Girl Scout Troop Trip to Boston: On Tuesday We Get There

Not gonna lie: I secretly thought that Boston was an out-of-pocket choice for my Girl Scout troop's Spring Break trip. All the kids could tell me that they really wanted to do there was go whale-watching and eat seafood, but then I told them that the whale-watching season wouldn't have started yet when we were visiting, and then none of them actually ranked eating seafood like clam chowder or lobster rolls above a 2 on our 1-5 survey, but somehow they all still wanted to go!

My solution for times like these is to LOAD the kids up with ideas and make them look at and evaluate all of them. I put something like 20 places/activities into our planning doc for our 3-day trip, in addition to stuff the kids had found for themselves, and had them all research and rank every. Single. Thing. I built our itinerary around their favorites, stuck in some educational places and activities that were nearby, and padded the whole itinerary out with enough free time that we could hit up anything else that we found out about while we were there--which was so many things!

Spoiler alert: this out-of-pocket place turned into just about the perfect trip! It's definitely my own personal favorite of all of our Girl Scout troop trips, and I think the kids had a blast, too.

On our first day in Boston, it was enough of an accomplishment to fly there, buy Charlie Cards (we were staying in Chelsea, so we bought 7-Day Commuter Rail Zone 1A passes for our three-day trip. Considering that we used the snot out of them on the train, subway, and bus, we still got our money's worth even without using the full date range) at the airport vending machine (fun fact: there's a vending machine WAAAY at the back of the Logan International Airport baggage claim so you can buy your passes without having to take the bus over to Airport Station; we planned to do carry-on only, so we would not have known this if Delta hadn't forced us to "courtesy check" our carry-ons and we would have spent SO much extra time trekking out to Airport Station and back), take the hotel shuttle to the Hampton Inn Boston Logan Airport Chelsea (another one of my partner's brilliant finds! Super close to the train/bus station and to a grocery store), check everyone in, and take everyone over to the Market Basket across the street for grocery shopping. Our rooms all had mini-fridges and microwaves, and our trip budget plan was that the troop would buy groceries for snacks and anyone who wanted to pack lunches and dinners for otherwise "on your own dime" meals. Most people also wanted to use their own money to buy themselves a little stash of their own private snacks, as my own purchase of diet Sprite and Oreo Thins can attest!

After dinner and a lie-down (at least for me!), we met in the lobby of the Hampton Inn--another bonus to this hotel is that it had a really big lobby with lots of tables and chairs!--for a troop meeting. The kids had been wanting to earn the retired Games for Life IPP for a while now, but we'd just never gotten around to it, so I decided we might as well multi-task and turn it into a travel game-themed badge. 

First travel game? Boston BINGO! My partner made super cute blank BINGO cards and printed them two-to-a-page onto cardstock. I brought the cards, pens, and some scrap paper, and bought a couple of pairs of $1 scissors during our grocery shopping trip. I explained the concept of what I wanted us to do, then we all worked for a while on writing out fun BINGO prompts of things to do or see, inside jokes, and little dares, cutting each prompt out, and folding up all the little slips of paper and putting them into a hotel coffee cup. 

We passed the cup around, and each person took a prompt, wrote it in a blank space, and then put the prompt back so someone else could maybe get it. After we'd gone around a couple of times and I'd gotten an idea of the overall tone of the prompts, I also sneakily wrote out a few more and popped them in, ahem. I wanted every kid to have a prompt that was directly about them, and the kids seemed really excited about the prompts that read like little dares. 

When we got to the last couple of rounds I pulled out all the prompts one by one and read them out loud, and people could use their last couple of blanks to "adopt" a prompt if nobody had pulled it yet, or just write one down if it sounded especially fun.

Everyone's BINGO games turned out so great! Here's mine from the first night:

I got to mark one out right away because it turned out that one of the Girl Scouts and I had each discovered the Hallmark channel on our room TVs, and she and I had apparently spent our free hour the same way, lol!

