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Making High School Relevant Through Adult Accomplishment!

Frontier Christian Academy

Every Course —> One or More Lucrative Adult Accomplishments

Full Year of Interactive Coaching from Certified High School Teacher

Peer Infusion, Collaboration, and Feedback

Incredible Value and Discounts!

2

I first had the idea for Frontier Christian Academy several years ago, when I was pulling night watch in Stuttgart, Germany. We were al-

ways having to set the conditions for the soldiers that worked for us to be successful, and I got to thinking. What is necessary for our chil-

dren to be prepared for the “emerging world”: not the world that we graduated into, or even the current world, but the one that they

would have to lead as adults? I had been working with youth for a couple decades, so I wondered: what knowledge, skills, and characteris-

tics would high school graduates need to lead that world?

I had nothing else better to do while waiting for the phone not to ring, so I came up with a set of courses that, if combined, would make a

graduate a formidable leader, with skills that would always be in demand. I came home in the morning with a 9-page document, exhaust-

ed, but exuberant. We have come a long way since that night watch, but I am still just as obsessed with empowering high school graduates

to lead the emerging world. Welcome to the Frontier!

David E. Mugg

Founder and CEO

Frontier Christian Academy LLC

My name is David Mugg, certified high school teacher (NC), published author, West Point graduate, retired Army Special Operations

officer, founder of Frontier Christian Academy, and happily-married, proud father.

WELCOME TO FRONTIER CHRISTIAN ACADEMY!

TABLE OF CONTENTS

ABOUT US: 2-4 OUR COURSES: 5-16

HOW WE TEACH: 17-18 PRICING AND VALUE: 19

Frontier Christian Academy: Making High School Relevant Through Adult Accomplishment


INVENTION AND DESIGN

NOVEL WRITING AND PUBLISHING

BIBLICAL HERMENEUTICS, APOLOGETICS,

AND COUNSELING

ECONOPOLICY

GEOGRAPHY, CULTURE, AND INFLUENCE

MILITARY ART AND SCIENCE

THE MEDIA AND THE MESSAGE

FOREIGN LANGUAGE I

ARCHITECTURAL DESIGN AND OPTIMIZA-

TION

ORGANIZATIONAL DESIGN

READING PEOPLE

ANATOMY: SYSTEMS AND DIAGNOSTICS

OUR COURSES:

Frontier Christian Academy

MAKING HIGH SCHOOL RELEVANT THROUGH ADULT ACCOMPLISH-MENT!

In the near future: ...It ’s your son, calling you from China, where he is spearheading

the marketing campaign for his new biomedical invention that allows quadriplegics

to walk, to needle you because he won your bet on who would win the Super Bowl.

He asks if you saw the Superbowl ad that he produced, and he tells you that he was

able to get the airtime for a steal through his negotiations with the studio exec, to

whom he had given a winning stock tip.

You smile as he calls (in Chinese) to your bilingual granddaughter to come to the

computer and tell Grandma and Grandpa about the neighborhood market that she

has set up to sell used toys.

While she is telling you this, along with how she used the Book of Proverbs to bright-

en the day of the grumpy old man next door, your son gets a phone call and has to

step away. When he comes back he tells you that he has to cut his trip a little shorter

because the Defense Department has just called him in to give a briefing on potential

military applications for his invention.

“Oh, and Dad,” he says, grinning, “I will collect the $20 you owe me for picking the

Superbowl winner before the season started.”

“Lucky guess,” you snort.

“Luck’s got nothing to do with it,” he chuckles. “And Mom and Dad, you have to

promise me to go see the movie when it comes out next month.”

“What movie?” you ask with an innocent grin.

“The one they are making of my book! Mom and Dad, you have to promise!”

“Yeah, Grandma and Grandpa, promise!” your granddaughter chimes in, bouncing

excitedly.

“Ok, ok,” you say, trying to sound reluctant as you pat the advance tickets that you

printed out 3 days ago sitting on the desk. “But using our granddaughter against us is

dirty pool.”

“Gotta go, Mom and Dad,” he grins, “Love you.”

“We love you too, son, and we’re very proud of you.”

As the screen goes blank, you sit back and think about all of the seemingly impossible

turns that your son’s life has taken. The seemingly impossible accomplishments that

he has made. Seemingly impossible. And yet...

Sounds Impossible? How Sure Are You?

What if it were not impossible? What if it were normal? What if it could be your son

or daughter? What would it be worth?

If the above scenario sounds like something that you would want to be a part of, then

read on, and I will show you a path that can take you to these and greater possibili-

ties! Welcome to Frontier Christian Academy!

Scan to learn more and get your

questions answered!

4

ACCOMPLISHMENT MAKES US BEST

There are many excellent high school

programs out there, but when you fin-

ish them, you have a GPA. When you

finish with us, you take an entire

portfolio of adult accomplishments out

into the world.

INTERACTIVE FEEDBACK

Much of the course material out there,

while being good and thorough, is pre-

recorded and static. With us, you get a

certified high school teacher and your

classmates providing tailored input,

coaching, and feedback, as you take

your accomplishments to the world.

UNBEATABLE VALUE FOR THE $$$

To find a program that would coach

you through any one of the accom-

plishments that we do, you would

need a B.S. Degree, at a minimum,

which, on average, would cost you

$38,600 for an in-state public universi-

ty. With the Trailblazer Discount, we

charge you less than 1% of that!!!

FRONTIER CHRISTIAN ACADEMY MISSION:

The mission of Frontier Christian Academy is to honor Jesus Christ and make high

school relevant by unleashing Christian leaders into the emerging world with an

entire portfolio of adult accomplishments under their belt before the adult world

has a chance to tell them that it can't be done.

FRONTIER CHRISTIAN ACADEMY VISION:

Our vision is a community of competitive and cooperative excellence, built

around accomplishment, guided by a Biblical worldview, and focused on build-

ing the thought leaders to lead the generational narrative of tomorrow, with

the ability to cut through the "noise" of the demagogues.


OUR BELIEFS:

The Bible is the only inspired Word of God, and exerts sovereign authori-

ty over all areas of faith and practice.

The fundamental core of the American psyche is the belief that “it can be

done.” While there are sometimes resourcing obstacles, if these were

removed, every true American believes that “it can be done.”

The emerging world is a different one than the one that we grew up in,

or even than the one that our children grew up in, so the skills required

to lead it are also different.

Events do not happen randomly, but through causal forces and in histor-

ical context, which means that proper understanding of the forces acting

on our world will enable accurate prediction of, and preparation for, its

trajectory.

Accomplishment trumps certification when it comes to expertise to be

consulted. Expertise can be gained independently of certification pro-

grams. The information environment has changed to where there is no

longer a requirement to master the basics before tackling more advanced

projects. Education needs to adapt to this new reality.

Scan to learn more and get your

questions answered!


