Homeschool AP US History: A Family Field Trip to the Levi and Catharine Coffin House

 

Can I still call it a homeschool field trip if there's only one homeschooler in attendance?

Sadder question: will I still be able to call it a homeschool field trip when there are NO more homeschoolers in attendance? SOB!

For the moment, though, it's eyes forward, because I have one homeschooler in attendance, and that homeschooler is taking a deep dive into the Underground Railroad.

The worst thing about the AP history courses is they absolutely FLY through the material. The older kid's AP European History study crammed information into her so quickly that we had very little time to build context and make real-world connections, and to be honest, it shows in her middling retention of the material five years later.

I've addressed that problem with my younger kid by, in the case of her World History course, abandoning AP altogether and instead creating our own study, laser-focused on Ancient History, from the recommended college textbooks, and in the case of this AP US History course, focusing very little on exam prep and using that extra time to enjoy more immersive studies of select topics.

Such as the Underground Railroad! The kid has long been interested in the experiences of the freedom seekers on the Underground Railroad (thank you, Addy Walker!), and thankfully, located as we are in southern Indiana, we're within driving distance of several locations important to freedom seekers and relevant to the history of enslavement on American soil. 

But somehow, until Winter Break, we'd never been to the Grand Central Station of the Underground Railroad itself, the Levi and Catharine Coffin House!

Possibly because it's low-key in the middle of nowhere, but oh, well--that's why we bought a car with excellent fuel efficiency!

Catharine and Levi Coffin were Quakers, who moved to the Quaker community of Newport (it's now called Fountain City, but I didn't get around to asking why) in 1826. From then until they moved to Cincinnati in 1847, their work assisting freedom seekers on the journey north was an open secret. They evaded bounty hunters who knew there was something going on but could never catch them, and just in case they were caught, they never knew more than one other connection of the Underground Railroad in either direction.

The museum next to the house is just one gallery, but it has some really thoughtful exhibits. I really liked this recreation of the box that Henry Brown shipped himself within:

And we have a pair of shoes from William Bush, handed down through generations of descendants. I LOVE personal artifacts like these, and I think this is an example of why these smaller museums are so important. The bigger museums of the world, the Smithsonians and the American Museums of Natural History and the British Museums, have millions more objects than they know what to do with, so the only stuff that gets displayed is the canonical stuff, the stuff most vital to the understanding of the most people.

But smaller museums can show items that are not so much exemplars of the type, but are more personal, intimate, and meaningful to the local community that the museum serves. I might not give this pair of shoes a second glance if I was looking at them in a Smithsonian museum, nor would they probably be placed on display there, competing, as they would be, with thousands of other similar artifacts in better condition or belonging to better-known people. But knowing that these shoes came from a person involved in the history of this exact place, who worked here, was buried here, and whose descendants still partly live here, is always just the absolute most awesome feeling.

One thing that I didn't love about this museum was the noise level. While I was trying to read the sign below, there were at least two--maybe even three?--other audio things going on in the same gallery, all talking over each other. It might not even be noticeable if the gallery was full of people, but it was just the four of us rattling around in there, and I found the noise level nearly unbearable, yikes!

This map is interesting, though, because these paths to freedom look like they make a point of dodging around that entire south-central area where I live:

It would have been all forests and caves and small towns and pioneer settlements, so I don't get it. Must do more research!

Here's another cool map, this one of the town of Newport. I thought it was interesting that Levi Coffin actually owns a few pieces of property on this map. One is a store that sold only goods manufactured using free labor, but I forgot to ask what that really big piece of property on the far left of the map was. Dang it!

