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

    Second semester, students will continue to examine the Eastern Front in World War II and the match-up between Hilter and Stalin as the Germans attempted an invasion of Russia. Students will also learn about the Holocaust and the enslavement of Europe. The class will look at the US Army's involvement in the European Theater of Operations (ETO) and the progression from D-Day to VE Day with a special examination of strategic warfare and the weapons and machines of war. Next, the class will turn its attention to Asia and study Japan's long road to Pearl Harbor followed by the Japanese onslaught and wars against Japan in World War II. The class will discuss the effects on the political, social, and economic climate as well as influences on the arts, science, literature, religion, and warfare. This is no ordinary history class as Mr. Gardner surrounds the students with vivid posters, maps, charts, primary sources, and artifacts to supplement his story-telling style. Students will be able to examine and handle period pieces such as antique and replica weapons and military accoutrements of the era while learning how these tools helped shape the battlefields and turning points in history. With an emphasis on primary sources, students will scrutinize historical atlases and original writings, all in a collaborative and interactive setting. Just for fun, students earn historical trading cards for class participation.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

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

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

    Assessments: Will not be given

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

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

    Prerequisites: None

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    Judith Harmon
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    Our actors create an imaginative invention that will change the world! What crazy adventure unfolds when this invention is revealed? What does it do? Where did it come from? Will the invention go missing? Will it do something unplanned? That is for our actors to know and share in their own original play. Find out on this incredible adventure!

    Students will begin with improvisational games to get to know each other and to start to brainstorm about their original play. Through group activities and guided discussion, the actors will decide on characters, conflict, conclusion, and the story they want to tell. Students will pitch ideas to the group, and those concepts will be developed and blended into a script that reflects the contributions of each student. The script will be customized for this class by the instructor with input from the students.

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

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

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

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    Taliesin Knol

    This class will explore the judicial processes of mainland Europe and their divergence from English
    Common Law. Like a traditional mock trial program, the class will hear cases, and students will defend themselves. Real historical cases will be studied, and trial parts assigned to the class, which will be
    debated from the perspective of Englishmen, from commoners to nobility, and Europeans in both
    criminal and church courts. The class will serve as the jury and, if necessary, select period-appropriate
    verdicts and explain how they arrived at their decisions, while striving for period accuracy. This semester
    will examine the Justice systems of Renaissance Europe up to Colonial Britain.

    Topics in this Series: Crime & Punishment in Medieval Times (Semester 1), Crime and Punishment in the Early Modern Era (Semester 2).

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

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

    Assessments: A mid-term and final exam may be given.

    Textbooks: None. Case documents are provided in class.

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

    Prerequisites: None

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    Peter Snow
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    In Advanced Beginner Chess 3, students will learn skills and strategies that build upon each other, including: Later than beginning pins; Using more or better attackers; Using more or better defenders; Finding the forcing moves when they are also the best moves; Queen and bishop teams for attacking; Queen and knight teams for attacking; and Queen and rook teams for attacking. Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation). Each class will be spent half on technique and half in practice matches with classmates while the instructor coaches. Students should have 15-20 hours of chess instruction prior to enrolling in Advanced Beginner Chess, or a working knowledge of most skills taught in the Compass Beginner Chess level.

    Prerequisites: Beginning Chess series, or equivalent

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    Taliesin Knol
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    This class will study and simulate the modern fossil fuel-based Energy Economy.

    Millions of years ago, the Earth was a covered in vast swamps which buried plant life and trapped that carbon underground for what should have been eternities. Humanity, in its ever-increasing hunger for power, has tapped these energy sources across the globe in the forms of petroleum. It powers our cars, heats our homes, and gives us the ability to fly. Countries that have it get rich, and countries that do not have it fight wars for it. Some economists even use the term "petro-dollar" to describe the basis of the modern Energy Economy. But oil is not the only source of power. In the early Industrial Revolution, coal was king, and though much diminished, is still being used. Natural gas is gaining widespread popularity for its abundance, cleanliness, and comparatively cheap rates. Wind and water- power have been around for millennia but are making a comeback as plentiful, planet-friendly energy sources. The nuclear age, fueled by splitting the atom and harnessing it's power, is almost a century old, and solar is growing in popularity. Critically, we know that the oil will eventually run out.

    The class will use a custom Role-Playing Game to simulate a mature industrial economy. Students will role play as energy users or providers. They will choose power sources and balance a simulated power grid. Too little energy, and it's lights out. Too much, and you go bust! The choices must balance pros and cons of the energy form. Do you go with cheap coal and gas and pay later in health outcomes and climate change? Or can you afford the upfront cost of nuclear, and the risks of meltdowns? What are the weaknesses of renewable energy sources? The student who can best apply the knowledge learned will "win" the game and end the semester healthy, wealthy, and wise! To accomplish this, students will create a business plan and run balance sheets week-by-week to justify their strategies. These strategies will have to account for decisions like, how much fuel to acquire versus how much energy/goods to produce and sell in the in-class economy. We will track this in a class ledger, updated weekly and posted online. The students' bookkeeping will reveal profit or loss and guide their choices for the next week's game. Players will learn to change their strategies and tactics based on what everyone else is doing so their businesses remain profitable. Will they avoid bankruptcy or achieve a monopoly -– true to history?

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

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

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

    Prerequisites: None

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

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

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

    Textbook/Materials: None

    Lab/Supply Fee: None

    What to Bring: Paper or notebook, pen or pencil

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

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    Heather Sanderson

    Read it! Act it! Students will enjoy this two-hour, semester-long workshop 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 take a tour of the funniest, most hysterical comedic acts across a broad selection of Shakespeare’s plays.

    From mistaken identities to clowning to plain old verbal whit and timing, the works of Shakespeare have plenty of comedy to enjoy. The class will read and act out funniest scenes from the great comedies of Much Ado About Nothing, Twelfth Night, The Merry Wives of Windsor, and The Taming of the Shrew. But did you know there are also great comedic moments in the Bard’s history and tragedy plays as well? Students will discover the humor in Henry IV’s Falstaff or Hamlet gravedigger scene. After a sidesplitting journey through scenes, the class will delve into Shakespeare’s most beloved comedy, A Midsummer Night's Dream, where the class will unravel the twisted tale of six amateur actors, four lovers, and upcoming wedding, and a band of meddling of forest fairies.

    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 humor, mockery, and satire across many famous tales.

    The class will work from selections of original 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 a tale that has endured for over 400 years.

    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.

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

    Topics in this Series: Henry IV, Part I (Semester 1), Hysterical Scenes and A Midsummer Night's Dream (Semester 2). Continuing students from first semester receive priority pre-registration for second semester.

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

    Assignments: Sections will be assigned in class and included in the weekly e-mail to parents/students.

    Assessments: Will not be given.

    Textbook: The cost of the class text is included in the course fee.

    Non-Meeting Dates: This first-semester class will last 16 weeks, meeting during Compass winter make-up dates (3/18 and 3/25), but off on April 1, and finishing on May 12.

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

    Prerequisites: None

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    Kerry Diederich

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

    Third quarter, junior artists will create art with influences from African Art, Mexican Art and Folk Art. As examples, we will make Mexican bead brackets, African masks, recreate Folk Art from the famous El Salvadoran artist Fernando LLort, and design our own folk art cat. Additional project materials this quarter will include beads, raffia, paints, and clay.

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

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

    Third quarter, junior artists will create art with influences from African Art, Mexican Art and Folk Art. As examples, we will make Mexican bead brackets, African masks, recreate Folk Art from the famous El Salvadoran artist Fernando LLort, and design our own folk art cat. Additional project materials this quarter will include beads, raffia, paints, and clay.

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

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

    Second semester, the class will examine the genre of dystopian literature with a critical eye on what elements are found in all dystopian fiction works. The class will examine the role of government and society in the imagined, oppressive or apocalyptic realms through a study of works such as: Brave New World (1932) by Aldous Huxley; Nineteen Eighty-Four (1949) by George Orwell; The Lottery (1948), a short story by Shirley Jackson; and Handmaid's Tale (1985) by Margaret Atwood. Genre-aligned poetry and excerpts will be incorporated throughout the semester.

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

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

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

    Topics in this Series: Science Fiction (Semester 1) and Dystopian Literature (Semester 2).

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

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

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

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

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

    Lab/Supply Fee: A class fee of $51.00 is due payable to Compass on the first day of class.

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

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

    Prerequisites: None

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    Becca Sticha
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    Math Builders is a class that is meant to "fill in the gaps" and strengthen a student's middle school math know-how! Math Builders will help solidify key concepts and before a student embarks on pre-algebra, algebra, and beyond. This class will also emphasize real world applications of the mathematical concepts and word problems so students become comfortable switching between prose (written descriptions) and mathematical representation (numbers, symbols).

    Exponents and orders of magnitude are used every day by scientists! How far away is the sun? How small is an atom? How many cells are in our bodies? The class will make sense of really small and really big numbers by working with exponents, powers of ten, scientific notation, and order of magnitude. Students will learn different ways of expressing large and miniscule numbers. Students will practice the computational operations of adding, subtracting, multiplying, and dividing with exponents.

    Integers are used everyday by almost everyone! Answering the question, what's the balance in my checking account? Is it cold enough to snow? Or, how do I score a game of golf? This course will make the abstract concept of negatives numbers concrete through the use of number lines and other tools. Students in this class will learn algorithms and strategies for completing all four operations with integers. Being able to work with integers is essential throughout Pre-Algebra, Algebra, and beyond.

