Class Registration

Registration for 2nd Quarter Fall classes will open on Tuesday, October 6, at 6:00 am.

A 10% early registration discount is offered through Friday, October 16.

  • See the updated Compass Academic Calendar for 2020-21.
  • Examine our COVID-19 plan before registering for fall classes!
  • Read about the virtual formats some high school classes are being taught in.
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    Donna Shackelford

    This year-long, lab-based course is a survey of key concepts in the fields of physical science, Earth science, and life science which will give students the foundational knowledge to succeed in high school level Biology, Chemistry, Physics, and Environmental Science. Each class period will involve approximately 25 minutes of lecture and 60 minutes of lab time.

    Weekly lab work will allow students to apply the scientific concepts studied, improve laboratory techniques, record observations, take a variety of measurements, use different lab equipment, record and interpret data, convert units of measure, and write lab reports. An effort is made to incorporate recent scientific discoveries and new technologies in class discussions. The background covered in this course will enable a teen to become an educated reader of scientific news and a more knowledgeable consumer.

    The life science topics in this class are designed to give the student general knowledge in biology, zoology, botany, genetics and ecology. General themes in the class include life cycles, food webs, and an understanding that living things depend on each other. Microscope work will be used in life science labs. Students may want to dual register with this course and the fall Dissection Lab classes for a more robust introduction to biology and for further lab experience. The physical science portion of the class will overview fundamentals of chemistry and physics such as the properties and classification of matter, the Periodic Table, basic chemical reactions, energy, forces, work, motion, simple and compound machines, waves, light, sound, and electricity. Earth science concepts include the water cycle, weather patterns, climates, and water/air quality.

    This class is appropriate for a tween or teen who had limited middle school level science and who expects to pursue high school level Biology, Chemistry, Physics, Earth Science, or Environmental Science on a college-preparatory track. This class is also appropriate for a homeschooled teen who will likely pursue an arts- or vocational- focused path and for whom an overview of high school science concepts is sufficient.

    Workload: Students should expect to spend 1-2 hours per week outside of class.

    Assignments: will be given in class and repeated in the weekly e-mail to parents and students. In addition, students will have some take-home labs to complete observations and measurements longer term at home.

    Assessments: The instructor will provide a quarterly student evaluation form which includes metrics on a student's class participation, homework, and general understanding of concepts for the parent's use in assigning a grade.

    Textbook: Students should purchase or rent Miller & Levine Biology, 2010 edition (red macaw cover, ISBN # 978-0133669510). Students should also purchase Everything You Need to Ace Science in One Big Fat Notebook: The Complete Middle School Study Guide by Workman Publishing (ISBN # 978-0761160953)

    Lab/Supply Fee: A lab fee of $125.00 is due payable to the instructor on the first day of class.

    Credit: Homeschool families may wish to count this course as a full credit in general science for purposes of a homeschool transcript.

    1
    Tia Murchie-Beyma

    This full-year lab science course introduces classic biology topics updated for the 21st century. Biology studies living things and their relationships from microscopic to massive, ancient to modern, arctic to tropic. Our survey includes: (1) cellular and molecular biology, (2) ecology, (3) genetics, (4) biology of organisms (with selected human health and anatomy topics), and (5) evolution and diversity.

    You will observe microscopic organisms and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science.

    By the end of the course, students will be able to explain the nature of science as a system of knowing; cite evidence for foundational theories of modern biology; explain basic biological processes and functions; describe structures and relationships in living systems; outline systems of information, energy, and resources; demonstrate valid experimental design; discern ethical standards; relate their values and scientific ideas to decision-making; and apply biology knowledge to their own health.

    In this flipped classroom, students are responsible for covering new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations prior to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities.

    Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs.

    Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sexuality education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Dissections are optional. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint.

    The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments; it is appropriate for students who seek more challenge or plan to take the SAT Subject Test in Biology. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time.

    Schedule: Note:All class meetings will be in a virtual classroom, providing synchronous ONLINE instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to HYBRID instruction for second semester as COVID-19 scenarios improve. Hybrid instruction would include online instruction on Mondays (8:00 am - 8:55 am) and in-person instruction on Fridays. Instruction is recommended to be synchronous, but recordings will be made for students with schedule conflicts.

    Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages.

    Workload: Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. All students should expect to spend 4-6 hours outside of class reading and preparing homework.

    Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and virtual conferences.

    Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site

    Textbook/Materials: Students must purchase or rent the textbook Biology (2010 edition with baby alligator cover) by Stephen Nowicki, published by Houghton Mifflin Harcourt/Holt McDougal (ISBN# 9780547219479) An e-book version is also available (ISBN# 9780547221069). By second semester, those who elect to take the SAT Subject Test will also need the College Board's "Official SAT Subject Test in Biology Study Guide" (ISBN# 978-1457309205) and a prep book of their choice, such as the latest Princeton Review's Cracking the SAT Subject Test in Biology E/M or Barron's SAT Subject Test Biology E/M.

    Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class. The cost for the SAT Subject Test in Biology in spring or summer 2021 is not included. Each family is responsible for scheduling and paying for their student's exam through the College Board.

    Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, at least 400, 3"x5" index cards, and plain, lined, and graph paper. Some of these supplies are used at home. Students should watch class announcements on Canvas to know when to bring items to class.

    Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.

    Prerequisites: None

    1
    Judith Harmon
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    Knights, Kings, Queens, and castles. What tales come from the land of dragons and magic? An epic story of old will come to life, with the help of our fine actors and actresses. Will our tale be of King Arthur and his mighty knights, or will we have a tale from Robin Hood and his Merry Men? What adventure will unfold when we come together for the show of a lifetime?

    Students will begin with improvisational games to get to know each other, then read through the two, prepared scripts together. Through group activities and guided discussion, they will create new characters, brainstorm variations, craft plot changes, add lines, and cast their parts. The instructor will then update and customize the class script with the students' input.

    The class will learn the practical aspects of acting, as they work on script read-through, blocking, costume/prop design, and planning the show. Students will develop their own "actor's toolkit" of voice, body, and imagination in this creative process! Actors will grow in confidence and communication skills in preparation for a final sharing with parents on the final day of the quarter.

    Once the script is fully developed with everyone's parts, about half-way through the quarter, it will be emailed to parents. Parents will be expected to help their children memorize their script/lines/cues and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. Note: Students who are emerging readers (not able to read at a 3rd/4th grade level) would be better suited to the Young Actor's Playhouse class, rather than this level.

    Topics in this Series: The Craziest Dream Ever (Quarter 1), Medieval Mayhem (Quarter 2), The Incredible Invention (Quarter 3), and The Emperor's Ensemble (Quarter 4).

    1
    David Chelf

    This is a complete course in high school Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of real-world applications. Topics in Algebra I include number systems, linear systems, rational numbers, complex numbers, exponents, roots, radicals, quadratic equations, polynomials, factoring, absolute values, ratios, and proportions. In addition, the course will cover solving and graphing systems of functions, linear equations, and inequalities. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving.

    Prerequisite: Students should have a solid foundation in pre-algebra topics in order to take this class.
    Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
    Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
    Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
    Textbook: Students should purcashe or rent the required textbook for this class: Algebra I: Expressions, Equations, and Applications by Paul A. Foerster. It is available in a few different editions, each of which is virtually identical: 2nd edition (ISBN-10 020125073X, ISBN-13 978-0201250732), 3rd edition (ISBN-10 0201860945, ISBN-13 978-0201860948), and Classic edition (ISBN-10 020132458X, ISBN-13 978-0201324587). It is also available under the title Foerster Algebra I, Classics edition (ISBN-10 0131657089, ISBN-13 978-0131657083). A calculator is not needed for this course.
    Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.

    Prerequisites: PreAlgebra

    1
    Peter Snow
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    In Advanced Beginner Chess 2, students will learn skills and strategies that build upon each other, including: advanced beginning counting in chess; Double attack tactics; Using the center once you control it; Advanced beginning king and pawn endgames; Key positions in rook and pawn endgames; Principles of minor piece endgames; and Simple, pawn-less endgames. Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation). Each class will be spent half on technique and half in practice matches with classmates while the instructor coaches. Students should have 15-20 hours of chess instruction prior to enrolling in Advanced Beginner Chess, or a working knowledge of most skills taught in the Compass Beginner Chess level.

    Prerequisites: Beginning Chess series, or equivalent

    1
    Taliesin Knol

    This class will study and simulate the revolution that built the modern world, from coal to oil!

    For thousands of years, the most advanced feats of human engineering came about through brute labor of men and beasts. Armies, soldiers, and slaves built roads and temples, and cargo was transported on waterways or pulled on animal-drawn carts. Once humanity began the widespread use of mechanical engines, it kick-started a massive leap in technology and progress. The limits were no longer set by biology, but by technology. This took people out of fields and into factories, producing goods at superhuman rates and raising the standard of living for humanity to unimaginable levels. This class will study the early Energy Economy, how modern nations exploited new technology and energy sources in the Industrial Revolution.

    The class will use a custom Role-Playing Game to simulate a transitional industrial economy. Students will role play as either industry or energy tycoons and attempt to dominate the market and rule the supply and demand, while balancing the construction and maintenance of a class energy grid. Economic systems, infrastructure, labor organization, all must be precariously balanced to keep civilization out of literal darkness. Will they be Carnegies and Rockefellers, or will they run out of steam? To accomplish this, students will create a business plan and run balance sheets week-by-week to justify their strategies. These strategies will have to account for decisions like, how much fuel to acquire versus how much energy/goods to produce and sell in the in-class economy. We will track this in a class ledger, updated weekly and posted online. The students' bookkeeping will reveal profit or loss and guide their choices for the next week's game. Players will learn to change their strategies and tactics based on what everyone else is doing so their businesses remain profitable. Will they avoid bankruptcy or achieve a monopoly -– true to history?

    Each student's business plan and bookkeeping ledger will be updated on class Google Drive and will be developed with feedback from the instructor. At the end of the semester, students will add a reflection about what they learned and what they would have done differently in their business plan with their new knowledge and game experience.

    Students are encouraged, but not required, to take both semesters of this class. First semester will use a simple energy and business model, while second semester will be more technical including more energy options and considerations, resulting in more complex business plans and game strategies. During the second semester, students will learn about the different types of jobs found in the energy industry.

    Topics in this Series: The Industrial Revolution (Semester 1), The Oil Economy and Beyond (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: None

    Workload: Students should expect to spend 1-2 hours per week outside of class.

    Assignments: Course documents including period plans, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class reading list of articles/excerpts and YouTube playlist for any videos watched in class or assigned as homework.

    Assessments: Informal assessments will be given at the instructor's discretion, but assignments will not be scored or graded. Each student's financial success in the game will be an indicator of their learning and participation for purposes of assigning a grade. Parents will also be given shared access to their student's business plan with instructor and ledger, with instructor comments at the conclusion of class.

    Textbook/Materials: None

    Lab/Supply Fee: None

    What to Bring: Paper or notebook, pen or pencil

    Credit: Credit: Homeschool families may wish to count this course as a component (partial) credit in History, Economics, or Business for purposes of a high school transcript.

    1
    Kerry Diederich

    This class is a multi-media art sampler for our youngest artists! Each week students will learn a few fun facts about a type of art or artist, view sample works, and then will create a project in the style of the artist using a wide variety of materials and representative colors, patterns, textures, and embellishments. Young artists will have the opportunity to work with a different media each week such as tempera paint, various papers, color pencils, markers, tissue paper, translucent tracing paper, cray pas, oil pastels, charcoals, and watercolors.

    Second quarter, Junior Artists will learn about famous abstract and geometric artists and their art- what designs and patterns will we be able to see in their works? Featured artists include Miro and his geometric abstract art; Calder with his whimsical abstract sculptures; Klee and his childlike colorful designs; and Mondrian with his Yellow, Blue, Red and Black Line art. Through weekly projects, Junior Artists will learn about and make their own abstract and geometric art while learning about the artist, the technique, and the subject matter.

    Topics in this Series: Artists and their Animals (Quarter 1); Famous Abstracts (Quarter 2); Cultural Art Creations (Quarter 3), and Scenic Seascapes (Quarter 4). Supply Fee: There is a supply fee of $20.00, payable to the instructor on the first day of class which covers consumable class materials such a specialty papers, watercolor pencils, and paints.

    1
    Kerry Diederich
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    This class is a multi-media art sampler for our youngest artists! Each week students will learn a few fun facts about a type of art or artist, view sample works, and then will create a project in the style of the artist using a wide variety of materials and representative colors, patterns, textures, and embellishments. Young artists will have the opportunity to work with a different media each week such as tempera paint, various papers, color pencils, markers, tissue paper, translucent tracing paper, cray pas, oil pastels, charcoals, and watercolors.

    Second quarter, Junior Artists will learn about famous abstract and geometric artists and their art- what designs and patterns will we be able to see in their works? Featured artists include Miro and his geometric abstract art; Calder with his whimsical abstract sculptures; Klee and his childlike colorful designs; and Mondrian with his Yellow, Blue, Red and Black Line art. Through weekly projects, Junior Artists will learn about and make their own abstract and geometric art while learning about the artist, the technique, and the subject matter.

    Topics in this Series: Artists and their Animals (Quarter 1); Famous Abstracts (Quarter 2); Cultural Art Creations (Quarter 3), and Scenic Seascapes (Quarter 4). Supply Fee: There is a supply fee of $20.00, payable to the instructor on the first day of class which covers consumable class materials such a specialty papers, watercolor pencils, and paints.

    1
    Danielle Rhodes

    Roundtable is a seminar-style literature analysis and discussion class for high school students. Instead of a broad, general survey of literature, Roundtable students will examine a focused, "special topic" in literature through critical evaluation and rich discussion. Written works will be selected for their contribution to a specific genre and their influence on society.

    First semester, the class will examine the Science Fiction genre with a critical eye on what elements are found in all science fiction works. The class will examine the role of identity and the individual in the strange, new worlds through a study of works such as: Blood Child (1995), a short story by Octavia Butler, Frankenstein (1818) by Mary Shelley, Invisible Man (1933) by HG Wells, The Blazing World (1966) by M. Cavendish and Ready Player One (2011) by Ernest Cline. Genre-aligned poetry and excerpts will be incorporated throughout the semester.

    For this course, students should be engaged readers who come to class prepared to participate in intellectual discussion. Students are also expected to take part in in weekly class discussions by sharing their reflections and reactions to the readings and drawing conclusions and comparisons with other works. For each novel, the instructor will provide a guide with thoughtful questions and prompts on the reading that students must come to class prepared to discuss with textual evidence. The course instructor will serve as a facilitator-moderator to lead Socratic, "roundtable" discussions in addition to other in-class activities, such as partner and small group work, to further the class's understanding of the literature. This course will focus on comprehension and analysis through discussion rather than composition. Students will be assigned creative, short assignments to enhance and demonstrate their understanding of each novel such as re-writing a scene, imagining a conversation between characters from different books, developing a prequel or sequel scene, writing a review, etc.

    When discussing written works, students will be expected to give textual references such as specific quotes and examples- a higher-order high school and college-level skill that will be needed in later courses which require written analysis of literature. A key skill that will be taught in this class is how to annotate texts. Students will begin by examining samples of the instructor's own annotated novels then move to annotating the first short story in class as a group. For each novel, students will be given specific details to search for and annotate such as major plot points, character traits, interesting word choice, setting details, quotations, or questions. Later, students will be prepared to annotate automatically as they read with their own questions and reactions, a skill that can also be applied to the readings in other courses.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Science Fiction (Semester 1) and Dystopian Literature (Semester 2). Continuing students from first semester receive priority pre-registration for second semester.

    Prerequisites: Students should be able to read and comprehend at a minimum 9th grade level for this course. Per Compass guidelines, accelerated 8th grade students may register for this course, however, in addition to the 9th+ grade reading level, they must posses the maturity to handle high school level topics and more mature discussion.

    Workload: Students should expect to read approximately 100 pages per week. For students who have challenges with reading, audio books may be used, but students should still be prepared to follow along and annotate in the physical novel.

    Assignments: Weekly assignments will be posted in the Canvas classroom management system. Students will need their own e-mail addresses to access the system, and parents may be set up as additional "observers" to their teen's Canvas account.

    Assessments: Points will be assigned for preparation, participation, and short assignments, and parents may use the total points earned to calculate a grade.

    Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and because they must be able to refer to the passages on the same page numbers, a "class bundle" of mass market paperbacks will be pre-purchased for students. (See Supply Fee below).

    Lab/Supply Fee: A class fee of $34.00 is due payable to Compass on the first day of class.

    What to Bring: Students should bring the current novel, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking pages.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript. For a full credit in English, families would need to "bundle" this course with additional coursework in composition.

    Prerequisites: None

    1
    Sevim Kalyoncu
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    Trevor Cox
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    Diane Wright Cobb
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    Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional painter. Students will work on canvas boards and easels and will learn elements of art and principles of design in addition to methods in painting. Painters will learn basic techniques such as color mixing, shading, blending, stippling, broad stroke, dry brush, and glazing techniques. Each quarter, the instructor will demonstrate techniques by developing a sample painting. Students may elect to follow the class sample or may apply the painting skills to an entirely unique composition. Students will complete two or three 8" X 10" or 11" X 14" canvases each quarter, depending on the level of detailing.

    Second quarter, students will paint compositions with sunsets and starry skies as backdrops to studies in light such as reflections, shadows, and silhouettes.

    This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested in exploring acrylic painting. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

    Prerequisites: None

    Topics in this Series: Botanicals (Quarter 1); Stunning Sunsets & Starry Skies (Quarter 2); TBD (Quarter 3); and TBD (Quarter 4).

    Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.

    Assessments: Individual feedback is given in class. Formal assessments will not be given.

    Lab/Supply Fee: A new student class fee of $20.00 is due payable to the instructor on the first day of class for canvases and brushes and use of shared class supplies (desktop easels, paints, paper products, etc.). Returning students who are continuing in this class from a prior quarter can continue using their personal brushes, but there is a $10.00 fee for canvases and shared supplies.

    What to Wear: Students may wish to bring an apron, smock, or paint shirt to wear when working with acrylic paints.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

    1
    Dan Gallagher
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    Student engineers will be given the challenge of designing, building, and programming spiderbots with stepping, creeping, articulating legs! Each week, students will improve their obot as they learn about better construction techniques and incorporating sensors, as well as programming their creepiest spider.

    Students will use the LEGO MINDSTORMS Education EV3 robotics sets. They will build with motors, wheels/axles, gears, levers, and special components. Students will have to install touch, sound, color, gyro, ultrasonic, and/or infrared sensors while also learning to program sequences and commands that use input/output devices for controlled movements and precise turns. Using the drag-and-drop EV3 programming menu, students will learn to program their robots while experimenting with key concepts such as fixed values, variables, loops, and logic constructs.

    This course integrates science, engineering and computational thinking while introducing physical constraints, units of measurement, and coordinate systems. But, don't worry, this is a beginning robotics class. Prior experience is not expected, but returning students are welcome. Each student will build his/her own robotic project, so students can progress and customize at their own pace. In general, in this class, students will spend two weeks assembling, three weeks programming, and two weeks testing and re-designing. Topics in this Series: Robotic Arms (Quarter 1), Spider Bots (Quarter 2), Maze Runner (Quarter 3), and Tomb Explorer (Quarter 4).