During our meeting I also handed out what would quickly become our least popular troop activity, ahem: Liberty Junior Ranger badge books! I'd baked into our itinerary the five site visits required to earn the badge, and I expected the kids to finish the books in time to turn them in and receive their Junior Ranger badges during our Friday visit to Faneuil Hall. The kids did nooooooot like doing these books, but they were troopers about it, and they knew just as well as I did that I was not letting them leave Boston without a hearty serving of education along with their fun. I mean, for Pete's sake, these are high schoolers here in the Cradle of Liberty--they're dang well going to learn about it while we're here! 

Ahem.

They're lucky that I didn't also make them complete the Boston African American National Historic Site Junior Ranger badge book--instead, I got a couple of copies from one of the park rangers at Faneuil Hall, and my college kid and I are going to do them together and mail them in for our badges next time she comes home. Thank goodness SOMEONE in my life appreciates the joy that is earning Junior Ranger badges!

And, of course, I could not in all good conscience let the kids go out into Boston without having heard this Kingston Trio classic:

After the meeting, when we were all safe and sound back in our rooms prepping for the next day, our first full day in Boston, you'll be thrilled to know that my kids and I found an Office marathon on the hotel TV. It's always a good omen for our travels when the hotel TV has an Office marathon!

Here's our entire trip:

• Day 1 in Boston: Underground Donut Tour, Old North Church, Paul Revere's House, New England Holocaust Memorial, Boston City Hall Plaza Playground, Boston Public Market, and the North End
• Day 2 in Boston: Tours of Harvard and Simmons, Boston Tea Party Ships and Museum, and Chinatown
• Day 3 in Boston: New England Aquarium, Faneuil Hall, bookstores, and Boston Ballet

P.S. Want to follow along with my craft projects, books I'm reading, road trips to weird old cemeteries, looming mid-life crisis, and other various adventures on the daily? Find me on my Craft Knife Facebook page!

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

P.S. Want to follow along with my craft projects, books I'm reading, road trips to weird old cemeteries, handmade homeschool high school studies, and other various adventures on the daily? Find me on my Craft Knife Facebook page!

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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Homeschool High School English: Gothic Literature, The Haunting of Hill House, and Why Teenagers Should Watch Rocky Horror Picture Show

Our 2023 pumpkin army is a vision of Gothic decrepitude!

If you know me AT ALL, you will be so surprised to learn that I think that you should watch The Haunting of Hill House Netflix series with your teenagers before you read the book!

It's really good, first of all, and it stars one of the guys from Leverage, which is another teenager favorite around here, and it's so genuinely scary that my one chicken teenager actually noped out of the experience, and it's a terrific set-up to the Gothic literature genre, especially the idea of the decrepit old house as a representation of the darkness inside ourselves... AND it's completely different from The Haunting of Hill House book in every important way, BUT has enough nods to the book that when you read it with the teenagers afterwards, they can discover all the little connections for themselves as an aid to interest and an encouragement for close reading.

The only thing to be wary of is that my teenager loved the Netflix series so much that she was Big Mad that the book was completely different, and therefore decided that she Did Not Like the Book, which is a shame because it is so good, just... different. So if your teenager, like mine, is spiteful and loves herself a grudge, maybe rethink this order.

For all the other teenagers, it's 1) the TV series, then 2) the book!

https://www.tumblr.com/brutaliakhoa/722303965399859200/what-if-the-house-was-haunted-what-if-the-house

Genre studies are very good for high schoolers, because a genre study gives them a lot of practice picking out themes from different artifacts and doing a lot of comparison/contrast, all supported with lots of evidence and that good flow of logic that connects evidence to conclusion. 

Gothic literature makes an excellent high school genre study for a few reasons:

1. It's not exactly horror, so it shouldn't actually scare off the scaredy-cats, but it IS horror-adjacent, and has a kind of aesthetic that really appeals to a lot of teens. Even kids who aren't super emo tend to appreciate Gothic vibes!