Our guided tour of the actual house was super interesting, and I didn't take more than a couple of photos only because I was too busy stumbling all over myself to pepper the tour guide with question after question. She wasn't prepared to speak about the artifacts in the house, all of which were of the correct era and had been donated by locals (inspiring SO MANY QUESTIONS in my heart!), or really much about the building and architecture of the house itself, but she was very game to answer all of my other questions about local law enforcement, the professions and later lives of the Coffin children and further descendants, the chain of ownership of the home after the Coffins and how it became a museum site, the possible education/literacy level of Catharine Coffin, speculation about what it would look like to make this historic house ADA compliant, what the neighbors might have known about what the Coffins were doing, the general information structure of an Underground Railroad chain, where the kitchen garden might have been located, the actual division of labor regarding caring for freedom seekers (mostly relating to my theory that Catharine did far more hands-on work than Levi did), etc.

This awesome little door, below, looks like it would lead to a little closet, and could easily be hidden by just stacking a couple of boxes or a bed against it, but it leads to a storage area that extends the entire length of that room. People could hide in it if the Coffins thought they were about to be raided. All four of us got a turn to crawl inside and look around:

I also really love this spring-fed cistern. There was no reference to it in any of Coffin's papers, and no physical evidence of it when the house came into the custody of the Indiana State Museum. Excavations uncovered it by surprise. 

It's theorized that the Coffins could use this cistern to collect part of the household water, in addition to the creek that they also used just a few yards from the house. That way, no matter how many people were inside the house, anyone spying on them from the outside would only see people going to the creek to fetch a perfectly normal amount of water perfectly suited to the number of official residents inside the Coffin house:

This was a really great museum and house tour, really interesting and really accessible to a wide range of interests and abilities. We were all completely engaged and fascinated, and afterwards, we spent a very late lunch at the Big Boy and a very dull two-hour car ride back home gossiping about it. I've not also got the Reminiscences of Levi Coffin on my bookshelf, and you know I cannot keep what I'm reading to myself AT ALL so I'm sure we'll all spend even more time gossiping about it in the next few weeks!

Here are a few other things that my teenager and I have done in support of her Underground Railroad study:

• audiobook and discussion of 12 Years a Slave
• trip to the National Underground Railroad Freedom Center

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Alchemy: A High School Chemistry/Geometry/World History Combo Study

We use CK-12's Chemistry for High School textbook as the teenager's spine for Honors Chemistry, with, of course, our own lab component added and a LOT of supplementation. 

We started supplementing right in Chapter 1, when we added a short study of alchemy to the textbook's brief history of chemistry.

I think that most teenagers find the concept of alchemy interesting--it's mystical and a little spooky, and it's very, very incorrect. Teenagers have SO much fun learning about adults who were incorrect!

Unfortunately, there really aren't a ton of great resources about alchemy that work well for a high school/undergrad readership, and there are a TON of contemporary, fantastical, and otherwise ahistorical resources that muddy up any kind of student-led research. 

Therefore, this study of alchemy was necessarily a short one, able to be completed within 1-2 hours. You could draw out the art component further, of course, by requiring a more polished piece that used a larger vocabulary of alchemical symbols and moves, but this brief afternoon's work was enough for our own purposes.

After reading the relevant material in the CK-12 Chemistry for High School textbook, my teenager and I watched this Crash Course History of Science episode (if your student isn't studying History of Science as a discrete topic, I highly recommend reviewing the playlist and adding applicable videos to their science/history syllabi as interdisciplinary enrichment):

Crash Course videos tend to be meaty, so it might be worth going over it a couple of times to make sure you absorb all the info.

After the video, my teenager and I looked through a number of alchemical illustrations and excerpts from alchemy books from alchemy's heyday. This Getty Research Institute's virtual exhibit is a treasure! Click on the link in the caption of most of the images to be taken to the digitized version of that book, which you can then flip through to find other interesting images and text. 

The teenager practiced her close reading to notice all the details in each piece of artwork, and used semiotic analysis to attempt to interpret the pieces. But also take time to notice how lovely each piece, is, as well; alchemy artwork is ART!

Using these pieces and some reference books, we then spent some time playing around with creating our own artwork that had (or looked like it had, lol!), alchemical meaning. The nature of the pieces also meant that the teenager could use the works she created as process pieces in her geometry art portfolio: 

Check out the accurate geometric shapes and the overall balance of the piece! DON'T check out my noisy digitization of the work; I really need to learn how to clean up art when I scan it, sigh...

