Our Family of Flowers- though each of us is individually unique, like the difference between a rose and a daisy, we are characterized as one- A Family of Flowers.
Jelly Bean Sunshine Lego Boy Butterfly Mom and Dad
Do not go where the path may lead,
Go instead where there is no path and leave a trail behind.
~Ralph Waldo Emerson
My family has a tradition, whenever Daddy is home, he makes cinnamon rolls every weekend. See my husband is a Chief in the United States Navy. He has served active duty for over 12 years and most of that time he has been gone (as anyone in the military can relate). Therefore, the kids know Daddy is home when, on weekend mornings, they are awakened by the sweet smell of cinnamon rolls. The sweet smell is carried from the warmth of the oven throughout the whole home as each kid wakes one by one and makes their way to the kitchen. The kids are glad that Daddy is FINALLY able to go shore duty (meaning he gets to be home more) in August 2012-I guess they like cinnamon rolls : ) It was not until recently that it hit me, “Why am I buying a roll of rolls each weekend when I can make them from scratch?” Hence my search for the perfect recipe, a recipe that can withstand the test of time and live up to our family tradition. So, after many years…here is my version of cinnamon rolls (the fact that I can prep them in the bread machine is a bonus):
Dough:
1 Cup + 2 Tbsp of warm milk (I warm my milk on the stove-don’t boil the milk though, just warm it slightly)
3 Tbsp of Canola Oil
1 Egg, which is lightly beaten + 2 Egg Whites
1/2 Cup of Granulated Sugar
4 Cups of Flour
1 tsp of Salt
3 tsp’s of Active Dry Yeast (I buy mine in bulk in a bag or a jar)
Cinnamon Roll Filling:
2 Tbsp of melted butter (melt over the stove or I use a special device with a lid (Pampered Chef) in the microwave)
2/3 cup of Brown Sugar, which is mixed with 1 Tbsp of Cinnamon
Cinnamon Roll Icing:
1 Tsp of Milk
1 1/2 Cups of Powdered Sugar (aka Confectioner’s Sugar)
4 Tbsp of Butter, which should be softened to room temperature (HOWEVER, I lack patience and can never wait, therefore it goes
straight from the fridge to the mixing bowl)
1 tsp of Vanilla
Directions:
1) Add the Dough Ingredients in order to your bread machine and, depending on your bread machine, run the basic dough recipe (it
will preheat, knead, rise, then shut off- aka the “dough cycle”)
2) When the dough is ready, roll it out into a rectangle shape (use flour as needed to reduce stickiness)
3) Brush the butter onto the dough (even the edges)
4) Sprinkle the prepared Brown Sugar and Cinnamon mixture over the buttered dough
5) Okay, this is the tricky part… Roll the dough from end to end (really not that difficult…in fact it is the best part to me…well
besides eating them)
6) Slice the Dough into Spirally Rolls (approximately 12 Rolls but it depends on the size of rolls desired)
7) Alright at this point you can either a) put them in the fridge for the next morning (make sure to cover with plastic wrap, b) lay
them out on a baking sheet and freeze
them for about 2 hours then place them in a freezer bag and pull and bake as desired, or c) BAKE THEM RIGHT AWAY
8) When you decide to bake them-Bake them in a preheated 325 degree oven for approximately 15 minutes (may need more or less time depending
on the size of your cinnamon rolls
9) As soon as the Cinnamon Rolls come out of the oven-spread them with the Icing
10) Eat them OR your family will : )
Note: Should you so decide-after you take the dough out of the machine, you can divide the dough in half to make smaller cinnamon
rolls (this is actually what I do).
