Ways to afford books for Vanguard

Hi everyone,

These are some ideas someone posted in another group about how to help families buy or get the books they need.  I just thought I would post it here, in case it could help you.  Use it if it does :)...

Ideas to Afford Books for Vanguard

1. Start by praying that Heavenly Father will open a way and guide you how to get the books
2. Library – Check early and put them on hold 
3. Buy used books online (Amazon or other used sites have them starting around $4 including shipping). On Amazon check the fine print under the regular price.
4. E-books are often cheaper than paper books
5. Take your book list to the DI or other thrift stores. If you see extra copies pick them up and offer the deal to others 
6. Sell pizza cards or another fund raiser that allows you to use the funds for education. Ashley Baird sells them from Papa Murphy’s. You can buy them for $1 and sell them for whatever price you want, like $7 or $10. 
7. Sign up for an Amazon credit card (and then you can cancel it later) – they give you an instant $50 of books free
8. When there’s a choice of buying or using a free online book, choose the free one
9. Have your teen get a part-time job to help earn money for books (paper route, bagging groceries)
10. Put the word out using email or Facebook to family and friends to see if they have certain books that you can borrow
11. Ask another family in Vanguard if you can share books – maybe switch books mid-week
12. Sign up for Harmony Education or MyTechHigh or another “charter school” that helps with homeschool costs. Harmony gives $300-400 reimbursement per student plus other reimbursement for curricula, and a lending library. 
13. See if your husband can pick up a few extra hours at work
14. 
     Marni Hall from the Kaysville Vanguard group offered another great website where she loves to find used books at great deals! 
    http://www.abebooks.com/
15. One more...
    paperbackswap.com
    
    
    Book trading.   I've been using this site for years and get a lot of my books this way.  There are several of this year's books available for the taking.
    
    
    Here is the info about it...
    
    
     If you're a reader, you know how books can accumulate after you have read them. They pile up and gather dust, and you know you won't read them again. You can try to sell them to used-book stores, but you wont get very much for them, even if they are in perfect condition. PaperBackSwap is a better way!
    
    All you have to do is create an account for FREE, list your books that you are ready to share, and send them out to other members when they are requested. Yes, you pay the postage to send your books out (between 2 and 3 dollars for an average-sized book), BUT you get a Book Credit for sending each book (each Book Credit is good for one book - you can order from any member in the club), AND when you request books for yourself, the senders pay the postage to send those books to you.
    
    It costs nothing to participate, except for postage - there are no membership fees. You even get 2 startup Book Credits free if you are the first account at your household - you can use those credits to order 2 books for yourself, right away!
    
    Give your books a better life - no more languishing on dusty bookshelves! Find new readers for them and get new books for yourself. Send a book, get a book. It's easy and it's free!
    
    Jen is a good friend to let you in on this! If you do sign up, please use the following link:
    
    http://www.paperbackswap.com/index.php?r_by=clowardjen%40hotmail.com
    
    If you use the link above to join and you become an active member, Jen will get a free Book Credit for referring you to the club!
    
    For more information about PaperBackSwap, you can visit our Help Center by clicking the link below:
    
    http://www.paperbackswap.com/help/help_index.php
    
    Best Regards,
    The PaperBackSwap Team
    www.PaperBackSwap.com
    
    
    
     

Timelines

"We talked about timelines for history, but I just saw this and thought it was a nice way to timeline a person's life.

http://notebookingfairy.com/2011/08/timeline-notebooking-pages/

Marni"

American Heritage Main timeline references 

From Becky Edwards:

Another homeschool mom has done all the work for you of creating the major milestones in history.  You could print them in smaller sizes if you want too. 

http://dl.dropboxusercontent.com/u/46422734/His%20Story%20Timeline%20Family%20School.pdf

Here is some explanation if you'd like:

http://blog.latterdaylearning.org/world-art-history-timelines/`

Character T-Charts

Thanks, Cami!

"Yesterday, at the study group you asked me if I had information on character T charts. Well, this morning as I was browsing the information from Family School (put out by American Heritage School) that I will be using with my youngers this school year I found this great concise direction.

Character Charts
Character charts are useful tools in examining characters in history, literature, and poetry. Elder Richard G. Scott instructed, “Faith will forge strength of character available to you in times of urgent need. Such character is not developed in moments of great challenge or temptation. That is when it is used. Character is woven patiently from threads of principle, doctrine, and obedience” (“The Transforming Power of Faith and Character.” Ensign. November 2011). One purpose for creating character charts is to reason or evaluate the development of characters. Another purpose for this method is the development of character in the reader as the noble character of others is examined. A third purpose is to develop the reader’s ability to reason, particularly from cause to effect.

Instructions: Elementary Grades
1. The child folds the sheet of notebook paper down the middle.
2. Then a line is drawn along the title line of the paper. On the title line or the top of a “T,” the child writes “External.” The child reasons from the source the external characteristics of the character, or what the character looks like externally.
3. The same is done for the right side of the fold in the paper or stem of a “T,” as the child writes “Internal.” The internal character qualities are reasoned and listed.
4. Both lists should contain exact language from the text, including page number. This is an opportunity to teach precision and the use of quotation marks.

Instructions: Upper Grades
The goal in the upper grades is to intensify the reasoning from the text and the discerning of internal character.
1. It is not necessary to fold the paper or draw a “T”. The Chart can simply consist of two columns.
2. Rather than “External” over the left column, the title “Internal Characteristics” is used. The child reasons the characteristics. Some children have a tendency to list actions rather than characteristics. The instruction to use an intransitive linking verb rather than an action verb typically solves this problem.
3. The right-hand column is titled “Evidence.” Exact language from the text and proper citations are required.

I hope that helps getting a vision (like I said this was from American Heritage School, so their vision of character T charts.)"

