You are a young boy in the city-state of Athens at the height of the Ancient Greek civilisation. Following several years in one of the city's schools, your father wants you to prove yourself at the most famous athletic competition of all – the Olympics. This title in the best-selling children’s history series, You Wouldn't Want To…, features full-colour illustrations which combine humour and accurate technical detail and a narrative approach placing readers at the centre of the history, encouraging them to become emotionally-involved with the characters and aiding their understanding of what life would have been like competing in the ancient Greek Olympics. Informative captions, a complete glossary and an index make this title an ideal introduction to the conventions of information books for young readers. It is an ideal text for Key Stage 2 shared and guided reading and helps achieve the goals of the Scottish Standard Curriculum 5-14.

Help students think while they read in all subject areas, with the key skills of connecting, questioning, visualizing, inferring, and synthesizing.

Is your child getting lost in the system, becoming bored, losing his or her natural eagerness to learn? If so, it may be time to take charge of your child’s education—by doing it yourself. The Well-Trained Mind will instruct you, step by step, on how to give your child an academically rigorous, comprehensive education from preschool through high school—one that will train him or her to read, to think, to understand, to be well-rounded and curious about learning. Veteran home educators Susan Wise Bauer and Jessie Wise outline the classical pattern of education called the trivium, which organizes learning around the maturing capacity of the child’s mind and comprises three stages: the elementary school “grammar stage,” when the building blocks of information are absorbed through memorization and rules; the middle school “logic stage,” in which the student begins to think more analytically; and the high-school “rhetoric stage,” where the student learns to write and speak with force and originality. Using this theory as your model, you’ll be able to instruct your child—whether full-time or as a supplement to classroom education—in all levels of reading, writing, history, geography, mathematics, science, foreign languages, rhetoric, logic, art, and music, regardless of your own aptitude in those subjects. Thousands of parents and teachers have already used the detailed book lists and methods described in The Well-Trained Mind to create a truly superior education for the children in their care. This extensively revised fourth edition contains completely updated curricula and book lists, links to an entirely new set of online resources, new material on teaching children with learning challenges, cutting-edge math and sciences recommendations, answers to common questions about home education, and advice on practical matters such as standardized testing, working with your local school board, designing a high-school program, preparing transcripts, and applying to colleges. You do have control over what and how your child learns. The Well-Trained Mind will give you the tools you’ll need to teach your child with confidence and success.

Defining both the Common Core Standards and the school librarian's role in their implementation, this book offers ready-to-use lesson plans and other tools for grades K–5 and identifies opportunities for collaborative teaching. As elementary schools in nearly all 50 states are faced with meeting the Common Core State Standards (CCSS), school librarians need to understand the challenges and have lesson plans ready to help. This resource introduces the CCSS in English and mathematics to K–5 librarians and aides, helping them to understand the concepts, analyzing the impact on the school library, and providing lesson plans, resources, and other tools for implementation in integrated instruction with other curricula and collaborative teaching with other elementary teachers. Based upon the authors' own experiences in adopting the CCSS in their school, the included exemplar lesson plans and ideas are designed to support school librarians as they begin to collaborate with teachers in using the Common Core Standards in their daily classroom instruction. The book also discusses the opportunities for advocacy that result from the librarian's instrumental role in implementing the CCSS, both as a staff developer and a collaborative partner teacher.

What was it like to live in ancient Greece? It was a world of gods and goddesses, of fabulous pageantry and splendor, and of beauty and grace. Even though ancient Greek civilization was at its peak thousands of years ago, it is still very much alive. People still read the story of Odysseus and his long journey home, study Greek society because it was the birthplace of democracy, and even visit modern Greece to walk among the ruins of once-glorious buildings like the Parthenon. What was it like to be a boy or girl there in ancient times? What did they eat? How did they dress? What did they do for fun? The answers to these questions might surprise you!

Ellery H. Clark's 'Dick Randall, the Young Athlete' is a compelling coming-of-age story that follows the journey of the titular character as he navigates the challenges and triumphs of entering the world of competitive sports. The book is written in a straightforward and engaging style that captures the exciting world of athletics while also delving into deeper themes of perseverance, teamwork, and personal growth. Clark's attention to detail in describing the intricacies of various sports scenes adds a layer of authenticity to the narrative, making it a captivating read for sports enthusiasts and young adult readers alike. Set against the backdrop of a small town where sports play a huge role in the community, the story highlights the importance of dedication and hard work in achieving one's goals. Overall, 'Dick Randall, the Young Athlete' is a thought-provoking read that seamlessly combines sportsmanship with valuable life lessons, making it a must-read for fans of sports fiction and coming-of-age tales.

The study of immigration is a part of the study of the dispersion of the human race over the surface of the earth, but only one of the most recent parts. The most important population movements by which the habitable portions of the globe became peopled took place long before there was anything which might accurately be styled immigration. The dawn of the historical period found the principal sections of the earth’s surface already inhabited by races not widely different from those now native to them. About the early movements by which man was scattered from his original home to the four corners of the globe we have as yet little definite information. It seems safe to conclude that they must have resembled the instinctive movements of animals more closely than the rational movements of modern man. They must have been gradual, by slow stages, and in immediate response to the demands of the food supply or of the changing climate. Such movements, which may be designated by the term “wandering,” were the necessary precursors of the more recent developments. They furnish the background for the historic period, and constitute the original factors in modern relations. They may be taken for granted, and a detailed knowledge of them is not necessary for an understanding or investigation of such a historic question as immigration. The word “immigration” is one of those terms which are in common use in everyday speech, and which convey a certain general impression to the hearer, but which need to be given a limited and specific meaning when used in a scientific study. Many vague and erroneous notions about immigration may be traced to the failure of those using the word to form an exact idea of its connotation. Particularly is it necessary to distinguish clearly between immigration and certain other forms of population movements to which the term is frequently applied. There are three of these forms of movement. They all fall within the historical period, and consequently we have some definite information about them. They may be designated as invasion, conquest, and colonization. These, with immigration, all have this in common, that they are reasoned movements arising after man had progressed far enough in the scale of civilization to have a fixed abiding place. That is, they are definite movements from one place to another. This distinguishes them from what has been called “wandering,” and justifies including them in a separate category, to which the general name “migration” may be given. In using this term for this purpose, however, we must rid our minds of the association which it has with the movements of animals and birds. When we speak of the migrations of birds we customarily refer to seasonal changes of location, occurring regularly year by year. They are not cases of a change of home, but of having two homes at the same time.

Art in Story focuses on art of the ancient world, of the East and Africa, of the Middle Ages, and the Renaissance.