DESIGNED AND INVENTED PROTOTYPE

DEVICE/PRODUCT (THAT SOLVES A REAL-

WORLD PROBLEM FOR A REAL-WORLD

MARKET)

DETAILED DRAWING

ASSEMBLY DIAGRAM

BILL OF MATERIALS

DEVICE/PRODUCT TESTING/UNVEILING

VIDEO

CROWDFUNDING CAMPAIGN (TO FUND

PROTOTYPING PROCESS)

MARKETING PLAN FOR GENERATING IN-

TEREST IN THE INVENTED DEVICE/

PRODUCT

BUSINESS PLAN FOR HOW TO GET THE

DEVICE/PRODUCT TO MARKET

ADULT ACCOMPLISHMENTS:

Invention and Design

LET’S INVENT THE FUTURE!

What if every student coming out of high school already had an invention ready

for market, instead of having to figure out what they wanted to do when they

grew up? What if everyone that your son or daughter knew had demonstrated

the same skills and drive? How would it be if their friendships were inspiration

incubators? How would our world look different? How would our conversations

sound different? Would you want to be a part of bringing that about? Sounds

impossible? How sure are you?

We don’t believe that it is impossible. Our Invention and Design students will

produce and revise a working prototype of a device that solves an adult-world

problem that they have identified with real-world market analysis. Read on to

find out how you can be a part of inventing the world that exists beyond the next

horizon! Join us to help invent the future!

“Science classroom” or “incubator”? WITH A WORKING PROTOTYPE, CROWDFUNDING, AND A BUSINESS

AND MARKETING PLAN, STUDENTS ARE POISED AS ENTREPRENEURS!

THE MOTHER OF ALL OUR COURSES!

It came from Stradivarius, but that probably needs a little explanation.

The idea for this course actually came to me while I walked through Amsterdam Airport on

my way to Kenya for a mission for my last profession. I saw a copy of the Economist maga-

zine on the newsstand with a cover picture of what was very evidently, a plastic violin. The

caption read: “Print me a Stradivarius.”

It was an article about 3D printing (about which I knew nothing at the time), and I remem-

ber thinking two things. First, if I could print Stradivarius violins, I could finally buy that sub-

marine, private island, and a castle to go on it, that I had been dreaming about, but I di-

gress. Second, I thought: “How would a high school science class look different with one of

these (3D printers) in the classroom? What could I expect the students to do then that I

cannot expect them to do now?” The answer: I can expect them to design, invent, proto-

type, test, and refine a device to solve a real world problem! By the time these students

are 15-16 years old, they have said (or heard someone they care about say): “I wish I had

something that does _______.” What holds them back? In most cases, it is the lack of a

production facility to prototype and test such a device, or the costs associated with that

process.

That printed Stradivarius changed the game in my mind. I could have the students come up

with what goes in the blank above. Then they could go through the Engineering Design

Process to solve it. With a working prototype, they could test and refine it without having to

rent a factory to do it! Thanks, Stradivarius!

Scan to see more about Invention

and Design’s curriculum

COURSE VERSE: II CHRON. 26:15


WRITTEN, EDITED, REVISED, AND PUB-

LISHED NOVEL (AVAILABLE FOR PUBLIC

PURCHASE ON AMAZON)

SEVEN ROUNDS OF PEER EDITING ON

CLASSMATES’ NOVELS, BASED ON DIFFER-

ENT RUBRICS EACH TIME

BOOK VIDEO TRAILER

BOOK MARKETING PLAN (INCLUDING

BOTH TRADITIONAL AND SOCIAL MEDIA)

FOR GENERATING INTEREST IN THE BOOK

-BUYING PUBLIC

CROWDFUNDING CAMPAIGN (TO FUND

PUBLICATION PROCESS)


Novel Writing and Publishing

FOR THE “GREAT AMERICAN NOVEL” INSIDE YOU!

How would our world look different if every student coming out of high school had told

that story — the one that could explain their little piece of the Human Condition? What

if all of the books on your shelves at home were either written by your children, or by

their high school classmates? How would it be if their friendships were springboards to

inspiration? How would our world look different? How would your dinnertime conversa-

tions sound different? Would you want to be a part of bringing that about? Sounds impos-

sible? How sure are you?

We don’t believe that it’s impossible. Our Novel Writing and Publishing students plan,

write, edit, revise, publish, and market their novel.

We all understand the world through stories. Jesus taught us through stories. Read on to

find out how you and your student can help to teach the next generation with the stories

that are already locked inside them, just dying to get out! Join us, and tell your story!

“English classroom” or “author platform”? WITH A PUBLISHED NOVEL, A VIDEO BOOK TRAILER, CROWDFUND-

ING, AND A MARKETING PLAN, STUDENTS BECOME “AUTHORS”!

WE DON’T JUST READ STORIES, WE WRITE THEM!

From the time that I was very young, I used to love to make up and tell stories

to whomever would listen. Many times this was only to myself, but I digress.

The idea for this course actually came to me from a book called No Plot? No Problem.

This book told of a group of people who could help me get my story out to the world by

writing a novel in a month. You see, I said earlier that we do not think that this is im-

possible, but the truth is that I know that it is possible because I have done it! Every

year during the month of November, over 100,000 of people around the world write a

novel. It is called National Novel Writing Month (www.nanowrimo.org.) They define a

novel as 50,000 words, which, over the 30 days of November, comes out to slightly un-

der 1700 words per day, which, while being a commitment, is far from impossible.

So I thought that, if 100,000 people could do it, why can’t some of them be high school-

ers that I am coaching through the process.

Here’s what 100,000 people do not do in a month, or a year, or in many cases, a

lifetime: publish their novel. There are all sorts of reasons for this, but few are

sufficient.

But you say to me: “Publishing is expensive/difficult/time consuming/exclusive/etc.”

That was before self-publishing moved beyond the realm of vanity publishing to become

more mainstream! So I saw coaching students to write their story, revise it, publish it,

and market it to their generation, as a great way to put them in the driver’s seat for

selling their novel and getting their story out there!

Scan to see Novel Writing and

Publishing’s curriculum

COURSE VERSE: REV. 1:11, 19


WEEKLY ENGAGEMENT WITH ACTUAL

SKEPTICS ON SKEPTIC PUBLIC FORUMS IN

DEFENSE OF EACH OF THE MAJOR DOC-

TRINES OF THE CHRISTIAN FAITH

(WORKING WITH ROTATING PARTNERS)

BIBLICAL COUNSELING SOLUTION TO A

REAL-WORLD PSYCHOLOGICAL/

RELATIONAL PROBLEM, PUBLISHED IN A

RELEVANT FORUM

BIBLICAL COUNSELING SOLUTION TO A

REAL CHURCH’S ORGANIZATIONAL/

RELATIONAL PROBLEM, PUBLISHED IN A

RELEVANT FORUM

IDENTIFIED AND NAMED DISCIPLE, TO

WHOM THEY CAN PASS ON WHAT THEY

HAVE LEARNED IN THE COURSE!


