A distinctive of Paideia methodology is Socratic Discussion.  Class participation in most subjects depends on students’ outside preparation for these debates through reading and research. Therefore, the first priority in homework is the assigned reading. Skipping this step is not an option for any student, although the reading may be adapted for individual needs (see permissible alterations in Adaptations and Modifications under "Evaluation" tab). Sometimes the reading is accomplished in small study groups. We expect all students to participate in class discussions and to take notes—and we will explain how to do so efficiently and accurately using an array of graphic organizers.

Each student is expected to keep Culturative History and English assignments organized in a coursebook (three ring binder) each quarter. The materials are integrated into one large 3” notebook for the entire year’s  work. 

Coursebooks  provide:

•  a portfolio of student’s accomplishments
•  a method of yearly review
•  an opportunity for students to organize incorporated material

 The student chooses a minimum of 25 items from Culturative History and English for each quarter.

Parent’s responsibility:  send a signed paper at the end of each quarter stating they have 25 items; A deduction for each item under 25 will result in lowering the assessment from an “E” to a lower score.

Occasionally coursebooks will be acceptable to use for open book/take home tests

Extra assignments/field trip information can be placed in section where it applies or in a section for additional assignments

Grade will count once on Culturative History grade sheet  each quarter

The goal of keeping a coursebook is not only to have a record of the student’s work (which will serve as a portfolio for university entrance requirements), but also to be a learning resource and reference throughout the year. A coursebook often becomes a valued possession that some students take away to college.

Culturative History also requires students to create and bring a detailed timeline that visually shows the panorama  of history unfolding. Each student should keep his timeline handy in class to use as a reference.

The timeline may be kept in a binder, on connected sheets of paper, or even in a computer generated calendar. Different periods of history will warrant varying spans of years on a page. The Culturative History homework charts explain what dates (and pictures or drawings when available) should be added each week. Topics may be color-coded based upon their area of history. Students may use colored sections on their page or use colored highlighters to mark the individual dates.

• Events/People black and white
• Arts blue
• Music yellow
• Architecture green
• Science red
• Religion purple
• Literature orange
• Politics/Political Actions pink

Throughout the year students have the opportunity to build models, produce video re-enactments, dress in authentic costumes, recite memorized monologues, and create art projects like salt dough maps or dioramas as part of creative self expression that solidifies learning and makes a memorable experience, as well as allowing for public speaking practice. Each grammar and dialectic student needs a simple, inexpensive, generic costume depicting the major era being studied. For example, in Year One students need a Biblical 'robe' type costume; Year Two requires a Roman and/or medieval outfit; Year Three requires an early American costume; Year Four will use 20th Century outfits.

Of particular significance, however, are the major projects called  Convocation” (for E2 through Upper Rhetoric)  and “40 Hour Projects” (for C, D and E only). Students present these projects orally and must include a visual aid that is illustrative of what they discovered in their research. In these presentations we see a student’s individuality, tastes and talents emerge.

Paideia-Wide Projects

Each year we produce a PAideia-wide (all-campuses together)  Simulation Day where we recreate the culture studied. In past years we have constructed a Tabernacle, a cathedral, and a log cabin village. We include all aspects of the culture: expect food, music, dancing, poetry, period costumes, and fun.

Field Trips

Field trips are also school-wide projects. During Week 8 each year we set aside regular classes and take advantage of the many outside learning opportunities the “real world” offers. All PAideia students are required to wear uniforms on field trips.

In addition to local trips, each year we provide the opportunity to travel and study abroad during I-Term. For example; Rome, the heart of Year Two’s studies, was our European Tour destination in the spring of 2011. Be watching for deadlines and information for this year's trip.

Movies and Movie Day

Whether for good or bad, Hollywood has profoundly influenced our culture’s perception of history. We use movies to help students recognize the influence of the arts and see the flow of events.  Movies are assigned each quarter, and students fill in a questionnaire as they watch. We encourage families and study groups to watch together, and then discuss the questions

Each year we plan a movie day marathon. At this event the goal is different: we deduce the world view that the producer is promoting and go on to study the way he communicates his message through camera angles, music, lighting, suspense, and dialogue.

Families are strongly encouraged to join forces with other PAideia families in weekly parent-led study groups.  In study groups, students may work on assignments together, talk through discussion questions, pray, memorize the week’s Scripture, edit each other’s compositions, practice with vocabulary flash cards, watch an assigned movie, have spelling bees, work together on visual aids for upcoming presentations— or just about anything the moms-in-charge can come up with. How, where, when, and with whom you meet is entirely up to you. Each parent should take a role in the study group - this should not be considered a "drop-off" type of activity. The Campus Communicator can assist you in finding families that live close to your home.

The data retrieval charts, maps, checklists, parent discussion questions, worksheets, graphic organizers, diagrams, matrices and rubrics, and links to other sites that students and parents need are posted on the website under “Class Materials.” Some materials are standard throughout the year (for example, the Proofreading Checklist) and some are just for specific weeks. Look ahead. Be sure your student has all of his necessary printouts in his notebook the day before class meets. (Having everything printed before study group is helpful, also.)

We see evaluation tools as an additional way for students to synthesize knowledge. Some tests are given at home, and some in class. English classes give extensive instruction in how to take essay tests. For further information see the tab, "Evaluations."