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Students will be placed in groups of 4 with similar playing strength (or age, if they are not in Compass chess classes). Each player will play 3 games. This is a great opportunity as a first-time tournament. More experienced players will enjoy an morning of chess practice with Compass friends. The quad chess tournament is open to:

• Any student, of any age/grade, who has taken chess with Mr. Snow at Compass in 2012-2013 or is scheduled to take a chess class 4th quarter.
• Any other child of a Compass family*, age 8 and above. (*a family with at least one child who was enrolled or is registered for in any quarter in 2012-2013.)
• This tournament is not open to homeschool families who have not been enrolled in a Compass program in 2012-2013.

The tournament will begin at 10:00 am in the Chapel. Students must arrive by 9:45 to sign in and be placed in quad groups. The tournament will end no later than 1:00 pm, with a brief awards ceremony at the end. Participants will receive a certificate, and quad winners will receive a medal. Individual games will not exceed 50 minutes, and Mr. Snow will determine the winner of an incomplete game.  As each game finishes, students will be asked to leave the room quietly until the next round is called. Students waiting between rounds can go to the social hall or playground.  Participants will be called back when it is time to begin the next round. Regular Compass policies on supervision and parent designees apply to this event. All chess sets will be provided.

This is a full high school level Algebra II class. In it, we will reinforce the problem solving skills and mathematical knowledge developed in Algebra I. The core topic areas include: linear systems and matrices, polynomial functions, rational functions, exponential and logarithmic functions, conic sections, and trigonometry.

We will delve more deeply into linear systems, generalizing from two equations/two unknowns to linear systems of arbitrary dimension. We will learn to represent and solve such systems using matrices, with support of appropriate computational aids. We will develop facility with exponential functions and their inverses, logarithmic functions. We will tackle application specific problems drawn from multiple subject areas, including physics, chemistry, biology, finance, and everyday life. Our study of polynomials will begin with a review of quadratic equations. Specific skills developed will include addition, subtraction, multiplication, long division and synthetic division of polynomials. We will learn to identify all possible rational roots for polynomials of arbitrary order, and then test them to find all rational roots. We will also study rational functions, which are ratios of polynomials, learning to add, subtract, multiply and divide them. Although our primary focus throughout the year will be on functions, we will also develop an understanding of conic sections, including parabolas, circles, ellipses, and hyperbolas. We will graph equations in all our areas of study both by hand and on graphing calculators.

The student should expect to do a substantial number of exercises outside of class with 5-6 hours of homework each week. Prerequisites: Students must have completed Algebra I successfully. No knowledge of geometry beyond the Pythagorean theorem is assumed.
Supplies: The text for this class has not yet been selected, but it will be a College Algebra book available from amazon.com. Students should purchase a high quality quadrille notebook for homework assignments. A TI-84 calculator is required for this course.

Wish you could take anthropology, environmental science, and economics, but don't have enough space in your high school schedule? Human geography blends all these and adds a dose of pop culture and even sports. This is the classic interdisciplinary course for people interested in everything! Human geography explores questions like "how many pizza parlors can survive in Schenectady, NY?" and "why is French spoken in Madawaska, Maine?" and "how many teens are listening to K-Pop in Cairo?"

Human geography studies people, places, and cultures. It considers how and why humans and our activities are distributed across Earth's surface. Geographers have a special way of looking at topics using the broad questions of "where?" and "why there?" In human geography, "place" is more than map coordinates and location. Places have meaning. Consider a mountain: it might be described mathematically in terms of height or geologically in terms of plate tectonics. From the perspective of humans, however, the mountain may be a barrier between nations, a place of recreation, a site for toxic waste disposal, a national symbol, or a sacred sanctuary. Human geography maps the spread of world religions, monitors the movement of epidemics, explains the rapid expansion of new technologies, and can even investigate the death of little-known languages.

This year-long, multi-level, high school social science course studies how human activity and the surface of our planet interact. Seven themes, taken from the College Board's Advanced Placement (AP) Human Geography curriculum, will be covered: (1) the nature and perspectives of geography; (2) population and migration; (3) cultural patterns and processes; (4) political organization of space, (5) agriculture, food production, and rural land use, (6) industrialization and economic development, and (7) cities and urban land use.

This course offers a substantive, full-credit experience. The course is offered at three levels, which meet together: On-Level, Honors, and Advanced Placement (AP). Pick your desired workload. You can always do more if you like, but at any level you are expected to keep up with weekly readings and homework. This allows you to enjoy active, rich discussions with your peers a big advantage of taking a class with live, in-person meetings. Students will likely need 4-5 hours each week outside class meetings for reading and homework, regardless of level. All levels use materials written at an adult or college level, but the amount and type of homework varies. Brief summer assignments are due in August for those who elect to take the AP level.

There are two weekly meetings: (1) Friday in-person at Compass; and (2) Tuesday online (recorded for those who cannot attend live; time to be announced). This is a 27-week class which follows the Compass calendar, with a few exceptions. Check the course calendar for a few additional days off, assignments due on non-meeting days, early finish, etc.

All students will register online for the same course. Students must designate their intent to take the on-level, honors, or AP version before August 4. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have begun, students may not "bump up" a level.

There is an additional tuition fee of $130 for students who are approved to take the AP level of this course. Those who take AP level will receive a separate invoice for this amount before the start of classes. The fee is not refundable if the student decides mid-year to change to honors or on-level work. The fee to take the AP Human Geography exam in May 2018 is not included; each family will be responsible for scheduling and paying for their student's AP exam. Students who have taken a prior course with this instructor can seek approval for the AP level through a conversation or e-mail with the instructor. For a student who is new to the instructor, a short questionnaire and brief written assignment about a sample textbook chapter is needed in order to get approval for the AP level.

All students should request the course information packet from Compass to receive the sample chapters, ISBN for required text(s), course calendar, projected weekly workload, and AP questionnaire. Registered students will have access to a detailed syllabus and other information on the instructor's Canvas website starting Friday, August 4.

Through the study of chemistry, high school students will learn the science behind things they observe everyday! Chemistry explains properties of the food we eat, the beverages we drink, the medicines we take, the fibers we wear, and fuels in the cars we drive. Chemistry is a foundation to understanding the world around us and fundamental to other sciences such as biology, physics, geology, and environmental science.

