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confused about high school "credits"
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I’m not really sure how to even form my question. I’ve seen discussions about how much content is necessary to equal a high school credit, especially in history and science. Why is this necessary? Why can’t we just use the SCM history modules as written when we reach high school? If not, why are they written that way? Is anyone else using them as written for high school? Will I be doing my children a disservice if I do that? Does my question make sense?
I plan to use the SCM guides with our oldest son, who will be in high school in 2013-2014. I will be adding in more research and writing assignments that will be in the same time periods which we are studying. We will be using module 5 this year and module 6 next year. Our state requires 3 Social Studies credits. That is it: very BROAD. Most people I know here do 1 US history and 1 World history, then economics and/or govt. Some also spend 2 years on US or World, depending on child’s interests.
I was schooled in public high school in our state and even took AP classes. It was a basic textbook, lots of written narration (in blank booklets), and multiple choice tests. I remembered some of it, but a lot of it I forgot when the test was over. We did not read any extra books, just the text.
All of that to say I feel certain our use of the SCM guide along with adding in as needed and when interests arise (oldest DS loves to study the World Wars), we will more than uncover the surface (which is how I feel my history education was in high school).
My 2 cents though I’ve not BTDT yet.
I count a credit as between 120 and 150 hours of work per year. That is apx 3.5 to 4 hours per week in a 36 week schedule. (Some say it needs to be 180 hours for a credit.) If the work in the SCM Guide is fulfilling that, it is adequate to call a high school credit. Obviously, the work needs to be at a high school level, not just time fillers. If the work in the guide in not enough, the supplementation or deeper assignments would be necessary.
There are some who are much more relaxed in counting credits than I am. But this is what I am comfortable with.
I just took a look at Week 1 of the SCM Early Modern guide and I can see there being 4 hours of work in even the first week between the reading and then written narrations. And that is without doing the Bible and Geography. I do expect the written narrations to not just be a regurgitation of facts but also to include opinions, perceptions, connections to other events, people, and places, and also to be included is other information she has read regarding the topic. So she won’t be doing just a five minute summary for the day.
Basically, the issue is that there is an “understanding” from schools & colleges as to what amount of work should constitute a “credit”. If several people say they’ve done a “credit” of US history, then an outside observer, such as an employer or a college admissions officer, ought to be able to have some understanding of what each of them did and to assume that they each have a comparable understanding of the subject. Typically, a public schooled kid gets “credit” simply by sitting in class every day, and reading the material and taking tests with high enough scores to “pass.” We don’t typically teach that way in homeschools. IF you use a recognized text, one that looks like the ones public schools use, and simply have the student read it and pass the tests, then the idea of fulfilling the basic knowledge of a “credit” is easy. Finish the book, pass the test, get a credit. I use this in my math courses. If they finish the book and pass the tests, they get a credit and move on. For something like history, I’m simply not going to give my kids a dull text and tests. This doesn’t work nearly as well. We do not currently use the history handbooks here, but over the years I’ve developed books I like and we use those. But in order to know if I have done a comparable courseload to a kid from somewhere else, I use the rough guideline HiddenJewel mentioned, roughly 120 to 150 hours of work. I don’t track every minute as that would be a pain
but I do keep a rough track of how many times a week and roughly how much time is spent. As you do that, you’ll get a feel for your kids and the work in the handbook. My kids read pretty fast, and it’s possible that I might want to add a few other books in if I were doing them. I don’t know for sure, though. I’d have to watch and see. Does that help?
Thank you, ladies. That does help answer my question somewhat. I guess I’m still wondering about the comment made on another thread that says something about Sonya saying that in order to earn a high school history credit, you would have to cover the first three modules in one year, doing just the history portion. Does that mean that if we studied those three modules as written, over three years it would still be just that the one credit? I have always liked the history modules and how they are spread over six years and designed to be repeated again for the 12 years of school. I’m just now wondering if following that plan is a bad idea if it’s not going to be “enough credits”. I’m really just looking down the road a few years and getting a little worried. I want to have an appropriate “big picture”. Does that make sense? Why would the modules be written that way if it’s not “enough”?
I understand your question and would love to hear more on this as well too.
I have one starting high school in the fall.
JFG
One thing to remember is that most high school students do NOT get a credit of history all four years. Few schools do this, and I gave only 1 credit per two years of my history schedule for my own boys.
I don’t know for sure how Sonya has it set up or intended, and she may have just general guidelines since the time it would take a student to complete work listed would vary wildly. Just a thought.
