2018-19 Scholé Academy Course Catalog by Classical Academic Press

Ranked #1 live, online academy by Practical Homeschooling

Subject grade

Live, Online Courses!

2018–2019 course catalog for grades 3–12

Classical

Restful

Classical education is a long tradition that has emphasized the seeking after of truth, goodness, and beauty, and the study of the liberal arts and the great books. As a classical academy, we offer courses on classical subjects and employ a classical pedagogy, which seeks to form virtue in students and teaches them how to think and how to learn.

We believe excellence in academics need not be frenetic or dry and boring. Instead, our teachers create an atmosphere of restful learning by modeling peace, tranquility, love of the subject, and unrushed learning. Our courses facilitate meaningful, deep engagement so that learning becomes memorable, enjoyable, and permanent—all within the cloister of the Christian faith.

Engaging

Personal

Our classes meet in a live, online format two to three times per week. Students see and hear their instructor and their peers, creating an engaging class environment. Our teachers lead interactive class sessions in which they encourage and facilitate class discussion as a path to understanding and mastery.

Class sizes are limited to 15 students to ensure that students receive quality attention and individualized feedback. Our instructors work to see each student master the skills at hand. They provide thoughtful instruction in live sessions and during office hours as well as through insightful, personal comments on students’ work.

ScholeAcademy.com • 866-730-0711

Table of Contents

Lower School __________________________________ Writing & Rhetoric Year 1 . . . . . . 7 Writing & Rhetoric Year 2 . . . . . . 8 Well-Ordered Language (grammar) Level 1 . . . . . . . . . . 9 Well-Ordered Language (grammar) Level 2 . . . . . . . . . 10

Latin for Children A . . . . . . . . . 11 Latin for Children B . . . . . . . . . . 12 Spanish for Children A: Part 1 . 13 Spanish for Children A: Part 2 . 14

Writing & Rhetoric Year 3 . . . . . 16 Writing & Rhetoric Transition Course . . . . . . . . . . . . . . . . . . . 17 Writing & Rhetoric Year 4 . . . . . 18 Writing & Rhetoric Year 5 . . . . . 19 Ancient History . . . . . . . . . . . . . . 20 Ancient Literature . . . . . . . . . . . . 21 Medieval/Renaissance/ Reformation History . . . . . . . 22 Medieval/Renaissance/ Reformation Literature . . . . . . 23

Pre-Algebra . . . . . . . . . . . . . . . . . 24 Algebra 1 . . . . . . . . . . . . . . . . . . . 25 Latin for Children C . . . . . . . . . 26 Latin 1 . . . . . . . . . . . . . . . . . . . . . 27 Latin 2 . . . . . . . . . . . . . . . . . . . . . 28 Informal Logic: The Art of Argument . . . . . . . . . . . . . . . . . 29 Formal Logic: The Discovery of Deduction . . . . . . . . . . . . . . . . . 30

Latin 1 . . . . . . . . . . . . . . . . . . . . . 34 Latin 2 . . . . . . . . . . . . . . . . . . . . . 35 Latin 3 . . . . . . . . . . . . . . . . . . . . . 36 Latin 4 . . . . . . . . . . . . . . . . . . . . . 37 AP Latin Preparation . . . . . . . . . 38 Writing & Rhetoric Year 5 . . . . . 39 Rhetoric 1 . . . . . . . . . . . . . . . . . . 40 Rhetoric Capstone: Thesis . . . . . 41 Western History: Enlightenment to Industrial Revolution . . . . 42 British Literature . . . . . . . . . . . . . . . 43 American Government . . . . . . . 44 American Literature . . . . . . . . . . 45 Ancient History . . . . . . . . . . . . . 46 Ancient Literature . . . . . . . . . . . 47 Medieval/Renaissance/ Reformation History . . . . . . . 48

Medieval/Renaissance/ Reformation Literature . . . . . 49 Pre-Algebra . . . . . . . . . . . . . . . . . 50 Algebra 1 . . . . . . . . . . . . . . . . . . . 51 Geometry . . . . . . . . . . . . . . . . . . . 52 Algebra 2 & Trigonometry . . . . 53 Pre-Calculus . . . . . . . . . . . . . . . . 54 Calculus . . . . . . . . . . . . . . . . . . . . 55 Earth Science with Labs . . . . . . 56 Biology with Labs . . . . . . . . . . . . 57 Informal Logic: The Art of Argument . . . . . . . . . . . . . . . . . 58 Formal Logic: The Discovery of Deduction . . . . . . . . . . . . . . 59 Everyday Debate . . . . . . . . . . . . . 60 Persuasive Writing: The Argument Builder . . . . . . . . . . . . . . . . . . . 60

Middle School _________________________________

Upper School __________________________________

Tutoring Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Elective: Programming Harmony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 ScholĂŠ Academy Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

A Message from the Principal

As I anticipate stepping into my new position as Scholé Academy principal, I want to express what an honor it is to serve our online community in this way. I’m excited to be taking on this role, and will work to build on the good foundation already laid by the outstanding team at Classical Academic Press.

Since January, I’ve had the opportunity to collaborate with the CAP team as we’ve set new goals and cultivated ideas, from inception to planning, action to fruition. If you’re familiar with Scholé Academy, you’ll likely notice several substantial changes as you flip through the pages of this catalog. All of these modifications are intended to refine the academic resources we provide to our Scholé Academy community. Here’s a little peek at what is new for the 2018–19 academic year. Growth is good, but at Scholé Academy we want to manage our growth well and wisely, prizing what is valuable and avoiding the frenetic tone and culture that so often accompanies organizations that race toward success. First and foremost, we have purposed to prioritize the needs of our students (your kids). We define our growth by seeking to cultivate virtue in, respect of, and scholarship for each child. Considering all of our students, from the youngest to the oldest, we took a step back to ask how we could better serve and meet the needs of the families who choose to partner with us. That’s why, for example, each of our lower-school courses (target grades 3–6) have been shortened to 45–60 minute sessions, but increased in frequency from 2 to 3 days per week. Why did we make this change? Younger students typically learn best in shorter, more frequent sessions. This change gives us more opportunities for repetition and mastery, and simultaneously decreases the amount of daily screen time—a concern many parents have when considering technology consumption. Each student is building a mastery portrait, comprised of his or her talents, experiences, faith, skills, and knowledge: the essential layers in the academic portrait of a child. It’s essential, then, that every student is given an opportunity to enroll in well-crafted courses, hosted by master teachers, rich with age-appropriate, engaging pedagogy and opportunities for growth. This is why we’ve added courses specifically designed for the middle-school student. Mark Twain famously said of teenagers, “When a boy turns 13, put him in a barrel and feed him through a knot hole. When he turns 16, plug up the hole.” At Scholé Academy, we’d instead prefer to respond to the teenage years as Dorothy Sayers advised in her famous “Lost Tools of Learning” essay:

It will, doubtless, be objected that to encourage young persons at the Pert age [middle school] to browbeat, correct, and argue with their elders will render them perfectly intolerable. My answer is that children of that age are intolerable anyhow; and that their natural argumentativeness may just as well be canalized to good purpose as allowed to run away into the sands. We’ve worked to devise some “good purposes” to which middle-school students (target grades 6–9) can attend. In addition to Latin and logic (classes we’ve always offered), we’ve now added mathematics, literature, history, and science: perfect places for teenagers to continue to build arguments, learn to spot fallacies, and hone their wits! And while we’re talking about new course offerings, I’ll point out the substantial additions to our upper-school classes (target grades 9–12). Many of our students have been piecing together their academic schedules among two, three, even four different institutions, co-ops, and independent study options. So many families have expressed their wish that we would offer a wider complement of courses across the disciplines, making it easier for their students to find some scholé in their work. One school calendar to manage, one set of academic standards—even just fewer logins and passwords would be helpful! We made it our goal to provide all the courses necessary for an upper-school student to fulfill his or her high school transcript requirements. (We hope Scholé Academy will be able to offer a diploma in the near future.) And, after much planning and collaboration with our staff of experienced educators, we’re delighted to offer nearly 30 upper-school courses from which your student can choose. As I alluded to, these courses have been curated by a host of returning and new teachers (we’ve hired nearly 12 new upper-school educators since January). Each has been prayerfully selected after hours of interviews, teaching samples, robust exchanges of ideas, and patience as we waited for the Lord to send the right instructors our way. What you’ll find in the pages of this catalog are the fruits we’ve harvested from these many dedicated, passionate, master teachers. Engaging with these educators (who come to us from all corners of the globe) has inspired me! My interview notebooks are filled with the individual stories shared by these men and women, each with a passion for Christ, teaching students, and classical education. These instructors also seek scholé and the time to contemplate the things that matter most. Have we grown? Absolutely. Are we still committed to providing families with a unique blend of faith, virtue, knowledge, and fun? Yes, we are! I hope you’ll join us as we venture into these exciting new spheres of collaboration, and into a new year of learning with and through each other. Joelle Hodge Scholé Academy Principal

Lower School Grades 3–6

In the lower school at Scholé Academy, we pursue “restful wonder” in the teaching of our younger students. Our instructors seek to present the world as a living museum that evokes wonder and awe. We emphasize the joy of learning new skills and acquiring a deeper understanding of the subject. It’s a delicate balance to achieve both restful learning and excellent academic performance; we therefore strive to make assessment personal, immediate, and actionable, preferring the goal of student mastery over merely “teaching to the test.”

