Class Registration

UNDER CONSTUCTION! Second semester and winter quarter classes are being uploaded. Pre-registration for high school classes begins on November 15. General registration for January classes opens on Thursday, November 29 at 6:00 am. Registration is a-la-carte, and new families are welcome to enroll. An 10% discount is offered on early registrations completed before December 15. See the 2018-2019 Academic Calendar for class dates. Please note that some classes shown in gray on the Schedule are semester-long (10-14 weeks) or year-long (28-30 weeks). Those classes are not open for registration below, however, some have openings, and students might be able to join the class mid-term. Contact Compass to ask about placement and fees.

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Term Start Date Start Time End Time Day Class Title Grade Range Open Spots Price Availability Description
Hugh Gardner

Students will be immersed in detail and fully engaged in this intensive history course led by well- known homeschool instructor and historian Hugh Gardner. This history class is unlike other high school American history courses. Instead of learning a sequential set of names, dates, and battles, students will learn how to analyze and interpret history. Much like a college seminar, this approach to American History incorporates historiography (the history of the history.) Mr. Gardner does not teach a narrow view from a single textbook or static set of prepared notes. Instead, he presents the back story and multiple interpretations for the "why" questions in American history. Class discussion considers interpretations from a wide array of scholars and is updated as new sources are published. Rather than running through a timeline of outcomes, students will evaluate contributing factors (the "how" questions) and will learn about the personalities, prejudices, and biases of the people involved ("who"). Second semester will cover the rise of Lincoln, the complete Civil War, and the aftermath of the Civil War. The class will discuss the effects on the political, social, economic, and religious climate as well as influences on the arts, science, literature, and warfare. This is no ordinary history class as Mr. Gardner surrounds the students with vivid posters, maps, charts, primary sources, and artifacts to supplement his story-telling style. Students will be able to examine and handle period pieces such as antique and replica weapons and military accoutrements of the era while learning how these tools helped shape the battlefields and turning points in history. With an emphasis on primary sources, students will scrutinize historical atlases and original writings, all in a fun and interactive setting. Just for fun, students earn historical trading cards for class participation. This class meets for 2.5 hours, one time per week on Wednesdays. Students should expect to spend 1-2 hours outside of class each week completing assigned reading. For those families who want to investigate the course themes at a deeper level, an optional reading list will be furnished. Based on the format and rich content of this class, homeschool families could count two semesters of this series as a full credit in American History for purposes of a high school transcript. The book list for the 2018-19 year is: (1) The American Heritage Pictorial Atlas of American History Hardcover 1966 by Hilde Heun, ed KAGAN Publisher: American Heritage; First Edition edition (1966) ASIN: B000ANASDG Hardcover: 424 pages (2) Illustrated Atlas of The Civil War (Echoes of Glory) Paperback 1998 by Time-Life Books Editors Paperback: 320 pages Publisher: Time-Life Books (1998) ISBN-13: 978-0737031607 (3) Arms and Equipment of the Civil War Paperback April 2, 2004 by Jack Coggins Paperback: 160 pages Publisher: Dover Publications; Dover Ed edition (April 2, 2004) ISBN-13: 978-0486433950 (4) Atlas of Slavery 1st Edition by James Walvin (Author) Paperback: 160 pages Publisher: Routledge; 1 edition (August 27, 2005) ISBN-13: 978-0582437807 (5) Introduction to Civil War Photography 2nd Edition by Ross J. Kelbaugh (Author) Paperback: 48 pages Publisher: Thomas Pubns; 2nd Edition edition (August 1, 1991) ISBN-13: 978-0939631360

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Donna Shackelford

This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.

How will this year's La Nina weather pattern affect Mexico's Michoacan maize crop or monsoons in Mumbai? What are some strategies for improving water quality, reducing air pollution, and promoting renewal energy sources and sustainability around the world? Environmental Science is a critical, interdisciplinary study that merges the fields of geology, biology, chemistry, meteorology with geography, politics, economics, and sociology with several unifying themes including earth as an interconnected system with both natural and human-made influences.