Monthly Principles - Expanding

Within the main principles, there are a lot of ways to take them in a specific direction.  Maybe this list will be helpful in connecting some of those harder-to-connect lenses.  PLEASE add your own ideas!!!  This was a pretty quick list, so I'm sure I'm missing some important ones.

LIFE/HAPPINESS

service

agency

gratitude

personal peace

hope

standards

divine nature

example

cheerfulness

commitment

LIBERTY

sacrifice

education

preserving others' liberty

agency

honoring others' agency

obedience to law

idealism

WORK/PROPERTY

endurance

sacrifice

creativity
excellence
stewardship

education

teaching

beauty

God's work

duty

first things first

GOD/CREATOR

natural law

characteristics/attributes

sure foundation

Child of God

miracles

charity

truth (source of)

personal revelation

self-worth

faith/believe

divine potential

honoring God and others

LEADERSHIP

service-oriented

servant

guide

influence

ministering

responsibility

example

character

conducting

honesty

conscience

good shepherd
stewardship

charity

delegation

introspection

SOCIETY

unity

obedience to law

home/family (influence on society)

government

proper role of government

security vs. freedom

trust

welfare/self-reliance

councils

accountability

justice/mercy

neighbor

honoring others' agency
self-government

CITIZENSHIP

obedience to law

doing the right thing

we are all enlisted

dare to stand alone

courage

responsibility

neighbor

conscience

duty

first things first

Youth Leadership - presidency and junior mentors

This is how responsibilities are split in our youth presidency.  Others will obviously vary.  (Definitely share how in the comments!)

Each member of the Youth presidency shares the following responsibilities:

• Lead the youth of Vanguard
• Know and have a vision of the purpose of Vanguard
• Be engaged in participating both at Vanguard classes and outside activities
• Become friends with each of the youth in the group and encourage their involvement in the class
• Be actively engaged in their studies to set a good example for the other students
• Be willing to be in front of the group and to be an example of what a leader is
• Conduct Vanguard and attend meetings where things are discussed regarding the running of Vanguard
• Seek to learn how to lead a group, deal with problems as they arise during class time (involving adult mentors as necessary), and talk with mentors about how to help specific youth feel more involved.

PRESIDENT

• Conduct Vanguard and youth leadership meetings.  Make assignments and follow up.
• Meet with the adult mentors after Vanguard each week to give their input in the "start-stop" meeting (sometimes we're better at this than others - we discuss what we need to "Start" doing, what we need to "Stop" doing, and what we need to "Continue" doing.  A great evaluation tool!)
• Attend parent mentor meetings
• Work with the Advisor/Head Mentor

VICE-PRESIDENT

• Support and advise the president
• Plan service events (temple, service projects)
• Work with the adult Service Project Committee Head
• Do spotlights twice a month

SECRETARY (sometimes we've had two that share responsibilities, especially when they were all young)

• Call and remind members of different activities and assignments (calling tree)
• Make weekly agendas for Vanguard
• Help track student records
• Work with the adult Secretary

HISTORIAN (sometimes we've had two that share responsibilities, especially when they were all young) Record events and classes through notes, pictures, and video.   Present the recording of events (slideshow?) to the families at the end of the year Work with the Co-Advisor TREASURER Plan and organize fundraising activities for the group. Represent the needs of the youth by getting and relating their input and ideas. Assist adult Secretary in managing funds Work with the adult Secretary GAME CHIEF Plan social events (game nights, family nights).  Work with adult mentors when needed in planning games used at Vanguard. Work to represent the needs of the youth in social events by getting and relating their input Work with the adult Activities Committee Head JUNIOR MENTORS They really fall into an entirely different category, and responsibilities will be based on the lens mentor, the comfort zone of the youth involved, and the overall needs of the group.  Youth mentors are magical in class!  The youth really listen to one another, and want to help that mentor be more successful by responding more. The learning is at a higher level for the youth mentor because of the extra preparation involved. Some ideas on how junior mentors can be used: - Create a special presentation (powerpoint, prezi, whiteboard, etc.) on what they studied (this is more a "practice" level of junior mentoring, but is a great way to encourage the youth that you'd like to help to a junior mentor level) - Create a game to help review things you'd studied, either within a lens or all of Vanguard - Lead a discussion in class - Help to come up with ideas, plan, and be part of activities that will enrich topics to be discussed in class (their ideas are excellent and usually really big - try not to discourage them if you're going to ask for their help!) - Help plan the topics that will be studied in a lens If you have a youth interested in helping, definitely ask them for ideas on how they want  to help.  They may have something entirely new in mind.

Geo-conquest ideas

Layton's group for 2013:

"This is the list of books we will be reading for the coming year.  I have linked them to the book I have from Amazon, but feel free to buy them wherever you want or get them from the library, the links are just for reference. 

We will be using The Story of Liberty by Charles Coffin in September, October and November. 

We will also be reading the following (by month)

September- journeyman will be reading portions of Machiavelli's The Prince (it's free online and we will probably only read 2 or 3 chapters)

October- journeyman will be reading Call It Courage by Armstrong Sperry

November- apprentice will be reading Witch of Blackbird Pond by Elizabeth George Speare

                    journeyman will be reading portions of a sermon by Jonathan Edwards called Sinners in the Hands of an Angry God (it's
                    online here)

January- journeyman will be reading Johnny Tremain  by Esther Forbes

February- journeyman will be reading The Scarlet Pimpernel by Baroness Orczy (this one is also available free online)

March- apprentice will be reading The Kidnapped Prince  by Ann Cameron

April- journeyman will be using The Naked Communist by Cleon Skousen but we haven't decided yet how we will be doing that so you may want to hold off on buying it right now"

Kaysville's group for 2013:

"Hello to all new and returning families!  I'm really looking forward to teaching History and Geography this year.  We have the wonderful opportunity to learn about the Age of Exploration through the Revolutionary War -- what a great time in history!  I will be using Susan Wise Bauer's, "The Story of the World: History for the Classical Child" Volume 3:Early Modern Times.  (It is the Green Book in the series.)  It would be very good for each family to own this book.  We will be using it for every core class as well as most Journeyman classes.  For Geography, you may want to purchase some flash cards of the states and capitals (although it is not necessary.)  We'll be working on learning our states and capitals in core class.