Ranked #1 live, online academy 2017 by Practical Homeschooling

Lower School

Writing & Rhetoric Year 1 target grades 4–5 (3rd graders welcome)

The Writing & Rhetoric Year 1 live, online course is designed to help students discover delight in writing and begin to develop effective tools and methods for writing well. The course uses the imitation and practice method utilized by the award-winning Writing & Rhetoric series to impart to students essential tools for writing. The first semester follows Book 1: Fable, which uses fables to teach students the practice of close reading and comprehension, summary (both aloud and in writing), and amplification. In the second semester, the course follows Book 2: Narrative I, which uses a variety of longer stories that expand the skill set learned in the first semester. This semester also includes more, and longer, writing assignments. This course works to develop in each student a love and hunger for story and writing, and does so through engaging class sessions, creative assignments, and personal feedback. “My son wrote a short speech about the Vikings for his Classical Conversations presentation using writing skills that he has learned in your online W&R class. He did so well, and his dad and I were both so impressed and blessed by how he used his skills and how they seemed almost second nature to him.” —Scholé Academy W&R parent Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Molnár (see page 67) Section 1: M/T/Th 9:15 a.m. EST, 45–60 min. Section 2: M/W/F 11:45 a.m. EST, 45–60 min. Section 3: T/Th/F 10:30 a.m. EST, 45–60 min. Price: $595.00

Lower School

Writing & Rhetoric Year 2

target grades 5–6 (4th graders welcome) This course is designed to help students progress and delight in writing, and to continue to develop effective tools and methods for writing well. The course uses the imitation and practice method utilized by Book 3: Narrative II and Book 4: Chreia & Proverb to help students build essential tools for writing. In the first semester, students will learn about new genres of story, including historical narrative and legend. All previously learned skills are extended and new skill sets are introduced, including identifying the difference between fact and opinion and learning to ask the 5 Ws of a historical narrative: who, what, when, where, and why. In the second semester, students learn how to write 6-paragraph essays on the basis of a saying or an action. This course works to develop in each student a love of and hunger for story and writing, and does so through engaging class sessions, creative assignments, and personal feedback. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Gerard (see page 69) Section 1: M/W/F 9:15 a.m. EST, 45–60 min. Section 2: T/Th/F 10:30 a.m. EST, 45–60 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Molnár (see page 67) Section 3: M/T/Th 1:00 p.m. EST, 45–60 min. Price: $595.00

Note that Writing & Rhetoric Year 3 and subsequent courses are located on pages 16–19 in the middle-school section.

Lower School

Well-Ordered Language (grammar) Level 1 target grades 4–5

Well-Ordered Language presents the study of language in a way that appeals to a child’s inborn curiosity and desire to collect, gather, and order. It presents grammar in a clear, orderly way, while simultaneously seeking to cultivate a child’s wonder of language by presenting instruction in the context of narrative and language, attractive illustrations, and samples taken from classic children’s literature and poetry. This course is designed for students to actively engage with the grammatical concepts in each lesson, using language skills—reading, writing, speaking, and listening—along with physical movement, songs, and chants. Through Well-Ordered Language’s unique, creative, and orderly method of analyzing the grammatical functions of the parts of speech, students will find the mastery of grammar achievable, meaningful, and delightful. In the first semester, students encounter the following concepts: the 4 kinds of sentences (declarative, interrogatory, imperative, and exclamatory), subjects and predicates, verbs, adjectives, direct objects, subject pronouns, and helping verbs. In the second semester, students are introduced to object pronouns, prepositional phrases (adverbial), introductory prepositional phrases, compound subjects, compound verbs, and compound direct objects. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Shaltanis (see page 67) Section 1: T/Th/F 9:15 a.m. EST, 45–60 min. Section 2: T/Th/F 10:30 a.m. EST, 45–60 min. Price: $595.00

Lower School

Well-Ordered Language (grammar) Level 2 target grades 5–6

Well-Ordered Language Level 2 is the second part in a 4-level series that presents grammar in a clear, orderly way, while simultaneously seeking to cultivate a child’s wonder of language with instruction in the context of narrative and language, attractive illustrations, and samples taken from classic children’s literature and poetry. The carefully crafted pedagogy of this series helps students learn the mechanics of grammar while they also see the power of language unfolding before them as they learn to gather and arrange words to express their thoughts clearly and accurately. In the first semester, students continue the study of the 4 kinds of sentences (declarative, interrogatory, imperative, and exclamatory) and encounter principal elements, adverbs, adjectives, predicate verbs and direct objects, predicate nominatives, predicate adjectives, predicate review, and possessive nouns. In the second semester, students start sentence diagramming, and dive into prepositional phrases, compound elements, subject pronouns, object pronouns, possessive pronouns, interrogative pronouns, compound sentences, and relative pronouns and relative clauses.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Ms. Scheidegger (see page 65) Schedule: T/Th/F 9:15 a.m. EST, 45–60 min. Price: $595.00

Lower School

Latin for Children A

target grades 4–5 (6th graders welcome)

Students in this course will enjoy a clear introduction to Latin grammar and reading that will also delight them and cultivate in them the wonder of language. Students study the first 2 noun declensions; the first 2 verb conjugations; the present, imperfect, and future tenses; other parts of speech (adjectives, prepositions, and adverbs); and learn to read and translate basic Latin sentences. They also acquire a Latin vocabulary of 240 words and learn many English words derived from Latin. This course utilizes Latin for Children Primer A, the first of 3 texts in the series. Since 2001, the award-winning Latin for Children curriculum has been and continues to be a strong, inviting, and creative program designed to introduce grammar-school students to Latin. It incorporates elements that will engage students of every learning style. “[My child] is learning Latin and enjoying her classmates/teacher! The whole learning experience is pleasant and restful. I know that is a core value for Scholé, and this class really embodies that!” —Scholé Academy LFC parent

Term: Yearlong 2018–19, September 4–May 24 Section 1: M/W/F 10:30 a.m. EST, 45–60 mins., with Mrs. Chilbert (p. 69) Section 2: M/W/F 1:00 p.m. EST, 45–60 mins., with Mrs. Weaver (p. 68) Section 3: T/Th/F 1:00 p.m. EST, 45–60 mins., with Ms. Scheidegger (p. 65) Price: $595.00

Lower School

Latin for Children B

target grades 5–6 (7th graders welcome)

Students in the Latin for Children B course continue their study of Latin grammar and reading while also deepening their enjoyment of and delight in studying the Latin language. Students go on to study the third noun declension and the third and fourth verb conjugations; the past, present, and future tenses; and all remaining parts of speech (pronouns, adjectives, prepositions, adverbs, and conjunctions). Students are thrilled as they begin to read and translate basic Latin paragraphs. They will also acquire a Latin vocabulary of another 240 words and learn many more English words derived from Latin. “We like the interaction of the classroom environment. This turned Latin from something that she had to do (which she usually did last) into something that she wanted to do, and now does before her other schoolwork. I no longer have to cajole or press her to study her Latin. What a godsend! Thank you!” —Scholé Academy LFCB parent Note that the subsequent Latin for Children C course is located on page 26 in the middle-school section of this catalog.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Ms. Scheidegger (see page 65) Section 1: M/W/F 10:30 a.m. EST, 45–60 min. Section 2: T/Th/F 2:15 p.m. EST, 45–60 min. Price: $595.00

Lower School

Spanish for Children A: Part 1 target grades 4–5 (6th graders welcome)

This beginning course, Spanish for Children A, gives students a clear introduction to Spanish grammar and reading that will also delight them and cultivate in them the wonder of language. Throughout the course of the academic year, students learn over 290 commonly used Spanish vocabulary words. They also study engaging conversational text, as well as grammatical concepts, such as verb conjugation, tenses, and noun genders, enabling them to construct Spanish sentences properly. The Spanish for Children curriculum teaches upper-elementary students this dynamic language using the pedagogy and structure of the popular Latin for Children series combined with immersion-style dialogues and vocabulary. This course emphasizes grammar and the parts of speech as vital tools for the correct speaking and understanding of Spanish. “Mrs. Foose made my daughter fall in love with Spanish!” —Scholé Academy SFCA parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Señora Foose (see page 66) Schedule: T/Th/F 10:30 a.m. EST, 45–60 min. Price: $595.00

Lower School

Spanish for Children A: Part 2 target grades 5–6 (7th graders welcome)

This second-level Spanish course is designed for upper-grammar and middle-school students who are ready to continue their study of Spanish grammar, reading, and conversation. Students learn over 290 commonly used Spanish vocabulary words and study engaging conversational text, as well as grammatical concepts, such as verb conjugation, tenses, and noun genders, enabling them to construct Spanish sentences properly. This course emphasizes grammar and the parts of speech as vital tools for the correct speaking and understanding of Spanish combined with immersion-style dialogues and vocabulary. The Spanish for Children curriculum is content-rich in both its breadth and its depth. In order to foster deeper understanding of subject matter and guide students to mastery at a fitting pace, we offer Spanish for Children A in 2 parts. In Spanish for Children A: Part 2, Señora Foose guides students through the second half of Spanish for Children Primer A, beginning with unit 5. “I really like the value of ‘restful learning.’ I also am so thankful for the highly, highly qualified instructors. Even though my kids are in the grammar stage/very early dialect stage, I feel like they are learning from masters of their art!” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Señora Foose (see page 66) Schedule: T/Th/F 11:45 a.m. EST, 45–60 min. Price: $595.00

Middle School

Grades 6–9

Middle school marks the beginning of the “logic stage,” where we begin to build student scholarship and train students to view their other courses through the lens of reason. Relationships and opportunities to dialogue are essential. Our middle-school students are invited to question and interact with peers and instructors, and are expected to engage in lively discussions employing logic across the disciplines. Courses have been designed particularly for transitioning students from the lower to the upper schools with reasonable increases in class and assignment expectations, and introduction of a Socratic pedagogical style. Students will be invited to engage in the “great conversations” as they are exposed to differing worldviews. At the core of each course, students are guided in their development of personal virtues and executive function skills, such as attention to detail, working with deadlines, taking initiative, diligence, persistence, and perseverance. Ranked #1 live, online academy 2017 by Practical Homeschooling

Middle School

Writing & Rhetoric Year 3 target grades 6–7 (5th graders welcome)

Year 3 in the Writing & Rhetoric series continues with Book 5: Refutation & Confirmation and Book 6: Commonplace. Students start to develop and hone their skills in persuasive writing and speaking. In the first semester, students learn to refute or defend certain parts of narratives according to whether the identified parts are unbelievable, improbable, unclear, or improper—or believable, probable, clear, or proper. After learning to identify the parts of a story that can be attacked or defended, students practice writing refutations or confirmations using sound arguments to explain their opinions. In the second semester, students continue to develop the art of persuasive writing and oration. They learn to create 6-paragraph essays that are arguments against the common vices of people and arguments in favor of common virtues. Students also learn to support a thesis statement, use comparison and contrast, introduce and conclude an essay, use a rhetorical device known as “the contrary,” invent soliloquies to support an argument, deliver writing orally, and revise writing. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Gerard (see page 69) Section 1: M/W 12:30 p.m. EST, 60–75 min. Price: $595.00 (This section is full with a waiting list.)