    1
    Dan Gallagher

    Working in small teams, students will design, build, and program a medical-assist robot capable of one of the following medical-related tasks: telepresence (to minimize in-person interactions), remote patient processing and vitals inspection, autonomous delivery of critical supplies, shut-in companionship (must be soft, cuddly, and cute), or autonomous sanitization of areas and surfaces.

    The class will focus on construction and programming, with heavy emphasis on design of functional robots. The medical robots will be programmed to sense and react to their environment, users, or patients through sensors. Sensors for medical robots may include: digital infrared (IR) temperature, IR proximity, mini-LIDAR (laser radar), gesture (for patient input/communication with the robot), heart-rate, galvanic skin response, muscle movement, and cameras.

    Teams will conduct research, apply the engineering design process, follow the general rules and conventions of the engineering profession, including maintaining an engineering notebook. Teams will be using the Tetrix Prime robotics system, Grove sensors, and other components to build the robot, and Arduino software to program it. Each robot will be put through a series of tests/challenges related to the specific robot design. Please note that students do not get to keep finished projects.

    Topics in this Series: Medical Robots (Semester 1) and Autonomous Delivery Vehicles (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: None

    Workload: Students should expect to spend 0-1 hours per week outside of class researching robot and automation design

    Assessments: Ongoing feedback is provided in class on construction and programming. Formal assessments are not provided.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Technology or Career Exploration for purposes of a high school transcript.

    Prerequisites: None

    1
    Alison S Johnson
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    From stage and screen and just in time for Halloween! Learn ghoulish special effects make-up tricks from a professional make-up artist. In this two-hour clinic, teens will learn how to create realistic effects that they can apply to transform themselves into a zombie, monster, troll, demon, or other dark creatures. Students will learn how to create hollow, sunken eyes, cuts and gashes, scars and scabs, bruises, and peeling or ripping skin using professional make-up products on themselves or their friends. Part of the clinic fee includes a kit of four, take-home Mehron make-up products (a $45.00 value): a bruise color ring (5 colors), tri-color palette of cream make-up (3 colors), coagulated blood gel (1 oz.), and liquid latex (1 oz) along with make-up sponges . Each student must bring a stand-up table top mirror to the class. The clinic is for students ages 12 and up.

    In this class, students will be seated at individual tables at 6-8 feet apart. Students will be asked to keep masks on and practice techniques on their hands and forearms. When students are ready to apply the final effects to their faces, they make elect to work around masks (forehead, eyes, neck) or remove their masks for their final application if they remain seated and distanced.

    This clinic is being taught by Alison Samantha Johnson, a full-time freelance costume, makeup and wig designer in the DMV and a recent Helen Hayes Nominee for her costume and makeup design in a local production. Alison's make-up creations have been seen on stage, short films, feature films, music videos, television, and in schools. She has led special effects make-up clinics for school theater groups and recently ran a virtual special effects make-up clinic for students at ArtsCentric in Baltimore. She earned a BFA in Technical Theatre and Design from the University of the Arts in Philadelphia where she had the opportunity to do special effects make-up for stage and feature horror films. Some of Alison's make-up and special effects projects can be seen on her website

    1
    Judith Harmon

    What's on the runways in 2020? Wide disco collars, chic trench coats, and layered skirts in simmering neons, crochet knits, and faux leather. Do you study the pages of Glamour, Vogue, Marie Claire, and wish to be involved in the world of trendy fashion? Perhaps you follow fashion influencers on Instagram. Or, do you enjoy the satisfaction of making things yourself, your way? If so, this class is for you. Each week this course will cover twp parallel tracks: the history of fashion and fashion design.

    Fashion trends are often cyclical, and elements of style are reimagined every few decades. Students will seek inspiration for new designs and style remixes by learning about the history of fashion in eastern and western cultures for the last century. First semester, students will look at fashion trends by decade from 1900 through the 1960s. This semester will cover chapters 1 through 3 in the textbook.

    With inspiration from historical design trends, students will learn how to create fashion renderings, from initial concepts through a chic, coordinated collection. First semester, the class will learn about color theory, color psychology, and composing color palettes. They will learn to draw their designs by sketching a croquis (a quick, rough sketch of a garments on a proportioned figure.) Students will practice vision boarding and developing a story board. This online class will not cover sewing.

    Topics in this Series: Stellar Style: Fashion Design & History I (Semester 1), Stellar Style: Fashion Design & History II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: None.

    Workload: Students should expect to spend 1-2 hours per week outside of class on reading assignments and completing design activities.

    Assignments: Projects and readings will be given out in class and will also be communicated via email.

    Assessments: Individual feedback is given in class. Formal assessments will not be given.

    Textbook: Students should purchase Fundamentals of Fashion Design, 3rd Edition, by Richard Sorger and Jenny Udale (ISBN# 978-1474270007) before the first class. Additional information will be distributed as handouts in class.

    Lab/Supply Fee: None.

    What to Bring: Images/sample photos, swatches, and other assigned materials.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts or Career Education for purposes of a high school transcript.

    Prerequisites: None

    1
    Megan Reynolds
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    Word Masters is a language challenge for students who enjoy word games, spelling, building their vocabulary, and verbal adventures. Why study lists of words if you can make a game of it? The best way to learn new words is to use them! This class is inspired by the annual Word Masters Challenge (www.wordmasterschallenge.com). Each week students will tackle new vocabulary words and practice them through analogies and critical thinking challenges. Students will examine word meanings, relationships, synonyms and antonyms with in-class activities and games such as Pictionary, Scategories, Charades, and Apples-to-Apples. Word Masters will improve a student's reading comprehension, verbal reasoning, logic skills, and the ability to think analytically and metaphorically. Word Masters introduce all new word lists, analogies, and activities each quarter.

    1
    Judith Harmon
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    Was it the butler, the business partner, the fiance or the friend? Imagine a world where the theatrical stage has moved online, where a mystery is afoot, and we need to find out "who dunnit?" Our student actors will connect in an interactive, online platform to put on a production about solving a murder in this play within a play!

    The class will cast, practice, and perform the chosen play in a virtual setting for our online audience, yet students will communicate as if they're all in the same place together. The selected script was specifically written for virtual theater. New and returning acting students will have fun and be challenged to think on their feet with costumes, props, and backdrops when the show is literally happening in your own home.

    This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter online.

    Topics in this Series: A Mystery Murdered (Quarter 2); Objection! Disorder in the Courtroom (Quarter 3), and A Selection of Skits: A series of 10-minute virtual plays (Quarter 4)

    1
    Judith Harmon

    Acting is an adventure! What happens when Goldilocks meets the 3 Bullfrogs? Or, when "Cinderella" becomes "Spiderella?" Our young actors will work together to twist and retell well-known fairy tales! Kids have fun introducing new names, silly settings, and plot twists to familiar storylines from favorite fables and folk tales.

    Students will begin with improvisational games to get to know each other, then read through prepared scripts together. Once they have selected their favorites, the scripts will be customized with input from the students. Through group activities and guided discussion, the class will brainstorm to create characters and dream up details to transform the tale and make it their own.

    Young actors will explore skills such as sensory awareness, listening, stage movement, character development, emotional expression, and observation/concentration while learning to portray their original character. Young actors will learn aspects of acting by script read-through, blocking, costume/prop discussion, and planning the show. Through individual and group activities, young actors build confidence in preparation for a final sharing for parents.

    Students will work from a simple, written script, but emerging readers can be accommodated. Parents will be emailed the script after the 3rd or 4th class and will be expected to help their children memorize their lines and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. All actors must be at least age 6 to sign up for this class.

    Topics in this Series: Rainforest Rescue! (Quarter 1), Fractured Fairy Tales (Quarter 2), Our Own Pirate Play (Quarter 3), and Detective Drama (Quarter 4).

    1
    Peter Snow
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    In Beginning Chess 2, students will learn introductory skills such as: back rank mates; draws, all 5 types; elementary checkmates 2Rs+K, K+Q vs. K, K+R vs. K; elementary opening principles 1, elementary opening principles 2, pawn structure 1, pawn structure 2. Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation). Each class will be spent half on technique and half in practice matches with classmates while instructor coaches. A student can enroll in Beginning Chess 2 as his/her first class.

    1
    Peter Snow
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    In Beginning Chess 2, students will learn introductory skills such as: back rank mates; draws, all 5 types; elementary checkmates 2Rs+K, K+Q vs. K, K+R vs. K; elementary opening principles 1, elementary opening principles 2, pawn structure 1, pawn structure 2. Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation). Each class will be spent half on technique and half in practice matches with classmates while instructor coaches. A student can enroll in Beginning Chess 2 as his/her first class.

    1
    Joe Granski
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    Bam! Pow! Zowie! In this class, students will create a 3-6 panel comic book under the guidance of a professional illustrator. Students will be introduced to the fundamentals of illustrating comics, with an emphasis on creating a unique character. Students will be taught the basics of illustrating a character, including figure drawing, costumes, and facial expressions. Students will create the character and tell a 3-6 panel story about them. The comic page will be drawn in pencil, inked, and colored in. Each week students need to bring their own supplies consisting of a #2 pencil, gum eraser, manual pencil sharpener, fine sharpie, and an ultra fine sharpie. A set of colored pencils will be needed in weeks 6 and 7.

    1
    Rebecca Sticha
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    Students will learn the language of spies and secret agents in this children's cryptology class. Cryptology is the science of secret writing which uses math and logical reasoning to decode and create mystery alphabets. Each week, students will learn one or more ciphers and will practice using them to decode messages and write secret messages to each other!

    Student agents will continue their undercover operations by learning Morse code and sending messages with maritime flags. Students will learn about Vigenere ciphers and Affine ciphers. The quarter will culminate in a collaboration to crack a variety of codes to flee a classroom Escape Room which may include challenges such as coded letters, picture clues, mirror image writings, puzzling word searches, and cryptograms. We will also share the stories of famous writers and code-crackers like Lewis and Clark. This quarter's ciphers will include an introduction to the math concepts of prime numbers and basic multiplication.

    1
    Judith Harmon
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    Children are full of stories and bubbling over with big ideas! In this class, students will learn how to capture their creative vision into a simple story that they will write and illustrate. Second quarter, they will spin the tale of their own, unique Magic Kingdom. Will their journey include wizards or warlocks, castles or caves, spells, dragons.. or something else?

    Students will learn how to build a Story Arc through guided, weekly activities. They will discover the key elements to composing a story such as crafting characters, posing a problem, advancing the action, constructing the climax, and writing the resolution- through brainstorming questions like, "Who is in your story?", "Where does this take place?", "What does that look like?" and "What happened after ____?"

    Emerging writers or readers are welcome and will receive support, if needed, to get their own words written down. Psst- don't tell your child, but this class helps lay the foundation in language arts for more advanced creative writing and composition. Pair this class with Playful Puppet Workshop, Acting: Kids Theater, or Writing Well: Sentences that Speak to further encourage communication and storytelling skills. The supply fee is included in the class tuition. Topics in this Series: Awesome Adventure (Quarter 1), Magic Kingdom (Quarter 2), Medieval Castle (Quarter 3), and Zany Zoo (Quarter 4).

    1
    Dan Gallagher

    Learn all about electronics in this practical, hands-on workshop! Electronics are fundamental to lots of things that kids want to build such as automated toys, robots, and computers. Students will increase their understanding of electronics through work with the Arduino microcontroller and integration of Arduino sensors: motion sensors, temperature sensors, light sensors, humidity sensors, tilt sensors, and more, to build new electronic circuits using these inputs each week. The work with circuits and sensors will prepare students to build more advanced projects later in the year.

    Topics in this Series: Circuit Basics (Quarter 1); Circuits + Programming (Quarter 2); Individual Arduino Projects (Quarter 3); and Build a Drone (Quarter 4). Lab/Supply Fee: A class fee of $65.00 for NEW students is due payable to the instructor on the first day of class for an electronics kit, soldering iron, and take-home materials. A class fee of $20.00 for RETURNING students for additional sensors and components.

    1
    Anne Sharp, Melanie Kosar

    Overview

    The Introduction to Literary Analysis & Writing is a high school student's first look at the higher-level relationship between literature and personal writing. Literary analysis and critical writing move a teen from being merely a good reader- a middle school skill- to becoming a scholarly reader and diagnostic writer which are the foundations of high school and college level inquiry into all forms of written works.

    In this seminar-style course, literature is not restricted to a particular genre or form, and writing is not limited to a common five-paragraph composition. Instead, literature is presented as a survey, sampling many different types of works, and composition is approached as the development of a student's personal responses to what he reads. During the first semester, students will examine the basic elements of literature, and second semester will evaluate forms and genres to create a "big picture" of the development of literature.

    Literature

    First semester Literary Analysis will focus on the basic elements of literature- character, setting, theme, plot, and conflict- and how they interact to create story. These building blocks exist across all forms of literature, so the class may evaluate the plot in an epic poem, a character in a classic play, or the setting in a short story. Some well-known literature will be used to introduce students to the various literary elements, and new works will be studied to demonstrate the best examples of a vivid fictional universe, a strong narrator, beloved (or feared) characters, and other literary components. Examples of some literature that students may read in this course are The Catcher in the Rye (J.D. Sallinger), Nation (Terry Pratchett), The Hitchhiker's Guide to the Galaxy (Douglas Adams), A Tree Grows in Brooklyn (Betty Smith), Journey to the Center of Earth (Jules Verne), Fahrenheit 451 (Ray Bradbury), and a selection of short stories. The full reading list will be presented in the course syllabus at the beginning of the term. In addition, students may be asked to read several selections over the summer.

    Composition

    First semester Writing will focus on personal response to literature, with the core being a personal writing journal. The students' journals will be a place to record what they think and feel about what they are reading. Students will learn to annotate, to cite passages from text, and to format. Notes made in the journals will be used to develop short, informal written pieces about the literature read in the course. Observations from the student's journal will also be used to collect supporting, textural evidence to support the reader's opinions which will be formulated into a thesis (personal position). Written assignments will include summaries, compare/contrast analyses, and parallel structure writings that focus on character, setting, plot, conflict, etc., to further underscore and assess student's understanding of the building blocks of literature. First semester will conclude with a culminating project on a sub-genre of the student's own choosing which will analyze works for character, plot, setting, and other literary elements studied.

    Class Structure This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Elements of Literature (Semester 1) and Forms of Literature (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: Students should be able to read at grade level, and it is recommended that students have had a middle school writing class.

    Workload: Students should expect to spend 3-4 hours per week outside of class. In addition, students should complete the summer assignments consisting of the literature identified above and a hand-out of literary terminology to learn.

    Assignments: will be posted on a Google Classroom.

    Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. See the Compass memorandum for more information on assessments in Language Arts.

    Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!)

    What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to both class meetings each week.

    Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

    Prerequisites: None

    1
    Diane Wright Cobb
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    Students will be introduced to drawing in a relaxed, informal setting, where they will learn the fundamentals of drawing along with the elements of art and principles of design.

    Second quarter, teens will be doing basic, freehand sketching of some of the world's most endangered animals from photographs- from Black Rhinos to Bornean orangutans. Raise awareness of critically endangered species such as the Hawksbill Turtle, black footed ferret, blue whale, or giant pandas through art! Teen artists will learn to draw different types of lines, fading, shading, and blending using crosshatching and smudging. Through animal studies, artists will learn techniques with pencil to help them replicate different effects such as fur, feathers, scales, along with proportion, dimension, and shading. Over the course, students should progress to draw more carefully and more accurately and to represent more refined details in their drawings. Toward the end of the quarter, students may also choose to add color to their drawings.

    The instructor will demonstrate various techniques by developing a sample drawing. Students may elect to follow the class sample or may apply the drawing skills to an entirely unique drawing. This class is suitable for beginners who have never drawn before and for intermediate art students who have worked in other mediums and are interested in exploring drawing. Drawing can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

    Topics in this Series: Marine Life (Quarter 1), Endangered Art (Quarter 2), TBD (Quarter 3), and TBD (Quarter 4).

    Workload: Work outside of class is optional for those who wish to practice their drawing techniques.

    Assessments: Individual feedback is given in class. Formal assessments will not be given.

    Lab/Supply Fee: A new student class fee of $15.00 is due payable to the instructor on the first day of class for a sketchbook, a pencil box with pencils of varying hardness, and an eraser. Returning drawing students do not need to pay a supply fee and are expected to replace their drawing supplies as needed, with similar or better quality.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

    1
    David Chelf

    This is a complete course in high school Geometry which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Students will learn deductive reasoning, and logic by completing geometric proofs. Topics in geometry include: lines, angles, congruence, concurrence, inequalities, parallel lines, quadrilaterals, transformations, area, similarity, right triangles, circles, regular polygons, and geometric solids. Students will explore these topics through class discussions, practice problems, and open-ended problem- solving.

    Prerequisite: Students should have a solid foundation Algebra I in order to take this class.
    Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
    Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
    Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
    Textbook: Students should purchase or rent the required textbook for this class: Geometry: Seeing, Doing, Understanding, 3rd edition (ISBN-10 0716743612, ISBN-13 978-0716743613) A calculator is not needed for this course.
    Credit: Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

    Prerequisites: Algebra

    1
    Megan Reynolds

    Great Books for Girls offers preteen students the opportunity to read high quality literature and expand their understanding of what they read through book discussion and hands-on extension activities. Through facilitated class discussion, students will analyze plot, theme, characters, genre, and setting by citing specific examples from the story. In addition, students will complete a wide range of extension activities, such as acting out or illustrating favorite scenes, writing alternate endings or prequels, or researching specific aspects of the story. Students will be asked to read assigned chapters from their books at home, either as read-aloud, individual silent reading, or listening to the unabridged audiobook. Readers will be encouraged to take notes on key passages or questions. The first book of Quarter 2 will be "Hattie Big Sky" by Kirby Larson. A second, follow-up book will be voted on by the students each quarter from A Mighty Girl suggested titles, Newbery Medalists and Honor Books, and the Capitol Choices book lists.

    1
    Kouthar Muttardy

    History Investigators will examine formative periods in European History through guided inquiry and evidence-based analysis. These topics are posed as a series of thought-provoking questions that students will research, debate, discuss, and form opinions about. First semester will examine several big questions about Medieval Europe:

    -What was the authority of the Catholic Church during the Middle Ages?

    -How did manorialism and feudalism come to dominate Medieval Europe?

    -What factors contributed to the spread of the Black Death in Medieval Europe?

    -What were the varying roles for women in Medieval Europe?

    History Investigators is an interactive, multi-disciplinary examination of some of most significant events and turning points in European history using sources from The DBQ Project. DBQs, or document- based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Medieval Europe (Semester 1) and Renaissance and Reformation (Semester 2). Students may register for either or both semesters independently. Continuing students from first semester receive priority pre-registration for second semester. Students may register for either or both semesters independently. Continuing students from first semester receive priority pre-registration for second semester.

    Workload: Students should expect to spend 1-2 hours per week outside of class.

    Assignments: All assignments will posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.

    Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

    Textbook: None.

    Lab/Supply Fee: The cost of class copies is included in the course fee.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in American History for purposes of a high school transcript.

    Prerequisites: None

    1
    Dr. Erica Hughes

    What does it mean to be a good person? What does it mean to be happy? Can a machine be moral? Philosophy is the study of life's big questions related to existence, knowledge, value, reason, and the mind. Through pre-readings, short response papers, and class discussions, the class will explore the themes of morals and ethics using approachable, well-known characters from the Simpsons and Isaac Asimov's short stories. These discussions will provide an introduction to some of the ideas from Aristotle's Nichomachean Ethics, Nietzsche's various writings, and Kant's categorical imperative.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

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    Topics in this Series: Morals and Ethics (Semester 1), Minds and Knowledge (Semester 2), etc. Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: Students should be able to read at or above grade level and be able to participate in thoughtful class discussion.