    Prerequisites: This course is meant to reinforce and ensure a solid foundation in the core concepts needed for Pre-Algebra. For this course to have the most impact, a student should be solid through upper elementary math (approx. 6th grade) and should be working at a 7th grade math level. This course is meant to complement or supplement an at-home middle school math curriculum. If you are unsure if your child should take Middle School Math Builders or is ready for the full year Pre-Algebra course, the instructor can provide a placement test. If you are concerned about the scope and sequence of this class fitting with your selected math program, the Instructor can hold a curriculum coordination meeting (for an additional fee).

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

    Assignments: Homework will be given each week to build fluency with basic skills.

    Lab/Supply Fee: Each student enrolled in this class will need a subscription to IXL Math for practice problems. IXL is an online subscription-based learning platform which uses continuous diagnostics to develop a personalized practice plan. This is a 12-month discounted subscription through Compass. A class fee of $19.00 is due payable to Compass on the first day of class.

    What to Bring: Paper or notebook, pen or pencil.

    1
    Sevim Kalyoncu
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    Witness the wonders of winter! Bundle up and look for signs of how animals live in the cold. Discover tracks in the snow, uncover nests and borrows, and find out who munched on twigs or bark. Observe transformations in plant life, moss, and fungus, and witness the changes to the watershed.

    Step outdoors to each week to explore nature with a senior naturalist/outdoor educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

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

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated. Students must be age 5 by the start of the class, and they must be comfortable separating from their parents for the duration of the class.

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    Sevim Kalyoncu
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    Witness the wonders of winter! Bundle up and look for signs of how animals live in the cold. Discover tracks in the snow, uncover nests and borrows, and find out who munched on twigs or bark. Observe transformations in plant life, moss, and fungus, and witness the changes to the watershed.

    Step outdoors to each week to explore nature with a senior naturalist/outdoor educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

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

    Visit the Compass Nature Quest class webpage for more information on the program, location, and Frequently Asked Questions. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. The group exploration/activities in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated. Students must be age 5 by the start of the class, and they must be comfortable separating from their parents for the duration of the class.

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

    Third quarter, students will paint compositions of landscapes and natural landmarks inspired by America’s National Parks. “From sea to shining sea,” paintings may feature majestic mountains, craggy canyons, desolate desserts, or arid arches. These projects will introduce perspective in addition to the representation of light (shadows, reflections, silhouettes) and textures.

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

    Prerequisites: None

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

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

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

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

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

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

    1
    Dan Gallagher

    Student engineers will be given the challenge of designing, building, and programming a robot to complete several unique mazes in the fastest possible time. Students will learn to program their robots to make "decisions" when exploring an unfamiliar maze such as "go straight until you encounter a wall" and "turn to the right if you run into an obstacle."

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

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

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    Dan Gallagher
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    Working in small teams, students will design, build, and program an autonomous delivery robot capable of detecting and avoiding obstacles, following changeable routes, parking itself at a pre-defined destination to deliver goods, and returning to base station. The robot will be built with a secure compartment that can only be opened by password.

    The class will focus on construction and programming, with heavy emphasis on design of functional robots. The delivery robots will be programmed to sense and react to their environment, users, or patients through sensors. Sensors for delivery robots may include: ultrasonic distance, infrared (IR) proximity, mini-LIDAR (laser radar), touch, line following, and sound sensors, along with cameras to drive on marked city streets.

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

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

    Prerequisites: None

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

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

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

    Prerequisites: None

    1
    Judith Harmon
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    What's on the runways in 2020? Wide disco collars, chic trench coats, and layered skirts in simmering neons, crochet knits, and faux leather. Do you study the pages of Glamour, Vogue, Marie Claire, and wish to be involved in the world of trendy fashion? Perhaps you follow fashion influencers on Instagram. Or, do you enjoy the satisfaction of making things yourself, your way? If so, this class is for you. Each week this course will cover three parallel tracks: the history of fashion, fashion design, and sewing, with the first hour of each class being lessons and design work and the second hour dedicated to application and sewing.

    Fashion trends are often cyclical, and elements of style are reimagined every few decades. Students will seek inspiration for new designs and style remixes by learning about the history of fashion in eastern and western cultures for the last century. Second semester, students will examine fashion trends by decade from the 1970s through the 2000s. The class will also highlight the work of influential designers such as Charles Frederick Worth, Gabrielle Chanel, Christian Dior, Valentino, Kenzo Takada, Prada, and others. This semester will cover chapters 4 and 5 in the textbook.

    With inspiration from historical design trends, students will learn how to create fashion renderings, from initial concepts through a chic, coordinated collection. Second semester, students' design work will focus on creating a collection and sharing those designs through a collection story board. The class will also culminate with presentation of designs and a discussion of related careers including fashion design, art, graphic design, advertising, merchandising, costuming, manufacturing, retail work or virtual style influencer.)

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

    Prerequisites: None

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

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

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

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

    Lab/Supply Fee: None

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

    Prerequisites: None

    1
    Judith Harmon
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    What happens when your simple cross-country trip takes you through Berserksville? Arrested for a triple-crime you didn't commit! The level-headed lead in this made-for virtual-script discovers that the public defender is a doofus and the prosecutor is a clown in a trial filled with a colorful cast of witnesses and jocular judge. Our student actors will connect in an interactive, online platform to put on a hilarious play about a courtroom trial turned upside down!

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

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

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

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

    1
    Judith Harmon
    Closed

    Ahoy, maties! Acting is an adventure! Young actors will find themselves on a pirate ship, where they will create an imaginative storyline and unique characters for their very own original play. Will they encounter a kooky pirate captain, a prickly peg-leg mate, a bottom-dwelling bilge buccaneer, or a shanty- singing scallywag on their quest for pirate booty?

    Students will begin with improvisational games to get to know each other and to begin to brainstorm about their original play. Through group activities and guided discussion, the young actors will decide on characters, conflict, and conclusion, and the story they want to tell. The script will be developed and customized for this class with input from the students.

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

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

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

    1
    Dr. Danielle Rhodes
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    In Bibliophiles Book Group, middle school-aged students will read renowned classics and award-winning juvenile literature. This book discussion group will examine a different theme each quarter to introduce students to literary analysis. Students will read, examine, and compare two full-length novels that share similar themes through facilitated discussions and extension activities which encourage students to make personal connections to what is read. The group will evaluate themes, characters, setting, and writing style.

    Third quarter, students will examine the themes of Order and Chaos through The Maze Runner by James Dashner and Lord of the Flies by William Golding.

    Assigned chapters are expected to be read at home, either as read-aloud, individual silent reading, or listening to the unabridged audiobook. Students should come to class prepared to discuss the reading. Classroom discussions will emphasize the use of textual evidence when explaining thoughts and opinions. Students will be assigned creative, short assignments to enhance and demonstrate their understanding of each novel such as quote explications, thematic questions, or imagining a conversation between characters from different books.

    Topics in this Series: Deception and Disguise (Quarter 1); Greed (Quarter 2); Order and Chaos (Quarter 3); Power and Powerlessness (Quarter 4).

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

    Supply Fee: A class fee of $16.00 is due payable to Compass on the first day of class.

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

    1
    Peter Snow

    In Beginning Chess 3, students will learn fundamental skills such as: discovered checks and attacks; pins and double checks; counting: center squares, squares of control with attackers and defenders; checkmate drills; keeping the King safe in the opening; tactics lesson 1 forks; tactics lesson 2 skewers and x-rays; reviewing opening principles. Experts suggest that the game of chess teaches analytical and disciplined thinking skills, while raising self esteem, teaching motivation and determination, and sportsmanship (Kasparov Foundation). Each class will be spent half on technique and half in practice matches with classmates while instructor coaches. A student can enroll in Beginning Chess 3 as his/her first class.

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

    Student sleuths will continue their undercover operations with all-new codes such as the Atbash Cipher, Running Key Cipher, and Four-Square Cipher. Students will also learn about fingerprinting, a key clue to real sleuths solving crimes and will mix and test an invisible ink that can only be read under a black light. The quarter will culminate in a collaboration to crack a variety of codes to flee a classroom Escape Room which may include challenges such as coded letters, picture clues, mirror image writings, puzzling word searches, and cryptograms.

    1
    Judith Harmon
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    Children are full of stories and bubbling over with big ideas! In this class, students will learn how to capture their creative vision into a simple story that they will write and illustrate. Third quarter, they will tell the tale of their own, unique Medieval Castle. Will their journey include princes or paupers, kings and knights, treasure or tricks, a jester or a joust....or something else?

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

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

    1
    Dan Gallagher
    Closed

    Students will continue to learn about electronics in this practical, hands-on workshop! Electronics are fundamental to lots of things that kids want to build such as automated toys, robots, and computers. In this electronics lab, students will design, build, and test an individual project powered by an Arduino microprocessor. Will it be a robot, a rover, a game, or something never-before-seen? Students will use their prior knowledge of electronic circuits, the Arduino microprocessor, and motion, temperature, light, humidity, and tilt sensors. They will add new components such as motors and shields combined with mechanical construction.

    Topics in this Series: Circuit Basics (Quarter 1); Circuits + Programming (Quarter 2); Individual Arduino Projects (Quarter 3); and Build a Drone (Quarter 4). Lab/Supply Fee: A class fee of $65.00 is due payable to the instructor on the first day of class for new and returning student for an Arduino processor and robotics kit and take-home materials.

