Schedule and Room Assignments

Classes meet on Wednesdays and Fridays in Oakton, VA. Filter by subject or grade below.

Quarter beginning January 9, 2019

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Wednesday Classes (Click here for Friday Classes)

9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
Sanctuary

Acting-Teen Stage: Improv Scenes, Long Form Acting-Teen Stage: Improv Scenes, Long Form - This is a fun improvisation class for teens to learn ways to interact spontaneously within character to create a scenes. Students will work on long form improv, which is taking an idea and creating a multi-character and multi-scene play. The art of developing a scene with a partner will be explored. Students will learn the components of scene building such as character development, environment, listening skills, accepting ideas from your partner, and building upon those ideas. A random or unusual setting can be a catalyst for wild and funny ideas.
Popular improvisational techniques such a Scene Jump and Columns will be performed. Students who took the scripted One-Minute Plays class and all new students, will have fun going script -free and strengthening their improvisation skills, with games such as "Two-Minute Stories." Students cooperative work will result in a scene full of fascinating facts, objects, and relationships. Students will improve their ability to think and react "on the fly." Actors' creative thinking and interpersonal skills will be strengthened as they work "out-of-the-box." This class will enhance cognitive development, imagination, and listening skills.
Drawing on their favorite improv games, including long form improv, the students will perform for family and friends at the end of the quarter. There is no prerequisite for this class. 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. This class is an excellent warm-up, for the Mystery On Demand class coming in 4th quarter, where students will improvise their way through a mystery story (setting, characters, plot) created cooperatively by the class.

1:00 pm-1:55 pm

7th-12th

Room 1

Environmental Science (AP, Honors, or On-Level) Environmental Science (AP, Honors, or On-Level) - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
How will this year's La Nina weather pattern affect Mexico's Michoacan maize crop or monsoons in Mumbai? What are some strategies for improving water quality, reducing air pollution, and promoting renewal energy sources and sustainability around the world? Environmental Science is a critical, interdisciplinary study that merges the fields of geology, biology, chemistry, meteorology with geography, politics, economics, and sociology with several unifying themes including earth as an interconnected system with both natural and human-made influences.
Key themes in the year-long study of Environmental Science include Earth Systems consisting of geological processes and natural resources and the Living World comprised of ecosystems and cycles. Environmental Science combines the study of population and land and water usage such as agriculture, pest control, forestry, urban development, mining, and fishing. The field also examines energy resources and consumption including a comparison of types of power generation and various fuel sources. Finally, Environmental Science considers the impacts of humans on the planet including air pollution, water contamination, handling of solid waste, and climatological impacts wish as greenhouse gases, global warming, loss of habitats, reduced biodiversity, endangered/threatened species, and efforts in conservation.
This is a year-long, multilevel high school science course with laboratory and field work components. Environmental Science offers a substantive, full-credit experience. Students can pick their desired workload. They can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, labs, and projects. All students should expect to spend 4-6 hours outside of class for reading and homework, regardless of level. All levels use materials written at a college level, but the amount and type of homework varies. Brief summer assignments are due in August for those who elect to take the AP level.
All students will register online for the same course. Students must indicate which level they want to study by e-mail by August 15. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level.
Students will be asked to purchase or rent the select class textbook: Living in the Environment: Principles, Connections, and Solutions by G. Tyler Miller. (15th edition, ISBN #978-0495015987). Students should have a ring binder for notes and handouts and a bound lab book for recording observations and measurements. There is a $160 lab fee due payable to the instructor on the first day of class. The fee to take the AP exam in May 2019 is not included; each family will be responsible for scheduling and paying for their student's AP exam.

9:30 am-10:55 am

9th-12th

Odyssey of the Mind, Division 1 Odyssey of the Mind, Division 1 - Compass is forming two Odyssey of the Mind (OotM) teams for 2018-19! OotM teams will participate in creative, problem-solving challenges and work on year-long group projects. Odyssey of the Mind is an international program which has encouraged children to tackle problems in unconventional ways through innovation since 1978. OotM merges STEM and the arts into a collaborative effort that brings kids with a variety of interests and talents together. OotM participants build self-confidence, develop life skills, such as speaking and presenting in front of others, and make friends while having fun while they learn and create.
Students will learn to apply creativity to real-world problems in an approach the OotM organization boasts as NOT teaching students how to solve a problem, [but instead] teaching them how to be Problem Solvers! Each year, OotM publishes five, original, competitive long-term problems. Students work with their teams to think outside the box for one-of-a-kind solutions to the challenges. Students will brainstorm, create artwork, make technical drawings, create a set, design costumes, construct prototypes, write scripts, and more, all to package and present their unique solutions in a live performance at local and regional OftM competitions. Long term problems fall into the categories of: vehicle, technical, classics, structure, and performance, and each is designed with limits and constraints on size, cost, resources, or function.
OotM team members will also learn to tackle spontaneous challenge programs. These problems are solved in a brief time using on-the-spot creativity, quick thinking, and teamwork. Teams practice Verbal spontaneous challenges (name things that use water), Hands-On spontaneous challenges (move or build task with random objects), or combination Verbal/Hands-On challenges.
The Compass OotM teams will be facilitated by STEM instructor Donna Shackelford who has worked as a coach, mentor, coordinator and judge with over 20 OotM teams from public, private, and after school programs for 12 years. Registration is for three quarters, and Ms Shakelford will work with teams for 18 of the 22 weeks in the term. (Some weeks she will leave the teams to meet, research, or rehearse on their own.) The two Compass teams will be comprised of at least five (5), but no more than seven (7) team members, and two levels are planned: a Division 1 team for grades 3-5 and a Division 2 team for grades 6-8. In order to follow organization rules, the two Compass teams will have to select different long term problems (cannot have two teams doing structure, for example.) Compass will also need two parent assistants, one for each team, to help during class meetings and activities. There will be requirements for materials and supplies. Student contributions via purchased or donated materials or a class fee will be determined when the long term problem is selected. In addition, there will be team registration fees for the local and/or regional competitions that will be shared among team members. 2018-19 fees are not yet published as of spring registration. Registration for this program is a committment to participate in the regional OotM tournament at an area high school on a Saturday in February/March.

3:00 pm-3:55 pm

3rd-5th

Odyssey of the Mind, Division 2 Odyssey of the Mind, Division 2 - Compass is forming two Odyssey of the Mind (OotM) teams for 2018-19! OotM teams will participate in creative, problem-solving challenges and work on year-long group projects. Odyssey of the Mind is an international program which has encouraged children to tackle problems in unconventional ways through innovation since 1978. OotM merges STEM and the arts into a collaborative effort that brings kids with a variety of interests and talents together. OotM participants build self-confidence, develop life skills, such as speaking and presenting in front of others, and make friends while having fun while they learn and create.
Students will learn to apply creativity to real-world problems in an approach the OotM organization boasts as NOT teaching students how to solve a problem, [but instead] teaching them how to be Problem Solvers! Each year, OotM publishes five, original, competitive long-term problems. Students work with their teams to think outside the box for one-of-a-kind solutions to the challenges. Students will brainstorm, create artwork, make technical drawings, create a set, design costumes, construct prototypes, write scripts, and more, all to package and present their unique solutions in a live performance at local and regional OftM competitions. Long term problems fall into the categories of: vehicle, technical, classics, structure, and performance, and each is designed with limits and constraints on size, cost, resources, or function.
OotM team members will also learn to tackle spontaneous challenge programs. These problems are solved in a brief time using on-the-spot creativity, quick thinking, and teamwork. Teams practice Verbal spontaneous challenges (name things that use water), Hands-On spontaneous challenges (move or build task with random objects), or combination Verbal/Hands-On challenges.
The Compass OotM teams will be facilitated by STEM instructor Donna Shackelford who has worked as a coach, mentor, coordinator and judge with over 20 OotM teams from public, private, and after school programs for 12 years. Registration is for three quarters, and Ms Shakelford will work with teams for 18 of the 22 weeks in the term. (Some weeks she will leave the teams to meet, research, or rehearse on their own.) The two Compass teams will be comprised of at least five (5), but no more than seven (7) team members, and two levels are planned: a Division 1 team for grades 3-5 and a Division 2 team for grades 6-8. In order to follow organization rules, the two Compass teams will have to select different long term problems (cannot have two teams doing structure, for example.) Compass will also need two parent assistants, one for each team, to help during class meetings and activities. There will be requirements for materials and supplies. Student contributions via purchased or donated materials or a class fee will be determined when the long term problem is selected. In addition, there will be team registration fees for the local and/or regional competitions that will be shared among team members. 2018-19 fees are not yet published as of spring registration. Registration for this program is a committment to participate in the regional OotM tournament at an area high school on a Saturday in February/March.

