tell me why you think Jefferson was wrong?"
"No."
"Did you read that in your reading?"
"Yes, somewhere."
"Let's see if you can find it again, and we'll get back to this point. You really need to have facts to back up an opinion. If you have trouble, tell me and I'll help you later."

Then you go on to the next question.

Now, to use this very valuable teaching method, two BASIC things need to happen.

1) The student must have a basic grasp of the facts of the discussion. Using  Tapestry guided discussion outlines, this is fairly easily achieved. Our questions rely on main facts found in most resources on the week's topic. (If the reading assignment on your child's level is too challenging, just drop down a level until he gets the hang of the new method you're using, then go back up to his level.)
2) The teacher must have the connections/themes/points in mind that she wants to make, and understand how to link the facts the students know with the new thoughts she wants them to understand. It is important, therefore, to understand that the Teacher's Notes taken together as a whole are designed to make you both a mistress of the main facts and "in the know" as to where you want the discussion to head.

One more point about this Socratic method: there are different uses for it depending on the learning level. 

For Grammar Levels, use it more to draw out narration of facts they've learned, and hope to make only a few simple connections. I know it's more time out of your day, but I do recommend that you hold separate, short-and-sweet discussions with younger kids that focus on them telling you what they've learned, and you highlighting the main facts and giving them a few simple thematic connections.  Don't have them sit in on discussions with Dialectic or Rhetoric Level students!

In our Napoleon week, for instance, you might just say to a Grammar Level student, "Isn't it amazing to think that the wars in Europe that Napoleon was fighting were used by the Lord to further the development of America?"

Dialectic Level student discussions will focus more on connections and asking students to state their points clearly and substantiate their points with facts. You will use our discussion outline more like a lecture, or to make sure Dialectic students understand the main ideas of the lesson than you will with Rhetoric Level students.

Rhetoric Level student discussions will still rest on a foundation of clearly stated points with factual support, but these students can discuss more and more questions for which there is no clear answer. For instance, they could get deeply into the Constitutional question that confronted Jefferson and the Congress.

Now, if you've not done a lot of Socratic teaching in the past, several things can easily happen:

1) You don't give yourself time to learn this style of teaching, and lapse back into lecture/text book Question and Answer style of teaching, and kids' attention spans shorten as you go on.

2) You both ask clumsy questions and kids get frustrated because they can't find the right answer immediately. Again, give yourself time. You and they are learning a new and valuable skill. They are learning to listen and respond with thoughtful answers. You are learning the skill of leading by questioning. These are challenging occupations, and worthy of much time and effort! You will reap if you faint not!

3) Many kids -- especially at the Dialectic/Rhetoric phases -- who aren't used to this kind of teaching don't like it at first. They just want you to hurry up and tell them the answer that will be on the test so they can fill in the blank and get an "A."  Help them understand the goal of the weekly discussion as I've articulated it to you above. Help them understand that this type of discussion is designed to help them carry on persuasive conversations to the Lord's glory for the rest of their lives: to make them better workers, better students, and better citizens.  Ask them to pray with you for both of you to please the Lord as, together, you grow in these new skills for His sake.

I am praying for you moms as you set out to humble yourselves and learn new teaching techniques to the glory of God!  I am praying that He Who began a good work in You will strengthen and encourage you as you seek to please Him and do His will.  God is faithful, and He will do it.  He loves to meet your needs, so cry out to Him in faith and ask Him to empower you in your own unique setting to run the race set before you with zeal and grace.

God bless you!

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Tips for Beginners

Helpful pages you may have missed on our website by Marcia Somerville

Before we get to anything else, I would like to make newcomers aware of some key pages that will answer many of your questions.  (I know this because we get these questions consistently over time.)

• Picture of the sentence pocket recommended in the Writing Component are mounted on all Writing pages (linked to each Year-Plan section).  Here's the picture, on the right. Click on it to see it in much more detail!  Note that on all such Writing sections, we have also many other helps for implementing writing assignments given in Tapestry, such as a variety of graphic organizers.
• Co-op/contact page: find others in your area using Tapestry, or advertise a co-op that you are just forming.
• Want to get an idea of the books you'll need to implement Tapestry?  Or, are you unsure if the book you are hoping to buy is the same as the one we recommend?  Check out our book ordering pages (we've linked only Year 1's pages--there are similar page for all four Year-Plans) where all our recommended  in-print titles are linked to Amazon.com.  From these links, you can buy books /estimate prices used or new, you can see the cover and the ISBN number, and you can read others' reviews of the book.  What a resource!
• Figuring high school credits can be a mystery to many.  Be sure to visit our page on figuring credits and TOG if this is an issue for you.