I want you to know that I have become so excited about teaching your youth.  This year's theme is "Journey's" and I look forward to following some of the amazing journeys of the explorers and likening those journeys to the journeys and adventures that your youth will be facing throughout their lives.  I am excited about showing them how the hand of God truly did help prepare our country for the restoration and the now very important work of sharing of the gospel with the rest of the world.  I want your youth to see that their missions in this life are so important to carrying on the miraculous work of spreading freedom and truth -- the same work that so many others throughout history have given their lives for.  

In Geography, I look forward to learning about the cultures of many other countries.  I thought it would be fun to learn about a unique culture by experiening one of their celebrations.  Each month, we will have a celebration patterned after a celebration of another country.  We will have so much fun celebrating  a Chinese New Year (Genevieve's idea :)  ) and other wonderful celebrations as well -- I thought that some of the youth may like to help me plan these celebrations and prepare food, decorations, and maybe even costumes for them.  As we are "celebrating" we will have the opportunity to discuss why this culture celebrates the way they do -- are they religious?  What do the decorations represent?  Why do they use these colors or pictures or costumes? Why do they use this food?

These are just a few of the fun things that we will be doing this year.  Youth and Parents, please let me know if you are interested in helping out on the history committee.  We'll have a great time!"

Vanguard Yearbook

Layton Vanguard had a yearbook for the first time for the 2012-13 school year. We put it together at the end of the year, and it was a real  learning experience. We had a lot of pictures to go through in a short amount of time. Our yearbooks ended up costing $15 for a paper bound, and $25 for hard bound.

This year we plan to work on it throughout the year, as activities are happening. This will hopefully encourage the youth to take their cameras and take pictures on their outings and activities.  I expect this year's yearbook to cost $20/$30 respectively, due to more photos of more activities. The youth have LOVED their yearbooks. It has been a great pleasure to watch the kids open their yearbooks and their smiles as they saw special photos. Listening to small groups as they looked through together, and hearing their excited comments and giggles confirmed just how valuable these books are to them!

I have set up an account with Picaboo and use their services. They have a nice yearbook builder with a lot of options. They have a tutorial, but I would be happy to meet with other mentors who are working with their Journalism committees.

The only drawback that I have found is that we can't qualify for free shipping because we don't order 50 or more books. That means we pay 8.99 for the first book, then .99 per book after that- just for shipping! 

I'm looking into the possibility of ordering different yearbooks on the same order form to combine to get the minimum for free shipping.  If that is the case, I will be happy to share our group account for other groups to make their yearbooks on the same account/ order. We ordered 20 copies this past June, but with our larger group and  the possibility of combining yearbook orders with another group, we may be able to save money. Free shipping comes with 50 or more books ordered at one time. I submitted a question to the customer service help desk in regards to having a couple of different books on one order.

Hopefully I will have an answer soon.  It looks like I may be able to set up a *storefront* with the different yearbook options available to be selected. The drawback would be that we would have to set a deadline for orders and agree on a date that we will order (this past year, I had something come up and ended up not ordering until after *Showdown*, but we were able to include that final outing in the yearbook!).  The order had a 3 week shipping time listed, but it arrived a little quicker.

I'll be happy to answer any questions!

Brenda K
aka sahrow

Imaginative Arts ideas by years and subjects

As with most of the posts, this is intended to be a growing post.  If you are positively sickened by the lack of resources you were hoping were on here, then please know that is part of your genius saying, "I could do better!" and you should!  Post your ideas in the reply, or let me know them at mary.vanguard@gmail.com. T-E-A-M: Together Everyone Achieves More, right? Or my adaptation: "I-E-P-T-I-F-I-A-H-T-E-A-M":  If Everyone Puts Their Ideas For Imaginative Arts Here Then Everyone Achieves More"...okay, the first one is more catchy :).

"Spiritual Lives of the Great Composers"

Ancient Times


Medieval Times


1500-1750's
Renaissance & Baroque Art.
Bach
Hayden
Handel
Taj Mahal (1639)
1st piano built in 1709!

1750-1900
 Impressionism
Edgar Degas: 
Renoir
Cézanne--still lifes post-impressionism
Van Gogh
Seurat: Pointillism
Mozart
Beethoven
Schubert
Mendelssohn
Chopin
Liszt
Wagner
Gounod
Franck
Bruckner

1900-present
 My Place in Art:Modern Art. 
Matisse: fauvism
Picasso-Cubism
Mondrian-Abstraction
Dali, Salvador, Surrealism
Pollock, Abstract expressionism
Warhol: Pop art

"Brave Companions" by McCullough

Brave Companions: Portraits in History is a 1991^[1] book by American historian David McCullough.
The book consists of previously published essays, most of which are biographical portraits of a specific historical figure or group of figures. It is divided into five sections.

