December 10 is Human Rights Day!

On December 10, 1948, the United Nations General Assembly adopted The Universal Declaration of Human Rights. It had taken the committee, led by Eleanor Roosevelt, over a year to complete their final draft. When the General Assembly gathered in Paris in 1948 to adopt the declaration, it was a remarkable event.  One member wrote: “I perceived … Continue reading "December 10 is Human Rights Day!"

On December 10, 1948, the United Nations General Assembly adopted The Universal Declaration of Human Rights. It had taken the committee, led by Eleanor Roosevelt, over a year to complete their final draft. When the General Assembly gathered in Paris in 1948 to adopt the declaration, it was a remarkable event.  One member wrote: “I perceived clearly that I was participating in a truly significant historic event in which a consensus had been reached as to the supreme value of the human person, a value that did not originate in the decision of a worldly power, but rather in the fact of existing—which gave rise to the inalienable right to live free from want and oppression and to fully develop one’s personality.  In the Great Hall…there was an atmosphere of genuine solidarity and brotherhood among men and women from all latitudes, the like of which I have not seen again in any international setting.” Hernán Santa Cruz of Chile

On the United Nations website it reads:

The Universal Declaration of Human Rights, which was adopted by the UN General Assembly on 10 December 1948, was the result of the experience of the Second World War. With the end of that war, and the creation of the United Nations, the international community vowed never again to allow atrocities like those of that conflict happen again. 

So what does the Universal Declaration of Human Rights say?

This simplified version, from the Youth for Human Rights International (YHRI) website, of the 30 Articles of the Universal Declaration of Human Rights has been created especially for young people:

1. We Are All Born Free & Equal. We are all born free. We all have our own thoughts and ideas. We should all be treated in the same way.

2. Don’t Discriminate. These rights belong to everybody, whatever our differences.

3. The Right to Life. We all have the right to life, and to live in freedom and safety.

4. No Slavery. Nobody has any right to make us a slave. We cannot make anyone our slave.

5. No Torture. Nobody has any right to hurt us or to torture us.

6. You Have Rights No Matter Where You Go. I am a person just like you!

7. We’re All Equal Before the Law. The law is the same for everyone. It must treat us all fairly.

8. Your Human Rights Are Protected by Law. We can all ask for the law to help us when we are not treated fairly.

9. No Unfair Detainment. Nobody has the right to put us in prison without good reason and keep us there, or to send us away from our country.

10. The Right to Trial. If we are put on trial this should be in public. The people who try us should not let anyone tell them what to do.

11. We’re Always Innocent Till Proven Guilty. Nobody should be blamed for doing something until it is proven. When people say we did a bad thing we have the right to show it is not true.

12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the right to come into our home, open our letters, or bother us or our family without a good reason.

13. Freedom to Move. We all have the right to go where we want in our own country and to travel as we wish.

14. The Right to Seek a Safe Place to Live. If we are frightened of being badly treated in our own country, we all have the right to run away to another country to be safe.

15. Right to a Nationality. We all have the right to belong to a country.

16. Marriage and Family. Every grown-up has the right to marry and have a family if they want to. Men and women have the same rights when they are married, and when they are separated.

17. The Right to Your Own Things. Everyone has the right to own things or share them. Nobody should take our things from us without a good reason.

18. Freedom of Thought. We all have the right to believe in what we want to believe, to have a religion, or to change it if we want.

19. Freedom of Expression. We all have the right to make up our own minds, to think what we like, to say what we think, and to share our ideas with other people.

20. The Right to Public Assembly. We all have the right to meet our friends and to work together in peace to defend our rights. Nobody can make us join a group if we don’t want to.

21. The Right to Democracy. We all have the right to take part in the government of our country. Every grown-up should be allowed to choose their own leaders.

22. Social Security. We all have the right to affordable housing, medicine, education, and childcare, enough money to live on and medical help if we are ill or old.

23. Workers’ Rights. Every grown-up has the right to do a job, to a fair wage for their work, and to join a trade union.

24. The Right to Play. We all have the right to rest from work and to relax.

25. Food and Shelter for All. We all have the right to a good life. Mothers and children, people who are old, unemployed or disabled, and all people have the right to be cared for.

26. The Right to Education. Education is a right. Primary school should be free. We should learn about the United Nations and how to get on with others. Our parents can choose what we learn.

27. Copyright. Copyright is a special law that protects one’s own artistic creations and writings; others cannot make copies without permission. We all have the right to our own way of life and to enjoy the good things that art, science and learning bring.

28. A Fair and Free World. There must be proper order so we can all enjoy rights and freedoms in our own country and all over the world.