Biblical Hermeneutics, Apologetics, and Counseling

WHAT IF THE CHURCH COLLEGE GROUP WAS AS STRONG AS THE YOUTH GROUP?

What if you could send your son or daughter off to college across the country

with absolutely no fear for their faith because they had already faced and de-

feated everything that the enemy had to throw at them? What if all of the

young adults in the church had a track record of being victorious in defending the

faith, and could mentor the next generation, and encourage your child, on how to do

it? What if our young people could cite chapter and verse for everything that they

believed about their faith, instead of saying, “I know it says it somewhere, but…”?

How would our churches look different? Would you have more peace of mind about

your child’s fast-approaching adulthood? Their marriage prospects? Their col-

lege choices? Would you be interested in bringing that about? Sounds impossible?

How sure are you?

It is not impossible! I have done it, and your student can too. Join us to find

out how to “pull down the strongholds” and “edify the Body”!

“Bible classroom” or “training yard”? WITH ACTUAL EXPERIENCE IN BIBLICAL APOLOGETICS AND COUN-

SELING, STUDENTS WALK ARMED AND ARMORED INTO BATTLE!

TRAINING “SWORD WIELDERS” TO “BREAK THE GATES”!

Have you ever been attacked by a gate? Maybe a more embarrassing question

is, “Have you ever been defeated by one?” If Paul told us that our weapons are for

“tearing down strongholds,” and Jesus said that “the gates of Hell will not stand against

[the Church],” then why are we living on the defensive?

I learned this the hard way in two ways. The first is that my high school was

ranked 4th academically in the nation, with a debate team that had been national

champions for as long as anyone could remember — most of whom were hostile to

Christianity. Consequently, I learned early that I needed to carry my Bible to Math

class, or I was going to get waylaid by classmates and teachers. I was “standing

down” Ph.D.’s in apologetics battles from the time I was 15 years old.

The second way was harder, and thus, more relevant. I worked with youth in Columbus,

GA, and had trained (or so I thought) several members of the group to use the Bible

effectively. They graduated, went to college, had their faith shredded there, came back,

and bled out in my arms. I swore in that day: NEVER AGAIN!!

These two experiences forged this course’s two student needs: for readiness to fight their

own battles by having to struggle to strength, and resilience so that they do not

despair before they succeed.

You see, there is nothing wrong with the Sword. It is only in the swordsman

where the failing lies. We are about training students to wield the Sword!

Scan to see more about the cur-

riculum

COURSE VERSE: II COR. 10:4-5


WORKING, PREDICTIVE, MATHEMATICAL,

MODEL OF THE GLOBAL ECONOMY

(DERIVED BY A COMBINATION OF EACH

INDIVIDUAL AND THE CLASS)

WORKING PROGRAMMED COMPUTER

PROGRAM/APP WITH A USER INTERFACE

ENABLING SOMEONE WHO WAS NOT

PART OF THE MODELING EFFORT TO PRE-

DICT THE ECONOMY

WEEKLY PREDICTIONS OF ECONOMIC

EVENTS, BASED ON NEWS STORIES, WITH

MATHEMATICALLY CALCULATED UNCER-

TAINTIES (TEACHING CALCULATED MOD-

ESTY)


Econopolicy

PREDICTING THE ECONOMY!

If I gave you $50 and a copy of next week’s Wall Street Journal, how much

money could you make? What if I continued to give you the following week’s

edition of the paper every day for the next year? Could you make a million dol-

lars? What if every student coming out of high school, knew how to invest com-

petently because they knew what was going to happen next in the economy?

How would that affect funding for college? For marriage? For life? How would

you feel differently about your child’s entrepreneurial ambitions? How would

your life look different if you could read a news story and know what it was going

to do to your investment portfolio today? Next week? Next month? Would you

want your children to have that expertise? Would you be interested in bringing

that about? Sound impossible? How sure are you?

We don’t think that it is impossible. Difficult? Maybe, but impossible? Not so

fast!. Join us to find out how you will turn news into cash!

“Economics classroom” or “futurist tank”? WITH A DERIVED ECONOMIC PREDICTION APP, STUDENTS WILL BE

POISED TO WIN AT INVESTING FOR THE REST OF THEIR LIVES!

EVERY HEADLINE A GOLD MINE!

This course started with a German stoplight, a joke, a book title, and a science fiction

robot. Yes, I realize that this requires a little explanation.

An old joke tells of two men encountering a bear. As one man bends down to put on

running shoes, his companion points out that a man cannot outrun a bear, in any

shoes. The other man replies: “I don’t have to outrun the bear; I just have to out-

run you!” This is how many economics decisions actually play out. If you are ahead of

the crowd, you win!

As I was walking to work in Germany, a stoplight directed pedestrian traffic across the

street. Over time, I learned the traffic light patterns, so I was able to start walking be-

fore the pedestrian light allowed it, much to the surprise and dismay of the Germans. I

realized that if this were us buying stocks, I would be rich because I had “outrun” them.

Robert Heinlein, in his book, Friday, tells of an android whose job it is to find correla-

tions between all of the events in the world in order to determine causation (and thus,

prediction.) This got me thinking about whether or not it was possible that seemingly

unrelated events had a causative “butterfly effect.”

Peter Navarro’s book, If It’s Raining In Brazil, Buy Starbucks, moved my speculations

out of the realm of science fiction. I realized that the ability to use unlikely indicators,

combined with sound analysis and careful modesty, could actually help

“outrun” all of the so-called experts who were trying to “outrun the bear.”

Scan to see Econopolicy’s curric-

ulum

COURSE VERSE: LUKE 16:8-13


CULTURAL INFLUENCE STUDY ARTICLE,

AIMED AT CAUSING A TARGET BEHAVIOR

IN A PARTICULAR INTERNATIONAL TAR-

GET AUDIENCE, PUBLISHED IN A SCHOL-

ARLY JOURNAL

WORKING MATHEMATICAL MODEL OF

HOW TO INFLUENCE THEIR TARGET CUL-

TURE’S BEHAVIOR

INTERNATIONAL MARKETING PLAN SENT

TO AN AMERICAN COMPANY’S MARKET-

ING DIRECTOR TO SELL ITS WORST-

SELLING PRODUCT TO YOUR TARGET

CULTURE


Geography, Culture, and Influence

GETTING FOREIGNERS TO DO THINGS “OUR WAY”!

What if we could get the members of other cultures to do what we wanted

them to do? How would that affect your business? What government functions

would no longer be necessary? What benefits could we take to the whole world?

What conflicts could be avoided or resolved? How would missionary endeavors be

affected? How marketable would your son or daughter be on the job market, if they

could walk in and guarantee that they could change foreign behavior on purpose and

on demand? What would the salary for that job be? Would you want your children to

have that skill set, as they enter the adult world? Sounds impossible? How sure are

you?

