Western History

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.

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.

Quarter 1

1. The English and Their History, Tombs (selections)
2. The Magna Carta
3. “A Modest Proposal,” Swift
4. Meditations on First Philosophy, Descartes 

Quarter 2

1. The French Revolution
2. On Liberty, Mill
3. A Tale of Two Cities (as time allows)

Quarter 3

1. The Communist Manifesto, Marx
2. Second Treatise on Government, Locke 
3. Wealth of Nations, Smith (Excerpts)
4. "Self-Reliance", Emerson

Quarter 4

1. Democracy in America, DeTocqueville (excerpts)
2. Animal Farm, George Orwell 
3. Beyond Good and Evil, Nietzsche (excerpts)

• 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.
• Webcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)
• 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:
  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.
• Scanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.