2. It's a genre that's covered a lot of ground, historically, so it gives teenagers more practice reading and analyzing older works than they're often used to. A lot of the teenagers that I've worked with get so fussy when asked to read anything with challenging language/syntax, including just about anything that's not completely contemporary. But they'll work harder for something that they find genuinely interesting, and I have a lot more luck making Frankenstein interesting than I do Romeo and Juliet!

3. Speaking of Frankenstein... there are so many excellent female authors within the Gothic literature genre, and this study is a great chance to focus on Mary Shelley, Shirley Jackson, Toni Morrison, Anne Rice, and other important female authors within the canon. Gothic literature is, as far as I know, entirely Eurocentric, but there are plenty of Black voices to add, especially if you delve into one of my favorite sub-genres, Southern Gothic. Researching to find works by other POC or authors across the sex/gender spectrum or other continents (now I'm thinking that some Japanese horror could also work?) would make an excellent final project for a teenager!

https://www.tumblr.com/angrylittleburd/730460890258980864/spatial-horror-isnt-i-am-in-a-scary-place-so

For our The Haunting of Hill House study, I got my teenager's buy-in because that Netflix series was so good. After we finished, I asked if she would want to read and study the book version next.

Reader, she did!

After that, I'd planned to go on a whole Shirley Jackson deep-dive with her, doing some short stories (including "The Lottery" of course!) and then my own personal favorite Jackson book, We Have Always Lived in the Castle. Alas that she didn't love the book version, because it caused me to scrap those plans, but to be honest, broadening the study out to cover other authors over a larger time period was more academically sound, anyway. 

For a semester-long, in-depth study that you could put on your kid's transcript as its own English course, I suggest reading several entire novels together. A lot of very early Gothic is super messed up, though (*cough, cough* The Monk *cough*), sooo... pre-read! But even without the most messed-up stuff, though, you've got Frankenstein, Dracula, Dr. Jekyll and Mr. Hyde, The Picture of Dorian Gray, etc. I don't usually like to get too invested in authorial intentionalism, but author studies of Mary Shelley and Oscar Wilde would make good rabbit trails if your teenager seems especially interested in their works. Or utilize those author studies in their history course to add more inter-disciplinary work. 

More modern Gothic choices could include Shirley Jackson, Ira Levin (Rosemary's Baby is the more obvious choice, but The Stepford Wives plays with the theme of place in the Gothic genre in some interesting ways that your high schooler can use for their compare/contrast paper), Anne Rice, and Toni Morrison. If you do Interview with the Vampire, consider contrasting it with Abraham Lincoln: Vampire Hunter, which is just as schlocky as it sounds, but actually has some interesting things to say about enslavement. 

Here's a New York Public Library list with even more Gothic literature books.

If you don't have an entire high school semester-long course to dedicate to Gothic literature, I also like the idea of covering the same ground via short stories. This list of Gothic short stories has Shirley Jackson, Edgar Allen Poe, Virginia Woolf, and William Faulkner on it, and also includes "The Yellow Wallpaper," mandatory reading, in my opinion, for any Liberal Arts major in the making.

Here's a list of Black authors of Gothic fiction that I've put on my own must-read list. I read Incidents in the Life of a Slave Girl back in undergrad as a slave narrative only and I've only read Octavia Butler's post-apocalyptic Parable of the Sower, so I'm very interested in reading/re-reading the works from this list through a Gothic lit lens! 

https://www.tumblr.com/string-star-lights/691764710603980800/rocky-horror-picture-show-asks-what-would-happen

I'm trying very hard not to raise a bunch of hopelessly unemployable Lit majors like myself, so even with high school English, and EVEN with high school AP English Literature and Composition, which is the teenager's current study, I like to extend the analyses beyond just written text to a wide variety of other cultural artifacts, and the work beyond just reading and writing to a wide variety of other intellectual explorations. 

