Placing Your Child in the Right Program

High School level World History Guide

If you are not sure which of our programs best fits your child, use our Program Placement Chart shown below to help you decide. The Placement Chart below is only for our first two high school level guides: World Geography and World History. If the skills listed below do not describe your child, then move to the placement chart for our guides prior to the World Geography located here.

Each of the subjects in the chart are placed in order of importance for correct placement, so consider the first row (AGE) to be more important than the second row (LITERATURE); the second row (LITERATURE) is more important than the third row (WRITING), and so forth.

Program Placement Chart

PROGRAM

Hearts for Him Through High School: World Geography

Hearts for Him Through High School: World History

AGE

13-15 years old extending to 11th - 12th graders

14-16 years old extending to 12th graders

LITERATURE

Ready to independently read and analyze pieces of classic literature; has successfully completed formal literature study equivalent to Drawn into the Heart of Reading Level 6/7/8 including genres studies, literary elements, challenging vocabulary, and deeper thinking; regularly looks beneath the surface of what is read; is prepared to discuss literary analysis, Biblical worldview, and critical thinking questions

Has independently read and analyzed pieces of classic literature; has successfully completed formal literature study equivalent to ninth grade (or above) including genre studies, literary elements, critical thinking, and challenging vocabulary; is ready to diagram a story's plot; is able to retell and reflect upon what is read both orally and in writing; is ready to annotate; has some familiarity with literary devices (i.e. foreshadowing, symbolism, allusion, etc.); is ready to discuss thematic elements from a Biblical worldview

WRITING

Able to reproduce with few errors paragraph-length dictation passages; writes three to five paragraphs with ease, including the use of complex sentences; can write a 15-20 sentence narration with little difficulty; has had basic, formal instruction in essay-writing and other forms of writing; is ready for deeper instruction in writing various forms of essays (i.e. personal, persuasive, expository, compare/contrast); is ready to write a short research paper

Able to reproduce with few errors difficult paragraph-length dictation passages; can write four to five paragraphs with ease, including the use of complex sentences; regularly writes 15-25 sentence narrations; has had formal instruction in the writing process and in various forms of essay-writing: personal, persuasive, expository, and compare/contrast; is able to write a short research paper; is ready for instruction in cause/effect, process analysis, literary response, and college preparation essay-writing

ENGLISH

Knows and identifies the 8 parts of speech; has had extensive diagramming practice including phrases and clauses; regularly proofreads for mistakes in grammar, usage, spelling, capitalization, and punctuation in own writing; regularly applies grammar knowledge to produce clearer, more organized writing; has had practice taking notes, outlining, writing reports, and using reference materials

Ready to build upon first half of English studied in previous guide; knows and identifies the 8 parts of speech; has had extensive diagramming practice including phrases and clauses; systematically proofreads for mistakes in grammar, usage, spelling, capitalization, and punctuation in own writing; regularly applies grammar knowledge to produce clearer, more organized writing; has had instruction in taking notes, outlining, report writing from an outline, letter writing, and using reference materials

MATH

Can analyze and interpret textbook examples and use them to solve new problems; is strengthening abstract thinking skills; can use mental math, reasoning, and computation to solve more challenging problems; can synthesize and apply learned concepts to solve multi-step problems; is ready for Algebra I or above

Can analyze and interpret textbook examples and use them to solve new problems; can use abstract thinking skills, mental math, reasoning, formulas, and computation to solve more challenging problems; can synthesize learned concepts and transfer them to solve multi-step problems; has completed Algebra I or above; is ready for Geometry or above

HISTORY

Regularly reads assigned history texts on his/her own according to a schedule; can independently read and follow extensive written directions well; is an experienced oral narrator; can readily write a 15-20 sentence written narration; is prepared to complete geography-related assignments that require additional written work daily (i.e. copywork, bulleted notes, outlines, video viewing guides, analysis of primary source documents, preparation for Socratic discussions, questions based on Bloom's Taxonomy, research topics, etc.); has preferably had experience with historical mapping, timeline entries, step-by-step sketching, and history projects (or is prepared to independently complete these things)

Is used to reading assigned history texts on his/her own according to a schedule; can independently read and follow extensive written directions well; is experienced in various types of oral narration: key word, summary, topic, detailed; can readily write a 15-25 sentence written narration; is prepared to complete history assignments that require additional written work daily (i.e. answers to critical thinking questions, graphic organizer notes on varying viewpoints from You Are There ... listening sessions, written opinions, quotations in context, analysis of multiple primary source documents from the same event, support conclusions with primary source excerpts, etc.); is ready to interpret historical maps, create timeline entries, share talking points, and work on history-related activities

Further Consideration for Placing Your Child in the Right Program

If you have completed the first part of our Program Placement Chart and are still not sure if the World Geography or World History Guide fits your child, you can use the additional information shown below to help you decide. Remember that the subjects are placed in order of importance for correct placement, so the first part of the chart that you've already read above should be considered much more important to your placement decision. As with the first part of the chart, each of the subjects below are placed in order of importance for correct placement, so consider the first row (BIBLE) to be more important than the second row (SCIENCE).