We don’t think that it is impossible. I have spent the last decade and a half studying

the concepts of culture and influence, and it is possible. Your students can do it as

well. Read on to find out how we can literally change the world by changing the be-

havior of those around the world!

“Sociology classroom” or “influence lab”? WITH A PUBLISHED CULTURAL INFLUENCE STUDY AND INTERNA-

TIONAL MARKETING PLAN, STUDENTS ARE POISED FOR BUSINESS!

CHANGING FOREIGNERS ON PURPOSE!

This course has been a professional obsession of mine for over 15 years! It started when I

started working in U.S. Army Special Operations (Psychological Operations). Military

leaders and civilian leaders alike would talk about “intelligence support to win the infor-

mation war” or some such. What they really wanted was the ability to get people from

other cultures to do things that we wanted them to do without having to kill

them to get them to do it! So I came up with a plan to do that. I invented a pro-

cess. I developed a list of requirements. I envisioned an organizational design for how

one would do this professionally. The problem was that, even though there was a

(seemingly) never-ending stream of people and companies coming through, either beg-

ging for money or offering what someone had paid them a truckload of money to devel-

op, none of them ever answered the decision makers’ question. Meanwhile, I contin-

ued to try to get people to let me do it for them for free, but they were not interested in

what I had to say. I finally concluded that I was not charging enough. So I retired.

All this to say: there are a lot of people in the U.S. government that were more than

happy to pay millions of dollars for someone to solve this problem for them, so

go and get some of that money!

That brings me to the real reason that I chose to build this course (other than my per-

sonal obsession): I looked for someone, anyone, who had published anything like this,

and I couldn’t find anything!! So I decided to buck that trend, teach the next generation

how to do influence on purpose, and watch the attitude toward the practice of cultural

influence start to change.

Scan to see Geography, Culture,

and Influence’s curriculum

COURSE VERSE: I COR. 9:20-22


DESIGNED, DEVELOPED, COMMERCIALLY-

RELEASED BOARD GAME SIMULATING

AMERICA’S NEXT WAR, BASED ON UNDER-

STANDING OF HISTORICAL TRAJECTORIES

OF DIFFERENT ASPECTS OF THE MILITARY

ART

GROUP-DEVELOPED DRAFT LEGISLATION

SENT TO WASHINGTON DECISION MAK-

ERS TO TRANSFORM AMERICA’S CURRENT

MILITARY INTO A MILITARY OPTIMIZED

TO WIN AMERICA’S NEXT WAR

PUBLISHED AND SHARED

“TRANSFORMATION AND HOPE” VIDEO,

OUTLINING THE GLOBAL MILITARY

CHALLENGES AND THE PROPOSED SOLU-

TIONS THROUGH MILITARY TRANSFOR-

MATION


Military Art and Science

PREDICTING AMERICA’S NEXT WAR!

How would your professional life have looked different if you had been the U.S.

Government’s #1 authority on Afghanistan on September 10, 2001? What if

you could have predicted 9-11? Would you have wanted your nation to have

known about it? What about your loved ones? What if there was a more efficient

and effective way of fighting wars? What if long wars were no longer necessary

because one side had such an advantage that fighting against them was just not

worth it? What if it were possible to predict where, when, and how America’s

next war would start? Would you want your children to have that expertise?

Would preparedness reduce the ravaging effects of repeated deployments on

families? Sounds impossible? How sure are you?

We don’t think that it is impossible. Mark Twain is quoted as saying, “History

does not repeat itself, but it often rhymes.” Join us to find out how we can use

history’s rhyme scheme to save our children’s future!

“History classroom” or “Situation Room”? WITH A PUBLISHED BOARD GAME AND DRAFT TRANSFORMATION

LEGISLATION SENT, STUDENTS ARE ALREADY INFLUENCING POLICY!

MAKE BILLIONS STUDYING HISTORY!

This course started with a realization that, if you don’t have a good military history,

you really don’t get to spend much time writing the other kind! I also had a mil-

itary history professor at one point who was able to demonstrate that the trajectory of

military art and science, rather than some vague sense of lucky guessing, was

the real basis for military advancement. Working in Afghanistan, Qatar, Iraq,

Kenya, Jordan, and Lithuania also taught me the lucrative nature of military contract-

ing. These factors, combined with my personal love of history in general, made me want

to demonstrate how studying history could actually be lucrative.

When I was in my first Masters’ program, the department head, during his course on

Guerilla Warfare (awesome course title!) said: “The irony of military operations is

that the less time that you need to do it well, the more time the American pub-

lic is willing to give you to do it completely.” This stuck with me, as I studied ways

to “do it well.” I believed that criteria separated well-executed military operations from

badly-conducted ones, and the normal, proposed criteria didn’t seem to fit.

The more I learned, the more frustrated I was that the decision making I saw largely

ignored what I had learned.

I tried again and again to get various military leaders to engage my ideas, but they

would not. This scared me, as I continued to face adaptive foes in various far-off places,

so I decided that responsible citizens should be able to ask the right questions of their

military decision makers without it being either meddling or treasonous. De-

signing a game and proposing legislation helps to engage high schoolers in the process.

Scan to see Military Art and

Science’s curriculum

COURSE VERSE: PROV. 20:18


16 EPISODES OF A CONTINUOUS BI-

WEEKLY COMIC STRIP, EITHER PUB-

LISHED OR SUBMITTED FOR SYNDICA-

TION

FOUR EPISODE TV SERIES PRODUCED

AND PUBLISHED AS A MEMBER OF A

FOUR-PERSON PRODUCTION TEAM

FOUR DIFFERENT VIDEO ADVERTISE-

MENTS, PUBLISHED TO YOUTUBE, FOR

DIFFERENT PRODUCTS, SERVICES, OR

ORGANIZATIONS

MARKETING “PITCH” PACKETS FOR THEIR

VARIOUS PRODUCTS, INCLUDING VIDEO

TRAILER(S) AND/OR COVER LETTERS, AS

APPROPRIATE


The Media and the Message

ENLARGING THE “MEGAPHONE”!

What would the world look like if what you were watching on TV had been

written and produced by people you knew? Have you ever been astounded at

the stupidity and moral decay of so many of the programs available on TV? Have

you ever watched a commercial or a TV show, and thought: I could do that so

much better! How would your life be different if your children were making com-

ics instead of reading comics; making videos instead of watching them; or making

TV episodes instead of watching them? What message have you wished every-

one would know? What if you had a way to get the message out there effective-

ly? Would you want your children to have that skill set, as they enter the adult

world? Sounds impossible? How sure are you?

We don’t think that it is impossible. With the availability of video technology out

there today, anyone can be a videographer. Join us to find out how you can get

your message out there by turning your students into visual storytellers!