That was as far as we took this particular lesson, but here's some further reading appropriate for an interested high school student:

• Alchemy: The Great Secret. This is a fairly accessible history for those who watched the Crash Course video but would like to learn more.
• Alchemy: An Illustrated A to Z. I wouldn't use this as a textbook supplement, but it was an excellent art reference. 
• Alchemy and Mysticism: The Hermetic Museum. Most of the text was beyond me, but it has tons of art to reference.

My favorite thing about alchemy is how it sits just next to being correct; like, they were wrong about the Sun and the Moon and dragon's blood and the mystical marriage of lead and tin, but while they were drawing their allegorical wedding feasts and busily melting silver in little pots, they were butting up against the actual chemistry that alchemy would evolve into. What they did reads now as adorably naive just because we know better, but these people were actually pretty bad-ass wizard scientists.

They also for sure all had lead poisoning, which explains a LOT of their artwork.

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I Read The Class and Now I'm Depressed about the State of Public School Education in America

Texted this to my own exceptionally bright, perfectionist kid. Nobody has ever called me subtle!

The Class: A Life-Changing Teacher, His World-Changing Kids, and the Most Inventive Classroom in America by Heather Won Tesoriero
My rating: 5 of 5 stars

I love this book, and this book makes me sad.

The Class is written with such compassion and gentleness when it comes to the stories that it tells about the central protagonists, the real children involved in one specific science class in the wealthy, high-class community of Greenwich Connecticut. Tesoriero clearly spent quality time with these kids, and was likable and trustworthy enough to be invited to their promposals and told all the fun little details about their daily lives that, in turn, give her writing life. Her tone when telling their stories is comfortable, a bit gossipy (but in a nice way), but always, always kind and respectful. It would be so easy to typecast a kid as a “character” in her book, so easy to lampoon a kid’s silliness or naivete for laughs, but this never happens. Instead, Tesoriero uses small details that she’s witnessed about the kids’ interactions to illustrate their personalities in a way that feels completely natural and true, and I love how thoughtful and careful she is.

Here's an interview with Tesoriero in which she gives an excellent overview of her book. It's a little long, but you get all the main points and some of the more interesting little details that brought the book to life for me:

The novelty of Tesoriero’s topic is what makes me sad. Tesoriero writes about a unicorn of a science class: an exceptional, privileged teacher of exceptional, privileged children who attend an exceptional, privileged school in an exceptional, privileged town located in an exceptional, privileged part of the country. I haven't looked up how their school district is funded, but if it's property taxes as is usual, they should have plenty of money. Even so, one of the premises of the science class is that the teacher, Bramante, has the skills and the connections to stock the classroom with professional-quality, niche lab equipment that would be otherwise out of the reach of even the most well-funded school, so again, other than in this unicorn situation with this unicorn teacher, wealth is a barrier to recreating this exceptional classroom and these exceptional results.

I'm interested in education philosophies as they connect with education access, and in my amateur research, whether you want the crunchiest, earthiest education or the STEM-iest, most academically rigorous education for your kids, the kicker is ALWAYS money. Here's a short video talking about Montessori and Waldorf and the issue of money to show that these exceptional experiences, wherever they lie on the spectrum, are ALWAYS expensive (and in my short time in the Montessori system, I can tell you that all the other parents but me were R.I.C.H.):

In The Class, the children’s level of achievement is exceptional mostly because of their privilege, and while Tesoriero does acknowledge this privilege, as do most of the children, she completely leaves alone issues of equity, or how on earth this kind of program could ever possibly be reproduced in other schools, or what it says about the overall environment of public education in America. That’s likely because this particular scenario is clearly inequitable, can’t be reproduced in most other schools, and has only dismal things to say about the ways that public school education is, overall, failing the majority of America’s children. All of that is deliberately not the scope of this book, but the book’s very existence begs those questions.