This full-year laboratory course makes chemistry come alive through hands-on activities, guided inquiry, and student projects. Each lab will feature a short discussion followed by active investigations, providing students with practical experience in laboratory techniques, data collection, scientific observations, and lab safety.

This lab intensive course provides the hands-on laboratory work to support the themes of: matter, atomic structure, subatomic particles, and isotopes (weeks 1-3); orbital notation, electron configuration, and trends in the periodic table (weeks 4-6); ionic and covalent bonding, polarity, acids/bases, and pH (weeks 7-10); solutions, molarity, dilution and equilibrium (weeks 11-14). Students lab work to explore the chemical reactions, synthesis, double replacement, and decomposition (weeks 15-18); stoichiometry (weeks 19-20); phase changes and thermodynamics (weeks 21-22), gas laws (weeks 23-24), electrochemistry (weeks 25-27), and introduction to organic chemistry (weeks 28-30). Example labs include experiments in molar mass, hydrates, chromatography, acid/base titration, distillation, reactants, polymers, heat of fusion, heat of vaporization, and work with metals and hydrolysis. Laboratory work, along with outside assignments, will cover approximately 20 of the textbook's 26 chapters and will provide the foundations for students to work through the remaining chapters if they chose to do so.

Duration: Year-long (30 weeks)/ Register for full year.

Effort: Students should expect to spend 2-3 outside of lab class each week on assigned reading, prelab questions, and short assignments.

Grading: The instructor will provide qualitative feedback on the student's class participation, preparation, and understanding of the material for the parent to assign a grade in the context of the student's overall study of this and related topics.

Credit: This is a component course that will provide 45 hours of laboratory and lecture work. Coupled with independent study of the textbook including assigned readings, review questions, and projects, this may be counted by the homeschool parent as a full high school credit in a laboratory science (chemistry). Without the individual book work, homeschool families should only consider this a component class for a partial science credit.

Materials/Supplies: The course progression, including assigned reading and questions, is meant to follow the McGraw-Hill "Chemistry: Matter and Change" textbook and laboratory manual. It is recommended that students rent or purchase the 2001 Student Edition (ISBN # 978-0028283784) and purchase the accompanying student lab manual (ISBN #9780078245244). Alternatively, the homeschool family can select a different textbook to follow lab work, but they will need coordinate and make their own corresponding assignments based on the course syllabus. Students are expected to bring a lab notebook (graph ruled composition notebook is recommended) to every class. There is a year-long material and lab fee of $110.00 due payable to the instructor on the first day of class.

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

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

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

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

Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is the perfect language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn finger spelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar.

Class time will be dedicated to interactive ASL conversations, games, poetry, and story-telling. Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and practice. Homework assignments will include an online component where students will be asked to upload videos of themselves signing. Enrolled students will be asked to complete a summer assignment consisting of learning the ASL alphabet and practicing fingerspelling before the start of classes. ASL is an excellent second language choice for teens who have difficultly with writing, spelling, or challenging pronunciation. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

Students should plan to rent or purchase the "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) which includes a DVD or signing videos. Homeschool families may wish to count this course as a full credit in world language for purposes of a high school transcript.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Why do we dream? What happens to your brain when you are in love? Why do all babies like peek-a-boo? The course is designed to introduce students to the systematic and scientific study of behavior and mental processes of human beings. Students are exposed to psychological facts, principles and phenomena associated with each of the sub fields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. Students will be challenged to think like a psychologist as they analyze research and design future experiments.
This is a year-long, multi-level high school course. It will cover the fourteen major content areas covered on the College Board s AP Psychology Exam including: history and approaches, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology.
The class offers a substantive, full-credit experience and will be a mixture of lecture, discussion, group work, and short videos. There is some mature content discussed in this course, especially as it pertains to abnormal psychology. Also, there is a section on sexual motivation, including homosexuality, that needs to be covered for the AP test. These topics will be discussed in a purely scientific manner, and students need to be prepared to have a respectful discussion about these subjects.

The course is offered at three levels, which meet together: Advanced Placement (AP), Honors, and On-Level. Students can pick their desired workload. Students can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, assignments, and projects. All students must be prepared to read about 30 pages of college level text per week and should expect to spend 4-5 hours outside of class for reading and homework, regardless of level. All levels use materials written at a college level, but the amount and type of homework varies. A brief summer assignment will be due in August for those who wish to take the AP level, and successful completion is a prerequisite take the course at the AP level.
All students will register online for the same course. Students must indicate which level they want to study by e-mail by August 15. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level. This is a year-long class that meets on Fridays for two hours and will have an additional online component. All assessments, essays, and projects will be submitted online so that class time can be maximized.
Students will be asked to purchase or rent the select class textbook: Myers Psychology for the AP, 2nd Edition, (ISBN #978-1464113079). The fee to take the AP exam in May 2019 is not included; each family will be responsible for scheduling and paying for their student's AP exam.

Get ready for a full year of beginner level high school Spanish! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in Spanish. Vocabulary will include the alphabet, numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, places/locations in town, and shopping/clothing. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases.

Class will be conducted primarily in Spanish and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing worksheets and written assignments, and watching both grammar instruction and language immersion videos.

Spanish I offers a substantive, full-credit experience taught at either an honors or on-level track. All students will register online for the same course. Students must indicate which level they want to study via e-mail by August 15. Once the course has begun, students may move down a level (from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level. While all students will cover the same material at the same pace, honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills.

Students should expect to spend at least 30-45 minutes per day, four times per week outside of class time to ensure success with this course.

Students must have access to a computer and internet service as computer-based videos and practice tools are essential to success with this program. In lieu of a purchased textbook, the instructor will provide all materials. A materials fee of $30.00 per student will be due payable to the instructor on the first day of class.

Quizzes, tests, and formative assessments will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Homeschool families may wish to count this course as a full credit in high school Spanish for purposes of a high school transcript.