Contents

I. Phenomena
"Journey to the Top of the World" is a portrait of German scientist and explorer Alexander von Humboldt, with particular attention paid to the expedition to Latin America he undertook in 1799-1804 with Aimé Bonpland.
"The American Adventure of Louis Agassiz", about the 19th-century scientist and educator Louis Agassiz, focuses on the latter part of his life when he became established in the United States.
"The Unexpected Mrs. Stowe" is a biographical portrait of Harriet Beecher Stowe, the author of the novel Uncle Tom's Cabin.
II. The Real West
"Glory Days in Medora" focuses on the town of Medora, North Dakota and the people who inhabited the area in the 1880s, including Theodore Roosevelt and the Marquis de Mores.
"Remington" is a biographical portrait of the Western artist Frederic Remington.
III. Pioneers
"Steam Road to El Dorado" is about the construction of the original Panama Railway in the 1850s.
"The Builders" concerns the construction of the Brooklyn Bridge in the 1870s, and particularly the life of engineer John A. Roebling and his son, Washington Roebling.
"The Treasure from the Carpentry Shop" concerns the rediscovery of the original plans for the Brooklyn Bridge in 1969.
"Long-Distance Vision" is about the experiences and literary works of several early aviators, including Charles Lindbergh, Antoine de Saint Exupéry, and Beryl Markham.
IV. Figures in a Landscape
In this section, McCullough profiles individuals he is acquainted with personally.
"Cross the Blue Mountain" is a portrait of American author Conrad Richter.
"The Lonely War of a Good Angry Man", written in 1969, concerns the destructive environmental impact of strip mining in eastern Kentucky, and profiles Harry M. Caudill, local author and anti-strip mining political activist.
"Miriam Rothschild" is about the English zoologist and entomologist Miriam Rothschild.
"South of Kankakee: A Day with David Plowden" is a profile of American photographer David Plowden.
V. On We Go
"Washington on the Potomac" is a personal tribute to the city of Washington, DC, where McCullough lived for many years.
"Extraordinary Times", written in 1986, is a look back at the fifty years of world history since 1936.
"Recommended Itinerary" is an address McCullough gave to the 1986 graduating class of Middlebury College, in which he urged graduates to travel abroad to gain a better appreciation of the United States, and to study history in order to gain a better appreciation of their own time.
"Simon Willard's Clock" is an essay concerning the history of the United States Congress, in which McCullough writes that legislators must have a sense of their own institution's history.

A way to look at Eureka with the monthly principles

...and just put "etc" after everything

Life: very internal, self-examination, think small! microscope, patterns, math and science basics, scientific method, puzzles, fractals, pascal's triangle, different forms of measurement (although this can also fit in "society" well)...

Liberty: creativity, imagination, string theory, number theory, space...

Work/Property: study the character of a scientist like Edison who sacrificed and worked hard (most of them did!), buildings, stability, earthquakes, gardening, other things that affect or relate to our property...

Creator: study of theorems and laws, like evolution, gravity, geometry, study the wonder of God's creation :)...

Service-Oriented leadership: scientists/mathematicians motivated by desire to help, like Pasteur and other microbiologists or physicians,...

Society: Macro-patterns, architectural principles (bridges), engineering, how things relate, big picture stuff, plants, ecology, animals, etc., relationships between concepts, cryptography...

Citizenship: Cause and effect,  motion, force, mathematicians/scientists that changed their world for the good (so many!)

As you brainstorm which scientists/mathematicians/concepts you want to use for the year, it just might make for more connections if you can find a month from above where they might fit a little better.  Just thinkin' out loud...

Of course, some topics may fit better into different monthly themes, according to some people, so go with it! :)

Don't forget the post that has lists of mathematicians, scientists, and concepts!  Please add your own to it :).  If we all do a little, then it will be amazing!

Synergy of the Mind project--examples

Wow!  Check out this amazing site!  Talk about capturing the vision of exposing our children to great ideas in a joyful, hands on way!

Khan Academy Discovery Lab

They have some great ideas for synergy of the mind projects!  Their enthusiasm is contagious and inspiring. I was especially thinking of our young men.  Think of what they would come up with when they had these great ideas thrown at them :).

Geo-Conquest "journeyman level" ideas

One mentor, Lisa, put together this outline of basic info per each continent:

Geo-Genius Map Requirements
**Please draw an outline of the continent and include the following for each:
Map Requirements:
Europe:
All countries (except smaller ones like Andorra, San Marino, etc.)
Capitals of each country (It is not necessary to include capitals for the small Balkan countries.)
Also, please include the following cities Belfast, Edinburgh, Zurich, Geneva, The Vatican, Florence, Sarajevo, St. Petersburg, and Venice.
The following rivers: The Seine, Rhine, Danube, Thames, Volga.
Other water ways: Atlantic Ocean, Mediterranean Sea, Aegean Sea, Black See, North Sea, and Baltic Sea
Other Geographic features: Alps, Pyrenees, Urals, and Balkan Mountains
Asia:
All countries
Following cities: Jerusalem, Tel Aviv, Riyadh, Bagdad, Istanbul, Tehran, Islamabad, Karachi, Kabul, Calcutta (Kolkata), Bombay (Mumbai), Bangkok, Singapore, Beijing (Peking), Shanghai, Manila, Tokyo, Jakarta.
Following Geographical areas: Siberia, Manchuria, Arabian Desert, Sinai Peninsula, and Gobi Desert.
The following Rivers: Mekong River, Indus, Ganges, Tigris, Euphrates, Huang He (Yellow), and Yangtze.
Other Waterways: Pacific Ocean, Arctic Ocean, Indian Ocean, Caspian Sea, Persian Gulf, and Red Sea.
Other Geographic features: Himalayas, Arctic Circle, and Mt Everest
Oceania:
Countries: Australia and New Zealand (For these countries include their capitals as well as Sydney, Melbourne, Brisbane, and Auckland.)
Geographic areas: Micronesia, Polynesia, Melanesia
Waterways: Pacific Ocean, Indian Ocean, and Coral Sea
South America:
All countries and capitals
Following Geographical areas: Andes Mountains, Amazon rainforest
The following rivers and oceans: Amazon River, Atlantic and Pacific Oceans