We will highlight different useful pages each week.  For now, please remember that sometimes the fastest way to find what you want is to use our handy site map, or ask for help on our Forums.

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Setting Up Your Curriculum by Dana Caywood

Preparing for your new school year?  It’s time to open the shrink-wrap and see just what Tapestry of Grace has to offer for you and your family.  Don’t lose heart because you see such a large mound of papers.  Remember that you’re looking at a resource that will last until your final student graduates from high school!  That’s something to smile about!  

If you have our Quick-Start brochure, you’ll see that step #1 is to place all of your components into binders.  Personally, I’ve found that 1½ inch binders work the best.  If you go with this idea, you’ll need five of them for the whole Year-Plan:  that’s one for the BASE KIT, and one for each of the four units.  

Did you purchase our tab sets?  If not, stop now and make your own.  Buy the most durable ones you can afford and number them according to the weeks:  1-36 if you have an entire Year-Plan.  You’ll need a few extra tabs for setting up the BASE component, so set aside at least four others.  Label them “Intro Notes”, “Writing Scope”, “Writing Assignments”, and “Writing Supplements”. 

Let’s begin by setting up the BASE component.  I put seven pages before the first tab (“Intro Notes”):  title page, acknowledgements, weekly topics chart, high school course contract, two blank charts, and the timeline template.  The first tab is then put in place.  Into my binder I next position the purple Introductory Notes, which amount to about 30 pages, followed by the yellow Resource List, which is approximately 40 pages. 

Next, get out the second tab:  “Writing Scope”.  Twelve levels of Explanatory Notes follow approximately 38 purple pages (“Writing Scope and Sequence: Introductory Notes”).  Each page of Explanatory Notes is followed by charts on white paper that give you an overview of writing for each grade-level.  Place the section with purple-white-purple-white pages right behind the Explanatory Notes.   Stop and double check:  all you should have left of your BASE component are coral and green pages.  If you have any purple, white, or yellow pages, re-read the above paragraphs.

Your last two steps in setting up your BASE component are simple:  place the coral pages behind “Writing Assignments” tab and the green pages behind “Writing Supplements” tab.  There!  You’re done with the hard part!  That wasn’t too bad; wouldn’t you agree?

All that you have left to do now is to set up each unit, which begins with purple Unit Introductory Notes.  Put them behind the first tab of the unit.  Next, think “white-to-white”.  Each week-plan begins with white Teacher’s Notes, so gather all of the pages, no matter what color they are, until you reach another section of white Teacher’s Notes.  This next section of white will go behind the next week’s tab, and so forth.

Know that each week-plan will always have white Teacher’s Notes, yellow Reading Assignment Charts and Weekly Overview Charts, and blue Student Activity Pages.  Some weeks will have the purple Unit Introductory Notes, gray Pageant of Philosophy, or green supplements. (This is represented well in your Quick Start brochure.)

Now, are you ready?  It’s time to prepare to teach! 

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Scheduling Advice by Dana Caywood

I’m sure you’ve heard the acronym: KISS.  "Keep It Simple Sweetie."  With this in mind, schedules for Lower Grammar students and preschoolers need to be flexible.  A few things to consider as you plan your days:  

• How about a 4-day school week?  Your 5^th day could be field trips, baking, or other hands-on projects.  Yes, count this as “school”.

• Have a stopping point each day.  If you don’t get done with your plans, there is always tomorrow!

Household training is a must.  Taking tiny steps toward this type of learning will be invaluable in future years.

• Are baby supplies close at hand?  Don’t make things more difficult by having to traipse upstairs, or across the house, for items you know you’ll need every hour.

• Train children as to your expectations during baby-care time.

• Teach these children to check off (check mark or sticker) each task on their chart as it is completed.  

 

MAPPING IT OUT:  ONE METHOD  (Most of the activities listed below can be done in 10-20 minute increments.  The order in which you do them isn’t as important.)  