BIBLE

Has had experience with formal Bible study; is ready to develop a deeper faith that is rooted and grounded in God's Word; can follow written directions for a daily quiet time focused on Scripture study, thought-provoking questions, evaluation and application of what was read, memorization of Scripture, and daily prayer time for both the unreached peoples of the world and for personal needs; will keep a prayer journal and read and annotate either Practical Happiness or Stepping Heavenward to focus on becoming a Godly young man or woman

Is prepared to study and analyze the Bible chronologically to see the overarching story and themes; desires to develop a deeper understanding of what God is like, what He requires, and how to have a right relationship with Him; can follow written directions for a daily quiet time focused on Scripture study, guided questions and topical exercises, synthesis of what was read, memorization of Scripture, daily prayer time based on a Biblical model of prayer, keeping a prayer journal, and singing and memorizing classic hymns; will take part in a study of Pilgrim's Progress including "Digging Deeper" questions, charts, discussion, and Scripture references

SCIENCE

Regularly reads assigned science material on his/her own according to a schedule; can use the text to independently answer questions based upon what was read; is able to internalize vocabulary necessary to the study; has had experience in conducting experiments and recording results using the scientific method; is prepared to conduct classic chemistry and physics experiments and record results within a lab manual; is ready to synthesize scientific information, investigate connections, and draw conclusions between chemistry and physics

Is used to reading assigned science material on his/her own according to a schedule; can use the text to independently answer matching, underlining, multiple choice, true/false, categorizing, fill-in-the-blank, vocabulary, and short answer questions based upon what was read; is able to internalize vocabulary necessary to the study; has had experience in conducting lab experiments and recording results using the scientific method; is prepared to categorize scientific information in an organized way, investigate connections, draw conclusions, and retain vocabulary-rich subject matter

GUIDE SPECIFIC COURSES:

WORLD RELIGION & CULTURES

Is prepared to read books that correspond with the study of world religion and cultures, complete graphic organizers to take notes on what was read, reflect on what was learned, and respond to bookmark prompts targeting higher-level skills (i.e. select lines to quote and comment upon; ask clarifying and probing questions; make connections between text, self, and world; and share observations, reflections, and musings)

FINE ARTS

Can independently read biographical vignettes about famous artists; is prepared to view DVD segments offering Biblical insight into great art and artists through the ages and answer guided questions in response to viewing; can appreciate "Art Gallery" paintings and write reflective notebook entries; is prepared to complete scheduled follow-up activities, writing, and research projects; is able to follow step-by-step directions to create art projects using a variety of mediums; is ready to learn about art history, art elements, and art principles

GUIDE SPECIFIC COURSES:

LOGIC

Ready to read, discuss, and respond to exercises designed to help you logically recognize and identify fallacies (i.e. Red Herring, Ad Hominem, Tu Quoqe, Straw Man, loaded question, equivocation, circular reasoning, either-or, generalization, analogy, propaganda, etc.); learn how to reason with clarity, purpose, and relevance

HEALTH

Is ready to read, discuss, and respond to mature physical, social, and mental health related topics; is seeking to develop a moral basis for a healthy lifestyle based on Scriptural principles; is prepared to define terms, answer textual and Biblical application questions, participate in discussions with a parent, select and complete quarterly projects, and take chapter tests

FOREIGN LANGUAGE

Is ready for a gradual, systematic approach to beginning Spanish; is ready to learn new vocabulary, translate practice sentences, practice pronunciation exercises, and listen to Spanish spoken by a native speaker

Has had the equivalent of Getting Started with Spanish; is ready to learn new vocabulary, understand Spanish grammar, translate words and sentences, answer questions in Spanish, practice dialogue in Spanish with native speaker audios, write and read Spanish words and sentences, and learn about Spanish-speaking cultures

If the skills listed above do not describe your child, then move to the placement chart for our guides prior to the World Geography Guide located here. Suggestions and recommendations for using the guides prior to the World Geography Guide for high school can be found on our Message Board at www.heartofdakota.com/board