North America, Central America, and the Caribbean Islands
All the countries in North and Central America with their capitals
Caribbean Islands, the following countries and their capitals: Cuba, Dominican Republic, Puerto Rico, and Haiti
Following Cities: Salt Lake City, Vancouver, Los Angeles, New York City, San Francisco, Toronto, and Boston.
Following Geographical features: Rocky Mountains and Appalachian Mountains
Following waterways: Great Salt Lake, Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Arctic Ocean, Panama Canal, Mississippi River, and the Bering Sea

Release forms

Here is a standard form we have used in the past that Marni updated for this year:

Release Form 2013-2014

Geography resources

Blank maps:
"As I'm trying to memorize the countries in Europe because I am going to to beat all of you in our blank map game ;-D  I found some good blank maps that you can print in order to quiz yourself.  The first one has the oceans and lakes filled in so it's nice for memorizing the countries without all of the extra blank spaces that get confusing:

http://www.eduplace.com/ss/maps/pdf/eur_countrynl.pdf 

This next one only has the outlines so the water isn't darker than the rest of the map.  This one might help you quiz yourself on the lakes and seas as well as the countries:

http://www.freeworldmaps.net/printable/europe/europe_outline.pdf 

Remember, you can also fill in rivers, mountain ranges and other features that interest you."

Inspiring clips

Derek Redmond Barcelona '92 Olympics "You Raise Me Up"

Newsletter samples

April 2012

Medieval feast

The two groups that were operating last year did this as a combined event and the feedback I got was that it was fantastic! Thanks, Genevieve and youth volunteers!

They came dressed up, had a dance with it as part of the entertainment, and had this document to help them both come dressed up and create their own family shield. (https://docs.google.com/file/d/16BqrljyLoHH8X71I4GmjYPzURDZKeJPUPLg1qqBjWDptZzlEwjYVl7xt9S-t/edit?usp=sharing)

"Thank you for signing up for food.  We filled every assignment!  Just remember, we decided to provide spoons and napkins, but medieval feast goers would have brought their own knives!  Also, we will have plates (sorry feast-planners, I have caved on this one...) 

Also, any more entertainers?  Please sign up below:

FOOD: According to my count we have 91 people attending (that's 15 families).  We have 30 spots below to fill so if we each sign up for at least 2 food assignments we should be alright.
Beef or potato stew (any kind that you want!  Just bring it in a crock pot, if you have one, so we can keep it warm.)
Apples (10 each)
Cheese (large block, each cut up into about 80 little cubes)
Wassail (about 1 gallon, delivered in a crock pot) (check recipe below)
Raisin Custard Tarts or other Dessert (18 each, check recipe below)

"Trenchers" = homemade whole wheat bread (5 large loaves each, each loaf cut into 8 big slices.)
Recipes
Wassail: (There are two recipes to choose from...) 1 gallon apple cider 27 whole cloves
8 cinnamon sticks 1 quart pineapple juice 1 can (6 ounce) frozen  orange juice concentrate Mix all ingredients in a large crock pot and simmer. Serve hot.
OR...... ½ gallon cranberry juice cocktail ½ gallon water
18 oz thawed lemonade 1 cup sugar
a spice packet - (4 cinnamon sticks, 1 TBSP whole cloves in a cheesecloth bag)

Book of Mormon scriptures to memorize

Marni: Just heard about this website, bookofmormondiscovery.com.  Looking around they have a set of 24 scriptures "every kid should know."  Looking through them, there are some really good ones I wouldn't have thought to have mine memorize.  Thought I would pass it on in case any fit in for next year's Vanguard, or for your family.

http://www.bookofmormondiscovery.com/pdf/24%20Scriptures%20Every%20Kid%20Should%20Know.pdf

Fellowship of the Unashamed

 We memorized this one year...it was awesome!

"Fellowship of the Unashamed" with memorizing help

Periodic Table

Videos about each element

From Suzanne:
"I have a thing for periodic tables!  That doesn't mean I know them very well, I just really like them. :)

Here's a cool one.  If you mouse over an element, it'll show you a bigger pic, give you a description, and tell you some facts.

http://periodictable.com/

Check out Mendelevium and Americium.  Fun stuff!"

Mystery of the Periodic Table [Kindle Edition]

Benjamin Wiker (Author), Jeanne Bendick (Illustrator)

Leads the reader on a delightful and absorbing journey through the ages, on the trail of the elements of the Periodic Table as we know them today. He introduces the young reader to people like Von Helmont, Boyle, Stahl, Priestly, Cavendish, Lavoisier, and many others, all incredibly diverse in personality and approach, who have laid the groundwork for a search that is still unfolding to this day. The first part of Wiker's witty and solidly instructive presentation is most suitable to middle school age, while the later chapters are designed for ages 12-13 and up, with a final chapter somewhat more advanced.

Constitution at a glance

Constitution at a glance

Bridge challenge

Supplies

2 pieces of paper

4 paper clips

4 safety pins

4 popsicle sticks

6 bendable straws

appx. 22 in. of masking tape

50-100 pennies

 

The way they did it was that the bridge had to be at least 22 in. long to qualify.  They used math cubes as the support beams on each end to measure every bridge (to make sure it was long enough).  Only the edges of the bridge could touch the support beams, and no part of the bridge could touch the table. 

Life and the Pursuit of Happiness

What does it take to have life?  It is one of the basic "rights" our founding fathers claimed everyone should possess.

What did they mean by "the pursuit of happiness"?  What truths can we learn--from history, from others, from our own lives--about what makes a meaningful life?  How can we effectively "pursue happiness"?

The following are some quotes and resources that you can use to explore this concept on your own, teach to others, or add to as you come across other things.  They are in no particular order of importance to me.  I included them here, rather than on the resource blog, for clarification of this concept.