29. Responsibility. We have a duty to other people, and we should protect their rights and freedoms.

30. No One Can Take Away Your Human Rights.

On December 10th I encourage you to read aloud and discuss the original Universal Declaration of Human Rights.
Know your rights!

 

 

Tyrannosaurus Rex, the Velociraptors, and turkeys? Huh?

I’ve been thinking a lot about turkeys lately! If you are in the United States, you might be celebrating the Thanksgiving holiday on Thursday. It is a celebration of thanks commemorating the first harvest feast the Pilgrims had in 1621. Today families often gather to have a big feast of foods and that meal might … Continue reading "Tyrannosaurus Rex, the Velociraptors, and turkeys? Huh?"

I’ve been thinking a lot about turkeys lately! If you are in the United States, you might be celebrating the Thanksgiving holiday on Thursday. It is a celebration of thanks commemorating the first harvest feast the Pilgrims had in 1621. Today families often gather to have a big feast of foods and that meal might include a roasted turkey.  So, I’ve been thinking about turkeys.

One of my first thoughts led me to wonder where the word “turkey” originated. Why are they called turkeys? An article in the Atlantic Monthly had a good explanation. You can read it here. I was pretty surprised to find that the origin of the word is debated by etymology experts.

Then I was wondering if turkeys can really fly and I started to investigate. Sure enough, they can fly! This investigation led me to thinking about the wishbone in the turkey at our family Thanksgiving celebration. It’s the “wishbone” that is the bone that connects the wings of birds allowing them to fly.

So what do Tyrannosaurus Rex, the Velociraptors, and turkeys all have in common?  I was amazed to find out that many dinosaurs, including the newly found “Mud Dragon” had wishbones. Yep! The wishbone is actually called the “furcula” and is found in birds and in DINOSAURS!

Next time you eat a turkey and find the furcula, remember that scientists have found that the wishbone dates back more than 150 million years!

HAPPY THANKSGIVING!

Homeschooling and Joy

Photo Credit: Lisa Kates White

“The gloom of the world is but a shadow; behind it, yet within our reach, is joy.” – Fra Giovanni

The following article, “Homeschooling and Joy”, was written by Oak Meadow co-founders, Lawrence and Bonnie Williams. It was sent in a newsletter to the Oak Meadow teachers and staff in October 1991. After personally experiencing a joyful occasion with homeschooling families, friends and fellow colleagues at last month’s Oak Meadow Open House, I am reminded of the true value of the message in this archived article. Twenty-six years later, these words of wisdom are definitely worth repeating and sharing with all of you.

One of the best tools a homeschooling parent can use for successful teaching is Joy. Joy is as natural to a child as talking and walking. When there is joy and laughter in the home, children will quite naturally want to enter into learning relationships with their parents. Not only does laughter create an atmosphere of receptivity toward learning, it also triggers the productions of chemicals in the body which have positive health effects. 

Joy can be expressed through singing, dancing, funny stories, and poking fun at ourselves. It’s very important not to take ourselves too seriously. Life can be serious enough at times without adding our own weight to it. When we are able to poke fun at our own mistakes and idiosyncrasies, children will be more likely to admit their own mistakes and weaknesses – an important first step in the learning process. 

At times, however, the challenges of life seem to be too great, and joy seems out of the question. How can we experience joy in such times?

Photo Credit: The Zietz Family

First, it helps to put the affairs of our lives in perspective. Most of what happens to us is not nearly as serious as we make it out to be. What makes it seem so serious is that it shatters our concepts about how things should be. If we can let go of our expectations and just embrace the experience as it is, we can usually find joy hidden in the very heart of that experience. 

Second, we have to remember that joy isn’t something that happens to us – it’s something we create. Visitors to third world countries are often surprised to find children laughing and playing games in the midst of oppressive poverty and hunger. Even in the midst of the most crushing circumstances, joy is always alive within us, but it remains hidden until we make a conscious choice to express it. When we do this, not only do we bring it to those around us, but we experience it ourselves. 

As we experience more joy in the homeschooling environment, we will find that we have more energy as well. Researchers have found that laughter actually stimulates the adrenal glands and triggers the chemical production of endorphins in the brain. These endorphins act as tranquilizers, which leave us feeling calmer and less anxious about the events happening around us. So we can see that laughter is not only beneficial for us emotionally, but physically as well.

As Lawrence and Bonnie Williams emphasized in their article, a healthy learning environment should be full of joy. Therefore, as each new day springs forth, we need to keep our hearts open to the gift of joy.

Thus, take joy and enjoy…with joy!