It was interesting, then, to see the small inequities that DO plague the lives of these exceptional, privileged children. Kids who should have won specific science fairs don’t win them. Kids who do win are cyberbullied. One kid, who is clearly THE most exceptional kid, is denied admission to Harvard, but another kid, depicted as entitled and wasteful of some of his many opportunities (but still exceptional! Because privilege!), but also described as wealthy, with parents who are both Harvard alumni and active donors to Harvard, is offered early acceptance. But even though I might want to mock the pettiness of any slight in the shadow of such overall overwhelming opportunity, it’s impossible to, because Tesoriero treats these setbacks with respect; these are children, their setbacks are real to them (if so out-of-scale as to be wildly unreal to me, ahem), and these are the life lessons they’re learning.

But seriously, though--don’t worry about the kid who didn’t get into Harvard; he got into TONS of other schools, and ended up turning down a $267,000 scholarship to Duke, one that would have included room and board and study-abroad, to attend Stanford. As a parent who’s currently got a range of side hustles going on to try to cash-flow as much of my own kid’s college tuition as possible so she can graduate as debt-free as possible, it’s a big challenge for me not to put my petty hat on for that scenario. 

I’ll be a little more petty about the kid who worked out a deal with the high school to basically allow him to test out of all of his classes for his final two years while he lived across the country in an apartment his parents rented for him and worked on his multi-million dollar invention. The super fancy international science fair thing he got invited to disrespected him, I guess(?), so he just didn’t go, and then they asked his mom for $600 to reimburse them for what they’d spent on his no-showness. THEN the bougie high school that had been essentially not making him go there for the last two years threatened to withhold his diploma because he didn’t take the wellness class he said he’d take, and OMG, would Yale withdraw their acceptance if he didn’t have his high school diploma? Nvm, they sent his diploma to him anyway. 

Just… you know, in my house, the most recent money/attendance blow-up with my own teenager involved her getting called into her part-time job on a night that she had ballet class, and I was pissed because I had to ask the ballet program if she could make up the class on another night rather than simply skip it, and they were weird about it but nevertheless, I persisted, because I paid fifteen dollars for that stinking class and fifteen dollars is FIFTEEN DOLLARS!

Okay, I’m taking my petty hat off again.

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A Dozen Teenagers Went to Homecoming and Solved a Murder

 

At the end of the school year, I was SUPER stoked when my teenager asked me to help her host a party for her ballet classmates. Y'all know how sad I've been that my kids no longer want birthday parties with all the trimmings, and I've been missing those themed parties with decorations and food and activities and kids. 

You'd think, then, that the teenager would be thrilled to have the expertise that she'd asked for, but that kid had the nerve to proceed to shut down ALL of my excellent party ideas. DIY paint-by-numbers and tea party food in the front yard? Too much work. Bounce house? Too babyish. Drive-in movie? Too public. Paintball? Too competitive. Murder mystery?

The teenager (mostly) stopped glaring at me, and instead asked for details.

Spoiler alert: this murder mystery was the BEST party idea ever for teenagers. It wasn't expensive or difficult, and maybe it's the fact that these are kids who live for the stage, but they were SO into it! It was delightful to watch them have such a delightful time, and everything went perfectly.

I purchased the Horror at Homecoming mystery, teen version, from Night of Mystery. This particular packet has everything that teen ballerinas could possibly want in a party--not only is there a murder, and a mystery to solve, but the framing device is a school Homecoming dance, which means that the kids get to dress up... and they get to dance!

You're supposed to be able to host the game AND keep the identity of the murderer a surprise even from yourself, but since I was hosting this for the kids, it was very helpful to be able to read through the entire packet and familiarize myself with all the secrets. Because I know all the kids attending, I could also rig the game a little to play to their various strengths--some kids enjoy being the center of attention and some don't, some wouldn't mind having to read stuff out loud and some would, and most importantly, none of the sibling sets would appreciate having their character mired in a love triangle with their sibling's character. Yuck!