The modules as written are enough. I believe Sonya was answering in regard to someone who wanted to get all 6 modules in a shorter amount of time. I look at the SCM modules as curricula, whether CM or not. They are still a plan/guide/spine laid out for you. Granted they don’t incorporate textbooks, but they still guide you along the way as to what books to read, discuss, or write about. They typically incorporate 180 lessons, which is a full school year. Some people add/modify and some don’t. It’s your personal preference. As Bookworm said, if you complete a curricula/textbook and gain knowledge, you pass. I log hours for a more non-traditional approach. For example, if you are writing your own curricula without a text/guide/formal plan, particularly for electives. I recently blogged about creating non-traditional credits. You can find that here……http://reflectionsfromdrywoodcreek.blogspot.com/2012/05/high-school-electives.html
Blessings,
Melissa
There is not enough history in each of the first three modules as written to equal a high school history credit (1 day per week). That is why I can seen the need to combine them into one year. Modules 5 and 6 I definitely see worth 1 US History and 1 World History credit over the 2 years.
I think the 120-150 hours guideline is a good one.
While I haven’t figured up the hours modules 1-3 would take for the high school years, since my oldest is entering the 6th grade, I would count the 3 days of Bible in Modules 1-3 as history also. It IS history, it’s simply history from a Biblical perspective. This means there are 144 lessons of history in the module. That is a lot different than 36 lessons of history and worthy of more credit. Moms would have to determine whether that is full credit worthy or not, but 144 lessons is a more accurate judgement of the amount of history these guides contain.
IMHO, while it may be possible to compress 2 modules into one year, it would be quite difficult to compress 3 and not lose all of the wonderful Biblical history. I have used the modules with my younger kids and even using them with elementary kids, I have learned more than I ever did in high school or college. That alone should tell you something.
Blessings,
Christie
To answer your specific question, Leah – how can you ever be doing your child a disservice by teaching them to read and love the Bible at any time? Whether or not your goals include an intense 4 year college degree, I do not think that you are doing them a disservice to teach them to learn, to enjoy, to think, and to llive a better life… by teaching them that, any “gaps” in their education will be easily made up in their life long love of reading and learning. Using CM methods add such an enriching aspect to learning.
HiddenJewel is right. That is why Sonya said that a year or so ago. In order to count it as a TRADITIONAL high school credit of Ancient History for a traditional college bound student, you would have to bump up the lessons. The first three modules are slower on history in order to track it through the Bible history and keep them somewhat even. If you take a credit as being a minimum of 120 hours – and knowing that you cover history one time a week in the Module, that is only 36 hours of credit per each Module for the first three years. So – the first three modules would be enough to take just the history and count it as one credit. Keep in mind that you can still do the Bible everyday on the side, and like CM said, children can make their own connections within the context of both, especially in the older grades.
It probably should be mentioned that a lot of colleges look for American History and World History high school credits, and not three individual years of Ancient Egypt, Greece and Rome. I agree that you are learning more in one Module than you probably would in PS. Traditionally, though, they (PS) cover Ancient Civilizations in one year – and they wouldn’t go as in depth with living books like the Modules do.
I really like the Modules, how they are laid out, and what we accomplish with them. Another thing to consider is where your kids are now. If a child startes at First Grade with the Modules, then they would begin again in 7th grade with Module 1, and by 10th grade you would be back to the Module 4, 5 and 6. And I agree with Christie about how much I am learning too. I love having school at home! 😉
Like Melissa, Christie, HiddenJewel and Bookworm mentioned, it depends on the student, you, and what your goals are. Not every student is trying for scholarships, not every student is looking for a History background for college, and not every student is planning on a 4 year college degree. That’s the beauty of it all. =)
Thanks again, ladies, for all the thoughtful insight. I feel much better. I just don’t want to blindly plod along without thinking about the possible ramifications of the curriculum choices that I make. I want my children to have the opportunity to go to college if they so choose. I can see that many of you have it well thought and planned out. I get a bit freaked out when I realize that I don’t. I’m sure there’s no need to “worry” about that, though. I want them to have the full, rich experience available through a CM education. I will concentrate on that and pray that the Lord will lead and we will follow.
but I do keep a rough track of how many times a week and roughly how much time is spent. As you do that, you’ll get a feel for your kids and the work in the handbook. My kids read pretty fast, and it’s possible that I might want to add a few other books in if I were doing them. I don’t know for sure, though. I’d have to watch and see. 
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