 

The Benefit of Traditional Tales – Part Two

Photo by Cindie Young

“I know you, I walked with you once upon a dream.” – Sleeping Beauty

Fairy tales and other traditional stories offer children many chances to witness the struggle of “good” versus “evil”. By introducing this in oral story form, children can connect with the parts that are important for their individual development at that point in time. When told in a matter-of-fact way, and from an adult who believes in the story’s merit and its place in child development, children will naturally relate to the underlying, archetypal themes of the stories. With this approach, the child’s imagination will not be taken to a place that is too frightening or disturbing, or be forced to focus on elements that are emotionally-charged in the adult perspective.

Fairy tales provide a reference for all the fears conjured up in a child’s world. Facing these fears at a young age can help the child to move through different challenges in later years and stages of life. Fairy tales are a way for the child to imagine—in the safety of the mind’s eye—what it feels like to be scared, honorable, brave, selfless, selfish, frustrated, wicked, embarrassed, silly, giddy, left out, confused, and more. This is one of the ways in which social and emotional intelligence is fortified. Many parents feel the need to sanitize stories to remove all the challenging elements, and yet stories that are grounded in archetypal themes can help children grow into strong adults.

Photo by Brooke Doughty

Parents can often be at odds with the fairy tales because the characters are narrowly defined, known for their beauty, cruelty, foolishness, cleverness, or other singular attribute. Their actions are also, to the adult mind, frustratingly stereotyped: a princess waits for her prince, a simpleton loses his way, a wicked person tricks an innocent. While it’s tempting to attach these characters to their genders, orientations, or race, it is important to remember that archetypes speak to the universal traits that all human beings have within: the valiant solider, the trickster, the loving nurse, the wicked witch, the noble prince, the sweet and caring mother, the beautiful maiden, the knowledgeable father, and the lonely hero. We all are every character inside.

Fairy tales and traditional stories show that good overcomes evil, and provide children with an unconscious sense of empowerment when they face their own personal struggles. It is important for children to have an inner sense that good will prevail. We want young children to believe and embrace that the world is good.

Of course, not every story will resonate with every student or every parent. For this reason, Oak Meadow parents are asked to read the tales before telling them to their child and to modify or substitute when necessary. In addition, you are encouraged to read and choose stories that will meet the needs of your individual child. That’s the challenge of teachers in any educational setting: to meet the children where they are and to encourage them forward from there.

This post was co-written by Leslie Daniels and DeeDee Hughes, Oak Meadow’s Director of Curriculum Development. 

The Benefit of Traditional Tales – Part One

Photo Credit: Cassell Family

“If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” 
― Albert Einstein

Fairy tales and other traditional stories are an essential part of childhood development, which is why they have lived on for centuries as a rich oral tradition and have remained in the Oak Meadow curriculum. Oral storytelling is a flexible art that allows stories to be adapted to the audience. Many stories that we know from our childhoods were adapted from stories our parents heard as children. In the same tradition, we encourage Oak Meadow parents to tell the stories in their own words rather than reading them verbatim. This lets each parent make changes that reflect their own values and life situation. This is the true spirit of oral storytelling.

Telling the stories aloud with no pictures accompanying the story helps children develop listening skills as well as the ability to create the images in their minds. Repeatedly retelling the story allows opportunities for children to join in telling the story, which enhances the personal images and allows them to focus on story elements that have personal relevance. The home teacher can also incorporate into the stories nature, family members, friends, and neighbors as a way of making them more personal and meaningful. The underlying themes of a good story are never gender- or race-based, but embody archetypes that are part of the human experience. Changing superficial elements of a story to make it more relatable will not affect the archetypes of the Nurturer, Leader, Jokester, Hero, Mentor, Innocent, or Villain. Retelling stories, drawing pictures, acting out the stories, putting on puppet presentations, or creating dioramas offer opportunities for children to absorb and reflect the underlying themes.

Another tip for telling an archetypal story is to verbally share without too much of an emotional tone ~ especially the emotions in the home teacher’s voice that might instill fear, anger, resentment, etc. As an adult with a rich history and varied experiences, you will respond to the archetypes in a story very differently than a child will. Telling the story without adding layers of your own emotional expression of the story events will allow your child to filter it through a childlike lens.

It’s also invaluable to allow children to absorb the story without interruption, both during the storytelling and afterwards. Talking with a child about every little detail of a story is an established habit for many adults. In fact, it’s practically a cultural norm now for children to be asked to talk about their feelings, impressions, and opinions. This may originate from the belief that we need to encourage children to be more aware and continually teach and quiz them to “make them smart.” It might stem from the efforts to treat the child as an equal voice in the family to build self-esteem and confidence. When a parent is conditioned to “discuss” a fairy tale’s disturbing images with children, this focus on specific elements unnaturally emphasizes details over underlying themes. Discussing the tales afterwards only brings an adult perspective and awareness to story elements and prevents children from developing and using their own filters, based on their developmental stage. Letting the story rest in the child’s mind and heart, and than asking for the child’s interpretation of the story the next day will be of greater benefit.

