COURSE LIST (Grades 6 - 12)
BIBLE
ELECTIVES
ENGLISH
FOREIGN LANGUAGE
MATHEMATICS
PHYSICAL EDUCATION
SCIENCE
SOCIAL STUDIES
World Literature: This course is a high school literature and writing techniques class designed to challenge students. Literature is studied for a more in-
depth approach at analysis of themes, metaphors, author intent, etc. Students gain a stronger knowledge of literary terms and begin to incorporate these
terms and ideas into their own vocabulary, writing projects, and critical thinking skills. The course assumes a prior knowledge of the basic writing skills and
further builds on those skills to make writing more varied and insightful.
Honors World Literature: This is an advanced, honors level, high school literature and writing techniques class designed to challenge high-achieving
students. Literature is studied for a more in-depth approach at analysis of themes, metaphors, author intent, etc. Students gain a greater knowledge of
literary terms and begin to incorporate these terms and ideas into their own vocabulary, writing projects, and critical thinking skills. The course assumes a
prior knowledge of the basic writing skills and further builds on those skills to make writing more varied, insightful, and sophisticated.
Themes in Literature: This course is an introduction to high school level literature and writing techniques. Literature is now studied beyond exposure and
enjoyment, and the emphasis is on reading to find meanings within themes, metaphors, and human experiences. Students are introduced to analyzing the
intent of an author and the impacts on readers, themselves and in the past. Emphasis is placed on major themes in literature, each author's unique per-
spective on the topic, and how they compare to other authors as well as the students' own thoughts. This course assumes prior knowledge of basic writing skills and builds on those skills to make writing more varied, with more sophisticated word usages, paragraph transitions, and in-depth analysis skills. The
course is designed to prepare students for university English courses and testing.
Honors Themes in Literature: This is an advanced course involving the analysis of high school level literature and development of writing techniques.
Literature is now studied beyond exposure and enjoyment, and the emphasis is on reading to find meanings within themes, metaphors, and human exper-
iences. Students are introduced to analyzing the intent of an author and the impacts on readers, themselves and in the past. Emphasis is placed on major
themes in literature, each author's unique perspective on the topic, and how they compare to other authors as well as the students' own thoughts. This
course assumes prior knowledge of the most basic writing skills and builds on those skills to now make writing more varied, with more sophisticated word
usages, paragraph transitions, and in-depth analysis skills. The course is designed to prepare students for university English courses and testing.
AP Language & Composition: This AP English Language and Composition course is intended to provide students with a wide range of writing opportunities for a variety of audiences and in response to multiple rhetorical and literary situations. We emphasize both recognition of authorial styles and development of personal writing styles. The study of rhetoric via visual media such as film, advertising and comic strips also provides for cultural analysis and dialogue
opportunities in the class. There are eight writing projects that require multiple drafts interspersed with both peer and instructor input, resulting in final drafts demonstrating use of research and source citing using conventions recommended by the Modern Language Association (MLA). In addition, there will be
many informal in-class essays, journal response questions, poetry, and other writings from a variety of perspectives and voices.
Peer Groups are an important part of the class. Peer Groups are intended to be safe and supportive environments to explore writing and gain valuable feedback.
From this course, it is expected that students will gain in their textual power to create a variety of their own texts of both informal exploratory types, as well
as well-constructed forms of writing such as analytical, persuasive, fictional, prose, and interpretative dialogue. Writing as a response to literature will
increase students’ skills to make clear their own analogies, arguments, stories, and explanations with stylistic sophistication within their own writing. Peer
input will enlighten a students’ writing and ensure that the student’s audience can confer that the intended message is clear. Multiple revisions are expected on the eight formal papers. The year’s writing projects, both informal and formal, are required to be saved in a portfolio to be used throughout the year for
assessment purposes. At the end of the year, students are given the opportunity to further pursue a writing project that is inspiring to elaborate on or even
greatly improve.
Rhetoric presented in visual media is included in the course. We study the impact of films, advertisements, and comic strips presented within our culture
and recognize them as texts/images that are their own forms of alternative text.
AP Literature & Composition: This Advanced Placement Literature and Composition course is intended to give students an engaging set of opportunities for careful reading and critical analysis of challenging and varying genre samples of literature. Students in this introductory college-level course are expected to look at literature from a variety of angles, with the goal of deepening a student’s understanding of an author’s use of language, narrative voice, imagery,
character, settings, and other angles, in order to enlarge a student’s repertoire of ways to examine, analyze, compare and synthesize literature. Our goal
here is to offer critical thinking issues that are relevant today within a student’s own community to prepare each student to actively engage in their culture.