Key themes in the year-long study of Environmental Science include Earth Systems consisting of geological processes and natural resources and the Living World comprised of ecosystems and cycles. Environmental Science combines the study of population and land and water usage such as agriculture, pest control, forestry, urban development, mining, and fishing. The field also examines energy resources and consumption including a comparison of types of power generation and various fuel sources. Finally, Environmental Science considers the impacts of humans on the planet including air pollution, water contamination, handling of solid waste, and climatological impacts wish as greenhouse gases, global warming, loss of habitats, reduced biodiversity, endangered/threatened species, and efforts in conservation.

This is a year-long, multilevel high school science course with laboratory and field work components. Environmental Science offers a substantive, full-credit experience. Students can pick their desired workload. They can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, labs, and projects. All students should expect to spend 4-6 hours outside of class for reading and homework, regardless of level. All levels use materials written at a college level, but the amount and type of homework varies. Brief summer assignments are due in August for those who elect to take the AP level.

All students will register online for the same course. Students must indicate which level they want to study by e-mail by August 15. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level.

Students will be asked to purchase or rent the select class textbook: Living in the Environment: Principles, Connections, and Solutions by G. Tyler Miller. (15th edition, ISBN #978-0495015987). Students should have a ring binder for notes and handouts and a bound lab book for recording observations and measurements. There is a $160 lab fee due payable to the instructor on the first day of class. The fee to take the AP exam in May 2019 is not included; each family will be responsible for scheduling and paying for their student's AP exam.

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Tia Murchie-Beyma

This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.

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

You will observe microscopic organisms; identify pill bug species; and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract real DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow in the dark. You will trick plants, observe animal behavior, and practice identifying and debunking pseudo-science.

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

This course is run as a flipped classroom in which students are responsible for new content by completing readings, videos, animations, and written assignments prior to meetings. In-person classes are used for active discussion, clarification, exploration of content, review, modeling, and hands-on activities.

Labs conducted in class address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying basic math, drawing conclusions, and presenting findings. While some virtual dissections may be assigned, most are hands-on. These include flowers, crayfish, fetal pigs, a sheep heart, and a cow eyeball.

Regarding a few key issues in biology: Human reproduction is not taught as a separate, stand-alone topics, however, in the course/context of other topics, students will learn about chromosomes, sperm, eggs, stem cells, hormones, fetal development, adolescent growth, HIV, practices that harm fetuses (like drugs, tobacco, and alcohol), and benefits of breast-feeding. However, all those items appear in the context of other topics, not human reproduction specifically. The class will include some debate-type discussions on biological topics such as GMO. Abortion will not be debated. Birth control and sexuality education are not covered in this class. However, gender versus biological sex is a concept discussed in detail in the genetics unit. Dissections will be performed in this class, however, they will be optional for any student. Evolution is embedded in every topic, from molecular to ecological, and it not optional. It is addressed in a scientific context, not from a faith standpoint.

All instructor communications and assignments will take place over the password-protected platform, Canvas. On Canvas, students will find weekly homework, reading assignments, and videos; complete automated quizzes and tests; track their grades; and message the instructor and classmates. This class has a weekly, online meeting in addition to in-person sessions at Compass. Online meetings take place live through Canvas, but can be viewed asynchronously if a student has a conflict.

Introduction to Biology is a year-long, multi-level, high school laboratory science course. It offers a substantive, full-credit experience on either an Honors or On-Level track. The Honors level prepares a student to take the SAT Subject Test in Biology E/M. The amount and type of homework varies by track. All class members share core material and participate in the same labs. Honors goes deeper with longer or additional readings, more analytical work, and more thorough and difficult assessments. Brief, required summer assignments are due in August for those who elect to take Honors. All students, regardless of level, are expected to keep up with weekly readings and homework to prepare for in-class discussions, labs, and projects.