    Workload: Students should expect to spend 1-3 hours per week outside of class, depending on speed of reading.

    Assignments: Students will be assigned weekly pre-reading consisting of a chapter or article, which will be discussed in the next class. Students will have two papers or projects during the semester. All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.

    Assessments: Points will be assigned for class participation (50%), projects/papers (40%), and written journal responses to pre-readings (10%).

    Textbook/Materials: Students should purchase two books: (1) Science Fiction and Philosophy: From Time Travel to Superintelligence, Second Edition by Susan Schneider (Print ISBN# 978-1118922613, Online ISBN:9781118922590) and (2) The Simpsons and Philosophy: The D'oh! of Homer, by William Irwin, Mark T Conard, Aeon J Skoble (ISBN#978-0812694338).

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Humanities for purposes of a high school transcript.

    Prerequisites: None

    1
    Donna Shackelford
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    A fuzzy warm fleece jacket (made from recycled milk bottles); forgiving playground mulch (made from shredded tires). A new jigsaw puzzle (made from recycled paperboard). Kids use products every day that have been made from recycled materials! Inventing with all new materials is relatively easy, but also somewhat wasteful. Can our junior inventors create a new product using recycled or re-purposed materials? Can we solve a problem with a new invention while also reducing the waste materials sent to landfills?

    In this class, students will practice creative thinking and be coached through the steps of the invention process. Students will be encouraged to identify a need by noticing a problem or inconvenience and thinking about ways to solve it. They will engage in hands-on, in-class activities to encourage imagination and effective brainstorming- the spontaneous, creative thinking where all ideas are considered. Recognizing that many great inventions are twists or remakes on existing goods or inspired by others ideas, kids will learn to apply the SCAMPER technique to the problems they identify: Substitute, Combine, Adapt, Minify, Magnify, Put to new use, Eliminate, and Reverse/Rearrange.

    Students will practice inventive thinking with a class problem and class invention in order to get them comfortable with working on their own inventions. They will learn to consider alternatives and pros and cons of a new idea and narrow down possible solutions. Students will be asked to keep an Inventor s Log (journal) to track all aspects of their inventing process. They will name their invention, sketch it, and build a prototype (model) of the invention.

    This class will use a curriculum called, "Invent it, Build it! Invention- Making the World a Better Place". In class, the instructor will provide basic prototyping materials such as cardboard, tape, straws, wooden sticks, scissors, glue, and paper. If a student's model-building needs require other materials, his/her family made need to send recycled materials from home.

    During winter and spring, themes for this age group will include Flight Academy: Aviation Challenge (third quarter) and Flight Academy: Aerospace Race (fourth quarter.)

    1
    Kerry Diederich
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    This class is a multi-media art sampler for our youngest artists! Each week students will learn a few fun facts about a type of art or artist, view sample works, and then will create a project in the style of the artist using a wide variety of materials and representative colors, patterns, textures, and embellishments. Young artists will have the opportunity to work with a different media each week such as tempera paint, various papers, color pencils, markers, tissue paper, translucent tracing paper, cray pas, oil pastels, charcoals, and watercolors.

    Second quarter, Junior Artists will learn about famous abstract and geometric artists and their art- what designs and patterns will we be able to see in their works? Featured artists include Miro and his geometric abstract art; Calder with his whimsical abstract sculptures; Klee and his childlike colorful designs; and Mondrian with his Yellow, Blue, Red and Black Line art. Through weekly projects, Junior Artists will learn about and make their own abstract and geometric art while learning about the artist, the technique, and the subject matter.

    Topics in this Series: Artists and their Animals (Quarter 1); Famous Abstracts (Quarter 2); Cultural Art Creations (Quarter 3), and Scenic Seascapes (Quarter 4). Supply Fee: There is a supply fee of $20.00, payable to the instructor on the first day of class which covers consumable class materials such a specialty papers, watercolor pencils, and paints.

    1
    Kerry Diederich
    Add

    This class is a multi-media art sampler for our youngest artists! Each week students will learn a few fun facts about a type of art or artist, view sample works, and then will create a project in the style of the artist using a wide variety of materials and representative colors, patterns, textures, and embellishments. Young artists will have the opportunity to work with a different media each week such as tempera paint, various papers, color pencils, markers, tissue paper, translucent tracing paper, cray pas, oil pastels, charcoals, and watercolors.

    Second quarter, Junior Artists will learn about famous abstract and geometric artists and their art- what designs and patterns will we be able to see in their works? Featured artists include Miro and his geometric abstract art; Calder with his whimsical abstract sculptures; Klee and his childlike colorful designs; and Mondrian with his Yellow, Blue, Red and Black Line art. Through weekly projects, Junior Artists will learn about and make their own abstract and geometric art while learning about the artist, the technique, and the subject matter.

    Topics in this Series: Artists and their Animals (Quarter 1); Famous Abstracts (Quarter 2); Cultural Art Creations (Quarter 3), and Scenic Seascapes (Quarter 4). Supply Fee: There is a supply fee of $20.00, payable to the instructor on the first day of class which covers consumable class materials such a specialty papers, watercolor pencils, and paints.

    1
    Sarah Reynolds
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    Krav Maga is the Israeli martial art which teaches self defense and fitness. Students of Krav Maga are taught a series of strategies to assess and respond to common situations, such as facing a bully. Kids are always taught first and foremost to get away, to get help, and to try to deescalate the situation. When that fails, students practice a technique that includes a warning strike followed by escape, and finally, they learn how to stand up for themselves and how to counterattack if a situation escalates and becomes threatening. Kids are empowered and gain confidence when they rehearse how to handle real-life situations. Exercises and in-class practice incorporate balance, coordination, energy, and other key elements of fitness along with life skills such as confidence, teamwork, respect, discipline, and respect.

    Students may enroll in Krav Maga at any time, and everyone will begin as a white belt. Each quarter, students will practice the full range of skills, but there will be two "featured" moves that a student can earn a belt stripe for being able to demonstrate. Featured moves will include a combative strike and a defensive escape technique. No one stripe is a prerequisite for any other color, and color stripes can be earned in any order.

    First quarter, students will have the chance to earn a Blue Stripe. Featured moves include: cover defense and wrist locks (red stripe); straight punch defense and bear hugs (orange stripe); head movement defense and front 2-handed choke (yellow stripe); round kick defense and back 2-handed choke (green stripe); front kick defense and guillotine choke (blue stripe); clinch defense and rear choke (purple stripe); ground striking defense and head lock defense (brown stripe); and 360 defense and full Nelson (black stripe).

    Students will be able to test for belt promotions to move through the ranks of white belt, yellow belt, orange belt, etc. On average, it is estimated that a student will be ready for a belt test after four quarters/four color stripes. Belt testing will be by coach approval.

    Topics in this Series: Blue Stripe (1st Quarter), Purple Stripe (2nd Quarter), Brown Stripe (3rd Quarter) and Black Stripe (4th Quarter). Assessments: Belt testing for promotion will be by coach recommendation, but on average will take 4 quarters. Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class for the t-shirt and white belt (new students) or $5.00 for the white belt (returning students). A belt test fee of $25.00 is due payable to the instructor when a student is ready to test for promotion. What to Bring: Refillable water bottle. What to Wear: In lieu of a full martial arts uniform, participants should wear their class t-shirt and belt along with shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers.

    1
    Sevim Kalyoncu
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    Trevor Cox
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    Diane Wright Cobb
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    This class is a multi-media art sampler for our youngest artists! Preschoolers will experiment with a wide variety of materials such as tempera paints, finger paints, watercolors, color pencils, markers, cray pas, oil pastels, charcoals, tissue paper, and specialty papers through a guided, weekly themed project. Second quarter, preschool artists will learn all about Color through mixing and experimenting with a variety of media. Students must be a minimum of 3-1/2 years old for this class and be able to work in a small group setting independent of their parent or caregiver. Topics in this Series: Creative Color (Quarter 2); Lines and Shapes (Quarter 3), and Terrific Texture (Quarter 4). Supply Fee: There is a supply fee of $12.00, payable to the instructor on the first day of class.

    1
    Taliesin Knol

    This class will re-enact the great unseen intelligence battles of the Civil War- and learn about far more than spying in the process- using an RPG (role playing game).

    The Civil War was America's deadliest conflict and was fought on all the fronts that existed at the time- on land, at sea, and underground. Knowing your enemy is the surest way to defeat them, and in the Civil War everyone did their part. This class will focus on the clandestine activities of one of America's most successful spies, Elizabeth Van Lew, leader of the Richmond Underground, a Union spy ring which operated under the nose of the highest levels of the Confederate government. The class will role play as Richmond high society, simulating the wartime economy of the Capitol of the South, while working to either support the war effort or undermine it. (Or the third option, war profiteering by playing both sides.)

    The class will use a Role-Playing Game system, designed by the instructor for the Spy Games series of classes, to allow for "Dungeons and Dragons" style game play. Students will attempt to bluff, sneak, and steal their way into positions of power, completing secret objectives while trying to avoid detection and capture. Missions and information will have to be passed via historic methods, such as shift ciphers and code wheels, and as such, part of class will include lessons on basic cryptography. This will of course culminate in the Siege of Richmond, as the Union Army grinds its way into the South, and our student spies will be able to see and affect the scale of the outcomes of this (and other) major Civil War battles.

    Note: This section will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. Recordings will be made for students with schedule conflicts.

    Topics in this Series: Early American Spying in The Civil War (Semester 1), Modern American Spying in the Cold War (Semester 2)

    Workload: Students should expect to spend 0-1 hours per week outside of class.

    Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

    Assessments: Will not be given.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript

    Prerequisites: None

    1
    Karen Hickman
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    Creating Colorful Characters is a class for students who like to write or want to learn to love to write. Writing is a complex cognitive process where strategies to get started are reviewed as students make decisions about creating new characters. Using classic literature to define what makes a strong character in a good story, students will explore a variety of activities that contribute to creating new characters. Activities will include character sketching, using our senses, guided imagery, and steppingstones for story elements that bring characters to life. Students will think like writers, appreciate their words, and share their stories among classmates so that writing, reading, listening and speaking skills become part of the class.

    The weekly session includes a mini-lesson related to the writing process along with time to write and share their work for constructive feedback. Determining how colorful characters fit into the story elements is part of the construction of a story to be shared in an anthology at the close of the class. Students are expected to write outside of class time (four minutes a day during the week), reply in a journal to "bookmark" prompt assignments, and read and respond in their journals to three books from a bibliography shared on the first day. Guidance for responding and books will be available in the instructor's lending library during class.

    1
    Marisela Rumberg
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    Students will learn to create beautiful images, abstracts, or monograms by drawing structured, geometric patterns in pen and ink in an art form called Zentangle. The Zentangle Method (R) is a fun, easy-to-learn process of creating beautiful images by drawing small, repeating patterns. You don't need to be an artist to create Zentangle art! This class will be taught by Marisela Rumberg, a Certified Zentangle Teacher (CZT). Click here to see examples of Marisela's Zentangle abstracts and geometrics.

    The Zentangle method is based on small geometric or organic elements called "tangles" replicated and arranged in patterns to create an overall design. Let your mind go and relax in the repetition of drawing intricate, abstract, black and white designs to add the zen to the tangles in this unique art form.

    Second quarter, students will learn to create intricate monograms using design basics. Then, students will learn to embellish and embolden their monograms with blended patterns into an overall composition. Practice designs and in-class exercises will initially be drawn on blank grid step-out templates that students will print at home. Students may wish to keep their completed and in-progress designs in a folder or cut them out to glue into a sketchbook, notebook, or journal. Finished designs will be inked on 3.5" X 3.5" white Zentangle paper tiles.

    Note: This class will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. Recordings will be made for students with schedule conflicts.

    Supply Fee: Students will order and pay for class supplies directly from the instructor with a credit card number or PayPal account. Kits will be shipped to enrolled students prior to class. Kits will include 2 pens, a pencil, a blender, and paper tiles in a canvas bag. Students may select from a kit for 1 quarter or 2 quarters of classes.

    Topics in this Series: Design Basics (Quarter 1); Monograms (Quarter 2); Borders, Frames and Vignettes (Quarter 3); and Zendalas/Mosaics (Quarter 4).

    1
    Keely Kirk
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    Snappy comebacks, one-liners, sarcasm, exaggeration, irony...and teenagers. These things just go together! Improv gives kids an outlet for fun, creative stories and spontaneous humor. Teens who find amusement in the unexpected and humor in the unpredictable will enjoy improvisational acting!

    Second quarter, students will continue to practice how to express themselves through improvisational acting. They will work on more advanced improvisational scene work where they will develop wild stories and colorful characters. Improv exercises will encourage creativity and confidence while working and "playing" well with others! The class will learn how to sustain an interaction beyond the first few lines to grow into a fully improvised scene. Students will be encouraged to experiment with bold and creative choices on stage.

    Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Improv students will improve their ability to think on-their-feet, play off each other, and react with spontaneous wit, sarcasm, and irony. Actors' creative thinking and communication skills will be strengthened as they work "outside-of-the-box" and learn to read their audience. The final class of the quarter will be an open rehearsal which parents and friends are welcome to attend.

    Improv can be for everyone! No previous experience is needed. Beginners are welcome, and experienced students will further develop their improv skills. This class is best suited for students who are active listeners, flexible, and easily adapt, have a sense of humor, and can work collaboratively in a group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

    Note: This will be a Hybrid class in which the class meets face-to-face during weeks 1, 3, 5, and 7, and online in a synchronous, virtual classroom during weeks 2, 4, and 6. For in-person class meetings, students will meet outdoors in a landscaped courtyard (as long as the weather/temperatures are favorable) and should bring a folding camp-style chair.

    Topics in this Series: Irresistible Improv (Quarter 1), Innovative Improv (Quarter 2), Immersive Improv (Quarter 3), Improv in Action (Quarter 4). Continuing students from the prior quarter will receive priority pre-registration for next quarter.

    Workload: Students should expect to spend 0-1 hour per week outside of class.

    Assignments: If any, will be sent to parents and students by e-mail.

    Assessments: will not be given.

    What to Bring: Because facial expressions and nuances are integral to Improv, students should purchase and bring to in-person meetings a clear face mask such as Amazon's "Covering Face Breathable with Clear Window Visible Expression for Adults, Deaf and Hard Of Hearing" mask product.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

    Prerequisites: None

    1
    Kouthar Muttardy
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    Around the World is a creative, interactive examination of world geography! Geography is much more than just maps and mountain ranges! Students will make an in-depth investigation of all aspects of geography region-by-region. Second quarter will explore the geography of Central and South America, from Suriname to Santiago to the Sao Manuel River.

    Students will engage in hands-on activities, such as games and scavenger hunts, to learn about the lands, features, inhabitants, and phenomena and five themes of geography (location, place, human and environment interaction, movements, and regions) for each area that they study. For each major region, the class will look at aspects of human geography: political boundaries, cities and communities, cultural, social, and economic themes (dominant languages, religions, ethnic groups, agriculture, and trade), along with aspects of physical geography such as landforms, waterways, climate zones, biomes, etc. The class will also touch on the geographic specialties of meteorology and hydrology to understand how these impact physical and human geography.

    Note: Map basics, including reading maps, types of maps, latitude and longitude, and understanding representations on maps, will only be covered during the first quarter of each year. Any student enrolling in the course after the first quarter will be expected to review map basics from a class packet of map information.

    Topics in this Series: North America (Quarter 1); Central and South America (Quarter 2); Middle East & North Africa (Quarter 3); Sub-Saharan Africa (Quarter 4). Second year (2021-22) Europe (Quarter 5); Russia & East Asia (Quarter 6); South & Southeast Asia (Quarter 7); and Oceania, Antarctica & Earth's Oceans (Quarter 8). Lab/Supply Fee: Included in the course fee.

    1
    Dr. Erica Hughes

    Students will travel through time and around the world in this survey of the history of art! The class will look at images of art as religious icons, records of historical events, myths, portraits, propaganda, conveyors of power and authority, and fantasy to answer the big question, "What is the function of art aside from being aesthetically pleasing?" Students will be asked to predict how their definition of art will change throughout the course of the year.

    This unique exploration of art history will be enlivened by rich class discussions, projects, visits to exhibits, and the instructor's own creative style and personal experience at significant historical sites throughout the ancient world. Students will learn about the people and concepts behind each type of art, considering that the conditions of the time influenced the art and architecture: physical location, settlement, innovation, warfare, politics, beliefs, religion, funerary practices, and interconnections to other, contemporary cultures.

    This study of the history of art will begin with the early Renaissance in Northern Europe and the innovation of oil painting. This technique was used to evoke different ideas in Burgundy, Flanders, France and the remains of the Holy roman Empire. Students will discover how etching and engraving are different and explore the illustration of printed books. Next, the investigation turns to Quattrocento Florence and the influence of Humanistic principles and innovations in perspective. Women's participation in Italian art during the High Renaissance will be introduced through the works of several female artists. The allegorical symbols and minute details of the North will be contrasted with the joyful mythologies of Italy. The class will then examine the changes brought about by Mannerism, and how these were expressed in both Italy and the North, as well as the difference in focus of Protestant and Catholic artists. Looking at spectacular Baroque art, the class will discuss the continuation of patronage with an art market and without royalty. The study of the Dutch vanitas paintings will open a discussion of the importance of the household and of personal contribution to society and science. After a century of revolutions, European art has a quick dalliance with the Rococo, then the enlightenment focuses artists on a more austere neoclassicism. Next, the exploration will take students to the effects on art of the Industrial Revolution through materials, technologies and subjects. Students will learn about the political and artistic revolutions that led to the Romantic spirit, the Realist reaction against Romanticism, and how landscape painting was somewhere between the two. The 19th century brings the first public art museum, prefabricated architecture, and the advent of photography. Finally, we will investigate the end of the 19th century and the beginning of Modernism in art: Impressionism, Post-Impressionism, symbolism, and the first skyscrapers.

    Levels:This course is AP Optional for students who took the prior semesters in 2019-20. All four Compass semesters are needed to prepare for the 2020 AP Art History exam.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Renaissance to Recent, Western Art Part 2 (Semester 1), Asia to Africa, Non-Western Art (Semester 2)

    Workload: AP students should expect to spend 2-3 hours per week outside of class; on-level students should expect to spend 1 hour outside of class.

    Assignments: The Canvas online class management system will be used to post assignments, quizzes, and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. For each chapter, there will be open book quizzes, and students should be able to describe their three favorite works. There will be a semester project based on the creation of one's own myth and culture. Image recognition is key to learning art history. Each semester, students will be assigned approximately 60 images to identify (25% of the AP's 250) on the midterm and final. On-level students should be able to identify the art or object by style. AP students are expected to learn the name, description and compare/contrast the images.

    Assessments: Points will be assigned for projects, quizzes, chapter summaries, and exams, and parents may use the total points earned to assign a class grade. Quizzes will be administered through Canvas.

    Textbook: Students should purchase or rent Gardner's Art through the Ages: A Global History, 15th Edition by Fred Kleiner (ISBN 13- 978-285754994).