    1
    Anne Sharp, Melanie Kosar
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    Overview

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

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

    Literature

    Second semester Literary Analysis will focus on forms of literature- novels, short stories, essays, plays, poems, etc.- and the different ways they tell a story. Some well-known literature will be used to introduce students to the different forms. Some well-known literature will be used to introduce students to the various literary elements, and new works will be studied to demonstrate the best examples of a vivid fictional universe, a strong narrator, beloved (or feared) characters, and other literary components. Examples of some literature that students may read in this course are The Alchemist (Paulo Coelho), Journey to the Center of Earth (Jules Verne), Fahrenheit 451 (Ray Bradbury), All the Light We Cannot See (Anthony Doerr), Brown Girl Dreaming (Jacqueline Woodson), and Their Eyes Were Watching God (Zora Neale Hurston). The full reading list will be presented in the course syllabus at the beginning of the term.

    Composition

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

    Class Structure

    This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

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

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

    Assignments: will be posted on a Google Classroom.

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

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

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

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

    Prerequisites: None

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

    Third quarter, teens will be doing basic, freehand sketching of favorites from the realm of fantasy such as dragons, fairies, elves, mermaids, unicorns, and a project from anime. Teen artists will learn to draw different types of lines, fading, shading, and blending using crosshatching and smudging. Through fantasy drawings, artists be introduced to basic figure drawing and proportions. This class will introduce composition by introducing backgrounds such as a castle, garden, or woods. Over the course, students should progress to draw more carefully, more accurately and to represent more refined details in their drawings. Towards the end of the quarter, students may also choose to add color to their drawings.

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

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

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

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

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

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

    1
    Megan Reynolds
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    Great Books for Girls offers preteen students the opportunity to read high quality literature and expand their understanding of what they read through book discussion and hands-on extension activities. Through facilitated class discussion, students will analyze plot, theme, characters, genre, and setting by citing specific examples from the story. In addition, students will complete a wide range of extension activities, such as acting out or illustrating favorite scenes, writing alternate endings or prequels, or researching specific aspects of the story. Students will be asked to read assigned chapters from their books at home, either as read-aloud, individual silent reading, or listening to the unabridged audiobook. Readers will be encouraged to take notes on key passages or questions. The first book of Quarter 3 will be "The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making" by Catherynne M. Valente. A second, follow-up book will be voted on by the students each quarter from A Mighty Girl suggested titles, Newbery Medalists and Honor Books, and the Capitol Choices book lists. For third quarter, Great Books for Girls will be conducted online, synchronously in a virtual classroom. Students who attend classes in person may meet in a physical classroom with classmates while the instructor facilitates class via Zoom.

    1
    Dr. Erica Hughes
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    How can we be sure we are not a character in someone else's videogame? How can a brain know itself? What kinds of things can be known? This course introduces the basics of epistemology and philosophy of mind though a discussion of Bart Simpson's actions, movies such as The Matrix, and Asimov's robot stories. Through relevant pop culture references and modern examples, students will become familiar with some theories of Plato, Descartes, and Heidegger.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

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

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

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

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

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

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

    Prerequisites: None

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

    Third quarter, junior artists will create art with influences from African Art, Mexican Art and Folk Art. As examples, we will make Mexican bead brackets, African masks, recreate Folk Art from the famous El Salvadoran artist Fernando LLort, and design our own folk art cat. Additional project materials this quarter will include beads, raffia, paints, and clay.

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

    1
    Kerry Diederich
    Add

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

    Third quarter, junior artists will create art with influences from African Art, Mexican Art and Folk Art. As examples, we will make Mexican bead brackets, African masks, recreate Folk Art from the famous El Salvadoran artist Fernando LLort, and design our own folk art cat. Additional project materials this quarter will include beads, raffia, paints, and clay.

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

    1
    Donna Shackelford
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    In Engineering Lab, students will explore the physics of airplanes, parachutes, and gliders! They will experiment with wing shapes, the geometry of nose cones, and the volume of parachutes, for example. Students will test various class-built craft to understand the mechanics of lift, drag, and thrust, and they will build with a variety of materials to understand how weight affects flight performance. Newton's Laws of Motion are introduced and tested in hands-on experiments.

    Each aviation project will incorporate the engineering-design process of brainstorm, design, build, test, and modify as students tweak their creations to achieve improved performance. As examples, students will build gliders, test various weights and adjust components to perform loops. They will learn about the physics of flight for helicopters and then experiment with 'how high' could propellers fly at Compass and how to make a controlled landing with a paper helicopter.

    Topics in this Series: Inventors' Lab: Eureka (Quarter 1); Inventors' Lab: Going Green (Quarter 2); Kids' Engineering Lab: Aviation Challenge (Quarter 3); and Kids' Engineering Lab: Rocket Race (Quarter 4)

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

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

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

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

    Topics in this Series: Blue Stripe (1st Quarter), Purple Stripe (2nd Quarter), Brown Stripe (3rd Quarter) and Black Stripe (4th Quarter). Assessments: Belt testing for promotion will be by coach recommendation, but on average will take 4 quarters. Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class for the t-shirt and white belt (new students) or $5.00 for the white belt (returning students). A belt test fee of $25.00 is due payable to the instructor when a student is ready to test for promotion. What to Bring: Refillable water bottle. What to Wear: In lieu of a full martial arts uniform, participants should wear their class t-shirt and belt along with shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers.Non-Meeting Days: None

    Prerequisites: None

    1
    Sevim Kalyoncu
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    Witness the wonders of winter! Bundle up and look for signs of how animals live in the cold. Discover tracks in the snow, uncover nests and borrows, and find out who munched on twigs or bark. Observe transformations in plant life, moss, and fungus, and witness the changes to the watershed.

    Step outdoors to each week to explore nature with a senior naturalist/outdoor educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

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

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

    1
    Sevim Kalyoncu
    Add

    Witness the wonders of winter! Bundle up and look for signs of how animals live in the cold. Discover tracks in the snow, uncover nests and borrows, and find out who munched on twigs or bark. Observe transformations in plant life, moss, and fungus, and witness the changes to the watershed.

    Step outdoors to each week to explore nature with a senior naturalist/outdoor educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

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

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

    1
    Diane Wright Cobb

    This class is a multi-media art sampler for our youngest artists! Preschoolers will experiment with a wide variety of materials such as tempera paints, finger paints, watercolors, color pencils, markers, cray pas, oil pastels, charcoals, tissue paper, and specialty papers through a guided, weekly themed project. Third quarter, preschool artists will learn all about Lines and Shapes through mixing and experimenting with a variety of media. Students must be a minimum of 3-1/2 years old for this class and be able to work in a small group setting independent of their parent or caregiver. Topics in this Series: Creative Color (Quarter 2); Lines and Shapes (Quarter 3), and Terrific Texture (Quarter 4). This is a 7-week class that will not meet on March 11. Supply Fee: There is a supply fee of $12.00, payable to the instructor on the first day of class.

    1
    Taliesin Knol

    This class will pull aside the Iron Curtain, and uncover the secrets of spying during the Cold War, learning about far more than spying in the process- using an RPG (role playing game).

    When the world's last two superpowers faced off for fifty years, the intelligence battle had to go incognito. It was the USA vs the USSR, and any advantage could mean the difference between life and nuclear annihilation. No expense was spared as spying went Space Age. The real stories of espionage were just as interesting as James Bond and Q, and the stakes just as high. Computers worked on large scale to obscure secrets from invasion plans and to nuclear codes and knowing just who is really on your side. Field agents subtly advised potential allies and sometimes outright topples whole regimes with well (or poorly) placed assassinations.

    The class will use a Role-Playing Game system, designed by the instructor for the Spy Games series of classes, to allow for "Dungeons and Dragons" style game play. The class will examine the lives and techniques of real Cold War spies, adopt their methods and replicate them for ourselves, pitting one half of the class against the other. Once students have the enemy's secrets, they will attempt to make use of this stolen information and learn just how much power there is in knowledge.

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

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

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

    Assessments: Will not be given.

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

    Prerequisites: None

    1
    Taliesin Knol

    This class will pull aside the Iron Curtain, and uncover the secrets of spying during the Cold War, learning about far more than spying in the process- using an RPG (role playing game).

    When the world's last two superpowers faced off for fifty years, the intelligence battle had to go incognito. It was the USA vs the USSR, and any advantage could mean the difference between life and nuclear annihilation. No expense was spared as spying went Space Age. The real stories of espionage were just as interesting as James Bond and Q, and the stakes just as high. Computers worked on large scale to obscure secrets from invasion plans and to nuclear codes and knowing just who is really on your side. Field agents subtly advised potential allies and sometimes outright topples whole regimes with well (or poorly) placed assassinations.

    The class will use a Role-Playing Game system, designed by the instructor for the Spy Games series of classes, to allow for "Dungeons and Dragons" style game play. The class will examine the lives and techniques of real Cold War spies, adopt their methods and replicate them for ourselves, pitting one half of the class against the other. Once students have the enemy's secrets, they will attempt to make use of this stolen information and learn just how much power there is in knowledge.

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

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

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

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

    Assessments: Will not be given.

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

    Prerequisites: None

    1
    Karen Hickman
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    Students will journey around the world reading classic stories and finding poetry in paintings as they study the masters of various art forms. A journal and passport will be handed out. Using an Ekphrastic poetry style to extend their thinking and encourage the writing of new meanings into old works, students will identify traditional poetry and free verse in classic literature. Student interpretations will extend influence the meaning of their own poetry as they study several famous artists and poets with international appeal: Van Gogh, Vermeer, Klimpt, Homer, Hopper, and O'Keefe, while Basho, Issa, and Muth will provide haiku, tanka, sijo, freeverse and sonnets as students travel from Europe to the States and on to Asia. In tandem, the class will read portions of Dickens, Twain, and Grahame to hear the voices of humanity and borrow a few lines to influence our own poetry. Each student will choose an artist for a report that will be shared in a printed class anthology. It will seem like a class game to get their passports stamped! Join us in our global travel.

