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NARHS documentation for diploma

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I know some of you have used NARHS for their diploma option. It’s looking like we may wind up homeschooling Dd for her last 2 years of school and want to use their diploma option this time around (long story, but likely necessary).

Im freaking out about the daily work documentation for homemade courses. Textbook courses you just have to submit their tests it sounds like but homemade ones you send every thing in for review? 

She would be using adapted special ed books and I know I have to get permission from NARHS ahead of time for that with her IEP, but sending everything in seems so daunting after not homeschooling that way with my oldest.

tell me it’s not as overwhelming as it seems?!?

Any recent users want to tell me how it went?


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Can it be just a log with brief details about what you did each day? 

Tues. March. 13: watched Theodore Roosevelt webinar class from the National Park Service as part of the Presidential Primary Sources Project, took notes during presentation, read a biography of Roosevelt by Charlene Notgrass and discussion (what we actually did for history today...) 

We don't always have output, but I could log things like that daily (and do) for my homegrown courses. 

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2 minutes ago, Hilltopmom said:

I believe it’s a daily log yes but we also have to submit all that daily work too (anything written)

Oh wow, so like mine took notes on their program today. You would have to send that in? That is a lot! 

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Not overwhelming at all, if you already keep good records. If you use workbooks or quizlets, or even write your own tests, you send those in. Texts are easy--the hardest part is deciding how much to weight every thing--so if you use Apologia for example--how much weight for study guides, tests, labs, etc. NARHS has forms to figure that out. 


Course Description for Self-designed Course



Course Title, Description:                                                       Course Classification


            English I                                                                      LA                          


Objectives included:

            To read from modern American and world literature

            To review basic grammar

            To continue writing skills

To examine literature in historical context

To prepare for the PSAT/NMSQT/SAT exams

To use historical fiction in conjunction with concurrent history course

To work on public speaking with 4-H, Youth City Council & Venture Scouting


Readings included:

            Rifles for Watie by Harold Keith

Virginia’s General by Albert Marrin,

Up from Slavery by Booker T. Washington

            Around the World in 80 Days by Jules Verne

Eben Tyne, Powdermonkey by Patricia Beatty         

Red Badge of Courage by Stephen Crane


Textbooks included:

            A Literature Approach to U.S. & World History by Rea C. Berg

Writing Strands 6 by Dave Marks

The REAL SAT Book by College Board

Effective Communication Skills by Dalton Kehoe


Stage Productions:

            The Circus Freaks (Xanadu Productions) (cast)

            Wizard of OZ (Missoula Children’s Theater) (Assistant Stage Manager)


Method of Evaluation:

            Extensive reading list

            Discussion of readings

Essay writing

            Grading of Berg guide question

Comments of directors, 4-H leaders, & Scout leaders


The format went funky on that, but you get the idea. They have a paper copy of the log, but we did it on the computer. The nice thing about that is if you're short on say, history, you could move over a biography or two from English. We estimated, knowing that she had her college classes (credit transfers over--don't have to track anything, so that covered music, computer skills, and a lot of science). We always ended up with WAY more time logged than their frankly, really lightweight requirements.  Here's an example of a textbook course:



Course Description for Textbook Course



Course Title, Description:                                                       Course Classification


Aerospace Science w/lab                                                         SC


            Course Description: Textbook course Aerospace: The Journey of Flight (2nd ed.) published by Civil Air Patrol, including lab work with Out to Launch. one credit


            Method for Learning the Course: Read material, discuss and review, take chapter tests, do labs


            Method of Evaluation:  Graded chapter tests.


C*** *. C**** 2015-2016 Summary Sheet


English III: 


Course Description:  Self-designed course consisted of readings from the course on world history. Included were biographies, novels and plays including The Eagle of the Ninth, Outcast, and The Lantern Bearers by Rosemary Sutcliff, Julius Caesar by William Shakespeare, Mere Christianity and Abolition of Man by C. S. Lewis, The Imitation of Christ by Thomas a Kempis The Pilgrim’s Progress by John Bunyan, Here I Stand by Roland Bainton, Pride and Prejudice by Jane Austen, The Hiding Place by Corrie ten Boom, The Diary of Anne Frank by Anne Frank, Heart of Darkness by Joseph Conrad, Animal Farm and 1984 by George Orwell, selected portions of the Bible and others. Public speaking was a component with presentations and demonstrations at 4-H, Youth City Council, and Venturing. The course included the Gunnison High School’s production of The Lion, the Witch, and the Wardrobe (cast as Aslan and Fenris Ulf). Student attended Western State Colorado University’s production of Twelfth Night.