Biotechnology. Geophysics. Astrochemistry. These specialties evolved because scientific fields are interrelated, interdependent, and inseparable. Today's research and innovation take place across many disciplines demonstrating the chemistry, biology, physics, and geosystems work together and are not stand-alone subjects. This view, called Integrated Science, is how Princeton now teaches science as do Harvard, Northwestern, and locally, Virginia Tech.

Many of today's most pressing scientific problems and tomorrow's technological challenges will require an interdisciplinary understanding of science. The modern world s greatest scientific dilemmas, such as the global supply of clean water, alternative fuels, and prolonged space travel will require Integrated Science solutions.

In this course, students will learn how to think, discover logical connections, and come to scientifically sound conclusions based on multidisciplinary scientific facts. This approach will build knowledge and understanding in a systematic and interconnected manner. Integrated Science is intended to be a two-year course, that will prepare a student to pursue AP- level, higher-level, or dual enrollment biology, chemistry, or physics in high school. For students who will not be pursuing the sciences further, this course will give them a solid foundation in the basics for everyday application and will cover a general-education level high school biology, chemistry, and physics. However, because of the compact, accelerated approach to the material, this course is considered an honors level course. This course is year one of a two-year long course. Students should plan to take Year 2 in 2018-19. Students may not enroll in Year 2 if they have not taken Year 1.

This class will have both lecture and laboratory components. Students will be expected to maintain a science notebook and write laboratory reports. Weekly homework will be assigned, along with occasional independent or collaborative projects or presentations. There will be a 10-minute break in the middle of each 2-hour class. Students should expect to spend 6-8 hours per week on work outside of class for the first quarter (as he/she learns the class expectations and how to prepare lab reports and homework.) Thereafter, the student should expect to spend 5-7 hours per week. Students should be able to read and perform math at grade level for this class. There is a $100 supply and lab fee due payable to the instructor on the first day of class. The instructor may recommend that the students purchase the Building Foundations of Scientific Understanding text (ISBN # 978-1432770334) as a reference book. This is a year-long, 30-week course. Homeschool families may wish to count this course as a full credit in laboratory science for purposes of a high school transcript.

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

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

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

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

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

Bio-Chem Learning Labs is a series of 5 sessions, held off-site at Towson University's Center for STEM Excellence in downtown Baltimore (60 miles from Compass.) This lab series is a complement to and offers further hands-on experience for students taking Integrated Science, Environmental Science, Biology, or Micro-Biology at Compass in 2018-19. Homeschool students following another curriculum, doing self-study, or taking an online class may take this series to add a lab component to their work.

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

Lab dates are held on Tuesdays: October 2, December 4, February 12, March 12, and April 9. Labs begin at 11:30 am, and students are asked to arrive by 11:15 am. Compass science instructor Sudhita Kasturi will remain with the students throughout the labs and will send a post-lab summary to parents. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site.

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

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

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

Lab dates are held on Tuesdays: February 12, March 12, April 9, and May 14, 2019. Labs begin at 11:30 am, and students are asked to arrive by 11:15 am. Compass science instructor Sudhita Kasturi will remain with the students throughout the labs and will send a post-lab summary to parents. A class roster will be distributed before the first session to allow parents to form carpools. Families will be responsible for any parking fees incurred on site. Note: Registration for the first lab, October 2, has closed, and is not included in this registration. This registration is for labs 2-5.

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

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

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

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

Participation in Technovation gives girls the confidence to pursue more computer science courses (70%), and give many the foundation to eventually major in computer science (26%). Technovation teams are in 100 countries, and the program is sponsored by Oracle, Google, 3M, Adobe Foundation, and others. The Compass Technovation facilitator/instructor will be a coding coach from Coder Kids. This is a year-long program that follows the Compass calendar.12.07.0809

This is a full year course in Pre-Algebra that will provide an introduction to basic algebra concepts and a review of arithmetic algorithms with an emphasis on problem solving. The major topics covered in this course are Numbers and Operations, Expressions & Properties, Equations & Inequalities, Functional Relationships and Ratios, Percent & Proportions. Students will learn to use formulas to solve a variety of math problems encompassing geometry, measurement probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.

Prerequisites: Students must be fluent in the four basic operations- addition, subtraction, multiplication and division. They will need to show proficiency and have a thorough command of basic computation. In addition, a basic, introductory understanding and ability to work with fractions and decimals is required to solve equations and simplify expressions. If you are unsure about your child's readiness for this class, the instructor will recommend one or more practice platforms and/or assessments to confirm placement.

Workload: Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments.

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

Assessments: All chapter tests will be taken outside of class with parental oversight to maximize in-class instructional time. Points will be assigned for completed homework, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

Textbook: The selected textbook is available free online, and a link will be posted on Canvas. Students who prefer a hard copy textbook may purchase or rent McDougall Littell's Pre-Algebra (ISBN #978-0618250035). As an alternative, for any student who struggles with reading, the textbook can be purchased as an audio CD (ISBN #978-0618478828). In addition, students will be assigned work in IXL and class note packets. (See Supply Fee notes below).

Lab/Supply Fee: This course has a $65.00 supply fee which covers a 1-year subscription to IXL online math platform and a class binder with unit notes. The unit notes packet will be distributed at the beginning of each unit and includes additional examples, supplemental explanations, and practice problems. Please bring cash or a check made out to Compass on the first day of class.

What to Bring: TI-34 calculator

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

This is a complete course in high school Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of real-world applications. Topics in Algebra I include number systems, linear systems, rational numbers, complex numbers, exponents, roots, radicals, quadratic equations, polynomials, factoring, absolute values, ratios, and proportions. In addition, the course will cover solving and graphing systems of functions, linear equations, and inequalities. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving.

Prerequisite: Students should have a solid foundation in pre-algebra topics in order to take this class.
Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
Textbook: Students should purcashe or rent the required textbook for this class: Algebra I: Expressions, Equations, and Applications by Paul A. Foerster. It is available in a few different editions, each of which is virtually identical: 2nd edition (ISBN-10 020125073X, ISBN-13 978-0201250732), 3rd edition (ISBN-10 0201860945, ISBN-13 978-0201860948), and Classic edition (ISBN-10 020132458X, ISBN-13 978-0201324587). It is also available under the title Foerster Algebra I, Classics edition (ISBN-10 0131657089, ISBN-13 978-0131657083). A calculator is not needed for this course.
Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.