Students will register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Once the course has begun, students may move down a level (from Honors to On-Level) at any time. However, once classes have started, students may not "bump up" a level.

Students at all levels should expect to spend 4-6 hours outside of class reading and preparing homework. They should be strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Homework consists of readings (both in the textbook and additional scholarly and popular sources), videos, animated clips and models, term cards, brief written responses, lab reports, online quizzes, and unit tests. Students will sometimes prepare short, in-class presentations; participate in group projects, run simulations, or conduct simple experiments at home.

Students need to purchase or rent the textbook Biology (2010 edition with baby alligator cover) by Stephen Nowicki, published by Houghton Mifflin Harcourt/Holt McDougal (ISBN# 9780547219479) An e-book version is also available (ISBN# 9780547221069). By second semester, those who elect to take the SAT Subject Test will also need the College Board s The Official SAT Subject Test in Biology Study Guide (ISBN# 978-1457309205) and a prep book of their choice, such as Princeton Review's Cracking the SAT Subject Test in Biology E/M, 16th Ed (ISBN# 978-1524710750) or Barron's SAT Subject Test Biology E/M, 6th Edition (ISBN# 978-1438009605).

Students will need the following materials and equipment: access to a computer/internet service, a compound microscope with at least 400X magnification and cool lighting (may be shared by up to two students at family discretion), splash goggles, water-resistant/acid-resistant lab apron, transparent metric ruler, kitchen or postal scale, 3-ring binder, a supply of at least 400 3 X 5 index cards, and plain, lined, and graph paper.

There is a $90 lab fee payable to the instructor on the first day of class. The fee to take the SAT Biology E/M Test in June 2019 is not included; each family is responsible for scheduling and paying for their student's exam. The instructor will provide a numerical score in the class which the homeschool parent may consider when assigning a letter grade.

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Kouthar Muttardy

Civics Critics will explore specific queries related to the US Bill of Rights through guided inquiry and evidence-based analysis. These topics are posed as a series of thought-provoking questions that students will research, debate, discuss, and form opinions about. Second semester will examine three big questions: Should Schools Be Allowed to Limit Students' Online Speech? Search and Seizure: Did the Government Go Too Far? Is the American Jury System Still a Good Idea? Civics Critic is an interactive, multi-disciplinary examination of some of the key issues in American Government using sources from The DBQ Project. DBQs, or document based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays. Students should expect to spend 1-2 hours per week on homework, investigation, or reading for this class. Topics in this year's class series include: Constitutional Queries (first semester) and Current Controversies (second semester). Homeschool families may wish to count this course as a component, or partial, credit in Civics or American Government for purposes of a high school transcript.

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Mylene Nyman

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

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Mylene Nyman

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

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Bette Cassatt

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

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Christine Keen

Want to fix the world? Of course you do! This highly interactive class will engage students in running the world they will inherit. As officials of imaginary countries, they will employ critical thinking skills, negotiation techniques, and problem solving methods to lead their people towards peace and prosperity. (Or will they?) Working individually and in teams, they will decide when to cooperate and when to compete, when to bargain and when to take a stand, how systems are interrelated and how to adjust to life s surprises. Short readings in political science, international affairs, people management, and moral philosophy provide discussion points and context for the simulation. Based on the instructor's experience working with groups on scenario-based planning, this class promotes outside-the-box thinking about world problems and how to solve them. The simulation is different every time.

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Luc Atangana

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

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Natalie Di Vietri

This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.

This is a full year course in Pre-Algebra with an emphasis on problem solving skills and computations of math facts. The major topics covered in this course are variables, expressions, integers, order of operations, solving equations, and multi-step equations. The course will also cover inequalities, factors, fractions, exponents, and rational numbers. Additional Pre-Algebra concepts that will be taught include ratios, proportion, probability, percentages, linear functions, real numbers, right triangles, measurement, area, volume, and data analysis. Students will learn to use formulas to solve a variety of math problems encompassing geometry, probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.

