Growing up, family road trips had one very predictable feature. My dad read every historical marker. Actually, let me rephrase that. He made all of us read every historical marker.

We would be driving down a country road when suddenly he’d pull over and say, “Let’s see what happened here.” As a child, I wasn’t always thrilled about the diversions.

I wanted to get to our destination. I wanted snacks. I wanted to know how much longer until we arrived. But Dad had a standard response whenever we groaned. “We may never be back here.” And so we read the marker.

Every. Single. Time.

At the time, I thought he was simply slowing down our trip. Now I realize he was teaching me something far more valuable. He was teaching me to be curious. He was teaching me that every place has a story. He was teaching me that history isn’t something trapped inside a textbook. It’s all around us.

Those little roadside signs became invitations to wonder.

• Who lived here?
• What happened in this place?
• How did their story shape ours?

The funny thing is that my dad’s habit stuck. Completely.

A few years ago, Brandon and I visited the World Trade Center Museum in New York City. We had an entire day planned. We were going to see everything. Well…that was the plan.

Several hours later, we realized we had only made it through the first half of the museum. Not because it was crowded. Not because we were tired. Because we kept stopping to read every sign. Every exhibit. Every explanation. Every story. There were so many.

We became so fascinated with the history of the buildings themselves—the vision, the construction, the people behind them—that we never even made it to the second half of the museum before it closed.

As we walked out, laughing at ourselves, I suddenly thought of my dad. There I was, still reading every sign. Still slowing down long enough to ask questions. Still wanting to know the story behind the story.

And honestly? I think that’s exactly what good history does. History isn’t merely about memorizing dates and facts. It’s about learning to see people. Real people.

People who loved, struggled, sacrificed, built, failed, persevered, and trusted God through circumstances that often looked very different from our own.

That’s one of the things I love most about homeschooling. We have the freedom to help our children see history as a story rather than a list. We can listen to history while driving across the country. We can visit museums. We can stop at historical markers. We can ask questions. We can wonder together. And perhaps most importantly, we can teach our children that the world is full of stories waiting to be discovered.

This summer, as your family travels, I want to encourage you to slow down once in a while.

• Pull over for the historical marker.
• Read the plaque at the museum.
• Ask what happened there.
• Who was involved?

You never know what conversation it might spark.

And who knows? Someday your children may find themselves standing in a museum, reading every sign in sight, smiling as they realize that curiosity became a part of who they are.

Just like their mama. 

And just like their grandfather.

After all, you may never be back here…

There’s a moment in our homeschool day I’ve come to recognize instantly.

The room quiets.
The distractions fade.

And suddenly, we’re not sitting in our living room anymore—we’re somewhere else entirely.

Ancient civilizations. Distant lands. Stories that feel alive.

In our house, it all begins with the simple click of “play.”

When Brandon and I welcomed Diana Waring History Revealed into the Total Language Plus family this past November, it wasn’t just a business decision—it was personal. Brandon had already experienced the joy of Diana Waring’s storytelling as a child and he still remembers it!

Because if history has ever felt like a list of dates to memorize…you haven’t heard Diana tell it.

There’s something unmistakable about the way Diana teaches. Her passion doesn’t just inform—it draws you in. Our kids don’t passively listen; they lean in. Whether we’re driving or gathered together at home, they’re fully engaged, following each story as it unfolds.

And that’s exactly it—history becomes a story.

Not just facts. Not just timelines.
But a sweeping narrative of God’s hand at work through people, places, and time.

As a mom, I’ll admit—I appreciate the still moments these audios create. But what matters more are the conversations that come afterward.

The questions.
The connections.
The curiosity that lingers long after the lesson ends.

Because when a child feels history, they don’t just remember it—they carry it with them.

If you’ve been looking for a way to bring history to life in your homeschool, this might be the missing piece.

Have you listened yet? I’d love to hear—what time period has captured your family’s imagination?

For over three decades, Diana Waring has inspired families with her joyful, faith-centered approach to history—one that honors God’s hand in every era and invites students into the story. Her History Revealed series has become a trusted and beloved resource for thousands of homeschoolers around the world.

We share Diana’s deep commitment to homeschooling, discipleship, and making learning both meaningful and memorable. Having recently acquired Total Language Plus from Barbara Blakey, we’ve helped families approach literature with depth and purpose while carrying on the legacy of discovery based learning Barbara created 30 years ago, and now we’re excited to bring that same heart to History Revealed.