The murder mystery packet is a LOT to sort through, and you have to have a firm guest list before you can really start, so my teenager had to actually pass out the invitations a month before the party. We gave kids about ten days to RSVP, then I made my teenager spend a few days nagging the holdouts for answers, and only then did I assign characters to kids and make the "official" invitation packets for her to pass out to the guests. Each invitation packet had the invitation, some murder mystery basics, that kid's character sheet, and a school newspaper with important info. To that, I added a couple of notes that the guests should plan to arrive within ten minutes of the party's start time, and that if they realized they couldn't make it, they should contact my kid ASAP. And then I proceeded to have a couple of months' worth of anxiety dreams about the murderer or victim, neither of whom would know how important their character was ahead of time, simply not showing up to the party!

There were no no-shows, hallelujah, but I had my college student on hand at the party as a swing, just in case. And there was a kid who ended up giving a last-minute yes, but fortunately I had a spare character to give her. Whew!

The only materials that you *have* to have to run the party are a million printouts, including a couple of sticker sheets for name tags, and envelopes. But we wanted the party to look as much like the cliche version of a school dance as possible--and I've really missed party planning!--so we might have gone somewhat ham, as the teen ballerinas say. We bought a bunch of serving ware and photo backdrop crap from Dollar Tree, I got out all my stash scrapbook paper to make all the kids' envelopes and accessories look mitchy-matchy and fancy, and Matt did a ton of design work to turn the print-out photos of "evidence" into real-live actual pieces of evidence that looked awesome.

And it turns out that Burger King does not care how many crowns you take from their store. We got enough for each kid, and my college student and I spray painted them all gold.

The plan for the party's pacing is so smart, with each guest receiving a sealed set of "objectives" when they arrive, and then another set after the murder. The objectives include certain things to say or do to certain other guests, and certain ways to respond if a guest says or does some certain thing to you. I LOVED this, because it got the kids immersed in the game right away, got them acting and interacting, and gave them plenty to do in between the dancing and snacking and chatting.

But it made me anxious about timing, because some of the objectives are important to the plot, so I felt like I needed a way to know when people had completed them, which wasn't something included in the game. 

My kids still have one instant camera and several packs of instant film left from that hot minute in their childhoods when they were obsessed with instant photos. We've actually made regular use of the camera and film throughout their years homeschooling, but I decided that I would not be sad to have the rest of that film used up, so I crafted a Homecoming decoration to go next to the photo backdrop:

I found a foam board in the closet, and used scrapbook paper and twine to decorate it for Homecoming. I added another set of character name tags to the board, and left enough room for an instant photo above each tag. The idea was that when a kid had completed all of the objectives that she was able to complete in the first round, she should take her Homecoming photo and add it to the board. As an added bonus, this board, with all the cute pictures of all the guests, made an absolutely adorable souvenir for my teenager to take home afterwards.

After the murder, I'd planned to reskin the board to highlight the victim and label everyone else as suspects, but in the excitement of the murder and the kids trying to solve the mystery I completely forgot! 

Regardless, the kids all used the instant camera a ton, and they all took home plenty of cute instant photos of themselves and their buddies. Totally worth bringing it!

I wasn't completely opposed to hosting the party at home, but since it *was* meant to be a school dance, we thought it would be cool to host it somewhere that had more of a school dance look, so we rented the gymnasium in one of our local community centers for an evening. Because it was a city space it was rentable for a terrific price, and we had a full kitchen available, bathrooms that we didn't have to clean, a ton of room, tables and chairs, a speaker system, and just enough of what I'm assuming were volleyball or badminton net posts standing in a corner that Matt could set up the twinkly lit dance floor of my dreams:

We even made a custom Mayhem High Homecoming dance playlist, because that's the best part of party prep!

Here's a secret: the kids loved the songs and did a ton of dancing, but just between us, all of the work to think out how to mark out a dance floor and getting Matt up and down a ladder to set up the twinkle lights for the dance floor and compiling a playlist and figuring out the speaker system was actually just so *I* could dance:

Actual footage of me dancing, taken by my dancing partner who is also dancing...