Fortunately, movies, music, and theatre are all very easy to incorporate into a literature study, because you can use many of the same analytical processes with them. They tend, especially movies and theatre performances, to hit the same plot and thematic beats in much the same way as literature does, so it doesn't feel like a big stretch for a teenager to write about them while writing about literature. But you can then help your student notice the parts that ARE different, like costume and setting and acting choices and audience, and adding those analyses helps them deepen their thinking on their topic. 

As part of this study, we watched The Rocky Horror Picture Show, both at a family-friendly live show and (because the teenager fell asleep during it, lol) at home. Especially if your student has already studied Frankenstein, The Rocky Horror Picture Show is semiotically rich with its overtly mad scientist and self-aware Frankenstein's monster and heroine who is required to choose between man and monster. If you watch a live show, you also get to add in the audience as further cultural artifact; the concept of a self-aware, non-consensually modified character has a lot of appeal to a lot of people, and witnessing an audience seeing the experience as a celebration instead of a taboo is enriching. 

I also recommend The Hunger and Pan's Labyrinth as semiotically rich Gothic horror films, although Pan's Labyrinth scares the snot out of me! 

For a more in-person folklore/social history/anthropology element, and depending on how scaredy your own teenagers may be, it can be very fun and intellectually rewarding to visit a haunted house (in October), or attend one of those paranormal/ghost hunting excursions that a lot of cities have. Even my own corn-fed Indiana locale hosts several such events. Place semiotics is easy to see during these activities, and although analysis of a first-person event can be extremely challenging for this age range, it's a useful skill that teenagers should start developing.

Other hands-on activities for this study include creating one's own Gothic art (take a rabbit trail down the path of Gothic art for a day or two first, because that's another whole entire fascinating exploration!); DIYing a model haunted house that fits into some of the themes you've explored (if you do this, add in some extra STEM skills by incorporating this Pepper's Ghost element); or, of course, writing one's own Gothic short story or poem. If you've got a bit of a reluctant writer, or just one who gets writer's block, it's fun and low-stress to first have them write themes, elements, characters, etc. on notecards to pick at random to be included in the work, or even to write a circular story, in which every five minutes you pass your stories back and forth and collaborate on all of them.

And in my family, we end essentially every study with a themed family dinner and movie night. Is the most Gothic dinner food bloody finger breadsticks, or is it mummy head meatloaf? 

You're all wrong. It's mashed potatoes carefully unmolded from my skull pan, with pats of butter melting in the eye sockets.

P.S. Want even more high school lit studies? My kids really love the Gothic vibe, and we've done full studies on both Frankenstein and Dracula!

P.P.S. Want to follow along with my craft projects, books I'm reading, road trips to weird old cemeteries, handmade homeschool high school studies, and other various adventures on the daily? Find me on my Craft Knife Facebook page!

Homeschool Time Fillers That Aren't Busy Work (Even for High Schoolers!)

My high schooler would be horrified to know this, but I do sometimes assign her work that's more of a time-filler than it is a substantive assignment.

Sometimes, it's because she has a busy week and I want to keep her on schedule but not add to her stress.

Sometimes, it's because *I* have a busy week and I want to keep her on schedule but not add to *my* stress.

Sometimes we've finished up a big unit of study but it's not the perfect time to start the next one, or one of us isn't feeling 100%, or we've got an appointment or some other thing that would interrupt her flow, but I still want her learning that day.

Essentially, time fillers work well for all those times and gaps when you want your student doing something educational, but you also want it to be low-stakes for both of you. The student is using her mind but not wracking her brain, and YOU don't have to review, edit, correct, or evaluate!

Here's some of my favorites from my collection of high school-level time fillers that are educational but low-stakes:

Board Games

Sometimes teenagers just need a break from book work and screen work. Reading textbooks and solving problems and filling in answers is also just one limited, specific type of learning, so I don't like that to be all my high schooler does for school all day. 