For this course, students should be capable of basic computation, math facts, and an ability to work with fractions and decimals at the 6th/7th grade level. For anyone who is unsure if their child is ready for pre-algebra, the instructor can recommend one or more assessments or pretests to confirm placement. Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Please note, all assessments will be taken outside of class with the parental oversight to maximize in-class instructional time.

For this class, students will need a regular notebook and paper and graph paper or graphing notebook. Students will be required to rent or purchase the class textbook, McDougall Littell s Pre-Algebra (ISBM #978-0618250035), purchase the practice workbook (ISBN # 978-0618257522), and subscribe to the online math platform, IXL (https://www.ixl.com/). As an alternate, parents can purchase the textbook on audio-CD for any students who struggle with reading (ISBN #978-0618478828). Finally, although Pre-Algebra is often taught without the use of calculators, if a student is slow with some math facts or computation by hand, a TI-34 calculator is recommended so the student can keep up with the problems.

1
Mylene Nyman

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

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Mylene Nyman

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

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Anne Sharp

Middle school writers will explore the evolution of science fiction and combine personal research with creative writing to create worlds beyond our present time and place. Students will investigate current and future innovations/advances in the fields of science, technology, and medicine then apply their findings to the question "What if?", to build a sci-fi plot and create an original short story. Each week the class will analyze excerpts from well-known science fiction to identify key elements of the genre as well as the elements of a short story-characters, setting, plot and tone. Students will examine passages from classic and modern literature such as Frankenstein, stories by Jules Verne, H.G. Wells, Isaac Asimov, Ray Bradbury and Rod Serling, detective magazines, comic books and more, along with film clips, art, or photographs for inspiration in their writing. A portion of each class will be dedicated to sharing students' working drafts and refining their stories with collaboration and in-class feedback. Students will be expected to conduct some research, writing, and reading at home each week. Literature selections will not be assigned in their entirety, but students may want to continue reading the complete story. The culmination of the students work will be a bound class literary magazine.

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Tim Rook

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. Teens are always taught to 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 sitation escalates and becomes threatening. Teens are empowered and gain confidence when they rehearse how to handle real-life situations. Exercises and self defense practice in class incoporporate balance, coordination, energy, and other key elements of fitness along with life skills such as confidence, teamwork, respect, discipline, and respect. In lieu of a full martial arts uniform, students will be asked to wear a class t-shirt that the instructor will furish for $10.00 on the first day of class. Students should also wear shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers with their class t-shirt.

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Heather Sanderson

Take a break from the seriousness of Shakespeare and the rigors of fall classwork! Return to England to explore the ground-breaking, uniquely British comedy of Monty Python. Teens will get to know Monty Python in a two-week acting workshop with acting coach Heather Sanderson, Compass s very own expert on all things English! Students will perform hilarious short sketches and famous skits like Monty Python's "The Dead Parrot", "The Killer Joke", "The Lumberjack Song", "The Dirty Fork", "The Argument Clinic", and "Spam."

Monty Python s Flying Circus was a wacky sketch-comedy television series introduced to the UK in 1969 and imported to the US in the early 1970s. The off-the-cuff, stream-of-consciousness, and often unrehearsed style of Monty Python gained a cult-like popularity around the world and culminated in block-buster feature films, albums, books, theater appearances, and specials. Teens will enjoy recreating the legendary, vintage humor of Monty Python and discover why famous comedic writers from The Simpsons to Saturday Night Live all claim inspiration from the famous troupe. Students can end their fall semester on a light note practicing and performing uproarious sketches while also gaining appreciation for this niche aspect of British culture and comedy. A sense of humor is required; acting experience is not. This is a two-week, four hour workshop that meets from 11:00 am - 1:00 pm on November 30 and December 7.