3:00 pm-3:55 pm

6th-8th

Room 5

Outbreak! The Microbiology of Disease: Viruses & Parasites ... Outbreak! The Microbiology of Disease: Viruses & Parasites (Honors, On-Level) - Out of breath, sudden fever, rash! What could be wrong with this patient? This class is a case-based approach to the many infectious diseases that humans share and contract from domestic animals. Each week, students will be presented with a sick patient, and will follow that person's case through diagnostics, progression, treatments, and outcome.
The class will integrate principles of microbiology, immunology, physiology, and pharmacology within the framework of each individual case. We will also discuss the historical, economic, and societal impacts that plagues and pestilence resulting from these infectious agents have wrought over the course of recorded history.
The class will include laboratory activities in microbiologic techniques. Students will become familiar with principles of laboratory safety, light microscopy, biologic stains, culture techniques, and common immunologic tests.
Second semester lectures and labs will cover viral and parasitic diseases, including Smallpox, Rabies, HIV/AIDS, Hookworm, Toxoplasma, and others.
This class will be offered on two levels: Honors and On-Level. All students will be expected to keep a lab manual for notetaking, lab reports, and assigned homework questions. On-level students should expect to spend 1-2 hours per week on assigned readings and lab reports. Honors students will be assigned additional readings, homework questions, and lab reports. Honors students should expect to spend 2-3 hours per week on work outside of the classroom. At the end of the semester, the instructor will review student notebooks and assign numerical scores to their notebooks, if requested, for the parents use in assigning letter grades.
Although previous classwork in Biology and Chemistry will be helpful, they are not prerequisites. Students should purchase or rent the required class textbook: Microbiology: A Systems Approach, 5th Edition" by Marjorie Kelly Cowan (ISBN # 978-1259706615). A lab fee of $100 is due payable to the instructor on the first day of class. Topics in this year s class series include: Bacteria and Prions (first semester) and Viruses and Parasites (second semester).

12:00 pm-12:55 pm

9th-12th

Integrated Science: Biology, Chemistry, Physics, & Geosystems (Honors) Year 1 Integrated Science: Biology, Chemistry, Physics, & Geosystems (Honors) Year 1 - Biotechnology. Geophysics. Astrochemistry. These specialties evolved because scientific fields are interrelated, interdependent, and inseparable. Today's research and innovation take place across many disciplines demonstrating the chemistry, biology, physics, and geosystems work together and are not stand-alone subjects. This view, called Integrated Science, is how Princeton now teaches science as do Harvard, Northwestern, and locally, Virginia Tech.
Many of today's most pressing scientific problems and tomorrow's technological challenges will require an interdisciplinary understanding of science. The modern world s greatest scientific dilemmas, such as the global supply of clean water, alternative fuels, and prolonged space travel will require Integrated Science solutions.
In this course, students will learn how to think, discover logical connections, and come to scientifically sound conclusions based on multidisciplinary scientific facts. This approach will build knowledge and understanding in a systematic and interconnected manner. Integrated Science is intended to be a two-year course, that will prepare a student to pursue AP- level, higher-level, or dual enrollment biology, chemistry, or physics in high school. For students who will not be pursuing the sciences further, this course will give them a solid foundation in the basics for everyday application and will cover a general-education level high school biology, chemistry, and physics. However, because of the compact, accelerated approach to the material, this course is considered an honors level course. This course is year one of a two-year long course. Students should plan to take Year 2 in 2018-19. Students may not enroll in Year 2 if they have not taken Year 1.
This class will have both lecture and laboratory components. Students will be expected to maintain a science notebook and write laboratory reports. Weekly homework will be assigned, along with occasional independent or collaborative projects or presentations. There will be a 10-minute break in the middle of each 2-hour class. Students should expect to spend 6-8 hours per week on work outside of class for the first quarter (as he/she learns the class expectations and how to prepare lab reports and homework.) Thereafter, the student should expect to spend 5-7 hours per week. Students should be able to read and perform math at grade level for this class. There is a $100 supply and lab fee due payable to the instructor on the first day of class. The instructor may recommend that the students purchase the Building Foundations of Scientific Understanding text (ISBN # 978-1432770334) as a reference book. This is a year-long, 30-week course. Homeschool families may wish to count this course as a full credit in laboratory science for purposes of a high school transcript.

2:00 pm-4:15 pm

8th-10th

Room 9

Pre-Algebra Pre-Algebra - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a full year course in Pre-Algebra with an emphasis on problem solving skills and computations of math facts. The major topics covered in this course are variables, expressions, integers, order of operations, solving equations, and multi-step equations. The course will also cover inequalities, factors, fractions, exponents, and rational numbers. Additional Pre-Algebra concepts that will be taught include ratios, proportion, probability, percentages, linear functions, real numbers, right triangles, measurement, area, volume, and data analysis. Students will learn to use formulas to solve a variety of math problems encompassing geometry, probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.
For this course, students should be capable of basic computation, math facts, and an ability to work with fractions and decimals at the 6th/7th grade level. For anyone who is unsure if their child is ready for pre-algebra, the instructor can recommend one or more assessments or pretests to confirm placement. Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Please note, all assessments will be taken outside of class with the parental oversight to maximize in-class instructional time.
For this class, students will need a regular notebook and paper and graph paper or graphing notebook. Students will be required to rent or purchase the class textbook, McDougall Littell s Pre-Algebra (ISBM #978-0618250035), purchase the practice workbook (ISBN # 978-0618257522), and subscribe to the online math platform, IXL (https://www.ixl.com/). As an alternate, parents can purchase the textbook on audio-CD for any students who struggle with reading (ISBN #978-0618478828). Finally, although Pre-Algebra is often taught without the use of calculators, if a student is slow with some math facts or computation by hand, a TI-34 calculator is recommended so the student can keep up with the problems.

10:00 am-10:55 am

7th-9th

History Investigators: Ancient Eastern Civilizations History Investigators: Ancient Eastern Civilizations - History Investigators will examine formative events in Eastern Civilization 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. Second semester will examine three big questions: Hammurabi's Code: Was It Just? How Did the Nile Shape Ancient Egypt? Asoka: Ruthless Conqueror or Enlightened Ruler?
History Investigators is an interactive, multi-disciplinary examination of some of most significant events in ancient 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. Students should expect to spend 1-2 hours per week on homework, investigation, or reading for this class. Topics in this year's class series include: Ancient Western Civilizations (first semester) and Ancient Eastern Civilizations (second quarter). Homeschool families may wish to count this course as a component, or partial, credit in World History for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-10th