Matt needs to take me clubbing a LOT more often than he does.

So, you guys. The parties that we host always go pretty well, mostly because all of my kids' friends are wonderful people, always thoughtful and polite and participative and sensitive to making sure everyone around them is having a nice time. But this was the BEST party we have ever hosted, the absolute funnest party ever, and again, all because of these kids. Teenagers are a whole other species, you might be aware, and you can never quite tell how they're going to respond. If these kids had been mortified about the idea of acting, and didn't want to dress up and pretend that they were at a Homecoming dance, and thought the idea of solving a murder was boring and didn't want to try to figure it out, this would have been the worst possible party. 

But instead, it was the BEST party! All the kids were totally in character, acting their sweet hearts out. They came ready to attend the Mayhem High Homecoming dance, and danced and ate snacks and cheered for the Homecoming King and Queen and gossiped and stabbed each other in the back and danced and blackmailed each other, all in character, all seeming to have a marvelous time:

The kid whose first round objective informed her that she was the murder victim played her part up to the murder like a freaking rock star, then fell down dead right when she was supposed to, to much shrieking and mourning:

She played the second act in the role of her ghost, and earned the prize for having the most money left at the end of the game primarily by guilting people into donating to her funeral, I'm given to understand.

Because I knew all the secrets, I watched the face of the kid who was the murderer as she opened the envelope that revealed that secret to her, and damn, that kid's face did not change expression at ALL. I wish I had half that poker face! She then proceeded to play out the second act by dropping so many red herrings and false clues that only one kid successfully pinned her as the murderer by the end of the game.

All the other kids played their parts like champs, so in character that it turns out many of them had made up backstories and thought up extra details and fleshed out story arcs--it absolutely worked to completely confuse the "official" plot of the mystery to such an extent that I'm not surprised that only one kid ended up guessing the real murderer, but OMG they seemed to be having the BEST time.

In the end, everyone got to fill out a ballot to accuse the murderer, state how much money they had left, and vote for their favorite characters in a couple of categories. We revealed the murderer with much fanfare, and gave out prizes for correct guesses, most money, best costume, and best acting. For party favors, everyone got a Homecoming crown (thank you, Burger King!) and we set up a candy buffet for kids to fill take-home baggies on the way out. 

If you're running a similar party for teenagers, here are my tips:

• Have extra materials on hand for kids who didn't do their homework. I printed extra character sheets and school newspapers and brought them to the party, because party guest prep work turned out to be everywhere on the spectrum between "my parents quizzed me on my character for a week!" to "I lost all my stuff the same day I got it." When a kid said they didn't remember their character, it was easy to just hand them the second copy of their materials without making a big deal of it.
• Have extra characters on hand. This is important to figure out in advance, because Night of Mystery, at least, has you purchase the game for a specific quantity of characters, both a minimum and a maximum. It was a bit tricky to buy a pack that had wiggle room, but not being able to accommodate a last-minute RSVP or unexpected kid showing up would have fueled my nightmares for the rest of my life. I had a couple of extra characters on hand that I could easily add to the game if an extra kid or two showed up to the party, and we were able to assign a character to a kid who gave a last-minute RSVP without fuss. 
• Have a fun framing device. A school Homecoming dance was perfect for the kinds of activities this group of kids likes, and it gave them space to also enjoy being at a party.
• Build in plenty of extra time. I wasn't really sure how long it would take the kids to complete all the parts of the murder mystery, so I set the party to last a full hour longer than my longest estimate, figuring the kids could use the extra time to just have fun together. That was perfect because it took the kids a LOT longer to complete the second act of the game, in particular--they got so invested in their backstories and character interpersonal drama and various shenanigans that they got VERY distracted from actually collecting the evidence, but since I'd built in all that extra time I could just let them enjoy themselves. The game finished with half an hour left before the end of the party, which was kind of perfect--the kids ran around the gym and took tons of instant photos and had a blast talking through the game while Matt and I got a bit of a head start on cleaning up.

