deltagal,
As we complete the writing of Rev. to Rev. we will have a better idea of what will be needed to award high school credit for each area. This summer, I may post some possible additions to ways to beef up this guide for those wishing to ponder that option. However, I'll give you a good idea right now, for those of you who are on the precipice of high school planning.
To start, I'll let you know that there are two ways to award high school credit. There is the traditional method of assigning credit based on time spent on coursework. Typically 1 Carnegie unit of credit is for 120 hours of work, or 160 forty-five minute class periods. There is also the other option for awarding credit based on quality of work completed, rather than just the time spent. This is often used in homeschool settings, where students may work at faster or slower rates and aren't having to sit in a class for a certain amount of time. This works well with homeschool settings, as the goal is knowledge of the subject taught, not just to spend a certain amount of time on the subject. With our own son, who is a quick worker, we are awarding credit based on time spent as well as quality of work.
Making Rev. to Rev. credit worthy will depend upon what your state requirements are for high school (and also what type of higher education plans you have for your child as to whether that child is college bound, etc).
I'll also repost my general thoughts on high school as well. For a distinguished track high school education, most states are moving toward a 4 x 4 requirement for serious college-bound students who wish to compete for scholarships. This includes requiring 4 years of science (with 3 of the years being a lab science and typically including Biology and Chemistry at a minimum), 4 years of literature study/grammar/composition combo. (with American lit. being a requirement for sure and some leeway in the other literature areas), 4 years of history (typically covering geography a year or at least a semester, world history a year, American history a year, and Economics or Finance/Government each for a semester - although you can do various combinations to reach these requirements), and 3-4 years of math (with a bare minimum of algebra and geometry). There are other additional areas that are typically required as well like speech, fine arts, physcical education, computer, 2 consecutive years of a foreign language, etc. however the 4 x 4 requirements will take the bulk of the time.
If your student is not college-bound or is headed toward community college, you would have more leeway in the requirements and would instead focus on the basic requirements of the state and on fine-tuning a course of study that will guide your child in training for his/her future goals.
In pondering using Rev. to Rev. for grade 9, you would most likely have the hours daily in the guide to award a full credit of U.S. History (up to 1900), however not all of the study is high school worthy. Depending on your goals for your student though, and your state requirements, there is much in Rev. to Rev. that would equal a full credit. You could also add some government to Rev. to Rev.(as it would fit well in this period of history and is required in all states). In the area of government, you'd already be studying the signers of the
Declaration of Independence through Rev. to Rev. and reading the
Declaration of Independence. Plus, the history readings already in Rev. to Rev. would discuss government concepts too. So, to finish out the government credit, it would make sense to add something like
The 5,000 Year Leap for government and alternate reading a chapter of that with reading some of the
The Federalist Papers. If you don't have time to read all 85 of
The Federalist Papers, just read some of them! Each is an individual paper. If your child also read the
Constitution, this would all add up to a semester of government credit (.5), when used in conjunction with what you're already covering within Rev. to Rev. Listing the
Declaration of Independence, the
Constitution, some of the
Federalist Papers, the research on the
Lives of the Signers, and the
5,000 Year Leap, you would have a strong high school government course. You could also award .5 credit up to a full credit for U.S. History (up through 1900) for Rev. to Rev.'s other history content, depending on your state requirements. There is a lot there, especially with extensions.
There would be other ways, of course, to earn the government credit. This just happens to be one way to make that work.
Another thought for government would be to add Zeezok Publishing's A Noble Experiment. This could likey be done just 2-3 times weekly or done on your free 5th day (doing two lessons) to give you the government credit needed.
For literature credit, you could either use DITHR (with the goal of completing at least 8 classic type literature selections through your genre studies), or consider using something like LLATL Gold American Literature, or Smarr's Introduction to Literature. Any of these paths, when combined with dictation, the vocab. included in any of these courses, the composition and poetry in Rev. to Rev. or the comp. and poetry in any of these courses, and grammar would constitute an English credit. For grammar, we would recommend continuing with Rod and Staff, doing English 7 during grades 9-10 (half each year) and doing English 8 in grade 11-12 (half each year). These two levels are definitely high school worthy in their Table of Contents and in their coverage. You could use any grammar option with which you feel comfortable, although I'd lean toward doing some grammar every year as many sections of the SAT/ACT are a reflection of what is covered under the "English" umbrella.
