1. Humane Letters 10
Eagle Ridge Academy

2. Humanities Overview Required course for all students grades 9-12
Fulfills the English and History requirements at each grade level
Focused on utilizing primary sources and literature composed during different eras to teach History and Language Arts
Meets for two 52 minute class periods daily
Frequent shorter writing assignments and a larger research essay
Primary Methodology in class is Seminar Discussion
Students sit facing each other, take notes, and practice active listening
Students build communication skills, articulate arguments, delve deeply into text(s)

3. 10th grade medieval through renaissance humane letters
Collapse of Rome & Early Middle Ages
Augustine, Boethius, Beowulf , and primary sources
Medieval Romance and History
Parzival, Pope Urban II, Peter Abelard
Medieval Philosophy and Literature
Aquinas, Dante, Chaucer
Renaissance Humanism
Erasmus, Machiavelli, More
Protestant Reformers
Wycliffe, Luther, Calvin
Elizabethan Drama
Shakespeare, Marlowe

4. Classroom expectations
Be prepared for class: notes/binder, reading comprehension packet/prompts, book, and writing utensil(s)
Participate in discussion: see guidelines for Socratic Seminar
Be prompt when turning in work: 1 week grace period for 80% max.
Complete homework: reading every night, weekend reflection papers, longer (usually writing) assignments

5. A day in humanities
Class always begins with Do Now exercise (usually short reflection in preparation for discussion that day)
Quiz (occasionally)
Group Work/Lecture
Review reading (method depends upon text)
Discussion/Socratic Seminar

6. Things to note Homework repeated multiple ways:
Classroom whiteboard
My course website
Orally announced in class
Regular assignments: reading, note checks, reflections
updates to parents biweekly
Grading scale found in syllabus: emphasis on participation & writing
Rigorous course: assistance available, if requested

7. Economics
Eagle Ridge Academy

8. Class Objectives
Understand basic economic phenomena such as supply and demand, fiscal and monetary policy, types of economic systems, externalities, etc.
Apply economic reasoning to everyday decisions in order to become more financially responsible citizens.
Become more aware of economic happenings on a local, national, and global level

9. General Course Timeline
Quarter 1: August-November
Introduction to economic reasoning, microeconomics
Quarter 2: November-January
Macroeconomics, global economics

10. Class Expectations
Be Prepared for class: notes/binder, reading comprehension packet/prompts, textbook, and writing utensil(s)
Participate in Discussion/Simulations
Be Prompt when turning in work: 1 week grace period for 80% max.
Complete your homework: reading at least a few times a week, article review writing assignments (three total, brief report/reflections on economic- based news articles)

11. A Day in Economics
Do Now: some simple task, usually either a short written response to a posed question or a directive to prepare for class
Check-in/Quiz: not always graded, ways for me to check student understanding
Lecture/Note-taking: review of homework reading in textbook, not everything covered (encourage your student to ask questions!)
Discussion: Humanities-style conversation about the topic of the day/week
Simulation: activities where students “act out” economic phenomena (e.g. role-playing buyers and sellers in a market to demonstrate price determination)

12. FAQ Semester course (“singleton”) Meets for 52 minutes daily
Required for graduation
Available to grades 9-12
Textbook-based curriculum
Grading scale gives equal weight to exams, participation, writing, and “other” categories
Homework announced in class, posted in classroom and on course website