This post was co-written by Leslie Daniels and DeeDee Hughes, our Director of Curriculum Development. 

Monarch Migration

Photo Credit: US Fish & Wildlife

Monarch Migration

Oak Meadow’s science coursework in grades k-4 includes various studies of the butterfly. In addition to the suggested lesson activities, you might include a guidebook, such as Robert Michael Pyle’s book, National Audubon Society Field Guide to North American Butterflies. Perhaps you would enjoy sharing a butterfly story, such as Alan Madison’s Velma Gratch and the Way Cool Butterfly or Eric Carle’s The Very Hungry Caterpillar or Bruce Coville’s The Prince of Butterflies. 

Help track Monarch migration!

Photo Credit: The Liljegren Family

Awareness of the threats to pollinating insects is growing, and these beneficial pollinators need our help now more than ever. The Monarch butterflies have seen a population decline over 90% in recent years. Researchers and citizen scientists have been tagging the beautiful, graceful Monarch butterflies for many years. In fact, back in the late 1970s, tagging led to the discovery of the Monarchs’ wintering ground in Mexico.

Oak Meadow students have the perfect opportunity to participate in a Citizen Science project that can help to monitor an important population of pollinators. Here are a few sites that offer ways to assist in this exciting Monarch migration:

https://www.learner.org/jnorth/tm/monarch/AboutFall.html

https://monarchjointventure.org/images/uploads/documents/citizen_science.pdf

Photo Credit: The Liljegren Family

Research!

research

research

The Oak Meadow curriculum has awesome projects as assignments that lead to investigating all sorts of things! For instance, the 7th graders can research Shakespeare’s Globe Theater, or the clothing styles of the Renaissance period. The 8th graders can spend time searching for information on immigrants, a Superior Court Judge, or a country of their choice. These types of projects are fun and interesting as students examine, explore, and research! Researching leads to learning about new things and to the discovery of new facts. That’s why finding a reliable source for research is so important.

Many of my students, when they first start using the internet for their research, aren’t quite sure where to go for reliable sources. They often find a Wiki website such as Wikipedia. (The website Wikipedia is a type of encyclopedia. There are thousands of types of Wiki websites.)

Unfortunately, a wiki website is not a reliable source for valid information. Wikipedia is an example of a wiki site in which many people can edit, collaborate, add, and delete information. There are no actual “authors” of the content. For this reason wikis are not used in schools as a reliable resource for information. Oak Meadow does not accept their use.

Oak Meadow’s teachers tell students to use other sources and will not accept wiki websites in bibliographies from the students. WHY? BECAUSE all wiki sites are created and edited by ANYONE. That’s right! ANYONE. Any person that has a computer and the internet can put information onto a wiki site.

If you are looking for reliable sites for your research, turn to the local library, your local reference librarian, or your school’s own digital library. Since Oak Meadow is a distance learning school, it does offer a digital library to all its enrolled students. If your school doesn’t have a library or a digital library, the American Library Association has the Great Websites for Kids that is a really great place to start for reliable websites.

Enjoy the researching and investigating!

 

 

Intention – Part One

Photo Credit - Sarah Justice

Photo Credit - Sarah Justice

Whenever a group of people are united in their intention and move forward together, manifestation is the natural outcome. By working together with your children, step by step, day by day, you will manifest the greatness that is within your children and yourself, and you will create new opportunities of growth for your family. – Lawrence and Bonnie Williams

Autumn is near and soon we will enter into the month of September. Many of your children have begun (or will soon begin) their Oak Meadow coursework. As you begin to guide your children in the next step of their educational journey, it is important to take a moment to reflect upon what it is you, as the home teachers, are providing for them. At the most basic level, you are helping your children with the learning process in the areas of language arts, mathematics, social studies and science, as well as in the creative arts. As we all know, offering these subjects as learning tools are very important. However, if you wish to make the most of this school year, you will need to recognize that you are doing more than just helping your children become knowledgeable in these areas. At a deeper level, you are enabling them to express their inner potential. The academic and artistic subjects are just the focal points you will use in the process.

What do I mean by “expressing one’s inner potential”? I am referring to how we take what is inside – what is not visible – and express it outside of ourselves, so that the whole world can see it. The process of transforming the inner into the outer is called manifestation. Oak Meadow believes that in order to manifest our children’s education successfully, certain steps must be followed. We need to have clear intention with our process and our goals. We need to clear time and space for focused learning. We need to give attention to the process. We also need to assess our progress daily and make adjustments.