We don't have a formal logic study currently, but logical thinking is an extremely beneficial skill, so I encourage a lot of logic games that I file as math enrichment. We play word games, association games, and creativity games for English credit, and historical games like Senet, Mancala, and Go for history/geography credit. Occasionally, I'll even find a game that we can play in my high schooler's target language.

Here are some of my favorites:

We've got some made-up games that we can play anywhere, as well, most notably the Wikipedia Game and Dictionary Definitions, and once in a blue moon I'll go to the trouble of downloading and printing an online-sourced game like Phylo, especially if it fits into a niche in a subject that we're studying. 

Documentaries

I already see the public library as my personal streaming service, so it doesn't feel like a big deal for me to do a quick catalog search whenever I'm planning the next few weeks' studies and just go ahead and request any documentaries that are on-topic and look interesting.

Documentaries about a topic of study build depth and context, and now that we're all such ipad babies, focusing on a piece of content for a whopping one hour really is something that we need to do every so often to stay in practice!

My immediate go-tos for documentaries are anything PBS, National Geographic, or BBC. Independent films and documentaries produced by news publications are also good, but I usually avoid anything else you might find on cable (TLC is most definitely NOT!) as being less in-depth than I want for a high schooler. The teenager and I are currently in the middle of a two-part PBS special on uranium, which I'm counting as enrichment for her Honors Chemistry study, but here are some other documentaries we've watched for high school:

Although they aren't quite documentaries, there are also a ton of lectures, presentations, and streams available on YouTube. Q&A sessions give me secondhand cringe, so we don't watch that part, meaning that the actual run-time is shorter than listed. This is also a good place to find performances that enhance liberal arts or language studies; my homeschoolers and I have watched lots of plays on YouTube, and lots of TV shows performed in whatever target language they're studying at that time:

Podcasts

We listen to a lot of audiobooks for the teenager's English credits, mostly while she works on her studio art and I do a handicraft and we chat. I don't want to give up that precious stitch-and-bitch time even when we're not burning through a 14-hour tome, though, so in between books I'll often fill in that space with a podcast. 

You can usually find a dozen different podcast episodes on any topic, so it's not hard to find something that fits into the teenager's current studies, but vetting new ones to see if they're good or if they're trash can take some time. We've also got favorite podcasts that are educational without necessarily being on-topic; here are a few:

 

Puzzles and Solitaire Games

We loooove our puzzles, with my teenager spending as much time working sudokus as my partner and I spend working crossword puzzles. Just in the last year or so the teenager seems to have mostly grown out of (or just mostly completed!) all of our in-house hands-on logic puzzles, but here are some of the favorites that she particularly enjoyed from childhood through the first couple of years of high school:

These days, if I want to assign her a short time-filler puzzle that's something fun, I'll have her do the daily Wordle, Murdle, or Set online. All three update daily, so there's always a new puzzle!

Process-Oriented Projects

I think that sensorial knowledge is still important to continue building, even into these older kid years. It's also important to continue building one's creativity and to remain comfortable with play, experimentation, and the concept of doing something simply to experience the process. 

To encourage my teenager to stay creative and experimental, I'll sometimes surprise her with an assignment like finding a new cookie recipe to bake, or creating a sticker design based on something we've been studying, or flipping through a stack of books I got from the library with her in mind, etc. Basically, I just want to stretch her out of her comfort zone of what she normally likes to bake or draw or read. Or maybe I'm just craving cookies but don't want to make them for myself! 

The art/math combo is my favorite focal point for building sensorial knowledge and experimenting with process. Over her high school years, the teenager has been compiling a portfolio of geometric art, and adding to it is a great way to bake some low-stakes math enrichment into the school week. Making things like mandalas, polyominoes, and tesselations put sensorial math knowledge into use, and build on geometry process that she's learned. 

Also, I'm obsessed with the spirograph!

In the lead-up to a holiday, there are all kinds of sneakily educational, mathematically sophisticated holiday crafts to create. There's a lot of beautiful math involved in wire-wrapping beads to make stars, or folding precisely symmetrical paper ornaments, or stitching felt mandalas or snowflakes. 