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Sethman (see page 70) Section 2: T/TH 11:00 a.m. EST, 60–75 min. Price: $595.00

Middle School

Writing & Rhetoric Transition Course target grades 7–9

This course is designed for older students who have had previous writing instruction but are new to the Writing & Rhetoric series. This transition course will follow a different pace and trajectory in order to include instructional lessons that review concepts from previous levels, and will accelerate as needed through clearly identified areas of mastered skills specific to students in 7th–9th grade. Throughout the year, students will develop and hone their skills in persuasive writing and speaking. They learn to refute or defend certain parts of narratives according to whether the identified parts are unbelievable, improbable, unclear, or improper—or believable, probable, clear, or proper. After learning to identify the parts of a story that can be attacked or defended, students practice writing refutations or confirmations using sound arguments to explain their opinions. Following mastery of skills and content in Book 5, students will write 6-paragraph essays that are arguments against the common vices of people and arguments in favor of common virtues, including alternately praising and blaming the character and careers of specific historical figures. Students will learn to master a thesis statement, use comparison and contrast, introduce and conclude an essay, use a variety of rhetorical devices, invent soliloquies to support an argument, demonstrate the use of pathos to engage readers, deliver writing orally, and revise writing. Term: Yearlong 2017–18, September 4–May 24 Instructor: Mrs. Schinstock (see page 68) Schedule: M/W 11:00 a.m. EST, 60–75 min. Price: $595.00

Middle School

Writing & Rhetoric Year 4 target grades 7–8 (6th graders welcome)

Students taking this course continue in the trajectory of the Writing & Rhetoric series using Book 7: Encomium & Vituperation and Book 8: Comparison. During the first semester, students learn how to craft essays praising a virtue (an encomium) and blaming a vice (vituperation), focusing on the following skills: discerning the main idea; utilizing hyperbole and thesis; incorporating background and supportive detail, biography, and autobiography; noting the good and poor qualities present in a person or event; contrasting virtuous behavior and vice; and crafting effective conclusions that encourage readers either to emulate virtue or eschew vice. In the second semester, building on their skills, students develop the art of comparison, learning how to craft a comparative composition that sets 2 persons, events, ideas, texts, or objects side by side for assessment. In this exercise, students may either offer praise of 2 things paired together, or praise 1 while criticizing the other. In learning this art of comparison, students also study elements of critical analysis, assessment, and judgment. After completion of this course, students are well on their way to becoming master writers and effective orators.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Schinstock (see page 68) Schedule: M/W 12:30 p.m. EST, 60–75 min. Price: $595.00

Middle School

Writing & Rhetoric Year 5

target grades 8–9 (7th graders welcome) • 1 full high school credit

In Writing & Rhetoric Year 5, students build on the sturdy foundation they have developed through the progym exercises in the Writing & Rhetoric series. In this course students continue honing the art of persuasive writing and speaking with Book 9: Description & Impersonation and Book 10: Thesis Part 1. In the first semester of Year 5, students encounter description, which emphasizes the use of vivid language to describe people, nature, and processes. They also study impersonation, which introduces the modes of persuasion as a means of imitating the writing style and outlook of 4 famous individuals: journalist Nellie Bly, writer Henry Williamson, athlete Jesse Owens, and statesman Winston Churchill. In the second semester, students begin a formal study of the thesis essay, which is the culmination of the progymnasmata as it deploys every skill that came before to make the strongest case for an idea. Throughout this course, students will strengthen and refine their skills in reading and annotation, discussion, composition, and delivery. Specific areas of focus include the modes of persuasion (pathos, ethos, and logos) and the use of various rhetorical devices.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Schinstock (see page 68) Schedule: M/W 2:00 p.m. EST, 60–75 min. Price: $595.00

Middle School

Middle School Ancient History

target grades 7–9 This course introduces students to some of the classical texts or “great books” of the ancient Greek and Roman periods. Students will read and discuss the classic books from 3 dynamic eras in early human history: classical Athens, the Roman Republic/Empire, and early Christian writers. While studying these classics, students will explore the ideas, events, and cast of characters that molded the social, political, religious, scientific, economic, and technological history of Athens, Rome, and early Christians. While this course primarily features historical study, it will also incorporate some study from ancient literature, helping students to see and enjoy the integration of both history and literature. This class introduces students to ancient history by means of a deep study of a few seminal and primary works. Students will also read a survey text to gain a clear contextual understanding of the ancient period. The course is therefore a blend of “surveying the landscape” (considering the whole) and deep dives into great books from ancient history. Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: T/Th 2:00 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding literature course (next page) and save $195.00 total!

Middle School

Middle School Ancient Literature

target grades 7–9 This course introduces middle-school students to some of the classical texts and literature of the ancient Greek and Roman periods. Students will read and discuss some of the great books from three dynamic eras in early human history: classical Athens, the Roman Republic/Empire, and early Christian writers. By studying these great works, students will gain an appreciation for some of the most important ideas that have shaped Western civilization. While this course primarily features literary study, it will also incorporate some study from ancient history, helping students to see and enjoy the integration of these two subjects. As a middle- school course, this class aims to introduce students to ancient literature by means of a deep study of a few seminal and primary works, while also providing students with the general historical context that will enable a better understanding of the literature and the ancient period. Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present biographical, literary, and historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: T/Th 3:30 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding history course (previous page) and save $195.00 total!

Middle School

Middle School Medieval/Renaissance/ Reformation History target grades 7–9 This course introduces middle-school students to some of the classical texts or “great books” of the medieval, Renaissance, and Reformation periods. While studying these classics, students explore the ideas, events, and cast of characters that molded the social, political, religious, scientific, economic, and technological history from the Middle Ages through the Reformation. While this course primarily features historical study, it also integrates some study from medieval and Renaissance literature, helping students to see and enjoy the integration of both history and literature. As a middle‑ school course, this class gives students a familiarity with the important ideas and achievements of these eras, exploring the ways they continue to shape our modern world. In addition to primary texts, students also read a survey text for broader context and understanding. Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: M/W 12:30 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding literature course (next page) and save $195.00 total!

Middle School

Middle School Medieval/Renaissance/ Reformation Literature target grades 7–9 This course introduces middle-school students to some of the classical literary texts or “great books” of the medieval, Renaissance, and Reformation periods. While studying these classics, students explore the ideas, events, and cast of characters that molded the social, political, religious, scientific, economic, and technological history from the Middle Ages through the Reformation. While this course primarily features literary study, it also integrates some study of medieval and Renaissance history, helping students to see and enjoy the integration of both history and literature. As a middle-school course, this class teaches students how to identify some of the great ideas contained and discussed in these classic texts and helps them learn how to thoughtfully discuss these ideas with their classmates. Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present literary and historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: M/W 2:00 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding history course (previous page) and save $195.00 total!

Middle School

Pre-Algebra

target grades 7–8 (9+ welcome) • 1 full high school credit

The objective of the Pre-Algebra course is to serve as a transition from arithmetic to algebra. Students will build upon skills learned in arithmetic and begin to learn algebraic concepts. Students will develop fluency in working with rational numbers and integers; explore relationships between fractions, decimals, and percents; and develop competency in algebraic expressions, linear equations, polynomials, and inequalities. Concepts will also include problem-solving, geometry, data analysis and prediction, and graphing. Connections will be made between math and everyday applications through problem-solving and hands-on activities. Students will be required to demonstrate understanding through oral discussions, written explanations, and by working problems numerically. “I liked the rigorous content and high expectations without too heavy a workload. The teacher knew her material but also was able to be flexible with the students. Thank you for balancing that so well!” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Dr. Riley (see page 70) Schedule: T/Th/F, 11:00 a.m. EST, 60–75 min. Price: $695.00

Middle School

Algebra 1

target grades 8–9 (10+ welcome) • 1 full high school credit

This Algebra 1 course is the foundation for high school mathematics study—though there is nothing sterile and artificial about this class! The course covers algebraic expressions such as polynomials and rational expressions, and trains students to solve linear and quadratic equations. Students also study the use of integers; rational numbers; graphing and solving equivalent equations, including problems of length and area; and distance, rate, and time. “We are grateful for Scholé Academy’s passion to support parents in developing students who love learning and are actively growing in their academic skill. We have been so blessed this past year by the gift of good teachers for our son and the way they have helped him develop and recognize the abilities God has given him. We look forward to enrolling all of our children in Scholé Academy classes! Thank you.” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Dr. Riley (see page 70) Schedule: T/Th/F 12:30 p.m. EST, 60–75 min. Price: $695.00

Middle School

Latin for Children C

target grades 6–7 (8th graders welcome)

In this third-year Latin course, students learn to read and translate longer Latin paragraphs. They study the fourth and fifth noun declensions; review and use all 4 verb conjugations in past, present, and future tenses; and review and use all the parts of speech in Latin. Students also acquire a Latin vocabulary of another 240 words and learn many English derivatives. Students in Latin for Children C are well prepared for the Introduction to Latin exam given by the National Latin Exam (NLE), and Scholé Academy students have historically done very well on NLE exams.

“My son gained a renewed love of Latin and a desire to go on. He had plans to stop after this year and now plans to continue Latin study. The instructor gave him special attention in an area of weakness. He also liked the social element and a chance to witness that others his age were Latin students. My son says the class was perfect!” —Scholé Academy LFCC parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Ms. Scheidegger (see page 65) Schedule: T/Th 11:00 a.m. EST, 60–75 min. Price: $595.00

Middle School

Latin 1

target grades 7–9 (10+ welcome) • 1 full high school credit

The Latin 1 course provides students with a clear introduction to Latin grammar and reading that aims to delight them and cultivate in them the wonder of language. Students study noun declensions, verb conjugations, tenses, and other parts of speech such as adjectives, prepositions, and adverbs. They begin studying and translating adapted, original Latin paragraphs featuring the Roman historian Livy. Students also learn some of the history and culture of ancient Rome. Latin 1 teaches over 200 Latin vocabulary words and imparts an understanding of many English words derived from Latin. Students use the award-winning Latin Alive! Book 1 text, the first of 4 books in the Latin Alive! series.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Kotynski (see page 64) Section 1: T/Th 9:30 a.m. EST, 60–75 min. Section 2: W/F 9:30 a.m. EST, 60–75 min. Section 3: T/Th 3:30 p.m. EST, 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. McCord (see page 66) Section 4: W/F 2:00 p.m. EST, 60–75 min. Price: $595.00