How Did This Come About?

The Lord Provides! (This is actually the secondary meaning behind the acronym TLP). A few months back Brandon was reflecting on his homeschool journey while writing a blog post for TLP. In it, he discussed how his curriculum was tailored to his interests. Having a love for history, one of the resources he used was Diana Waring’s What in the World series (back when it was still on cassette tapes). Brandon felt the tug on his heart to reach out to Bill and Diana to learn what their future plans were with the History Revealed curriculum. Unbeknownst to him, Diana and Bill had been praying for years about what the future would look like for their business. The Lord’s timing is perfect, and all four of us continue to be amazed by the Lord’s orchestration and affirmation in each conversation and every step of the process.

What Does This Mean for You?

• • The heart of the curriculum will remain the same. History Revealed will continue to guide students through Creation to the Present using a God-honoring, narrative-rich lens.
  • Support will continue and grow. TLP will offer resources, encouragement, and updates as they integrate History Revealed into their family of faith-based programs.
  • A legacy continues. Diana’s wisdom, creativity, and vision will live on through this next chapter. She offers her full blessing and encouragement for the transition and desires to collaborate on future projects together.
  • For now, nothing changes for where you shop. You can continue finding all History Revealed products at dianawaring.com, and all Total Language Plus resources at totallanguageplus.com. As we move forward, we’ll share updates about bringing everything into a unified, easy-to-use platform.

A note from Diana: 

It has been one of the greatest joys of my life to discover “glimpses of God’s work” in history! The stories of God’s faithfulness, of His provision, of His perfect timing, of His abiding presence (regardless of circumstance) are found, not only in the pages of Scripture, but in the lives of believers who have gone before us—all woven intricately into world history. Observing people in history trust God with their entire lives, and learning how God interacted with people, leaders, cultures and nations, transformed my approach to history. And, it literally changed how I lived. 

As this journey of discovery was taking place, a door opened for me to share it with other homeschooling families. . . Being a storyteller, it would be such fun to sit down with you and describe the wild adventure of the past 30+ years (spoiler alert: I never saw it coming!). 

For now, however, what I can say is that my part of this curriculum-writing adventure is ending in the same way that it began—first, with God’s working in multiple lives over multiple months, second with God’s nudging, third with God’s incredible provision, and, finally with God’s spectacularly perfect timing. We continue to be amazed at how right— and so very appropriate—it is to pass the torch to Brandon and Lanette Judy. They are not only experienced in homeschooling and wise in business, they are courageous and adventurous believers, too!

We look forward with great anticipation to the next chapter of History Revealed as Brandon and Lanette take this way beyond what we were able to accomplish!

A note from the Judys: We are humbled and honored to carry the torch Diana has lit. We look forward to serving the families who love History Revealed and helping more students discover God’s hand in the story of history. We recently introduced ourselves and our backgrounds in the announcements around acquiring TLP. You can find those here: Announcement & About Us. We look forward to you getting to know us and our family as we continue to serve your History (and hopefully Language Arts) curriculum needs.

Stay tuned for more news and updates as we transition the purchasing and store experience into a single unified platform. We can’t wait to see what God does next!

With gratitude,
Brandon & Lanette Judy
with Bill & Diana Waring

Different Kinds of Learners

When it comes to learning, we all know that there are differences. Some seem to learn easily in school (straight “A” students), while others tend to fail. Some seem naturally “bookish,” while others prefer to be doing an activity. Some enjoy a quiet environment for study, while others thrive in an environment of noise and people. Some are slow starters, while others are chomping at the bit.

Because there are so many kinds of differences, we are going to look at specific categories of differences as part of this “Different Smarts/Different Learners” series of posts. In this series, we will consider topics such as the 8 Kinds of Smart (multiple intelligences) and Learning Styles. To begin this process, though, we will be looking at Learning “Modalities”—visual, auditory, and kinesthetic—which are different ways our brains receive new information.

My own lesson of Lazy, Rebellious. . .Or, Just Different Than Me?

When I was a young homeschool mom, I would tell my six-year old to clean his room.

“Make your bed, pick up your toys, put away your clothes, throw out the trash. . .” (or some related version of specific things that needed doing).

He would always respond with a smile, “Okay, Mommy.”

And, about thirty minutes later, I would hear him call out, “I’m done!”

Walking into the room at that point, though was always a frustration. Why?