    The Writers' Workshop gives students in grades 5-6 the skills they need for writing, reading, listening, and speaking that come from practicing by putting pen to paper. Sharing drafts and in-progress works enhances the understanding of language structure, encourages revision, and improves editing in story writing. Each quarter, students will review samples of literature and write about popular themes using the story elements of that theme.

    Imagination and creativity come easily to most young writers, but acquiring technical skills is also important. Each quarter, students will focus on specific skills. The skills are a part of their Writer's Tool Kit that includes understanding parts and kinds of sentences, plurals, possessives, and punctuation. Learning how to use a dictionary and a thesaurus, as well as practical, higher, middle school level skills such as summarizing, outlining, note taking, writing a book report, or citing sources are included throughout the four sessions.

    Topics in this Series: Reading Classics, Writing New Endings (Quarter 1); Finding Colorful Characters for our Fiction (Quarter 2); Writing from the Inside Out (Quarter 3); and Classics, Paintings, and Poetry- A Passport Adventure (Quarter 4).

    Prerequisites: None

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

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

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

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

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

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

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

    Third quarter, actors will continue to hone their "short game", or short form improv skills. Class activities will teach students how to do edits, perfect their scene work, create characters, escalate emotions, elevate relationships, and use object work to create a more involved stories. They learn about timing, transitions, and how to connect scenes and travel through the improv story with recurring characters, patterns, and common themes to portray a hilarious or witty situation. Class exercises will help students improve listening stills and build the collective, group imagination.

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

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

    Format:This class will run as a hybrid format with 50% of the classes being taught in-person and 50% taught online, in a virtual classroom environment. The dates of in-person and virtual sessions will be announced in the first class meeting.

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

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

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

    Assessments: will not be given.

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

    Prerequisites: None

    1
    Kouthar Muttardy

    Around the World is a creative, interactive examination of world geography! Geography is much more than just maps and mountain ranges! Students will make an in-depth investigation of all aspects of geography region-by-region. Third quarter will explore the geography of the Middle East and North Africa, from Nazareth and the Nile to Marrakesh and Medina.

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

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

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the full quarter.

    Topics in this Series: North America (Quarter 1); Central and South America (Quarter 2); Middle East & North Africa (Quarter 3); Sub-Saharan Africa (Quarter 4). Second year (2021-22) Europe (Quarter 5); Russia & East Asia (Quarter 6); South & Southeast Asia (Quarter 7); and Oceania, Antarctica & Earth's Oceans (Quarter 8). Lab/Supply Fee: Included in the course fee. Non-Meeting Dates This is an-week class that does not meet on March 10 due to instructor's travel, but the class will meet on Wednesday, March 17.

    1
    Dr. Erica Hughes
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    Students will travel through time and around the world in this survey of the history of art! The class will look at images of art as religious icons, records of historical events, myths, portraits, propaganda, conveyors of power and authority, and fantasy to answer the big question, "What is the function of art aside from being aesthetically pleasing?" Students will be asked to predict how their definition of art will change throughout the course of the year.

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

    This study of the history of art will begin with the early 20th century, leap back to the origins and development of arts in Asia, Africa, Oceania, and the Americas, then return to World War II to trace the influences of a global culture on modern art. Starting with Cubism, Primitivism, Neoplasticism, and Readymades will allow the students to see the recombined elements before breaking them down by cultural contribution. Returning to India, students will discover the origins of Hindu and Buddhist architecture and sculpture and examine their many similarities. Next, the class will travel to early China, to trace the evolution from pottery, to stonewares, to the origin of Chinese writing on bronze cast vessels. The class will be introduced to ideas of the afterlife through the terracotta warriors and uses of jade before moving to Japan to examine investigate the arts before the introduction of Buddhism. Human sacrifice, ball games, and a fabulous slew of composite deities will frame the discussion of the role of art in Native American cultures from Vancouver Island to the southern tip of the Andes. Next, students will discuss prehistoric African rock art, the idea of kingship in Benin through royal portraiture, and the visual interaction of cultures through the Sapi-Portuguese saltcellars. Later, students will travel to Oceania to investigate images of the Australian Dreamtime, Tongan barkcloth, and Maori men's meetinghouse architecture. We will return to the aftermath of World War II to see how each of these elements is expressed in the contradictions and complexity of Modernist art and architecture. Finally, the class will discuss how personal and group identity can be symbolized in art, investigate environmental and site-specific art, and consider the possible futures of artistic expression.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

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

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

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

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

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

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

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

    Prerequisites: None

    1
    Diane Wright Cobb
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    Elementary artists will enjoy a journey in a drawing and painting in this art basics class! Second quarter, students will be inspired by the rainforest and complete projects that feature projects such as favorite rainforest fauna- a poison dart frog, sloth, or howler monkey- or flora, in the forms of the unique trees and flowers. Students will learn how to combine basic shapes into the more complex forms of plants and animals. Some pieces will introduce the idea of composition with a featured element plus a background. Principles of drawing such as perspective, light, shading and textures will be presented and practiced. Paint will be applied to several of the projects to add color to a rollicking rainforest! Supple fee: There is a $10.00 supply fee due payable to the instructor on the first day of class.

    1
    Taliesin Knol
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    Students will engage in a hands-on 3D battle strategy game using the military dioramas that they make!

    The opening stage of the Pacific Theater of WWII was a painful lesson for the United States, especially the Navy. Starting with the surprise attack on Pearl Harbor that crippled much of the fleet, Japan continued with devastating and coordinated strikes across the whole Pacific that pushed the US and its allies back across thousands of miles of ocean. That changed at Midway, when the outnumbered US fleet ambushed and wrecked the Japanese on their way to take yet another isolated island. This opened the way for the US to go on the offensive and regain the initiative, starting between Hawaii and Allied Australia, in the Solomons at Guadalcanal. Rather than focus solely on the ground campaign, this class will also include a naval component, using models of the ships that fought the many naval battles of Guadalcanal at the infamous Iron Bottom Sound.

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

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

    1
    Taliesin Knol
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    After the American war of Independence, the young nation of the United States struggled to gain its footing internationally, especially in the eyes of its former colonial masters, Great Britain. The class will discuss the lead-up to the War of 1812, from the perspectives of the young American nation and the British Empire, how America's first political parties opposed or supported the war, and the national consequences that would result. Once the diorama boards are completed, students will re-enact battles like the burning of Washington.

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

    1
    Dr. Karleen Boyle

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

    This quarter s journey begins at the highest point on earth Mt. Everest. We'll journey through Asia and India and see how these land masses have changed over geologic time. Why are there elephants in India and Africa, but not in the Middle Eastern lands that connect them? We'll follow the elephant s trail through time and explore the African continent and the world s largest rift valleys where the earth is literally tearing apart!

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

    1
    Anne Sharp, Melanie Kosar
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    Overview

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

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

    Literature

    Second semester of Advanced Literary Criticism will include a grouping of literature in "themes" and a study of how themes combine to create genre. Students will be assigned brief, weekly mini-research assignments on history, geography (if applicable), music and art of the period, politics, religion, philosophy, author biography, etc, to establish a foundation and background information on the literary movement. Students will discover how literature reflects the people, events, discoveries, and ideology of the time and how literary movements provide clues to the philosophical, scientific, and societal climate. The class will look at wars and conflict as a creative element that drives evolution in literary movements. The types of literature used to examine movements will span novels, short stories, poetry, letters, political writings, slave narratives and analytical essays. Examples of works that will be read second semester include complete texts or selections from Wordsworth, Byron, Keats, Shelley, Walt Whitman, Emily Dickinson, Mark Twain, Charles Dickens, Virginia Woolf, and more recent writers. Other selections include The Importance of Being Ernest (Oscar Wilde), The Great Gatsby (F. Scott Fitzgerald), and The Metamorphosis (Franz Kafka). The full reading list will be presented in the course syllabus at the beginning of the term.

    Composition

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

    Class Structure

    This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.

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

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

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

    Assignments: will be posted on a Google Classroom.

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

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

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

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

    Prerequisites: None

    1
    Edwige Pinover
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    Salut! French with Friends is an introductory class for elementary aged beginner. The class will be taught in a predominantly immersion environment. Limited cues in English will be used to prompt students or explain difficult concepts. French language instruction will be presented in a natural learning sequence beginning with nouns (such as colors, numbers, clothing, foods, animals, family members, days/dates, etc), adjectives, beginning verbs, greetings, and simple phrases. Songs, games, stories, and hands-on activities will be used in class to review vocabulary and phrases. Emphasis will be on conversation, but students will be encouraged to learn to spell and sound out written French. Aspects of Francophone culture such as holidays, foods, and traditions will be incorporated in the classes.
    Each quarter introduces new themes and new vocabulary in French, so continuing students can continue to build their language basics. However, themes and units are non-sequential, so students may enroll in this level in any quarter. The goal of this introductory course is to lay foundations in sounds, vocabulary, and simple phrases while having fun and building confidence in a foreign language. Fluency should not be expected at this level.