Room 10

Geometry Geometry - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in high school Geometry which will cover the fundamental concepts of Euclidean geometry and focus on developing critical thinking skills as they relate to logical reasoning and argument. This course is designed to emphasize analytical thinking and will include an in-depth analysis of plane, solid, and coordinate geometry through abstract mathematical ideas as well as real world problem solutions. Students will connect concepts from Algebra I to geometric phenomena with the analysis of parallel lines and polygons, perimeter and area, volume and surface area, similarity and congruence, and introductory trigonometry. Students will develop an understanding of these concepts through the study of geometric definitions, theorems, axioms, and postulates by writing reasoned, logical explanations that arrive at the conclusion about the geometric statement. A key focus will be on the development and history of the concepts being studied. Students can expect to spend time in class learning how to articulate the logical progression of concepts in addition to a thorough analysis of the topics. Independent study will involve reading assignments on concepts *before* they are presented in class as well as various problems to support what is covered in class.
Students should have a solid foundation in Algebra I in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Geometry text (ISBN: 978-1-934124-08-6) and corresponding solutions manual (ISBN #978-1-934124-09-3). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. Additional resources for the development of geometric proofs will be pulled from Euclidean and Non-Euclidean Geometries: Development and History. Students will be provided with the material used from this book. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Algebra I Algebra I - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, 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 mathematical reasoning, analysis, communication skills, and real world applications. Students will build on prior knowledge by exploring and understanding our number system, linear systems, rational numbers and proportional relationships, complex numbers, exponents, quadratics, polynomials, factoring, data analysis and probability, and solving, graphing, and writing linear equations and inequalities. Students will discover these topics through hands-on activities, class discussions, and open-ended problem solving. Each assignment will be categorized as either cooperative group investigations, partner collaboration, or individual work. Individual work will consist of periodic checks for understanding and independent-study activities that students are expected to complete outside of class.
Students should have a solid foundation in pre-algebra topics in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Algebra (ISBN# 978-1-934124-14-7) and the corresponding and solutions manual (ISBN# 978-1-934124-15-4). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Algebra for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-10th

Masterworks: Literature Roundtable Masterworks: Literature Roundtable - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
Masterworks is a collegiate-level literature analysis and discussion class for advanced high school English students. Written works will be selected for their contribution to world literature or their influence on society. In the first half of the course, students will read and discuss literature focusing on tales of voyage, revenge, comedy and tragedy from the ancients through 1800, such as Homer s The Odyssey , Swift s Gulliver s Travels , and selections from Shakespeare. Students should expect to see a number of writers of the Western canon before transitioning to Medieval and Renaissance authors, and continuing with the Age of Enlightenment.
During the second half of the course, the class will explore modern works, beginning with the 1800s Romantic Period, and progress to the present. Readings will include pieces from a diverse group of writers, from Faulkner to Hurston, T.S. Eliot to Coelho, Morrison and Orwell, to non-Western writers. Along the way the class will discuss the rise of journalism, popular media, music, and the role of both technology and globalism in the study of literature. Works from other eras and authors will be added as time and interest permit.
For this course, students should be active, engaged, advanced readers who come to class prepared to participate in intellectual discussion. Students should expect to read up to 100 pages per week. Students are also expected to take the lead in weekly class discussions by sharing their reflections/ reactions to the readings, drawing conclusions/ comparisons with other works, and investigating scholarly articles or other writings on the theme, genre, or by the assigned author. The course instructor will serve as a facilitator-moderator and will use Socratic discussion to further the class s analysis of the literature. A goal in the class is to encourage students to think critically about what they are reading and to help them identify patterns and divergences in material that will give them a framework for anything they read in the future. Students will be expected to write one paper per semester and give one oral presentation to demonstrate understanding and interpretation of materials.

3:30 pm-4:55 pm

11th-12th

Atrium A

American History Illuminated: The Complete Civil War American History Illuminated: The Complete Civil War - 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 American history courses. 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").
Second semester will cover the rise of Lincoln, the complete Civil War, and the aftermath of the Civil War. The class will discuss the effects on the political, social, economic, and religious climate as well as influences on the arts, science, literature, 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 fun and interactive setting. Just for fun, students earn historical trading cards for class participation.
This class meets for 2.5 hours, one time per week on Wednesdays. Students should expect to spend 1-2 hours outside of class each week completing assigned reading. For those families who want to investigate the course themes at a deeper level, an optional reading list will be furnished. Based on the format and rich content of this class, homeschool families could count two semesters of this series as a full credit in American History for purposes of a high school transcript.
The book list for the 2018-19 year is:
(1) The American Heritage Pictorial Atlas of American History
Hardcover 1966
by Hilde Heun, ed KAGAN
Publisher: American Heritage; First Edition edition (1966)
ASIN: B000ANASDG
Hardcover: 424 pages
(2) Illustrated Atlas of The Civil War (Echoes of Glory)
Paperback 1998
by Time-Life Books Editors
Paperback: 320 pages
Publisher: Time-Life Books (1998)
ISBN-13: 978-0737031607
(3) Arms and Equipment of the Civil War
Paperback April 2, 2004
by Jack Coggins
Paperback: 160 pages
Publisher: Dover Publications; Dover Ed edition (April 2, 2004)
ISBN-13: 978-0486433950
(4) Atlas of Slavery
1st Edition
by James Walvin (Author)
Paperback: 160 pages
Publisher: Routledge; 1 edition (August 27, 2005)
ISBN-13: 978-0582437807
(5) Introduction to Civil War Photography
2nd Edition
by Ross J. Kelbaugh (Author)
Paperback: 48 pages
Publisher: Thomas Pubns; 2nd Edition edition (August 1, 1991)
ISBN-13: 978-0939631360

9:30 am-11:55 am

7th-12th

Your Future World: Spotlight on the Top 12 Nations of 2050 Your Future World: Spotlight on the Top 12 Nations of 2050 - Which country has more than 10X the linguistic diversity of all of Europe put together? Which country may pass the U.S. as the world’s 3rd most populous by 2050? On which continent will 1/3 of the people be over age 60 by 2050? Why does it matter? Your Future World focuses on the physical and human geography of the countries that the U.N. has forecasted to be the world's most populous in the year 2050. After all, that is the world in which our kids will live.
After the introductory week, students study a different country each week. We consider each country's physical geography, cultural geography, history, politics (including its relations with its neighbors), economics, and demographics. Each week, students read assigned articles, conduct research, and prepare a simple cultural assignment in advance of our in-class discussion. We conclude each week with a country-specific game to reinforce learning.
Each week, the instructor will provide an "international snack" such as guava wafers from Brazil, spicy chickpeas from India, and coconut cookies from Indonesia, subject to students dietary restrictions. Investigating where the week's snack is from and then sampling something that teens in another country might enjoy is favorite student activity.
For students who have taken a previous human geography class (including AP Human Geography), "Your Future World" builds on these themes through country-specific case studies. For those who have not, although prior geographic knowledge is helpful, it is not assumed.
For this class, students must have excellent reading skills (high school+ level) and the ability to work cooperatively. This class is taught at an advanced high school/college level, with content that may touch on potentially troubling topics (e.g., war, poverty, terrorism) and involves a fair amount of (interesting, fun!) homework weekly to support the discussion, games, and activities during the meeting time. Students should expect to spend 2-3 hours per week on the class. For purposes of a high school transcript, homeschool families may wish to count this course as a component, or partial credit, in geography or world humanities.

12:15 pm-1:55 pm

8th-12th

Kitchen

Cooking for Kids: Winter Warm-Ups Cooking for Kids: Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Roasted Squash and Parmesan Tartlet (appetizer) Winter Fruit Salad (with Kiwi and Orange) Chicken, Vegetable, and Tomato Soup Hearty Mac-and-Cheese (side dish) Cider Chicken with Apples (main dish) Savory Bread Pudding (dessert) Swiss Chocolate Roll Cake (dessert) Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day) Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

10:00 am-10:55 am

3rd-5th

Cooking for Tweens: Winter Warm-Ups Cooking for Tweens: Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Roasted Squash and Parmesan Tartlet (appetizer) Winter Fruit Salad (with Kiwi and Orange) Chicken, Vegetable, and Tomato Soup Hearty Mac-and-Cheese (side dish) Cider Chicken with Apples (main dish) Savory Bread Pudding (dessert) Swiss Chocolate Roll Cake (dessert) Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day) Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

11:00 am-11:55 am

6th-8th

Cooking for Little Kids: Winter Warm-Ups Cooking for Little Kids: Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Roasted Squash and Parmesan Tartlet (appetizer) Winter Fruit Salad (with Kiwi and Orange) Chicken, Vegetable, and Tomato Soup Hearty Mac-and-Cheese (side dish) Cider Chicken with Apples (main dish) Savory Bread Pudding (dessert) Swiss Chocolate Roll Cake (dessert) Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day) Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students must be minimum age six (6) by the start of class. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