"When we accept duties willingly and faithfully, we find happiness.  Those who make happiness the chief objective of life are bound to fail, for happiness is a by-product rather than an end in itself.  Happiness comes form doing one's duty and knowing that his life is in harmony wiith God an His commandments..."  (Joseph B. Wirthlin)

Books:
"Charlie's Monument"
"Carry On, Mr. Bowditch"
"The Secret Garden"
"The Door in the Wall"

Movies:
"The Ultimate Gift"

Scriptures and poems may be found on the "Poem" list post.

Children's books (one of my favorite teaching mediums):
"The Sugar Child" by Monique De.Varennes- an incredible book about a girl made of sugar (kind of like the idea of the gingerbread man) and her parents, knowing that any kind of bad weather or crying will make her sugar melt, protects her from the weather and from grief.  However, it turns out that it is by crying for the sickness of a friend, that the girl find out that her tears do indeed melt the sugar away and transform her into a real girl.  A powerful parable about how a meaningful life and one full of happiness is not found in protecting us from sorrow or pain, but from experiencing the good and the sad... "A time to weep, a time to mourn..." Eccles. 3:1-8 

Article by Marlin K Jensen: http://www.lds.org/new-era/1999/08/how-to-be-happy?lang=eng

Motherhood as a mission

This is an important article to review as we challenge our youth to find their missions (thanks, Marni, for the link!):

What’s My Mission?

One of the great problems I see among the youth (and that I personally experienced) is the phenomena I will call split personality. Growing up I was repeatedly asked, "What did I want to be when I grow up?" I learned by first or second grade that any answer was acceptable except for one, I should not say, "mother." I learned how to answer other questions asked like, "How was the world created?" I also learned I was supposed to give the answer, "mother" at church and home. Thus I had a set of answers for school and a completely different set of answers to the same questions at home and church. This may eventually lead us to become a totally different person in each situation. I see this "split personality"manifested among the youth at a whole new level than even I experienced. Satan is ramping up his game well!

I have talked regularly to my children about being the same person no matter where they are. However, within the Leadership Education circles I am starting to see the split personality creeping in among the "leaders." Recently I listened to several seminars and read a book that all are promoting this. In the TJEd world it is called, "Finding Your Mission." Youth are encouraged to seek out finding what their "mission" is. Often it is not expected to be discovered until the youth are a little older, but an ongoing fascination exists in that it is all the talk while the youth are in scholar phase. One seminar I listed to said, "Nothing will be more satisfying in your life than figuring out what your mission is and then having the courage to fulfill it."

You may be wondering why I see a problem in this. It is simple. We have already had our missions revealed to us. We are to be mothers and fathers. Of course I know in the TJEd world that they encourage motherhood. I appreciate that, it is certainly different than public education, BUT, motherhood is still considered a side note. In the book I recently read the woman (who is a high profiled TJEd leader) cried to her husband that wasn't she created for something more that to change poopy diapers and clean up vomit? When was she going to be able to embrace her mission? Her husband lovingly told her, that he was sure it would be soon.

I fear these statements convey to our youth that there is something more to life than parenthood. It would seem that being a mother is just one of the things you do in this life. Somehow, you must be defined by something else though. This would be a potentially lifelong dedication to a "mission." I believe this is misleading. Consider this:

• Heavenly Father chooses to be called Father.
• His work and His Glory is to bring to pass the immortality and eternal life of man. This means ongoing parenting.
• Keeping our First Estate enabled us to have bodies and procreate.
• Godhood is Eternal Parenthood.
• If we qualify for Exaltation we will be granted the ability to have a "continuation of seed."
• Those not qualifying for Exaltation will be impotent, even those obtaining the lower two degrees of the Celestial Kingdom will be denied the right of continuation of seed.

Simply put eternal lives is about parenting forever. Why not embrace mortality and strive in every way to submit to this high and noble calling? A calling so noble that that is what our Heavenly Father does. When we choose to place lesser value on this holy calling we will lose power in our lives.

The noise of this world is LOUD. It is hard to hear the voice of the Father calling us to this high calling. Satan, the father of lies, is louder than God, telling us we were made for something more or better. It takes great faith to turn off the tantalizing noise of the world and tune into the sweet, still small voice of the Spirit. I have come to personally know for myself that great blessings come from turning off the noise. I am hearkening to the voice of the Lord and I am just beginning to have a glimpse of His wonderful and majestic plan. It is more holy and more awe inspiring than anything that Satan can counterfeit.

Perhaps along the way many of us will do great things. I suspect we will. We are the last laborers in the vineyard. We were saved and reserved because we were the best of the best. I simply say that in all our doing we must make sure that being mother remains our priority AND we teach this to our children.

There are times when we will literally parent 24/7. Then there will come a time that we will have more "time" on our hands. Perhaps at this stage we may ask, "How can I help build the kingdom?" "How can I further work on my parenting skills, which really comes down to bringing souls to Christ?" I would suggest that Relief Society and focusing on the Three Fold Mission of the Church would provide untold service opportunities.

As I have extra time I have sought out my faithful Relief Society Presidents through the years and asked for extra assignments. It is through the Relief Society (which is under the Priesthood) that my surplus of time and talents are dedicated. Through the years I have been given many extra opportunities to serve in this way.  I have learned that "there are chances for good all around." My talents are used to build the kingdom, but it hasn't come in the way I have often wanted. It has come as I have worked under the direction of my husband and within the ward.  There is more than enough to do in my family and ward to fill my time and build the kingdom. I am simply saying I don't need to go "find a mission," I simply need to live my mission already given to me. "There is work enough to do ere the sun goes down," and Zion needs to be built. We further that cause by submitting to our role of mother/nurturer. We further the work of the Father by striving to be mothers who also partake in the Father's work to bring to pass the immortality and eternal life of man.