Source: http://blessedfamilyofflowers.wordpress.com/2012/05/26/bread-machine-cinnamon-rolls/
© Copyright 2012 Blessed Family of Flowers
Personal Review of the Story of the World:
My children and I absolutely LOVE studying history. We have traveled across the country (east to west coast to east and back to west coast again) and have visited places like Mount Vernon, The Liberty Bell in Philadelphia, Washington D.C. and the plethora of famous landmarks, New York, Mesa Verde in Colorado, Garden of the Gods in Colorado Springs, Paul Revere’s Home, the Freedom Trail and the U.S.S. Constitution in Boston, Plimouth Plantation in Plymouth, MA, and Colonial Williamsburg in Virginia (just to name a few). So to say we LOVE history and experiencing it is an understatement. Sure we could study American History all day long, travel, experience it first-hand, but to study World History without the option of traveling abroad at this time presented me with a perplexing problem… how to still experience the riches of history without actually experiencing it? Hmmmm…So, when I needed to choose a book to further study history I wanted to select the best. I envisioned multi-level teaching with us gathered around the kitchen table or cuddled on the couch engaged in our present study. I wanted to make history come alive and keep it interesting. We homeschool classically, so finding something that fit within our educational philosophy was a must. Furthermore, I wanted to have a curriculum that was adaptable and chronological in nature, so that my children could organize the historical events in their proper places (Creation to Present Day). When I was in school, the events of history were taught to me in scattered conundrums and were not only jumbled but also dry in nature. Therefore, not only did I want the events around the world to make sense to my children in chronological order, I wanted it to be fun and engaging. I wanted a curriculum that was easily adaptable to my family; something that served as our history spine and could stand-alone or have supplements added if I so chose…Hence, my welcomed discovery of Story of the World by Susan Wise Bauer. The author Susan Wise Bauer, a writer and historian is a professor at the college of William and Mary. What I really like is that she is also a pastor’s wife with a strong biblical knowledge base, who also has a knack for storytelling and originally wrote the Story of the World as such. However, as a side note, her publisher, who wished to reach a wider audience, has edited much of the original book. Therefore, The Story of the World is neutral in its approach and can be equally applied to either a secular homeschool or a Christian-based one with ease. Meaning, you can add or take away from its spine to fit your desired needs. There are many biblical stories, (such as Abraham, Joseph, and Moses), accurately told within the pages but they are in a whimsical and story-telling tone. However, I really enjoyed this aspect because part of our job as Christian parents is to get the Word of God into the heart of the child and children love stories. Working within the classical model of education, the purpose in the grammar stage is to lay the foundation for future study and the usage of storytelling accomplishes just this. However deeper levels of the Bible study can be integrated, as the parent deems appropriate for the child’s level of understanding, whether the child is in the grammar, logic, or rhetoric level of the classical model of education. To continue, Jesus Himself, told parables (aka stories) to reach people for His kingdom. He changed His method of delivery dependent on the audience at the time. Therefore, the usage of story-telling with biblical stories is welcomed in my book because the children are being exposed to God’s Word and storing its treasures in their hearts for later recall, such as with later stages of the Classical model of education. Furthermore, children in the grammar stage will be engaged and captured with the story-telling fashion and for the parent who has a child in the logical or rhetoric stage they can use the reading as a springboard for a deeper study in the Bible. To conclude, what I have found through using Story of the World this school year is that history has come alive as we have been transported back in time and have journeyed forward as we traveled the pages of Story of the World. The study has been engaging, informative, easy to read, and has fit exactly what we were looking for. Story of the World is a great overview of history for younger students in the grammar stage and can be easily adapted to fit older students in both the logical and rhetoric stages through additional ideas, (supplied in the activity and curriculum guide or through personal choices of supplementing). I will leave the choice to you but there are many treasures to be found within this book. I promise you will be pleasantly surprised as you travel back into history.
Topics of study we have enjoyed:
Egypt: we traveled back into the ancient world of mummies, pyramids, hieroglyphic writing, pharaohs, and the Gods of Ancient Egypt (a topic that I embraced in order to teach my children a lesson in apologetics/ how to defend their faith). Ancient China: We studied such things as silkworms, farming, and pictograms. Greece: the origin of the alphabet, and Cyrus the Great. The study of Sparta and Athens. The Greek Gods, Mythology, Persia, and Alexander the Great. The Rise and fall of Rome: The Roman Gods, Gladiators, Catacombs purpose and the persecution of Christians in Rome, the first Christian emperor (Constantine) who stopped the persecution of Christians at that time. Confucius and Julius Caesar to politics in Ancient Rome, democracy and consuls, Cleopatra, and Augustus Caesar. The Beginning of Christianity, The birth of Jesus, His crucifixion and resurrection.