Don't know who Monty Python is? Monty Python (also collectively known as the Pythons) were a British surreal comedy group whose television program will celebrate 50 years in 2019. The highly influential comedy troupe included Graham Chapman, John Cleese, Terry Gilliam, Eric Idle, Terry Jones, and Michael Palin.

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Heather Sanderson

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

0
Bette Cassatt

We're used to having a sword in one hand, but what about the other? No lazy hands here! Put a weapon in each hand! Now, let the fun begin! In this class, students will explore what it's like to use a weapon in their non-dominant hand along with a sword in their main hand. Whether you have a second sword, a dagger, a cloak, or a buckler, it's a game-changer and new techniques must be learned. Have fun exploring all the moves you thought you knew, but on a whole new level! Add onto the skills you learned last quarter and try to choreograph for both hands! This class demands a high level of personal discipline and focus from the student. Stage Combat Masters is 'by invitation/audition only" for students who have been recommended by or performed for the instructor. Former students who wish to be considered for this advanced class should contact Compass to inquire. Topics in this year's class series include: From Sticks to Steel, Practice Precision, and Perfection (first quarter); Advanced Choreography (second quarter); Dual Wielding (third quarter); and Multiple Opponent Battles (fourth quarter). Prerequisites: Evaluation from the instructor. The student needs a thorough command of stage combat basics (ex. Cuts, parries, footwork, vocabulary, etc.) as well as demonstrate consistency in targeting, weapon handling, and self-discipline.

Prerequisites: Audition or instructor approval

0
Sudhita Kasturi

Conduct biology, chemistry, and environmental science experiments in a university laboratory setting! Use advanced lab equipment, follow college-level lab protocols, and receive instruction from university lab staff. Lab activities are taken from AP curricula and the Next Generation Science Standards (NGSS).

Bio-Chem Learning Labs is a series of 4 sessions, held off-site at Towson University's Center for STEM Excellence in downtown Baltimore (60 miles from Compass.) This lab series is a complement to and offers further hands-on experience for students taking Integrated Science, Environmental Science, Biology, or Micro-Biology at Compass in 2018-19. Homeschool students following another curriculum, doing self-study, or taking an online class may take this series to add a lab component to their work.

Each session, students will complete a series of lab experiments around a central theme. Tentative activities include: collecting and testing for water quality and salinity; identifying organisms living on a biofilm; categorizing soil types, percolation, and absorption; measuring concentrations of carbon dioxide; evaluating the antimicrobial properties of different plants; and extracting DNA samples from plant and animal sources. Each lab will emphasize the importance of control samples, recording and graphing data, and will demonstrate the process of identifying a problem, scientifically testing a hypothesis, interpreting results of an experiment, and supporting a scientific claim. All labs are 2.5 -3.0 hours long.

Lab dates are held on Tuesdays: December 4, February 12, March 12, and April 9. Labs begin at 11:30 am, and students are asked to arrive by 11:15 am. Compass science instructor Sudhita Kasturi will remain with the students throughout the labs and will send a post-lab summary to parents. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site. Note: Registration for the first lab, October 2, has closed, and is not included in this registration. This registration is for labs 2-5.

1
Taliesin Knol

This class will explore the judicial processes of mainland Europe and their divergence from English Common Law. Real historical cases will be studied and trial parts assigned to the class. Students will be expected to debate from the perspective of Englishmen, from commoners to nobility, and other Europeans in 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 Brittan. This course tuition includes the cost for the printed case studies and course materials. Homeschool families may wish to count this course as a component, or partial, credit in Civics or American Government for purposes of a high school transcript

0
Mylene Nyman

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

0
Mylene Nyman

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

0
Dr. Kathleen Olsen

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

0
Christine Keen

Which country has more than 10X the linguistic diversity of all of Europe put together? Which country may pass the U.S. as the world’s 3rd most populous by 2050? On which continent will 1/3 of the people be over age 60 by 2050? Why does it matter? Your Future World focuses on the physical and human geography of the countries that the U.N. has forecasted to be the world's most populous in the year 2050. After all, that is the world in which our kids will live.