Method for Learning the Course: Complete assignments in Berg’s manual, read literature and respond to it, watch videos

            Method of Evaluation: Graded writing and assignments, comments of directors, 4-H leaders, and Scout leaders (1 credit)




World History:


Course Description:  One year course integrated with study of world literature, including the Bible. Course provides historical overview lessons along with focused lessons on key events, concepts, and people. Readings include: The Cat of Bubastes, The Dragon and Raven and St. Bartholomew’s War by G.A. Henty, Tales of Ancient Egypt, Tales of Greek Heroes and Luck of Troy by Olivia Coolidge, The Ancient City by Peter Connolly, Caesar’s Gallic War by Olivia Coolidge,Tale of Two Cities by Charles Dickens, Eric Liddell, Pure Gold by David McCasland, Rescue Warriors by David Helvarg, Symphony for the City of the Dead: Dmitri Shostakovish and Siege of Leningrad by M. T. Anderson. Some of the videos viewed were: Ben Hur, Julius Caesar’s Rome, Greece: Secrets of the Past, Greeks: Crucible of Civilization, Les Miserables, Saving Private Ryan, Band of Brothers (HBO), Man Who Never Was, Patton, Saving Private Ryan, Diary of Anne Frank, and Great Blunders of WWII, The student compiled a video of the London Blitz with period music for a drama production. Textbooks: Exploring World History and In Their Words: Original Documents, Poetry, Stories and Hymns by Ray Notgrass.

Method for Learning the Course: Read history texts and other history books, answered study guide questions

Method of Evaluation: Discussed and graded papers and study guide questions (1 credit)





Aerospace Science w/lab: 

Course Description:  Textbook course covering the principles of aircraft flight and navigation, the history of aviation, development of air power, contemporary aviation, human requirements of flight, cultural and global awareness, geography, the space environment, space programs, space technology, rocketry, propulsion, the aerospace industry, and survival. Text: Aerospace: the Journey of Flight by Barb Privulick & Jeff Montgomery (2nd ed.) Additional texts: The God Machine: from Boomerangs to Black Hawks by James R. Chiles, and Rise of the Rocket Girls: the Women Who Propelled Us, from Missiles to the Moon to Mars by Nathalia Holt, and video Apollo 13 (1995). Lab work done with Out to Launch.

Method for Learning the Course: Read chapters, take tests, do labs with Out to Launch for Wild Goose Company

Method of Evaluation: Graded tests (1 credit)




Piano III:


Course Description:  Private lessons Mrs. Debbie McVey

Method for Learning the Course:  Weekly lessons, work with teachers from Indiana University and Colorado Mesa University, occasional student recitals, Western Colorado Solo & Ensemble Competition, playing for Mt. Calvary Church

            Method of Evaluation:   Comments of piano teacher, applause at recitals, Superior Rating: Western Colorado Solo & Ensemble Competition (1 credit)  




Swimming III:

            Course Description: Self-designed course consisting of participation on the Gunnison High School swim team

            Method for Learning the Course: Swim meets, including Regionals and State, daily practices both in and out of the water, lifeguarding at Western State Colorado University pool,

            Method of Evaluation: consideration of stroke improvement, faster times, advancement to “A” relay, State team (1 credit)




Credits from Western State Colorado University:


Cello (MUS 185)

Cello Private instruction (1 sem. credit) (take twice)


Orchestra (MUS 101)

Open to all who play orchestral instruments and who wish to experience playing orchestral music. The course includes the study and performance of orchestral literature (1 sem. credit) (taken twice)


Instrumental Chamber Music (MUS 121) (String Ensemble)

Instrumental and Vocal Chamber Music 1/2-1 credit Designed to give the student-musician rehearsal and performance experience in the area of ensemble and chamber music. Includes the Brass, Woodwind, Percussion, String, and Jazz Ensembles, as well as Chamber Singers, and additional small ensembles. Membership is open to Music majors and non-Music majors by audition. (.5 sem. credits) (taken twice)


Computer Science I (CIS 190)

A semester introduction to software development. Students develop text, graphical user interface (GUI) and applet web graphical applications using object oriented techniques in Java.  Emphasis is placed on good software engineering practices for problem analysis, program design, documentation, testing and debugging. (3 sem. credits)


Computer Science II (CIS 191)

A continuation of CIS 190 taught in the Java programming language. Students develop stand alone GUI and console applications and applets of increasing sophistication. Topics include: arrays, objects and classes, encapsulation and inheritance, file management, dynamic data structures, searching, sorting, recursion, stacks and queues, with emphasis on abstraction and implementation and an introduction to algorithm analysis. (3 sem. credits)


College Algebra (MATH 140)

An integration of the essential algebraic manipulations, solving equations and inequalities, polynomial functions, exponential and logarithmic functions, and techniques of graphing. (3 sem. credits)

Precalculus (MATH 141)

Preparation for calculus by the study of functions of one variable over the real numbers. These are introduced in general and then applied to the usual elementary functions, namely polynomial and rational functions, exponential and logarithmic functions, and trigonometric functions. Inverse functions, polar coordinates and trigonometric identities are included. (4 sem. credits)


Introductory Physics (with laboratory) (PHYS 140)

A semester course consisting of a semi-quantitative introduction to the fundamental concepts of physical science, particularly the laws of physics as they relate to the structure of matter. Laboratory experiences play an important role in the investigations (4 sem. credits)


Instrumental Chamber Music (MUS 121) (Piano Accompaniment)

Instrumental and Vocal Chamber Music 1/2-1 credit Designed to give the student-musician rehearsal and performance experience in the area of ensemble and chamber music. Includes the Brass, Woodwind, Percussion, String, and Jazz Ensembles, as well as Chamber Singers, and additional small ensembles. Membership is open to Music majors and non-Music majors by audition. (.5 sem. credits)





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