Middle-School Ancient History
Term: Yearlong 2019–20, September 3–May 22
Target Grade Levels: Grades 7–9 (see placement details below)
Schedule: 2x / week, 60–75 min.
Section 1: M/W 2:00 p.m. ET with Mr. Lockridge
History/Literature Discount: Save $195 when you enroll in this course and the corresponding literature course! The discount will be applied automatically to your shopping cart when you add both courses.
New Placement Process: Click to Read
- students who are new to Scholé Academy
- students who have not completed the previous course level at Scholé Academy
- students who have not completed the designated prerequisites
- students who need to demonstrate skills and proficiency necessary for course success
- 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 introduces middle-school students to some of the classical texts or “Great Books” of the ancient Greek and Roman periods. Students will read and discuss the classic books from three dynamic eras in early human history: classical-era Athens, the Roman Republic/Empire, and early Christian writers. While studying these classics, students will explore the ideas, events, and cast of characters that molded the social, political, religious, scientific, economic, and technological history of Athens, Rome, and early Christians.
While this course primarily features historical study, it will also incorporate some study from ancient literature, helping students to see and enjoy the integration of both history and literature. As a middle-school course, this class introduces students to ancient history by means of a deep study of a few seminal and primary works. Students will also read a survey text to gain a clear contextual understanding of the ancient period. The course is therefore a blend of “surveying the landscape” (considering the whole) and deep dives into great books from ancient history.
Students are asked to consider and engage carefully crafted questions as their window into “the Great Conversation.” Occasionally, the teacher will present historical context through brief lectures, but all other classes are seminar-style discussions on the classical texts. Students are assessed for their curiosity, participation, and diligence during discussions, as well as by means of short response papers, essays, and occasional quizzes.
This class is paired with our middle-school course on ancient literature, taught by the same teacher 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.
Syllabus: Coming soon.
Placement: Please read about our new process above.
This course is suitable for rising 7th–9th graders. Students are expected to have proficient reading and writing skills as well as the interest and capacity for engaging in discussion about literature and history. Students suited for this course will also be cultivating the following scholarship skills:
- 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
How much time will students spend on homework?
This varies by student according to his or her pace. However, students are generally assigned about 1.5–2.5 hours of reading each week. Additional time may be required to supplement the student’s own studying and paper or project development.
How does this course compare to the upper-school ancient history course?
The chief differences between the middle-school and upper-school levels for this course are noted below. While there will be some overlap of content taught, the upper-school course will be much more challenging and assume a more mature student with more background knowledge and greater reading, writing, and scholarship facility.
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.
*Required texts are not included in the purchase of the course.
Adam Lockridge, mentor teacher, is an experienced classical educator who was raised in Olathe, Kansas, a suburb of Kansas City. It was there that he met his wife, Rachel, who continues to be his greatest blessing and encouragement. They met in high school and were married as students at the University of Kansas, where Adam studied philosophy and Rachel studied art education. In addition to studying together at KU, Rachel and Adam spent their second year of marriage as Fellows at the Trinity Forum Academy in Maryland. He later taught upper-school humanities at a classical school in Tennessee for seven years. At KU, Adam was first exposed to many of the writers who would later inspire his teaching—especially Plato and the other Greek philosophers. He went on to complete his master’s degree in philosophy at the University of Memphis. 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.
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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.