Schedule and Room Assignments

Classes meet Mondays, Tuesdays, Wednesdays, Thursdays, or Fridays in Herndon, VA. Filter by subject or grade below. You can see key dates in our Google calendar or view our Academic Calendar.

Quarter beginning January 18, 2021

Art / MusicScience / TechnologyHumanities / Social SciencesLanguage Arts
ExtracurricularMathForeign Language(Full Classes)
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Monday Classes

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

Code for a Cause: Technovations Team for Girls

Code for a Cause: Technovations Team for GirlsClosed

Quarter(s):

Day(s): Mon

Open Spots: 3

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

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

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

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

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

2:00 pm-3:25 pm

6th-8th

Room 2

Investigative Archaeology- Forensics

Investigative Archaeology- Forensics Add to Cart

Quarter(s): 3,4

Day(s): Mon.

Open Spots: 1

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.

    12:00 pm-1:25 pm

    9th-12th

    (Semester Long)

    Room 3

    Energy Economics: Strategy & Simulation RPG- The Oil Economy and Beyond

    Energy Economics: Strategy & Simulation RPG- The Oil Economy and Beyond Add to Cart

    Quarter(s): 3,4

    Day(s): Mon

    Open Spots: 2

    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.

    10:00 am-11:55 am

    9th-12th

    (Semester Long)

    Battle Strategies & Dioramas: Modern Warfare- WWII The USMC...

    Battle Strategies & Dioramas: Modern Warfare- WWII The USMC at Guadalcanal, 1942 (MON) Add to Cart

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 1

    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).

    12:00 pm-12:55 pm

    6th-8th

    Room 4

    Creative Storytelling: Once Upon a Medieval Castle

    Creative Storytelling: Once Upon a Medieval Castle Add to Cart

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 6

    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).

    11:00 am-11:55 am

    1st-3rd

    Style Studio: Fashion Design & Sewing

    Style Studio: Fashion Design & Sewing Add to Cart

    Quarter(s): 3,4

    Day(s): Mon

    Open Spots: 5

    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.

    12:00 pm-1:55 pm

    9th-12th

    (Semester Long)

    Room 6

    Robotics Tech Challenge: Autonomous Delivery Robots

    Robotics Tech Challenge: Autonomous Delivery Robots Add to Cart

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 3

    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.

    10:00 am-11:55 am

    7th-12th

    Cybersecurity Basics: Networks

    Cybersecurity Basics: Networks Add to Cart

    Quarter(s): 3, 4

    Day(s): Mon

    Open Spots: 4

    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.

    2:00 pm-4:00 pm

    9th-12th

    (Semester Long)

    Virtual 1

    History's Mysteries: 3-Virtual Class Series *ONLINE*

    History's Mysteries: 3-Virtual Class Series *ONLINE*Closed

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 6

    This is a series bundle of the 3 History's Mysteries virtual classes on historical investigations. See individual program descriptions for more detail.

    3:00 pm-3:45 pm

    3rd-5th

    History's Mysteries: Iron Meets Iron- The Battle of USS Mon...

    History's Mysteries: Iron Meets Iron- The Battle of USS Monitor and CSS Virginia *ONLINE-1 DAY* Add to Cart

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 5

    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.

    3:00 pm-3:45 pm

    3rd-5th

    History's Mysteries: The Tsunami and the Sword *ONLINE-1 DAY*

    History's Mysteries: The Tsunami and the Sword *ONLINE-1 DAY* Add to Cart

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 10

    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.

    3:00 pm-3:45 pm

    3rd-5th

    History's Mysteries: Technology and a Painting- How Do They...

    History's Mysteries: Technology and a Painting- How Do They Relate? *ONLINE-1 DAY* Add to Cart

    Quarter(s): 3

    Day(s): Mon

    Open Spots: 10

    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.

    3:00 pm-3:45 pm

    3rd-5th