Upper School Western History: Enlightenment to Industrial Revolution
This course will trace the transformation of culture beginning with the early Enlightenment and ending with the late Industrial Age. It will investigate the relationships between ideas, institutions, and practices; consider the roles of science and reason in promoting the Age of Enlightenment; analyze components of the American and French Revolutions; follow burgeoning thought throughout the Western world; recognize the influence of the Enlightenment on the Industrial Age; and examine the interplay between philosophical, political, religious, scientific, intellectual, technological and social ideas vital to the advancement of these eras. The primary sources studied will present themes and ideas that require active reading and discussing.
Using tracts, essays, books, and treatises, the teacher will guide the class in contemplating questions of purpose and perspective. Studying influential writings will further students’ abilities to make connections and follow the progression of ideas throughout a changing culture. Students will derive satisfaction from the deep commitment of hard work and serious inquiry, leading to an enhanced capacity for responsible citizenship. Students will be expected to take dialectical notes, write essays, expound on thesis statements, and debate informally with their peers. Additionally, participants will practice rhetorical skills through presentations and essays.
Throughout the year, students will:
- Engage actively with others through discussion and debate, practice respectful listening and thoughtful speaking, and construct logical arguments as they synthesize ideas
- Grow in critical reading skills and learn to analyze primary documents by asking questions and comparing sources
- Progress in writing ability, particularly in the realm of persuasive essays, succinct response papers, and expository summaries
- Broaden their breadth of knowledge and understanding in regards to people and events of the Enlightenment and Industrial Age
- Recognize attributes and behaviors of human nature recurrent throughout history
While this course primarily features historical study, it also integrates some study of literature from the Enlightenment and Industrial Revolution eras, helping students to see and enjoy the integration of both history and literature. This class is paired with our upper-school British Literature course, taught by the same instructor, and scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone history study.
Placement: Please read about our new process above.
The target grades for this course are 9th–10th grade. Students must have successfully completed an 8th-grade-level writing course; they will be expected to have competency in vocabulary, annotation, essay-writing (various forms of written discourse) and know how to write a summary and reflect on a text (though the instructor will work to develop and extend these skills throughout the course). Students are expected to have strong reading and writing skills as well as the interest and capacity for engaging in discussion about literature and history. Students well suited for this course will continue refining the following scholarship skills as they approach mastery:
- Generally understand the historical events leading to the Reformation
- Actively and independently engage in note-taking
- Apply teacher critiques
- Adhere to deadlines
- Be responsible for class and project preparedness
- Take initiative to ask questions for understanding and comprehension
High School Credit: This course is the equivalent of one high school credit in history.
How much time will students spend on homework?
This varies by student according to his or her pace. However, the average reader can expect to spend approximately 1.5–2 hours per week reading course materials, and approximately half an hour to an hour working on the questions. Students will be asked to write persuasively and analytically using text and conversations to form their thesis. Students should anticipate involvement in class discussion, quite often in the framework of informal debate.
How is faith integrated with these courses?
These seminar-style discussions unfold organically. One could approach the texts with a focus on defensive critiques of classical authors. By contrast, we seek to read charitably. We treat classic authors as if they were friends, gleaning every available truth while also examining them from a robustly Christian perspective.
At Scholé Academy, we have carefully considered how we should engage our contemporary culture as those who believe that Christ is the Truth (John 14:6), and that all truth has its source in him. We think it is important to provide our upper school students (in grades 7-12) with tools and opportunities for critically examining various cultural trends, issues and mores through the lens of orthodox, Christian beliefs. Being confident in the truth revealed to us in creation, the Scriptures, and the tradition of the church, we are not afraid to follow the truth and its implications nor to address error and falsehood. … Read more about our Faith & Culture.
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.
- 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.
- Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- 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.
- 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.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- 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).
- 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 read material independently and identify questions which require clarification or further explanation from the instructor.
- 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 type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- 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.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- 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.
- 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 class discussions and seminar conversations to record notes without the instructor identifying specifics.
- 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.
- 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.).
- 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.
- Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
- Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
Required Reading List:*
- The English and Their History, Tombs**
- Magna Carta
- A Modest Proposal, Swift
- Meditations on First Philosophy, Descartes
- A Tale of Two Cities, Dickens
- The Social Contract, Rousseau
- On Liberty, Mill
- The Communist Manifesto, Marx & Engles
- Second Treatise on Government, Locke
- Democracy in America (Excerpts), DeTocqueville
- The Wealth of Nations (Excerpts), Smith**
- Animal Farm, Orwell
- Beyond Good and Evil, Nietzsche
- Self-Reliance, Emerson
Please note: Many of the readings are public domain and readily available online. Texts marked with ** need to be purchased in advanced.
*Required texts are not included in the purchase of the course.
- Notebook for annotating, dialectical exercises and class notes.
Optional Course Texts: The following may be helpful to the ambitious student who desires to pursue a deeper understanding of concepts throughout the course:
- How to Read a Book, Adler
- The Great Ideas: A Syntopicon
- From Dawn to Decadence, Barzun
Christine Seaward was born and raised in central California. She received her B.A. in Liberal Arts and earned her elementary teaching credential at California State University, Stanislaus before becoming an Air Force wife in 1992. During the nomadic years of military life, she lived in various places: Oklahoma, Colorado, South Korea, Japan, Hawaii, and Florida. She is blessed to be a wife and mother of two teenage girls. Christine has served as the President of the Protestant Women of the Chapel at Hickam AFB, Hawaii. She has also served as a group and administrative leader in Bible Study Fellowship. She completed her M.A. in Humanities from California State University, Dominguez Hills and her Ph.D. in Humanities with a concentration in Literature from Faulkner University where the Great Books program changed the way she viewed education. Christine has taught high school English in a traditional Christian school. She also taught a course on Aquinas and Dante and served as the faculty adviser for the student book club at Kepler Education. She is a long-time admirer of C.S. Lewis, and she continues to grow in her appreciation for the Great Books of the Western World. She enjoys supporting her daughters, taking long walks with her husband, following sumo wrestling, and the pleasure of reading. firstname.lastname@example.org
Phaedra Shaltanis has taught in private and classical schools for over 25 years and has educated her four children in the classical tradition, which has been the monumental joy of her life. After college graduation, she began teaching high school Writing, Literature, Spanish, and Art in classical schools. Her involvement with Scholé Academy includes teaching American Literature, British Literature, Western History, Rhetoric I, Formal Logic and Well-Ordered Language Levels 1 and 2. She is enthused to serve as the Humanities department chair and appreciates guiding parents and teachers toward restful education. In her Dallas community, she currently directs a high school university-model program, trains and mentors teachers, conducts seminars on classical education, builds curriculum, supports parents, and provides fine art instruction at a classical high school. She and her husband hope to support classical education as avenues present themselves. email@example.com
Computer: 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.
High-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.
Headset: 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
Zoom: 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. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
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.
Read the Student-Parent Handbook.
Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.
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Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!
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Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.
This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.