    AP Fees: The fee to take the College Board's AP Art History exam in May 2021 is not included; each family will be responsible for scheduling and paying for their student's AP exam

    Credit:Homeschool families may wish to count this course as a component (partial) credit in History or Fine Arts for purposes of a high school transcript.

    Prerequisites: None

    1
    Diane Wright Cobb
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    Elementary artists will enjoy a journey in a drawing and painting in this art basics class! Second quarter, students will learn how to combine basic shapes into the more complex forms of many animal friends. Principles of drawing such as perspective, light, shading and textures will be presented and practiced. Paint will be applied to several of the projects to add color to purrfect pets! Supple fee: There is a $10.00 supply fee due payable to the instructor on the first day of class.

    1
    Taliesin Knol

    Students will engage in a hands-on 3D battle strategy game using the military dioramas that they make!

    In late 1944, the outcome of the Second World War wasn't in doubt to anyone but the most deluded of Nazis. That didn't make the fighting any less lethal, but did increase Hitler's desperation to pull off a miraculous victory in the West and buy time to deal with the encroaching Soviet Red Army. The focal point of this plan was the Ardennes, a "quiet" sector of the front in Luxembourg where the Allies had sent badly mauled units to recover from fierce fighting elsewhere. The logic being, nobody in their right mind would invade through the forest, in winter, especially given the dire circumstances the German army was facing literally everywhere else. This was a miscalculation. Hitler used this opportunity to ram the last functioning units at his disposal to "drive the Allies back into the sea" and try and take the port of Antwerp, the only major port not left in total ruin by the German retreat. A victory here would have potentially reset the clock all the way back to D-Day, six months earlier.

    Using artistic model-making techniques, hand tools, and historical maps, students will each form a 10" X 16" shaped, foam diorama with landscape elements (hills, buildings, rivers, bridges, vegetation, fences, etc) to represent a scene of a famous historical engagement. Students will each receive 1:72 scale miniature soldiers to populate their scene. Once individual projects are constructed, students will combine their dioramas alongside those of their classmates to approximate the larger battlefield terrain. Students will spend the remainder of the quarter learning about the tactics and outcomes of the military engagement while playing a table-top strategy game. Student strategists will use a simplified version of the Fire and Fury historical war gaming rule system for moving troops and equipment. Along with their classmates, students will see how this battle progressed and test different outcome scenarios that might have occurred with different battlefield choices.

    The instructor will use maps and visual presentations to explain the historical background and circumstances leading up to the specific battle. Course documents, such as period maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include: WWII from the Russian Perspective, Stalingrad/Berlin (1st quarter), WWII The Battle of the Bulge, 1944 (2nd quarter), WWII The USMC at Guadalcanal, 1945 (3rd quarter), and Korean War, 1950-1953 (4th quarter).

    1
    David Chelf

    This is a complete course in high school Calculus which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Calculus include limits of functions (one-sided and two-sided limits, limits at infinity and infinite limits, limits of sequences, and continuity of functions), derivatives (various definitions of derivatives, estimating derivatives from tables and graphs, rules of differentiation, properties of derivatives, separable differential equations, and the Mean Value Theorem), applications of derivatives (related rates, optimization, and exponential growth and decay models), integrals (basic techniques of integration including basic antiderivatives and substitution), applications of integrals (in finding areas and volumes, describing motion, and as accumulation functions), and the Fundamental Theorem of Calculus. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving.

    Prerequisite: Students should have a solid foundation PreCalculus in order to take this class.
    Level: This course is offered at two levels, Honors and Advanced Placement (AP). The scope and sequence are identical, however AP students may have additional practice problems. Students who wish to take the AP exam must register and pay for their own exam through the College Board in fall 2020 for the May 2021 exam.
    Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
    Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
    Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
    Textbook: Students should purchase or rent the required textbook for this class: Calculus: Single Variable/Early Transcendentals, 8th edition by James Stewart (ISBN-13 9781305270336). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class, and it is highly recommended that students preparing for the AP exam have a graphing calculator similar to the TI-83. Students without a graphing calculator must have access to desmos.com and/or wolframalpha.com for graphing assignments.
    Credit: Homeschool families may wish to count this course as a complete credit in Calculus for purposes of a high school transcript.

    Prerequisites: PreCalculus

    1
    Donna Shackelford

    Students will investigate the comparative anatomy of a variety of organisms and organs through a semester-long dissection study. Students will complete dissections of organisms from a range of phyla, in order of increasing complexity of the organism. A preliminary list of dissections includes: a sponge, hydra, flatworms, clam, earth worm, starfish, grasshopper, crayfish, crab, squid, octopus, bony fish, and shark. Students will examine major systems in each such as digestion and respiration. Students will also investigate characteristics of major organ systems in higher order animals through the dissections of a heart, brain, kidney, eye, muscles/tendons, and intestines/stomach.

    The class will cover lab safety, practice proper dissection techniques, and learn how to set up and maintain a lab journal with notes and drawings of cells, organs, and organisms. Students will also use microscopes to look at tissue samples throughout the semester. In order to accommodate student distancing during the COVID-19 outbreak, all small organism and organ dissections will be done individually, not with a class partner. Dissections of larger, more complex organisms (such as shark), will be performed as an instructor-led, in-class demonstration.

    The final list of organs and organisms may vary depending on availability. This class will not include the dissection of amphibians, reptiles, or mammals due to cost, class duration, and ethical and safety concerns. The instructor will provide links to recommended, online virtual dissections of these additional phyla. Note: This class was last taught in two quarters in Fall 2019, and much content will be repeated.

    Prerequisites: Students must be able to read at grade level and have age/grade-level dexterity and fine motor skills for the detailed instrument work in this class.

    Topics in this Series: Comparative Anatomy Dissection Lab (Semester 1) and CSI Forensic Science Lab (Semester 2).

    Workload: Students should expect to spend 0.5 -– 1.0 hours per week outside of class.

    Assignments: Students will be given pre-lab work each week that must be completed before they will be allowed to begin the week's dissection.

    Lab/Supply Fee: A lab fee of $110 is due payable to the instructor on the first day of class.

    1
    Taliesin Knol
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    Before the founding of the America, there were thirteen original British colonies, and Virginia was the oldest, as well as one of the largest and most influential. Often called "The Birthplace of Presidents," Virginia gave us many of the country's Founding Fathers, like George Washington, Thomas Jefferson, Patrick Henry, and James Madison. It was in Virginia, at Yorktown, that the American War of Independence would come to an end, and Virginians would be present at most major battles of the Revolution. Students will create a diorama board of a famous Revolutionary battle relevant to Virginia, choosing from the battle of the Great Bridge at Norfolk, the Battle of Vincennes with the Virginia militia in Indiana, or the Battle of Yorktown.

    Each student will create an individual diorama. Students will craft and hand-shape their scene on a 10 x 16 inch foam board using artistic, model-making techniques. They will customize their dioramas with landscape elements, waterways, structures of the time, and paint. Once individual projects are constructed, students will populate them with 1:72 scale miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a history-based strategy game. This will reinforce lessons about the culture, economy, warfare, and politics of the time. Each student will have at least one board and set of miniatures to build at home. The class will be conducted virtually over Zoom. Course documents such as maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor through Venmo or PayPal. Online students will need to pick up a kit of materials at Compass before the start of class. Topics in this year's series include Virginia History: Jamestown and the Powhatan Confederacy, 1607 (1st quarter), The American War of Independence (2nd quarter), The War of 1812 (3rd quarter), and The Civil War 1861-1865 (4th quarter).

    1
    Dr. Karleen Boyle
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    Become a world-travelling eco adventurer and earth scientist without leaving Compass! Study the world's most exciting and diverse ecosystems and learn about the incredible biologic and geologic phenomena that shape them. Venture into caves and coasts, tundra and taiga, and forests and fjords. Each week student scientists will begin by locating the fascinating features on a map before learning about these incredible habitats from the ground-up, starting with the geology of a place, then working their way through the climate, biome, flora, and fauna. Hands-on labs and in-class activities will reinforce regional and ecological diversity by examining rock types, classifying plants, observing insects, or modelling weather phenomena. Throughout their journey to fascinating ecosystems, explorers will keep a science log to document their discoveries. Finally, students will link their studies to current events in these regions.

    Bundle up! Second quarter, students will journey to the northern latitudes. We'll begin in the frozen north of the Arctic Circle, then travel south through Greenland, Russia, and Europe. We'll see how some animal and human populations deal with environmental extremes through seasonal migrations. Along the way we'll learn about cold weather phenomena, polar ice, tundra and taiga (coniferous forest) biomes, inland seas, and the seasonal effects of polar nights and midnight sun.

    Topics in this Series: The Americas and Antarctica (Quarter 1); Northern Latitudes (Quarter 2); Africa & Asia (Quarter 3); and All About Islands (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

    1
    Anne Sharp, Melanie Kosar

    Overview

    Advanced Literary Criticism & Composition is a seminar-style course that introduces the high school student to a deeper investigation into literary movements and literary themes throughout the ages. Like art, literature is a writer's response to his world and a reflection of his society and contemporary culture. Literary genres evolved in response to significant events, prevailing philosophies, and impactful innovations and discoveries in the writer's lifetime. Literary movements create a timeline that reflects those influences. In this course, students will read and evaluate selections from a number of literary movements such as: Romanticism, Dark Romanticism, Gothic, Transcendentalism, Realism, Naturalism, Magical Realism, Stream of Consciousness, Expressionism, Harlem Renaissance, Modernism, Beat, etc., and make connections to significant effects of the period.

    Advanced composition in this course will move beyond personal interpretation of the work ("What do I think?") and transition into two Schools of Literary Criticism: Biographical Criticism, which views literature through the personal world of the writer ("What did the writer think?"), and Historical/Societal Criticism which views literature through the society/times of the writer ("What was going on around the writer?")

    Literature

    First semester of Advanced Literary Criticism will include a chronological grouping of literature in "movements" and a study of how movements combine to create genre. Students will be assigned brief, weekly mini-research assignments on history, geography (if applicable), music and art of the period, politics, religion, philosophy, author biography, etc, to establish a foundation and background information on the literary movement. Students will discover how literature reflects the people, events, discoveries, and ideology of the time and how literary movements provide clues to the philosophical, scientific, and societal climate. The class will look at wars and conflict as a creative element that drives evolution in literary movements. The types of literature used to examine movements will span novels, short stories, poetry, letters, political writings, slave narratives and analytical essays. Examples of literature that will be read first semester include selections from the Odyssey (Homer), Arabian Nights, Don Quixote, Jonathan Swift and poetry by Shakespeare. The full reading list will be presented in the course syllabus at the beginning of the term. In addition, students will be asked to read several selections over the summer.

    Composition

    First semester Composition will apply the Schools of Literary Criticism to craft essays that demonstrate and understanding of movements in the broader context of literature- across eras, across genre/form, across writers and across the world. Teens will write a series of short essays that use different "filters" or "lenses" to view literary genres. Students will develop skills in notetaking, adding research to their literary essays, and managing their writing portfolios. They will also perform parallel, independent research in literature to develop a presentation on a movement or era culminating a semester project.

    Class Structure This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Overview of Literary Movements (Semester 1) and Survey of Themes in Literature (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: Students should be able to read at grade level. Students should have had a prior course in literature to have established a firm foundation in basic literary elements and form.

    Workload: Students should expect to spend 3-4 hours per week outside of class. In addition, students should complete the summer assignments consisting of the literature identified above and a hand-out of literary terminology to learn.

    Assignments: will be posted on a Google Classroom.

    Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. See the Compass memorandum for more information on assessments in Language Arts.

    Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!)

    What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to both class meetings each week.

    Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

    Prerequisites: None

    1
    Edwige Pinover

    Bonjour and get ready for a full year of beginner level high school French! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Vocabulary will include the alphabet, numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, places/locations in town, and shopping/clothing. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases.
    Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

    Level: This class will be offered on two levels: Honors and On-Level. French I offers a substantive, full-credit experience taught at either level. All class members share core material and participate in the same class activities, but honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills. All students will register online for the same course. Students must indicate which level they want to study by the end of the first month of class.

    Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

    Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

    Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

    Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 1 2013 (French Edition) (ISBN-13 978-0547871790)

    Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

    Prerequisites: None

    Prerequisites: None

    1
    Edwige Pinover

    Salut! French with Friends is an introductory class for elementary aged beginner. The class will be taught in a predominantly immersion environment. Limited cues in English will be used to prompt students or explain difficult concepts. French language instruction will be presented in a natural learning sequence beginning with nouns (such as colors, numbers, clothing, foods, animals, family members, days/dates, etc), adjectives, beginning verbs, greetings, and simple phrases. Songs, games, stories, and hands-on activities will be used in class to review vocabulary and phrases. Emphasis will be on conversation, but students will be encouraged to learn to spell and sound out written French. Aspects of Francophone culture such as holidays, foods, and traditions will be incorporated in the classes.
    Each quarter introduces new themes and new vocabulary in French, so continuing students can continue to build their language basics. However, themes and units are non-sequential, so students may enroll in this level in any quarter. The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level.

    1
    Joe Granski
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    Students will be introduced to drawing in a relaxed, informal setting, where they will learn the fundamentals of drawing along with the elements of art and principles of design.

    Second quarter, teens will be doing basic, freehand sketching of a variety of animals. Take a tour of an artistic zoo with drawings representing mammals, birds, reptiles, fish, and insects! Will you draw tigers or tortoises, groupers or grasshoppers? Middle school artists will learn to draw different types of lines, fading, shading, and blending using crosshatching and smudging. Through animal studies, artists will learn techniques with pencil to help them replicate different effects such as fur, feathers, and scales, along with proportion, dimension, and shading. Over the course, students should progress to draw more carefully and more accurately and to represent more refined details in their drawings. Toward the end of the quarter, students may also choose to add color to their drawings.

    The instructor will demonstrate various techniques by developing a sample drawing. Students may elect to follow the class sample or may apply the drawing skills to an entirely unique drawing. This class is suitable for beginners who have never drawn before and for intermediate art students who have worked in other mediums and are interested in exploring drawing. Drawing can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.

    Topics in this Series: Marine Life (Quarter 1), All About Animals (Quarter 2), TBD (Quarter 3), and TBD (Quarter 4).

    Lab/Supply Fee: A new student class fee of $15.00 is due payable to Compass on the first day of class for a sketchbook, a pencil box with pencils of varying hardness, and an eraser. Returning drawing students do not need to pay a supply fee and are expected to replace their drawing supplies as needed, with similar or better quality.

    1
    Dr. Erica Hughes

    Archaeology is the field of study that unlocks the clues to past civilizations. Forensic archaeology applies these methods to solve puzzles. In this class, students will use physical evidence to try to understand or re-create what happened to an individual through life, death, and burial or to an object though its creation, use, and after it was lost, buried, or discarded. Students will practice field archaeological techniques such as surveys, excavation, and mapping, as well as documentation, analysis, and illustration of human material culture. This archaeological lab will be guided by a scholar of art and antiquity. Dr. Erica Hughes has traveled and participated in archaeological explorations throughout the ancient world. Students will "dig" her personal photos and stories. Class discussions, group activities, and individual hands-on experiences are designed to help teens understand the creation, recovery, and conservation of artifacts and remains.

    First semester, students will learn the field component of investigative archaeology. The class will first learn to plan their trench on grid paper and then practice actual excavation techniques in a field square. Students will learn to use the baulk trimming method in addition to using a total station and plumb bob. The instructor will teach methods of recording stratigraphy, drawing sections and trenches, and documenting artifacts through site photography and sketching. The class will learn about lighting, angles, and scales for photographing their finds. Archaeological illustration of bones, figurines, and pottery, metal, and stone vessels will be taught with pencil, and students will ink their best work for a grade.

    Topics in this Series: Field Methods (Semester 1), Forensics (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: 8th grade students may only enroll in this course if they successfully completed one of Dr. Hughes' 2019-20 archaeology classes.

    Workload: Students should expect to spend 1-2 hours per week outside of class.

    Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates

    Assessments: Points will be assigned for class activities and demonstration of field techniques in addition to a semester project.

    Textbook/Materials: A pdf version of the required textbook will be posted on the class Canvas site for reading assignments.

    Supplies/Equipment: Students should purchase and bring with them each week the following tools and supplies:

  • - Archaeology Trowel- Recommended model (Digitup.com): Eco Archaeology Trowel- Soft Grip Handle. (Note: trowels from garden stores tend to have the wrong shape and are unsuitable.)
  • - Sketching Kit- Recommended model (Amazon): Drawing and Sketching Pencil Set in Zippered Carrying Case. (Includes: 6B, 5B, 4B,3B, 2B, B, HB, H, 2H, 3H, 4H, and 5H pencils as well as an eraser, pencil sharpener, and a sketch pad.)
  • Credit: Homeschool families may wish to count this course as a component (partial) credit in Social Sciences for purposes of a high school transcript.

    Prerequisites: See course description regarding 8th grade enrollment

    1
    Beth Ross
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    Calling all doctors! Our young physicians will learn more about what physicians do, what tools they use, and key parts of the body! They will continue their elementary tour of medical school as they learn how to treat minor injuries and assemble a first aid kits. These junior docs will discover what to do in big emergencies including basic CPR and how to perform the Heimlich Maneuver. The class will learn what is a prescription, how medications are dispensed, and how to stay safe with medicines. They will continue their discovery of the human body including the different parts of the human brains, all about blood and blood components, and the spine. Young doctors will learn the facts behind some not-so-pleasant aspects of the human body (that kids love to laugh about) like burping, belching, and what is mucous (with play slime)!
    Topics in this Series: Doctor, Doctor (Quarter 1); Calling All Doctors (Quarter 2); Wilderness Medicine (Quarter 3); and Sports Medicine (Quarter 4). Lab/Supply Fee: A class fee of $43.00 is due payable to the instructor on the first day of class. For a set of high quality, take-home class materials including: a disposable lab coat, a first aid kit, brain model and brain hat, spine model, skeleton sticker set, pharmacy chart, CPR chart, blood model, "mucus" (slime), and a class diploma.

    1
    Becca Sticha
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    Use the Force in this advanced engineering course for young Jedi! Each week students will "visit" a galaxy far, far away and construct Star Wars-themed projects such as shield generators, settlements, spacecraft, and droids. Each project incorporates key mechanical and structural engineering elements like gear trains, worm drives, and eccentric motion. This approach taps in to the "forces" of imagination and engineering design concepts!

    1
    Tia Murchie-Beyma

    Media Literacy in the Age of Misinformation is a two-semester high school course that looks at media literacy from both social science and journalism perspectives. Students will develop analytical skills, awareness of national and global current events, and an understanding of how news information is acquired and packaged for our consumption. You will read news each week and discuss current stories in our live meetings. We will examine arguments and evidence, considering reliability, verification, ethical standards, balance and bias, context, and more. We will study some logical fallacies, such as the Slippery Slope and Straw Man. By the end of this course, you will be a better-informed, smarter consumer of news -– and hopefully a more involved citizen, better able to take action on issues you care about.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Media Literacy in the Age of Misinformation (Semester 1 and Semester 2). Although both semesters have the same title, content will naturally be different because of changing events and circumstances in national and world news. Students may register for either or both semesters independently. Continuing students from first semester receive priority pre-registration for second semester.

    Prerequisites: No prerequisites. Strong independent reading skills (or robust home support) are necessary, as much news material aims for a reading level pegged at approximately tenth grade. Students must also be able to discuss sometimes difficult and mature themes

    Schedule:The Friday class meetings will begin in a virtual classroom, providing synchronous online instruction via videoconferencing— with the teacher's option to move to in-person instruction as COVID-19 scenarios improve. When that takes place, the full class will transition to an in-person meeting.