This is the first party I've held at an alternate location since my college kid's first birthday party, and dang, if I had all those years of kid birthday parties to do over again, I might never have had a birthday party at home at all! Packing up all the crap to take with us did take a while, but we didn't have to deep clean the house and make the yard look nice. It was a little stressful to set up the entire party in the hour we'd allotted ourselves, but I wasn't setting up for the entire week before the party, either. It was also a little stressful to clean up on time and pack the car back up, but then I didn't spend the entire evening and next day cleaning my house all over again and washing a million dishes and taking out the garbage. 

Imagine: a Homecoming dance, a murder mystery, two dozen cupcakes, several pounds of candy, eleven happy party guests and one happy host, me on the dance floor, and I didn't even have to mop my floors.

Homeschool Art History: Frida Kahlo and Political Art

 

Art history isn't something that has its own curriculum on the kids' homeschool high school transcripts. Instead, at least so far, it's something that we've done as unit studies, and then I've incorporated those studies into whatever syllabus best fits it. For Will, all of her high school art studies, both hands-on and history/appreciation activities, are included as a 1-credit Fine Arts class on her transcript, and the syllabus includes details of each activity and resources used, written after the fact based on what was actually accomplished.

Syd will have numerous Fine Arts classes on her high school transcript, and it's my hope that one of them will, indeed, be Art History, although for that to be a credit that stands on its own we'll have to conduct a more thorough, extensive study at some point.

Until then, we study the art that interests the kids, as it catches their interest. And recently, that was Frida Kahlo, inspired by the Mexico study that was, itself, inspired by our Girl Scout troop's Spring Break cruise.

As we often do when we start a completely new unit of study, we started our Frida Kahlo unit with a selection of picture books. You know that expression--"Explain it to me like I'm five?" Picture books are meant to offer digestible explanations in an appealing manner, often exploring a topic through a unique lens meant to engage and inspire.

Both of these books were excellent introductions to the basics of Kahlo's life and works:

• Portrait of an Artist: Frida Kahlo
• Frida Kahlo and the Bravest Girl in the World

I've been trying to relearn some of my Spanish this year, so the kids also let me read to them from this awesome book:

• Frida Kahlo y Sus Animalitos

So many animal names to look up and learn! Clearly, my college Spanish classes focused on the wrong things...

Part of the work for this study was creating activities to teach younger Girl Scouts about Frida Kahlo for our Girl Scout troop's World Thinking Day kit, so the kids chose their favorite Frida Kahlo paintings, and I used Google Image searches to find and download high-quality jpegs of them and printed them two to a page on cardstock. I try to remember to do this with all the images we study, whether they're paintings, photos, sculpture, or whatever. They come in endlessly handy for comparison and review, they make your Timeline game even bigger and better, and it's awesome how often they come in handy to build context in a different study. 

And because every good Girl Scout activity includes a craft, the kids of COURSE had to test out these Frida Kahlo paper dolls:

Beyond the picture books and paper dolls, the kids and I LOVED this American Experience documentary on Frida Kahlo:

It's a surprisingly exciting ride, with shocking moments, plot twists, stunning revelations, and a strong female lead! And it answers the question of Was Frida Kahlo The Most Epic Person To Ever Have Lived? with a resounding...

OMG yes. Hard yes. All. The. Yes.

Once we were all devoted Frida Kahlo fangirls, I wanted the kids to have some practice analyzing her art. We'd also been talking separately about different methods of political protest, from flipping off the people who harass visitors to our local Planned Parenthood to participating in a march to support abortion rights, etc., so it seemed like a good chance to use Frida Kahlo as an example of how gender affects political speech, the kinds of political issues relevant to gender issues, and how personal speech can conflate with political speech to empower both.

We did a similar study of political speech in racial justice a couple of years ago, so this unit also builds upon that one.

For this study, we focused more overtly on the definition of political art, and examples of the main types of political art:

I borrowed heavily from the PBS LearningMedia lesson on The Life and Times of Frida Kahlo for this, including borrowing the second page of this student handout for the kids to use to organize their work. 