I also found that I was easily able to inter-relate various topics from other disciplines easily into our study, similar to a unit study. For instance, when studying mythology in history, we also were able to study constellations in science. My children were also able to use their historical knowledge to write reports in Language Arts.
Further Information:
We have been using Story of the World, Volume 1: Ancient Times, which includes the earliest nomads to the last emperor of Rome. The suggested grade usage is grades 1-4 for reading aloud and grades 5-8 for independent study.
Other volumes available include:
Volume 2: The Middle Ages, which covers the Fall of Rome to the Rise of the Renaissance
Volume 3: The Early Modern Times, which covers Elizabeth to the First of England to the Forty-Niners and the God Rush
Volume 4: The Modern Age, which covers the year 1850 to the present time
My children are in grades 2, 4, 5, and 8 so I needed to find something that would enable us to study history together—the way we prefer it. This is my plan for future book usage with the four year cycle:
Volume 1: year one
Volume 2: year two
Volume 3: year three
Volume 4: year four
And then we will repeat, starting at volume one. However, once we pass through all the volumes, the next round will be covered at a deeper level by adding additional resources. I also find that I am already differentiating their studies to accommodate their various grade levels. For instance, my rising 3rd grader (grammar stage) will color a page while listening to the reading. My rising 6th grader (logic stage) may be conducting research on our study topic, while my rising 9th grader (rhetoric stage) will formulate her opinion and defend it in a paper. I teach my children to always check the facts and think for themselves, explore the source through research skills and insight; regardless of the source or author (except the Bible, which we fully believe). I also assign readers to my children based on their current grade and knowledge level.
There is also a corresponding curriculum guide and activity book for each volume, which offers enriching options such as: coloring pages, maps, illustrations, crossword puzzles, recipes, activities and crafts, review questions, and ideas for additional books to read. In addition, Usborne’s Internet-Linked Encyclopedia of World history will prove useful as it is referenced often throughout the book as a source of information.
For the parents, like me, who do not prefer to read out loud but like settling in with the family and being read to…there is an option to purchase the audio book. This is the option we chose because we are all able to listen along together. There is themed music and the storyteller is very skilled in what she does. Barbara Alan Johnson reads the version we have, but there is also one that is read by Jim Weiss. We personally chose the one read by Barbara Alan Johnson because her voice was more appealing to us but both are equally done well.
Finally, we have also been using the chapter test and answer key by Elizabeth Rountree as a way to discuss and talk over what we just learned. The kids are able to actively learn and listen as the book is read to us. Then we go over their answers, which normally sparks further discussion. I also find that days or perhaps months later the kids will bring a lesson up in the natural rhythms of everyday life to further discuss, whether because we are studying a related topic or see something on TV that stirs a memory from a previously learned lesson.
Further Information of the Classical Educational Method of Learning, The Well-Trained Mind, and The Story of the World by Susan Wise Bauer:
The Story of the World, in holding with the grammar stage of The Well-Trained Mind: A Guide to Classical Education at Home by Susan Wise Bauer, children in grades 1-4 will greatly enjoy having historical stories read to them. At this stage within the classical educational model, the mind is ready to absorb the information. Their brains are adept to memorize lots of facts and they actually find memorization fun. These are the years in which a foundation for later studies is laid. Think of it as hanging hooks for future information to be hung on during a later classical stage (logic and rhetoric stages). While children in the logic stage (grades 5-8) can read independently and absorb the information to make sense of the why’s of history (Cause and Effect). During the logic stage, children have the capacity to think abstractly, analytically, and well, for a lack of a better word, logically. They also possess the cognitive tools for organization of material. At this stage they are less interested in memorizing facts, as with the grammar stage, but instead are interested in the reasons why things are the way they are or the way the previously acquired facts from the grammar stage fit together into a logical framework. In other words, at this stage it is not merely absorbing information but when a child reads Story of the World independently, they will want to analyze it at a deeper level and analyze the cause and effect of the events they are reading about. Finally, if a parent so choses they can easily adapt this series to the rhetoric stage (grades 9-12) by adding supplements and other academic studies. In the rhetoric stage, the 9th-12th grader is recalling and building on previously acquired information and material they have learned in the grammar and logic stages. Remember the hooks they hung in the grammar stage? In the rhetoric stage they have hung information on the hooks, processed them through analysis and are now ready to apply the knowledge in real life through the rhetoric stage. In other words, they have been building their knowledge precept upon precept and are now ready to apply it. Furthermore, within the rhetoric stage, the adolescent will begin to specialize in the area of interest or passion and are equipped to express the conclusions of their studies through debate and other methods.