    Workload: Students should plan for 2-3 hours per week outside class meetings for reading and homework, a range which may vary based on reading speed. Additional time may be needed to pursue individual news interests, as the student wishes.

    Assignments: The Canvas online class management system will be used to post weekly assignments, such as readings, videos, podcasts, written work, and news quizzes, and scores. These are due by 10:00 AM each Thursday (the day before Friday in-person meetings) to promote active, knowledgeable discussion. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.

    Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.

    Textbook/Materials: The cost of an individual subscription to New York Times Upfront, a high school current events magazine is included in the course fee. Families should budget approximately $30.00 for one additional paid news subscription (details to be provided in class). Other readings and materials will be provided by the instructor.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Social Science or Journalism for purposes of a high school transcript.

    Prerequisites: None

    1
    Becca Sticha
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    Students will tackle a variety of puzzles, games, and riddles each week that will develop their mathematical thinking and problem-solving skills while having loads of fun in class! Hands-on activities may use cards, dice, coins, cubes, toothpicks, and of course, lots of numbers. Every activity is in essence a math problem, and students will learn tips and techniques for tackling the challenges.

    For each new puzzle, game, and riddle, students will learn concepts and strategies that they can apply to solving ANY math challenge, such as: the phases of solving a problem, what to do when you get stuck, how to make predictions, how to generalize from specific cases, and how to become your own questionner. Through these weekly activities, students will learn that math isn't just something done at a desk with pencil and paper, but is present everywhere you look, and that the ability to think mathematically can not only be useful, but also fun!

    1
    Sevim Kalyoncu
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    Trevor Cox
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    David Chelf

    This is a full year course in Pre-Algebra that will provide an introduction to basic algebra concepts and a review of arithmetic algorithms with an emphasis on problem solving. The major topics covered in this course are Numbers and Operations, Expressions & Properties, Equations & Inequalities, Functional Relationships and Ratios, Percent & Proportions. Students will learn to use formulas to solve a variety of math problems encompassing geometry, measurement probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.

    Prerequisites: Students must be fluent in the four basic operations- addition, subtraction, multiplication and division. They will need to show proficiency and have a thorough command of basic computation. In addition, a basic, introductory understanding and ability to work with fractions and decimals is required to solve equations and simplify expressions. If you are unsure about your child's readiness for this class, the instructor will recommend one or more practice platforms and/or assessments to confirm placement.

    Workload: Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments.

    Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, link to quizzes and tests, track grades, and message the instructor and classmates.

    Assessments: All chapter tests will be taken outside of class with parental oversight to maximize in-class instructional time. Points will be assigned for completed homework, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

    Textbook: The selected textbook is available free online, and a link will be posted on Canvas. Students who prefer a hard copy textbook may purchase or rent McDougall Littell's Pre-Algebra (ISBN #978-0618250035). As an alternative, for any student who struggles with reading, the textbook can be purchased as an audio CD (ISBN #978-0618478828). In addition, students will be assigned work in IXL and class note packets. (See Supply Fee notes below).

    Lab/Supply Fee: This course has a $65.00 supply fee which covers a 1-year subscription to IXL online math platform and a class binder with unit notes. The unit notes packet will be distributed at the beginning of each unit and includes additional examples, supplemental explanations, and practice problems. Please bring cash or a check made out to Compass on the first day of class.

    What to Bring: TI-34 calculator

    Credit: Homeschool families may wish to count this course as a full credit in Mathematics for purposes of a high school transcript.

    Prerequisites: Middle school math

    1
    Judith Harmon
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    Students will discover the art of crafting a cast of playful finger puppets from a variety of materials and techniques! Students will learn how to craft band or ring finger puppets and simple, single finger puppets. They will also transform a glove into five finger puppet friends to tell a tale such as Harry Potter + Hermione, Hagrid, Ron, and McGonagall; Goldilocks + 3 bears and a bed; or their own unique group of 5 story characters. Puppets will begin with a base that students decorate and embellish with facial features such as googly eyes and hair, miniature costumes, and accessories. Students should be able to use scissors for this class.

    Throughout the course, the instructor will also share tips and techniques for puppetry performances. At the end of each class, students will show and tell their classmates what they have crafted that week.

    By the end of this 6-week course, each student should have 7-10 unique finger puppets. Puppets will be kept by the instructor each week to allow glue to dry and to ensure that all puppets are present on the final day. During the final class meeting, students will showcase, from behind a curtain, a brief skit incorporating all of their puppet creations. Due to space constraints and distancing in the classroom, their audience will be limited to their teacher and classmates, but their performance will be videotaped and e-mailed to parents.

    Pair this class with Creative Storytelling, Playful Puppet Workshop, or Acting- Kids Theater to encourage more creative expression and theatrical basics. There is a $10.00 material fee due payable to the instructor on the first day of class. Topics in this Series: Finger Puppets (Quarter 2); Hand Puppets (Quarter 3); and Moving/String Puppets (Quarter 4).

    1
    Donna Shackelford

    Science Kids is a lab-based science sampler program where our youngest scientists will be exposed to the concepts, acquire scientific vocabulary, and learn hands-on skills to needed to be comfortable with more advanced science classes as they get older. Your first or second grader will come home with an understanding of concepts like phases of matter, melting point, buoyancy, and life cycles. Most importantly, young students will gain confidence discussing science concepts and working with science equipment. Labs will teach students how to use a thermometer, take linear measurements, weigh items on a scale, peer into a microscope, record elapsed time, and make scientific sketches, for example.

    Each quarter will reinforce principles and lab skills around a central, unifying theme. arth and Space Science will introduce geology, meteorology, oceanography, and astronomy concepts. Students will complete labs such as making a model of the layers of the earth and creating an erupting volcano. They will test weather lessons with experiments using air pressure and making mini-tornados. Kids will also understand ocean currents and density through a hands-on projects with salt water. Topics in this Series: Living World (Quarter 1), Earth/Space (Quarter 2), Chemistry (Quarter 3), and Physics (Quarter 4).

    1
    Dan Gallagher

    Interested in rocket design and engines? This simulation class will focus on missions to build rockets that can deliver satellites to planetary orbit in space. Students will learn about rocket design and how to create and launch multi-stage rockets to complete orbital missions- on screen. Each week, students will also learn about aerospace history, the physics of space flight, and basic aerospace concepts and technologies.

    The class will use KerbalEDU simulation software on laptops to immerse themselves in a realistic, simulated environment to complete a series of challenging missions. In the KerbalEDU environment, students can design and build different rockets, launch them, and use mission data to improve their designs.

    Topics in this Series: Aeronautical Engineering- High Altitude Space Planes (Quarter 1); Aerospace Engineering- Space Missions (Quarter 2); Astronautical Engineering- Space Station Design (Quarter 3); Marine Engineering- Ships & Submarines (Quarter 4).

    1
    Judith Harmon

    What's on the runways in 2020? Wide disco collars, chic trench coats, and layered skirts in simmering neons, crochet knits, and faux leather. Do you study the pages of Glamour, Vogue, Marie Claire, and wish to be involved in the world of trendy fashion? Perhaps you follow fashion influencers on Instagram. Or, do you enjoy the satisfaction of making things yourself, your way? If so, this class is for you. Each week this course will cover three parallel tracks: the history of fashion, fashion design, and sewing, with the first hour of each class being lessons and design work and the second hour dedicated to application and sewing.

    Fashion trends are often cyclical, and elements of style are reimagined every few decades. Students will seek inspiration for new designs and style remixes by learning about the history of fashion in eastern and western cultures for the last century. First semester, students will look at fashion trends by decade from 1900 through the 1960s. This semester will cover chapters 1 through 3 in the textbook.

    With inspiration from historical design trends, students will learn how to create fashion renderings, from initial concepts through a chic, coordinated collection. First semester, the class will learn about color theory, color psychology, and composing color palettes. They will learn to draw their designs by sketching a croquis (a quick, rough sketch of a garments on a proportioned figure.) Students will practice vision boarding and developing a story board.

    In this class, students will also learn to sew clothing as way of sharing- and wearing- fashions that they have designed. First semester, students will begin by getting-to-know their sewing machines including different components, attachments, and functions, along with care and use if their machines. Students will begin with simple stitching exercises, and their first project will be sewing a pin cushion that they will use throughout the year. The class will also learn the basics of hand sewing. The class will discover how garments are assembled by deconstructing an article of clothing from its seams. The group will learn how to read a sewing pattern and take measurements and will learn about different types of fabrics, their uses, and care. The group will learn about hems and elastic along with closures and how/where to use them. First semester's project will be sewing a custom pair of PJ pants.

    Students who practice at home will find that their sewing skills are refined and perfected more quickly. However, due to the complexity of constructing wearable, functional pieces of clothing, students should understand that by the end of the year, their sewn items will be more basic than the complex designs they render in the fashion design portion of the class. It takes years of practice before designers can create the complete, detailed collection that they have designed!

    Topics in this Series: Style Studio: Fashion Design and Sewing I (Semester 1), Style Studio: Fashion Design and Sewing I (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: First semester- none. A student who wishes to enroll in the second semester must know some of the beginning sewing and artistic skills (equivalent to first semester) and will require instructor approval to enroll.

    Levels: There will be different levels of the sewing instruction: a basic pattern for those new to the craft and a more complex version of the same project for those with more advanced sewing knowledge. Interested students with advanced sewing skills may take the course and sew their own projects during the second hour. These students would be asked to review their projects with the instructor in advance.

    Workload: Students should expect to spend 1-2 hours per week outside of class on reading assignments and completing or practicing the sewing skill/step covered in class.

    Assignments: Projects and readings will be given out in class and will also be communicated via email.

    Assessments: Individual feedback is given in class. Formal assessments will not be given.

    Textbook: Students should purchase Fundamentals of Fashion Design, 3rd Edition, by Richard Sorger and Jenny Udale (ISBN# 978-1474270007) before the first class. Additional information will be distributed as handouts in class.

    Equipment/Fabric: Students must bring to class each week:

  • A portable sewing machine with bobbins. If you are purchasing a new sewing machine for the class, a Singer Heavy Duty Sewing Machine, 4400 series, model is recommended. These can be purchased from Amazon or Joann Fabrics for $160-$180. Students who are bringing a pre-owed or loaned sewing machine are expected to have the machine professionally serviced before the start of class.
  • The sewing machine owner's manual
  • An extension cord
  • Fabric for class assignments. A list of needed fabric and sewing patterns will be sent out the first day of class, with the recommended quantity, type, and deadlines.
  • Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor on the first day of class for a project box, including a sewing kit (with 1 pack of sewing machine needles, thread, and hand sewing essentials), sketchpad, folder, tracing paper, colored pencils, eraser. The supply fee also includes the shared cost and use of a lightbox for tracing. The cost of photocopied class documents is included in the course fee.

    What to Bring: Instructor-furnished sewing kit, art supplies, sewing machine, bobbins, owner's manual, extension cord, fabric, and images/sample photos, swatches, and other assigned materials.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts or Career Education for purposes of a high school transcript.

    Prerequisites: None

    1
    Dr. Danielle Rhodes
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    Writing is one of the most essential communication skills, and it gives kids a voice! In this class, upper elementary-aged students will learn the FUN-damentals of Writing Well! Kids will learn the foundations of good writing, step-by-step, in manageable, weekly pieces. Students will start the year with learning to formulate strong sentences and eventually move to organized, cohesive paragraphs in this class series. Classes will consist of lessons on writing basics, reading great examples (and weak ones) from literature and publications, and in-class writing practice. The emphasis will be on varying sentence structures, word choice, and correct structure- all with fun, creative topics that will keep kids interested in writing!

    Quarter two will begin with learning to formulate paragraphs from sentences! The class will learn about and practice writing topic sentences, supporting sentences, and the concluding paragraph sentence. Students will write paragraphs in response to a variety of prompts (informational, persuasive, cause and effect, etc). The class will learn to define what they want to convey in a paragraph and how to guide the reader through the points of their paragraph. By the end of quarter two, students will be able to write clear, cohesive and well-organized body paragraphs.

    The goal for this course is for students to increase their writing fluency, gain confidence, and strengthen their abilities to write clear, cohesive, and grammatically correct sentences and paragraphs. The group will learn the stages of writing--prewriting, drafting, revising, and editing--and various approaches to each stage. Throughout the quarter, mini-lessons on vocabulary and grammar will be presented on topics such as correct capitalization, agreement, tenses, parts of speech, synonyms, etc. Each week, students will have brief homework assignments based on what was covered in class using creative and non-fiction free response prompts to practice techniques at home. Regular writing practice improves fluency and comfort level. Students should expect 45-60 minutes of writing at home throughout the week (3-4 days at 15 minutes per sitting.)

    Topics in this Series: Sentences that Speak (Quarter 1); Planning Paragraphs (Quarter 2); Fascinating Fiction Paragraphs (Quarter 3); and Fun Factual Paragraphs (Quarter 4)

    1
    Becca Sticha
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    Students will use LEGO to design and build simple engineering projects out of everyone's favorite building toy! In this 90 minute class, students will explore concepts and vocabulary in physics, mechanical engineering, structural engineering, aerospace engineering, and architecture while playing with their creations.

    Second quarter, junior engineers will get "wild" and build a zoo of articulated animals! Using mechanical concepts like rachet, linkage, and levers, and the fantastic diversity in the animal kingdom, our creators will build leaping dolphins, towering giraffes, swinging monkeys, jumping grasshoppers, and more!

    Each class begins with 10-minutes of free build from tubs of LEGO components followed by a short discussion and demonstration of the day's project and concepts. Students build individually or in groups. Instructors will provide individual assistance, facilitate challenges, performance testing, competitions, and modifications to projects. Some projects may have been introduced in prior year's sessions, but each new build is unique, and student's building skills and understanding will have grown.

    Notes:(1)Students must be minimum age 5 and able to separate from their parents for this class. (2) Projects are built from shared, Instructor-owned components, so students will not bring completed projects home. Parents, however, can step into class 15 minutes before the end of each session to photograph their child's construction.

    Topics in this Series: Fantastic Fliers & Space Racers (Quarter 1); Animal Architects (Quarter 2); Winter Workshop (Quarter 3); Amusement Park (Quarter 4)

    1
    Taliesin Knol

    Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

    In 1914 the world was rocked by the Assassination of the Austro-Hungarian Archduke Franz Ferdinand. His death, and a tangled web of secret and public alliances would be the spark that dragged the whole world into a Great War. The Entente, the triple Alliance of France, Russia, and Great Britain would face off against the Central Powers of Imperial Germany and Austria Hungary, across "No Man's Land" the nightmare zone between the famous trenches of WWI, with all the world's industrialized militaries focused on them.

    This semester, students will study the early years of WWI, and how it settled into the stalemate on the Western Front with its infamous trench warfare, as well as the vast Eastern Front.

    Note: This is a 1 hour, 55 minute class with a 10-minute break part way through.

    Topics in this Series: WWI- No Man's Land 1914-1915 (Semester 1) and WWI- Over the Top 1916-1918 (Semester 2).

    Workload: Students should expect to spend 0-1 hours per week outside of class.

    Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

    Assessments: Will not be given.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

    Prerequisites: None

    1
    Judith Harmon
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    Imagine a scene at a crazy concert, an awkward birthday party, the worst movie ever, a misunderstanding in a foreign country, or a close encounter with a celebrity!

    Envision those scenarios all in one zany production, as a collection of one-minute plays! The class will race through at least twenty short scripts featuring a range of whacky mini stories. The class will cast, practice, and perform them in a rapid-fire form called tiny theater and flash fiction. One-minute plays are popular around the country in venues such as college theater, indie stage, and countless festivals such as the annual "Gone in 60 Seconds" event.

    New and returning acting students will have fun and be challenged to think on their feet with the rapid-fire pace of these super-short plays as they connect with the audience, bring their character to life, and tell their story... in just one minute. Students will change characters and plots in quick succession and bring the audience along with them. If they forget a line, they'll improvise! From story to story, students will develop clever transitions and sequence the short scenes to a coherent class production.

    This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. The students will perform for family and friends at the end of the quarter.

    Topics in this Series: Comedy Mash-Up (Quarter 1); One Minute Plays (Quarter 2); Improv Scenes (Quarter 3); and Who Dunnit? (Quarter 4). Taken these classes before? No problem, you can take them again, as they offer a new and different experience every time!

    1
    David Chelf

    This is a complete course in high school Algebra II which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Algebra II include linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational and irrational algebraic functions, and quadratic relations and systems. In addition, this course will cover higher degree functions with complex numbers, sequences and series, probability, data analysis, and trigonometric and circular functions. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.

    Prerequisite: Students should have a solid foundation Algebra I in order to take this class.
    Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
    Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.
    Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
    Textbook: Students should purchase or rent the required textbook for this class: Algebra and Trigonometry: Functions and Applications- Prentice Hall Classics (ISBN-10 0131657100, ISBN-13 978-0131657106). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class.
    Credit: Homeschool families may wish to count this course as a complete credit in Algebra II for purposes of a high school transcript.

    Prerequisites: Algebra

    1
    Rebecca Sticha
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    What is the Great Red Spot? Which moons of Jupiter and Saturn could harbor life? Why is Pluto no longer a planet? Could there be a large ninth planet at the edge of our Solar System? Find out the answers to these mysteries and other great discoveries about our Outer Solar System comprised of the four gaseous planets- Jupiter, Saturn, Uranus, and Neptune-, their rings and moons, dwarf planets, Kuiper Belt, and more. Astronomy enthusiasts will enjoy exploring details about the outrageous workings of outer space with an amateur astronomer and engineer.

    Each class will explore concepts relevant to our corner of the universe- the outer solar system- with supporting activities such as modeling to understand relative distance and sizes. Other activities will examine ring formation, atmospheres, magnetic fields, and comets. The class will debate the possible existence of Planet 9. Finally, students will discuss the exploration of our outer solar system through probe fly-bys, orbiters, landers, and telescopes. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Exoplanets (Quarter 3); and Stars (Quarter 4).

    1
    Dr. Karleen Boyle

    More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class.

    During Quarter 2, students will learn the basics of Riparian Biology, the study of aquatic life in rivers and streams. We ll discuss differences in water flow, sedimentation, and hydrodynamics that are used to classify riparian habitats and will learn about the characteristic assemblages of organisms that occur in different flow regimes. Students will compare various major river systems around the world and study the diversity of riverine biomes and organisms.

    Topics in this Series: Lakes & Ponds (Quarter 1); Roparian Biomes- Rivers and Streams (Quarter 2); Marshes and Estuaries, Where the River Meets the Sea (Quarter 3); and Extreme Marine (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

    1
    Shona D\'Cruz
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    Mosaic is a fun, functional and decorative art form with a rich historical tradition! Kids will explore the art of fitting small pieces together to compose a larger, mosaic work. Working with mosaics is a very hands-on, tactile form of three dimensional art that will challenge and delight students as their designs take shape. Students will experiment with tiles, pebbles, beads, shells, and recycled treasures to create one-of-a-kind mosaic projects!

    Second quarter projects include: a mosaic with geometric wooden shapes; a fall leaf mosaic incorporating beads; mosaic photo frame, mosaic stepping stone built on a paver, and a mosaic fall wreath with polymer clay components and tiles. All pieces will be grouted after class, off site by the instructor and will be available the next class. A supply fee of $40.00 per student is due payable to the instructor on the first day of class.