	Monday	Tuesday	Wednesday	Thursday	Friday
8:00	Breakfast, chores, family devotion
8:30	Independent play time while Mom begins working with oldest child: phonics
9:00- 12:00	Alternate days: Gross motor skills: playing with ball, riding bikes, marching around the house, relay races, etc. Fine motor skills: play dough, cut-and-paste, coloring pages, puzzles.  Fine motor skills can be worked on during the next learning segment.
	Read alouds: from Tapestry history core	Read alouds: from Tapestry history core	Mapwork and assignment in Tapestry's Writing Compontent	Hands-on activity based on week's reading	Finish hands-on activity from yesterday
	Memory work: show and orally review on a poster	Memory work: cover key words	Memory work: cover more key words	Memory work	Recitation
	Science: read from text or library book	Handwriting practice	Science: hands-on activity or create a notebook page	Handwriting practice	Library trip to prepare for next week
	Math.  Give younger children their own "assignments".  Base this on what will hold their attention.
	Educational games: puzzles	Educational games: math-related	Educational games: history-related	Educational games: phonics-related	Educational games: child's choice
	Household training: keeping up with your bedroom
12:00	Lunch and cleanup.  Outside play if the weather is good.
1:00	Naps or quiet time in your rooms
2:00	Read-alouds: from Tapestry literature.  OR, do before lunch.  Take 5 minutes to review phonics lesson or spelling words.
2:30	Household training: choose one room and everyone work in it all week.

TRAINING TIPS & SCHEDULING FOR UPPER GRAMMAR

When your oldest child is an Upper Grammar student, typically 4^th – 6^th grades, he is ready to begin assuming more responsibility for his own education.  As with everything else in life, this is a process.  Hang in there!  It will bear fruit in time.

• Gear your academic day around the needs of the oldest child, since he has the most to accomplish, and fold younger children into the mix.

• Incorporate weekly planning by involving the student.  You are still in control of content, but let him choose how many pages or assignments to accomplish each day.  He’ll write this into his own blank chart.

• Continue to check on his work daily.  Make sure he knows, ahead of time, the consequences for poor or lacking work.

• Reading aloud to your student is still important.  Conversely, you’ll occasionally want him to read aloud to you to check for understanding.

• Utilize students this age for reading to preschoolers.  Not only does this develop oral reading skills, but also helps build relationships.

• Thirty minute increments for each subject are about right.  Four major academic days will still work!

• Memory work and educational games are now part of subject assignments, without separate designation.

• The row that I’ve called “other” is for one more thing…it could be Latin, phonics review, piano lesson, etc.  Limit this to one row so that neither you nor your kids will be overwhelmed.

 

MAPPING IT OUT:  ONE METHOD  (Remember: let your student choose the order of tasks as much as possible. )  

	Monday	Tuesday	Wednesday	Thursday	Friday
8:00	Breakfast, chores, family devotion
8:30 – 12:00	History readings & map work	History readings & questions	History readings & oral review	History hands-on	History hands-on
	Science assignment	Science assignment	Science experiment or notebook page
	Math	Math	Math	Math	Math
	Language Arts:  grammar	Language Arts:  grammar	Language Arts:  composition lesson	Language Arts:  composition assignment	Language Arts:  oral presentation while Dad is home
	Language Arts:  spelling	Language Arts:  handwriting	Language Arts:  spelling	Language Arts:  handwriting	Language Arts:  spelling test
	Language Arts:  literature reading	Language Arts:  literature reading	Language Arts:  literature reading	Language Arts:  worksheet	Language Arts:  discussion
	Other	Other	Other	Other	Other
12:00	Lunch, clean-up, keeping up with your bedroom (10 min.), outside play time if the weather is nice
1:00	Naps or quiet time in your rooms.  Can incorporate read-alouds to begin this time segment.
2:00	Fine Arts:  music lessons or practice, or assignments from this row of the Tapestry Year-Plan
3:00	Household training:  choose one room and everyone work in it all week. (15 min)  Then free-time according to family rules.
4:00	Outside play, sports, etc.  Encourage exercise!

 

WHAT IF YOU HAVE A HOUSE FULL?  STUDENTS AT ALL LEVELS?

Well, your day will be full... your younger children will work for various times in the day; your older children will work much of the day.  Think back to your high school years: the days were pretty full if you had schoolwork (including homework), a sport, a musical instrument, clubs of any sort, and church obligations.

This schedule is printed in your purple introductory notes (BASE component): please note, these are time slots for various activities.  Not all activities use up all available time in each slot!  Additionally, not all families have children in all age-levels represented, but in case you do, there’s a place for everyone.)

 Abbreviations: PS = preschool, LG = Lower Grammar, UG = Upper Grammar, D = Dialectic, R = Rhetoric

	Monday		Tuesday		Wednesday	Thursday		Friday
6-8 AM	Morning chores, breakfast and dishes, ablutions, house pickup, quiet times and family devotions
8-9 AM	Planning meetings		PS-LG: w/Mom: Phonics Math Science	UG-R: Independent reading, Spelling, Math	LG: Phonics/Math lesson	PS-LG: w/Mom: Phonics Math Science