Middle School

Latin 2

target grades 8–10 (11–12 welcome) • 1 full high school credit

Students in the Latin 2 course continue their study of Latin grammar and reading. In this class, students will study the end of Latin Alive! Book 1, units 5–7, and then proceed into Latin Alive! Book 2, studying at a deliberate pace that aims at mastery and delight. Students continue to translate the writings of original Latin authors from the Roman Empire period and learn some of the history and culture of ancient Rome. Students build on their previous Latin vocabulary and are introduced to hundreds of new Latin words and many more English derivatives. “Every instructor we’ve had through Scholé Academy has been excellent. All of them truly value their students as people and want learning to be enjoyable.” —Scholé Academy parent Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Kotynski (see page 64) Section 1: T/Th 11:00 a.m. EST, 60–75 min. Section 2: W/F 11:00 a.m. EST, 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. McCord (see page 66) Section 3: W/F 3:30 p.m. EST, 60–75 min. Price: $595.00

Middle School

Informal Logic: The Art of Argument

target grades 7–9 (10+ welcome) • 1 full high school credit Middle and high school students will argue (and sometimes quarrel), but they won’t argue well without good training. Students who complete this course will know how to reason with clarity, relevance, and purpose . . . and have fun along the way! They will study and master 28 logical fallacies, which will provide an essential lifetime framework for filtering good and bad reasoning as well as writing and speaking effectively. This mastery of informal logic is a foundational subject by which other subjects are evaluated, assessed, and learned. Using the award-winning text The Art of Argument, students trace the way fallacies creep into (and sometimes infest) advertising, news reporting, political debate and discussion, and debate about every topic imaginable. After completing the text, students go on to apply their understanding to current events through writing and a final project. The course seeks to impart to students a kind of “logical judo” that helps them detect fallacious reasoning and protect themselves from rampant propaganda. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Gerard (see page 69) Section 1: M/W 11:00 a.m. EST, 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Schambach (see page 66) Section 2: T/Th 12:30 p.m. EST, 60–75 min. Price: $595.00

Middle School

Formal Logic: The Discovery of Deduction target grades 8–10 (11–12 welcome) • 1 full high school credit

The study of formal logic is an essential foundation for every student—it permeates every discipline and subject of study. This is an ideal course for students in middle and high school who are now poised to acquire and verify truths on their own. Students use The Discovery of Deduction, a clear and incremental text that shows students how deductive logic is applied in various disciplines and in everyday life (from the adventures of Sherlock Holmes to scientific and ethical arguments). Students study the art of correct reasoning residing in the principles of formal, or deductive, logic. This course takes students through a study of the syllogism, which embodies deductive reasoning taking the form of a major premise, minor premise, and conclusion. Students also study the traditional “square of opposition,” a teaching tool that shows various logical relations contained in various kinds of deductive arguments. Logic will be esteemed by students as they come to understand how reason works, and they will enjoy thinking about thinking!

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Hodge (see page 64) Section 1: T/Th 2:00 p.m. EST, 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Ward (see page 68) Section 2: M/W 11:00 a.m. EST, 60–75 min. Price: $595.00

Upper School Grades 9â&#x20AC;&#x201C;12

In our upper school, we continue to employ a Socratic pedagogy of discussion and discovery, helping students to inquire, seek, and find, so that learning becomes memorable, enjoyable, and permanent. We have worked hard to structure our courses so that the amount of work required is in accord with the allotted time while still cultivating an atmosphere of contemplation, conversation, and reflection. Our instructors are masters of their disciplines and experienced teachers. They seek to wed truth to beauty in their teaching and to cultivate education in its fullest sense, ensuring that through ScholĂŠ Academy your student will receive excellent, classical instruction that leads to wisdom and mastery. Ranked #1 live, online academy 2017 by Practical Homeschooling

Latin at Schole Academy Salve! My name is Eddie Kotynski, and I am excited to be joining Scholé Academy as the Latin department chair. Our vision for the Latin department at Scholé Academy is fully in-line with the overall vision for the academy itself: We want to embody what it means to pursue goodness, truth, and beauty in the classroom. The primary virtue espoused at Scholé Academy is love—a virtue manifest in these three pursuits in both our classroom and curricula. Love is good, true, and beautiful. I think we can see this in the example of the love of our Savior. He is good to us, He shows us the truth, and the beautiful way He has redeemed us gives rise to spontaneous praise. Our goal is that Latin should be taught with this kind of love. Latin can be used for the good because it supports our ability to love God and our neighbor. Inasmuch as it helps with English vocabulary and building grammar skills, Latin also helps us become excellent at communication and study so that we can better serve others. We also gain cultural knowledge through Latin, which allows us to understand perspectives different from our own. Like many other subjects, Latin is a path for pursuing truth. The “facts” of the language are a part of that truth. We aim to enable our students to see that these facts are important for true mastery and understanding. If students do not know their vocabulary, or do not pay attention to the grammatical elements, they cannot read or translate. Another aspect of the truth is what we might call the big picture. Once students have sufficient familiarity with the nuts and bolts of the language, they can begin to read original texts and come to know the truths therein. As teachers, we aim to draw connections between the different levels as well as between other subject areas.

Truth can seem dry and boring. We at Scholé Academy don’t think that it is. One of our main aims is, through our love, to show that the truth and goodness of Latin is beautiful. Just as the love of God in Christ Jesus is beautiful and attractive, the integrated way in which we present Latin is intended to show how interesting Latin really is. It is not just about memorization of the facts—though hard work and perseverance will be required. It is not just good or even useful—though it is indeed both. The connections students can see, the discoveries they can make, are fascinating and interesting. The way language works is mind-blowing and intriguing. As a Latin faculty, we will, through our own passion for the language, try to impart to our students the excitement that we share. One of the most exciting things that I see in the Latin curricula at Classical Academic Press is the current revamping of the aesthetics of the Latin for Children series. Not only will Primers A and B be in color, but a great artist has also illustrated the adventure story in both books. The pictures draw you in and make you want to know the story. Learning Latin becomes a means to a beautiful end. Our Latin program serves the pursuits of goodness, truth, and beauty— all of which are integral to one another. These pursuits are joined together by the sinews of love. We do not want to produce students who are “monsters with big hard drives.” (I owe this phrase to a friend and former colleague of mine in Christian classical education, Steven Breedlove. This, of course, reflects on C.S. Lewis’s idea in The Abolition of Man of the need for “men with chests.”) As the Apostle Paul has said, “Knowledge puffs up, but love builds up” (1 Corinthians 8:1). In all our pursuit of knowledge, we as teachers aim to love our students and spur them on to love. We do this through the scholé way (contemplative and liturgical learning), and by being examples to our classes of love for God, our students, and our subjects. In my years with Classical Academic Press and now Scholé Academy, I have experienced a leadership and staff dedicated to right relationship as well as technical excellence. I am confident that this attitude will naturally flow forth in the classroom. I hope that you will be as excited as I am about the coming school year! Edward Kotynski Latin Department Chair

Upper School

Latin 1

target grades 7–9 (10+ welcome) • 1 full high school credit

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. McCord (see page 66) Section 4: W/F 2:00 p.m. EST, 60–75 min. Price: $595.00

Upper School

Latin 2

target grades 8–10 (11–12 welcome) • 1 full high school credit

Students in the Latin 2 course continue their study of Latin grammar and reading. In this class, students will study the end of Latin Alive! Book 1, units 5–7, and then proceed into Latin Alive! Book 2, studying at a deliberate pace that aims at mastery and delight. Students continue to translate the writings of original Latin authors from the Roman Empire period and learn some of the history and culture of ancient Rome. Students build on their previous Latin vocabulary and are introduced to hundreds of new Latin words and many more English derivatives. “Excellent Latin instruction right in my home! I could completely outsource a subject that I felt was important for my child to learn but that I had zero expertise in.” —Scholé Academy parent Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Kotynski (see page 64) Section 1: T/Th 11:00 a.m. EST, 60–75 min. Section 2: W/F 11:00 a.m. EST 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. McCord (see page 66) Section 3: W/F 3:30 p.m. EST, 60–75 min. Price: $595.00

Upper School

Latin 3

target grades 9–11 (12th graders welcome) • 1 full high school credit

The Latin 3 course includes a more in-depth study of grammar concepts. Students begin with Latin Alive! Book 2 , units 4–6, and then proceed into the first 2 units of Latin Alive! Book 3, studying at a deliberate pace that aims at mastery and delight. Building on what they learned in Latin 1 and 2, students in Latin 3 continue to translate more advanced original Latin literature, much of which is taken from the medieval period. They also continue learning about the history and culture of Roman and medieval society. Students expand their Latin vocabulary even more and gain increasing facility in the reading of original Latin.

“We loved the focus on translation and the personal attention due to the smaller class size. The live interaction was the best part, and the online classroom worked so well. We have done (and I have taught) many online classes. This was very smooth and easy to use. Excellent! Thank you a million times over!” —Scholé Academy Latin parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Kotynski (see page 64) Schedule: T/Th 2:00 p.m. EST, 60–75 min. Price: $595.00

Upper School

Latin 4

grades 10–12 • 1 full high school credit

Latin 4 students complete their study of Latin grammar by finishing unit 3 of Latin Alive! Book 3. They then apply their Latin knowledge and skills using Latin Alive! Book 4: Latin Reader. Students spend most of their time reading and translating original Latin works that span the centuries, from Cicero’s Art of Friendship to Latin ecclesiastical writers (such as Augustine) to historians (such as Bede) to monarchs (such as Queen Elizabeth) to scientists (such as Isaac Newton). Latin 4 also incorporates lessons on original Latin poetry and historical information about Latin poets.

