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Insight from Hearing, Reading, Telling and Writing
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From the poetry chapter, page 117
“Am I trying to use poetry from certain time periods to illustrate our history studies?”
Love this idea, but anyone tried to implement this? Is there a resource for famous poetry or historical speeches/passages that pertain to certain time periods?
I’ve not tried it that much with poetry but have (and will this year) with hymns, art, and composers.
Interesting. Are poetry resources in the scm free curriculum tied to particular modules? I’ve not looked, but that would be a place to start. Maybe there are some already chosen for particular time periods.
Cool idea!
Becca<><
Becca, I looked through the SCM site and couldn’t find any reference to this. It would be great to have a poetry list that coorelates to the modules.
A few examples would be –
- The Pied Piper of Hamelin by Browning with Module 4
- Song of Hiawatha by Longfellow relates to the Iriquois
- Edwin Muir’s Robert the Bruce or Bernard Barton’s Bruce and the Spider with Module 4
- Paul Revere’s Ride by Longfellow
There are a few recommended in the history modules themselves or on the links and tips section for the books.
Here are a couple of links:
http://en.wikipedia.org/wiki/Historical_poetry
http://www.blackcatpoems.com/h/historical_poems.html
http://www.poetryfoundation.org/browse/poets#school-period=1
While I like interjecting a poem like one of the ones mentioned above, I do not tie our poetry studies to history. We do not need to make the connections for our kids. Read poetry to them, let them enjoy the sound of the words being beautifully spoken, but do not try to try tie everything together historically. Use a book of centuries or a timeline and let the children at the feast. They will make connections all on their own.
Just my 2 cents.
Christie
Yes. Well put, Christie. As mentioned, we have inserted a few time-period poem recommendations in our history handbooks. And our Stories of America, Volumes 1 and 2, have American poetry included that relate to the stories.
It is interesting and helpful to incorporate some historical poetry with the time period we are studying, but we should not feel tied to doing only that era’s poets. Just as with studying composers and artists, keeping a good variety is best. And as long as we are entering them into our Book of Centuries, the children will make their own connections – the kind that last the longest.
Good reminders Sonya and Christie. Thank you! You are so right. When I read the above in Sonya’s book, I felt compelled to find poetry that relates to the history without regard to a child making their own connection to the material.
However, I do not want to miss any good historical poetry and it would be nice to have a reference of great works of poetry for each time periods as I try to do with great works of art. I noticed when I read a poem about Alexander the Great while doing Module 2, my kids loved it because it related to their study and brought sort of a third dimension to their readings, if that makes sense.
I tend to over-think sometimes, so forgive my ramblings. 🙂 Thanks for the replies! It truly helps to keep me rooted in CM philosophy.
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