This is a complete course in high school Algebra II which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Algebra II include linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational and irrational algebraic functions, and quadratic relations and systems. In addition, this course will cover higher degree functions with complex numbers, sequences and series, probability, data analysis, and trigonometric and circular functions. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.

Prerequisite: Students should have a solid foundation Algebra I in order to take this class.
Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.
Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
Textbook: Students should purchase or rent the required textbook for this class: Algebra and Trigonometry: Functions and Applications- Prentice Hall Classics (ISBN-10 0131657100, ISBN-13 978-0131657106). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class.
Credit: Homeschool families may wish to count this course as a complete credit in Algebra II for purposes of a high school transcript.

This is a complete course in high school Calculus which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Calculus include limits of functions (one-sided and two-sided limits, limits at infinity and infinite limits, limits of sequences, and continuity of functions), derivatives (various definitions of derivatives, estimating derivatives from tables and graphs, rules of differentiation, properties of derivatives, separable differential equations, and the Mean Value Theorem), applications of derivatives (related rates, optimization, and exponential growth and decay models), integrals (basic techniques of integration including basic antiderivatives and substitution), applications of integrals (in finding areas and volumes, describing motion, and as accumulation functions), and the Fundamental Theorem of Calculus. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving.

Prerequisite: Students should have a solid foundation PreCalculus in order to take this class.
Level: This course is offered at two levels, Honors and Advanced Placement (AP). The scope and sequence are identical, however AP students may have additional practice problems. Students who wish to take the AP exam must register and pay for their own exam through the College Board in fall 2020 for the May 2021 exam.
Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
Textbook: Students should purchase or rent the required textbook for this class: Calculus: Single Variable/Early Transcendentals, 8th edition by James Stewart (ISBN-13 9781305270336). A scientific calculator similar to the Casio fx-115ES PLUS is required for this class, and it is highly recommended that students preparing for the AP exam have a graphing calculator similar to the TI-83. Students without a graphing calculator must have access to desmos.com and/or wolframalpha.com for graphing assignments.
Credit: Homeschool families may wish to count this course as a complete credit in Calculus for purposes of a high school transcript.

This is a complete course in high school Geometry which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Students will learn deductive reasoning, and logic by completing geometric proofs. Topics in geometry include: lines, angles, congruence, concurrence, inequalities, parallel lines, quadrilaterals, transformations, area, similarity, right triangles, circles, regular polygons, and geometric solids. Students will explore these topics through class discussions, practice problems, and open-ended problem- solving.

Prerequisite: Students should have a solid foundation Algebra I in order to take this class.
Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work.
Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.
Assessments: In this class, the instructor will assess a student's progress by checking that weekly homework sets are complete and giving periodic take-home tests; class participation is also strongly encouraged. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade.
Textbook: Students should purchase or rent the required textbook for this class: Geometry: Seeing, Doing, Understanding, 3rd edition (ISBN-10 0716743612, ISBN-13 978-0716743613) A calculator is not needed for this course.
Credit: Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

This year-long, lab-based course is a survey of key concepts in the fields of physical science, Earth science, and life science which will give students the foundational knowledge to succeed in high school level Biology, Chemistry, Physics, and Environmental Science. Each class period will involve approximately 25 minutes of lecture and 60 minutes of lab time.

Weekly lab work will allow students to apply the scientific concepts studied, improve laboratory techniques, record observations, take a variety of measurements, use different lab equipment, record and interpret data, convert units of measure, and write lab reports. An effort is made to incorporate recent scientific discoveries and new technologies in class discussions. The background covered in this course will enable a teen to become an educated reader of scientific news and a more knowledgeable consumer.

The life science topics in this class are designed to give the student general knowledge in biology, zoology, botany, genetics and ecology. General themes in the class include life cycles, food webs, and an understanding that living things depend on each other. Microscope work will be used in life science labs. Students may want to dual register with this course and the fall Dissection Lab classes for a more robust introduction to biology and for further lab experience. The physical science portion of the class will overview fundamentals of chemistry and physics such as the properties and classification of matter, the Periodic Table, basic chemical reactions, energy, forces, work, motion, simple and compound machines, waves, light, sound, and electricity. Earth science concepts include the water cycle, weather patterns, climates, and water/air quality.

This class is appropriate for a tween or teen who had limited middle school level science and who expects to pursue high school level Biology, Chemistry, Physics, Earth Science, or Environmental Science on a college-preparatory track. This class is also appropriate for a homeschooled teen who will likely pursue an arts- or vocational- focused path and for whom an overview of high school science concepts is sufficient.

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

Assignments: will be given in class and repeated in the weekly e-mail to parents and students. In addition, students will have some take-home labs to complete observations and measurements longer term at home.

Assessments: The instructor will provide a quarterly student evaluation form which includes metrics on a student's class participation, homework, and general understanding of concepts for the parent's use in assigning a grade.

Textbook: Students should purchase or rent Miller & Levine Biology, 2010 edition (red macaw cover, ISBN # 978-0133669510). Students should also purchase Everything You Need to Ace Science in One Big Fat Notebook: The Complete Middle School Study Guide by Workman Publishing (ISBN # 978-0761160953)

Lab/Supply Fee: A lab fee of $125.00 is due payable to the instructor on the first day of class.

Credit: Homeschool families may wish to count this course as a full credit in general science for purposes of a homeschool transcript.

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

You will observe microscopic organisms and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science.

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

In this flipped classroom, students are responsible for covering new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations prior to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities.

Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs.

Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sexuality education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Dissections are optional. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint.

The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments; it is appropriate for students who seek more challenge or plan to take the SAT Subject Test in Biology. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time.

Schedule: This section will be held entirely ONLINE as virtual conferences with a Monday morning meeting from 8:00 am - 8:55 am, and a Thursday afternoon meeting from 1:00 pm- 2:30 pm, with a 10-minute break, via Canvas Conference. Recordings will be made for students with schedule conflicts. Please note that this section is intended to be online for the full year for most. Openings in the live, in-person Friday morning section may be possible for a handful of students when COVID gathering limitations are lifted.

Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages.