“It is always a genuine pleasure dealing with Scholé Academy teachers and staff, and the courses truly engage students in a thoughtful approach to subjects. You have an avid fan in this family!” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Kotynski (see page 64) Schedule: M/W 2:00 p.m. EST, 60–75 min. Price: $595.00

Upper School

AP Latin Preparation

grades 11–12 • 1 full high school credit

AP Latin Preparation is an accelerated and advanced course in Latin, designed for students who are ready to take a deep dive into their Latin studies. It is best taken only after spending at least half a year reading unmodified Latin, though a full year of reading is preferable. Unlike other courses, the AP syllabus cannot be modified to suit the students. It requires hard work, dedication, and a love of Latin. The year is roughly divided into 2 halves: the first half consists of reading selections from Julius Caesar’s Gallic Wars, while the second half consists of reading selections from Vergil’s Aeneid. In addition to reading Latin, students encounter and discuss the history and culture surrounding the lives of the authors, as well as the literary background of each. The most exciting aspects of the course are the conversations and discussions surrounding the great questions of morality, human responsibility, authorial intent, and historical reliability, and just plain arguing about the characters and their foibles. This course prepares students to take the AP Latin exam.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Kotynski (see page 64) Schedule: M/W/F 3:30 p.m. EST, 60–75 min. Price: $795.00

Upper School

Writing & Rhetoric Year 5 target grades 8–9 • 1 full high school credit

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Schinstock (see page 68) Schedule: M/W 2:00 p.m. EST, 60–75 min. Price: $595.00

Upper School

Rhetoric 1

grades 10–12 • 1 full high school credit

High school students enrolled in this Rhetoric 1 course study and practice the art of rhetoric: persuasive writing and speaking. Students are introduced to the 5 canons of rhetoric: invention, arrangement, style, memory, and delivery. Special attention is given to the study of invention (gathering and inventing one’s arguments), arrangement (structuring one’s arguments in a sequence of elements for maximum persuasion), and style (enhancing one’s writing with sentence and word arrangements and turns of phrase that please and delight the listener). Students also begin the study of great examples of rhetoric and learn how to “imitate the masters.” They then compose and deliver their own ceremonial and political speeches. This course equips students to speak and write persuasively with wisdom and eloquence.

“All of our Scholé Academy instructors have a wealth of experience and expertise in their field. I loved that the courses challenged my kids and that instructors held students accountable and had high expectations.” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Shaltanis (see page 67) Schedule: T/Th 12:30 p.m. EST, 60–75 min. Price: $595.00

Upper School

Rhetoric Capstone: Thesis grades 11–12 • 1 full high school credit

For purposes of clarity, this course should not only be considered for high school seniors, but also for any student ready to write a substantial thesis and corresponding speech for delivery. Thesis prepares students to meet the challenges of college-level writing in the liberal arts tradition. The thesis paper is the culmination of classical students’ high school scholarship, as it provides an opportunity for them to showcase not only their content knowledge but also their ability to engage persuasively in “the Great Conversation.” The thesis process— from the initial stage of finding a topic to the final day of presentation—is a jungle within which many students quickly find themselves lost. This course is a step-by-step guide that leads students through the process of writing a thesis paper, helping them avoid the typical false starts and dead ends of the journey. The instructor walks alongside students as they engage in the challenging task of preparing and presenting a thoughtful, original response to an issue. Grounded in classical rhetorical theory, this course guides students through the 5 canons of rhetoric, piece by piece, as they write the 6 sections of their oration. Students will ultimately become thinkers who can combine their wit, wisdom, eloquence, reason, and ethics for future writing endeavors. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: M/W 9:30 a.m. EST, 60–75 min. Price: $595.00

Upper School

Western History: Enlightenment to Industrial Revolution grades 9–10 (11–12 welcome) • 1 full high school credit

Through investigative reading, note-taking, and active discussion, students in this course study the circumstances surrounding people and their actions during the Enlightenment and Industrial Age. They weigh substantial ideas and consider their importance in the philosophies driving politicians, theologians, scientists, economists, artists, writers, and communities. Guided by the instructor, students compare ideologies of this era with those of ancient and modern times. Such inquiry develops students’ capacity for discerning virtuous motivations and behaviors in the context of culture and society. Using primary sources, including essays, books, and treatises, the teacher guides students in contemplating questions of purpose: What is the duty of a citizen? How does a society forge its way toward advancement? What, indeed, is a progressive culture? Students are expected to write persuasive essays, expound on thesis statements, and debate informally with their peers. Additionally, they practice rhetorical skills by studying and rehearsing techniques frequently observed in the documents. While this course primarily features historical study, it also integrates some study from Enlightenment to Industrial Era literature, helping students to see and enjoy the integration of both history and literature. This class is paired with our upper-school British Literature course, taught by the same instructor, and scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone history study. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Shaltanis (see page 67) Schedule: M/W 12:30 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding literature course (next page) and save $195.00 total!

Upper School

British Literature

grades 9–10 (11–12 welcome) • 1 full high school credit Using some of the most profound, enduring, and impactful literature written during the Industrial Era, this course engages students in the study of human nature to the end that they recognize mankind’s sinful state and need for a Savior. Students read works from notable British authors and contemplate powerful questions, including: What motivates the human heart? How can a person simultaneously love and hate? What drives an individual to action? Most importantly, perhaps: What is man that God is mindful of him (see Psalm 8:4)? Guided by the teacher, students are invited to participate in conversations about the text through discussion and writing. They practice and develop questioning and benevolent listening skills, always with the goal of honoring others, including the authors whose works they ponder. Together, students and the instructor have the great privilege of reading novels, short stories, poetry, and perhaps an occasional letter. Additionally, art and music are woven throughout the course as they pertain to the themes and lend credence to the ultimate truth that we are the Lord’s and He has redeemed us. While this course primarily features literary study, it also incorporates some study from British history, helping students to see and enjoy the integration of both history and literature. This class is paired with our upper-school Western History: Enlightenment to Industrial Revolution course, taught by the same instructor, and scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone literature study. See ScholeAcademy.com for a full course reading list. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Shaltanis (see page 67) Schedule: W/F 2:00 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding history course (previous page) and save $195.00 total!

Upper School

American Government

grades 9–10 (11–12 welcome) • 1 full high school credit In this course, students will develop a rich understanding of American democracy by reading and discussing philosophical writings that influenced America’s Founding Fathers, the foundational documents of the United States, essays from prominent American thinkers, and Supreme Court decisions. Students will learn about the “nuts and bolts” of how our government works (e.g., the 3 branches of government and how a bill becomes a law). However, this course will additionally expect students to dig deeper and interact with the philosophical ideals that inspired our Founding Fathers. Students will also grapple with the different political ideologies that have shaped and changed the American political system throughout our history. By the end of the course, students can expect to know how our government works, articulate the major camps in American political thought, and understand the crucial role that they, as citizens, play in the democratic system. While this course primarily features historical study, it also integrates some study from American literature, helping students to see and enjoy the integration of both subjects. This class is paired with our upper-school American Literature course, scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone history study.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Gerard (see page 69) Schedule: T/Th 12:30 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding literature course (next page) and save $195.00 total!

Upper School

American Literature

grades 9–10 (11–12 welcome) • 1 full high school credit

This course promotes analytical reading and responsive writing skills in order to better contemplate universal ideas of humankind. Delving into the rich collection of American novels, short stories, and poetry, the teacher and students examine characters and their motivations, conflicts and their resolutions, and themes prevalent throughout history. Students learn to recognize literary devices, such as schemes and tropes, and utilize them in writing expository, persuasive, and analytical essays. Learners will be expected to annotate various portions of text, participate in class discussions, and draw connections among the chosen readings. In this upper-school course, students will seek and examine the virtue and wisdom in these great books, while also noting the ways in which the authors influence one another and participate in the “Great Conversation” of Western civilization. While this course primarily features literary study, it also incorporates some study from American history, helping students to see and enjoy the integration of both history and literature. This class is paired with our upper-school American Government course, scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone literature study. See ScholeAcademy.com for a full course reading list. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Shaltanis (see page 67) Schedule: T/Th 2:00 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding history course (previous page) and save $195.00 total!

Upper School

Upper School Ancient History grades 11–12 • 1 full high school credit

This course is designed for high school students who are ready to read and have lively discussions about the classics of Greek and Roman history. Students read and discuss works from 3 dynamic eras in early human history: classical Athens, the Roman Republic/Empire, and early Christian writers. While reading and discussing these classics of history, Mr. McIntosh will guide students as they discover periods that shaped our present era. Along the way they will meet the remarkable characters from the ancient world, including Alexander the Great, Socrates, Pericles, Hannibal, Julius Caesar, and Cicero. The course will also cover the dangerous and exciting world of early Christianity and explore the economic and political situation that Jesus and His first followers were born into. While this course primarily features historical study, it also incorporates some study from ancient literature, helping students to see and enjoy the integration of both history and literature. In this upper-school course, students will seek and examine the virtue and wisdom in these great books, while also noting the ways in which the authors influence one another and participate in the “Great Conversation” of Western civilization. Occasionally, the teacher will present historical background through brief lectures. All other classes will be seminar-style discussions on the classical histories. At the end of every book (or book selection), the teacher will provide 1 synopsis question. Each student will provide a brief answer (maximum length is 150 words). Once per semester, students will present a brief oral overview of an important aspect of Greek or Roman history. There will be a cumulative test at the end of each semester. Thus, the bulk of students’ grades will be determined through their curiosity, participation, and diligence during discussions.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. McIntosh (see page 67) Schedule: M/W 12:30 p.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding literature course (next page) and save $195.00 total!

Upper School

Upper School Ancient Literature grades 11–12 • 1 full high school credit

This course is designed for high school students who want to read and have lively discussions about the classics of Greek and Roman literature. Students will read and discuss literary works from 3 dynamic eras in early human history: classical Athens, the Roman Republic/Empire, and early Christian writers. While reading and discussing these literary classics, Mr. McIntosh will guide students in discovering what the greatest writers believed about the biggest questions of human existence: Do we have a soul? How ought we treat our neighbors? What do we owe the state? While this course primarily features literary study, it also incorporates some study from ancient history, helping students to see and enjoy the integration of both history and literature. In this upper-school course, students will seek and examine the virtue and wisdom in these great books, while also noting the ways in which the authors influence one another and participate in the “Great Conversation” of Western civilization. Occasionally, the teacher will present historical background through brief lectures. All other classes will be seminar-style discussions on the classical texts. At the end of every book (or book selection), the teacher will provide 1 synopsis question. Each student will provide a brief answer (maximum length is 150 words). Once per semester, students will present a brief oral overview of an important aspect of Greek or Roman literature. There will be a cumulative test at the end of each semester. Thus, the bulk of students’ grades will be determined through their curiosity, participation, and diligence during discussions. See ScholeAcademy.com for a full course reading list. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. McIntosh (see page 67) Schedule: M/W 11:00 a.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding history course (previous page) and save $195.00 total!

