GVS 6th grade sample

8/14/2019 GVS 6th grade sample

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Whole Child, Healthy Planet

Global Village Grade 6 Curriculum Guide SAMPLE 1

Thank you for your interest in the Global Village Whole Child, Healthy Planet curriculumguides. This sample contains the full Table of Contents along with excerpts from the 6thgrade curriculum guide.

Table of Contents

Chapter 1: Introduction to theGlobal Village “Whole Child, Healthy Planet” Method ................................ 1

About the Curriculum ................................................................................................... 1

About Global Village School......................................................................................... 2

Homeschooling from the Heart .................................................................................... 3

A Special Note to the New Homeschooling Parent: ..................................................... 3

How the System Works ................................................................................................ 4

Getting Started – Step One is Ordering Your Books and Resources........................ 5

Planning Your School Year ....................................................................................... 5

Chapter 2: The Global Village Philosophy,Untangling the Myths about Education and Learning ................................. 6

Am I Going to Ruin My Child’s Life If…? ...................................................................... 6

Observing the Role Fear Plays in the Educational Process ......................................... 6

Allowing Time for the Healing Process ........................................................................ 7

Learning Styles ............................................................................................................ 8

Assessment, Testing, and Grades ............................................................................... 9

About “Standards” and Grade Level .......................................................................... 11

Some Thoughts on Vocabulary, Grammar, and Spelling ........................................... 12

Music, Art, and Nature, and Imagination .................................................................... 13

Chapter 3: Resources ................................................................................................ 15

About the Resources ................................................................................................. 15





UNIT 7 (Weeks 25-28) ............................................................................................ 58

UNIT 8 (Weeks 29-32) ............................................................................................ 63

UNIT 9 (Weeks 33-36) .......................................................... 67

Chapter 5: How to Work with the Materials: Ideas and Activities .............................. 71

Part 1: How to Use the Books in Our Curriculum – A Learning Model ...................... 71

Drawing Out the Learning: ...................................................................................... 71

Book Project: .......................................................................................................... 72

Re-Tell and Re-Create: The Value of Narrative Learning: ..................................... 73

Making Your Own Workbooks andCreative Ways to Use Traditional Workbooks: ....................................................... 74

Saturation Projects: ................................................................................................ 77

Part 2: Projects and Activities .................................................................................... 77

Activity Ideas:.......................................................................................................... 77

Chapter 6 Additional Resources and Support ............................................................... 82

Consultations – If you would like additional support with this curriculum ................... 82

Recommended Books and Music – Some of Our Staff Favorites .............................. 82

Books for Instilling a Love of Reading (by Mary Kate Considine) ........................... 82

Global Village Links and Resources .......................................................................... 97

A Few More of Our Favorite Resources ..................................................................... 97

Appendix ....................................................................................................................... 98

About the Author ........................................................................................................ 98

Acknowledgements: ................................................................................................... 98

The Earth Charter ...................................................................................................... 99

Sample Planning Calendar ...................................................................................... 102

Sample Planning and/or Record-Keeping Format .................................................... 104





Chapter 1: Introduction to theGlobal Village “Whole Child, Healthy Planet” Method

It's an amazing world we live in. We are delighted to be your guides as your family explores the

wonders of life on this planet together. We hope that this curriculum facilitates a powerful andengaging experience that opens your children's hearts, eyes, and minds to all the magicalpeople, places, and experiences this world has to offer.

This is such an incredible time to be alive because so much of the world is open to us - peoplein other centuries did not have access to the amount of knowledge and information that we do.The thought of homeschooling may be intimidating if you are a first-time homeschooler, but wetrust that you will soon feel much more confident as your view of learning expands to include theworld around you. In fact, you'll likely have trouble remembering what you were so worriedabout!

Homeschooling from the Heart (Excerpt)

We have been working with new homeschool parents for many years now and have found thatthe thing we do more than anything else is aid them as they create the learning environmentthey know is best for their child. There are so many pressures homeschooling parents face,particularly those doing it for the first time; so many myths about education that rear their uglyheads as soon as someone steps outside the norm…

… Our goal is to assist you in homeschooling your child in a humane, inspiring, and sociallyconscious way. We encourage you to listen to your heart and to listen to your child: observethem – what lights them up? What fascinates them? When do they come alive? That is where to

start your “curriculum.”…

How the System Works

People who are "products" of traditional schooling methods are taught to follow directions (andnot to get started without them, because you might do something wrong!) So it is natural to beconcerned that you "do it right," and to want detailed instructions. That is how most parents startout. What we have observed over the years is that people get more and more comfortable withthe process and soon find (often during their first homeschool year) that they do not want orneed as much instruction as they thought they did. Kids and their parents get "into the flow" and

they are off and running. School life is never the same again.