If you do choose to use DITHR for grade 9, here is a link to some classic literature selections you could consider:
viewtopic.php?f=6&t=7765
For Bible in Rev. to Rev., you could add Bible reading with a goal for your child to read through certain books of the Bible, following up the readings with something like
Balancing the Sword. This would add time to that component to make it credit worthy and raise the level of the material, while giving some good thought-provoking questions to go with the Bible reading. Or, you could go in more of a worldview direction, since we'll already have a more basic worldview study scheduled, and you could add higher level worldview material like Dr. Francis Schaeffer's
How Then Should We Live? available in book form, on CD, or on DVD. Another option for extending worldview studies would be
Understanding the Times from Summit Ministries. The study written into Rev. to Rev. is published by Apologia in partnership with Summit, so the two would cover similar ground.
The combination of what is within Rev. to Rev. and any of these extension options would give you a Bible credit.
The science within Rev. to Rev. would be enough on its own for credit, if you choose the Advanced Kit and do the included inventor study. This would award a credit in Physical Science with lab. This would leave room in the following years for Biology, Chemistry, and an advanced science course such as Physics.
Much of your decision-making in science will depend on whether your child is continuing on to higher education after high school and if so in what field.
You could also look at beefing up the composer study to be able to award .5 credit in fine arts for music appreciation. One possible way to do this would be to add additional reading material like the
Spiritual Lives of the Great Composers and
The Gift of Music, along with some additional in-depth listening to some composers of your choosing likely through the inexpensive Vox CD's, and possibly a short paper or two on a composer(s).
Another area to ponder is whether to add some foreign language study. Many colleges require 2 years of a foreign language. It is also worthwhile to check your state standards in this area. With our oldest son we are doing .5 of a credit in Spanish this year and .5 of a credit in Greek (the Greek simply because my son has studied this for years and it is a passion of my husband's).
We are using
Getting Started with Spanish by William E. Linney. Since I have never had foreign language study prior to homeschooling my own kiddos, this was a straight-forward easy way for me to get my son started. There is also a
Getting started with Latin by William E. Linney too.
As far as your thoughts go, Florence, for your high school plan, when we come out with our updated placement chart for Rev. to Rev., if you feel that your son places best in that guide, then it would be fine for him to move into that for his first year of high school.
In the long-term, if you did go that route, you would likely want to do Rev. to Rev. for 9th grade, Modern Times for 10th grade, Geography for 11th grade, and then do World History for 12th grade.
One last thought I will mention that won't pertain to Florence's question, but will pertain for those of you possibly thinking of using HOD's younger 4 year sequence of guides from CTC on up for high school instead, it would likely work (with some beefing up as suggested) to give 1 full credit of world history for CTC and RTR together. Then, you could likely give one full credit of American history for the last two guides in the history cycle together, also awarding 1 full geography credit upon completing all 4 guides (with 1/4 credit awarded each year). That would only leave you to add a semester of government and a semester of personal finance or economics to complete your "history" portion of the 4 x 4 plan. Another option would be to just give a history credit each year that you use HOD in high school (as you would definitely have the time needed to earn one credit each year) and just make sure that you cover all needed areas (i.e American, World, Geography, Government/Economics or Finance) within the 4 credits that you award throughout high school for the history portion.
Anyway, hopefully this will get you pondering some possible ways to make Rev. to Rev. work for high school. Should you desire to use RTR for high school, there is a different thread on that particular guide that you may find helpful linked here:
viewtopic.php?f=6&t=7240
Blessings,
Carrie
sorry could not resist. But seriously I was just thinking about the later part of World history events, things that happen after RTR. This plan does really work well because all the world events after RTR seem to kind of involve the US. I was thinking about how I really like doing American over two years and weave in more detail about the things going on in the rest of the world in that time and some of the worldview on that. Long ago that was my original plan before we knew we would do HOD for high school and now we are back to it. Funny how God had all the details all along. 