After the introductory week, students study a different country each week. We consider each country's physical geography, cultural geography, history, politics (including its relations with its neighbors), economics, and demographics. Each week, students read assigned articles, conduct research, and prepare a simple cultural assignment in advance of our in-class discussion. We conclude each week with a country-specific game to reinforce learning.

Each week, the instructor will provide an "international snack" such as guava wafers from Brazil, spicy chickpeas from India, and coconut cookies from Indonesia, subject to students dietary restrictions. Investigating where the week's snack is from and then sampling something that teens in another country might enjoy is favorite student activity.

For students who have taken a previous human geography class (including AP Human Geography), "Your Future World" builds on these themes through country-specific case studies. For those who have not, although prior geographic knowledge is helpful, it is not assumed.

For this class, students must have excellent reading skills (high school+ level) and the ability to work cooperatively. This class is taught at an advanced high school/college level, with content that may touch on potentially troubling topics (e.g., war, poverty, terrorism) and involves a fair amount of (interesting, fun!) homework weekly to support the discussion, games, and activities during the meeting time. Students should expect to spend 2-3 hours per week on the class. For purposes of a high school transcript, homeschool families may wish to count this course as a component, or partial credit, in geography or world humanities.

0
Taliesin Knol

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why! After Germany s disaster at Stalingrad the Wehrmacht was being pushed back on all fronts. From Crimea to Poland, all the ground Germany had gained in two years of fighting was once again falling into Soviet hands. Their leadership knew they had just one chance to regain the initiative and do what they had done best: Attack. In 1943, with a re-armed and still formidably manned war machine, the Summer Germans would once again launch one of the largest offensive the world had ever seen, across a wide front of the Kursk salient. The Soviets knew they were coming. In an unmatched feat of military deception, they dug in more than a million men, thousands of tanks and guns and waited for the inevitable German attack. From the North and South, two armored German pincers struck the prepared lines of the Soviets, gaining ground slowly. They ground away at the Red Army, defeating massed counter attacks of T-34 tanks and infantry, but still they came, roaring Tiger and Panther tanks killing 5 tanks for every one of their own lost. The seemingly endless waves of Russian resistance proved too much, and with news of Allied landings in Sicily, Operation Citadel was called off. The rest of the war would be defensive, Soviets grinding away bitter Nazi strongholds until the final devastating battle of Berlin. This semester will study the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework. Homeschool families may wish to count this course as a component, or partial, credit in American or World History for purposes of a high school transcript.

0
John Waldron

This is a fun improvisation class for teens to learn ways to interact spontaneously within character to create a scenes. Students will work on long form improv, which is taking an idea and creating a multi-character and multi-scene play. The art of developing a scene with a partner will be explored. Students will learn the components of scene building such as character development, environment, listening skills, accepting ideas from your partner, and building upon those ideas. A random or unusual setting can be a catalyst for wild and funny ideas. Popular improvisational techniques such a Scene Jump and Columns will be performed. Students who took the scripted One-Minute Plays class and all new students, will have fun going script -free and strengthening their improvisation skills, with games such as "Two-Minute Stories." Students cooperative work will result in a scene full of fascinating facts, objects, and relationships. Students will improve their ability to think and react "on the fly." Actors' creative thinking and interpersonal skills will be strengthened as they work "out-of-the-box." This class will enhance cognitive development, imagination, and listening skills. Drawing on their favorite improv games, including long form improv, the students will perform for family and friends at the end of the quarter. There is no prerequisite for this class. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class. This class is an excellent warm-up, for the Mystery On Demand class coming in 4th quarter, where students will improvise their way through a mystery story (setting, characters, plot) created cooperatively by the class.

0
Mylene Nyman

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

0
Katherine Hoeck

This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.