12:00 pm-12:55 pm

1st-3rd

Cooking for Kids: Winter Warm-Ups Cooking for Kids: Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Roasted Squash and Parmesan Tartlet (appetizer) Winter Fruit Salad (with Kiwi and Orange) Chicken, Vegetable, and Tomato Soup Hearty Mac-and-Cheese (side dish) Cider Chicken with Apples (main dish) Savory Bread Pudding (dessert) Swiss Chocolate Roll Cake (dessert) Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day) Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

1:00 pm-1:55 pm

3rd-5th

Cooking for Tweens: Winter Warm-Ups Cooking for Tweens: Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Roasted Squash and Parmesan Tartlet (appetizer) Winter Fruit Salad (with Kiwi and Orange) Chicken, Vegetable, and Tomato Soup Hearty Mac-and-Cheese (side dish) Cider Chicken with Apples (main dish) Savory Bread Pudding (dessert) Swiss Chocolate Roll Cake (dessert) Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day) Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

2:00 pm-2:55 pm

6th-8th

Cooking for Little Kids: Winter Warm-Ups Cooking for Little Kids: Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: Roasted Squash and Parmesan Tartlet (appetizer) Winter Fruit Salad (with Kiwi and Orange) Chicken, Vegetable, and Tomato Soup Hearty Mac-and-Cheese (side dish) Cider Chicken with Apples (main dish) Savory Bread Pudding (dessert) Swiss Chocolate Roll Cake (dessert) Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day) Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students must be minimum age six (6) by the start of class. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

3:00 pm-3:55 pm

1st-3rd



 

Friday Classes (Click here to jump back up to Wednesday classes)

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MultiPurpose Rm
Room 1

Introduction to Biology (Honors or On-Level) Introduction to Biology (Honors or On-Level) - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This full-year lab science course introduces classic biology topics updated for the 21st century. Biology, the study of life, looks at living things and their relationships, from microscopic to enormous, 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; identify pill bug species; and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract real DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow in the dark. You will trick plants, observe animal behavior, and practice identifying and debunking pseudo-science.
By the end of the course, students will be able to explain the nature of science; 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 principles of valid experimental design; discern ethical standards of responsibility and respect; relate their values and scientific ideas to decision-making; and apply biological knowledge to their own health.
This course is run as a flipped classroom in which students are responsible for new content by completing readings, videos, animations, and written assignments prior to meetings. In-person classes are used for active discussion, clarification, exploration of content, review, modeling, and hands-on activities.
Labs conducted in class address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying basic math, drawing conclusions, and presenting findings. While some virtual dissections may be assigned, most are hands-on. These include flowers, crayfish, fetal pigs, a sheep heart, and a cow eyeball.
Regarding a few key issues in biology: Human reproduction is not taught as a separate, stand-alone topics, however, in the course/context of other topics, students will learn about chromosomes, sperm, eggs, stem cells, hormones, fetal development, adolescent growth, HIV, practices that harm fetuses (like drugs, tobacco, and alcohol), and benefits of breast-feeding. However, all those items appear in the context of other topics, not human reproduction specifically. The class will include some debate-type discussions on biological topics such as GMO. Abortion will not be debated. Birth control and sexuality education are not covered in this class. However, gender versus biological sex is a concept discussed in detail in the genetics unit. Dissections will be performed in this class, however, they will be optional for any student. Evolution is embedded in every topic, from molecular to ecological, and it not optional. It is addressed in a scientific context, not from a faith standpoint.
All instructor communications and assignments will take place over the password-protected platform, Canvas. On Canvas, students will find weekly homework, reading assignments, and videos; complete automated quizzes and tests; track their grades; and message the instructor and classmates. This class has a weekly, online meeting in addition to in-person sessions at Compass. Online meetings take place live through Canvas, but can be viewed asynchronously if a student has a conflict.
Introduction to Biology is a year-long, multi-level, high school laboratory science course. It offers a substantive, full-credit experience on either an Honors or On-Level track. The Honors level prepares a student to take the SAT Subject Test in Biology E/M. The amount and type of homework varies by track. All class members share core material and participate in the same labs. Honors goes deeper with longer or additional readings, more analytical work, and more thorough and difficult assessments. Brief, required summer assignments are due in August for those who elect to take Honors. All students, regardless of level, are expected to keep up with weekly readings and homework to prepare for in-class discussions, labs, and projects.
Students will register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Once the course has begun, students may move down a level (from Honors to On-Level) at any time. However, once classes have started, students may not "bump up" a level.
Students at all levels should expect to spend 4-6 hours outside of class reading and preparing homework. They should be strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Homework consists of readings (both in the textbook and additional scholarly and popular sources), videos, animated clips and models, term cards, brief written responses, lab reports, online quizzes, and unit tests. Students will sometimes prepare short, in-class presentations; participate in group projects, run simulations, or conduct simple experiments at home.
Students need to 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 The Official SAT Subject Test in Biology Study Guide (ISBN# 978-1457309205) and a prep book of their choice, such as Princeton Review's Cracking the SAT Subject Test in Biology E/M, 16th Ed (ISBN# 978-1524710750) or Barron's SAT Subject Test Biology E/M, 6th Edition (ISBN# 978-1438009605).
Students will need the following materials and equipment: access to a computer/internet service, a compound microscope with at least 400X magnification and cool lighting (may be shared by up to two students at family discretion), splash goggles, water-resistant/acid-resistant lab apron, transparent metric ruler, kitchen or postal scale, 3-ring binder, a supply of at least 400 3 X 5 index cards, and plain, lined, and graph paper.
There is a $90 lab fee payable to the instructor on the first day of class. The fee to take the SAT Biology E/M Test in June 2019 is not included; each family is responsible for scheduling and paying for their student's exam. The instructor will provide a numerical score in the class which the homeschool parent may consider when assigning a letter grade.

9:30 am-10:55 am

9th-12th

Physical Anthropology Physical Anthropology - This semester-long, evidence-based science class offers a fascinating look at past and present variation in humans and our close relatives. Physical anthropology links biology, forensics, history, philosophy, and many other fields to examine the distant past and speculate on the future, always with an eye on the scientific method.
Our bodies carry clues about ancient environments and challenges faced by our ancestors, as well as our own personal pasts. To learn about this, physical anthropology (also called biological anthropology) investigates skeletal remains, variations among living people, life histories of non-human primates, genetic patterns, migration, and much more. Given a smooth, bleached skull, forensic anthropologists can reconstruct the face of a Neanderthal who lived thirty thousand years ago or a recent victim of crime. Using archaeology, genealogy, chemical tests, 3D scans, computer modeling, and other sources, anthropologists have identified previously anonymous individuals so their once-lost stories can now be told.
Physical anthropology is truly a bio-social science, considering both our bodies and our behaviors. How can we tell what sorts of labor early farming women did in Central Europe 7,000 years ago? Comparing their arm and leg bones to those of modern athletes has told us much about early agriculture that we could know no other way. Why do some people have thick, spiraled curls or long, loose locks? What advantages have many skin colors and eye colors given us? Now that DNA analysis has joined anthropology's toolkit, anthropologists have unveiled what Britain's famous, 10,000-year-old "Cheddar Man" looked like: a 5'4" tall, black-skinned man with blue eyes. Such variety is fascinating, but where does it come from?
Physical anthropology sheds light on such ancient mysteries, but also answers modern questions. Our health is closely connected to our evolutionary roots. Have you ever wondered why so many people have impacted wisdom teeth or the birth of a human infant is so difficult? Why do our bodies excel at storing fat, even at the risk of heart disease? Why did genes for sickle cell anemia spread throughout sub-Saharan Africa and the Mediterranean? Why can only some adults drink milk with lactose? By the end of this course, you'll know about many of these topics, and perhaps have some informed thoughts about the future of humanity. Are we still evolving? What might our distant descendants look like?
Class time is used for active discussion and weighing evidence, so students should come prepared with the week s investigations. All students should expect to spend 2-3 hours outside of class each week on reading/listening, both in the textbook and additional scientific sources such as podcasts, magazine articles, and videos. Students will also have some creative assignments and experiments over the semester with options based on interests. The class will not include in-depth writing, research papers, or unit tests. All instructor communications and assignments will take place over the password-protected platform, Canvas. On Canvas, students will find weekly assignments, links to videos and readings, brief online reading quizzes, and a message center for instructor and classmates.
Students will be asked to purchase or rent a print or electronic copy of the class textbook, Essentials of Physical Anthropology (3rd edition), by Clark Spencer Larsen (ISBN# 978-0-393-28874-2).
Homeschool families may wish to count this course as a component, or partial credit in a non-laboratory science or social science for purposes of a high school transcript. The topic for second semester is Cultural Anthropology.