We want to help parents and children make the learning process their own. We provide amultitude of ideas; by following your child’s interests and learning style you are free to branchout in numerous ways. There is no reason for every fourth grader to answer the same questionsabout the same topic at the same time. Some families will probably structure their year exactlyas we have suggested, while others may be so excited by one of the books that they spendseveral weeks following where it takes them, and, accordingly, spend less time on some of theother topics.





Homeschooling affords you the opportunity to keep the learning process alive; we encourageyou to make the most of it!

Getting Started – Step One is Ordering Your Books and Resources

If you have not already done so, we suggest that you start by reviewing the list of suggestedresources (see Chapter 3). Check your local library first, then order anything that you or yourlibrary do not already have. We recommend that you get your own copies of all the coreresources, since you will be using them throughout the year. If your particular grade levelcontains movie recommendations and you have a local video store, you can rent the suggestedmovies from them. Otherwise, you may want to rent them from Netflix.

Once you have ordered the materials—or at least a good portion of them—then take your timeand read through the rest of this guide.

Planning Your School Year

While some people do fine “just winging it,” we highly recommend that you look at the full yearin the beginning, and plan around when your vacations and other family activities and tripsmight be. See the Appendix for a calendar format that you may find helpful.

Observing the Role Fear Plays in the Educational Process (Excerpt)

Most of the traditional views on education are oriented around fear, particularly in the so-called“No Child Left Behind,” era. Now it is not just kids failing, it is entire schools under threat of

being taken over if their kids do not do well enough on standardized tests created by peoplewho think they know how to quantify learning and define what is essential. The governmentpressures the administrators, who pressure the teachers, who pressure the kids.

Then there is the idea we mentioned earlier and it's one that pretty much everyone buys into: “toget a good job you have to have a good education.” Putting aside disagreements over what a“good education” is, we see that this emphasis on jobs and competition has created atremendous climate of fear that impacts families almost from the time their children are born.Fairly early on many worry about being able to get their child into a good preschool. And so itgoes, right through high school and into college…

Assessment, Testing, and Grades (Excerpt)

Friends and family members of homeschool students often want to know what grades they aregetting. New homeschool parents feel the pressure. They want to be able to reassure everyonethat their children are doing fine, that they have not made a big mistake by pulling them out ofschool.





Why all this emphasis on grades? What do they think grades mean? What are they reallyasking: Are your children learning as much as mine? Are they learning as much as they wouldin a “regular” school? Most of us have been taught that grades are a valid way of assessingchildren and comparing them to each other, but are they? …

Music, Art, and Nature, and Imagination (Excerpt)

For many children, the arts are what make the soul come alive and sing its song. We hope thatyou will put as much art, music, nature study, and time for imagining into your child’s life as youcan…

… We have provided a substantial number of resources for you. Some are listed in the mainResource List (Chapter 3); others are in the Resources section (Chapter 6) at the end of thisguide.





Chapter 3: Resources

About the Resources

Okay, here we go!

We have spent many months researching and combing through our collective resources tocome up with a list of materials to inspire and enliven your family. There is a lot here – mostlikely much more than you will be able to get through in a year. So please remember that wehave designed it to be like a big smörgåsbord, which means you probably do not want to puteverything on your plate all at once, and some of it might not even make it onto your plate thistime round!

Core, Recommended, and Optional Resources

We have categorized the materials in the following way:

Core – you need to get it; it is a core part of the curriculum for the year (If a resource isnot labeled as optional or recommended then you can assume that it is core)

Recommended – we strongly recommend that you get it

Optional – we really like it, but it’s up to you (depends on your time, interest, budget,etc.)

In addition to the resources listed in this chapter, there are many more in Chapter 6. These areall optional.

Global Village Homeschool Toolbox (Kits)

There are some books and resources that you will use for more than one year. We call thesethe homeschool “kit.” Some are optional and some are a core part of the curriculum. You willfind notations about this in your resource list. Some are optional and some are a core part of thecurriculum.

Again, please remember: this is just a place to start. We do not believe there are any educationstandards (even ours) that work for everyone.

How to get the materials:

Most of the materials we have chosen are readily available. If we have not told you where to getsomething, it means it can easily be found at either a local bookstore or library or online. Wehave provided information on where to get the resources that are not so easy to find.