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

    1
    Dr. Erica Hughes
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    Archaeology is the field of study that unlocks the clues to past civilizations. Forensic archaeology applies these methods to solve puzzles. In this class, students will use physical evidence to try to understand or re-create what happened to an individual through life, death, and burial or to an object though its creation, use, and after it was lost, buried, or discarded. Students will practice field archaeological techniques such as surveys, excavation, and mapping, as well as documentation, analysis, and illustration of human material culture. This archaeological lab will be guided by a scholar of art and antiquity. Dr. Erica Hughes has traveled and participated in archaeological explorations throughout the ancient world. Students will "dig" her personal photos and stories. Class discussions, group activities, and individual hands-on experiences are designed to help teens understand the creation, recovery, and conservation of artifacts and remains.

    Second semester, students will explore the forensic component of investigative archaeology. They will explore issues such as the interpretation of skeletal remains, excavating Native burial grounds, and the differences between restoration and reconstruction. The class will review examples and different methods of aging artifacts through archaeological chemistry, phytolith analysis, charcoal, K-Ar and C-14 dating, isotope analysis, and dental calculus. They will look at paleoclimate as a means of site restoration and will learn proper recording techniques for forensic investigations. Example activities to demonstrate these concepts include: using the 6-6 rule to restore a smashed pot; assembling a complete, but disarticulated, human skeleton; and role-playing to debate the ethics of paving over a local heritage site.

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

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

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

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

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

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

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

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

    Prerequisites: See course description regarding 8th grade enrollment

    1
    Iman Castaneda
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    Jiu-Jitsu Fit is a fun, interactive, physical fitness program for kids inspired by the Brazilian self-defense martial art jiu-jitsu. Students will follow a well-rounded physical fitness program that incorporates moves and strategies of jiu-jitsu including strength, flexibility, conditioning, endurance, coordination, balance, and fun! Included in the games and exercises of this class, students will practice techniques for resolving conflicts, dealing with bullies, projecting confidence, and developing stranger awareness. This class helps keeps kids active, builds self esteem, and encourages teamwork.

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

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

    1
    Tia Murchie-Beyma
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    Media Literacy in the Age of Misinformation is a two-semester high school course that looks at media literacy from both social science and journalism perspectives. Students will develop analytical skills, awareness of national and global current events, and an understanding of how news information is acquired and packaged for our consumption. You will read news each week and discuss current stories in our live meetings. We will examine arguments and evidence, considering reliability, verification, ethical standards, balance and bias, context, and more. We will study some logical fallacies, such as the Slippery Slope and Straw Man. By the end of this course, you will be a better-informed, smarter consumer of news -– and hopefully a more involved citizen, better able to take action on issues you care about.

    Note: Class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for 3rd quarter. At the instructors' option, the class may transition to in-person instruction mid-semester as COVID-19 scenarios improve.

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

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

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

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

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

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

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

    Prerequisites: None

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

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

    1
    Sevim Kalyoncu
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    Witness the wonders of winter! Bundle up and look for signs of how animals live in the cold. Discover tracks in the snow, uncover nests and borrows, and find out who munched on twigs or bark. Observe transformations in plant life, moss, and fungus, and witness the changes to the watershed.

    Step outdoors to each week to explore nature with a senior naturalist/outdoor educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

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

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

    1
    Judith Harmon
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    Students will discover the art of crafting a cast of playful hand puppets from a variety of materials and techniques! Puppets will begin with a base that students decorate and embellish with facial features such as googly eyes and hair, miniature costumes, and accessories. Students should be able to use scissors for this class.

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

    By the end of this course, each student should have 6-8 unique hand puppets. Puppets will be kept by the instructor each week to allow glue to dry and to ensure that all puppets are present on the final day. During the final class meeting, students will showcase, from behind a curtain, a brief skit incorporating all of their puppet creations. Due to space constraints and distancing in the classroom, their audience will be limited to their teacher and classmates, but their performance will be videotaped and e-mailed to parents.

    Pair this class with Creative Storytelling, Playful Puppet Workshop, or Acting- Kids Theater to encourage more creative expression and theatrical basics. There is a $20.00 material fee due payable to the instructor on the first day of class. Topics in this Series: Finger Puppets (Quarter 2); Hand Puppets (Quarter 3); and Moving/String Puppets (Quarter 4).

    1
    Donna Shackelford

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

    Each quarter will reinforce principles and lab skills around a central, unifying theme. In Chemistry sampler students will learn about acids and bases, melting point, physical properties, solutions, polymers, and simple reactions that give off heat, gas, etc. Topics in this Series: Living World (Quarter 1), Earth/Space (Quarter 2), Chemistry (Quarter 3), and Physics (Quarter 4).

    1
    Dan Gallagher
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    Would you live in a long-term space habitat? Space stations, such as the ISS, are ambitious projects, but will be necessary staging sites for humans to travel to Mars- or beyond. This simulation class will focus on designing, launching, constructing, and re-supplying a modular, multi-player space station- on screen. Students will tackle the specification and design of modules for command, housing, scientific research, storage, and support for long-term space exploration. Each week, students will also learn about the science of astronautical engineering and challenges of long-term space habitation.

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

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

    1
    Judith Harmon
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    What's on the runways in 2020? Wide disco collars, chic trench coats, and layered skirts in simmering neons, crochet knits, and faux leather. Do you study the pages of Glamour, Vogue, Marie Claire, and wish to be involved in the world of trendy fashion? Perhaps you follow fashion influencers on Instagram. Or, do you enjoy the satisfaction of making things yourself, your way? If so, this class is for you. Each week this course will cover three parallel tracks: the history of fashion, fashion design, and sewing, with the first hour of each class being lessons and design work and the second hour dedicated to application and sewing.

    Fashion trends are often cyclical, and elements of style are reimagined every few decades. Students will seek inspiration for new designs and style remixes by learning about the history of fashion in eastern and western cultures for the last century. Second semester, students will examine fashion trends by decade from the 1970s through the 2000s. The class will also highlight the work of influential designers such as Charles Frederick Worth, Gabrielle Chanel, Christian Dior, Valentino, Kenzo Takada, Prada, and others. This semester will cover chapters 4 and 5 in the textbook.

    With inspiration from historical design trends, students will learn how to create fashion renderings, from initial concepts through a chic, coordinated collection. Second semester, students' design work will focus on creating a collection and sharing those designs through a collection story board. The class will also culminate with presentation of designs and a discussion of related careers including fashion design, art, graphic design, advertising, merchandising, costuming, manufacturing, retail work or virtual style influencer.)

    In this class, students will also learn to sew clothing as way of sharing- and wearing- fashions that they have designed. Second semester, students will continue to learn more advanced sewing skills including further work with patterns, modifying patterns, math used in sewing, and drafting their own patterns for their unique fashion designs. The artists will learn about pleats versus gathering and finishing edges/hems. Second semester's projects will include making a scarf, a circle skirt, and a simple blouse. (Alternate projects will be offered for male students.)

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

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

    Prerequisites: If a student wishes to enroll in the 2nd semester of this class without having taken first semester, he/she should plan to schedule an individual, 2-hour "sewing machine basics" session with the instructor ($130) to cover some of the sewing principles needed for class.

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

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

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

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

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

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

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

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

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

    Prerequisites: None

    1
    Dr. Danielle Rhodes

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

    During quarter 3, the class will exercise their paragraph-writing skills in writing about fictional scenarios and brief stories. Students will take the skills of writing topic sentences, supporting sentences, and the clincher and weave in elements of story writing such as characters, setting, and situation. Fiction writing builds confidence as it is sun for students to fill in supporting details such as creative names, colorful adjectives, captivating adjectives, and concise verbs in order to tell their story. The class will learn to define what they want to convey in a paragraph and how to guide the reader through the points of their paragraph. By the end of quarter two, students will be able to write clear, cohesive and well-organized body paragraphs.

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

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

    1
    Becca Sticha

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

    Third quarter, students will build for an icy winter environment and explore constructions like a bobsled course, snow plows, snow mobiles, a Polar Express train, and gondola ski lifts!

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

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

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

    1
    Taliesin Knol
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    Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

    In 1916 The Great War had been churning through men and material for two years. Something had to be done- warring countries were driving deep into debt and losing entire generations of young men at the front. The armies had to go "Over the Top." Great Battle Plans were drawn up for massive, simultaneous attacks across the whole of Western Europe. In secret, the British built new technological horrors to drive through the German lines: land battleships bristling with guns, covered in armor and belching smoke and fire. The gears of war reached as far as Gallipoli in Turkey and the deserts of the Middle East. In the West, an untapped American giant slowly stirred to war. Provoked by unrestricted submarine warfare, diplomatic intrigue, and a righteous desire to defend democracy, would America arrive in time to decide the outcome of the Great War?

    This semester will study later years of WWI, the major battles of the Western Front, where tens of thousands of men went "over the top" of their trenches to near certain death, as well as the desperate attempts to break the stalemate in other theaters of war with new technologies.

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

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

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

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

    Assessments: Will not be given.

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

    Prerequisites: None

    1
    Judith Harmon
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    Students will learn how to develop a scene with a partner with no script, no planning, and no casting! Tweens will learn how to react, interact, and respond "on the fly" and in character to each other in situations that are made-up on-the-spot. Actors will practice taking cues from their partners to keep the scene going in a hilarious, creative development that no one can anticipate or replicate.

    Popular improvisational exercises such as "Scene Jump", "Columns," and "Two-Minute Story" will be the backdrop for unusual, unexpected, and mixed-up settings which will be the catalyst for wild and crazy interactions among characters. Students' cooperative work will improve their creative thinking, interpersonal skills, and ability to think outside the box.

    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. Drawing on their favorite improv exercises, the students will perform for family and friends at the end of the quarter.

