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SCM modules and high school credit
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I found this (below – quoting Sonya) in another post a while back:
Here are my suggestions for high school history credits from the modules:
Modules 1, 2, 3 = 1 world history credit
Module 4 = 1 world history credit
Module 5 = 1/2 American history credit; 1/2 world history credit
Module 6 = 1/2 American history credit; 1/2 world history credit
So, I will certainly do that. But I’m wondering today as I look over my plans for son’s high school years…do you give credit for anything else from these guides? Those of you using SCM handbooks for Modern Times…are you finding it to be just enough for history…or is it heavy enough that you consider some of it to go toward a lit credit as well? It looks like it’s going to take my son longer than I had originally planned to do the reading. I’m afraid he’s slower than I realized. So, I’m undecided how to handle that. He may have considerably more time invested…but should that really change how I count it since he’ll not be convering more material? KWIM? I know that 120-150 hours is what most of us consider a credit…I am having him do written narrations twice a week.
Thank you for your thoughts. Now, I’m going to consult my “Books and Things” booklet to get Charlotte’s thoughts on workload again, and between that and your feedback, I’ll decide how to proceed!
I have no solid advice to offer you because I found your post based on the fact that I am wondering some of the same things. But if it means anything, you answered one of my questions.
I was looking for information on how to credit my CM courses. I am planning to use Module 6 for my children. We are finishing using Sonlight AMerican History, so I think it will make for a good transition for all.
I think that since the Module itself covers History, Geography, and Bible, that you should be able to give credit for each of those courses.
I too am wondering about the literature credit. I dispised much of the “literature” that I had to read in high school and college and (call me protective, prudish, or coddling) I have NO intent on having my children reading them. I am wondering if their reading log would count for litereature. I would think that the quality time spent in lit should be what is looked at.
Here is a silly example, my older kids receive summer reading points for reading to their younger siblings. Since a picture book isn’t very challenging for a high schooler, those books don’t pack as much of a punch as reading a novel would. KWIM?
But since my students will be doing much living book reading I thinking that should be able to count towards it even though some of the reading isn’t ones average literature class books. hmm
Written narration I think should also count towards the English credit. I intend to count our writing as part of our English.
I know in some HSs around here teachers will coordinate between English and X class so the student writes one paper and gets graded for content based on X subject matter and then is graded on writing skills for the English class. It seems that would translate over to History and Literature together in some way though he may have to do more literary analysis of the History readings for them to count as studying Literature as well. ???
My daughter is currently reading Red Badge of Courage her study of the Civil War, but I read it for my high school English class. So is it English or US history? I suppose how you are distributing it in your lessons should determine how you distribute it on your records.
FWIW, I did find some information over at AO in their HOE section. http://www.amblesideonline.org/HighSchool.shtml#CreditHours
Thank you ladies for your comments! Hidden Jewel…so you’re saying just one history credit, and that’s it, right? That’s been my assumption too. But I would also think that if one continued with SCM guides thru hs, it would be reasonable to give one credit for the Bible portion as well (combining all 4 hs years for one credit) since it is done one day/week. Not sure about the Geography…I guess I’m just lumping that into our history for the most part. I am adding quite a bit to that part, but don’t know that it still would be the equivalent of a high school geography class…although it sure could be if the right things were added.
KarenB73 and others…there is a lot of overlap between our subjects. And it’s just my saying so that makes a book or a piece of writing English/Lit. or History. But I do try not to count the same thing twice, because that is not considered “best practise” ;-). I may (did actually) assign a written narration/notebooking for Sam Houston for history, and then a compare and contrast/”who do you think was the better man and why?” paper on him and General Lee for English comp.
A bit OT: I find it very helpful to look at grading rubrics other teachers have prepared to see what other teachers are asking for and how they are assessing it. I just made my own for the first time last week after looking at several.
Yes, one history credit is all I am comfortable giving for the amount of time it takes my high schooler to complete the material. She does not do Bible so I don’t know on the 1/4 credit per year.
Ha! In my geography high school class in PS, all we did was color large maps of the continents, etc. Seriously! As long as we turned in a colored and labeled map, we got credit.
Here is an article that may help – http://www.amblesideonline.org/HighSchool.shtml#CreditHours
anniepeter, I think that is what I was trying to say. When I wrote it out it, it helped me see how to apply it. That how the student is using the material will determine which course gets the credit for it.
The Charlotte Mason approach does intertwine many lessons; which I love. I am not going to nit-pick what percentage of our nature walk was science, what percentage was PE, and what percentage was “get out of the house for some fresh air”. That is a bit extreme and I didn’t mean to imply that.
Your example of reading about Sam Houston for history and then having a seperate assignment count for English is a good one.
After looking at the “Suggestions towards Calculating Credits” at the end of the Matthew-Act & Ancient Rome module, I’m wondering if there are the same suggestions with the Renaissance and later ones?
If there is not, could anyone give me some ideas about the later ones?
Thanks!
There are not currently credit suggestions for the Middle Ages, Early Modern, and Modern courses. Those will be added when the lesson plans are revised.
For history credits, I would suggest
Middle Ages/Renaissance/Reformation = 1 world history credit
Early Modern = 1/2 American history credit; 1/2 world history credit
Modern Times = 1/2 American history credit; 1/2 world history creditI usually lump geography in with history.
For Bible, if the student is doing the GOAL study as well as the Life in the Word, Jesus Is Better, and Come, Lord Jesus studies, and continuing the Discovering Doctrine journal, I would probably give 1/2 Bible credit each year.
So next year I am planning on doing the Early Modern with my two high school level boys (10th and 11th). So how should I plan this? We need 1 American History credit for college admissions here. Should I just wait to give 1 full credit the following year when we finish Modern Times? Or should I give some extra work this year and next and give 1 credit each Early Modern and Modern? I don’t want to overwhelm him. It would leave my oldest with no History credit this year if I waited to give the full credit his Senior year (2017-2018).
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