This is a complete course in high school Geometry which will cover the fundamental concepts of Euclidean geometry and focus on developing critical thinking skills as they relate to logical reasoning and argument. This course is designed to emphasize analytical thinking and will include an in-depth analysis of plane, solid, and coordinate geometry through abstract mathematical ideas as well as real world problem solutions. Students will connect concepts from Algebra I to geometric phenomena with the analysis of parallel lines and polygons, perimeter and area, volume and surface area, similarity and congruence, and introductory trigonometry. Students will develop an understanding of these concepts through the study of geometric definitions, theorems, axioms, and postulates by writing reasoned, logical explanations that arrive at the conclusion about the geometric statement. A key focus will be on the development and history of the concepts being studied. Students can expect to spend time in class learning how to articulate the logical progression of concepts in addition to a thorough analysis of the topics. Independent study will involve reading assignments on concepts *before* they are presented in class as well as various problems to support what is covered in class.

Students should have a solid foundation in Algebra I in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.

The required textbook for this class is The Art of Problem Solving: Introduction to Geometry text (ISBN: 978-1-934124-08-6) and corresponding solutions manual (ISBN #978-1-934124-09-3). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. Additional resources for the development of geometric proofs will be pulled from Euclidean and Non-Euclidean Geometries: Development and History. Students will be provided with the material used from this book. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

1
Mylene Nyman

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

0
Katherine Hoeck

This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.

This is a complete course in Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of mathematical reasoning, analysis, communication skills, and real world applications. Students will build on prior knowledge by exploring and understanding our number system, linear systems, rational numbers and proportional relationships, complex numbers, exponents, quadratics, polynomials, factoring, data analysis and probability, and solving, graphing, and writing linear equations and inequalities. Students will discover these topics through hands-on activities, class discussions, and open-ended problem solving. Each assignment will be categorized as either cooperative group investigations, partner collaboration, or individual work. Individual work will consist of periodic checks for understanding and independent-study activities that students are expected to complete outside of class.

Students should have a solid foundation in pre-algebra topics in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.

The required textbook for this class is The Art of Problem Solving: Introduction to Algebra (ISBN# 978-1-934124-14-7) and the corresponding and solutions manual (ISBN# 978-1-934124-15-4). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Algebra for purposes of a high school transcript.

1
Anne Sharp

This semester-long course is a home for students who love to write, who love to read writing, and who love to share writing with others. Writing is often a solitary act, but writers also need a community in which to grow. Mirroring the design of famous writing salons/groups like The Bloomsbury Group, The Algonquin Round Table, and The Inklings, this course fosters a Compass community that will encourage individual writers, promote literary collaboration and provide challenging feedback to boost creativity and artistic development. Our first semester will focus on building a personal writing portfolio strengthening students' passions for genres and forms they re comfortable with as well as trying writing that is new to them. Using writing workshops to capitalize on what they already know and to encourage experimentation in unfamiliar areas, students can expect to grow as writers, editors and leaders in our Compass community. Students will use their own work and the works of professional authors to understand what makes good writing, to improve technique, to experiment with new forms/genre and to understand the drafting, editing and publishing process. Using the InkBlot Writers website that we built last year, students will have an internal and ongoing method for publishing. This portal will serve as both a place for students to explore their own fiction and nonfiction writing and to begin the process of creating online writing materials (columns, blogs, tutorials, videos, TED-type talks) for others. Our second semester will focus on editing and publishing. Students in this course will select writings from their portfolios and prepare them to submit to contests, anthologies and publications beyond our Compass campus. While continuing to draft and explore their own personal writing, InkBlot students will assume editorial roles in the production of InkBlot, a beyond-our-classroom anthology. As editors, students will design and build an anthology, advertise the publication, solicit manuscripts and artwork, develop selection criteria, review/select/edit material, and learn the principles of layout and design. Embedded in this process are real-world experiences, and students will improve their communication and organization skills through goal-setting, time management, meeting deadlines, emailing, confirmations, proofreading, etc. Students should expect to spend 2-3 hours per week out side of class on investigation, writing, or editing for this class. Homeschool families may wish to count this course as a component, or partial, credit in English or language arts for purposes of a high school transcript.

