Term: Yearlong 2020–21, September 8–May 28
Target Grade Levels: Grades 9–10; 11th–12th graders welcome (see placement details below)
Schedule: 3x / week, 60–75 min.
Section 1: M/W/F 2:00 p.m. ET with Peter Bradshaw
Section 2: M/W/F 3:30 p.m. ET with Peter Bradshaw
Ongoing Enrollment and Placement
- 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.
- 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.
This course will cover the first six books of Euclid’s Elements. We will begin from the ground up, working though the father of Geometry’s incredible work from the first propositions. The study of Euclid is valuable in and of itself; however, we also will supplement our study of Euclid with a study of modern Geometry. In this way, students will reason their way through the first six books of Euclid’s beautiful and timeless work as well as learn how modern people have adapted his study and blended it with the study of Algebra.
Students completing this course will, as Abraham Lincoln said, “[find] out what demonstrate means.” Euclid’s Elements provides a thorough regiment in training a student to think straight. A student successfully in this course will have his/her mind sharpened as s/he reasons through Euclid’s propositions. In addition, they will learn the fundamental concepts, skills, and equations which comprise the study of modern Geometry.
Placement: Please read about our new process above.
To do well in the course, students coming should have a few prerequisites. Make sure each of these things is true of you. If you are unsure, let’s talk about it, and we can decide together whether or not the class will be a good fit for you. Ideally, every student who displays the following characteristics should be able to do well in the class.
- Has taken and understood the content of an Algebra I course.
- Is comfortable thinking abstractly.
- Displays academic tenacity and enjoys the challenge of working through problems.
- Is able to take notes and keep an organized binder or notebook.
- Keeps track of when assignments are due and does not fall behind in coursework.
- Possesses basic computing skills: accessing assignments, scanning documents, emailing, and managing files without significant help from parents.
High School Credit: This course is the equivalent of one high school credit in mathematics.
Syllabus: View course syllabus here.
- Euclid’s Elements with Exercises by Kathryn Goulding (ISBN: 978-0692925942)
- Geometry by Ray C. Jurgensen (ISBN: 978-0395977279) Also available in electronic format online for free if the physical textbook is too expensive
Other Required Materials:
- Digital writing tablet
- We recommend Wacom Intuos tablets
- Dedicated notebook for class notes
- Paper for scratch-work and homework (white printer paper, notebook paper, or graph paper)
- Ruler, protractor, and compass (the circle drawing kind)
To facilitate class participation and collaboration, Schole Math students are asked to register for a free account with the virtual whiteboard tool Ziteboard. This virtual whiteboard is used for classroom group work, classwork, quizzes, and some homework assignments. This app enables students to use their digital tablet and pen to write on the shared whiteboard.
*Required materials are not included in the purchase of the course.
Peter Bradshaw grew up on land in the warm chaparral of Southern California. He was introduced to the great works of the Western world through a Great Books program in high school. Peter studied English literature at Covenant College and hopes to complete his master’s through a distance program at New Saint Andrews College in the summer of 2020. Over the past 6 years since graduating from Covenant, Peter has taught a range of subjects. He particularly enjoys teaching literature, history, formal logic, and rhetoric. When not in the classroom, he enjoys painting, poetry, guitar, and watching the little unnoticed things of the world. He and his wife are expecting their first child at the end of March. He currently lives and teaches in Cairo, Egypt, and is planning on enrolling in a fluency of Ancient Greek program offered by the Polis Institute in Jerusalem in September 2020.
Peter is eager to teach Geometry and return to something he has always loved and understood but with the much-widened perspective his studies in Classical education has given him. His plan for the course is to have the first six books of Euclid’s Elements serve as the skeleton of the course. His previous experience teaching formal logic will be greatly beneficial, as there is a keen similarity between Aristotelian Logic and Euclidean Geometry. Euclid’s first six books are actually numberless and based primarily in abstract reasoning. He will synchronize Euclid with what students taking the ACT and SAT can expect to face regarding geometry. That material will be taught on top of Euclid’s Elements throughout the course. The third strand of the course will entail an historical/theological look at the material: students will learn the story of math as it developed in the ancient Greek world as well reflect on what geometry teaches us concerning God and His creation. firstname.lastname@example.org
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.
Digital Tablet: Using a digital tablet in class allows students to more fully engage the course content by working out math problems on the digital whiteboard. We recommend using a Wacom Intuos tablet like this one, though similar products may be used.
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.
Double-check the course section dates and times.
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.