11:00 am-11:55 am

9th-12th

Cultural Anthropology Cultural Anthropology - The Mosuo in southwestern China are led by grandmothers who do not practice marriage; power, prestige, and property are passed through daughters, and children live with their mothers -- forever. Every seven years, some Malagasy of Madagascar exhume the bodies of loved ones, then dance with their perfumed and silk-wrapped remains. Tsimané infants in Amazonian Bolivia are not given names until after their first birthday. How do we know about these practices? Cultural anthropologists are experts who study and record such customs. However, anthropologists work not just in far-off, rural places, but also cities and suburbs, including here in the United States. Right now, they are studying the human hair trade, street food, health care, love, migration, garbage dumps, ghost stories, and graffiti. Cultural anthropology is a multi-disciplinary field that examines past and present societies and their cultures. A "society" is a group of people organized along such lines as gender, age, class, caste, and occupation. "Culture" means a way of life, including language, values, beliefs, and behaviors. Cultural anthropologists use “ethnography” to record and analyze the life ways of a group, often by living with and sharing the daily experiences of the people they observe; then publishing their findings as revealing case studies. In this semester-long high school course, students will explore culture and social structure, mainly through hands-on participant-observation and other tools of ethnography. Students will also read selections from classic ethnographies -- learning, for example, when is it socially acceptable to steal a hammock in the Amazon! What teens may remember most from this class will be the practical field methods they use to create a collaborative profile of a fascinating and sometimes mysterious group: homeschoolers! Students will sharpen their powers of perception and discernment to better understand others. They will employ fieldwork methods such as interviews, mapping and other spatial analysis, audio-visual recording, questionnaires, sketching, pedigree charts, linguistic analysis, time-use studies, and more. This is an interactive course in which participation is critical; it is not a lecture-based. Students are expected to come to class having already completed their readings and outside assignments and prepared to discuss challenging questions together. This is an academically rigorous course that would be a good fit for students who are strong, independent readers; able to follow through on group commitments; and both curious and respectful about cultural and social variation. There is no core textbook. Families might budget approximately $30 for research-related supplies and possibly a few readings the instructor might not be able to provide (those needs will be identified as the class ethnography evolves). Students should expect 3 hours per week to complete homework before class meetings. Students must have regular, reliable internet access, as weekly assignments and quizzes are posted and accessed in an online classroom management system. Cultural anthropology continues themes from the fall Physical Anthropology class, but the latter is not a prerequisite. Students may take Cultural Anthropology without having had Physical Anthropology. Homeschool families may wish to count this class as a component, or partial credit, in social sciences or humanities for purposes of a high school transcript.

11:00 am-11:55 am

9th-12th

Mosaic Masterpieces: Winter Works in Ceramic and Porcelain Mosaic Masterpieces: Winter Works in Ceramic and Porcelain - Mosaics is run as a studio art class where students create unique compositions and work at their own pace under the guidance of an experienced mosaic artist. Each quarter, students are taught new design, cutting, layout, and finishing techniques and are introduced to new mosaic materials which they can incorporate into inspired, original pieces. Throughout the quarter, the instructor will suggest possible themes for projects based on the featured materials, but students are always welcome to pursue a different direction.
Third quarter, students will practice and improve their skills with a pistol grip scorer, breaking pliers, and running pliers to custom cut ceramic and porcelain tiles. Students who are new to mosaics will complete a quick checkerboard project (complete with wooden checkers) to teach pattern, layout, and lines before starting their specialized projects. For each project, students will be able to choose from a variety of substrates- rectangular, square, shaped, or circular backboards (new students), or special forms such as mirrors, pots, small boxes, a 3D dress form, or top hat (experienced students).
Each project will expand a student's understanding of color, pattern, rhythm, texture, and spacing as they complete rich, dimensioned compositions. Students will be able to incorporate other glass, ceramic, and porcelain tiles into their projects and may select feature elements such as beautiful glass gems, millifiori, sliced stone, metallic ornaments, mirrored bits, or shells, to serve as focal points in their mosaic piece. The mosaic can be monochromatic, complimentary, or contrasting colors.
There is no prerequisite for this class. The number of projects completed each quarter depends on the student s work speed and attendance in class. Compass parents are welcome to register for the class to work alongside their teens, or to work on their own, while their teen is in another Compass class.
Each project will expand a student's understanding of color, pattern, rhythm, texture, and spacing as they complete rich, dimensioned compositions. Students will be able to incorporate other glass and ceramic tiles into their compositions and may select feature elements such as beautiful glass gems, sliced stone, metallic ornaments, mirrored bits, or shells, to serve as focal points in their mosaic piece. For each project, students will be able to choose from a variety of substrates- rectangular, square, shaped, or circular backboards, or special forms such as mirrors, pots, or small boxes.
There is no prerequisite for this class. Students who are new to mosaics will complete a quick checkerboard project (complete with wooden checkers) to teach pattern, layout, and lines before starting their specialized projects. The number of projects completed each quarter depends on the student s work speed and attendance in class. Compass parents are welcome to register for the class to work alongside their teens, or to work on their own, while their teen is in another Compass class.
There is a $40.00 per student material and supply fee payable to the instructor on the first day of class. Topics in this year s studio series include: Whimsical Works in Wavy Glass (1st quarter), Creative Compositions with Curvy Glass (2nd quarter), Winter Works in Ceramic and Porcelain (3rd quarter), and Spring Sampler with Cut China (4th quarter). Homeschool families may wish to count this course as a component, or partial, credit in fine arts for purposes of a high school transcript.

1:00 pm-2:55 pm

7th-Adult

Room 2

Paint Studio: Landscape Composition-Unity & Repetition Paint Studio: Landscape Composition-Unity & Repetition - Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional paint instructor. Students will work on framed canvas and easels and will learn elements of art and principles of design in addition to methods in painting.
Third quarter, students will begin landscapes including trees, rivers, mountains, and moons. Through this landscape study, painters will learn techniques with acrylic paints such as shading, blending, stippling, and broad stroke to help them replicate the different effects in landscape subjects with contrasting textures. Elements of art taught in the third quarter projects include unity and harmony to create a dynamic composition, as well as line, shape, form, space, color, value, and texture. Students will complete two 16 X 20 canvases this quarter.
This class is suitable for beginners who have never painted before, or returning art students who have worked in any medium and are interested in expanding their knowledge and abilities with acrylic paint. 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 mid-day break between rigorous academic classes and over-scheduled lives in a fun, supportive environment with an instructor who will meet students where they are with art skills.
There is a $18.00 per student material and supply fee due, payable to the instructor on the first day of class for two canvases, acrylic paint, a sketchbook, and use of shared class supplies (desktop easels, brushes, paper products, etc.). Students who are continuing in this class from first quarter can continue using their sketchpad, but there is still a $14.00 fee for the other materials. Topics in this year s class (or studio) series include: Botanicals Line, Color, Shape, and Texture (first quarter); Still Life- Values, Form, and Space (second quarter); Landscape Composition, Unity, and Repetition (third quarter) and Create Your Own- Balance, Emphasis, and Proportion (fourth quarter). Homeschool families may wish to count this course as a component, or partial, credit in fine arts for purposes of a high school transcript.