As students are equally engaged in discussing literary messages presented in light of current issues today, they are developing their own voice within their multiple discourse communities. Using issues in literature, students are refining their own opinions, and learning to present and write their findings in a per-suasive, logical, and sophisticated form of argument. We daily discuss important aspects of writing including style, invention and mechanics. A major com- ponent of a student’s learning is also to create writing samples that emulate the rhetorical and stylistic forms of the literature read for class. This is done
through informal writing, such as reader-response journals (a dialectical notebook), and through formal essays. We are building on past contemplations of
literary themes and noticing more textual detail, word choice, syntax, and tone that combine to create unity within a work. Works across time frames and
multiple authors are compared for stylistic differences, methodology, cultural beliefs and political agendas. The focus for this course is on both American
and British literature. Books are chosen as springboards for teaching critical reading and thinking skills, as models for writing studies, and because of their ability to lend themselves to a diagnostic study as to why a canonical work had such power and popularity in its time. It is important to consider whether it is the timeliness of the work that led to its popularity and credibility, or if a work’s unique use of language and themes has so resonated with humanity throughout time that it has been canonized as classic literature.
Peer Groups are an important part of the class. Peer Groups are intended to be safe and supportive environments to explore writing and gain valuable feedback.
From this course, it is expected that students will gain in their textual power to create a variety of their own texts of both informal exploratory types, as well
as well-constructed forms of writing such as analytical, persuasive, fictional, prose, and interpretative dialogue. Literature response writing will increase
students’ skills to make clear their own analogies, arguments, stories, and explanations with stylistic sophistication within their own writing. Peer input will
enlighten a students’ writing and ensure that the student’s audience can confer that the intended message is clear. Multiple revisions are expected on most papers. The year’s writing projects, both informal and formal, are required to be saved in a portfolio used throughout the year for assessment purposes.
At the end of the year, students are given the opportunity to further pursue a writing project that is inspiring to elaborate on or even greatly improve.
Rhetoric presented in visual media is included in the course. We study the impact of films, advertisements, and comic strips presented within our culture
and recognize them as texts/images that are their own forms of alternative text.
Math:
Math 7: This Pre Algebra course contains a special emphasis on a review of the fundamentals of arithmetic including multiplication, long division, fraction manipulation, percent ratios, basic geometry and statistics. Students are introduced to the evaluation of numerical expressions, signed numbers, variables and solving algebraic equations.
Pre Algebra: Our Pre Algebra course focuses on four primary components:
1. Rational Numbers and Exponents – Operations with rational numbers, including fractions, decimals, percents and exponents.
2. Proportionality & Linear Relationships – Solving and writing of expressions, equations, systems of linear equations; identifying proportional relationships and applying those relationships to solve problems, and using linear relationships to describe quantitative relationships.
3. Introduction to Sampling Inference – Drawing inferences about populations based on samples and concept of chance.
4. Creating, Comparing and Analyzing Geometric Figures – Analysis of two- and three-dimensional space and figures, including surface area and volume.
Algebra I: This is an elementary algebra class. We recommend that students complete a Pre Algebra course before taking Algebra I. This course covers
the following topics: operations with signed numbers and algebraic expressions, linear equations and inequalities, polynomial operations and factoring,
rational expressions and equations, Cartesian Coordinate System, slope/graphing/ equations of lines, systems of linear equations, ratio/proportion,
formulas and variation, applications, radicals and exponents, and quadratic equations.
Geometry: This course teaches deductive reasoning and logic. Students learn that math is a systematic, logical system made up of definitions, axioms and theorems. Students will be exposed to old topics – lines, angles, polygons, circles. They will learn formal definitions of these familiar shapes and will use
these definitions along with axioms to establish theorems. Students will learn to produce proofs using deductive reasoning, perform compass and straight
edge constructions as well as apply their algebra skills to geometric principles. Key Topics: Reasoning and Proof; Parallel and Perpendicular Lines;
Congruent Triangles and Relationships within Triangles; Polygons and Quadrilaterals; Similarity; Right Triangles and Trigonometry; Transformations; Area, Surface Area and Volume; Circles; and Probability.
Algebra II: This course reviews and extends key Algebra I concepts and skills, extending work with rational and radical expressions and functions. New
topics addressed include functions and inverse functions, complex numbers, graphing quadratic functions and absolute value functions using transform-
ations, conic sections, exponential and logarithmic functions, matrices and determinants, sequences and series, and introduction to trigonometry.
Precalculus: This is an advanced math course designed to prepare students for Calculus. Precalculus covers trigonometry; graphing mastery -- polynomial functions, rational functions, logarithmic and exponential functions, conic sections, and trigonometric functions -- including asymptotes, domain and range, end behavior, and symmetry; series and sequences; binomial expansion theorem; partial fractions; solving polynomial equations using Descartes Rule of
Signs, fundamental theorem of Algebra, rational zeros theorem, and the division algorithm; solving systems of linear equations using the following methods: substitution, elimination, matrices and Cramer's Rule; solving systems of non-linear equations and systems of linear and non-linear inequalities; Intro-
duction to limits, derivatives and integrals.