Upper School

Upper School Medieval/Renaissance/ Reformation History grades 11–12 • 1 full high school credit This course introduces high school students to some of the classical texts or “great books” of the medieval, Renaissance, and Reformation periods. While studying these classics, students explore the ideas, events, and cast of characters that molded the social, political, religious, scientific, economic, and technological history from the Middle Ages through the Reformation. While this course primarily features historical study, it also integrates some study from medieval and Renaissance literature, helping students to see and enjoy the integration of both history and literature. In this upper-school course, students will examine and discuss events, trends, ideas, achievements, and failures found in these historical periods, while also comparing and contrasting such study with our own contemporary period. While students focus on primary classic texts, they also read a survey text for broader context and understanding. Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes. This class is paired with our high school course on medieval and Renaissance literature, taught by the same teacher, and scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone history study. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: T/Th 9:30 a.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding literature course (next page) and save $195.00 total!

Upper School

Upper School Medieval/Renaissance/ Reformation Literature grades 11–12 • 1 full high school credit

This course introduces high school students to some of the classical literary texts or “great books” of the medieval, Renaissance, and Reformation periods. While studying these classics, students explore the ideas, events, and cast of characters that molded the social, political, religious, scientific, economic, and technological history from the Middle Ages through the Reformation. While this course primarily features literary study, it also integrates some study from medieval and Renaissance history, helping students to see and enjoy the integration of both history and literature. In this upper-school course, students will seek and examine the virtue and wisdom in these great books, while also noting the ways in which the authors influence one another and participate in the “Great Conversation” of Western civilization. Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present literary and historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes. This class is paired with our high school course on medieval and Renaissance history, taught by the same teacher and scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone literature study. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Lockridge (see page 65) Schedule: T/Th 11:00 a.m. EST, 60–75 min. Price: $595.00

Enroll in this course and the corresponding history course (previous page) and save $195.00 total!

Upper School

Pre-Algebra

target grades 7–8 (9+ welcome) • 1 full high school credit

The objective of the Pre-Algebra course is to serve as a transition from arithmetic to algebra. Students will build upon skills learned in arithmetic and begin to learn algebraic concepts. Students will develop fluency in working with rational numbers and integers; explore relationships between fractions, decimals, and percents; and develop competency in algebraic expressions, linear equations, polynomials, and inequalities. Concepts will also include problem-solving, geometry, data analysis and prediction, and graphing. Connections will be made between math and everyday applications through problem-solving and hands-on activities. Students will be required to demonstrate understanding through oral discussions, written explanations, and by working problems numerically. “I love the approach of restful learning and having a qualified, gifted teacher do the instruction. I am learning how to teach more classically as I listen to my son’s class.” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Dr. Riley (see page 70) Schedule: T/Th/F, 11:00 a.m. EST, 60–75 min. Price: $695.00

Upper School

Algebra 1

target grades 8–9 (10+ welcome) • 1 full high school credit

Term: Yearlong 2018–19, September 4–May 24 Instructor: Dr. Riley (see page 70) Schedule: T/Th/F 12:30 p.m. EST, 60–75 min. Price: $695.00

Upper School

Geometry

target grades 9–10 (11–12 welcome) • 1 full high school credit

This course offers a study of geometry through the lens of Euclid’s epic work, the Elements. This text is not only a staple of Western thought, but also a work of art that presents the core of modern geometrical theorems and their proofs with creativity and insight. In this course, students will study the art of proof-writing and deductive reasoning; explore and apply theorems about triangles, parallelograms, circles, and magnitudes; and exercise their own creativity in combining Euclid’s geometry with modern algebra to solve problems and prove new theorems. This course is designed to increase students’ understanding of geometrical principles and expose them to the historical narrative from which modern geometry arose, as well as to strengthen their skills as independent mathematical thinkers. “The whole setup worked well—the online classroom worked so well. Great platform! We have done (and I have taught) many online classes. This was very smooth and easy to use.” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Jekel (see page 69) Schedule: M/W/F 12:30 p.m. EST, 60–75 min. Price: $695.00

Upper School

Algebra 2 & Trigonometry grades 10–11+ • 1 full high school credit

Building on the skills they learned in Algebra 1, students in this course take a deeper dive into the concepts of algebra. Throughout the course of the year, students encounter a variety of concepts, including linear equations and functions, products and factors of polynomials, rational expressions and complex numbers, quadratic equations and functions, exponential and logarithmic functions, sequences and series, and basic trigonometry. Students enrolled in this course benefit from Mrs. Jekel’s thoughtful and engaging teaching style as they simultaneously build their mathematical skills and their ability to think carefully and analytically.

“This is our third year with Scholé Academy, and each year has gotten better. I also love that we’ve been with some of the same kids, so they develop a real rapport with each other.” —Scholé Academy parent

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Jekel (see page 69) Schedule: M/W/F 2:00 p.m. EST, 60–75 min. Price: $695.00

Upper School

Pre-Calculus

target grades 11–12 • 1 full high school credit

This course is designed not only to prepare students to study calculus but also to deepen their understanding and appreciation of modern mathematics. The study begins with a thorough treatment of functions, including both the algebraic manipulation and graphical transformations thereof. Students will also learn right triangle trigonometry and analyze the trigonometric functions, solidifying the algebraic skills necessary to study calculus. The course will conclude with an introduction to both finite and infinite sequences and series, challenging students to creatively develop methods to describe the complexities of infinite transitions—the very line of inquiry that begins the development of calculus. The course text, James Stewart’s Precalculus: Mathematics for Calculus, offers thorough and accessible explanations of the course material and provides an abundance of well-written and helpful exercises.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Kaboré Schedule: Visit ScholeAcademy.com for details! Price: $695.00

Upper School

Calculus

target grade 12 • 1 full high school credit

The study of calculus offers high school students a unique opportunity to encounter surprising and beautiful mathematics that will broaden their intuitions and challenge them to think with a high level of abstraction and precision. This study, aided by James Stewart’s thorough and accessible text Single Variable Calculus: Early Transcendentals, begins with limits, an analytical tool that harnesses the power of infinite and infinitesimal transitions. Upon this foundation, the course then develops the concepts, methods, and applications of differentiation and integration. Time permitting, the study will conclude by synthesizing what has been learned through a deeper and more thorough analysis of infinite sequences and series. Throughout the year, students will be pushed to master complex methods of calculation and engage new and abstract concepts, coming out of the study as deeper thinkers and more skillful mathematicians.

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Kaboré Schedule: Visit ScholeAcademy.com for details! Price: $695.00

Upper School

Earth Science with Labs

target grades 8–9 (10th graders welcome) • 1 full high school credit Students enrolled in the Earth Science with Labs course will explore, examine, and study God’s intelligent design of our home. In order to do so, students will investigate and study the interactions between Earth’s 4 major spheres— geosphere, atmosphere, hydrosphere, and biosphere—in order to explain our planet’s formation, processes, history, and landscapes, as well as how and why Earth changes over time. The course will also explore how ecology and the environment are shaped by the current actions of man and his impact on the Earth’s spheres. Students will explore and debate the environmental and political issues regarding Earth’s local and global changes. Topics to be addressed include, but are not limited to, the scientific method, mapping the Earth’s surface, minerals, rocks, plate tectonics, earthquakes, volcanoes, geologic time, and meteorology. Students will actively participate in classroom and at-home laboratory learning experiences. They will also be involved in exploratory, experimental, and openended learning experiences with an in-depth study of material. Earth Science with Labs students should expect to use and develop the following skills: 1) problem-seeking and problem-solving; 2) independent, inquiry-based learning; 3) participation in scholarly and creative processes; 4) reading and understanding scientific material; 5) use of imagination; 6) critical analysis and application; 7) learning to express and defend ideas; and 8) becoming initiators of learning. Students in the Earth Science with Labs course will participate in at-home laboratory exercises, online small group activities, web-based investigations, and class discussions. Students will also prepare both in-class and independent projects involving some research, reading, and writing to effectively communicate their ideas. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Jackson (see page 65) Schedule: T/Th/F 12:30 p.m. EST, 60–75 min. Price: $695.00

Upper School

Biology with Labs

target grades 9–11 (12th graders welcome) • 1 full high school credit This introductory course in biology will prepare students for future study in college biology courses. The class will focus on the study of living things, surveying all 5 kingdoms (Monera, Protista, Fungi, Plantae, and Animalia), and include other topics such as introductory biochemistry, cellular structure and function, genetics and heredity, and the creation/evolution debate. In studying living things, students will not simply describe organisms in isolation from one another. Instead, they will use the 5 common topics of invention (comparison, definition, circumstance, relation, testimony) to learn how an organism compares to and/or interacts with another in form, pattern, composition, or purpose. In addition, students will explore a variety of questions, including but not limited to: What is life? What makes something a living being? What kind of order is present in God’s creation? What is science and what role has it played throughout history? What role should it play now? Students will be expected to actively participate in learning through independent study, discussion, and laboratory experiments. This course contains a substantial laboratory component, in which students will learn basic microscopy and dissection, employ the scientific method, and learn to write a formal lab report. Most laboratory exercises will take place during classroom time and will be instructor-led. At times, for labs that require multiple days, students will need to complete some laboratory preparation at home prior to class. Note: The textbook devotes an entire module to the creation/evolution debate. Students will be presented with primary arguments on all sides of this debate, including the variety of perspectives held by those supporting creation. We believe that the study of God’s design in creation, as well as an in-depth discussion of this debate, will prepare students to articulate and defend their views as young adults. Term: Yearlong 2018–19, September 4–May 24 Instructor: Ms. Kennedy (see page 70) Schedule: M/W/F 2:00 p.m. EST, 60–75 min. Price: $695.00

Upper School

Informal Logic: The Art of Argument target grades 7–9 (10+ welcome) • 1 full high school credit

Middle and high school students will argue (and sometimes quarrel), but they won’t argue well without good training. Students who complete this course will know how to reason with clarity, relevance, and purpose . . . and have fun along the way! They will study and master 28 logical fallacies, which will provide an essential lifetime framework for filtering good and bad reasoning as well as writing and speaking effectively. This mastery of informal logic is a foundational subject by which other subjects are evaluated, assessed, and learned. Using the award-winning text The Art of Argument, students trace the way fallacies creep into (and sometimes infest) advertising, news reporting, political debate and discussion, and debate about every topic imaginable. After completing the text, students go on to apply their understanding to current events through writing and a final project. The course seeks to impart to students a kind of “logical judo” that helps them detect fallacious reasoning and protect themselves from rampant propaganda. Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Gerard (see page 69) Section 1: M/W 11:00 a.m. EST, 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Schambach (see page 66) Section 2: T/Th 12:30 p.m. EST, 60–75 min. Price: $595.00