10:00 am-10:55 am

7th-Adult

Physics Phenomena (Full Course, Honors): Heat, Sound/Waves, Light/Optics, Electricity, Etc. Physics Phenomena (Full Course, Honors): Heat, Sound/Waves, Light/Optics, Electricity, Etc. - Heat/Temperature, Sound/Waves, Electricity/Magmetism, Light/Optics : Fascinating physics phenomena are found everywhere! In this course, students will explore everyday phenomena from our physical world and develop an in-depth conceptual and analytical understanding of these principles such as fluid dynamics, heat and kinetic theory, thermodynamics, harmonic motion, waves and sound, light and optics, and electricity and magnetism, and an introduction to relativity and nuclear physics.
This course will use algebra- and trigonometry-based mathematical models to introduce the fundamental concepts that describe the physical work. The course is designed to emphasize scientific thinking and reasoning, problem solving, and experimentation. Students can expect to spend most of the time in class performing labs and collecting data relative to the current topic of discussion.
A significant independent study component will focus on reading chapters and taking detailed notes about concepts before they are presented in class, completing various problem-solving activities, and analyzing data and writing formal laboratory reports. Students should expect to spend 3 hours of independent study/homework for every 1 hour in class (or about 6 hours per week) for the full course at the honors level.
First semester Newtonian Mechanics is not required for second semester, but a basic understanding of mechanics and trigonometry is advised. If a student is interest in exploring these physics concepts but lacks the math background or time for independent study of the complete course, he/she can take the lab only portion of this class for enrichment.
Students will be asked to rent or purchase the textbook Physics Fundamentals by Vincent Coletta (2010 ed.) ISBN #978-0971313453. There is a $125.00 lab fee due to the instructor on the first day of class. Students will also need a scientific calculator for this course.

11:00 am-12:55 pm

9th-12th

Room 3

Civics Critic: Current Controversies Civics Critic: Current Controversies - Civics Critics will explore specific queries related to the US Bill of Rights 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. Second semester will examine three big questions: Should Schools Be Allowed to Limit Students' Online Speech? Search and Seizure: Did the Government Go Too Far? Is the American Jury System Still a Good Idea?
Civics Critic 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 should expect to spend 1-2 hours per week on homework, investigation, or reading for this class. Topics in this year's class series include: Constitutional Queries (first semester) and Current Controversies (second semester). Homeschool families may wish to count this course as a component, or partial, credit in Civics or American Government for purposes of a high school transcript.

10:00 am-10:55 am

7th-10th

Debate-Able: Debate for Teens Debate-Able: Debate for Teens - Desmond Tutu once said, Don't raise your voice, improve your argument." Do you have what it takes to strategically win an argument? We live in a world where you will be challenged to think for yourself, defend opinions, and question conventions in society. Learn how to respond with evidence and enthusiasm when your opinion is challenged in this fun and interactive class!
Effective debate is a life skill that incorporates logic, communication, and public speaking skills. Being able to debate helps teens improve reasoning, conflict resolution, and confidence. In this class, students will learn the fundamentals of debate including persuasive appeals, a brief history of debate, and different styles of debate.
Desmond Tutu once said, Don't raise your voice, improve your argument." Do you have what it takes to strategically win an argument? We live in a world where you will be challenged to think for yourself, defend opinions, and question conventions in society. Learn how to respond with evidence and enthusiasm when your opinion is challenged in this fun and interactive class!
Effective debate is a life skill that incorporates logic, communication, and public speaking skills. Being able to debate helps teens improve reasoning, conflict resolution, and confidence. In this class, students will learn the fundamentals of debate including persuasive appeals, a brief history of debate, and different styles of debate.
Over the semester, students will learn how to prepare and deliver three types of argument: The traditional, prepared, on-on-one, Lincoln-Douglas style debate; a researched and practiced Public Policy debate on a current topic affecting the country or community; and the off-the-cuff, think-on-your-feet Extemporaneous style debate in which students are paired to argue a specified topic with limited preparation time. Each week, students will practice giving brief impromptu speeches, delivering prepared presentations, and debating classmates.
Debaters will learn how to structure an argument, build their evidence, and best practices for researching a topic. Students will learn techniques for quoting sources, presenting statistics, acknowledging opposing views, and incorporating visual aids in debate. The class will also practice stylistic elements of public speaking such as using transitional words, timing, gestures, and eye contact. In this class, students will learn how to really listen to their opponent and how to craft a rebuttal. At the same time, debaters will be taught to read their audience, hold their attention, and establish credibility. Students will practice evaluating classmates and giving, receiving, and incorporating constructive feedback. For purposes of a high school transcript, homeschool families might chose to count this class as a component, or partial credit, in communication.

11:00 am-11:55 am

9th-12th

Veterinary Science: Medical Mysteries- General Practice & Behavior Veterinary Science: Medical Mysteries- General Practice & Behavior - Discover the science (and art) of small animal medicine! Find out how vets- and even human physicians and other medical professionals- use clues to form a diagnosis. Analyze actual cases and make predictions based on health history, exam findings, and diagnostics. See how anatomy, physiology, pharmacology, and biochemistry come together!
Each week students become "veterinarians for an hour." Using real veterinary cases from general practice including topics on canine and feline allergy, behavior, trauma and inherited diseases, the group will work together to evaluate a patient's history, consider various diagnostic tests, interpret results, and form a treatment plan. Students will work with a practicing veterinarian and use deductive reasoning and logic to piece together the clues of the medical mystery. Will they be successful clinicians?
This class is geared towards students interested in pursuing any career in the biological sciences, but will be interesting for anyone curious to learn more about the health of their furry friends. A basic understanding of biology and anatomy is recommended for this class. Students will receive a printed notebook with essential information to be reviewed before the first class. They will also be responsible for some research at home each week as they analyze their findings and formulate a diagnosis. There is a $20.00 material fee for the class notebook and in-class supplies for new students and a $5.00 fee for returning students. The topics in this class series include Emergency Medicine (first semester) and General Practice (second semester), the latter of which will include topics on canine and feline behavior. Students should expect to spend 1-2 hours per week on investigation and reading for this class.

2:00 pm-2:55 pm

8th-12th

Room 4

Success Skills for School: High School and Beyond Success Skills for School: High School and Beyond - Quizzes, tests, homework, projects, reports, teams, clubs, jobs, internships, volunteer work, applications, life decisions arghhh! The demands of high school can be overwhelming or downright intimidating to most teens, even those who are homeschooled! And guess what? That variety of new responsibilities and expectations doesn t go away. They will likely increase in the later years of high school and into college. But don t worry- there are strategies and core skills that will help prepare a teen for success in high school and beyond. Study skills and college success basics include a toolbox of key life skills that will help your teen tackle high school and prepare for college. These skills are taught through in-class activities, some at-home trials, and by evaluating best practices. They are not taught as a one-size-fits all, but rather a range of options to accomplish the same thing for individual learners and different learning styles. Skills that will be addressed in this class include time management skills and tools like planners, to-do lists, calendars, and reminders- paper or electronic- what are the options, and what works best? Students will look at ways to manage short-term and long-term assignments; setting goals; how to break a bigger project into manageable steps and milestones; and how to avoid procrastination. The class will also learn fundamentals such as how to tackle a new chapter, read to retain, recall details, annotate, make margin notes, and take notes from readings, lectures, or videos; outline, and the art of brainstorming. Students will learn how to study and prepare for tests. In their toolbox, teens will also learn soft skills needed in school such as communicating and coordinating with a team on group projects and how to ask for information from teachers, employers, and other adults. The group will complete a career inventory and think about what they might be interested in doing in the future and will get tips on internships, mentor relationships, and options for junior/senior summer or a gap year. Finally, the class will look at sleep, diet, stress, screen time, and other personal habits that can impact a teen's work and effectiveness.

10:00 am-10:55 am

9th-12th

Compass Literarians: A Creative Writing & Literary Magazine Board Compass Literarians: A Creative Writing & Literary Magazine Board - This semester-long course 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.
Our first semester will focus on building a personal writing portfolio strengthening students' passions for genres and forms they re 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.
Using the InkBlot Writers website that we built last year, students will have an internal and ongoing method for publishing. This portal will serve as both a place for students to explore their own fiction and nonfiction writing and to begin the process of creating online writing materials (columns, blogs, tutorials, videos, TED-type talks) for others.
Our second semester will focus on editing and publishing. Students in this course will select writings from their portfolios and prepare them to submit to contests, anthologies and publications beyond our Compass campus. While continuing to draft and explore their own personal writing, InkBlot students will assume editorial roles in the production of InkBlot, a beyond-our-classroom anthology. As editors, students will design and build an anthology, advertise the publication, solicit manuscripts and artwork, develop selection criteria, review/select/edit material, and learn the principles of layout and design. Embedded in this process are real-world experiences, and students will improve their communication and organization skills through goal-setting, time management, meeting deadlines, emailing, confirmations, proofreading, etc.
Students should expect to spend 2-3 hours per week out side of class on investigation, writing, or editing for this class. Homeschool families may wish to count this course as a component, or partial, credit in English or language arts for purposes of a high school transcript.

