My daughter’s want-to-study list started with the history of fashion this year, so we kind of cobbled together some resources for that, including the Metropolitan Museum of Art’s 100 Dresses (a gorgeous compilation), What People Wore When (a bit dry but informative), lots of Dover fashion coloring books, and some intrepid Google-fu. We’ve had some great conversations about how fashion may have shaped women’s roles at different points in time. She keeps a notebook, where she sketches dresses and makes notes about the time period or construction details. If she’s inspired, my daughter sometimes tries to make a historically accurate-ish dress for her American Girl doll. She’s a decent sewist, but we often work off an existing pattern. Probably our most fun project this year thus far was making gigantic hoop skirts.
This is the last year my kids will be doing the four-year history cycle together. (Next year, my daughter and I will do state history, then start back over with the ancient world for 9th grade.) So we’re all studying medieval/Renaissance history this year. My daughter still likes to sit in on Story of the World readalouds with her little brother. I’m always impressed by how much she remembers! We use Medieval Europe: A Short Sourcebook by C. Warren Hollister as a spine of sorts. I like this book because it includes primary sources but makes them easier to swallow with detailed introductions that give lots of context. (We’ll do medieval history again in high school, and we may well use this book for that, too.) We’ve done history different ways — this year, we take turns “leading the discussion.” One week, I’ll read ahead and do a mini-lecture before we dive into conversation; the next week, she’ll do the reading and the mini-lecture. She keeps a notebook where she takes notes, jots down questions and rabbit trails she wants to come back to, and copies maps. (She loves drawing maps. This is not something she inherited from me.)
I did something a little controversial with math and let my daughter take two years off from studying it. I know! But she just hated it so much — it stressed her out way more than any kid should have to be stressed out. So I told her we didn’t have to do any more math until she wanted to. She didn’t live in a math vacuum — she still halved recipes and figured out if she had enough money for new headphones and a Totoro plushie — but we didn’t do any structured math. This year, she said she wanted to try math again, so we eased in with Life of Fred Fractions, and it’s going great. She’s had no problem working on the assignments, and when she has run into problems she couldn’t easily solve, she’s been relaxed enough to try different approaches to solving them. I don’t know that I would say everyone should skip two years of math, but for us, it worked out better than I might have hoped. (I wondered, and you might, too, how skipping math would affect her test scores: It didn't. She scored well in math both of our math-free years. I'm not sure what that says about learning math, math standardized testing, or anything else, but I thought it was worth sharing!)
We had a pretty intense chemistry class last year, so this year, we opted for fun science, and we’ve been making our way through Janice VanCleave’s Science Around the Year. My daughter is probably at the tippy-top of the age range I’d recommend this book for, but she’s really enjoyed it. It’s not the most challenging of our classes, but she’s getting good practice writing lab reports, and it’s a lot of fun. She also keeps a daily nature journal (she is our resident cloud-noticer!) and usually participates when we do activities from The Nature Connection workbook.
My daughter does handwork pretty much every day — she’s a good knitter and enjoys sewing. She’s pretty self-directed with these things now, so I just let her take the reins. (She likes to watch Mythbusters while she’s working.) She likes to cook, and she’s trying to make all the recipes in Nigella’s How to Eat. She enjoys drawing — I’ve mentioned it before, but she has loved the Manga for Beginners series this year.
She also is part of a Destination Imagination team that meets every week (and which I love because all the other parents involved with the team are so fun to hang out with), and she takes a creative writing class at our homeschool group.
One thing that’s important to me is that my daughter not feel like learning happens in some kind of discrete compartment — I want her to feel like it’s just part of life, like making dinner or watching anime. I try to model this by making learning part of my own everyday life (maybe that’s easier when you edit a magazine that forces you to brush up on Napoleon or learn about the history of NASA), but I also try not to get too attached to getting things done at a certain pace (or even at all). I want my daughter to feel like her education is hers to direct, and I’m there to offer support, input, and direction when she needs it. We have monthly check-ins, where we sit down over tea to make sure things are going the way she wants them to and make any changes she thinks we need to make. (This year has gone pretty smoothly, which may be because we’ve started to figure out generally what works or which may just be because of luck.) One thing that’s been a big change this year is her schedule — my daughter has turned into a night owl, so she often doesn’t emerge from her bedroom until almost lunchtime. That’s fine with me, so we adjust accordingly. Like everyone, I worry “Am I doing too much? Am I doing enough?,” but my daughter genuinely likes learning, so I figure I’m at least doing something right.