For their culminating project in this study, I assigned the kids each a selection of Kahlo pieces, and other pieces like Shepard Fairey's Obama graphic, Hieronymus Bosch's The Garden of Earthly Delights, a mural that's locally infamous for including a KKK cross burning, and that lost Diego Rivera mural, and asked the kids to thoughtfully categorize each piece as personal or a specific type of political, justifying their conclusions with evidence. I wouldn't necessarily say that I agreed with all of their categorizations, but they did back up their claims with evidence!

If we'd wanted to carry this study further, the kids could have used that worksheet as the basis for any number of essays, or they could have created their own personal-as-political self portraits or political art of any category. We might do some political art, anyway, as the kids have expressed interest in coming with me to the next Bans Off Our Bodies Block Party, and obviously they can't go without excellent protest signs!

I was happy, though, for the kids to simply accomplish my main learning objectives for them: 1) to fall in love with Frida Kahlo, and 2) to widen their understanding of how we, particularly as women, can express ourselves politically in this patriarchal culture. 

Ooh, how awesome would a Frida Kahlo-themed protest sign be?!? 

Seven New Masks for Syd

I know that officially, Syd's first year of public school was last year.

Last year, when we knew that she'd be learning online. Last year, when she started the school year with cocoa and buttered toast at the family room table every morning, and ended the school year by sitting up in bed and opening the computer just as first period started every morning. Second period was for making her way to the kitchen and making herself some iced coffee, and third period was back to bed.

This year, we actually went shopping for school clothes. This year, I bought Syd a new lunchbox and messenger bag, earbuds and socks. This year, we had an honest-to-god orientation at the high school, and got to walk real-live hallways looking for her real, live, in-person classrooms.

This year, I'm finally feeling what it's like to send the precious kid that I homeschooled for nine years off to public school. Just between us... I kind of don't like it? Syd is more or less my pandemic pet, and I doubt that there was a more codependent mother-and-daughter pair than us in all of online/virtual/digital school last year. Like, how am I going to know what she's studying if I'm not sitting next to her while she's studying it? How am I going to know if her teachers are doing a good job if I'm not literally watching them teach?

Do you think they'd all continue to livestream all their classes just for me?

Along with buying Syd pants from Hot Topic and shirts from Goodwill and highlighters, notebooks, and mechanical pencils from Target, about all the codependent parenting that I get to do this year is make my kid TOO MANY MASKS from fabric that I took her to Joann's to pick out. Surprisingly, if you remember my baby from back when she was three years old and insisted on wearing only the elaborate velvet and silk and lace party dresses that I hit up every thrift store in town to score for her, and unsurprisingly, if you've possibly experienced a year-long pandemic with a teenager of your own, all of her fabric choices were black:

The half-and-half look was an accident based on me not knowing how to read a simple, one-piece pattern, but Syd liked it, so I mix-and-matched several of her masks that way:

And check me out with the new pattern! Matt and Will still prefer the masks with ties, but Syd and I like the ones with elastic better, so I bought 1/8" elastic, adjustable metal nose strips, and silicone cord locks. I felt a little foolish buying all that when everyone in our family had just gotten vaccinated, because how long were we even going to need to wear masks after that, anyway? 

The answer: possibly forever. The first half of this school year, for sure!

So now my kid's all stocked up on masks. That, along with figuring out what breakfast foods I can force-feed her before she heads out the door each morning and texting my long-distance favorite friend a bunch of questions about whether or not kids in high school carry water bottles and still spread lice and if she thinks the student handbook is really serious when it says they have to go to the nurse to get Tylenol, is about all the prep work I can do for this school year. It's very different from the writing lesson plans and requesting library books and planning field trips that I like to do. But if Syd likes it, I'll be so happy for her, and if she manages to learn anything, I'll be even happier!

And just between us, if the whole state isn't back to online-only school by winter break, I'll be shocked.