Additional Information can be found at:
http://www.welltrainedmind.com/store/history-and-geography/story-of-the-world.html
Each volume is reasonably priced and has optional supplements available to further enhance the study of history, for instance:
There are many options for purchase, such as: hardcover, .PDF download, paperback, spiral bound, the audio version, etc.… I would suggest getting the spiral bound edition and audiobook version. I also would recommend getting the revised edition, as there was errors found in the first edition. Also, in the second edition there is a list of maps in the back, a pronunciation guide, and a timeline. I have found the timeline an excellent resource as we have made a timeline as we have gone through the book. This further allows the kids to place the historical events in chronological order and serves as a visual aid to refer to when needed.
Teaching for Him,
Master of Arts in Counseling with Christian Specialization
Certified Teacher
The below could not be more true. My blessed family of flowers are indeed each a dandelion of sorts. As military children, they bloom where they are planted, over and over again. Home is where the Navy sends you.
The Military Child~ Author unknown
The official flower of the military child is the dandelion. Why? The plant puts down roots almost anywhere, and it’s almost impossible to destroy. It’s an unpretentious plant, yet good looking. It’s a survivor in a broad range of climates. Military children bloom everywhere the wind carries them. They are hardy and upright. Their roots are strong, cultivated deeply in the culture of the military, planted swiftly and surely. They’re ready to fly in the breezes that take them to new adventures, new lands, and new friends.
Experts say that military children are well-rounded, culturally aware, tolerant, and extremely resilient. Military children have learned from an early age that home is where their hearts are, that a good friend can be found in every corner of the world and in every color, and that education doesn’t only come from school. They live history. They learn that to survive means to adapt, that the door that closes one chapter of their life opens up a new and exciting adventure full of new friends and new experiences.
*Here is a paper I wrote at the beginning of pursuing my Masters degree: Jennifer Hyatt_The Military and its Impact on Families
Love, LOVE that I can hook my MAC up to my TV and broadcast educational videos like Discovery Education Streaming and Brain Pop to enhance our studies. We are learning about the planets today with Tim and Moby.
Plato’s Allegory of the Cave
In this allegory, Plato tells the story of a group of people who had lived in a large dark cave their entire life. Everything they did was done in the dark: bathing, walking, eating, talking, and working. Each day the sunlight would filter a few dozen feet into the mouth of the cave. Since they lived in utter darkness, the cave people could not face the sun directly, but just on the edge of their dark world, they saw the shadows of things thrown onto the cave walls.
In their ignorance and confusion, they believed that the shadows where real, tangible objects. For example, they believed that the shadow of a chair was an actual chair; the shadow of a man was an actual man, and so on. As the years went by, the people continued to live in the dark, mistaking the shadows for real objects.
One day, one of the men in the cave decided that for the first time in the history of the people he would exit the cave. He packed his knapsack and summoned his courage, hugging his wife and children goodbye. He watched the shadows dance long the wall one last time. But, the world that the man discovered outside the cave was amazing and so different than he expected.
Standing in the light, he saw trees and birds and rivers, he saw real chairs and real people, and he realized that the shadows had simply been an illusion. After his explorations outside the cave he decided he would make the long hike back to the cave and share what he had learned with his friends and family.
He was excited to point to the shadows on the wall and say, “Those are just shadows! The real world lives outside! You cannot know the truth if you do not leave the darkness!” All the way home he thought about how happy the others would be to have a chance to know the truth. He imagined dancing and singing and a joyous procession of people entering into the light. He imagined a feast in his honor, and capes, and crowns.
Soon, he made his way back, and running through the mouth of the cave back into the darkness, he called for all the people to gather. When everyone had arrived, he shared his knowledge of the outside world. He exposed the shadows as only illusions, announcing to the people and that what they thought was a real world was only the shadow of the real world.