2:00 pm-2:55 pm

8th-12th

Room 5

Spanish 1 (Honors or On-Level) Spanish 1 (Honors or On-Level) - Get ready for a full year of beginner level high school Spanish! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in Spanish. 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 Spanish 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 worksheets and written assignments, and watching both grammar instruction and language immersion videos.
Spanish I offers a substantive, full-credit experience taught at either an honors or on-level track. All students will register online for the same course. Students must indicate which level they want to study via e-mail by August 15. Once the course has begun, students may move down a level (from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level. While all students will cover the same material at the same pace, honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills.
Students should expect to spend at least 30-45 minutes per day, four times per week outside of class time to ensure success with this course.
Students must have access to a computer and internet service as computer-based videos and practice tools are essential to success with this program. In lieu of a purchased textbook, the instructor will provide all materials. A materials fee of $30.00 per student will be due payable to the instructor on the first day of class.
Quizzes, tests, and formative assessments will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Homeschool families may wish to count this course as a full credit in high school Spanish for purposes of a high school transcript.

10:00 am-10:55 am

7th-12th

Shakespeare Off the Page: As You Like It Shakespeare Off the Page: As You Like It - Read it! Act it! Students will enjoy this two-hour class with Shakespearian coach Heather Sanderson who hails from England and is known for instilling a love of Shakespeare into the hearts of students throughout the Greater DC area. The class will explore Shakespeare's pastoral comedy, As You Like It, and analyze its characters, plot, themes and motives. Students will take on the personas of an exiled Duke, his banished daughter, her beloved cousin, an usurping twin brother, a love-sick hero, a scornful shepherdess and her forlorn suitor, and a cast that includes a clown, a wrestler, a goddess, and numerous lords, including the brooding Jaques whose words "all the world's a stage" are known the world over.
Students will read various roles, study and act out scenes, practice monologues, and work through the literature while having fun with fellow teens. Theatre games will be used to encourage collaboration, and specially designed improv exercises will be used to stretch teens' imaginations and help them get "in character". The class will use read-aloud and in-class dramatization to decipher the original language, word choices, and to identify the serious undertones in this work. The class will work from complete texts (not redacted, abridged, or simplified school versions) to hear and practice Elizabethan lingo. (How did someone of Shakespeare's time hurl insults or woo a woman?) Students will learn how the Bard crafted scenes and conveyed the primary storyline and sub-plots in this tale of betrayal, love, and redemption that has endured for over 400 years.
Several scenes will be shared with parents on the last day of class as a way for students to demonstrate their appreciation and understanding of what they have learned about Shakespeare. Instructor Heather Sanderson shares a teaching style based on actions and interactions, developed from years of experience coaching Shakespeare in a way that appeals to students. Her approach brings abstract concepts, complex themes, and difficult language to the students' level, so that they can relate to and appreciate Shakespeare.
This is an 8-week workshop that meets for two hours per week, coinciding with Compass s 3rd quarter schedule. The course fee includes the cost of the selected paperback edition of the play. Homeschool families may wish to count this course as a component, or partial, credit in English (British Literature) or Fine Arts (drama) for purposes of a high school transcript. The 2018-19 series for this class, includes: First Semester, 10-week Session - MacBeth; 3rd Quarter, 8-week Session As You Like It.

11:00 am-12:55 pm

8th-12th

3D History: WWII Downfall 3D History: WWII Downfall - 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!
After Germany s disaster at Stalingrad the Wehrmacht was being pushed back on all fronts. From Crimea to Poland, all the ground Germany had gained in two years of fighting was once again falling into Soviet hands. Their leadership knew they had just one chance to regain the initiative and do what they had done best: Attack. In 1943, with a re-armed and still formidably manned war machine, the Summer Germans would once again launch one of the largest offensive the world had ever seen, across a wide front of the Kursk salient. The Soviets knew they were coming. In an unmatched feat of military deception, they dug in more than a million men, thousands of tanks and guns and waited for the inevitable German attack. From the North and South, two armored German pincers struck the prepared lines of the Soviets, gaining ground slowly. They ground away at the Red Army, defeating massed counter attacks of T-34 tanks and infantry, but still they came, roaring Tiger and Panther tanks killing 5 tanks for every one of their own lost. The seemingly endless waves of Russian resistance proved too much, and with news of Allied landings in Sicily, Operation Citadel was called off. The rest of the war would be defensive, Soviets grinding away bitter Nazi strongholds until the final devastating battle of Berlin.
This semester will study the Eastern Front, from Kursk to Berlin. Course documents including period maps, 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 YouTube playlist for any videos watched in class or assigned as homework. Homeschool families may wish to count this course as a component, or partial, credit in American or World History for purposes of a high school transcript.

1:00 pm-2:55 pm

7th-12th

3D History: WWII Downfall 3D History: WWII Downfall - 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!
After Germany s disaster at Stalingrad the Wehrmacht was being pushed back on all fronts. From Crimea to Poland, all the ground Germany had gained in two years of fighting was once again falling into Soviet hands. Their leadership knew they had just one chance to regain the initiative and do what they had done best: Attack. In 1943, with a re-armed and still formidably manned war machine, the Summer Germans would once again launch one of the largest offensive the world had ever seen, across a wide front of the Kursk salient. The Soviets knew they were coming. In an unmatched feat of military deception, they dug in more than a million men, thousands of tanks and guns and waited for the inevitable German attack. From the North and South, two armored German pincers struck the prepared lines of the Soviets, gaining ground slowly. They ground away at the Red Army, defeating massed counter attacks of T-34 tanks and infantry, but still they came, roaring Tiger and Panther tanks killing 5 tanks for every one of their own lost. The seemingly endless waves of Russian resistance proved too much, and with news of Allied landings in Sicily, Operation Citadel was called off. The rest of the war would be defensive, Soviets grinding away bitter Nazi strongholds until the final devastating battle of Berlin.
This semester will study the Eastern Front, from Kursk to Berlin. Course documents including period maps, 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 YouTube playlist for any videos watched in class or assigned as homework. Homeschool families may wish to count this course as a component, or partial, credit in American or World History for purposes of a high school transcript.

3:00 pm-4:30 pm

7th-12th

Room 9

Pre-Algebra Pre-Algebra - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a full year course in Pre-Algebra with an emphasis on problem solving skills and computations of math facts. The major topics covered in this course are variables, expressions, integers, order of operations, solving equations, and multi-step equations. The course will also cover inequalities, factors, fractions, exponents, and rational numbers. Additional Pre-Algebra concepts that will be taught include ratios, proportion, probability, percentages, linear functions, real numbers, right triangles, measurement, area, volume, and data analysis. Students will learn to use formulas to solve a variety of math problems encompassing geometry, probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.
For this course, students should be capable of basic computation, math facts, and an ability to work with fractions and decimals at the 6th/7th grade level. For anyone who is unsure if their child is ready for pre-algebra, the instructor can recommend one or more assessments or pretests to confirm placement. Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Please note, all assessments will be taken outside of class with the parental oversight to maximize in-class instructional time.
For this class, students will need a regular notebook and paper and graph paper or graphing notebook. Students will be required to rent or purchase the class textbook, McDougall Littell s Pre-Algebra (ISBM #978-0618250035), purchase the practice workbook (ISBN # 978-0618257522), and subscribe to the online math platform, IXL (https://www.ixl.com/). As an alternate, parents can purchase the textbook on audio-CD for any students who struggle with reading (ISBN #978-0618478828). Finally, although Pre-Algebra is often taught without the use of calculators, if a student is slow with some math facts or computation by hand, a TI-34 calculator is recommended so the student can keep up with the problems.