Because ALL he would ever have done was to make his bed. . .and maybe put away a book or two.

The rest of his bedroom was an utter mess. And, yet, he would stand there, smiling at me because he had done what he was told!

I was clueless to understand WHY he didn’t do all that I had said.

Sound familiar?

About that time, my public-school-teaching husband took an education seminar on different ways people learn. He came home with information on how some learn more easily when information is presented visually, others when it is presented orally, and still others when they can move or touch things (kinesthetically) as information is presented.

As he was describing this in more detail, a lightbulb went off in my head! Could it be possible that our oldest needed to see things in order to understand, but I was continually saying things I wanted him to know? Like, for instance, what to do to clean his room??

The next morning, I tried an experiment to test my new theory. Instead of saying the specific details of what needed to be done in his room, I gave him a piece of paper with the items written out for him.

“Honey, here’s a list of things you need to do to clean your room. Let me know when you’re done.“

He responded with that same smile and said, “Okay, Mommy.”

Thirty minutes later, he called out, “I’m done!”

When I walked into his room on that day, I almost fell over in shock. Every single thing on the list has been done. Every one of them!

That experience began to revolutionize my approach to homeschooling.

It may revolutionize yours, too. So, over the next several posts, we will look in detail at each of these different “routes” to the brain—seeing it, hearing it, and moving or touching it.

The Jaw-Dropping, Epic Challenge of Learning Something New

Finally, in order to gain an appreciation of what a big deal it is for a child to learn something new, I encourage you to take 3 minutes to watch this video-clip from the BBC. It will astound you at how much is required for the 100 billion neurons in your brain to build a new pathway—which must happen in order to learn something new.

Be patient with your kids as their brains work hard to learn something new today!

We started in the previous post on a short series about Learning Modalities: visual, auditory, and kinesthetic, which are three routes by which new information can be received by our brains.

Though we may use any of these different routes, it is helpful to know that there will always be one that is easiest for our own brain.

And, when a student is struggling to learn something new, knowing about these 3 different routes to the brain will give us insights and ideas on how to help them.

A “Visual” Learner?

Let’s consider the person who most easily learns new information when it is presented visually. This is the one who needs to look at:

• a book,
• a map,
• a diagram,
• a blueprint—anything that let’s them use their eyes to receive the information.

A little story to bring this home:

When my husband took a job as an estimator with a brick mason, he had to learn all of the different designs and styles of brickwork offered by this company. The only problem was that, because the owner of the company kept vocally describing the various brickwork as they walked around current job sites, all the new information was coming in his ears rather than his eyes.

After a few days spent unsuccessfully trying to keep all the patterns straight, Bill finally asked the owner, “Do you have a book that shows all these different styles?” With a puzzled expression, he shrugged and said, “Well, I guess there’s the union handbook for masons. . .”

Bill took the book home that night to study, and the next morning he walked confidently up to the owner on the job. Without any hesitation, he successfully identified all the different patterns of brickwork. The owner’s jaw dropped open, and in amazement he asked, “You got all of that from a BOOK????”

This scenario took place between two adults.

Imagine a child figuring out how to ask for the information in a new way.

It won’t happen, will it?

This child will struggle and we will probably become increasingly frustrated with them.

The overall experience will leave both child and mom wondering what’s wrong with them. . . and REALLY not liking homeschooling.

Don’t despair, my friend. Instead, recognize that it is a perfect opportunity to put this knowledge of “visual learners” to work.

You’ve got this!

Before we get started, remember that this information is to give us insight when our kids struggle to learn, AND to remind us that our kids (and spouse) may approach things quite differently than we do!

In the previous 2 posts, we looked at the significant impact of three routes by which new information can be received by our brains, and, then focused on the visual modality.

Auditory Learners

Today, let’s consider what it’s like for those who learn new facts best by hearing them.

This is the one who wants to hear you:

• tell stories,
• listen to audio books,
• even hear directions read aloud—anything that let’s them use their ears to receive the information.

How About You?

Do you find it easy to follow a speaker’s presentation, even when they don’t use an outline or a PowerPoint?

If you’re listening to preaching, are you able to keep up with what’s being said—without needing to jot down notes?

Are you most comfortable learning how to operate a new device by talking with someone on the phone (rather than reading a How-To Guide)?

Do you find yourself reading something out loud (or, saying it “aloud” in your mind) so that it makes more sense?