0
Mylene Nyman

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

0
Kouthar Muttardy

History Investigators will examine formative events in Eastern Civilization through guided inquiry and evidence-based analysis. These topics are posed as a series of thought-provoking questions that students will research, debate, discuss, and form opinions about. Second semester will examine three big questions: Hammurabi's Code: Was It Just? How Did the Nile Shape Ancient Egypt? Asoka: Ruthless Conqueror or Enlightened Ruler? History Investigators is an interactive, multi-disciplinary examination of some of most significant events in ancient history using sources from The DBQ Project. DBQs, or document based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays. Students should expect to spend 1-2 hours per week on homework, investigation, or reading for this class. Topics in this year's class series include: Ancient Western Civilizations (first semester) and Ancient Eastern Civilizations (second quarter). Homeschool families may wish to count this course as a component, or partial, credit in World History for purposes of a high school transcript.

0
Dr. Kathleen Olsen

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

0
Taliesin Knol

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why! After Germany s disaster at Stalingrad the Wehrmacht was being pushed back on all fronts. From Crimea to Poland, all the ground Germany had gained in two years of fighting was once again falling into Soviet hands. Their leadership knew they had just one chance to regain the initiative and do what they had done best: Attack. In 1943, with a re-armed and still formidably manned war machine, the Summer Germans would once again launch one of the largest offensive the world had ever seen, across a wide front of the Kursk salient. The Soviets knew they were coming. In an unmatched feat of military deception, they dug in more than a million men, thousands of tanks and guns and waited for the inevitable German attack. From the North and South, two armored German pincers struck the prepared lines of the Soviets, gaining ground slowly. They ground away at the Red Army, defeating massed counter attacks of T-34 tanks and infantry, but still they came, roaring Tiger and Panther tanks killing 5 tanks for every one of their own lost. The seemingly endless waves of Russian resistance proved too much, and with news of Allied landings in Sicily, Operation Citadel was called off. The rest of the war would be defensive, Soviets grinding away bitter Nazi strongholds until the final devastating battle of Berlin. This semester will study the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework. Homeschool families may wish to count this course as a component, or partial, credit in American or World History for purposes of a high school transcript.

0
Mylene Nyman

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

0
Melanie Kosar

This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.

Masterworks is a collegiate-level literature analysis and discussion class for advanced high school English students. Written works will be selected for their contribution to world literature or their influence on society. In the first half of the course, students will read and discuss literature focusing on tales of voyage, revenge, comedy and tragedy from the ancients through 1800, such as Homer s The Odyssey , Swift s Gulliver s Travels , and selections from Shakespeare. Students should expect to see a number of writers of the Western canon before transitioning to Medieval and Renaissance authors, and continuing with the Age of Enlightenment.

During the second half of the course, the class will explore modern works, beginning with the 1800s Romantic Period, and progress to the present. Readings will include pieces from a diverse group of writers, from Faulkner to Hurston, T.S. Eliot to Coelho, Morrison and Orwell, to non-Western writers. Along the way the class will discuss the rise of journalism, popular media, music, and the role of both technology and globalism in the study of literature. Works from other eras and authors will be added as time and interest permit.

For this course, students should be active, engaged, advanced readers who come to class prepared to participate in intellectual discussion. Students should expect to read up to 100 pages per week. Students are also expected to take the lead in weekly class discussions by sharing their reflections/ reactions to the readings, drawing conclusions/ comparisons with other works, and investigating scholarly articles or other writings on the theme, genre, or by the assigned author. The course instructor will serve as a facilitator-moderator and will use Socratic discussion to further the class s analysis of the literature. A goal in the class is to encourage students to think critically about what they are reading and to help them identify patterns and divergences in material that will give them a framework for anything they read in the future. Students will be expected to write one paper per semester and give one oral presentation to demonstrate understanding and interpretation of materials.

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