But, to his great surprise the other cave people were angered at his pronouncements. They did not appreciate his exposing their fallacies and they had no desire to leave their darkness. In fact, they drove him away telling him to leave and not to return. Dumbfounded, the man walked away from the cave. He could not believe that the people would rather live in ignorance than step out into the light.
There are many around us today who are similar to the cave dwellers in Plato’s allegory. They would rather live the easy life of a spoon-fed education instead of working for something deeper, bigger, and greater. A lack of true education — and what I mean by “true education” is an education that makes us think, that stretches our limitations, that opens up worlds we never knew existed, and that prepares us to lead others in the future — chains them in shadows, leaving them to believe in things that are not true, real, or logically founded.
The choice people make to remain in the dark has a disastrous consequence: they are literally handicapped in their ability to seek and comprehend truth. They cannot leave the cave and chase after the real forms of the outside world because they have not been prepared to encounter reality. Even if they wanted to leave, their ignorance has doomed them to the confines of the cave.
For this reason, a true education is a vital aspect of surviving in the modern world. Without education, both moral and academic, it is impossible to discern truth from illusion and it is impossible to engage in the language of reality.
Education is the light. Stepping into the light means engaging in the world as it actually exists, and not merely as it seems or not only its shadows. The light separates the false from the real and enables people to enter into a dialogue with and about truth.
Seek after knowledge wholeheartedly and refuse to be left behind in the metaphorical dark. This takes a tremendous amount of work and effort at times, but in the trenches of math assignments or on the battlefields of homework, when they mutter to themselves, “Why do I have to do this?” the answer will come in loud and clear, “To leave the darkness!”
And, with this answer in mind, when they want to close the book and throw their hands in the air, they will choose to persevere instead. Because at the end of the day, it is far better to leave the cave and live in the freedom of truth, than remain in the cave of dark ignorance and only imagined satisfaction.
Time for a rock and mineral study. The kids and I are playing detective to investigate the names of these rocks and minerals.
Today’s mission:
We learned what geology is and what a geologist does.
We examined the properties, a property is something we can observe (through sight), such as color, shape, feel (texture), shine (luster), weight (density), and smell.
The properties are clues that will help us investigate the rocks and minerals identities.
As detectives, we sorted the rocks into categories. We also determined if they float (or not).
As detectives, we used testing to investigate the evidence (just like a geologist would test to determine what they are made of and how they were formed).
We found out that ROCKS are really a combination of minerals and that some rocks are made of only one mineral. We used a streak plate (white tile) to determine hardness. We learned the color of the streak is the true color of the mineral. We also learned that if a mineral leaves a streak on a streak plate, one is harder than the other. A mineral that is softer than the streak plate will leave a powder (streak).
Finally as detectives we learned that in the 1800′s Friedrich Mohs developed a way to test a mineral’s hardness (Mohs scale). So of course, we had to put on our detective hats and do it too!
We used our nails, a shiny penny, and a nail made of steel to test the hardness of the mineral. The Mohs scale rates from 1-10, with 1 being soft and 10 being the hardest. We learned that a diamond is the hardest mineral (at a 10). By using our nails, pennies, and steel nails- we learned that a harder object will scratch the softer object and leave a powder (or residue) on the harder object.
We are still investigating but very soon we will know the identification of the first 22 of our rocks. Stay tuned.
The kids have a dream of one day owning their own bakery cafe. Here Kiersten has drawn a picture of what they are dreaming up.
Drawn by Kiersten Smith- inspired by Family.
Emma, my baby girl, is my free-spirited and smart Jelly Bean. She is so sweet and truly made of sugar and spice, and everything nice. She brings much happiness and love to our family.
Kailey is my little baker and helper, she has a servant's heart. She brings warmth and sunshine to all who know her with her selfless compassion and love. 
Steven, my loving and tender-hearted boy, brings laughter to our life. He has a spark of humor and creativity. He is an inventor and has the capability of seeing the world with new insight. 
Kiersten is my independent and artistic butterfly who is blossoming into a beautiful young lady capable of great things. Her imagination is endless as she writes and illustrates her own books. 