Grade 6 List of Resources (Excerpts)

Social Studies/Literature

Emphasis: Geography, Ancient History, Arts

Cultural Geography

(This section contains 9 books)

Ancient History

(This section contains 2 books)

English

Novels already listed above, plus:

2 writing options

2 grammar options

1 vocabulary option

1 poetry option

1 mythology option

Science/Eco-Integrity

Emphasis: Earth Science

Contains 5 books

Current Events

Several websites





Math

Describes the program we recommend, also mentions other options

Citizenship/Service Learning

The Kid's Guide to Social Action: How to Solve the Social Problems You Choose--And Turn Creative Thinking into Positive Action (also used in 7th grade)By Barbara LewisYoung people often want to make a difference in their communities or the world ingeneral, but often do not know how to go about making that difference. This book is aguide to planning a project, a campaign, or working with others to effect change in theworld around us.

Values/Character

Includes one resource that is part of the homeschool Kit (used in several grade levels)

Art/Nature

Includes one resource

Psychology (Optional)

Two resources to choose from (one for girls and one for boys)

Films

About the Films:

The 6th grade films are all online

The 6th grade list contains approximately 15 movies and film clips, selected to correspond with the topics of study.





6th Grade Study Guide (Excerpts from Unit 1)

UNIT 1 (Weeks 1-4)

Planning

One page - Includes general instructions and a chart for planning the month’s activities

Instructions

Reminder: Chapter 5 of this curriculum guide lists a large number of activities that you can use to integrate and demonstrate learning as you work with the various books and resources listed below.

Geography

First text

Use this book as a reference as you learn about various areas during yourstudies. You can also read all the way through it, if you wish, and use it as aspringboard for all kinds of different activities.

Second text

Chapters 1 and 2

Third text

Section 1

Fourth text (optional)

Chapters 1 and 2

*Please note that while we have chosen to divide all the books up over several months, it is fine if you want to do them one at a time, or to study a different region each month, or to use them in whatever other way works best for you!

Here are a couple of interesting geography websites. This one is more oriented towardsparents and teachers: http://www.______________

And this one is for kids: http://_________________





Cultural Geography/Art

Text name:

Read three stories each month. Each one is a great springboard for furtherstudy. Spend as much time as you wish exploring the different countries,cultures, historical periods, artists, etc.

English

Literature:

This month’s special book is ______________________.

Additional reading: If you would like to read more, choose something from our booklistat the end of this study guide, or something you may have at home, or find something atthe library or bookstore.

The English section also contains brief instructions for writing, spelling, vocabulary, mythology,and grammar.

Earth Science/Eco-Integrity

Text name

Foreword, Introduction, Chapter 1The unit also contains instructions for:

Current Events (includes several websites)

Math

Citizenship/Service Learning

Values/Character

Art/Nature

Music

Psychology/Personal Growth (Optional)

P.E.

Units 2-9 have a similar structure.





Chapter 5: How to Work with the Materials: Ideas and Activities

Part 1: How to Use the Books in Our Curriculum – A Learning Model(Excerpt)

This article comes from Michele Blumberg’s many years of experience as a very successful tutor. While some of it is directed more towards younger children,much of it applies to children of all ages.

In our curriculum guide we present a suggested book list you can use as the framework uponwhich to build your child’s learning year. This is by no means a complete list of all books youneed or could use. You can get more suggestions from your GVS teacher.

Our hope is that you will utilize these books as a springboard into the many ideas and

discoveries they present. At best these are a representation of what is out there. In exploringthese suggested books you may be led to many others.

Most curricula are built around a textbook and a workbook. Ours is built around the inspirationfound in many types of literature. Sometimes we do suggest a text or a workbook, but moreoften we look for a book that will bring about the same learning in a more creative, beautiful andfulfilling way. In many ways our choice of books resembles the idea of “living books” that earlyhome educator Charlotte Mason proposes. Some of the qualities of living books are:

• Literature created by a person with an obvious special interest in his/her subject.• A personal, human, emotional quality to what is presented.• Books that are inspiring and attractive to the spirit as well as intellect.• Material that promotes a sense of wonder and appreciation.• Books that fulfill the learning goals of that grade.

Drawing Out the Learning:

Our suggested books (and those that you can find for yourself) can be used as a way into yourown creativity. You can do this in lots of ways, specifically: Book Projects, Re-tell or Re-Create,Make Your Own Workbook, and Saturation Projects.

Book Project:

Select your book and read it. Stop now and then to ask your student to make predictions aboutwhat they think may happen in the story, or to find out what they are noticing about this book.Take time to notice the illustrations and discuss them. How do you discuss a picture? You cantalk about the colors used, the content of the pictures, whether you feel the illustrations reallyexpress what is written or not, how they make you feel, if the illustrations match the “pictures”the story brings to mind, etc.

