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Lower School Ancient History

Curiosity is natural to the young student, and wonder the natural habitat of early learners. This course seeks to direct that instinctual curiosity toward the learning of ancient history in a creative, whole-child approach.

As children (and adults for that matter!) grow, perhaps one of the most important skills is that of reflection and remembrance, remembering where we have come from so we know where we are going and, in so doing, create a cultural memory of our lineage. This course seeks to do that as it returns to the roots of civilization in the ancient world. Students will study the ancient civilizations of Sumeria, Mesopotamia, and Egypt in their history, culture, architecture, and worldview, acquiring skills in timelines, maps, and research.

Important Skills & Behaviors Needed for Success in this Course

  • Students should be able to read fluently at a late-elementary level (aloud and quietly) and answer lower-order comprehension questions.
  • Students should be able to independently write complete sentences and compose short paragraphs.
  • Students should have skills needed in discussion—perseverance, patience, and the willingness to think deeply.
  • Children should be able to log-in to Canvas to review homework assignments and upload completed work. If a student is not able to navigate Canvas independently, a parent or guardian should be willing to assist that student with homework assignments and other course materials obtained through this platform.

Student Expectations: Executive Function Skills

Students enrolling in Scholé Academy’s Curious Historian Level 1A will be expected to show the development of Executive Function throughout the year. Executive Functioning is the brain’s work of planning, prioritizing, controlling impulses, recollection, etc. These six areas of execution are important in this class and, ultimately, in the student’s life.

  1. Engagement: Engaged students are willing to step into the arena of class discussion, to ask questions, to supply answers, and to generate the internal dialogue necessary to determine if a discussion is important and relevant to themselves. Students should be viewing the class via Zoom and should not be browsing the internet instead. Scholars should be prepared to take notes on the text and on class discussion.
  2. Attention to Detail and Preparedness: These students are ones who consistently adhere to deadlines and submission requirements, adhere to style guides and codes, and confirm technology is working prior to the start of class. These students are also responsible to determine how to proceed after an absence, consult the course syllabus, and adjust as the class proceeds, etc. Students should come to class prepared, having done any necessary reading or writing ahead of time. They should also come mentally prepared and ready to focus on the material being presented. Students should arrive to the Zoom meeting on time; if they are late, students should respectfully listen to understand where the class is in relation to the text and wait patiently for the teacher and classmates to finish their current task, at which point the teacher will catch them up. Homework should be uploaded to Canvas before class begins. Students should try to develop the virtue of constancy by remaining focused and diligent, pushing away even “good” distractions that would inhibit learning and mastery.
  3. Self Monitoring: Students in the 3rd–5th-grade range should continually develop self-monitoring skills. Students who successfully self-monitor can evaluate their own performance. They are able to see their own strengths and weaknesses. Self-monitoring students are ones who can determine which problems they are able to work through on their own and when they need peer, teacher, or parent support.
  4. Task Initiation: These students recognize the time to begin working and are able to do so without procrastination. Students who can initiate tasks easily adjust from a Zoom classroom to a breakout room while still maintaining a scholarly attitude.
  5. Employing Critiques: These students are ones who receive feedback on one of their submissions and attempt to apply that feedback to future assignments rather than repeating mistakes. These students also glean information from the live class feedback from fellow students and note mistakes to avoid by learning from others. Students should have an attitude of humility when receiving feedback, as this affords an invaluable opportunity to grow and to develop their God-given talents. Likewise, students should celebrate the successes of their peers.
  6. Problem Solving: Students with well-developed problem-solving skills are willing to persevere, even when they are unable to successfully overcome a challenge on the first try. Good writing involves the problem-solving skills of perseverance; looking at a story from a new perspective; finding an additional source or doing research; taking a rest to refresh the mind and body; or asking for help from a teacher, parent, or the Lord.



Mrs. Jacobson’s 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.


  • With Parent Support
    • Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
    • 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.
    • 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.


  • Developing
    • Spelling at grade-level
  • 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.).


  • With Parent Support
    • Be able to mark, underline or highlight important words, definitions or concepts within a text being read.
  • Mastered
    • Be able to read to learn not merely learn to read.


  • With Parent Support
    • Be able to type short answers in complete sentences.
    • Be able to type paragraph essays (up to two pages).


  • Developing
    • Follow along with teacher-led note-taking and record notes during class.
  • Mastered
    • Follow along with teacher-led workbook completion and record answers during class.
    • Be prepared to answer questions when called on in a group setting, during class.
    • Be prepared to volunteer comments, answers and ideas in a group setting, during class.

Math Skills

  • Developing
    • After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.

Sections with Audrey Christensen

    • Required texts and materials are not included with course enrollment

** Students will frequently respond to what they’ve read through art. In order for there to be continuity in the materials used by the students, the instructor has chosen these block crayons, which are conducive in guided drawings.

Sections with Lisa Jacobson

    • Required texts and materials are not included with course enrollment

** These books have been carefully selected to enrich our study of ancient history through story. Each book is historical diction that connects the times, people, and cultures covered in the Curious Historian texts to signidicant biblical events: the Israelites’ exodus from Egypt, the great battle between the Israelites and Canaanites under the leadership of Deborah and Barak, the unsuccessful assault of the mighty Assyrian Sennacherib against the mightier God of Judean King Hezekiah, and the hope-dilled story of the Jewish exiles’ return to Jerusalem and the perilous rebuilding of their walls. Told through the eyes of young protagonists, these stories make ancient history and its connection to The Great Story come alive

Lisa Jacobson has been in education since 1983 when she graduated from the University of Minnesota with a BS in Music Therapy. Raising and homeschooling her own five children in the Classic tradition has been her greatest achievement. She believes that beauty in all its forms should surround all education. God the Creator is the source of all beauty. She is an accomplished musician who enjoys folk music and jazz. She has played a variety of instruments including piano, clarinet, saxophone, flute, ukulele, guitar as well and enjoys singing. When she has time to herself, she can often be found tending to her porch garden, playing her guitar, spending time with children, cooking, reading, or exercising. She and her husband live in the hill country of Texas.

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
  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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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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