Upper School

Formal Logic: The Discovery of Deduction target grades 8–10 (11–12 welcome) • 1 full high school credit

The study of formal logic is an essential foundation for every student— it permeates every discipline and subject of study. This is an ideal course for students in middle and high school who are now poised to acquire and verify truths on their own. Students use The Discovery of Deduction, a clear and incremental text that shows students how deductive logic is applied in various disciplines and in everyday life (from the adventures of Sherlock Holmes to scientific and ethical arguments). Students study the art of correct reasoning residing in the principles of formal, or deductive, logic. This course takes students through a study of the syllogism, which embodies deductive reasoning taking the form of a major premise, minor premise, and conclusion. Students also study the traditional “square of opposition,” a teaching tool that shows various logical relations contained in various kinds of deductive arguments. Logic will be esteemed by students as they come to understand how reason works, and they 1will enjoy thinking about thinking! Term: Yearlong 2018–19, September 4–May 24 Instructor: Mrs. Hodge (see page 64) Section 1: T/Th 2:00 p.m. EST, 60–75 min. Price: $595.00

Term: Yearlong 2018–19, September 4–May 24 Instructor: Mr. Ward (see page 68) Section 2: M/W 11:00 a.m. EST, 60–75 min. Price: $595.00

Upper School

Everyday Debate

target grades 9–10 (11–12 welcome) • 1/2 high school credit This fall semester course gives students debating confidence and opens their eyes to the benefit of debate, disagreement, and discussion in dayto-day life or in a formal debate setting. It not only shows students how to conduct informal and formal debates, but also how to develop good arguments by using solid logic and the resources available in their own thinking as well as in the world around them. Students employ the techniques of logic and rhetoric, such as the common topics of definition, comparison, relationship, circumstance, and testimony. Additional study of ethos, pathos, and style is also included, as well as a study of debate arrangement.

Persuasive Writing: The Argument Builder

target grades 9–10 (11–12 welcome) • 1/2 high school credit In this spring semester course, students will study persuasive (logical and rhetorical) writing—a study of “argument building” using elements from logic and the rhetorical “lines of argument” or “common topics.” Using the award-winning text The Argument Builder, this course takes students through a study of common lines of argument or “topics,” including testimony, comparison, relationship, and circumstance. Students study master orators (from Augustine to C.S. Lewis) and imitate their use of these topics as students build their own arguments, piece by piece. Everyday Debate Term: Fall 2018, September 4–January 18 Schedule: M/W, 9:30 a.m. EST, 60–75 min. Persuasive Writing Term: Spring 2019, January 21–May 24 Schedule: M/W, 9:30 a.m. EST, 60–75 min. Instructor: Mr. Ward (see page 68) Price: $295.00 per semester (can be taken independently)

Subject grade

Tutoring Center

The Scholé Academy Tutoring Center has been modified to provide families with an opportunity to better meet the needs of each child. As always, our staff and tutors are available to assist families in designing the best tutoring plan. Check out the Tutoring Center on the Scholé Academy website for more details and pricing ranges! Families can choose from Supplemental Tutoring or Directed Study & Instruction. Supplemental Tutoring—designed for students already enrolled in a course, who could benefit from supplemental guidance and practice. Diagnosis of student needs, specific tutoring plans, and objectives will be developed with each tutor. Directed Study & Instruction—a course of study designed for individual or small, private-group instruction. Sessions could be designed to achieve the same goals as a Scholé Academy course. Specific objectives and expectations will be developed with each tutor. See ScholeAcademy.com for pricing and session information.

Elective

Programming Harmony

target grades 10â&#x20AC;&#x201C;12 (advanced 10th graders welcome) â&#x20AC;˘ 1 high school credit Our world is full of harmony; from the smallest organisms to orbiting planets we see the elements of life held in intricate balance. This yearlong class will bring together science, math, art, and technology to explore the wonderful equilibrium of the universe. Students will learn how to write computer programs as tools for our inquiry, as well as how to think about and communicate results using numbers and visuals. For this purpose, the free programming language Processing is an excellent starting point; it is user-friendly and will allow students to quickly make visuals. It is also very similar to the most popular programming languages in use today, so it should be easy for students to learn other languages in the future.

Instructor: Dr. Robinson (see page 69) Term: M/W/F 2:00 p.m. EST, 60â&#x20AC;&#x201C;75 min. Price: $695.00 See ScholeAcademy.com for more information.

Our Teachers

Christopher Perrin, PhD, CEO of Classical Academic Press and its division, Scholé Academy, is an author, consultant, and speaker who specializes in classical education and scholé (learning from rest). He is committed to the national renewal of the liberal arts tradition. He cofounded and serves full-time as the CEO and publisher here at Classical Academic Press. We are a classical education curriculum, media, consulting, and training company that includes Scholé Academy. Dr. Perrin serves as a consultant to charter, private, and Christian schools, as well as homeschool co-ops, across the country. Christopher is the former board vice president of the Society for Classical Learning and the current director of the Alcuin Fellowship of classical educators. He has published numerous articles and lectures that are widely used throughout the United States and the English-speaking world. Christopher received his BA in history from the University of South Carolina and his MDiv and PhD in apologetics from Westminster Theological Seminary. He was also a special student in literature at St. John’s College in Annapolis. He has taught at Messiah College and Chesapeake Theological Seminary, and served as the founding headmaster of a classical school in Harrisburg, Pennsylvania, for 10 years. He is the author of An Introduction to Classical Education: A Guide for Parents, The Greek Alphabet Code Cracker, and Greek for Children, and coauthor of the Latin for Children series published by Classical Academic Press. Dr. Perrin has a passion for classical education and is a lover of goodness, truth, and beauty, wherever it is found.

Scholé Academy Teachers Joelle Hodge, BA, Principal Joelle is a veteran classical educator, author, and mentor and trainer of classical teachers. As principal, she provides academic leadership and supervises the development and operations of Scholé Academy. Joelle holds a BA in history and political science from Messiah College in Grantham, Pennsylvania. She began her career as a staffer to US Senator Arlen Specter (R-PA) before finding her professional home in the world of classical education in 1999. She has more than 18 years of classical teaching experience—many of which were spent at a classical school in Pennsylvania. There she also developed much of their logic and rhetoric curricula. Joelle has coauthored 2 award-wining logic books, The Art of Argument: An Introduction to the Informal Fallacies and The Discovery of Deduction: An Introduction to Formal Logic. Currently, Classical Academic Press hosts Joelle’s consultant offerings, where she engages with educators across the country, tailoring workshops for classical schools and homeschool co-ops that seek to train their teachers in the fundamentals of dialectic- and rhetoric-stage pedagogy. Since the inception of Scholé Academy, Joelle has taught courses across a variety of disciplines, including math, logic, and rhetoric, as well as a course in student-skills development (How to Be a Student). She also served as senior teacher for Scholé Academy before stepping into the role of academy principal in 2018.

Edward Kotynski, MA, Latin Department Chair, grew up as a missionary kid in Indonesia, where his parents were Bible translators. He attributes his love of languages partly to his parents’ work and his childhood experience. He received his BA in ancient languages from Wheaton College in Illinois in 2004, and his MA in classical languages from Vanderbilt University in Tennessee in 2007. Edward has been teaching Latin and Greek for the last 14 years, mostly at classical Christian schools. He loves sharing his passion for the ancient languages with his students, weaving in historical context and modern connections. He has edited 2 volumes of Latin Alive! for Classical Academic Press and has also been working on their Greek for Children series with Erin Valdez. He is very excited to be joining Scholé Academy this year. Besides Latin and Greek, Edward enjoys playing soccer, unicycling, and playing board games. He lives with his wife, 5 children, and 2 cats, enjoying the craziness of life together.

Scholé Academy Teachers Adam Lockridge, MA, Mentor Teacher, is an experienced classical educator who was raised in Olathe, Kansas, a suburb of Kansas City. It was there that he met his wife, Rachel, who continues to be his greatest blessing and encouragement. They met in high school and were married as students at the University of Kansas, where Adam studied philosophy and Rachel studied art education. In addition to studying together at KU, Rachel and Adam spent their second year of marriage as Fellows at the Trinity Forum Academy in Maryland. He later taught upper-school humanities at a classical school in Tennessee for 7 years. At KU, Adam was first exposed to many of the writers who would later inspire his teaching—especially Plato and the other Greek philosophers. He went on to complete his master’s degree in philosophy at the University of Memphis. Allison Scheidegger, BA, Lower- & Middle-School Latin, Lower-School Grammar, earned her BA in literature with a minor in classics from Patrick Henry College. She served 2 years as a Latin teacher for Providence Preparatory Academy, a Scholé Community in Northern Virginia. After thereby discovering that she loved teaching languages, Allison dove into the world of online teaching. In all her experiences tutoring and teaching Latin, Allison’s favorite part has been showing students the wonders of Latin. Allison has always loved taking things apart to find out how they work, and then putting them back together to be used anew. Language is the most exciting example of such functional beauty, so it makes sense that one of her favorite pastimes is learning and teaching languages. Whether through the concise beauty of an ablative absolute or the fun of using complementary infinitives, Allison hopes to infect her students with awe at God’s amazing gift of language. She wants to give students the tools to understand, appreciate, and creatively employ language. Claudia Jackson, BS, Upper-School Science, earned her bachelor’s degree in biology education from the University of Central Oklahoma and is an experienced upper-school science instructor. Claudia is also a very active member of her church, where she has taught religious education for over a decade, led a number of book studies for mothers, and participated in many Bible studies herself. She enjoys helping her husband and their 11 children find beauty and joy in whatever endeavors may come their way.

Scholé Academy Teachers Sarah Foose, BA, Lower-School Spanish, is a fluent and enthusiastic Spanish speaker and an experienced Spanish teacher. She enjoys the language-learning process in its own right and loves sharing this passion with her students. Her Spanish journey began when she was young, continued at Duke University where she was a Spanish major, and came to fruition with a second major in Latino Studies, 2 stints studying abroad in Southern Mexico, and various interpreting, missions, and immigrant-advocacy roles as an adult. Sarah has taught Spanish to grades 3 through 10, privately and at a classical school in Harrisburg, Pennsylvania. She has also taught dialectic- and rhetoric-stage math, history, logic, literature, and ESL literature. Sarah loves Spanish grammar but enjoys even more the beauty of cross-cultural relationships made possible by a common language—this is what Spanish class is ultimately about! She and her husband, Jeremy, have 2 young, bilingual children, Leah and Annie, and live in Harrisburg, Pennsylvania. Sarah’s other passions include a gospel lifestyle, food, and the great outdoors.

