Quarter(s): 3,4

Day(s): Mon

Open Spots: 0

Perhaps you have heard that "knowing is half the battle." This class will realize that as we examine the roles of military intelligence and espionage in conflicts. A fundamental goal of military intelligence is to fight smarter, not harder, on the battlefield. For context and inspiration, the class will examine the history of the real spies of WWII, their methods, failures, and successes. This second semester picks up in 1943, after the setbacks of the winter of 1942 and German losses in the South. From here our goal is to identify the site of Axis counter offensives, determine their strength and direct appropriate defensive resources. From there, we must take the fight to the enemy's homeland, all while frustrating any potential Axis spies attempts to infiltrate the class! The continuing mission, should students choose to accept it, is to use actual enigma codes and a modified tabletop RPG (role playing game) system to simulate missions, write encoded messages, and attempt to crack the enemy's defense plan as the Soviet Union moves into Germany to end the Nazi Threat. While Compass's 3D History classes will simulate the battles in the field, this class will assume the supporting role by attempting to infiltrate German lines with field agents. War Room students in the "headquarters" will direct both their field agents and the missions of the frontline troops in 3D History. The decisions of War Room students on Monday will affect the play of 3D History students on Friday, and outcomes of the 3D History role play on Friday will dictate the work of the War Room the following Monday. While co-registration in both classes is not required, some students may want to dual register in order to see both the tactical and strategic aspects of a major engagement and how military intelligence affects the outcomes. This course is recommended for teens who have a passion for military history or an interest in a future career in intelligence. Topics in this Series: Brains That Broke the Blitzkreig (Semester 1) and Directing the Downfall (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 0-1 hour per week outside of class. Assignments: Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents and students, as well as a class YouTube playlist for any videos watched in class or assigned as homework.

Quarter(s): 3,4

Day(s): Mon

Open Spots: 1

This class will explore the judicial processes of the Roman Republic. Starting with the Regicide of the Tarquin King, followed by the first legal code, the Laws of the 12 Tables, all the way to the Codes of Emperor Justinian. This Semester will explore the foundation of the Roman Legal system that endures in some forms to this day. 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 Plebes and Senators of ancient Rome. 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. Topics in this Series: Crime & Punishment in Ancient Greece (Semester 1); Roman law, From Republic to Empire (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation. Textbooks: None Assessments: Will not be given. Credit: Homeschool families may wish to count this course as a component (partial) credit in World History or Civics for purposes of a high school transcript.

Quarter(s): 3,4

Day(s): Mon

Open Spots: 5

Separate fact from fiction in the study of law and order. Did you know that on average it can take up to six months to get a DNA report, not same day? Did you realize that law enforcement only spend 4% of their time on violent crimes, not in high-speed car chases or high stakes foot races? This course is taught by a PhD candidate and adjunct professor in Criminology, Tayler Shreve. It is a survey of the Criminal Justice system for teens who are interested in becoming practitioners or professionals in this vast field which includes attorneys, investigators, detectives, forensic scientists, law enforcement officers, corrections officials, wardens, FBI, DEA, or ATF agents, researchers, or advocates. Second semester, the class will take the information they have learned about criminals, crimes, cases, and law enforcement, and find out what happens when this information is brought into the judicial system. The class will learn to follow a case from discovery to trial while examining real documents such as rap sheets, case files, summary of the case, and the pre-sentencing reports. Students will consider the roles of police officer, detective, prosecutor, defense attorney, and judge and how each party forms a theory and strategy about the case. The class may take a field trip to a courtroom to see legal proceedings. This course is not a study in social justice or reform but instead relies heavily on the facts, statistics and policies of our existing criminal justice system, details that every advocate and reformer should also understand. Rating/Advisory: For sensitive students, please note that in the examination of actual crimes, violence such as assault and murder will be discussed. References may be made to illicit substances and weapons used in the commission of crimes. Course content will be filtered to be age-appropriate for high school students in the instructor's judgement. For example, real crime scene photos may be shown with evidentiary details, but not victims or body parts. Students may read autopsy reports, but they will not be shown autopsy photos, and cases of rape will be referred to as sexual assault with no intimate details. Topics in this Series: Crimes and Cases (Semester 1), Courts and Corrections (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. Prerequisites: Students should be on-level for high school reading and comprehension. Workload: Students should expect to spend 1-2 hours per week outside of class on class reading and activities. Assignments: The instructor offers a Choose-Your-Own-Assignment policy in which students will be required to complete a certain number of assignments out of a selection of assignments offered. This allows a student to drill down on themes that they prefer and spend less time on topics that they do not prefer. All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, find course documents, upload homework, track points earned, and message instructor and classmates. Assessments: The instructor will award points for completed assignments that parents can use to assign a grade. Textbook/Materials: All materials will be links to open-source materials or scans of documents provided by the instructor and posted to the class Canvas site. Lab/Supply Fee: None What to Bring: Notebook or paper, pen, or pencil. Credit: Homeschool families may wish to count this course as a component (partial) credit in Civics or Career Exploration for purposes of a high school transcript.