When there's not a holiday on the horizon, sometimes we'll just do something random like check out an origami or paper airplane book, or buy ourselves a DIY kit and decide to learn how to crochet. I'm currently low-key obsessed with a friendship bracelet loom that I made out of corrugated cardboard, so there's a lot of weaving going on around here.

As we move into the Spring semester of the teenager's Senior year, I can't decide if we're going to be doing more of these types of assignments, or less. On the one hand, I'm not opposed to ending one's high school career with a whimper rather than a bang, so as the teenager starts to finish her last units of study one-by-one, I don't want to necessarily replace them with equal amounts of puzzles and documentaries. But on the other hand, I do think that most of us need a goodly amount of productive work most days, so I definitely don't want a teenager to finish up all her learning and then sit around on my couch for several months actively not learning, ahem. 

Perhaps I'll see if there's a larger, more culminating-type project that the teenager would be interested in working on during those increasingly free school hours further into Spring? Or perhaps we'll get very, VERY good at crochet!

P.S. Want to follow along with my craft projects, books I'm reading, homeschool projects, road trips, and other various adventures on the daily? Find me on my Craft Knife Facebook page!

Homeschool High School Chemistry: Electrolysis of Water Lab

Another day, another kitchen table chemistry lab!

I don't know what the "proper" number of hands-on labs a high school student usually conducts in a non-AP Science class is (in her year of public school Honors Biology, my own teenager conducted one), but in our homeschool high school honors science classes, I try for at least ten high-quality labs, experiments, and/or demonstrations, all written up by the student in her lab notebook for that subject. 

And they don't have to be complicated! This Electrolysis of Water lab could be conducted by an early elementary student, it's so simple. It takes just minutes, and it's easy as pie to conduct at the kitchen table.

To make it appropriate for a high school Honors Chemistry lab, just add rigor! When she completed this lab, my teenager was studying Lewis Electron-Dot Structures and calculating chemical reaction formulas, so I wrote her Post-Lab Questions to require her to practice these skills in a real-world environment.

In AP Language and Literature, she's looking deeper into the etymologies of words, so I also included a question about that to build context. 

Here's the set-up for the lab (pretend that you don't see the erasable pen that my teenagers like to use to cheat the lab notebook system of "write in pen; no erasing"):

Salting the water to the proper ratio (feel free to admire the chopstick stirring rod...):

Attaching the wires to the battery (the electrodes are currently touching, but she'll fix that as soon as she notices):

And now... observation! I always think that this is the coolest, most magical demonstration. Look at all the bubbles!

A surprise to us all: we didn't expect the aluminum to start flaking away! 

Is it an aluminum oxide coating on the foil? A manufacturing flaw resulting in improper adhesion of the aluminum that weakens it?

My favorite thing about science is the way that new information inspires new questions!

If that's not enough electrolysis for you, here are a few extension activities:

• incorporate Snap Circuits. I actually thought pretty hard about incorporating part of this demonstration, because we have sooooo many Snap Circuits. This would be an especially good extension if your focus is actually on electricity. 
• incorporate a pH indicator. This is a neat addition, especially if you've recently studied pH. Red cabbage pH indicator is another excellent homeschool DIY project!
• clean iron. The Children's Museum of Indianapolis has a giant electrolysis tank where you can observe the real-time process of rust removal from one of Captain Kidd's cannons, so you can observe this real-world bit of science in action even if you don't have your own iron to clean via electrolysis.

And here are a couple of books that include similar electrolysis experiments. The Marie Curie book is even written TO middle-grade kids!

And there you have it: excellent science using household materials in just a few minutes. With that little time spent on the actual lab, you've got plenty of room to really ramp up the rigor of the post-lab questions!

P.S. Want to follow along with my craft projects, books I'm reading, dog-walking mishaps, road trips, and other various adventures on the daily? Find me on my Craft Knife Facebook page!