So in a nutshell perhaps we could change the message to our youth to be, "Nothing with be more satisfying in your life than realizing that your mission is to be a mom/dad and then having the courage to reject Babylon's message that there is something more important than fulfilling your family roles."

Get-to-know-you games and forms

Games:


Forms for "spotlights":

Marni's "Vanguard Youth Getting to Know You" form

Outdoor ideas and resources

USU Ropes Course

Ideas for what to include in a parent start-up packet

It can be nice to give the parents a start-up packet with some resources:

Parent's notebooks:

Bylaws

Outline for how to do a mentor meeting with scholar

section for newsletters

section for SARs (Student Accountability Reports)

overview of year

schedule for year

outline of journeyman classes

babysitting schedule for Vanguard

Mentor's specific (include in addition to parent components):

-How to write inspirements outline

-mentor code of conduct

-Things to include inclasses: Timeline, scriptures, testimony, reflection moments

-Quotes and articles section

Public Speaking class

This is a great class to supplement what we learn in Vanguard, on a different day or in the master class level, whichever your group decides:

Thanks, Julie, for putting all this together!

"I thought I would send this outline for a public speaking class to all of you since you will probably want to discuss having it as a journeyman class or a vanguard class or a mini class or nothing or whatever. :)

This is the format that I thought I would follow each time (depending upon what direction you want it to go)

Class:

Opening Warm Up Speaking (tongue twisters, jokes, newscaster (current events), weatherman, etc. 5-7 minutes for everyone to have a turn sharing something)

Small Instruction from me 10 minutes (prep for today's speaking...why's, how's, what's etc)

Time to prepare for speech...this will vary depending upon the topic given and how much time they need to prepare for it.  If it is one to be prepared in class time then preparation time will be 5-15 minutes.  If it is to be prepared at home before they come then no time to prepare is needed.

Speech's from youth/Critique from mentor (Kathy Mellor's method...ask them how they felt, what they liked, didn't like about their speech, give positive criticism, give one thing to work on next time...if they want it )  time?   usually it ends up being about 5 minutes per person unless they have a really long speech then it could go up to 10 per person.

Debrief the class:  what do you learn from yourself, what did you learn from watching others, what things will you do different next time, what things are you pleased with.  5 minutes

So in my calculations it looks like if we had 6 people taking the class then we would need an hour.  If we had less than 6 then I would need to find additional things to do to fill the hour...although I don't think that would be hard.  If we had more than 6 people then we could have a problem or we could just cut down on our prep time and the speeches would end up being shorter as a result...less time to prepare equals less time in front of people

So here is my outline of topics for class times if you decide you want it to be a journeyman class:

Class 1:   Getting to know you 

        What, Where Why public speaking

         Speeches:  Introduce a Speaker

                           Tell us about something you love

Class 2:   Preparing in your Mind part 1 and 2

        Speeches:   Method 1  You must see this movie forward

                           Method 2 You must see this movie  backward

Class 3:  Preparing in your mind part  3

         Speeches:   Method 3 You must read this book   why's

                            Telling a story

Class 4:  What is he looking at?

        Speeches:  Why you should or shouldn't do your chores

Class 5:  Story Time

        Speeches:   Your favorite Nursery Rhyme, Bedtime Story, etc.

Class 6:  Wipe that Smirk off your Face

        Speeches:  Sell me something from your room

Class 7:  So, Sorry, what was that you said?

        Speeches:  Instructions...tell me how to make something

Class 8:  Poke along little doggy

         Speeches:    lifes little mysteries

Class 9:  Mumble, Mumble, Mumble

         Speeches:   Your favorite subject (tell me about something your learning)

Class 10: Bueller, Bueller?

          Speeches:  Silly words,,,why is it called....toe jam, silly putty, ear wax etc. 

Class 11:  Good Pauses

          Speeches  Someone you admire

Class 12:  The King of Beasts (roar)

          Speeches:   to text or not to text that is the question

Class 13:  Prepared Speeches:   Brainstorming...they pick

           Practice Speeches  Eating Dessert First, uses of duck tape,  

Class 14:  Prepared Speeches:  Introduction and Transition to Body

            Practice Speeches :  prepositional phrases 

Class 15:  Body of the Speech

               Prepared Speeches   Introduction and Transition

Class 16   Prepared Speeches:   Transition to Conclusion and Conclusion

                Prepared Speeches  intro, transition, body

Class 17   Extemporous Speeches

                Studying the Greats  Gordon B Hinckley

                Prepared Speeches  intro, transition, body, transition, conclusion

Class 18    Informational Speeches..an event from history

                 Studying the Greats   Abraham Lincoln

                 Critiquing each other....extemoporous speeches

                 

   

Class 19    Persuasive Speeches...lifestyle change

                 Studying the Greats   JFK

                 Critiquing each other...an event from history

Class 20    WOW me...Using a Theme 

                 Studying the Greats  Obama

                  Critiquing Each Other...lifestyle change

Class 21    Wow me...Using a Theme

                 Studying the greats  Presidential Debating

If you wanted to do it for Vanguard during class time you could squeeze it into an hour a month, 15 minutes of instruction and then only have 6 or so (volunteers) give a speech each month.  It would give them less practice and no time to study the greats or go indepth into styles and proceedures but it could be incorporated into the Thursday classes.  I think the least amount of time you would want to go would be 45 minutes.  It takes that much time just for them to get their courage up, formulate coherent thoughts, and then give the speech and get feedback. If you did it once a month it would give them 7 instruction times:  5 Improptu and 2 Prepared  

If you wanted to do it as a mini class (6 weeks class) it would be similar to incorporating it into the Thursday classes.  It would need atleast 45 minutes a week and then you would have 4 Improptu and 2 Prepared.

Whatever you decide to do would be fine.  It is something I wanted to teach my daughter and thought that it might be beneficial to offer it through Vanguard if  it is something you think would be worthwhile for the youth.