    1
    Kouthar Muttardy

    Civics Critics will explore themes related to the US Constitution through guided inquiry and evidence-based analysis. These topics are posed as a series of thought-provoking questions that students will research, debate, discuss, and form opinions about. First semester will examine themes such as the Articles of Confederation, branches of government, checks and balances, divided powers, the federal budget, and unalienable rights in a relevant, approachable, and interactive context. The class will apply this knowledge to analyze three big DBQ inquiries: The Ideals of the Declaration: Which is the Most Important? How Did the Constitution Guard Against Tyranny? and Should Schools Be Allowed to Limit Students' Online Speech?

    Civics Critics is an interactive, multi-disciplinary examination of some of the key issues in American Government using sources from The DBQ Project. DBQs, or document based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays. Students will also complete additional short and interactive assignments throughout the semester.

    Note: This section will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. Recordings will be made for students with schedule conflicts.

    Topics in this Series: Constitution Connection (Semester 1) and Bill of Rights Battles (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: Students should be able to read and write at grade level.

    Workload: Students should expect to spend 1-2 hours per week on homework, investigation, or reading for this class.

    Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.

    Assessments: The instructor may offer parent conferences to provide feedback on the student's work and participation.

    Lab/Supply Fee: The fee for a class notebook is included in the class tuition.

    What to Bring: Class notebook, paper, and pen or pencil.

    1
    Taliesin Knol
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    Students will learn about the Mesozoic flora and fauna of the prehistoric world and be introduced to the ideas of plate tectonics, species variation, and the evolution of plants. This knowledge will be applied through several games in which the students will learn the characteristics of the various dinosaurs and other creatures that lived with them and how to cooperate in a group. In "Saurian Safari", students get to simulate a cooperative hunt through a Mesozoic game park using miniature figures of their own, and in "Try-To-Survive-Asaurus," students will try to survive in the harsh and changing environment of the dinosaurs while playing as their very own dinosaur with the options of cooperating with or eating their fellow classmates. Over the course of the class, students should be able to explain the differences in the types of dinosaurs and plants found during the period, be it Cretaceous, Jurassic, or Triassic and how these differences are reflected in their very own swamp, forest, or scrub terrain type boards.

    Each student will create an individual diorama. Students will craft and hand-shape their scene on a 10 x 16 inch foam board using artistic, model-making techniques. They will customize their dioramas with landforms, waterways, plant life, and paint. Once individual projects are constructed, students will populate them with miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a pre-history-based survival strategy game. Each student will have at least one board and set of miniatures to take home with them. Course documents such as maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include Prehistoric Seas Survival (1st quarter), A Jurassic Survival Challenge (2nd quarter), Ice Age Survival (3rd quarter), and Sumerian Settlement (4th quarter).

    1
    Taliesin Knol
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    Students will learn about the Mesozoic flora and fauna of the prehistoric world and be introduced to the ideas of plate tectonics, species variation, and the evolution of plants. This knowledge will be applied through several games in which the students will learn the characteristics of the various dinosaurs and other creatures that lived with them and how to cooperate in a group. In "Saurian Safari", students get to simulate a cooperative hunt through a Mesozoic game park using miniature figures of their own, and in "Try-To-Survive-Asaurus," students will try to survive in the harsh and changing environment of the dinosaurs while playing as their very own dinosaur with the options of cooperating with or eating their fellow classmates. Over the course of the class, students should be able to explain the differences in the types of dinosaurs and plants found during the period, be it Cretaceous, Jurassic, or Triassic and how these differences are reflected in their very own swamp, forest, or scrub terrain type boards.

    Each student will create an individual diorama. Students will craft and hand-shape their scene on a 10 x 16 inch foam board using artistic, model-making techniques. They will customize their dioramas with landforms, waterways, plant life, and paint. Once individual projects are constructed, students will populate them with miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a pre-history-based survival strategy game. Each student will have at least one board and set of miniatures to take home with them. Course documents such as maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include Prehistoric Seas Survival (1st quarter), A Jurassic Survival Challenge (2nd quarter), Ice Age Survival (3rd quarter), and Sumerian Settlement (4th quarter).

    1
    Anne Sharp, Melanie Kosar

    Overview

    Modern Narratives in Nonfiction Work is a seminar-style course that focuses on the incorporation of style, voice, and tone in literature and in writing. Viewing literature as "published writing", students will examine the products and processes of other writers in order to understand and refine their own. Through the analysis of professional and student works, students will explore what makes truly great writing.

    Literature

    First semester of Modern Narratives in Nonfiction will examine the works of great essayists. A partial list of reading selections includes I am Malala (Malala Yousafzai), I Know Why the Caged Bird Sings (Maya Angelou), essays by Joan Didion and Ray Bradbury, speeches by Frederick Douglass, Sojourner Truth, Martin Luther King, Abraham Lincoln, etc., Ted Talks, and an discussion of "real" versus "fake" news. In addition, the class will use style manuals and classic writing texts such as Strunk & White's The Elements of Style and William Zinsser's On Writing Well. The full reading list will be presented in the course syllabus at the beginning of the term. In addition, students will be asked to read several selections over the summer. Students will be assigned brief, individual research assignments and take turns leading the class discussion on topics related to the featured author or event.

    Composition

    First semester Senior Composition, dovetailing with the college admissions season, will focus on "the personal essay", writing to prompts, writing with a deadline, and ruthless editing (a.k.a. "meeting a word count"). Going beyond the five-paragraph template that encourages "cookie cutter" essays, students will create a unique architecture embedded with personal style, voice, and narrative structure. In short, students will uncover not just who they are as individuals, but who they are as writers... and how to fuse these two identities into a creative, organized, clear, and elegant essay.

    In the process, students will master their writing process and identify personal writing strengths. These strengths will be developed into a writing workshop that they will present to classmates and the Compass community. Portfolios (now a potential college resume addition) will be expanded to include essays, research papers, and extracurricular support (artwork, performances, PowerPoints, etc.).

    Class Structure This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: Modern Narratives in Nonfiction Works (Semester 1) and Nobel and Pulitzer Prize Writings (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: Students should be able to read at grade level.

    Workload: Students should expect to spend 3-4 hours per week outside of class

    Assignments: will be posted on a Google Classroom.

    Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. See the Compass memorandum for more information on assessments in Language Arts.

    Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!)

    What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to both class meetings each week.

    Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

    Prerequisites: None

    1
    Edwige Pinover
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    Bonjour! French Foundations is an introductory class for middle school-aged students. The class will be taught in a predominantly immersion environment. Limited cues in English will be used to prompt students or explain difficult concepts. French language instruction will be presented in a natural learning sequence beginning with nouns (such as colors, numbers, clothing, foods, animals, days/dates, etc), adjectives, greetings, and simple phrases. Students will learn beginning grammatical constructions such as noun-verb agreement, noun-adjective agreement, adjective placement, and the rules of regular verb conjugation. Students will be encouraged to speak aloud and converse with classmates, but also to learn to sound out, spell, and read beginning, written French. Aspects of Francophone culture such as holidays, foods, and traditions will be incorporated in the classes.
    Each quarter introduces new themes and new vocabulary in French, so continuing students can continue to build their language basics. However, themes and units are non-sequential, so students may enroll in this level in any quarter. The goal of this introductory course is to lay foundations in sounds, vocabulary, grammar, and usage while having fun and building confidence in a foreign language. Students should be at grade level in their reading. Fluency should not be expected at this level.

    1
    Iman Castaneda
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    FUNctional Fitness is a dynamic kids' homeschool PE program that incorporates well-rounded exercises to get kids up and moving mid-day! No two workouts are the same, but each day's activities incorporate exercises that target 10 areas: cardio-vascular endurance, stamina, strength, flexibility, power, speed, coordination, agility, balance, and accuracy. FUNctional Fitness focuses on functional movements that are fundamental to all aspects of play and exercise- pulling, pushing, running, throwing, climbing, lifting, and jumping. Work-outs are scalable and adaptable to different individual's own level, and the emphasis is on fun, safety, and personal accomplishment rather than competition among classmates. When the weather permits, some exercises may be taken outdoors. The physical challenges of FUNctional Fitness will foster self-confidence, focus, and help instill a foundation for a lifetime of fitness. All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. FUNctional Fitness continues each quarter, and students may repeat the class to continue to improve fitness. No two workouts are the same! Students must be minimum age 7 to take this class.

    1
    Iman Castaneda
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    FUNctional Fitness is a dynamic kids' homeschool PE program that incorporates well-rounded exercises to get kids up and moving mid-day! No two workouts are the same, but each day's activities incorporate exercises that target 10 areas: cardio-vascular endurance, stamina, strength, flexibility, power, speed, coordination, agility, balance, and accuracy. FUNctional Fitness focuses on functional movements that are fundamental to all aspects of play and exercise- pulling, pushing, running, throwing, climbing, lifting, and jumping. Work-outs are scalable and adaptable to different individual's own level, and the emphasis is on fun, safety, and personal accomplishment rather than competition among classmates. When the weather permits, some exercises may be taken outdoors. The physical challenges of FUNctional Fitness will foster self-confidence, focus, and help instill a foundation for a lifetime of fitness. All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. FUNctional Fitness continues each quarter, and students may repeat the class to continue to improve fitness. No two workouts are the same! Students must be minimum age 7 to take this class.

    1
    Iman Castaneda
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    FUNctional Fitness is a dynamic kids' homeschool PE program that incorporates well-rounded exercises to get kids up and moving mid-day! No two workouts are the same, but each day's activities incorporate exercises that target 10 areas: cardio-vascular endurance, stamina, strength, flexibility, power, speed, coordination, agility, balance, and accuracy. FUNctional Fitness focuses on functional movements that are fundamental to all aspects of play and exercise- pulling, pushing, running, throwing, climbing, lifting, and jumping. Work-outs are scalable and adaptable to different individual's own level, and the emphasis is on fun, safety, and personal accomplishment rather than competition among classmates. When the weather permits, some exercises may be taken outdoors. The physical challenges of FUNctional Fitness will foster self-confidence, focus, and help instill a foundation for a lifetime of fitness. All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. FUNctional Fitness continues each quarter, and students may repeat the class to continue to improve fitness. No two workouts are the same! Students must be minimum age 7 to take this class.

    1
    Dr. John Kornacki

    Where does the money come from for stimulus checks or a tax cut? How is a debt different than a deficit? These topics can be understood with a practical, everyday, concept-based approach to Economics. This course in applied economics spans key themes in micro-economics and macro-economics in a tangible, approachable way using cases and real examples from the community around us and avoids the traditional math-heavy, dull, and difficult study of the field.

    Economics is all about choosing and then deciding. It involves the study of how and why these choices and decisions are made and then determining their outcomes for a person, a firm, or even a nation. Sometimes the study of economics is referred to as the study of the political economy because it involves public decisions. For this course, we start off with smaller units first--often called micro-economics--and stress practical or applied concepts. Later on, the course will examine the larger-scale implications for using the tools of economics to better understand public policy formation and to explore case studies on such issues as alleviating poverty, addressing climate change, and protecting public health.

    In his classic text Economics, Paul Samuelson of MIT says economics is the study of how people choose and use limited resources having alternative uses. The material in this class incorporates his traditional often called neoclassical approach as well as the ideas from the so-called free-market Austrian-School economists like Henry Hazlitt and Milton Friedman. The course connects these concepts through the approachable books, Whatever Happened to Penny Candy? A Fast, Clear, and Fun Explanation of the Economics You Need For Success in Your Career, Business, and Investments and Economics in One Lesson

    In short, this course aims to build a better understanding of a teen’s personal stake in using the concepts and tools of economics in daily life as well as offering a way to visualize how they are used to create the public policies. The course starts small and moves to larger subjects over time. It offers students a chance to explore ideas, evaluate case studies, discuss them in class, and then write about them. The course encourages the development of critical thinking skills using the basic terms and concepts of applied microeconomics.

    Note: Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing. At the instructors' option, the class may transition to in-person instruction later in the year as COVID-19 scenarios improve.

    Prerequisites: None

    LevelsThe course provides a substantive, full-credit experience in either an Honors or On-Level track. All students complete the same assignments for Semester 1. Near the end of Semester 1, students may decide to differentiate their workload and continue On-Level or at an Honors level for Semester 2. Honors students will have more in-depth assignments with longer and additional readings, more practice of synthesis and analysis, and additional writing. Both tiers offer a sunstantial, full-credit experience. Students register online for the same course.

    Workload: Students should expect to spend 2-3 hours per week outside of class on homework.

    Assignments: Assignments will consist of readings, worksheets, individual and group projects. All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.

    Assessments: Points will be awarded for the competition of assignments, quizzes, and projects, and parents can assign a grade based on the number of points earned as compared to the number of points available.

    Textbook/Materials: A class bundle consisting of two books and a packet of photocopied articles will be provided. Additional readings, if selected, will be identified by August 15.

    Lab/Supply Fee: A class fee of $38.00 is due payable to Compass on the first day of class.

    Credit: Homeschool families may wish to count this course as full credit in Economics for purposes of a high school transcript.

    AP Exam Option: Students who take this course at the Honors level Semester 2 will have covered a substantial portion of the preparation for the AP exam in Microeconomics. The instructor will create a list of additional topics and analyses needed for any student who wishes to concurrently and independently study for the AP exam. Students who wish to take the AP exam must register and pay for on their own exam through the College Board in fall 2020 for the May 2021 exam.

    1
    Donna Shackelford
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    A fuzzy warm fleece jacket (made from recycled milk bottles); forgiving playground mulch (made from shredded tires). A new jigsaw puzzle (made from recycled paperboard). Kids use products every day that have been made from recycled materials! Inventing with all new materials is relatively easy, but also somewhat wasteful. Can our junior inventors create a new product using recycled or re-purposed materials? Can we solve a problem with a new invention while also reducing the waste materials sent to landfills?

    In this class, students will practice creative thinking and be coached through the steps of the invention process. Students will be encouraged to identify a need by noticing a problem or inconvenience and thinking about ways to solve it. They will engage in hands-on, in-class activities to encourage imagination and effective brainstorming- the spontaneous, creative thinking where all ideas are considered. Recognizing that many great inventions are twists or remakes on existing goods or inspired by others ideas, kids will learn to apply the SCAMPER technique to the problems they identify: Substitute, Combine, Adapt, Minify, Magnify, Put to new use, Eliminate, and Reverse/Rearrange.

    Students will practice inventive thinking with a class problem and class invention in order to get them comfortable with working on their own inventions. They will learn to consider alternatives and pros and cons of a new idea and narrow down possible solutions. Students will be asked to keep an Inventor s Log (journal) to track all aspects of their inventing process. They will name their invention, sketch it, and build a prototype (model) of the invention.

    This class will use a curriculum called, "Invent it, Build it! Invention- Making the World a Better Place". In class, the instructor will provide basic prototyping materials such as cardboard, tape, straws, wooden sticks, scissors, glue, and paper. If a student's model-building needs require other materials, his/her family made need to send recycled materials from home.

    During winter and spring, themes for this age group will include Flight Academy: Aviation Challenge (third quarter) and Flight Academy: Aerospace Race (fourth quarter.)

    1
    Becca Sticha
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    Students will use LEGO to design and build simple engineering projects out of everyone's favorite building toy! In this 90 minute class, students will explore concepts and vocabulary in physics, mechanical engineering, structural engineering, aerospace engineering, and architecture while playing with their creations.

    Second quarter, junior engineers will get "wild" and build a zoo of articulated animals! Using mechanical concepts like rachet, linkage, and levers, and the fantastic diversity in the animal kingdom, our creators will build leaping dolphins, towering giraffes, swinging monkeys, jumping grasshoppers, and more!

    Each class begins with 10-minutes of free build from tubs of LEGO components followed by a short discussion and demonstration of the day's project and concepts. Students build individually or in groups. Instructors will provide individual assistance, facilitate challenges, performance testing, competitions, and modifications to projects. Some projects may have been introduced in prior year's sessions, but each new build is unique, and student's building skills and understanding will have grown.

    Notes:(1)Students must be minimum age 5 and able to separate from their parents for this class. (2) Projects are built from shared, Instructor-owned components, so students will not bring completed projects home. Parents, however, can step into class 15 minutes before the end of each session to photograph their child's construction.

    Topics in this Series: Fantastic Fliers & Space Racers (Quarter 1); Animal Architects (Quarter 2); Winter Workshop (Quarter 3); Amusement Park (Quarter 4)

    1
    Trevor Cox

    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

    1
    David Chelf

    This is a complete course in high school PreCalculus which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Precalculus include functions: polynomial, rational, exponential, logarithmic, and trigonometric (right angle and unit circle). In addition, the course will cover polar coordinates, parametric equations, analytic trigonometry, vectors, systems of equations/inequalities, conic sections, sequences, and series. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.

    Prerequisite: Students should have a solid foundation Algebra I, Algebra II, and Geometry in order to take this class.
    Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
    Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.
    Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
    Textbook: Students should purchase or rent the required textbook for this class: Precalculus: Mathematics for Calculus, 6th edition by Stewart, Redlin, and Watson (ISBN-10 0840068077, ISBN-13 978-0840068071). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class.
    Credit: Homeschool families may wish to count this course as a complete credit in Precalculus for purposes of a high school transcript.

    Prerequisites: Algebra II

    1
    Tia Murchie-Beyma

    This full-year lab science course introduces classic biology topics updated for the 21st century. Biology studies living things and their relationships from microscopic to massive, ancient to modern, arctic to tropic. Our survey includes: (1) cellular and molecular biology, (2) ecology, (3) genetics, (4) biology of organisms (with selected human health and anatomy topics), and (5) evolution and diversity.

    You will observe microscopic organisms and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science.

    By the end of the course, students will be able to explain the nature of science as a system of knowing; cite evidence for foundational theories of modern biology; explain basic biological processes and functions; describe structures and relationships in living systems; outline systems of information, energy, and resources; demonstrate valid experimental design; discern ethical standards; relate their values and scientific ideas to decision-making; and apply biology knowledge to their own health.

    In this flipped classroom, students are responsible for covering new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations prior to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities.

    Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs.

    Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sexuality education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Dissections are optional. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint.

    The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments; it is appropriate for students who seek more challenge or plan to take the SAT Subject Test in Biology. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time.

    Schedule: This section will be held entirely ONLINE as virtual conferences with a Monday morning meeting from 8:00 am - 8:55 am, and a Thursday afternoon meeting from 1:00 pm- 2:30 pm, with a 10-minute break, via Canvas Conference. Recordings will be made for students with schedule conflicts. Please note that this section is intended to be online for the full year for most. Openings in the live, in-person Friday morning section may be possible for a handful of students when COVID gathering limitations are lifted.

    Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages.

    Workload: Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. All students should expect to spend 4-6 hours outside of class reading and preparing homework.

    Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and participate in a weekly conference held in addition to the in-person meeting at Compass. That online session is conducted live but can be viewed asynchronously if a student has a conflict.

    Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site

    Textbook/Materials: Students must purchase or rent the textbook Biology (2010 edition with baby alligator cover) by Stephen Nowicki, published by Houghton Mifflin Harcourt/Holt McDougal (ISBN# 9780547219479) An e-book version is also available (ISBN# 9780547221069). By second semester, those who elect to take the SAT Subject Test will also need the College Board's "Official SAT Subject Test in Biology Study Guide" (ISBN# 978-1457309205) and a prep book of their choice, such as the latest Princeton Review's Cracking the SAT Subject Test in Biology E/M or Barron's SAT Subject Test Biology E/M.

    Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class. The cost for the SAT Subject Test in Biology in spring or summer 2021 is not included. Each family is responsible for scheduling and paying for their student's exam through the College Board.

    Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, at least 400, 3"x5" index cards, and plain, lined, and graph paper. Some of these supplies are used at home. Students should watch class announcements on Canvas to know when to bring items to class.

    Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.

    Prerequisites: None

    1
    Arthuretta Martin
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    Students develop their public speaking skills and their own "voice" through the art of storytelling in a fun, supportive environment taught by a professional storyteller, keynote speaker, coach and Toastmasters leader! Students will build on the theme of interpretive reading, voice, and inflection by adding memorization and use of their bodies to communicate the stories. Storytelling is not acting but it is a creative, performing art and a great tool in successful public speaking. Students will have the option of writing and telling their own stories or re-telling a known tale. Students will have the opportunity to view videos of professional storytellers from different genres and countries and choose the genre they would like to demonstrate. Students will practice posture, eye contact, enunciation, pauses, and timing while receiving tips and techniques from the instructor and peer feedback. The class will culminate in an end of the quarter presentation for parents.

    This workshop is open to students new to public speaking or those with experience, and students may repeat the program to continue to refine their public speaking skills. Topics in this Series: The Great Speeches [Oratorical] (Quarter 1), Telling Your Story [Informative] (Quarter 2), Finding Your Voice [Expository] (Quarter 3), and Making Your Point [Persuasion] (Quarter 4)

    1
    Donna Shackelford

    Science Kids is a lab-based science sampler program where our youngest scientists will be exposed to the concepts, acquire scientific vocabulary, and learn hands-on skills to needed to be comfortable with more advanced science classes as they get older. Your first or second grader will come home with an understanding of concepts like phases of matter, melting point, buoyancy, and life cycles. Most importantly, young students will gain confidence discussing science concepts and working with science equipment. Labs will teach students how to use a thermometer, take linear measurements, weigh items on a scale, peer into a microscope, record elapsed time, and make scientific sketches, for example.

    Each quarter will reinforce principles and lab skills around a central, unifying theme. arth and Space Science will introduce geology, meteorology, oceanography, and astronomy concepts. Students will complete labs such as making a model of the layers of the earth and creating an erupting volcano. They will test weather lessons with experiments using air pressure and making mini-tornados. Kids will also understand ocean currents and density through a hands-on projects with salt water. Topics in this Series: Living World (Quarter 1), Earth/Space (Quarter 2), Chemistry (Quarter 3), and Physics (Quarter 4).

    1
    Alison S Johnson
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    From stage and screen and just in time for Halloween! Learn ghoulish special effects make-up tricks from a professional make-up artist. In this two-hour clinic, teens will learn how to create realistic effects that they can apply to transform themselves into a zombie, monster, troll, demon, or other dark creatures. Students will learn how to create hollow, sunken eyes, cuts and gashes, scars and scabs, bruises, and peeling or ripping skin using professional make-up products on themselves or their friends. Part of the clinic fee includes a kit of four, take-home Mehron make-up products (a $45.00 value): a bruise color ring (5 colors), tri-color palette of cream make-up (3 colors), coagulated blood gel (1 oz.), and liquid latex (1 oz) along with make-up sponges . Each student must bring a stand-up table top mirror to the class. The clinic is for students ages 12 and up.

    In this class, students will be seated at individual tables at 6-8 feet apart. Students will be asked to keep masks on and practice techniques on their hands and forearms. When students are ready to apply the final effects to their faces, they make elect to work around masks (forehead, eyes, neck) or remove their masks for their final application if they remain seated and distanced.

    This clinic is being taught by Alison Samantha Johnson, a full-time freelance costume, makeup and wig designer in the DMV and a recent Helen Hayes Nominee for her costume and makeup design in a local production. Alison's make-up creations have been seen on stage, short films, feature films, music videos, television, and in schools. She has led special effects make-up clinics for school theater groups and recently ran a virtual special effects make-up clinic for students at ArtsCentric in Baltimore. She earned a BFA in Technical Theatre and Design from the University of the Arts in Philadelphia where she had the opportunity to do special effects make-up for stage and feature horror films. Some of Alison's make-up and special effects projects can be seen on her website.

    1
    Hugh Gardner

    Students will be immersed in detail and fully engaged in this intensive history course led by well- known homeschool instructor and historian Hugh Gardner. This history class is unlike other high school history course. Instead of learning a sequential set of names, dates, and battles, students will learn how to analyze and interpret history. Much like a college seminar, this approach to American History incorporates historiography (the history of the history.) Mr. Gardner does not teach a narrow view from a single textbook or static set of prepared notes. Instead, he presents the back story and multiple interpretations for the "why" questions in American history. Class discussion considers interpretations from a wide array of scholars and is updated as new sources are published. Rather than running through a timeline of outcomes, students will evaluate contributing factors (the "how" questions) and will learn about the personalities, prejudices, and biases of the people involved ("who").

    First semester will cover the background, events, and inter-war years leading up to the Second World War. The class will examine Hitler's rise to power, election in 1933, and his massive effort to rebuild the German war machine. They will discover Hitler's systematic takeover of eastern European countries before launching a blitzkrieg invasion of France. They will look at Britain acting alone to resist Germany through the deployment of commandos and special forces in targeted raids and the German threat to cross the Channel to invade Britain. The class will learn about military and naval engagements throughout the Mediterranean including north Africa, Sicily, and mainland Italy along with a fight in the Middle East to gain control of the oil supply. Finally, the class will study conflicts along the Eastern Front. The class will discuss the effects on the political, social, and economic climate as well as influences on the arts, science, literature, religion, and warfare. This is no ordinary history class as Mr. Gardner surrounds the students with vivid posters, maps, charts, primary sources, and artifacts to supplement his story-telling style. Students will be able to examine and handle period pieces such as antique and replica weapons and military accoutrements of the era while learning how these tools helped shape the battlefields and turning points in history. With an emphasis on primary sources, students will scrutinize historical atlases and original writings, all in a collaborative and interactive setting. Just for fun, students earn historical trading cards for class participation.

    Topics in this Series: WWII: From Looming War through Stalingrad (Semester 1), WWI: The Defeat of Germany and the Wars Against Japan (Semester 2). Continuing students from first semester receive priority pre-registration for second semester.

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    Note: This section will be held entirely ONLINE in a virtual classroom, providing synchronous online instruction via videoconferencing for the full year. This is not a pre-recording of the 9:30 am class. Recordings will be made for students with schedule conflicts.

    Workload: Students should expect to spend 1-2 hours per week outside of class on assigned readings.

    Assignments: are given in class and e-mailed to parents and students.

    Assessments: Will not be given

    Textbook: Students should purchase two books: (1) Atlas of World War II by Richard Natkiel, published by The Military Press, 1985. (Note: hardback or paperback editions from the 1980s are preferred over more recent small format editions from 2011 -– on. Used copies available on Amazon.) (2) Collins Atlas of the Second World War, by John Keegan ed., published by HarperCollins, 2003. (Note: This is a very large format atlas in different editions with some titled Times instead of Collins; key is John Keegan as editor. Used copies available on Amazon.) For those families who want to investigate the course themes at a deeper level, an optional reading list will be furnished.

    Credit: Homeschool families may wish to count two semesters of this course as a full credit in American or World History for purposes of a high school transcript.

    Prerequisites: None

    1
    Megan Reynolds
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    The WordMasters Competition Club takes the love of words and word games to a new level! For students who have enjoyed Compass’s Word Masters classes on Wednesdays or those who appreciate the thrill of a friendly contest, the Competition Club will elevate (heighten, uplift, pump up) the word fun!
    “The WordMasters Challenge ™ is a national competition for students in grades 3-8 that encourages growth in vocabulary and verbal reasoning.” The contest challenges students to think critically about word relationships through analogies. Students will work from newly released 2020-21 vocabulary lists for their grade level. Each student will be able to select from the Blue Division (above-average reading and reasoning) or the Gold Division (superior/accelerated readings and reasoning).
    Weekly sessions at Compass will include games, activities, and mock meets to help students learn and analyze their challenge words. Three times throughout the year, there will be 20-minute in-class analogy-solving “meets.” Individual and team results from the meet will be uploaded to the nationwide challenge-tracking system. Across the whole US program, the 100 most outstanding schools and 200 outstanding individuals will be announced. At the end of the year, students who competed in all three Compass meets will receive a certificate, and one Compass student will earn a school-level champion medal.
    The program tuition includes weekly facilitation and activities organized by a long time Compass instructor and WordMasters coordinator but does NOT include the cost(s) to register Compass teams or Compass individuals. The number and level of teams will be determined by the instructor after working with students for a few weeks. The cost per student could range from $99.00/each for one student who is the only one working at a particular level to $9.90/each if Compass has ten students who all qualify to work from the same grade/grade division. The registration cost will be invoiced separately once teams and levels are determined.

    1
    Daniel Frame

    Students of ASL will continue to improve their fluency in this 2nd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) rather than individual signs (parts). In conversation, students will learn to confirm information by asking questions in context. Second year students will continue to build their vocabulary, apply ASL grammar, and will learn to make requests, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL II include expressing year, phone numbers, time, and currency in numbers, appearance, clothing, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.

    ASL students will have a Deaf instructor. He regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day and in second semester for a Deaf culture lesson. Enrolled students are not expected to know any sign language prior to beginning ASL I.

    Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice.

    Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 vocabulary, grammar, and facial expressions.

    Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including “above the nose” grammar (brows and body movement), and “below the nose” modifiers (lip expressions).

    Textbook: Students should purchase or rent "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) and "Signing Naturally Units 7-12 Student Workbook" (ISBN# 978-1581212211) which includes a DVD of signing videos. This class will cover units 5-8.

    Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.

    Prerequisites: None

    1
    Kouthar Muttardy
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    Around the World is a creative, interactive examination of world geography! Geography is much more than just maps and mountain ranges! Students will make an in-depth investigation of all aspects of geography region-by-region. Second quarter will explore the geography of Central and South America, from Suriname to Santiago to the Sao Manuel River.

    Students will engage in hands-on activities, such as games and scavenger hunts, to learn about the lands, features, inhabitants, and phenomena and five themes of geography (location, place, human and environment interaction, movements, and regions) for each area that they study. For each major region, the class will look at aspects of human geography: political boundaries, cities and communities, cultural, social, and economic themes (dominant languages, religions, ethnic groups, agriculture, and trade), along with aspects of physical geography such as landforms, waterways, climate zones, biomes, etc. The class will also touch on the geographic specialties of meteorology and hydrology to understand how these impact physical and human geography.

    Note: Map basics, including reading maps, types of maps, latitude and longitude, and understanding representations on maps, will only be covered during the first quarter of each year. Any student enrolling in the course after the first quarter will be expected to review map basics from a class packet of map information.

    Topics in this Series: North America (Quarter 1); Central and South America (Quarter 2); Middle East & North Africa (Quarter 3); Sub-Saharan Africa (Quarter 4). Second year (2021-22) Europe (Quarter 5); Russia & East Asia (Quarter 6); South & Southeast Asia (Quarter 7); and Oceania, Antarctica & Earth's Oceans (Quarter 8). Lab/Supply Fee: Included in the course fee.

    1
    Shona D\'Cruz

    Mosaic is a fun, functional and decorative art form with a rich historical tradition! Kids will explore the art of fitting small pieces together to compose a larger, mosaic work. Working with mosaics is a very hands-on, tactile form of three dimensional art that will challenge and delight students as their designs take shape. Students will experiment with tiles, pebbles, beads, shells, and recycled treasures to create one-of-a-kind mosaic projects!

    Second quarter projects include: a mosaic with geometric wooden shapes; a fall leaf mosaic incorporating beads; mosaic photo frame, mosaic stepping stone built on a paver, and a mosaic fall wreath with polymer clay components and tiles. All pieces will be grouted after class, off site by the instructor and will be available the next class. A supply fee of $40.00 per student is due payable to the instructor on the first day of class.

    1
    Taliesin Knol

    Students will engage in a hands-on 3D battle strategy game using the military dioramas that they make!

    In late 1944, the outcome of the Second World War wasn't in doubt to anyone but the most deluded of Nazis. That didn't make the fighting any less lethal, but did increase Hitler's desperation to pull off a miraculous victory in the West and buy time to deal with the encroaching Soviet Red Army. The focal point of this plan was the Ardennes, a "quiet" sector of the front in Luxembourg where the Allies had sent badly mauled units to recover from fierce fighting elsewhere. The logic being, nobody in their right mind would invade through the forest, in winter, especially given the dire circumstances the German army was facing literally everywhere else. This was a miscalculation. Hitler used this opportunity to ram the last functioning units at his disposal to "drive the Allies back into the sea" and try and take the port of Antwerp, the only major port not left in total ruin by the German retreat. A victory here would have potentially reset the clock all the way back to D-Day, six months earlier.

    Using artistic model-making techniques, hand tools, and historical maps, students will each form a 10" X 16" shaped, foam diorama with landscape elements (hills, buildings, rivers, bridges, vegetation, fences, etc) to represent a scene of a famous historical engagement. Students will each receive 1:72 scale miniature soldiers to populate their scene. Once individual projects are constructed, students will combine their dioramas alongside those of their classmates to approximate the larger battlefield terrain. Students will spend the remainder of the quarter learning about the tactics and outcomes of the military engagement while playing a table-top strategy game. Student strategists will use a simplified version of the Fire and Fury historical war gaming rule system for moving troops and equipment. Along with their classmates, students will see how this battle progressed and test different outcome scenarios that might have occurred with different battlefield choices.

    The instructor will use maps and visual presentations to explain the historical background and circumstances leading up to the specific battle. Course documents, such as period maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include: WWII from the Russian Perspective, Stalingrad/Berlin (1st quarter), WWII The Battle of the Bulge, 1944 (2nd quarter), WWII The USMC at Guadalcanal, 1945 (3rd quarter), and Korean War, 1950-1953 (4th quarter).

    1
    Coder Kids

    Imagine a phone app that could quickly reunite lost pets, connect the poor with resources that they need, or report a problem in the community! Code for a Cause is the Compass-based Technovation hub where middle school girls will participate in the world's largest technology entrepreneurship program for girls. Each year, Technovation teams solve real world problems through technology that they develop!

    Through Technovation, girls work with women mentors, identify a problem in their community, develop a mobile app, and launch a startup. Since 2010, 23,000 girls around the world have developed mobile apps and startups to solve problems around a diverse range of problems, including food waste, nutrition, women's safety, and much more. In this year-long program, girls will work in teams and learn the skills they need to change the world with technology.

    Girls will beging with get-to-know-you and team building activities before breaking into teams of 3-4. Each team will brainstorm to identify a problem in the community. They will propose a mobile app solution to their problem and conduct market research to see if their idea is the best possible solution. Next, the girls will learn to program their unique application using a web-based software called MIT App Inventor. In class, girls will be coached step-by-step on the process and logic of creating an interactive application. Finally, girls will learn how to brand their app, create a business plan, and look at what it would take to bring the app to market.

    Girls will work on laptops provided by the instructor to eliminate technology or connectivity problems in class. However, since the app inventor platform is web-based, girls may continue to code at home. The course tuition includes a technology use/access fee.

    Participation in Technovation gives girls the confidence to pursue more computer science courses (70%), and give many the foundation to eventually major in computer science (26%). Technovation teams are in 100 countries, and the program is sponsored by Oracle, Google, 3M, Adobe Foundation, and others. The Compass Technovation facilitator/instructor will be a coding coach from Coder Kids. This is a year-long program that follows the Compass Monday calendar.

    1
    Anne Sharp

    This Literarians writing board is a home for students who love to write, who love to read writing, and who love to share writing with others. Writing is often a solitary act, but writers also need a community in which to grow. Mirroring the design of famous writing salons/groups like The Bloomsbury Group, The Algonquin Round Table, and The Inklings, this course fosters a Compass community that will encourage individual writers, promote literary collaboration and provide challenging feedback to boost creativity and artistic development.

    First semester will focus on building a personal writing portfolio strengthening students' passions for genres and forms they are comfortable with as well as trying writing that is new to them. Using writing workshops to capitalize on what they already know and to encourage experimentation in unfamiliar areas, students can expect to grow as writers, editors and leaders in our Compass community.

    Students will use their own work and the works of professional authors to understand what makes good writing, to improve technique, to experiment with new forms/genre and to understand the drafting, editing and publishing process. They will explore publishing options through online platforms and hardbound journals.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for fall semester. At the instructor's option, the class may transition to in-person instruction for second semester as COVID-19 scenarios improve.

    Topics in this Series: A Creative Writing and Literary Magazine Board (Semesters 1 and 2, with registration by semester.) Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: Advanced reading, writing, and analytical skills.

    Workload: Students should expect to spend 2-3 hours per week outside of class on investigation, writing, or editing for this class. Assignments: Writing and editing assignments will be delegated by the student board. Assessments: In lieu of a teacher-provided assessments, writers will receive peer feedback on their own work, and the finished product will be a printed anthology for their portfolio.

    Lab/Supply Fee: None

    What to Bring: Students should bring laptops to class to work collaboratively and real-time on shared documents and the class portal.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript.

    Prerequisites: None

    1
    Fencing Sports Academy
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    Fencing is the clashing of steel and competitive spirit combined with the battle of the wits. Apply the rules of Olympic fencing, and you have a physically and mentally challenging game of strategy, often called, "physical chess." In Beginning Fencing, students will learn the rules of the sport as well as footwork, attacks, parries, responses, and how to judge matches. Beginning students will use the epee, a thin, lightweight sword with broad hand guard and will wear a wireless electronic scoring sensor over layers of protective gear. Returning students will work with both the epee and foil. The physical benefits of fencing are an increase in agility, balance and coordination. Fencing also provides mental benefits such as improved focus, strategy and confidence. Fencing is safety-oriented with blunt tip weapons, chest protectors, chest/sleeve pads, fencing jacket, gloves, and face mask. All equipment is provided by the instructor. Students are asked to wear comfortable athletic pants such as running pants or sweatpants (no jeans, no dresses), and low-heeled athletic shoes.

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    Dr. Karleen Boyle
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    Geo-Detectives discover the many mysteries of Earth Science. From large scale disasters that come from inside the planet to microscopic contaminants in the water and soil, Geo-Detectives look high and low to understand the forces, systems, and cycles that continue to shape the Earth, its climates and ecosystems. Geo-Detectives will explore concepts as diverse as fossils to fault lines, ozone to ocean trenches, and trade winds to tundra. Hands-on labs and in-class activities will reinforce geological phenomena such as examining fossils, classifying rocks, reading the seismographic charts, or modelling the water cycle.

    Second quarter, students will learn the physics behind air and water circulation, and how they combine to form wacky weather phenomena such as hurricanes, tornados, hail, fog, and even regular old rain showers. The class will see how air and water systems on earth govern global climate systems as well as local and regional weather patterns. Kids will learn how meteorologists and climatologists examine data from a variety of sources, such as ice cores, sediment cores, the fossil record, and historic records to trace large-scale changes in climate and sea level over geologic time.