“Art classroom” or “Production Studio”? WITH A BI-WEEKLY COMIC STRIP, VIDEO ADS, AND A PUBLISHED TV

SERIES, STUDENTS ARE LEADING THEIR GENERATIONAL NARRATIVE!

HAVE YOU EVER WANTED TO BE A TV PRODUCER?

This course started with some parables and an LA hot tub, but that requires

some explanation.

This is a course about storytelling: specifically, visual storytelling. Jesus taught

with stories, throughout His ministry. God used visual examples with several of the

prophets (Ezekiel, Jeremiah, etc.) to convey His message to His people, Nathan used a

story to set my namesake’s rebellion straight. Suffice it to say that people get most of

the important things that they remember from stories.

Today, most people get the majority of their stories from either mass media or social

media. Until relatively recently, the media was governed by powerful people who had

absolute editorial power over which stories the public heard (and thereby what

they remembered.) That has changed.

Enter the LA hot tub. Many years ago, my cousin, his wife, and four friends started a

worldwide film movement — from their hot tub! They had all gone out to Hollywood to

make movies, and they were working in the industry, but they were not making movies.

So they decided one night, while sitting in the hot tub, to each make a short film every

month. They would screen their work for, and critique, each other, thus enhancing their

craft. Thus was born the worldwide film movement: “Group 101 Films.”

Frontier Christian Academy is giving students something meaningful to say, so it

seemed reasonable to use similar mechanisms to get it to a wider audience.

Scan to see The Media and the

Message’s curriculum

COURSE VERSE: PROV. 16:21


INTERNATIONALLY-RECOGNIZED FLUEN-

CY IN SPEAKING: EITHER A “B2” ON THE

COMMON EUROPEAN FRAMEWORK OF

REFERENCE FOR LANGUAGES (CEFRL), OR

A “2” ON THE INTERNATIONAL LAN-

GUAGE ROUNDTABLE (ILR) SCALE

TELL A JOKE TO A NATIVE-SPEAKING

STRANGER, ON VIDEO

TELL A BIBLE STORY TO A NATIVE-

SPEAKING STRANGER, ON VIDEO

DELIVER “ELEVATOR SPEECHES” OF VARI-

OUS LENGTHS FOR VARIOUS PRODUCTS,

SERVICES, AND ORGANIZATIONS TO A

NATIVE-SPEAKING STRANGER, ON VIDEO


Foreign Language I

LET’S ACTUALLY SPEAK FLUENTLY!

If you could speak any language, which would it be? Why? How would your life

be different if you could travel without needing a tour guide? What knowledge

could you gain from other cultures and countries if you only spoke the language?

What missionary opportunities open up to those who are fluent? What would

it be like to “write your own paycheck” by being the executive or account man-

ager that does not need a translator to communicate with your top overseas cli-

ent? How nice would it be to be able to pay dramatically less for university in

another country, where the prices are cheaper, because your son or daughter is

certified fluent in the language? Sounds impossible? How sure are you?

We don’t think it’s impossible. Remember my first two questions? Which do you

think is more important? Join us to learn how, with more efficient sequencing,

and understanding of which question is most important, fluency is within reach!

“Language classroom” or “fluency lab”? WITH INTERNATIONAL FLUENCY CERTIFICATION, AND SITUATIONAL

PRACTICE, STUDENTS ARE PREPARED TO ENGAGE THE WORLD!

OUR FOREIGN LANGUAGE COURSE ACTUALLY BRINGS FLUENCY!

Did you ever take a foreign language course in high school? Were you fluent

when you finished?

Foreign languages have always fascinated me. I majored in German and Arabic in col-

lege, and was fluent in Spanish, while I could speak a little bit of Hebrew, self-

taught Irish, and self-taught Russian. I later commanded the Army Special Op-

erations Language School, teaching 10 different core languages to military pro-

fessionals. Learning and teaching foreign languages has always been a part of my life,

and I have tried all sorts of things to learn more languages.

You see, I collect them. I have materials for dozens of languages, in which I can only say

a few words, on my shelves at home. Some are good teaching programs. Some are not.

Then I discovered Benny Lewis. In his book Fluent In 3 Months, he outlines how to learn

and use foreign language to change your life.

I really started to realize the importance of language certification while living in Germa-

ny. My sister-in-law’s boyfriend was an American who wanted to study in Germany. But

to study in the German universities, he had to achieve a certain score on the CEFRL

(certification test.)

So this got me thinking: why not focus on speaking (the skill that most people want)

any world foreign language (the offi cial language of at least 3 countries) to cer-

tified fluency (so that it would actually be recognized outside of high school)?

Scan to see Foreign Language I’s

curriculum

COURSE VERSE: ACTS 2:5-11


DIGITAL 3D MODEL OF A DESIGNED

BUILDING: OPTIMIZED FOR FUNCTION,

ACOUSTICS, AESTHETICS, EFFICIENCY,

AND COST

BLUEPRINT OF THE DESIGNED BUILDING

COST ESTIMATE TO BUILD DESIGNED

BUILDING

“VIRTUAL TOUR” VIDEO, GUIDING A PO-

TENTIAL TENANT/OCCUPANT THROUGH

THE FEATURES OF THIS BUILDING THAT

MAKE THE SPACE OPTIMAL

MARKETING PACKET FOR THE BUILDING,

INCLUDING THE TOUR VIDEO AND COST

ESTIMATE, TARGETING INTENDED OCCU-

PANTS OF THE BUILDING


Architectural Design and Optimization

CREATING SPACE FOR TOMORROW!

Why do people travel all the way around the world to look at buildings? How

much wasted space is there in your home? Your office? Your church? Your town?

How many people and organizations are in need of space? What if space could

be tailored to the needs of the ones who need it, and wasted space could be

eliminated? What if that space could also be designed for beauty? Why are there

no Sistine Chapels being built today? Why are so many buildings barely function-

al and rarely beautiful? What if you could redesign the space in your life? Would

you? How would that skill change the conversation when you are looking at

renting or buying the space that another has designed? Would you want your

children to have this skill as they become adults and are looking at buying a

house or starting a business? Sounds impossible? How sure are you?

We don’t think that it is impossible. Join us to design tomorrow’s space today!

“Art classroom” or “architecture lab”? WITH A DESIGNED AND OPTIMIZED BUILDING WITH VIRTUAL TOUR

VIDEO, STUDENTS ARE READY FOR THE “LOCATION” DISCUSSION!

WHAT IF EVERY SPACE WERE A PERFECT FIT TO ITS PURPOSE?

I am a little obsessed with castles. It is my intent to eventually have my own castle, with

towers, a wall, a moat with crocodiles and a drawbridge to go over it. My wife says that

I can have the crocodiles when she can have chickens, to which I pointed out that our

goals may actually converge nicely on that point, but I digress.