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

    1
    Rebecca Sticha
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    In July 2020, NASA launched the Perseverance Rover to search for fossilized evidence of ancient microbial life in a crater on Mars. In September 2020, scientists announced that traces of phosphine gas, whose source is microbes, had been detected in the noxious clouds of Venus. And in October 2020, NASA announced that water molecules have been discovered across surface of the moon. This class will explore the big questions of, "Are we alone in the universe?"; "Is there other life"; and "Where?"

    In this class students will examine the evidence from recent studies and past findings to debate these questions. They will discuss exoplanets and what conditions are needed for a "Goldilocks Planet", the "just-right" conditions for life to thrive. The class will learn about aspects of astrobiology and biomarkers for possible life, and will debate, "How will we know if life is found?" This class will use some NASA projects for educators in their investigation. Future themes in this series include: Inner Solar System (Quarter 1); Outer Solar System (Quarter 2); Exoplanets (Quarter 3); and Stars (Quarter 4).

    1
    Dr. Karleen Boyle

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

    During Quarter 3, students will focus on the physical, chemical and biological characteristics of estuarine systems. We will learn about salinity gradients, nutrient cycling, and biological communities in temperate estuaries and tropical mangrove swamps. Students will study the amazing adaptations that allow plants and animals in these habitats to tolerate rapid changes in temperature and salinity. We ll also discuss human impacts to estuarine habitats, including habitat loss, water diversion, and eutrophication.

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

    1
    Shona D\'Cruz
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    In this specialty art class, students will work with a variety of fibers and textiles to create unique, 3-dimensional projects. From fuzzy chenille to fluffy cotton and scratchy jute to scrumptious viscose, students will enjoy the tactile experience of looping, lashing, layering, weaving or knotting assorted textures in fabrics and fibers. Students may work with burlap, felt, leather, muslin, wool, yarn, or string to complete decorative pieces such as a string sculpture, a knotted flannel scarf, a wall hanging, or wool felting projects. Students may sew embellishments such as buttons on their finished projects, but this is not a sewing class. There is a $40.00 material fee due payable to the instructor on the first day of class.

    1
    Ney Mello
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    Students will continue to learn the fundamentals of playing the guitar! In this class, students will continue to learn basic melodies, chords, and strumming patterns for familiar songs chosen by the instructor and students. Students are encouraged to bring in music they are interested in learning. New chords and new songs will be added each week as students also learn to read music and basic music theory. Students will also learn how to hold, tune, and care for their guitars. Students should be able to read at grade level for this class, and should plan to practice at home several times each week. Each student will need a least a beginner level acoustic guitar. New students who wish to enroll 2nd semester should have at least 12-15 hours of prior instruction in order to match the pace of the enrolled students.

    1
    Kouthar Muttardy
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    Civics Critics will explore themes 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 themes such as the first ten amendments, the justice system, and Supreme Court cases in a relevant, approachable, and interactive context. The class will apply this knowledge to analyze three big DBQ inquiries: 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 Critics is an interactive, multi-disciplinary examination of some of the key issues in American Government using sources from The DBQ Project. DBQs, or document based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays. Students will also complete additional short and interactive assignments throughout the semester.

    Note:Class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for 3rd quarter. At the instructors' option, the class may transition to in-person instruction for 4th quarter as COVID-19 scenarios improve.

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

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

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

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

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

    Lab/Supply Fee: The fee for course documents is included in the class tuition.

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

    Schedule: This class will not meet on Wednesday, March 10, but will instead meet on Wednesday, March 17, a Compass make-up day.

    1
    Taliesin Knol

    Brrrr, it's cold! Travel back to the Ice Age, a world filled with wilderness and wonder that began 2.6 million years ago. Learn about early man and the animals that were among the megafauna of the Pleistocene era through an Ice Age Safari, in which students will hunt Mammoths and other prehistoric beasts using their own miniature hunters simulating authentic prehistoric cooperative hunting tactics that allowed our ancestors to take down mighty mammoths with pointy sticks and rocks! Students will also make a miniature prehistoric human settlement complete with primitive huts, mega-fauna, people, and Ice Age animals, and play competitive games to hunt and gather food and grow their tribe. Over the course of the class, students should be able to explain the lifestyle of early man and the adaptations of the animals he lived with and the environment that necessitated them.

    Each student will create an individual diorama. Students will craft and hand-shape their scene on a 10 x 16 inch foam board using artistic, model-making techniques. They will customize their dioramas with landforms, waterways, plant life, and paint. Once individual projects are constructed, students will populate them with 1:72 scale miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a history-based survival strategy game. Each student will have at least one board and set of miniatures to take home with them. Course documents such as maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $15.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include Prehistoric Seas Survival (1st quarter), A Jurassic Survival Challenge (2nd quarter), Ice Age Survival (3rd quarter), and Sumerian Settlement (4th quarter).

    1
    Anne Sharp, Melanie Kosar
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    Overview

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

    Literature

    Second semester will examine Nobel and Pulitzer-Prize winning non-fiction. Examples of some essays that may read in this course include Long Day's Journey Into Night (Eugene O'Neill), The Old Man and the Sea (Ernest Hemingway), The Bluest Eyes (Toni Morrison) and other prize-winning poets and journalists. In addition, the class will use style manuals and classic writing texts such as Strunk & White's The Elements of Style and William Zinsser's On Writing Well. The full reading list will be presented in the course syllabus at the beginning of the term. In addition, students will be asked to read several selections over the summer. Students will be assigned brief, individual research assignments and take turns leading the class discussion on topics related to the featured author or event.

    Composition

    Second semester Senior Composition will focus on criteria for the assessment of writing, the writing that fulfills that criteria, and how a writer can meet those expectations. Students will develop a variety of non-fiction writings that reflect communication in the "real world" such as writing boards, contests, ads/solicitations conveying criteria, awards, letters of acceptance and rejection, press releases, announcements, decisions. Finally, students will set their own writing goals called, Personal Writing Agendas (PWAs) and design the criteria for exploration of a genre such as poetry, personal narrative, op-ed, or articles. Going beyond the five-paragraph template that encourages "cookie cutter" essays, students will create a unique architecture embedded with personal style, voice, and narrative structure. In short, students will uncover not just who they are as individuals, but who they are as writers... and how to fuse these two identities into a creative, organized, clear, and elegant essay.

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

    Class Structure

    This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.

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

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

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

    Assignments: will be posted on a Google Classroom.

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

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

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

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

    Prerequisites: None

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

    1
    Becca Sticha

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

    Third quarter, students will build for an icy winter environment and explore constructions like a bobsled course, snow plows, snow mobiles, a Polar Express train, and gondola ski lifts!

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

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

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

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    Donna Shackelford
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    In Engineering Lab, students will explore the physics of airplanes, parachutes, and gliders! They will experiment with wing shapes, the geometry of nose cones, and the volume of parachutes, for example. Students will test various class-built craft to understand the mechanics of lift, drag, and thrust, and they will build with a variety of materials to understand how weight affects flight performance. Newton's Laws of Motion are introduced and tested in hands-on experiments.

    Each aviation project will incorporate the engineering-design process of brainstorm, design, build, test, and modify as students tweak their creations to achieve improved performance. As examples, students will build gliders, test various weights and adjust components to perform loops. They will learn about the physics of flight for helicopters and then experiment with 'how high' could propellers fly at Compass and how to make a controlled landing with a paper helicopter.

    Topics in this Series: Inventors' Lab: Eureka (Quarter 1); Inventors' Lab: Going Green (Quarter 2); Kids' Engineering Lab: Aviation Challenge (Quarter 3); and Kids' Engineering Lab: Rocket Race (Quarter 4)

    1
    Kathy Preisinger
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    Music Makers explores many facets of the musical experience- singing, moving, dancing, listening, and playing instruments. The class will explore musical stories, famous composers, and different genres of music while playing a variety of percussion instruments (drums, sticks, triangles, woodblocks and more!). Students will learn to play a beginning pitched instrument on glockenspiels (a small barred instrument like the xylophone). Using an Orff-based approach, students will learn to read and write beginning musical notation and learn musical terminology all in the context of fun and play. Music Makers classes provide a fun, pressure-free environment to experience music and movement with the goal of general musicianship and excellent preparation for further, individual instrument lessons if desired. Music Makers helps every child acquire the essential building blocks for a future of musical learning! Students may join Music Makers at any quarter, and they may return again and again since new music, themes, and skills are constantly introduced.

    1
    Donna Shackelford

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

    Each quarter will reinforce principles and lab skills around a central, unifying theme. In Chemistry sampler students will learn about acids and bases, melting point, physical properties, solutions, polymers, and simple reactions that give off heat, gas, etc. Topics in this Series: Living World (Quarter 1), Earth/Space (Quarter 2), Chemistry (Quarter 3), and Physics (Quarter 4).

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

    Second semester, students will continue to examine the Eastern Front in World War II and the match-up between Hitler and Stalin as the Germans attempted an invasion of Russia. Students will also learn about the Holocaust and the enslavement of Europe. The class will look at the US Army's involvement in the European Theater of Operations (ETO) and the progression from D-Day to VE Day with a special examination of strategic warfare and the weapons and machines of war. Next, the class will turn its attention to Asia and study Japan's long road to Pearl Harbor followed by the Japanese onslaught and wars against Japan in World War II. The class will discuss the effects on the political, social, and economic climate as well as influences on the arts, science, literature, religion, and warfare. This is no ordinary history class as Mr. Gardner surrounds the students with vivid posters, maps, charts, primary sources, and artifacts to supplement his story-telling style. Students will be able to examine and handle period pieces such as antique and replica weapons and military accoutrements of the era while learning how these tools helped shape the battlefields and turning points in history. With an emphasis on primary sources, students will scrutinize historical atlases and original writings, all in a collaborative and interactive setting. Just for fun, students earn historical trading cards for class participation.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

    .