Workload: Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. All students should expect to spend 4-6 hours outside of class reading and preparing homework.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and participate in a weekly conference held in addition to the in-person meeting at Compass. That online session is conducted live but can be viewed asynchronously if a student has a conflict.

Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site

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

Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class. The cost for the SAT Subject Test in Biology in spring or summer 2021 is not included. Each family is responsible for scheduling and paying for their student's exam through the College Board.

Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, at least 400, 3"x5" index cards, and plain, lined, and graph paper. Some of these supplies are used at home. Students should watch class announcements on Canvas to know when to bring items to class.

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

As Thomas Jefferson wrote to Richard Price in 1788, "wherever the people are well informed they can be trusted with their own government." That's what this course aims to do!

US Government and Politics is a year-long political science and civics course for high school students to build their knowledge of essential political structures and processes. Key themes in the course include Congress, Presidency, Bureaucracy, American Legal System and the Courts (30%); Constitutional Underpinnings of American Democracy (15%); Political Parties and Interest Groups (15%); Political Beliefs and Behavior (20%); and Civil Liberties and Civil Rights (15%).

Students will learn about the formal and informal machinery that "makes the system go" -– including the so-called "fourth branch of government," the bureaucracy we know so well here in the Washington, DC metropolitan area. By the end of the course, students will also be able to explain the development of civil rights and liberties from their constitutional roots and through several Supreme Court cases; how political parties and interest groups work; the structure of elections; and the means by which citizens learn about politics and form political beliefs. Students will understand enduring issues, including separation of powers, checks and balances, and then tension between majority rule and minority rights.

LevelsThe course provides a substantive, full-credit experience in either an Honors or On-Level track. Honors and On-Level students meet together and share core preparation each week, but assignments and assessments are differentiated, with longer readings, more practice of synthesis and analysis, and additional writing at the Honors level. Both tiers offer a serious, full-credit experience. A student who wishes to move up or down a level during the year may consult with the instructor. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15.

Schedule: This section will be held entirely ONLINE as virtual conferences with a Monday morning meeting from 9:00 am - 9:55 am, and a Thursday afternoon meeting from 3:00 pm- 3:55 pm via Canvas Conference. Recordings will be made for students with schedule conflicts. Please note that this section is intended to be online for the full year for most. Openings in the live, in-person Friday morning section may be possible for a handful of students when COVID gathering limitations are lifted.

Prerequisites: Students must be highly-skilled readers at the high school level or above; or else have very robust assistance at home with weekly reading assignments.

Workload: Students should expect to spend 3-5 hours per week outside class meetings for reading and homework, a range which may vary based on reading speed. Note that the core textbook is written at a basic college level, while other materials are targeted at either a high school audience or the news-reading public.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates. These are due by 10 AM on Thursdays before each Friday meeting to promote active, knowledgeable discussion in class. There will be a summer assignment that is due on September 10, before the first class meeting. The class Canvas site will open on August 3 with introductory information, a syllabus, and the initial assignment.

Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

This course was structured to allow interested students to prepare for the College Boards' CLEP exam in American Government. Time spent on major course themes intentionally mirror the CLEP test's percentages. Students interested in taking the CLEP exam will have to register and pay for those exams individually. This course is not offered at an AP level, but the instructor is willing to advise experienced students who wish to independently prepare for the AP United States Government and Politics exam in May 2021. Additional preparation outside of class, particularly in essay-writing and analysis of Supreme Court cases, would be needed for AP.

https://clep.collegeboard.org/history-and-social-sciences/american-government
https://apcentral.collegeboard.org/courses/ap-united-states-government-and-politics/exam

Textbook/Materials: Students should purchase or rent Keeping the Republic: Power and Citizenship in American Politics, Brief 8th Edition by Christine Barbour and Gerald Wright (ISBN-13: 978-1544316215). Electronic versions are available. Be sure to purchase the EIGHTH (8th) edition that is also labeled "BRIEF." Other readings will be provided by the instructor.

Credit: Homeschool families may wish to count this course as a component full year, one-credit course in US Government, Civics, or Humanities for purposes of a high school transcript

Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is a great language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn fingerspelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar. Class time will be dedicated to interactive ASL activities and face-to-face signing practice with the instructor and partners.

ASL students will have a Deaf instructor. He regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day and in second semester for a Deaf culture lesson. Enrolled students are not expected to know any sign language prior to beginning ASL I.

Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

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

Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice.

Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. There may be some brief written assignments, but for most homework assignments, students will be asked to post short videos of themselves signing. Students will need either a camera phone or webcam to complete these assignments.

Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including “above the nose” grammar (brows and body movement), and “below the nose” modifiers (lip expressions).

Textbook: Students should purchase or rent "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) which includes a DVD or signing videos. This class will cover units 1-4.

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

Students of ASL will continue to improve their fluency in this 2nd year course. As students become more advanced signers, emphasis will be on focusing on the meaning of a conversation (whole) rather than individual signs (parts). In conversation, students will learn to confirm information by asking questions in context. Second year students will continue to build their vocabulary, apply ASL grammar, and will learn to make requests, ask for advice, give opinions, make comparisons and use superlatives, and narrate stories. Other skills covered in ASL II include expressing year, phone numbers, time, and currency in numbers, appearance, clothing, giving directions, locations, etc. Each unit will include presentations and readings on Deaf culture and Deaf history. Class time will be dedicated to interactive ASL activities and signing practice.

ASL students will have a Deaf instructor. He regularly teaches all-hearing classes and is an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence when they encounter Deaf instructors in college or greet speakers of ASL in social settings. Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Lessons are facilitated with Power Point presentations, and a professional ASL interpreter will assist the class on the first day and in second semester for a Deaf culture lesson. Enrolled students are not expected to know any sign language prior to beginning ASL I.

Hundreds of colleges and universities, including all public institutions of higher learning in Virginia, accept ASL as a distinct foreign language. This allows hearing and Deaf students to fulfill foreign language requirements for admission to college. Teens who have difficulty writing, spelling, or have challenging pronunciation in English, can be successful with ASL as a second or foreign language choice. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.

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

Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice.

Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. Through Canvas, students will be asked to post short videos of themselves signing as homework. Enrolled students will be asked to review ASL 1 vocabulary, grammar, and facial expressions.

Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including “above the nose” grammar (brows and body movement), and “below the nose” modifiers (lip expressions).

Textbook: Students should purchase or rent "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) and "Signing Naturally Units 7-12 Student Workbook" (ISBN# 978-1581212211) which includes a DVD of signing videos. This class will cover units 5-8.

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

Bonjour and get ready for a full year of beginner level high school French! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Vocabulary will include the alphabet, numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, places/locations in town, and shopping/clothing. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases.
Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

Level: This class will be offered on two levels: Honors and On-Level. French I offers a substantive, full-credit experience taught at either level. All class members share core material and participate in the same class activities, but honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills. All students will register online for the same course. Students must indicate which level they want to study by the end of the first month of class.

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 1 2013 (French Edition) (ISBN-13 978-0547871790)

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

Prerequisites: None

Where does the money come from for stimulus checks or a tax cut? How is a debt different than a deficit? These topics can be understood with a practical, everyday, concept-based approach to Economics. This course in applied economics spans key themes in micro-economics and macro-economics in a tangible, approachable way using cases and real examples from the community around us and avoids the traditional math-heavy, dull, and difficult study of the field.

Economics is all about choosing and then deciding. It involves the study of how and why these choices and decisions are made and then determining their outcomes for a person, a firm, or even a nation. Sometimes the study of economics is referred to as the study of the political economy because it involves public decisions. For this course, we start off with smaller units first--often called micro-economics--and stress practical or applied concepts. Later on, the course will examine the larger-scale implications for using the tools of economics to better understand public policy formation and to explore case studies on such issues as alleviating poverty, addressing climate change, and protecting public health.

In his classic text Economics, Paul Samuelson of MIT says economics is the study of how people choose and use limited resources having alternative uses. The material in this class incorporates his traditional often called neoclassical approach as well as the ideas from the so-called free-market Austrian-School economists like Henry Hazlitt and Milton Friedman. The course connects these concepts through the approachable books, Whatever Happened to Penny Candy? A Fast, Clear, and Fun Explanation of the Economics You Need For Success in Your Career, Business, and Investments and Economics in One Lesson

In short, this course aims to build a better understanding of a teen’s personal stake in using the concepts and tools of economics in daily life as well as offering a way to visualize how they are used to create the public policies. The course starts small and moves to larger subjects over time. It offers students a chance to explore ideas, evaluate case studies, discuss them in class, and then write about them. The course encourages the development of critical thinking skills using the basic terms and concepts of applied microeconomics.

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

Prerequisites: None

LevelsThe course provides a substantive, full-credit experience in either an Honors or On-Level track. All students complete the same assignments for Semester 1. Near the end of Semester 1, students may decide to differentiate their workload and continue On-Level or at an Honors level for Semester 2. Honors students will have more in-depth assignments with longer and additional readings, more practice of synthesis and analysis, and additional writing. Both tiers offer a sunstantial, full-credit experience. Students register online for the same course.

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

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

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

Textbook/Materials: A class bundle consisting of two books and a packet of photocopied articles will be provided. Additional readings, if selected, will be identified by August 15.

Lab/Supply Fee: A class fee of $38.00 is due payable to Compass on the first day of class.

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

AP Exam Option: Students who take this course at the Honors level Semester 2 will have covered a substantial portion of the preparation for the AP exam in Microeconomics. The instructor will create a list of additional topics and analyses needed for any student who wishes to concurrently and independently study for the AP exam. Students who wish to take the AP exam must register and pay for on their own exam through the College Board in fall 2020 for the May 2021 exam.

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

You will observe microscopic organisms and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science.

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

In this flipped classroom, students are responsible for covering new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations prior to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities.

Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs.

Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sexuality education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Dissections are optional. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint.

The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments; it is appropriate for students who seek more challenge or plan to take the SAT Subject Test in Biology. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Students may move down a level (from Honors to On-Level) at any time.

Schedule: Note:All class meetings will be in a virtual classroom, providing synchronous ONLINE instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to HYBRID instruction for second semester as COVID-19 scenarios improve. Hybrid instruction would include online instruction on Mondays (8:00 am - 8:55 am) and in-person instruction on Fridays. Instruction is recommended to be synchronous, but recordings will be made for students with schedule conflicts.

Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages.

Workload: Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. All students should expect to spend 4-6 hours outside of class reading and preparing homework.

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

Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site

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

Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class. The cost for the SAT Subject Test in Biology in spring or summer 2021 is not included. Each family is responsible for scheduling and paying for their student's exam through the College Board.

Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, at least 400, 3"x5" index cards, and plain, lined, and graph paper. Some of these supplies are used at home. Students should watch class announcements on Canvas to know when to bring items to class.

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

Why do we dream? What happens to your brain when you are in love? Why do all babies like peek-a-boo? The course is designed to introduce students to the systematic and scientific study of behavior and mental processes of human beings. Students are exposed to psychological facts, principles and phenomena associated with each of the sub fields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. Students will be challenged to think like a psychologist as they analyze research and design future experiments.

This is a year-long, multi-level high school course. It will cover the nine major content areas covered on the College Board's AP Psychology Exam including: Scientific Foundations of Psychology; Biological Bases of Behavior; Sensation and Perception; Learning and Cognitive Psychology; Developmental Psychology; Motivation; Emotion and Personality; Clinical Psychology; and Social Psychology. Students will also learn to analyze data and psychological research studies. Themes in psychology are made tangible and approachable to students through rich, in-class discussion and debate, games, interactive models, and group work. Throughout the year, students will enjoy personalized surveys and assessments, such as those on learning style, parenting style, and personality type, and will complete individualized projects involving observations, case studies, interviews, or experiments.

The class offers a substantive, full-credit experience and will be a mixture of lecture, discussion, group work, and short videos. There is some mature content discussed in this course, especially as it pertains to abnormal psychology. A section on sexual motivation, including homosexuality, must be covered for the AP test. These topics will be discussed in a purely scientific manner, and students need to be prepared to have a respectful discussion about these subjects.

The course is offered at three levels, which meet together: Advanced Placement (AP), Honors, and On-Level. Students can pick their desired workload. Students can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, assignments, and projects. Students who choose to take this class at the AP level will be prepared to take the AP Exam on Tuesday May, 11 2021.