This course came from a question that rang in my head as I was living in, and traveling

around, Europe: “With all these beautiful buildings that people built so long ago,

why did we quit?” When I was traveling in Russia and Ukraine, I saw the Orthodox

churches, and even in the ones that had been turned into museums, the people still

functioned as if it were “sacred space.” How does this happen, and more important-

ly, why have we lost it?

When I was working in Egypt, I visited Alexandria and saw a Roman amphitheater with

a one meter diameter stone circle. The acoustics were designed such that if you stood on

that circle, you could talk in a normal tone of voice, and everyone could hear

you. I saw the same thing in Machu Picchu, with an even bigger amphitheater.

Such extravagant efficiency inspired me, and I decided that it would be a good

idea to have the students design more beautiful and functional spaces for the future.

Is it possible to live in more austere environments, if the structured space was more

efficient in terms of flow, waste, and energy? Is it possible to design cities that

are modern, beautiful, and functional? These are the questions that you will

answer for future generations with Architectural Design and Optimization!

Scan to see Architectural Design

and Optimization’s curriculum

COURSE VERSE: I KINGS 9:1-3


ORGANIZATION DESIGNED TO FUNCTION

OPTIMALLY IN ITS ENVIRONMENT, AN-

SWER ITS STAKEHOLDERS, AND PERFORM

ITS FUNCTIONS EFFECTIVELY AND EFFI-

CIENTLY

PRODUCE ORGANIZATIONAL HAND-

BOOKS, OUTLINING POLICIES AND PRO-

CEDURES FOR VARIOUS CATEGORIES OF

STAKEHOLDERS IN THEIR INTERACTION

WITH THE ORGANIZATION

PRODUCE TARGETED INSTRUCTIONAL

VIDEOS FOR VARIOUS CATEGORIES OF

STAKEHOLDERS

PRODUCE A RECRUITING VIDEO TO

BRING IN THE RIGHT KIND OF TALENT

FOR THE ORGANIZATION


Organizational Design

WORKING TOGETHER FOR AN INSPIRED TOMORROW!

What if every organization of which you were a part functioned efficiently, in-

spiring you to give your best effort every day? How would you feel about work?

How much more productive would you be? How would that world look different?

Would having your children graduate into this kind of world be something of val-

ue to you? Would you want your son or daughter to be known as “the good

boss” who does all of these things for the people for whom he or she is responsi-

ble? Sounds impossible? How sure are you?

We don’t think that it is impossible. We think that one of the main reasons that

organizations do not function the way that they should is that they are either

poorly designed or poorly led. In many cases, they are designed for an organiza-

tional environment different than their situation. Join us to learn how you can

change the organizations of tomorrow into learning, inspirational environments!

“Management classroom” or “group fix”? WITH AN OPTIMIZED ORGANIZATION, STUDENTS WILL BE POISED TO

LEAD GROUPS TO COLLABORATIVE PRODUCTIVITY!

WHAT IF EVERYONE ACTUALLY DID THEIR JOB?

Having had to reinvent almost every organization that I have ever led, I am well ac-

quainted with organizational design. Having spent 25 years navigating through the

Living Organizational Graveyard that is the U.S. Government, I have seen the results of

poor organizational design.

This course came from the reality that, in order to get anything done that really mat-

ters, our students will need other people. In order to achieve a competitive advantage in

business, our students will have to do more than just find better things to do. They will

have to find better, and more efficient, ways of doing the things that everyone has to do.

For this, they will need skills in effective organizational design.

Organizational design causes much frustration. Anyone been to the DMV lately?

If our students are really going to inspire tomorrow’s generation, they will have to be

able to organize the efforts of others get their best work. That requires the abil-

ity to do the various organizational flows (work, resources, information, and talent) on

purpose!

There are exciting frontiers in organizational design. Two books have inspired me in

this area. The first is Ashkenas (et.al.’s) The Boundary-less Organization. The second is

Brafman and Beckstrom’s The Starfish and the Spider. These two push the boundaries of

efficiency and durability. Another idea that pushes the boundaries of adaptability is the

idea of a “learning organization.” These frontiers provide exciting territory for explora-

tion in developing the organizations to inspire the future.

Scan to see Organizational

Design’s curriculum

COURSE VERSE: EPH. 4:16


DEVELOP A “TYPE-TESTING” APP DE-

SIGNED TO TAKE USER INPUTS OF INDI-

CATORS, AND GIVE TYPE ANALYSIS

DESIGNED ORGANIZATIONAL RECRUIT-

ING GUIDE, PAIRING FUNCTION AND EN-

VIRONMENT WITH TYPE TO ACHIEVE

THE BEST TALENT FIT FOR THE ORGANI-

ZATIONAL GROUP DYNAMICS

SCRIPTED INTERVIEW/HIRING PROCESS

DESIGNED TO DETERMINE TYPE AS A

MEANS OF ACCOMPLISHING THE RE-

CRUITING GUIDE

DEMONSTRATED PROFICIENCY IN MICRO

-EXPRESSIONS TEST


Reading People

LEARNING TO READ MINDS!

What if you could tell what the other person was thinking in an important con-

versation, even if they did not want you to? Would it make you more successful

at work? More plugged in at home? A more valuable friend? What if you could

choose the people with whom your companions based on how well they would

fit the circumstances and group dynamics required of them? Would you choose

different colleagues? What if your company could do that as part of the hiring

process? What if you were always able to tell if someone was lying to you?

Would that be useful? Would you want your son or daughter to have the skill to

do that? Sounds impossible? How sure are you?

We don’t think it’s impossible. Lots of research has been done into categories of

people. There has also been a lot of research into body language. Join us to learn

to read people in order to be a more effective leader, teacher, and friend!

“Psych classroom” or “mind reading”? WITH A RECRUITING GUIDE AND THE ABILITY TO READ BODY LAN-

GUAGE, STUDENTS WILL BE SUCCESSFUL NEGOTIATORS!

KNOW THYSELF...AND THINE ENEMY!

Ok, I admit that this course, in many ways was inspired by the work of Paul Ekman and

the show Lie To Me. My wife and I love to analyze people together. We have found this

to be very helpful in several areas of life.

I have been acquiring materials on various typologies of people, and what I have found

is that there is a richness in combining understanding of multiple typologies.

I have a friend who in one typology is the same as I am, but there are some pretty pro-

found differences between him and me that are beautifully explained by another typolo-

gy, where we differ.

When I came into contact with the work of Dr. Paul Ekman, and his pioneering work

into the science of micro-expressions, I realized that this would add a powerful dimen-

sion to understanding people individually. (For more on understanding people in

groups, please see our Geography, Culture, and Influence Course.) The ability to use

body language as an indicator of type and type as an interpreter of body lan-

guage made for a powerful synergy in my mind.

And besides, who doesn’t want to be a Jedi? The ability to tell what someone else is

thinking gives you the advantage in a negotiation and gives you indispensable

insight in a teaching or training situation. Since it was highly likely that our students

would encounter one or more of these situations, it seemed like a good skill to train.