Discuss the story itself…





Part 2: Projects and Activities (Excerpt)

Below you will find a long list of potential activities you can use to integrate and demonstratelearning. These suggestions can be used with literature, science, history – wherever you feel

the need for something additional. If you think of an idea that we have not listed, you arewelcome to do that as well! It is important to incorporate a wide variety of activities so that thestudent does not get bored doing the same old thing all the time. Having a choice gives studentsthe opportunity to select or create activities that are well suited to their interests and learningstyles.

Activity Ideas:

This section contains over 30 different suggestions; they match a variety of different learning styles. Below are three examples:

•

Quotes: Select quotes from the books and respond to them.

• Cartooning: Create cartoons based on the events in a book or as a sequel to a book.

• Book review (includes 17 different questions for students to choose from)





Chapter 6 Additional Resources and Support

Consultations – If you would like additional support with this curriculum

If your children are enrolled in Global Village School, then contact your GVS teacher for support.They will be happy to help you. If your kids are not enrolled, then you can arrange for individualconsultations. Call 805-646-9792 or e-mail [email protected] for more information.

Recommended Books and Music – Some of Our Staff Favorites

Books for Instilling a Love of Reading (by Mary Kate Considine) (Excerpt)

Every educator agrees that the key to a successful student experience is instilling a love ofreading at an early age. The statistics go on ad nauseum about the importance of reading toyour child, but in the world of parenting there is nothing so valuable as curling up on a couch orholding your little one on your lap as you read them a story…

This section contains over 70 books. We include the full article and resource list with each grade level. (Approximately 30 of the books are for younger children, grades 4 and below.)

Special Circumstances (Emotions, Body Changes, etc.):

A half dozen books that may be helpful as students or their families go through the changes that life brings…

Addressing Sexual Orientation (Full section)

Some families have an LGBT (lesbian, gay, bisexual, or transgender) family member. Someparents may wonder if their child is gay. A child might think they are gay, but be afraid to talkabout it. Even if none of these is the case, every child hears about the issue in the media orsome other way, at a very early age. “Sexual orientation” is an unfortunate term in a way,because—just like heterosexuals— there is so much more to an LGBT person, and to theirrelationships with those whom they love, than sex. Know that there are many beautifulsensitively written books out there that open the door to the conversation without talking aboutsex at all. If you feel the need or desire to address the idea of sexual orientation in age-appropriate ways with your children—or if you would like to be better educated yourself—hereare some resources that may be helpful.

And Tango Makes Three by Peter Parnell and Justin Richardson, Pre-K-3. We fell in love withthis one. It’s a true story about two male penguins at the Central Park Zoo in New York City.There’s no discussion about sex – just a description of their special relationship – and the waythey hatched an orphan penguin egg and cared for the baby.





GLBTQ: The Survival Guide for Queer and Questioning Teens by Kelly Huegel, Ages 13 andup. The teen years are full of challenges. For gay, lesbian, bisexual, transgendered, andquestioning teens, these challenges can include prejudice, discrimination, rejection, reprisals,insensitive remarks (even among friends and families) and violence. Topics include coming out

(the pluses and minuses), facing prejudice and pressure, getting support, navigatingrelationships, staying safe, making healthy choices, surviving and thriving in high school, andmore. (Description from the publisher, freesprit.com)

For other great books:

GLSEN (The Gay, Lesbian and Straight Education Network) has compiled a wonderfulcomprehensive list of books that they have screened for accuracy, sensitivity, and age-appropriateness:

http://www.glsen.org/cgi-bin/iowa/all/booklink/K-6.html

http://www.glsen.org/cgi-bin/iowa/all/booklink/7-12.html

For the Heart and Soul

A list of about a dozen of our favorites

Great Music for Kids

A list of several great CDs and/or downloads

Global Village Links and Resources

Global Village School (GVS): http://www.globalvillageschool.org

The Global Village Voice (GVS Blog): http://www.globalvillageschool.org/gvsblog

GVS Bookstore: http://astore.amazon.com/globalvillage-20

Progressive Resources: http://www.globalvillageresources.org

GVS on YouTube: http://www.youtube.com/user/globalvillageschool

GVS on Facebook: www.facebook.com/globalvillageschool

The curriculum guide concludes with author information and acknowledgements, a copy of the Earth Charter, a sample planning calendar, and a sample record-keeping format.





To order a Global Village Whole Child, Healthy Planet curriculum guide,write to [email protected] or call (805) 646-9792.

Thank you for your interest ; we look forward to sharing our curriculum with you!

GVS 6th grade sample

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