All students will register online for the same course. Upon completion of the summer assignment, students must indicate which level they want to study by e-mail to the instructor on August 28. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level.

Prerequisites: Students must be strong, independent readers at a high school or greater reading level. The text used is equivalent to a first year college textbook. Students can read a chapter excerpt here to confirm the reading level expected in the course.

Workload: All students must be prepared to read approximately 30 pages per week and should expect to spend 4-5 hours outside of class for reading and homework, regardless of level. The amount and type of homework varies for on-level, honors, and AP students.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message the instructor and classmates. Students will also have practice assignments in the Launchpad system from the publisher, and AP students will have work in the virtual AP classroom site through the College Board. Summer Assignment: Students will have two weeks of work to complete before classes begin. This will give students a feel for the different levels offered in the class. The summer assignment will cover Unit 1: Scientific Foundations of Psychology and will be due at the end of August. Successful completion of the summer assignment is a prerequisite take the course at the AP level.

Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

Textbook: With their license fee, students will receive access to the electronic version of their textbook, Myers' Psychology for AP, Updated 3rd Edition. Hard copies of the textbook are available for separate purchase. Contact the course instructor for details on different editions of the textbook. AP students will also need to have an AP Classroom account through the College Board website.

Lab/Supply Fee: A class fee of $85.00 is due payable to Compass on the first day of class for the access to the student Launchpad platform which includes the e-textbook and practice modules. The fee to take the AP exam in May 2021 is not included. Each family will be responsible for registering, scheduling, and paying for their student's AP exam.

Credit: Homeschool families may wish to count this course as a complete, full-year credit in Social Sciences for purposes of a high school transcript.

Get ready for a full year of intermediate level high school Spanish! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in Spanish. Vocabulary will include describing homes and chores; planning a party; health, body parts and sports; vacations, leisure time activities, fun events and places of interest; communicating via phone and computer; and daily routines. There will be a strong emphasis on competency using regular and irregular past tense verbs and common grammar concepts such as commands, direct and indiect object pronouns, reflexive verbs, and the differences between ser vs. estar and saber vs. conocer.

Class will be conducted primarily in Spanish and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing worksheets and written assignments, and watching both grammar instruction and language immersion videos.

Level:This class will be offered on two levels: Honors and On-Level. Spanish II offers a substantive, full-credit experience taught at either level. All class members share core material and participate in the same class activities, but honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills. All students will register online for the same course. Students must indicate which level they want to study via e-mail by August 15. Once the course has begun, students may move down a level (from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level.

Workload: Students should expect to spend 30-45 per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Lab/Supply Fee: A class fee of $30.00 is due payable to the instructor on the first day of class for class materials in lieu of a textbook.

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

As Thomas Jefferson wrote to Richard Price in 1788, "wherever the people are well informed they can be trusted with their own government." That's what this course aims to do!

US Government and Politics is a year-long political science and civics course for high school students to build their knowledge of essential political structures and processes. Key themes in the course include Congress, Presidency, Bureaucracy, American Legal System and the Courts (30%); Constitutional Underpinnings of American Democracy (15%); Political Parties and Interest Groups (15%); Political Beliefs and Behavior (20%); and Civil Liberties and Civil Rights (15%).

Students will learn about the formal and informal machinery that "makes the system go" -– including the so-called "fourth branch of government," the bureaucracy we know so well here in the Washington, DC metropolitan area. By the end of the course, students will also be able to explain the development of civil rights and liberties from their constitutional roots and through several Supreme Court cases; how political parties and interest groups work; the structure of elections; and the means by which citizens learn about politics and form political beliefs. Students will understand enduring issues, including separation of powers, checks and balances, and then tension between majority rule and minority rights.

LevelsThe course provides a substantive, full-credit experience in either an Honors or On-Level track. Honors and On-Level students meet together and share core preparation each week, but assignments and assessments are differentiated, with longer readings, more practice of synthesis and analysis, and additional writing at the Honors level. Both tiers offer a serious, full-credit experience. A student who wishes to move up or down a level during the year may consult with the instructor. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15.

Schedule: Note:All class meetings will be in a virtual classroom, providing synchronous ONLINE instruction via videoconferencing for fall semester. At the instructors' option, the class may transition to HYBRID instruction for second semester as COVID-19 scenarios improve. Hybrid instruction would include online instruction on Mondays (9:00 am - 9:55 am) and in-person instruction on Fridays. Instruction is recommended to be synchronous, but recordings will be made for students with schedule conflicts.

Prerequisites: Students must be highly-skilled readers at the high school level or above; or else have very robust assistance at home with weekly reading assignments.

Workload: Students should expect to spend 3-5 hours per week outside class meetings for reading and homework, a range which may vary based on reading speed. Note that the core textbook is written at a basic college level, while other materials are targeted at either a high school audience or the news-reading public.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates. These are due by 10 AM on Thursdays before each Friday meeting to promote active, knowledgeable discussion in class. There will be a summer assignment that is due on September 10, before the first class meeting. The class Canvas site will open on August 3 with introductory information, a syllabus, and the initial assignment.

Assessments: Points will be assigned for completed homework, projects, quizzes, and tests. A letter grade will not be assigned, but parents can use total points earned versus total points offered to assign a grade for purposes of a homeschool transcript. Parents can view total points earned at any time through the Canvas site.

This course was structured to allow interested students to prepare for the College Boards' CLEP exam in American Government. Time spent on major course themes intentionally mirror the CLEP test's percentages. Students interested in taking the CLEP exam will have to register and pay for those exams individually. This course is not offered at an AP level, but the instructor is willing to advise experienced students who wish to independently prepare for the AP United States Government and Politics exam in May 2021. Additional preparation outside of class, particularly in essay-writing and analysis of Supreme Court cases, would be needed for AP.

https://clep.collegeboard.org/history-and-social-sciences/american-government
https://apcentral.collegeboard.org/courses/ap-united-states-government-and-politics/exam

Textbook/Materials: Students should purchase or rent Keeping the Republic: Power and Citizenship in American Politics, Brief 8th Edition by Christine Barbour and Gerald Wright (ISBN-13: 978-1544316215). Electronic versions are available. Be sure to purchase the EIGHTH (8th) edition that is also labeled "BRIEF." Other readings will be provided by the instructor.