Scan to see Reading People’s

curriculum

COURSE VERSE: MATT. 7:15-20


DEVELOP A DIAGNOSIS AND PRESCRIP-

TION APP DESIGNED TO TELL YOU

WHICH SYSTEMS IN YOUR BODY ARE

MALFUCTIONING, AND WHAT SHOULD

BE DONE TO GET THEM BACK TO WORK-

ING ORDER

PUBLISH A CURE FOR A DISEASE, FO-

CUSED ON GETTING THE BODY’S SYSTEMS

BACK TO WORK AND ENABLING THE

BODY TO HEAL ITSELF (PUBLISHED IN A

RELEVANT JOURNAL AND/OR FORUM)


Anatomy: Systems and Diagnostics

ENGINEERING HEALTH!

What if you never got sick? How would that affect your daily life? What if you

could live to be 400-600 years as the ancients did? What if what we are eating

and using to solve our health problems today is not actually making us healthy?

Would you want to know about it? Would you want your children to know about

it? Would their ability to make more useful and more sustainable health choices

make them more effective parents to your grandchildren? Which is a more Bib-

lical view of health: that an All-Wise Designer has “fearfully and wonderfully”

made our bodies to keep us healthy, or that the role of science is to protect us

from a series of tragic, and disconnected health accidents? What if you knew

enough to keep your doctor honest? Sounds impossible? How sure are you?

We don’t think that it is impossible. This is not a “health-wealth” gospel, but the

Creator has designed our systems, and understanding that is where health

starts!

“Biology classroom” or “healing center”? WITH A PRESCRIPTIVE APP AND A PUBLISHED CURE, STUDENTS WILL

ALREADY BE LEADING THE WAY TO A HEALTHIER TOMORROW!

IS HEALTH MORE THAN THE LACK OF DISEASE?

Parenting and Dr. House were the inspirations for this course.

Some of you may have seen the TV show House. In this show, Dr. House is a cantanker-

ous medical genius who solves a new medical mystery every week in unconventional

ways against seemingly impossible odds. I can identify with Dr. House, since I am also

cantankerous, but I digress.

Being a parent, and having to navigate the medical system, has given me a new

appreciation for medical understanding. I got some stuff in high school, in college, and

in the Army, but nowhere close to what I needed to be a parent.

I will give you a multiple choice question by way of example. When your child spikes a

104 fever, it can be: a.) an infection; b.) a virus; or c.) teething. If you guessed

teething, you guessed right. You did not, however, guess as we did when we whisked him

off to the Urgent Care clinic in Clarksville, TN. This told us that we needed a better un-

derstanding of what we had always been trained was the case.

My wife has told me several times that she wants to take this course. The

knowledge gained from it will make us much more effective at navigating the medical

system. Since most of our students will, at some point in their lives, be responsible for

another human being’s health, developing an app that finds health treatments

based on science rather than agenda will be useful.

I have always wondered why the ancient patriarchs lived as long as they did. Maybe they

just didn’t have modern medicine!

Scan to see Anatomy Systems and

Diagnostics’ curriculum

COURSE VERSE: PSALM 139:13-16


THE ITERATIVE, RELEVANT-

ACCOMPLISHMENT-BASED, INQUIRY-

DRIVEN (I-RABID) LEARNING SYSTEM US-

ES THE NEW INFORMATION ENVIRON-

MENT AND THE POWER OF ITERATIVE

IMPROVEMENT TO CREATE A NEW MOD-

EL OF EDUCATION, WHERE THE RE-

QUIREMENTS OF ADVANCED, ADULT AC-

COMPLISHMENT DRIVE STUDENT IN-

QUIRY INTO LEARNING “THE BASICS”

“JUST IN TIME” INSTEAD OF “JUST IN

CASE”!

THE I-RABID LEARNING SYSTEM:

I-RABID Learning System

ITERATIVE, RELEVANT-ACCOMPLISHMENT-BASED, INQUIRY-DRIVEN LEARNING

Iterative: Our learning system plans for mistakes, inadequacies, and struggles.

We believe that in the absence of struggle, there is no growth, so we build it into

the process. Most of our accomplishments will have “draft” requirements that

will be revised in different ways over time to turn them into “final” products.

Limits Bounding Analysis (discussed elsewhere) assists in guiding this process.

Relevant-Accomplishment-Based: Right now, America’s best students, in our

best schools, on their best days, are consumers of information. “Achievement” is

their focus (grades, test scores, etc.) We, at Frontier Christian Academy, have a

slightly different goal: accomplishment. We know that these students are men-

tally capable of producing “adult value,” so we intend to unleash them to do it.

Inquiry-Driven: Our students’ focus on their advanced accomplishments will

bring them to basics that they do not yet know. This will inform their questions,

driving them to more relevant, timely, and useful answers.

“Just in time” or “Just in case”? MUST WE LEARN ALL BASICS BEFORE BEGINNING ADVANCED PRO-

JECTS, OR CAN ADVANCED PROJECTS DRIVE INQUIRY INTO BASICS?

A NEW INFORMATION ENVIRONMENT, A NEW WAY OF LEARNING!

If I told you to build a garage onto your house, how would you do it?

You would Google how to do it, look up Youtube instructional videos, check out Wikipe-

dia to see if there are any other useful references that you are currently ignor-

ing, ask a question on Quora or About.com, etc. All this to say, when we have questions,

we seek answers. Traditional education models would say you should enroll in

a major university’s architecture and structural engineering program, while simultane-

ously applying for an apprenticeship with all of the various construction tradesmen.

That’s because it assumes that, in order to accomplish the advanced, you must have

mastered ALL of the basics. Which of the two approaches described above is a better fit

for today? Which is more likely to fit your children’s future?

“But isn’t it better to trust the experts to pass the right information along to us?” you

might be asking. To clarify, let me ask you a question. Whose advice would you trust

more to build your garage: the accountant who had been doing handyman work on the

side for decades and learned what he knows from Youtube, or the disgruntled

(but certified) carpenter who had only gotten his license because his parents kicked him

out of the basement at the tender age of 26? Obviously, in our hearts, we truly

believe that experience and passion trumps instruction and certification.

I-RABID treats relevance as a requirement, seeks struggle, lets aspiration drive inquiry,

which, in turn, drives learning, uses iteration to make time an ally instead of a limita-

tion, and adapts to the information environment as it is. Welcome to the Frontier!

Scan to learn more about I-

RABID and related topics


NOVEL WRITING AND PUBLISHING: HOW

CAN I MAKE THE CONFLICT MORE DES-

PERATE?

MILITARY ART AND SCIENCE: HOW CAN I

MAKE MY BOARD GAME MORE PORTA-

BLE?

ECONOPOLICY: HOW CAN I MAKE MY

USER INTERFACE MORE INTUITIVE?

