Curious Historian: 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 4th-6th 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.