For those of you who are in your first year working with Oak Meadow’s K-3 coursework, you have been provided with the book, The Heart of Learning, written by Oak Meadow’s founder, Lawrence Williams. If you have not yet begun reading this wealth of information, I highly encourage you to start now. For those of you have read it in previous years, I recommend that you reread it, particularly chapter 8 (“Working with Creative Tension”), chapter 10 (“Focus, Process, and Relationship”), and chapter 12 (“Creating Boundaries and Clear Communication”).

Rhythm is also an essential part of the learning process. We each have our own unique rhythm; however, this unique rhythm is but a minor embellishment upon the major common rhythms that we all share as human beings. The major common rhythms are a result of many factors that originate from within our bodies, such as our heartbeats or sleeping patterns, as well as from our external environment, such as the day/night rhythm and the seasons. If we are to be effective teachers, we must understand these rhythms and know how to use them in the learning process. Oak Meadow’s former Social Media Coordinator, Amanda Witman, posted a lovely article on “Rhythms, Routines and Rituals” in Oak Meadow’s blog. If you have not yet read this selection, you might like to add this to your beginning-of-the-new-year readings.

Stamp Collecting!

“The word ‘philatelist’ means a person who practices philately or stamp collecting. It comes from the French word ‘philatelie’, which was derived from the Greek words ‘philos’, meaning loving, and ‘atelia’, meaning exemption from tax which also came to mean ‘postage is prepaid.’.”

American Philatelic Society

The American Philatelic Society is the largest, nonprofit organization in the world for stamp collectors.

When I was little and traveled with my family, we didn’t have computers for emailing and so we wrote lots of letters to family and friends. We also made a tradition of mailing ourselves letters to our own home! We would go to a post office in a country or town that we were visiting, and purchase a special stamp. (You can ask the post master to show you what stamps he/she has available.) Then, using the stamp, we would mail the letter home to ourselves. It was fun to see the letters and the stamps when we arrived home. I don’t have a very big collection of stamps, but the ones that I do have hold some wonderful memories for me.

This year a really cool stamp is going to be offered! A first of its kind! Some background first:

You may have read that there is going to be a total eclipse of the sun across the United States this summer. (Monday, August 21, 2017.) People from all over the world will be coming to different spots in the United States to witness this solar eclipse.

Solar Eclipse
Photo Credit: Public Domain

What does a solar eclipse have to do with a stamp? Well, the Postal Service will be offering a first-of-its-kind stamp! It changes when you touch it! The Postal Service announcement says: “The Total Eclipse of the Sun, Forever® stamp, which commemorates the August 21 eclipse, transforms into an image of the Moon from the heat of a finger.”

You can read the story of how the stamp was designed here.

If you would like to view other stamps that have commemorated eclipses, you can view them here.

So, as you travel to new places, or even stay in your hometown, take a look at the many stamps that the post office has to offer!

P. S.  Looking directly at the sun during a solar eclipse can be dangerous; here’s a way to enjoy the eclipse without hurting your eyes: http://hilaroad.com/camp/projects/eclipse_viewer/eclipse_viewer.html

 

National Get Outdoors Day

“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.” Rachel Carlson On Saturday, June 10th, the Defenders of Wildlife organization will celebrate their 10th annual National Get … Continue reading "National Get Outdoors Day"

“If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.”

Rachel Carlson

On Saturday, June 10th, the Defenders of Wildlife organization will celebrate their 10th annual National Get Outdoors Day. This national event encourages families to go outside, visit a park or refuge, and renew a personal connection to nature, as well as regenerate a commitment to leaving a healthy planet for future generations. There’s nothing better than introducing your children to the wonders of nature, especially since it’s only a matter of time before the future rests in their hands. Here is a list of all 198 National Get Outdoors Day locations. There might be one near you!

“What do parents owe their young that is more important than a warm and trusting connection to the Earth…?”

– Theodore Roszak, The Voice of the Earth

Every grade level in Oak Meadow’s k-4 coursework suggests environmental awareness activities and exercises. We also feel it’s important to introduce and teach young children about the natural environment. So, go ahead! Make summer plans, get outdoors, and let Nature be your teacher!

“As a child, one has that magical capacity to move among the many eras of the earth; to see the land as an animal does; to experience the sky from the perspective of a flower or a bee; to feel the earth quiver and breathe beneath us; to know a hundred different smells of mud and listen unselfconsciously to the soughing of the trees.”

-Valerie Andrews, A Passion for this Earth