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

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

    Assessments: Will not be given

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

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

    Prerequisites: None

    1
    Shona D\'Cruz
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    In this specialty art class, students will work with a variety of fibers and textiles to create unique, 3-dimensional projects. From fuzzy chenille to fluffy cotton and scratchy jute to scrumptious viscose, students will enjoy the tactile experience of looping, lashing, layering, weaving or knotting assorted textures in fabrics and fibers. Students may work with burlap, felt, leather, muslin, wool, yarn, or string to complete decorative pieces such as a string sculpture, a knotted flannel scarf, a wall hanging, or wool felting projects. Students may sew embellishments such as buttons on their finished projects, but this is not a sewing class. There is a $40.00 material fee due payable to the instructor on the first day of class.

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

    The opening stage of the Pacific Theater of WWII was a painful lesson for the United States, especially the Navy. Starting with the surprise attack on Pearl Harbor that crippled much of the fleet, Japan continued with devastating and coordinated strikes across the whole Pacific that pushed the US and its allies back across thousands of miles of ocean. That changed at Midway, when the outnumbered US fleet ambushed and wrecked the Japanese on their way to take yet another isolated island. This opened the way for the US to go on the offensive and regain the initiative, starting between Hawaii and Allied Australia, in the Solomons at Guadalcanal. Rather than focus solely on the ground campaign, this class will also include a naval component, using models of the ships that fought the many naval battles of Guadalcanal at the infamous Iron Bottom Sound.

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

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

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    Anne Sharp

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

    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, students will assume editorial roles in the production of Pen Point, 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. There is a $20.00 supply fee due payable to the instructor on the first day to cover publishing costs of the printed literary magazine anthology.

    Note:All class meetings will be in a virtual classroom, providing synchronous online instruction via videoconferencing for the remainder of the year.

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

    Prerequisites: Advanced reading, writing, and analytical skills.

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

    Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on the first day of class for publishing expenses

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

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

    Prerequisites: None

    1
    Donna Shackelford

    Students will delve into the world of crime scene investigators (CSIs) as seen each week on Law and Order, NCIS, and the CSI television series! Students will be introduced to the field which combines knowledge of biology, chemistry, and physics! They will learn how to examine a crime scene and collect evidence. They will perform labs and hands-on activities such as different kinds of fingerprinting, finger print patterns, and learning how to find and lift latent fingerprints. The class will practice identifying footprints and making molds. They will further their skills in collecting and analyzing evidence through labs and hands-on activities that demonstrate fiber and hair analysis. They will test different fabrics, and learn how to use pollen and insects to determine the location of a crime. Students will use equipment similar to CSI analysts and FBI detectives such as microscopes and chromatography and combine those techniques along with logic, deductive reasoning, and the scientific method to solve mock crimes and CSI mysteries. Students will take notes and record their findings in science journals/notebooks.

    Notes: (1) Portions of this class were taught in winter 2020, and some activities will be repeated. (2) For sensitive students, please note that while actual crime scene details and graphic photographs will not be shown to students, the nature of forensic science will suggest and reference crime scenarios.

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

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

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

    Assignments: Some weeks, students will be given pre-lab work that must be completed before they can start the week's lab activities.

    Lab/Supply Fee: A lab fee of $40.00 is due payable to the instructor on the first day of class.

    1
    Alex Seminario
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    More than 4.4 billion people saw their personal data stolen in just three of the top data breeches in the last decade! Key personal, financial, and business data is unintentionally released, or worse, hacked, when digital information is not properly secured in cyberspace. Cyber-viruses crippled and compromised major businesses long before Coronavirus was in the news. This is why the cybersecurity industry is in high demand, with a job growth projection of 38% per year and starting salaries in excess of $100,000!

    This course is an introduction to fundamentals of cybersecurity in an interactive, information technology (IT) class taught by a cybersecurity expert and college professor. The course is designed to give students an overview of cybersecurity as a potential career field and get them interested in pursuing cybersecurity learning at a higher level.

    Second semester, students will learn about computer network concepts including networking protocols and network architecture with basic network security. The class will cover information related to network concepts, installation, configuration, media and topologies, along with network management and security.

    Topics in this Series: Operating Systems/Hardware (Semester 1) and Networks (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

    Prerequisites: None.

    Workload: Students should expect to spend 1-2 hours per week outside of class completing reading and virtual labs.

    Assignments: Homework will be a combination of reading chapters, completing online quizzes, virtual labs, and a semester project. All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates.

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

    Textbook/Materials: Second semester, students should purchase or rent the CompTIA Security+ Guide to Network Security Fundamentals, 6th edition, by Mark Ciampa (ISBN 978-1337288781). This text is available as a paperback or e-book.

    Software Fee: Students will have to pay a fee of $119 (estimated) for a one-year subscription to the Cengage online learning platform which allows students to complete virtual lab exercises.

    What to Bring/Equipment: Students must bring a PC or Mac laptop to class each week. These should be no more than 3 years old. Chromebooks and tablets cannot be used. Students should also bring their laptop charger and a 6 foot extension cord to class each week.

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

    Prerequisites: Cyber Security Semester 1

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

    1
    Dr. Karleen Boyle
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    Geo-Detectives discover the many mysteries of Earth Science. From large scale disasters that come from inside the planet to microscopic contaminants in the water and soil, Geo-Detectives look high and low to understand the forces, systems, and cycles that continue to shape the Earth, its climates and ecosystems. Geo-Detectives will explore concepts as diverse as fossils to fault lines, ozone to ocean trenches, and trade winds to tundra. Hands-on labs and in-class activities will reinforce geological phenomena such as examining fossils, classifying rocks, reading the seismographic charts, or modelling the water cycle.

    Third quarter, Geo Detectives will take a big picture perspective on the physical, chemical and biological processes that occur on our planet. We will learn about the rock cycle, water cycle, carbon and nitrogen cycling, primary productivity and the flow of energy through ecosystems.

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

    1
    Beth Ross

    Spring is around the corner, and students should know how to stay safe outdoors! Our young wilderness doctors will learn about snake bites, insect stings, mosquito-borne illnesses, and staying safe in the forest. They will learn about hypothermia symptoms and prevention, how to clean water so it is safe to drink, what plants are edible and which must be avoided, and what to do in the event of forest fires, floods, and lightning. They will learn what should be in an emergency supply kit and how to treat an injury in the wilderness. All topics are covered through role-playing and hands-on activities in an age-appropriate way so students feel empowered, rather than scared, away from home.

    Topics in this Series: Doctor, Doctor (Quarter 1); Calling All Doctors (Quarter 2); Wilderness Medicine (Quarter 3); and Nutrition Science (Quarter 4). Lab/Supply Fee: A class fee of $35.00 is due payable to the instructor on the first day of class for a set of high quality, take-home class materials including: a disposable lab coat, model snake, thermal blanket, bandana, spray bottle, emergency supply kit project, handy worksheets and charts on temperature, water, edible/inedible plant identification, fires, floods, lightning, bleeding and broken bones, and a class diploma.

    Prerequisites: None

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

    1
    Sevim Kalyoncu
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    Witness the wonders of winter! Bundle up and look for signs of how animals live in the cold. Discover tracks in the snow, uncover nests and borrows, and find out who munched on twigs or bark. Observe transformations in plant life, moss, and fungus, and witness the changes to the watershed.

    Step outdoors to each week to explore nature with a senior naturalist/outdoor educator. Take a break from sit-down classes, indoor activities, and screen time to explore the natural world, get fresh air, and exercise. The group will explore the southern section of Sugarland Stream Valley Park in Herndon while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!

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

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

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

    Third quarter, students will dive into geometry by creating plane figures and sorting them according to the number of sides, vertices, and angles. We will complete symmetrical pictures with pattern blocks and drawings. Students will compare and sort 2-D and 3-D shapes using everyday objects. We will build a in-class projects featuring shapes.

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

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

    1
    Sirdley Taborga

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

    1
    Shannon McClain
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    Scriptophobia. Break the block. Get past the paralysis. Every student struggles with writing at some point. Fearful writers worry what others will think. Reluctant writers have trouble getting started. Even strong, prolific writers experience roadblocks in their writing. Every teen can benefit from Writing Lab, a safe, supportive writing workshop where an experienced writing coach facilitates peer revision groups. Writing Lab is based on the idea of revision, revision, revision; teaching teens that writing does not have to be perfect; sometimes they just need to put words on paper to get started.

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

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

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

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

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

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

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

    Prerequisites: None

    1
    Taliesin Knol
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    After the American war of Independence, the young nation of the United States struggled to gain its footing internationally, especially in the eyes of its former colonial masters, Great Britain. The class will discuss the lead-up to the War of 1812, from the perspectives of the young American nation and the British Empire, how America's first political parties opposed or supported the war, and the national consequences that would result. Once the diorama boards are completed, students will re-enact battles like the burning of Washington.