Credit: Homeschool families may wish to count this course as a component full year, one-credit course in US Government, Civics, or Humanities for purposes of a high school transcript

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

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

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

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

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

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

The Second World War was fought at every corner of the world map, but most people have only heard of the big famous battles in Europe and the Pacific. This semester we'll shed some light on the other pivotal battles of WWII, like the German paratroopers who invaded Crete, the Italian attacks in North Africa, and the Allied operations in Italy, which were overshadowed by the D-Day landings.

Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

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

The Second World War was fought at every corner of the world map, but most people have only heard of the big famous battles in Europe and the Pacific. This semester we'll shed some light on the other pivotal battles of WWII, like the German paratroopers who invaded Crete, the Italian attacks in North Africa, and the Allied operations in Italy, which were overshadowed by the D-Day landings.

Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

Out of breath, sudden fever, rash! What could be wrong with this patient? This class is a case-based approach to the many infectious diseases that humans share and contract from domestic animals. Each week, students will be introduced to a new pathogen.

The class will integrate principles of microbiology, immunology, physiology, and pharmacology within the framework of each epidemic. We will also discuss the historical, economic, and societal impacts that plagues and pestilence resulting from these infectious agents have wrought over the course of recorded history.

The class will include laboratory activities in microbiologic techniques. Students will become familiar with principles of laboratory safety, light microscopy, biologic stains, culture techniques, and common immunologic tests.

Second semester lectures and labs will cover viral and parasitic diseases,
including Smallpox, Rabies, HIV/AIDS, Hookworm, Toxoplasma, and others.

This class will be offered on two levels: Honors and On-Level. All class members share core material and participate in the same labs. Honors students will be assigned additional readings, homework questions, and lab reports. Students register online for the same course, but must indicate which level they wish to study via e-mail by January 8. Students may move down a level (from Honors to On-Level) at any time. However, once classes have started, students may not "bump up" a level.

Topics in this Series: Bacteria & Prions (Semester 1), Viruses and Parasites (Semester 2), etc.Prerequisites: Although previous classwork in Biology and Chemistry will be helpful, they are not prerequisites. Workload: On-level students should expect to spend 1-2 hours per week on assigned readings and lab reports. Honors students should expect to spend 2-3 hours per week on work outside of the classroom. Assignments: All students will be expected to keep a lab manual for notetaking, lab reports, and assigned homework questions. Weekly readings will be documented in the course syllabus. Assessments: At the end of the semester, the instructor will review student notebooks and assign numerical scores to their notebooks, if requested, for the parents use in assigning letter grades. Textbook: Students should purchase or rent Microbiology: A Systems Approach, 5th Edition" by Marjorie Kelly Cowan (ISBN # 978-1259706615). Lab/Supply Fee: A class fee of $100.00 is due payable to the instructor on the first day of class. Equipment/Supplies: Students will be asked to bring microscopes to class some weeks. Students should have access to a compound microscope with 400X magnification and cool lighting. Credit: Homeschool families may wish to count this course as a component (partial) credit in Lab Science for purposes of a high school transcript.

In this class, we will examine the nature, causes, and treatment of mental disorders. How do we define abnormality and classify mental disorders? How common are mental disorder and which disorders are most prevalent? How do mental disorders vary across cultures? Together, we will learn the answers to these questions and examine case studies by renowned psychologists including Dr. Mary Pipher. These readings will be at the core of this class, leading to ongoing, intellectually stimulating discussions. Topics covered will include phobias, PTSD, eating disorders, self-harm, addiction, schizophrenia, dementia and more. Students will learn how to analyze field work, evaluate theories, and think critically about how these studies apply to the world around them. They will also have an opportunity to share research on a personal topic of interest.

Cases will not be repeated from fall 2019 or the prior year's psychology course. Students who are new to psychology can use the Case Studies courses as an introduction to the field and to explore their interest in taking the AP Psychology course at Compass in 2020-2021!

Topics in this Series: Neuropsychology and Cognition (Semester 1) and Human Development and Abnormal Psychology (Semester 2)Workload: Students should expect to spend 2 hours per week outside of class on readings. Students will be expected to prepare for weekly discussions by reading the selected case study and answering questions. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students can access assignments and upload homework. Extension assignments may include watching a short video clip, creating discussion questions, or suggesting a follow-up study. Assessments: The instructor will assign points for class participation and homework that the parents can use in assigning a grade. Lab/Supply Fee: The cost of class copies is included in the course fee. Credit: Homeschool families may wish to count this course as a component (partial) credit in Social Sciences for purposes of a high school transcript.

Stage Combat Mastes will take their work to the next level, try their hand and writing and directing, and test a variety of interesting variety of weapons they haven't yet used, such as small swords and quarterstaffs. Then, students will select their preferred weapons, develop characters, compose, and choreograph their own fight scenes. Actors will intensify the excitement, danger, or drama of their scene through stage combat; carefully planned fight scenarios with unique weaponty. Our stage combat masters' fight scenes will be shared in the final class.

Costumes and makeup are welcome for the final sharing, but are not required. Students who wish to wear costumes for the final sharing, need to use good judgement and wear those costumes to class for at least the last four practices to ensure free-movement and safety. Headgear that impedes ability to see, such as a mask, is prohibited. Costumes and make-up should not be overly mature, bloody, gruesome, or revealing.

This class is for continuing Stage Combat Masters students. Students who have had only beginning stage combat classes on Wednesdays, must seek the instructor's approval before registering. Students who are all new to stage combat should take the Wednesday, 2pm Stage Combat class, in preparation to take this Masters class next school year.

Topics in this Series: Acting in Action & Courageous Choreography (Semester 1) A Survey of Weapons (Semester 2)Prerequisites: Prior Master's level work or instructor approval. Workload: Students should expect to spend 1 hour per week outside of class. Assignments: Will be made in class and repeated in the weekly e-mail to parents and students. Assessments: What to Wear: Students should wear clothes they are comfortable moving in and athletic shoes. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.