If so, then learning by hearing (auditory) is the easiest modality for you to take in new information.

If it’s not you, does this describe one of your children?

Frustration or Relief?

Picture this scenario:

You have just settled all your kids with their assignments and books. Whew. Time for a cup of tea.

Suddenly, your middle child says, “Mommy, what am I supposed to do?” You look at him, a little frustrated, and say, “What do the directions say?” He answers, “Well, it says to answer the questions.”

You look at your son, reminding yourself to be patient. “Okay, so, answer the questions.” With an increasing whine, he says, “But I don’t understand the questions!” You respond, a little heatedly, “But you read this chapter yesterday, didn’t you?” “Yes, but, Mommy, I don’t remember what it said. . .”

Right now, in this situation, it really helps to realize that for some folks, hearing it is how they “get it.”

It will allow you to respond like this:

“Oh, honey, I’m so sorry that this is hard! Here, come sit by me and let’s read it together, shall we? That way, if you have any questions, or if you don’t know some of the words, we can talk about it as we go.”

The look of relief on his face will clue you in to the fact that this is EXACTLY what he needed.

And, next time, you’ll know that he will remember a lot more if he can hear it read aloud.

In this final article on Learning Modalities—visual, auditory, and kinesthetic, it’s important to note that we can use any or all of these approaches. However, when things are difficult to learn, one particular approach will be easier for an individual. Discovering which one works best for each of your children will pay long-term dividends when you run into problems!

Kinesthetic/Tactile Learners

Today, let’s consider what it’s like for those who learn new facts best by moving or touching something while they learn. This is the one who:

• fidgets,
• jumps,
• rolls,
• taps,
• dances,
• skips—anything that lets them use their bodies as they receive the information.

In 1999, I had the privilege of being a student for one week in the classroom of a master teacher, Rosalie Pedder. From the moment she entered the room, we knew we were in for something unusual.

Unpacking a bag of Koosh balls, she tossed one to each of us, saying with her New Zealand accent, “Right. I want each of you to take this Koosh ball and quietly play with it while I talk. . .

For some of you, it will prove to be distracting. As soon as you recognize that, set it down.

For others, you won’t notice any difference as you listen to me. When you recognize this, put it down. You don’t need it.

But, for some of you, as you fiddle with this ball, you are going to hear what a teacher is saying—and actually UNDERSTAND it—for the first time in your life!”

As we looked at her in amazement, she continued, “For those who are helped by the Koosh ball, I want you to keep playing with it throughout the day. And tomorrow, pick one up as you come into the classroom. Feel free to walk quietly in the back of the room, too, during my lectures.”

She ended her introduction with this statement:

“The reason we are doing this exercise is to help you all understand that there are different ways people take in new information.

And, for those of you who do this best by moving or touching something as you learn, you have most likely been shamed by teachers in your past.

But I’m here to tell you that God made you in this wonderful way, and it is WELCOME in my classroom!”

Life-changing

Among these adult students, there were many who drank in Rosalie’s words. It turned out that their previous experiences in school had been very painful because, while other students seemed to absorb information easily, these folks (in different cultures) were each ridiculed and mocked for not “getting it.”

This came to the forefront when, one day, Rosalie announced that we were each to take several pipe cleaners and fashion something out of them that would represent the concept she had just been discussing.

I looked at her in disbelief! Pipe cleaners? To illustrate a concept??

Grudgingly, I crafted something utterly forgettable. That was the experience for most of us.

However, something stunningly beautiful took shape in the hands of one woman. As she shared her creation of a butterfly with the class, and shared how it represented the concept of being a kinesthetic learner, something life-changing occurred.

Everyone in that class was confronted with the beautiful gifting and talent of this quiet Korean woman, including her husband.

She had believed all of her life that she was stupid, unable to learn anything, yet in that moment, she discovered that she was fearfully and wonderfully made by God. All she had ever needed was an opportunity to touch things and to move as she processed and learned.

For some of you, that’s what you needed, too. And though you can not go back into your childhood and retake all those school classes, understanding that you are not stupid—and you never were—can be transformative.

And, for all of us who are homeschooling children like this, we can open wide the door of learning by giving them permission to MOVE!

Whether it be playing quietly with Koosh balls, sitting on an exercise ball, drawing while someone reads, doing jumping jacks while memorizing math facts—whatever seems best for the situation—create an environment where this approach is WELCOMED!