    Each student will create an individual diorama. Students will craft and hand-shape their scene on a 10 x 16 inch foam board using artistic, model-making techniques. They will customize their dioramas with landscape elements, waterways, structures of the time, and paint. Once individual projects are constructed, students will populate them with 1:72 scale miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a history-based strategy game. This will reinforce lessons about the culture, economy, warfare, and politics of the time. Each student will have at least one board and set of miniatures to take home with them. Course documents such as maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $15.00 materials fee payable to the instructor on the first day of class. Topics in this year's series include Virginia History: Jamestown and the Powhatan Confederacy, 1607 (1st quarter), The American War of Independence (2nd quarter), The War of 1812 (3rd quarter), and The Civil War 1861-1865 (4th quarter).

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    The Mariner\'s Museum of Newport News
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    This is a virtual education program offered to school groups. It is taught by educators at the Mariner's Museum Museum in Newport News, VA. The event cost is per login, not per participant. Multiple children plus their parents can participate for a flat rate. This class will be taught live, online through a virtual classroom platform. Compass is registered as the school with the museum, and participants will receive reminders and login instructions from Compass, not from the museum.

    Description from the Mariner's Museum website: What happens when iron meets iron? Find out by investigating the battle between USS Monitor and CSS Virginia. Using historical images, students will gain an understanding of the importance of this ironclad battle to Virginia, the American Civil War, and navies around the world, even today. During the program, students will have an opportunity to analyze digital copies of primary source material to learn about six individuals involved in the history of this battle. After the program, students will be able to use a cipher disk and crack a coded message.

    Note: Program content will be targeted to the 3rd-5th grade age range, but older and younger students will also enjoy the program and are welcome to attend. For families who track learning to state Standards of Learning, see the class description on the museum's webpage for standards covered.

    1
    The Mariner\'s Museum of Newport News
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    This is a virtual education program offered to school groups. It is taught by educators at the Mariner's Museum Museum in Newport News, VA. The event cost is per login, not per participant. Multiple children plus their parents can participate for a flat rate. This class will be taught live, online through a virtual classroom platform. Compass is registered as the school with the museum, and participants will receive reminders and login instructions from Compass, not from the museum.

    Description from the Mariner's Museum website: What exactly is technology and where can we find it? By evaluating and "visually reading" a painting of the Sailmaker's Shop at Newport News Shipbuilding, students will be able to answer these questions and explore how paintings can teach us about the past while also displaying technology's continual state of change. In this visually engaging program, students will interpret data, timelines, and charts; compare and contrast artifacts and images; and understand the difference between low-tech and high-tech. At the program's conclusion, students will be tasked with finding an example of technology in their house or classroom and building a visual timeline of that object's change throughout history.

    Note: Program content will be targeted to the 3rd-5th grade age range, but older and younger students will also enjoy the program and are welcome to attend. For families who track learning to state Standards of Learning, see the class description on the museum's webpage for standards covered.

    1
    The Mariner\'s Museum of Newport News
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    This is a virtual education program offered to school groups. It is taught by educators at the Mariner's Museum Museum in Newport News, VA. The event cost is per login, not per participant. Multiple children plus their parents can participate for a flat rate. This class will be taught live, online through a virtual classroom platform. Compass is registered as the school with the museum, and participants will receive reminders and login instructions from Compass, not from the museum.

    Description from the Mariner's Museum website: During the fateful autumn of 1867, a yellow-fever epidemic and four major natural disasters, including a tsunami, rocked the islands St. Croix and St. Thomas in the Caribbean Sea. A former Civil War warship, USS Monongahela, was stationed for a political mission just off the shores of St. Croix during this time. Aboard the ship was a Civil War naval cutlass that remarkably survived the disasters, and eventually was donated to The Mariners' Museum and Park Collection in the 1930s. In this program, students will discover the voice and story behind the sword through primary and secondary sources along with participating in an artifact investigation activity. At the end of the session, they will connect the story of the sword to science, history, art, and maybe even their own experiences. After the program, students are encouraged to find an artifact in their home, conduct a short investigation of the artifact, and create art that connects the artifact to the story they unearthed.

    Note: Program content will be targeted to the 3rd-5th grade age range, but older and younger students will also enjoy the program and are welcome to attend. For families who track learning to state Standards of Learning, see the class description on the museum's webpage for standards covered.

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    Beth Ross

    Spring is around the corner, and students should know how to stay safe outdoors! Our young wilderness doctors will learn about snake bites, insect stings, mosquito-borne illnesses, and staying safe in the forest. They will learn about hypothermia symptoms and prevention, how to clean water so it is safe to drink, what plants are edible and which must be avoided, and what to do in the event of forest fires, floods, and lightning. They will learn what should be in an emergency supply kit and how to treat an injury in the wilderness. All topics are covered through role-playing and hands-on activities in an age-appropriate way so students feel empowered, rather than scared, away from home.

    Topics in this Series: Doctor, Doctor (Quarter 1); Calling All Doctors (Quarter 2); Wilderness Medicine (Quarter 3); and Nutrition Science (Quarter 4). Lab/Supply Fee: A class fee of $35.00 is due payable to the instructor on the first day of class for a set of high quality, take-home class materials including: a disposable lab coat, model snake, thermal blanket, bandana, spray bottle, emergency supply kit project, handy worksheets and charts on temperature, water, edible/inedible plant identification, fires, floods, lightning, bleeding and broken bones, and a class diploma.

    Prerequisites: None

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    The Mariner's Museum of Newport News
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    This is a virtual education program offered to school groups. It is taught by educators at the Mariner's Museum Museum in Newport News, VA. The event cost is per login, not per participant. Multiple children plus their parents can participate for a flat rate. This class will be taught live, online through a virtual classroom platform. Compass is registered as the school with the museum, and participants will receive reminders and login instructions from Compass, not from the museum.

    Description from the Mariner's Museum website: Did you know that migrating animals and humans share a surprising amount of navigational methods? In the beginning of the program, students will choose one of the featured animals who migrates through the Atlantic Ocean and/or Chesapeake Bay. Students will follow that animal throughout the presentation, noting navigational tools and migration stories. Students will also create a mental map and discover more about compasses and other common tools and methods used in navigation. At the end of the program, students will be tasked with developing a game idea/design that can help teach people about the challenges and solutions of successful animal migration and healthy habitats.

    Note: Program content will be targeted to the 3rd-5th grade age range, but older and younger students will also enjoy the program and are welcome to attend. For families who track learning to state Standards of Learning, see the class description on the museum's webpage for standards covered.

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    The Mariner's Museum of Newport News
    Add

    This is a virtual education program offered to school groups. It is taught by educators at the Mariner's Museum Museum in Newport News, VA. The event cost is per login, not per participant. Multiple children plus their parents can participate for a flat rate. This class will be taught live, online through a virtual classroom platform. Compass is registered as the school with the museum, and participants will receive reminders and login instructions from Compass, not from the museum.

    Description from the Mariner's Museum website: The Ring of Fire is a tectonically active zone that causes frequent and devastating natural disasters. In such a geologically dynamic area, mariners must be innovative when designing boats and ships. Powerful tectonic forces, like tsunamis, frequently damage boats and ships near the shoreline. In this program, students will attempt to design and build a tsunami-proof boat model from simple household items. To prepare for the challenge, the Museum educator will review the layers of the Earth, plate tectonics and boundaries, earthquakes, volcanoes, and tsunamis.

    Note: Program content will be targeted to the 3rd-5th grade age range, but older and younger students will also enjoy the program and are welcome to attend. For families who track learning to state Standards of Learning, see the class description on the museum's webpage for standards covered.

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    The Mariner's Museum of Newport News
    Add

    This is a virtual education program offered to school groups. It is taught by educators at the Mariner's Museum Museum in Newport News, VA. The event cost is per login, not per participant. Multiple children plus their parents can participate for a flat rate. This class will be taught live, online through a virtual classroom platform. Compass is registered as the school with the museum, and participants will receive reminders and login instructions from Compass, not from the museum.

    Description from the Mariner's Museum website: Hurricanes are one of the most formidable forces on Earth. During this program, students will learn about the characteristics of hurricanes, where they form, Atlantic hurricane season information, and the impacts on coastal communities. Students will learn about barometers and other scientific weather instruments used to predict storms. Scientific investigation and inquiry skills will be practiced by way of examining two unique barometers from the Museum's collection, in addition to creating their own simple barometer to conduct an experiment at home monitoring weather and air pressure.

    Note: Program content will be targeted to the 3rd-5th grade age range, but older and younger students will also enjoy the program and are welcome to attend. For families who track learning to state Standards of Learning, see the class description on the museum's webpage for standards covered.

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

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

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    Joe Romano
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    Curious coins, baffling balls, confounding cards, and puzzling papers! Students will learn tricks of the trade from a professional magician using the Discover Magic curriculum! This class will present tricks from the Purple Wand curriculum.

    Each week, kids will learn how to perform a unique magic trick, and students will practice and perfect the illusion in class so they can come home and mystify their friends and family. Students will unlock the secrets to eight special magic tricks: Heads-Up, Bermuda Papers, Mind Trip, Baffling Bandana, Acrobatic Jacks, Magic IOU, IncrediBall and Presto Print. For each trick, students will receive a custom magic prop and full color instructions, and at the end of each class, every magician will take home a Top Secret file folder with additional tricks they can practice. Student magicians will be given a secret password each week to gain access to an additional magic trick on the Discover Magic website (parents will need to work the magic to set up the child's online account.) Along with the actual magic, students will discuss a life skill each week that is essential to a good magician (and student) such as public speaking, presentation skills, practicing, being prepared, and reading your audience. Magicians who complete the class will receive a certificate and magic wand. There is a $45.00 supply fee due payable to the instructor on the first day of class. Look for Groovy Green Wand (Quarter 4).

    Prerequisites: None

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