    Topics in this Series: What a Disaster! Volcanoes, Tsunamis & Earthquakes
    (Quarter 1); Wacky World Weather (Quarter 2); Sensational Cycles and Seasons (Quarter 3); and Exploring Ecosystems (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

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    Iman Castaneda
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    Jiu-Jitsu Fit is a fun, interactive, physical fitness program for kids inspired by the Brazilian self-defense martial art jiu-jitsu. Students will follow a well-rounded physical fitness program that incorporates moves and strategies of jiu-jitsu including strength, flexibility, conditioning, endurance, coordination, balance, and fun! Included in the games and exercises of this class, students will practice techniques for resolving conflicts, dealing with bullies, projecting confidence, and developing stranger awareness. This class helps keeps kids active, builds self esteem, and encourages teamwork.

    Jiu-Jitsu Fit activities will be adapted for COVID prevention. Grappling and ground work will not be included in the program while COVID measures are in place. Students will be required to wear masks in class, and distances will be maintained for many activities in the workout. However, some self-defense work will require partners to work more closely, while both in masks, for simple moves such wrist-grabs.

    What to Bring: Refillable water bottle. What to Wear: Students should wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes.

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    Iman Castaneda
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    Jiu-Jitsu Fit is a fun, interactive, physical fitness program for kids inspired by the Brazilian self-defense martial art jiu-jitsu. Students will follow a well-rounded physical fitness program that incorporates moves and strategies of jiu-jitsu including strength, flexibility, conditioning, endurance, coordination, balance, and fun! Included in the games and exercises of this class, students will practice techniques for resolving conflicts, dealing with bullies, projecting confidence, and developing stranger awareness. This class helps keeps kids active, builds self esteem, and encourages teamwork.

    Jiu-Jitsu Fit activities will be adapted for COVID prevention. Grappling and ground work will not be included in the program while COVID measures are in place. Students will be required to wear masks in class, and distances will be maintained for many activities in the workout. However, some self-defense work will require partners to work more closely, while both in masks, for simple moves such wrist-grabs.

    What to Bring: Refillable water bottle. What to Wear: Students should wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes.

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    Becca Sticha
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    Students will use LEGO to design and build simple engineering projects out of everyone's favorite building toy! In this 90 minute class, students will explore concepts and vocabulary in physics, mechanical engineering, structural engineering, aerospace engineering, and architecture while playing with their creations.

    Second quarter, junior engineers will get "wild" and build a zoo of articulated animals! Using mechanical concepts like rachet, linkage, and levers, and the fantastic diversity in the animal kingdom, our creators will build leaping dolphins, towering giraffes, swinging monkeys, jumping grasshoppers, and more!

    Each class begins with 10-minutes of free build from tubs of LEGO components followed by a short discussion and demonstration of the day's project and concepts. Students build individually or in groups. Instructors will provide individual assistance, facilitate challenges, performance testing, competitions, and modifications to projects. Some projects may have been introduced in prior year's sessions, but each new build is unique, and student's building skills and understanding will have grown.

    Notes:(1)Students must be minimum age 5 and able to separate from their parents for this class. (2) Projects are built from shared, Instructor-owned components, so students will not bring completed projects home. Parents, however, can step into class 15 minutes before the end of each session to photograph their child's construction.

    Topics in this Series: Fantastic Fliers & Space Racers (Quarter 1); Animal Architects (Quarter 2); Winter Workshop (Quarter 3); Amusement Park (Quarter 4)

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    Beth Ross
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    Little Veterinarians will learn what it takes to care for cats! Students will discover what it is like to go to the vet's office and learn how to do a tip to tail exam on cats including what makes a cat patient special. They will learn what cats tell us through body language and behavior and how to keep cats stress-free. The class will learn about vaccinations and immunizations for cats. Finally, students will learn about complete cat care at home, including what makes interesting and stimulating toys to keep cats busy!

    Topics in this Series: Dog Veterinarian (Quarter 1); Cat Veterinarian (Quarter 2); Nutrition (Quarter 3) and Sports Medicine (Quarter 4).

    Materials/Supply FeeThere is a $38.00 material fee due on the first day of class and payable to the instructor for a set of high quality, take-home class materials including: a plush cat, cat bandana, adoption certificate, cat toy, disposable lab coat, syringe, a class diploma, and a set of vet office materials including worksheets on body condition, organs, physical exam, body language, and home care.

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    David Chelf
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    Math Lab is a tutoring center where students can go for weekly help on math homework! In Math Lab, homeschooled students bring the math homework they are assigned- whether from a Compass math class, an online math program, or material taught at home. Help is available for all topics from middle school (6th-8th grade) math through Algebra I, encompassing concepts such as: number lines, integers, negative numbers, fractions, decimals, percentages, factoring, exponents, roots, order of operations, inequalities, coordinate plane, working with variables, solving equations, and word problems.

    Students will be expected to come to Math Lab with a current math assignment including any textbook, workbook, or worksheets and a pencil. They will work independently until they have a question, reach a stumbling block, or need clarification on a concept or computation. The Math Lab tutor will then work with them to check answers, remind them of a technique, or demonstrate a different way to solve the problem. Sometimes just hearing it from someone else will help a concept "click"!

    An experienced Compass math instructor will oversee the Math Lab and will be circling the room and continually checking in with students. The tutor will not prepare or deliver structured lessons, but will be giving on-the-spot support/guidance as needed and may suggest additional practice to reinforce a concept. Math Lab students will receive discounts on subscriptions to IXL Math, on an online, learning platform. See Compass Store for details on IXL subscriptions.

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    Trevor Cox
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    Got shelter? Late fall is the best time of year to look around for evidence of animals getting ready for winter, discover changes in plant life, observe stream ecology, and watch for changes in the weather! Step outdoors to each week to explore nature with a seasoned outdoor guide/educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

    A portion of each session will be seeking and discussing what is found with the changing fall season. Students will get to know native animals and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. The class will also discuss outdoor skills such as shelter and outdoor safety. Students will play games in the woods to practice outdoor skills.

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated.

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    Becca Sticha

    Does your child learn best by touch, movement, music, and play? Number Ninjas is based on the belief that children need to work with mathematics in a concrete, physical, and tangible way. Young students will love learning numerical concepts in this hands-on, exploration-based class where work with numbers feels like a game.

    Second quarter, students will explore many different facets of measurement including length, weight, volume, temperature, and time. We will explore these concepts using everyday items like paperclips, tablespoons, and string and math manipulatives like color tiles, nets, centimeter cubes, and more. Each class will include a measuring tool like a clock, stopwatch, ruler, and scale that students will be able to use. We will learn tricks for making estimates and be able to compare and order items (heavy to light, short to tall, etc.)

    This class covers many of the 1st and 2nd grade Standards of Learning for math. Weekly update e-mails to parents will include suggestions for practice at home and extension activities. Students will receive a binder with a pouch for manipulatives that they need to bring to class each week.

    Topics in the Series: Play with Place Value & Money (Quarter 1), Measurement Madness (Quarter 2), Super Shapes (Quarter 3), and Fun with Fractions (Quarter 4). Supply Fee: Included

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    Sirdley Taborga

    Hola! Spanish Amigos is a fun, play-based, Spanish immersion class for young children. Much like learning their native language, children will be exposed to the sounds, vocabulary, and phrases in Spanish through songs, games, stories, interactive and hands-on activities. Limited cues in English will be used to prompt students in the first few weeks. Spanish language instruction will be presented in a natural learning sequence beginning with themes about colors, numbers, clothing, foods, animals, family members, days/dates, parts of the house, common objects, body parts, etc. Greetings and simple phrases will be woven into the day's activities, as well as cultural traditions when applicable. Writing, spelling, and grammar will not be emphasized in this class. Each quarter introduces new themes and new vocabulary in Spanish, so continuing students can continue to build their language basics. However, themes and units are non-sequential, so students may enroll in this level in any quarter. The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level. Students may join Spanish Amigos during any quarter.

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    Shannon McClain

    Writers @ Work is a fundamental writing class that will prepare seventh and eighth grade students for high school level composition. The class will progress from getting started on learning how to effectively structure purposeful paragraphs) (first semester) to multiple paragraphs linked into articulate and organized essays (second semester).

    First semester will be all about paragraphs! Early in the term, the goal will be writing fluency- encouraging students to get ideas onto paper. The class will introduce not only sentence structure, paragraph structure, and effective language, but will also help students define the objective of their paragraph. Students will be given broad prompts and a variety of writing options to encourage them to write about things they care about. Over the course of the semester, writers will compose descriptive and informative paragraphs encompassing fiction and non-fiction themes.

    Grammar concepts will be introduced throughout the year, and students will be encouraged to incorporate the technique in their next writing or revision. Grammar concepts will include a "toolbox" of writing techniques and rules such as sentence structure, complex and compound sentences, independent and dependent clauses, parts of speech, agreement, tense, use of dialogue and quotation marks, and correct use of punctuation. Students will also be taught techniques for brainstorming and outlining before beginning to write and will be given tips on choosing creative, interesting, and powerful words over mundane, vague, and over-used words.

    In both semesters, there will be an emphasis on revision. Writing is seldom just the way the author hopes in the first draft. At times, students will be encouraged to use the same paragraph for several weeks to build-upon their first draft, incorporate feedback, apply writing and grammar techniques, in order for them to see the benefits of revision. They will learn to read their own writing from a reader's perspective and develop strategies for improving it. Students will give and receive feedback from class peers and receive regular feedback from the instructor. Time will be set aside in most classes for dedicated, in-class writing (8-10 minutes.)

    Topics in this Series: Paragraphs with Purpose (Semester 1) and Papers with Pizzazz (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: None

    Workload: Students should expect to spend 0.5-1 hour per week outside of class.

    Assignments: will be discussed in class and sent by e-mail to parents each week.

    Assessments: Informal instructor feedback will be given on papers.

    What to Bring: Paper or notebook and pen or pencil

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    Taliesin Knol
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    Before the founding of the America, there were thirteen original British colonies, and Virginia was the oldest, as well as one of the largest and most influential. Often called "The Birthplace of Presidents," Virginia gave us many of the country's Founding Fathers, like George Washington, Thomas Jefferson, Patrick Henry, and James Madison. It was in Virginia, at Yorktown, that the American War of Independence would come to an end, and Virginians would be present at most major battles of the Revolution. Students will create a diorama board of a famous Revolutionary battle relevant to Virginia, choosing from the battle of the Great Bridge at Norfolk, the Battle of Vincennes with the Virginia militia in Indiana, or the Battle of Yorktown.

    Each student will create an individual diorama. Students will craft and hand-shape their scene on a 10 x 16 inch foam board using artistic, model-making techniques. They will customize their dioramas with landscape elements, waterways, structures of the time, and paint. Once individual projects are constructed, students will populate them with 1:72 scale miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a history-based strategy game. This will reinforce lessons about the culture, economy, warfare, and politics of the time. Each student will have at least one board and set of miniatures to take home with them. Course documents such as maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include Virginia History: Jamestown and the Powhatan Confederacy, 1607 (1st quarter), The American War of Independence (2nd quarter), The War of 1812 (3rd quarter), and The Civil War 1861-1865 (4th quarter).

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    Beth Ross

    Little Veterinarians will learn what it takes to care for cats! Students will discover what it is like to go to the vet's office and learn how to do a tip to tail exam on cats including what makes a cat patient special. They will learn what cats tell us through body language and behavior and how to keep cats stress-free. The class will learn about vaccinations and immunizations for cats. Finally, students will learn about complete cat care at home, including what makes interesting and stimulating toys to keep cats busy!

    Topics in this Series: Dog Veterinarian (Quarter 1); Cat Veterinarian (Quarter 2); Nutrition (Quarter 3) and Sports Medicine (Quarter 4).

    Materials/Supply FeeThere is a $38.00 material fee due on the first day of class and payable to the instructor for a set of high quality, take-home class materials including: a plush cat, cat bandana, adoption certificate, cat toy, disposable lab coat, syringe, a class diploma, and a set of vet office materials including worksheets on body condition, organs, physical exam, body language, and home care.

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    Sirdley Taborga

    Students will learn beginning Spanish through games, songs, stories, and skits in a predominantly immersion environment (limited cues in English). Each week students will work on the "basics" such as greetings, colors, numbers, adjectives and weather and will explore focused themes. Through age-appropriate games and activities, students will learn and practice the vocabulary and simple phrases related to the week's theme. Basic, beginners-level spelling, reading, and grammar will be introduced. Since the class is taught in "themes", or units, students may join during any quarter. The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level.

    Topics in this Series: About Me (Quarter 1); My Family (Quarter 2); Around Town (Quarter 3); and Fun Times (Quarter 4).

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    Joe Romano
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    Has your family seen the Disney 2020 hit film, “Magic Camp?" For a limited time, your child can learn many of the magic tricks featured in "Magic Camp." From baffling balls and confounding cards, to remarkable ropes and maybe even--a bunny, your child will fall in love with the art (and science) of performing magic tricks like the kids in Disney’s “Institute of Magic” summer camp!

    A partial list of magic tricks to be learned this quarter includes: Sponge Ball, Cut and Restored Rope, Box of Mystery, Duck Bunny, The Jumbo Card Trick, and more!

    Students will learn tricks of the trade from pair of professional magicians! Each week, kids will receive a magic prop and learn how to perform a unique magic trick. Students will practice and perfect the illusion in class so they can come home and mystify their friends and family. Along with the actual magic, students will discuss a life skill each week that is essential to a good magician (and student) such as public speaking, presentation skills, practicing, being prepared, and reading your audience.

    Prior magic classes are not a prerequisite, and new magicians may enroll. Lab/Supply Fee: There is a $50.00 supply fee due payable to the instructor on the first day of class.

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    Tia Murchie-Beyma

    As Thomas Jefferson wrote to Richard Price in 1788, "wherever the people are well informed they can be trusted with their own government." That's what this course aims to do!

    US Government and Politics is a year-long political science and civics course for high school students to build their knowledge of essential political structures and processes. Key themes in the course include Congress, Presidency, Bureaucracy, American Legal System and the Courts (30%); Constitutional Underpinnings of American Democracy (15%); Political Parties and Interest Groups (15%); Political Beliefs and Behavior (20%); and Civil Liberties and Civil Rights (15%).

    Students will learn about the formal and informal machinery that "makes the system go" -– including the so-called "fourth branch of government," the bureaucracy we know so well here in the Washington, DC metropolitan area. By the end of the course, students will also be able to explain the development of civil rights and liberties from their constitutional roots and through several Supreme Court cases; how political parties and interest groups work; the structure of elections; and the means by which citizens learn about politics and form political beliefs. Students will understand enduring issues, including separation of powers, checks and balances, and then tension between majority rule and minority rights.

    LevelsThe course provides a substantive, full-credit experience in either an Honors or On-Level track. Honors and On-Level students meet together and share core preparation each week, but assignments and assessments are differentiated, with longer readings, more practice of synthesis and analysis, and additional writing at the Honors level. Both tiers offer a serious, full-credit experience. A student who wishes to move up or down a level during the year may consult with the instructor. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15.

    Schedule: This section will be held entirely ONLINE as virtual conferences with a Monday morning meeting from 9:00 am - 9:55 am, and a Thursday afternoon meeting from 3:00 pm- 3:55 pm via Canvas Conference. Recordings will be made for students with schedule conflicts. Please note that this section is intended to be online for the full year for most. Openings in the live, in-person Friday morning section may be possible for a handful of students when COVID gathering limitations are lifted.

    Prerequisites: Students must be highly-skilled readers at the high school level or above; or else have very robust assistance at home with weekly reading assignments.

    Workload: Students should expect to spend 3-5 hours per week outside class meetings for reading and homework, a range which may vary based on reading speed. Note that the core textbook is written at a basic college level, while other materials are targeted at either a high school audience or the news-reading public.

    Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates. These are due by 10 AM on Thursdays before each Friday meeting to promote active, knowledgeable discussion in class. There will be a summer assignment that is due on September 10, before the first class meeting. The class Canvas site will open on August 3 with introductory information, a syllabus, and the initial assignment.

    Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

    This course was structured to allow interested students to prepare for the College Boards' CLEP exam in American Government. Time spent on major course themes intentionally mirror the CLEP test's percentages. Students interested in taking the CLEP exam will have to register and pay for those exams individually. This course is not offered at an AP level, but the instructor is willing to advise experienced students who wish to independently prepare for the AP United States Government and Politics exam in May 2021. Additional preparation outside of class, particularly in essay-writing and analysis of Supreme Court cases, would be needed for AP.

    https://clep.collegeboard.org/history-and-social-sciences/american-government
    https://apcentral.collegeboard.org/courses/ap-united-states-government-and-politics/exam

    Textbook/Materials: Students should purchase or rent Keeping the Republic: Power and Citizenship in American Politics, Brief 8th Edition by Christine Barbour and Gerald Wright (ISBN-13: 978-1544316215). Electronic versions are available. Be sure to purchase the EIGHTH (8th) edition that is also labeled "BRIEF." Other readings will be provided by the instructor.

    Credit: Homeschool families may wish to count this course as a component full year, one-credit course in US Government, Civics, or Humanities for purposes of a high school transcript

    Prerequisites: None

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    Shannon McClain

    Scriptophobia. Break the block. Get past the paralysis. Every student struggles with writing at some point. Fearful writers worry what others will think. Reluctant writers have trouble getting started. Even strong, prolific writers experience roadblocks in their writing. Every teen can benefit from Writing Lab, a safe, supportive writing workshop where an experienced writing coach facilitates peer revision groups. Writing Lab is based on the idea of revision, revision, revision; teaching teens that writing does not have to be perfect; sometimes they just need to put words on paper to get started.

    Writing Lab will give students the opportunity to revise their own writing at their own pace. Writing Lab may be taken stand-alone or to complement other classes. Each class will include the opportunity to write to a prompt or on a topic of choice, to confer with classmates about writing, and to work on developing pieces. Each session will include dedicated writing time. Students may bring pieces of writing from another class or something they are working on at home-- history paper, English composition, lab report, short story, personal essay, etc. No two will be the same. If a student shows up with no in-progress writing, the instructor will provide sample prompts to get the writing process started. After writing, students will break up into groups of 3-4 students to share their work and receive feedback from peers. Writers will benefit from having an audience and receiving input on their drafts. That feedback will inspire further revision, refinement, and clarification of their writing as well as ideas for new pieces. Each week the writing coach will provide writing tips and guidance on everything from organizing big ideas and writing mechanics to how to give and receive constructive criticism.

    Revision is a vital step in the writing process in which writers consider what they have accomplished and what they can do to make their work more effective. Having the opportunity to revise is helpful to reluctant writers, who learn to free themselves of high expectations of every word they put to paper, as well as prolific writers, who benefit from honing their craft. Having models written by peers in addition to a peer audience is inspiring, and it trains writers to be critical readers who can give constructive feedback. Students will improve as writers if they choose to work on their pieces in class only, but working independently will significantly amplify the benefits of the class.

    Topics in this Series: Writing Lab will continue in Semester 2, and students may continue the course to further develop/improve their writing. Continuing students from first semester receive priority pre-registration for second semester.

    Workload: Students should expect to spend time outside of class writing, however the time will vary based on the type of writing and students' goals for the writing.

    Assignments: Students should bring works-in-progress to lab. The number of assignments completed or advanced will depend on the amount of outside writing a student does and the length of his/her piece.

    Assessments: The writing coach will provide individual feedback on pieces that a student brings to work on in lab.

    Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript.

    Prerequisites: None

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