GEOGRAPHY, CULTURE, AND INFLUENCE:

HOW CAN I BETTER TARGET MY INTER-

NATIONAL MARKETING PLAN TO REACH

JUST MY TARGET AUDIENCE?

ORGANIZATIONAL DESIGN: HOW CAN I

MAKE MY ORGANIZATION MORE EFFI-

CIENT?

ETC.

SOME SAMPLE LBA QUESTIONS:

Limits Bounding Analysis (LBA)

THE ENGINE OF ITERATION TO PUSH “BEYOND THE NEXT HORIZON”!

If even the most optimistic of us are honest, there are boundaries beyond which

we cannot go. We cannot live underwater without air. We cannot fly without

assistance, etc.

Too often, though, we accept boundaries that are either completely false (e.g.

the world drops off in the Atlantic Ocean) or maybe used to be true, but are not

true anymore (e.g. the relative efficiency of telecommuting versus meeting

attendance.)

Our students will perform multiple Limits Bounding Analysis (LBA) on their ac-

complishments in order to determine where real boundaries to improvement

are, as well as to project what becomes possible when a boundary is moved (or

removed). They will already know the “next move” before the conditions are set.

“Boundary” or “mirage”? FOR MOST ACCOMPLISHMENTS, STUDENTS WILL PERFORM 2

ROUNDS OF LBA FOR IMPROVEMENT, AND A 3RD TO LOOK AHEAD!

LBA AND “INVENTION AND DESIGN”: POISED FOR THE POSSIBLE!

A student develops his Invention and Design prototype. He/she then tests it, opti-

mizes it as well as possible. He/she will then have to write a report outlining how

they could have made the prototype faster, stronger, lighter, more portable,

greater capacity, more efficient, etc. They will then have to explain why they did

not do these things to their prototype before considering it optimized. For the

first two rounds of iteration, they will have to make the feasible changes to their

prototype. Eventually, they will hit a real boundary (e.g. “I need a material with

more tensile strength in order to make the next round of improvements.”) They

will then have to report what will become possible should that boundary change.

This process will truly position our graduates to lead the emerging world because,

in 10 years, when they pick up their newspaper (or whatever they are reading by

that point to keep informed) and read that a new high-tensile-strength material

has just been developed, they will know what they can next do with their proto-

type. They do not have to think about it. They will be poised to exploit the shift in

boundaries. Their competitors will have to go into a development phase. They will

not.

This is how they will lead the emerging world: by leading beyond the horizon!

Scan to learn more about LBA

and related topics


“YEARLONG” PACKAGE: 5% DISCOUNT

WHEN YOU ENROLL IN 4 COURSES NOW,

LOCKING IN THIS YEAR’S PRICES, BUT CAN

TAKE THEM ALL AT ONCE OR SEQUEN-

TIALLY

“ALL IN” PACKAGE: 10% DISCOUNT OFF

ALL 18 COURSES THAT WE WILL HAVE

OVER THE COURSE OF 4 YEARS. SEE THE

WEBSITE FOR SCHEDULE (SOME COURSES

TO BE PUBLISHED)

PATHFINDER DISCOUNT: 10% OFF ANY

COURSE ENROLLED IN BETWEEN JULY 2

AND AUG 1, 2017

TRAILBLAZER DISCOUNT: 20% OFF ALL

COURSES FOR THE NEXT 4 YEARS, IF

ENROLLED IN AT LEAST ONE COURSE BY

JUL 1, 2017!!! CODE: MYTRAILBLAZER2017

PACKAGE DEALS AND DISCOUNTS:

Levels, Packages, Pricing, and Discounts

ABSOLUTELY THE MOST VALUE FOR YOUR EDUCATION DOLLAR!

Our instruction is offered at 3 different levels to accommodate your student’s

and family's needs. All are a great value, with different pros and cons.

Silver Level: This is probably the best value for the homeschool families that I

know. It consists of the student interacting with instructor and classmates

through chatroom-type interfaces. The student will have weekly assignments and

interaction requirements, but maintains daily flexibility. (It is also the best price!)

Gold Level: This is live online “video chat” class sessions to augment weekly as-

signments. Good real-time questions answered, but live video chat means a lack

of time flexibility on class attendance.

Platinum Level: This is live, in-classroom weekly sessions in the Huntersville, NC

area. Good for real-time interaction, but a commute is required.

“Price” or “value”? 2 DAY VACATION FOR $500, OR 2 WEEK VACATION FOR $1000:

WHICH IS THE BETTER VALUE? WHICH IS THE BETTER PRICE?

YOU HAVE SEEN OUR VALUE. NOW HERE ARE OUR PRICES:

Scan to learn more about our

prices and value

Item Description Silver Level Gold Level Platinum Level

Single Course, Base Price $400 $650 $1000

Single Course, Pathfinder

Discount

$360 $585 $900

Single Course, Trailblazer

Discount

$320 $520 $800

“Yearlong” Base Price $1520 $2470 $3800

“Yearlong,” Pathfinder Dis-

count

$1360 $2210 $3400

“Yearlong,” Trailblazer Dis-

count

$1200 $1950 $3000

“All In,” Base Price $6480 $10,530 $16,200

“All In,” Pathfinder Discount $5760 $9360 $14,400

“All In,” Trailblazer Discount $5040 $8190 $12,600

VERSE TO CONSIDER: PROV. 14:4

20

tures? Welcome! Have questions we haven’t answered? Post them in

the discussion forum at the end of the course, and we will address

them.

If you are ready to make high school relevant through adult accom-

plishment, please be sure to take advantage of the Trailblazer Dis-

count before July 1st, 2017. Coupon code: MYTRAILBLAZER2017.

This will give you a 20% discount on ALL courses enrolled over the

next 4 years, if you enroll in just one course by July 1, 2017. As this

is an Early Adopter Discount, it will not be available in future years.

If you grasp the potential for synergy between courses, take ad-

vantage of the “Yearlong” or “All In” package deals, to receive addi-

tional discounts and value. Be sure to use the form provided. Wel-

come to Frontier Christian Academy! Welcome to the Frontier!

Still wondering about the prices? Go to the “Deals and Discounts”

chapter. Want more detail about a course? Go to that course’s page

and read more. Want to know more about our teaching methods?

We have chapters for that, too. Just want to look at the pretty pic-

STILL HAVE QUESTIONS? VISIT US ON OUR WEBSITE; EN-

ROLL (FOR FREE) IN THE “ABOUT FRONTIER CHRISTIAN

ACADEMY” COURSE, AND BROWSE THE CHAPTERS!

FRONTIER CHRISTIAN ACADEMY 14120 Lyon Hill Lane Huntersville, NC 28078

www.thefrontierchristian.com Facebook.com/frontierchristianacademy

Email: [email protected] Phone: (704)516-6765

COUPON: MYTRAILBLAZER2017 FOR 20% TRAILBLAZER DISCOUNT BEFORE JULY 1, 2017!

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