Jon McCord, MA, Upper-School Latin, serves as the headmaster of Veritas Preparatory School in Greenville, South Carolina—a university-model school where he teaches Latin and logic. Jon has worked in churches, ministries, and schools teaching Sunday school, Bible studies, and academic classes throughout his career. He earned his BA in biblical languages from Moody Bible Institute and his MA in biblical exegesis from Wheaton College. Before coming to Veritas in 2014, Jon served as a teacher and headmaster at a classical Christian school in Chicago for 7 years. Besides reading and writing, he enjoys gardening, fishing, and playing music. Jon and his wife, Lesley, have 3 sons.

Jimmy Schambach, MDiv, Middle- & Upper-School Logic, holds a master of divinity from Regent University and a BA in theology and philosophy from Evangel University. Currently, he works as the executive director of M28 Ministry, a faith-based, nonprofit organization that operates out of Harrisburg, Pennsylvania. In his past, Jimmy worked as a youth and young adult pastor at a large church in Indianapolis, Indiana. Since his time in college, Jimmy has grown in his love for philosophy, logic, and theology. He has taught in many settings over the years and looks forward to teaching as part of Scholé Academy. Jimmy and his wife, Tristin, live in Camp Hill, Pennsylvania, with their brand-new baby girl.

Scholé Academy Teachers Phaedra Shaltanis, Upper-School Rhetoric & Literature and Lower-School Grammar, is a seasoned classical educator with 20 years of experience teaching in the classical tradition. Her experience includes home-educating her 4 children, teaching in private schools, creating a classical curriculum for young learners, serving as a leader in various programs, and mentoring parents and teachers in classical education. Phaedra cherishes conversations built on God’s truth and strives to engage others through discourse, particularly in the areas of literature and history. She hopes to encourage her students toward a stronger ardor for language as they seek after God and treasure their membership in Christ’s kingdom. Timothy McIntosh, MA, Upper-School History & Literature, received his BA from Bryan College in Tennessee and his MA in theology from Reformed Theological Seminary. Before he joined the Scholé Academy faculty, he served as a Great Books tutor and later as the provost at Gutenberg College in Eugene, Oregon. In addition to his work as a classical educator, Timothy is a playwright, screenwriter, and actor. His play Søn of Abraham received a “Best New Plays” award, and the film of his screenplay Mandie was released by Kalon Media in the spring of 2009. Timothy is also featured on the popular book club podcast Close Reads, produced by the CiRCE Institute. Lylah Molnár, BS, Lower-School Writing & Rhetoric, graduated summa cum laude with a BS in education from Spring Hill College in Mobile, Alabama. She taught high school religion before moving abroad with her husband. While working in an international school, she realized how the good, the true, and the beautiful transcend words. Coupled with her desire to form the whole person in virtue and involve the heart as well as the head in education, she found her home in the classical education environment. Lylah spent time teaching at a classical Christian school outside Boston, where she was captivated by the joy her students took in learning and the way they challenged themselves to develop their God-given intellectual talents. One of Lylah’s pastimes is learning Hungarian, her husband’s native language. Working to master this language as an adult, she has learned the importance of attentive listening and imitation of others in the learning process. As she continues her career in classical education, she is excited to share with the students at Scholé Academy the fruitfulness of a similar approach as they strive to become successful writers.

Scholé Academy Teachers Joanne Schinstock, BA, Lower- & Middle-School Writing & Rhetoric, earned a BA in journalism from Creighton University and a master’s degree in humanities from the University of Dallas. After studying a year abroad focusing on Italian language and culture in Florence, Italy, she began her teaching career as a middle-school classroom instructor in language arts. While working at The Highlands School (Irving, Texas), she was the cochair of the English department and a middle- and upper-school English instructor, teaching classes that included AP language and composition and journalism. Joanne also obtained an adjunct professor of humanities position at Brookhaven College in the School of Arts and Sciences (Farmers Branch, Texas). From classroom teaching, her interests in the profession expanded to work in curriculum writing and professional development as a consultant for primary and secondary schools in North America and Manila, Philippines. Subsequently, she worked as a language arts instructor and curriculum coordinator for a 6th–12th grade all-girls charter school in Chattanooga, Tennessee. She and her husband, Brad, currently reside in Grand Prairie, Texas, with their children. They find joy in forging their family culture in homeschooling in the classical Christian tradition, participating in their church community, and delighting in weekend family outings. Andrew Ward, BS, Middle- & Upper-School Logic, holds a BA in British and American literature from Franciscan University, and is currently pursuing a master’s in liberal arts from St. John’s College Graduate Institute. While at Franciscan University, Andrew was admitted into the honors program: a Great Books series of courses in which students study the canonical texts of Western civilization in disciplines of literature, history, politics, philosophy, and theology. Andrew is also an accomplished vocalist and has performed a variety of classical tenor pieces both solo and in choir. When not engaged in scholastic or artistic endeavors, Andrew enjoys finding deep-space Messier objects in his amateur telescope on cloudless nights. Margaret Weaver, BS, Lower-School Latin, holds a BS in elementary education from Lock Haven University. She was a Latin and Greek student with the Lancaster Center for Classical Studies under the tutelage of Peter and Laurie Brown. Margaret has been tutoring students since 1997 and has been working with homeschoolers for the past 10 years as a teacher, consultant, course-of-study coordinator, and evaluator. She is currently in her tenth year as a homeschool mom and teaches Latin to upper-school students and adults locally. Margaret enjoys bringing her love of learning to the live, online classroom as she guides her students on their Latin journey!

Scholé Academy Teachers Monica Chilbert, BA, Lower-School Latin, was classically educated. She went on to earn her BA in philosophy from Templeton Honors College at Eastern University. During her undergraduate studies, she spent a semester at the University of Oxford studying Aristotle’s Metaphysics and the works of J.R.R. Tolkien. Monica has always been a language-lover, but it wasn’t until she took a year of Koine Greek in college that she decided to pursue a career in learning and teaching languages. Monica went on to teach literature, writing, grammar, and Latin at Trivium Preparatory Academy for several years. This will be her second year teaching Latin with Scholé Academy. Monica lives near Philadelphia with her husband, their young son, and their Australian shepherd-border collie mix. Rebecca Jekel, BA, Upper-School Math, is a graduate of the Templeton Honors College at Eastern University where she earned a double major in mathematics and PPE (philosophy, politics, and economics). Upon graduation, Rebecca moved to Phoenix, Arizona, where she taught high school mathematics at a classical school for several years. This experience gave her a deeper appreciation for both the challenge of teaching and the beauty of mathematics. In the fall of 2017, she moved back to Pennsylvania, where she and her husband currently reside. As she continues her career as a classical high school mathematics educator, Rebecca is thankful to be doing work that is beautiful, challenging, and rewarding. Emily Gerard, MA, Writing & Rhetoric, Logic, and American Government, is a graduate of Gordon College (BA, political science and philosophy) and Johns Hopkins University (MA, government). She has taught philosophy, rhetoric, and Latin for the past five years, most recently at a classical school in downtown York, Pennsylvania. Emily currently lives in York with her husband, their young daughter, and a border collie. Michael Robinson, PhD, Mathematics, is an engineer, teacher, and lover of the arts. As an engineer, he develops new ways for people to interact with computer-controlled machines. He holds a PhD in mechanical engineering from Penn State University and has researched assistive devices for the blind and algorithms for autonomous vehicles. His teaching has brought him to middle schools and colleges in the United States and Africa. He sojourns in the world of art by writing code to create visual works, which might help us better understand our experiences. He and his wife, Gabrielle, live in State College, Pennsylvania.

Scholé Academy Teachers Melissa Kennedy, BS, Upper-School Biology, earned a BS in biological sciences from the University of Southern California and a MS in physiology from the University of North Dakota. Upon graduation, she spent a few years teaching undergraduate-level biology classes in North Dakota. Melissa’s introduction to the tradition of classical education began in 2012, while homeschooling her children. Since then, she has taught in a variety of homeschool settings, and currently leads a Scholé Group for local homeschooling families. She believes that God’s creation testifies to His creativity, splendor, and goodness, and is excited to share this with her students this year. When she is not homeschooling or cheering on her children in their favorite activities, Melissa enjoys crocheting, reading, and watching football. She lives east of Cincinnati in the middle of the woods with her husband, 3 children, and the wildlife that frequents their yard. Charissa Sethman, BS, Middle-School Writing & Rhetoric, holds a BS in philosophy and religion from Covenant College near Chattanooga, Tennessee, where she resides with her husband, Michael, and their 5 children. She brings to the classroom more than a decade of classical teaching experience in home-education and tutorial settings. With a passion for classical liberal arts education, she relishes the order and beauty of language, mathematics, and music and finds great satisfaction in reading and writing a well-turned composition. Her interests extend further to the visual arts and to music, having taught art studio and a lecture series on the cultural heritage of the West. Charissa aims to help students do good, careful work unto mastery while also allowing time for restful, worshipful contemplation of great ideas. Her passion is to help her students to enjoy truth and to know and love God through their experiences with beautiful and good things. Fransell Riley, PhD, Mathematics, has spent most of her career working as a quantitative analyst. She earned her PhD in mathematics from the University of Texas. Though she enjoyed her corporate work, she ultimately responded to an internal call to pursue a passion for educating students, including her own children. Fransell has taught math and science to students of all ages from elementary school to college. Her natural teaching style aligned almost perfectly with the concepts of classical education. She takes a holistic approach to teaching and involves her students in discussions aimed at developing a deeper understanding of the concepts being taught, with the desire that student learning extends beyond memorizing algorithms. Fransell enjoys spending time with her husband and 2 sons. They are all athletes and nature lovers, enjoying sports, hiking, nature, and traveling. When they aren’t enjoying God’s creation, you can find them indoors reading or watching Star Trek reruns.

Pursuing Wisdom

through a Classical Curriculum

Discovering Delight in Restful Learning

Growing Together in a Community of Learners

The Scholé Groups Network is here to help you bring scholé (restful learning) to your homeschool community. We provide Scholé Group co-ops with a wealth of free benefits and resources designed to support your group.

ScholeGroups.com

515 S. 32nd St. Camp Hill, PA 17011 ScholeAcademy.com

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