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Anglican Foundations: From Augustine to Cranmer

Term: Yearlong 2021–22, September 7–May 27
Target Grade Levels: Grades 6th–8th graders welcome (see placement details below)
Schedule: 2x / week, 60–75 min.
Price: $595.00

Course Sections
Section 1:
M/W 9:30 a.m. ET with Rhea Bright

Enrollment and Placement

Placement Process

To help ensure that students enroll in the correct course levels, Scholé Academy requires many students to complete placement evaluations. Placement evaluations are only provided to students after the corresponding course registration has been completed. A placement assessment will be required in the following situations:
  • if the student falls outside of the stated age/grade range for the class.
  • if the student needs to demonstrate a certain level of skill and proficiency for the course.
  • if the student has completed prerequisite requirements somewhere other than Scholé Academy (e.g., at home or with another school). In this case, our instructors will need to verify that the student has adequately fulfilled the prerequisite requirements.
  • if a placement assessment has been recommended by a Scholé Academy instructor.
First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Parents are encouraged to connect with the Scholé Academy Principal and/or with the course instructor to make the best enrollment decision for their student.
Registration is not finalized until the student’s placement assessment has been returned by the course instructor with placement confirmation.
There is a $75 deposit built into the cost of each course.
  • If a placement evaluation has not been administered, withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
  • If a placement evaluation has been administered, withdrawals requested before May 1 are granted part of their $75 refund: $35 will be paid to the instructor for the placement evaluation, and the remaining $40 of the original deposit will be refunded.
After May 1, withdrawals are granted a full course refund, less the $75 deposit. Students may withdraw from a course through the second week of classes. After the second week of classes, no refund is given.

 

 

Anglican Foundations: From Augustine to Cranmer

Anglican Foundations: From Augustine to Cranmer studies the history of the church in England from the time when St. Augustine of Canterbury arrived on the shores of Kent to the English Reformation and the development of the distinctively Anglican Book of Common Prayer. We will trace key figures and issues that move the church in England through the Middle Ages and that lead to its break with Rome in the 16th century. We will read occasional primary documents and poetry to taste the flavor of the time. We will study the catechism published by Bishop Alexander Nowell in 1572 in order to understand Anglican teaching on the law, the Creed, the Lord’s Prayer and the sacraments. Finally, we will ask the question: What is Anglicanism?

Placement:
There are no formal prerequisites for this course. When considering whether this course is a good fit for your student, please consider that students should be developmentally prepared to think allegorically and metaphorically and to engage in a 7th–9th-grade corporate learning environment.

How is faith integrated with this course?
Canterbury House of Studies is grounded in classical Anglicanism as expressed in the Common Prayer tradition and the Anglican formularies. This course is a study of the Early Church before divisions existed between East and West or Catholic and Protestant, and seeks to be as objective as possible in its treatment of that time period. All are welcome in Canterbury classes; all Christian traditions are respected.

See also Scholé Academy’s statement on Faith and Culture.

 

Syllabus

For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.

Schoology

  • Developing
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.

Writing

  • Developing
    • Be able to self-edit written submissions for grammar and spelling mistakes.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
    • Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
    • Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
  • Mastered
    • Be able to hand-write answers in complete sentences.
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.

Reading

  • Developing
    • Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
    • Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
    • Be able to identify key terms in a passage, and follow the author’s argument.
    • Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
    • Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).

Typing

  • Developing
    • Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
    • Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
    • Be able to type paragraph essays (short essays, and 5 or more page essays).
  • Mastered
    • Be able to type short answers in complete sentences.

In-Class

  • Developing
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
    • Follow along with instructor-led note-taking and record notes during class.
    • Follow along with instructor-led workbook completion and record answers during class.
  • Mastered
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.

Study

  • Developing
    • Be able to schedule and manage multiple projects from multiple instructors and courses.
    • Be able to schedule time outside of class to complete independent review of materials.
    • Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
  • Mastered
    • Be responsible to study at home for quizzes, tests and other assessments.
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.

Required Texts*

  • J.R.H. Moorman. A History of the Church of England. ISBN: 978-0819214065
  • The Book of Common Prayer: The Texts of 1549, 1559, and 1662, Ed. Brian Cummings (Oxford World’s Classics) ISBN: 978-0199645206

Note: The Moorman text might have to be purchased from a used bookseller. There are lots of copies available, but allow extra time for delivery.

Other Course Readings:

  • “The Dream of the Rood”
  • George Herbert, The Temple, selected poems
  • Alexander Nowell, “The Middle Catechism”
  • John Donne, selected poems
  • Other teacher-prepared readings

Note: These additional readings. will be supplied by the teacher

 

* Required texts not included with course purchase

 

 

Rhea Bright holds a B.A. from the University of King’s College in Halifax, Nova Scotia, and an M.A. in Classics from Dalhousie University, also in Halifax. Her Classical studies involved Latin and Greek, as well as classical and medieval literature, philosophy and theology. King’s Foundation Year Program, an early integrated great books curriculum, and the Dalhousie Classics department formed and nurtured what became a life-long love of the classics and a deep appreciation of the contribution of the ancient world to whatsoever is good and true and beautiful. She also has a Bachelor of Education from Acadia University in Wolfville, N.S. Rhea taught Ancient and Medieval Humanities at the University of Central Oklahoma for nine years, and over the course of ten years at Providence Hall and The Academy of Classical Christian Studies, she taught Latin, Logic, Bible, and integrated ancient literature and history. Rhea is married to Father Patrick Bright, an ordained Anglican priest who served for over 24 years at All Souls’ Episcopal Church in Oklahoma City and recently retired from full-time ministry. Together they raised five sons, now grown. They now live in a 170-year-old house in rural Nova Scotia. [email protected]

 

 

 

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

 

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

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Explore our courses!

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.

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