Another thing I thought might be great would be to have clips each week showing a speech from a general authority and critique what things we liked or didn't (can you do that? :) ) about their talks.  It would add the spiritual dimension that is the best arena for public speaking (in my opinion).  It is a great way to help prepare for a mission or future callings."

Bookmark "general format" ideas

Marni's new style that includes the 7 monthly principles

Tips and Questions for book discussions

1) invite the Spirit
2) ask "open ended questions" (ones that don't require a "yes" or "no" answer) as much as possible
3) try to incorporate something visual or active at some point in the discussion (i.e.  we built our own little monument for our book discussion on "Charlie's Monument," each taking a turn to add a stone while we answered questions like: "what is a way I have served or been served that was meaningful to me," or "what could I say is a stone that I either would like to have in my own monument of life or already do")
4) make sure you are bringing out the principle of the month.  Reading the opening article of the newsletter gives you a glimpse, or the corresponding section of the 5,000 year leap that you see going through on the Constitution journeyman assignment the first week

Marni Hall found a great site for book discussion questions:

reading comprehension article/questions

Here is a basic sum-up:

Essential Reading Comprehension Questions

Before we begin a new novel, watch a movie or read an article on our favorite blog, most adults have already started tapping into a vast collection of knowledge about what they already know or think about the “text” they are about to engage with.


The ability to tap into our schema and seek out patterns to make sense of new information is an essential reading comprehension skill. It’s also a skill we can teach our students simply by posing strategic questions. 

We’ve been reading Judi Moreillon’s book Collaborative Strategies for Teaching Reading Comprehension and would like to share a series of questions you can ask students to help them build connections between:

• Themselves and the text
• Multiple texts
• Texts and the world
  

Building text-to-self connections
One of the best ways to model text-to-self connections is by using think-aloud questions. The following questions focus on three areas of text-to-self connection: feelings experiences, and ideas:

• Have you ever felt like the character(s) in this story? Describe what happened and how you felt
• Have you had a similar experience? Compare your experience to that of the character(s)
• Have you heard or read this information before? What does this information mean to you?
• How does connecting a story or information to your own life experiences help you better understand it?
  

Building text-to-text connections
Students often do not understand or enjoy readings because they do not see immediate connections between the text and other materials they have already read and enjoyed.  To help them make connections between texts, try asking the following questions:

• Have you ever read another book or seen a movie in which a story element (setting, plot, conflict, theme, or style) is similar to the one in this story? Describe how they are the same
• Have you read another book or seen a movie in which the writer used language or text structure similar to that in this story? Describe how these texts are similar.
• How does making connections to familiar texts help you comprehend the new text?
  

Building text-to-world connections
When students are able to stretch their thinking and see how a text connects to issues beyond what they are reading, it is much easier for them to invest in this new experience. To help your students make connections from the text to social, historical and contemporary issues, pose some of the following questions:

• What do you think the author’s message or purpose was in writing this story or presenting this information?
• Did the author suggest a message that connects with bigger ideas about the way things are in the world? What do you already know about these issues?
• What do you think was the author’s opinion or perspective on the big ideas in this text? Do you agree? Why or why not?
• How does making connections to larger issues help you comprehend the text?

Nomics

Nomics...a fantastic simulation that can drive the youth crazy but give them a very powerful look into the making of laws, carrying them out, and negotiation.

Nomic is a game in which changing the rules is a move. In that respect it differs from almost every other game. The primary activity of Nomic is proposing changes in the rules, debating the wisdom of changing them in that way, voting on the changes, deciding what can and cannot be done afterwards, and doing it. Even this core of the game, of course, can be changed.

—Peter Suber, The Paradox of Self-Amendment[2

These are the initial rules that our parent mentor gave us:
Initial Set of Rules
100. All players must always abide by all of the rules then in effect, in the form in which they are in effect.
101. All rule changes proposed in the proper way shall be voted on. They will be adopted if and only if they receive the required number of votes.
102. Every player is an eligible voter. Every eligible voter must participate in every vote on rule changes.
103. All proposed rule changes shall be written down before they are voted on.
104. No rule change may take effect earlier than the moment of the completion of the vote that adopted it, even if its wording explicitly states otherwise. No rule change may have retroactive application.
105. Each proposed rule change shall be given a number for reference. The numbers shall begin with 200, and each rule change proposed in the proper way shall receive the next successive integer, whether or not the proposal is adopted.
106. If a rule change as proposed is unclear, ambiguous, paradoxical, or destructive of play, or if it arguably consists of two or more rule changes compounded or is an amendment that makes no difference, or if it is otherwise of questionable value, then the other players may suggest amendments or argue against the proposal before the vote.
107. Whatever is not prohibited or regulated by a rule is permitted and unregulated, with the sole exception of changing the rules, which is permitted only when a rule or set of rules explicitly or implicitly permits it.
109. Players shall alternate in clockwise order, taking one whole turn apiece. Turns may not be skipped or passed, and parts of turns may not be omitted.
110. All players begin the game with zero points.
111. One turn consists of one part: proposing one rule change and having it voted on.
112. A rule change is adopted if and only if the vote is unanimous among the eligible voters.
113. An adopted rule change takes full effect at the moment of the completion of the vote that adopted it.
114. Each player has exactly one vote.
115. The winner is the first player to achieve 100 points.
116. If two or more rules conflict with one another, then the rule with the lowest ordinal number takes precedence.
117. If players disagree about the legality of a move or the interpretation or application of a rule, then the player preceding the one moving is to be the Judge and decide the question.
118. If the rules are changed so that further play is impossible, or if the legality of a move cannot be determined with finality, or if by the Judge's best reasoning, not overruled, a move appears equally legal and illegal, then the first player unable to complete a turn is the winner.