10:00 am-10:55 am

7th-9th

Psychology (AP, Honors, or On-Level) Psychology (AP, Honors, or On-Level) - Why do we dream? What happens to your brain when you are in love? Why do all babies like peek-a-boo? The course is designed to introduce students to the systematic and scientific study of behavior and mental processes of human beings. Students are exposed to psychological facts, principles and phenomena associated with each of the sub fields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. Students will be challenged to think like a psychologist as they analyze research and design future experiments.
This is a year-long, multi-level high school course. It will cover the fourteen major content areas covered on the College Board s AP Psychology Exam including: history and approaches, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology.
The class offers a substantive, full-credit experience and will be a mixture of lecture, discussion, group work, and short videos. There is some mature content discussed in this course, especially as it pertains to abnormal psychology. Also, there is a section on sexual motivation, including homosexuality, that needs to be covered for the AP test. These topics will be discussed in a purely scientific manner, and students need to be prepared to have a respectful discussion about these subjects.
The course is offered at three levels, which meet together: Advanced Placement (AP), Honors, and On-Level. Students can pick their desired workload. Students can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, assignments, and projects. All students must be prepared to read about 30 pages of college level text per week and should expect to spend 4-5 hours outside of class for reading and homework, regardless of level. All levels use materials written at a college level, but the amount and type of homework varies. A brief summer assignment will be due in August for those who wish to take the AP level, and successful completion is a prerequisite take the course at the AP level.
All students will register online for the same course. Students must indicate which level they want to study by e-mail by August 15. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level. This is a year-long class that meets on Fridays for two hours and will have an additional online component. All assessments, essays, and projects will be submitted online so that class time can be maximized.
Students will be asked to purchase or rent the select class textbook: Myers Psychology for the AP, 2nd Edition, (ISBN #978-1464113079). The fee to take the AP exam in May 2019 is not included; each family will be responsible for scheduling and paying for their student's AP exam.

11:00 am-12:55 pm

9th-12th

American Sign Language (ASL) 1 American Sign Language (ASL) 1 - Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is the perfect language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn finger spelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar.
Class time will be dedicated to interactive ASL conversations, games, poetry, and story-telling. Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and practice. Homework assignments will include an online component where students will be asked to upload videos of themselves signing. Enrolled students will be asked to complete a summer assignment consisting of learning the ASL alphabet and practicing fingerspelling before the start of classes. ASL is an excellent second language choice for teens who have difficultly with writing, spelling, or challenging pronunciation. 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.
Students should plan to rent or purchase the "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) which includes a DVD or signing videos. Homeschool families may wish to count this course as a full credit in world language for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Room 10

Geometry Geometry - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in high school Geometry which will cover the fundamental concepts of Euclidean geometry and focus on developing critical thinking skills as they relate to logical reasoning and argument. This course is designed to emphasize analytical thinking and will include an in-depth analysis of plane, solid, and coordinate geometry through abstract mathematical ideas as well as real world problem solutions. Students will connect concepts from Algebra I to geometric phenomena with the analysis of parallel lines and polygons, perimeter and area, volume and surface area, similarity and congruence, and introductory trigonometry. Students will develop an understanding of these concepts through the study of geometric definitions, theorems, axioms, and postulates by writing reasoned, logical explanations that arrive at the conclusion about the geometric statement. A key focus will be on the development and history of the concepts being studied. Students can expect to spend time in class learning how to articulate the logical progression of concepts in addition to a thorough analysis of the topics. Independent study will involve reading assignments on concepts *before* they are presented in class as well as various problems to support what is covered in class.
Students should have a solid foundation in Algebra I in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Geometry text (ISBN: 978-1-934124-08-6) and corresponding solutions manual (ISBN #978-1-934124-09-3). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. Additional resources for the development of geometric proofs will be pulled from Euclidean and Non-Euclidean Geometries: Development and History. Students will be provided with the material used from this book. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Algebra I Algebra I - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, 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 mathematical reasoning, analysis, communication skills, and real world applications. Students will build on prior knowledge by exploring and understanding our number system, linear systems, rational numbers and proportional relationships, complex numbers, exponents, quadratics, polynomials, factoring, data analysis and probability, and solving, graphing, and writing linear equations and inequalities. Students will discover these topics through hands-on activities, class discussions, and open-ended problem solving. Each assignment will be categorized as either cooperative group investigations, partner collaboration, or individual work. Individual work will consist of periodic checks for understanding and independent-study activities that students are expected to complete outside of class.
Students should have a solid foundation in pre-algebra topics in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Algebra (ISBN# 978-1-934124-14-7) and the corresponding and solutions manual (ISBN# 978-1-934124-15-4). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Algebra for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-10th

Music

Director's Chair: Behind the Scenes of 'Baskervilles: A She... Director's Chair: Behind the Scenes of 'Baskervilles: A Sherlock Holmes Mystery' - Velcome to Baskerwille; a funny, mad-capped, physical comedy version of Sir Arthur Conan Doyle s 'The Hound of the Baskervilles.' Have you ever wondered how the team behind the scenes brings a production to stage? The answer is anything but elementary! It takes a team of people to put on a show: stage managers, costume designers, set designers, props designers, lighting designers, sound designers, choreographers, actors, and a director to guide them all. This class will explore the different elements of production team, designers, and crew responsibilities as students analyze a script and make decisions as if they were the director and design team. Students will learn how a production and design team bring a show to life while working with a professional director/fight choreographer/actor/costumer/playwright/dramaturg.
Students will begin with script analysis and developing the director s vision. The group will consider stage management, casting, set design, costume design, and dialect work (selecting & learning accents for the various characters). As their vision takes shape, the class will continue to explore the jobs of director and stage manager. They will consider the roles of working with actors, planning fight/dance choreography, selecting props, and designing technical elements such as lighting, sound, and music. Example activities for our student design team include creating and aesthetic concept, setting casting requirements, and writing an audition notice. The team may sketch set concepts, design character costumes, and figure out accents. The group will learn to block scenes, create moments of physical comedy, and figure out sound effects. This class is good for beginners as well as continuing theatre and production students. Every play is different and offers new sets of challenges. The emphasis in this course is on the vision, design decisions, and the teamwork required to bring a performance to stage, but the class will not be putting on an actual production.

10:00 am-10:55 am

8th-12th

Kitchen

Cooking for Teens (Fri): Winter Warm-Ups Cooking for Teens (Fri): Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include:
Roasted Squash and Parmesan Tartlet (appetizer)
Winter Fruit Salad (with Kiwi and Orange)
Chicken, Vegetable, and Tomato Soup
Hearty Mac-and-Cheese (side dish)
Cider Chicken with Apples (main dish)
Savory Bread Pudding (dessert)
Swiss Chocolate Roll Cake (dessert)
Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day)
Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week.
Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

10:00 am-10:55 am

7th-12th

Cooking for Teens (Fri): Winter Warm-Ups Cooking for Teens (Fri): Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include:
Roasted Squash and Parmesan Tartlet (appetizer)
Winter Fruit Salad (with Kiwi and Orange)
Chicken, Vegetable, and Tomato Soup
Hearty Mac-and-Cheese (side dish)
Cider Chicken with Apples (main dish)
Savory Bread Pudding (dessert)
Swiss Chocolate Roll Cake (dessert)
Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day)
Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week.
Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

11:00 am-11:55 am

7th-12th

Cooking for Teens (Fri): Winter Warm-Ups Cooking for Teens (Fri): Winter Warm-Ups - Students will enjoy making hearty, warm winter recipes and favorite comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Winter Warm-Ups are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include:
Roasted Squash and Parmesan Tartlet (appetizer)
Winter Fruit Salad (with Kiwi and Orange)
Chicken, Vegetable, and Tomato Soup
Hearty Mac-and-Cheese (side dish)
Cider Chicken with Apples (main dish)
Savory Bread Pudding (dessert)
Swiss Chocolate Roll Cake (dessert)
Polenta Shortbread and Cinnamon Hot Cocoa with Caramel (snack, to coincide with National Hot Cocoa Day)
Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week.
Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

12:00 pm-12:55 pm

7th-12th