AP Statistics: The topics for AP Statistics are divided into four major themes: exploratory analysis, planning and conducting a study, probability, and statis-
tical inference. Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures from patterns. Data must be collected according to a well-developed plan if valid information is to be obtained. If data are to be collected to provide an answer to a question of interest, a careful plan must be developed. Both the type of analysis that is appropriate and the nature of conclusions that can be drawn from that analysis depend in a critical way on how the data was collected . Collecting data in a reasonable way, through either sampling or experimentation, is an essential step in the
data analysis process. Probability is the tool used for anticipating what the distribution of data should look like under a given model. Random phenomena
are not haphazard: they display an order that emerges only in the long run and is described by a distribution. The mathematical description of variation is
central to statistics. The probability required for statistical inference is not primarily axiomatic or combinatorial but is oriented toward using probability distri-
butions to describe data. Statistical inference guides the selection of appropriate models. Models and data interact in statistical work: models are used to
draw conclusions from data, while the data are allowed to criticize and even falsify the model through inferential and diagnostic methods. Inference from
data can be thought of as the process of selecting a reasonable model, including a statement in probability language, of how confident one can be about
the selection.
AP Calculus: Coursework is organized around big ideas, which correspond to foundational concepts of calculus: limits, derivatives, integrals and the
Fundamental Theorem of Calculus. AP Calculus AB corresponds to a traditional first semester college calculus class.
Science:
Life Science (7): Life science is devoted to the study of cell biology, microbiology, human anatomy, and genetics. Throughout the year, students investigate
the features, functions, and relationships among representative organisms in the six kingdoms, reinforcing the notion that life can only be fully understood
and appreciated when it is recognized as a product of divine goodness and wisdom. The program is further enhanced by involving the students in hands-on laboratory investigations and quarterly projects.
Introduction to Physical Science (8): Science in the 8th grade includes the disciplines in the Physical Science realm: Chemistry and Physics. This class is
divided into eight 5-week, instructional units as follows:
1. Investigation and Experimentation
2. Atoms/Molecules
3. Periodic Table
4. Chemical Reactions
5. Velocity & Speed
6. Acceleration & Buoyancy
7. Solar System
8. Universe
Physical Science: This course consists of two primary goals: 1. to increase students appreciation and understanding of the Earth, and 2. encourage the
notion that verified science and the Bible are completely compatible with each other. You do not need to “check your faith at the door” of a science class
room. Students will study the following four primary units:
Biology: The goal of this course is to establish foundational skills that correlate with the National Science Education Standards (grades 9-12) as follows:
Biology is an introductory college preparatory lecture and laboratory life science course. It is designed to conform to the National Science Education
Standards per the Life Science Standards for grades 9-12. The course consists of three lecture sessions and one laboratory session weekly.
Chemistry: This course studies the theories and concepts of modern chemistry. Points of emphasis include atomic and nuclear chemistry, periodic pro-
perties, stoichiometry, phase changes, chemical thermodynamics, solutions, acid/base reactions, oxidation/reduction reactions, and basic organic chem-
istry. All units include laboratory work that develops reasoning and analyzing skills as well as basic laboratory techniques. Applications and reasoning are
emphasized more than memorizing facts and details.
Physics: This course will introduce students to the concepts of both classical and modern physics. Emphasis is placed on the history of the experiments of physics as well as trigonometric based calculations of mechanics. Labs and projects encourage cooperative work and problem solving.
Food Science:
History:
American Government (12): This course will help students gain an understanding of the people, politics, and government procedures for the United States. The topics covered in this course will help students prepare to be informed voters, understand the importance of the responsibilities of citizenship, partici-
pate in community activities, and examine various governmental views and concepts. Students will gain an understanding of how the federal government
and state government work together. By the end of the course, students will be able to knowledgeably participate in United States Government.
Economics (12):
U.S. History (11): Students will gain an understanding of American History from the Civil War to the present day. Students will examine various aspects and concepts in our American history from a Christian perspective. Students will gain knowledge of how history from the past connects to the present day. By
the end of the course, students will have a better understanding of American History and be able to apply this information to other courses.
World History (10): Our World History course will help students to examine major turning points in the shaping of the modern world. The course will begin
with a brief overview of early civilizations, the Renaissance (1300) and early global ages around the world. The majority of the course will begin with the
Enlightenment in Europe and continue through main aspects of world history into the modern age, especially highlighting on the industrial age, western
democracies, world wars and revolutions. The World History course in designed to help students understand the people, events, and historical changes
through the years of modern world history. Students will examine various historical events and learn how to think critically and analyze the material pro-
vided. By connecting to the past, the goal is for students to be able to understand how they can have a positive impact on history today.
Geography (9): World Geography is a course which covers the five-themes of geography while traveling around the world in a classroom. This course will
include writing essays and research papers, map tests, short quizzes and unit tests. This course will challenge students and help them to develop higher
critical thinking skills which will help in their future courses. World Geography is a course which allows students to apply knowledge from previous years of study and pursue a deeper understanding of the world around them from a geographical point of view. This course will help show students the importance
of geography from where they live to the world around them. The course will begin by first looking in to the physical and human side of geography. For each unit, we will cover the historical, political, cultural, and relative location of the world. By the end of the course, students will have a better understanding of
where countries are in the world and be able to apply the information learned to other courses.
American History (8): This course is designed to cover the early settlement of North America through modern day. In the course of one year, the class will
highlight the Civil War, American expansion, the depression, World War I and II and present day. Students will apply knowledge gained in previous years of study to pursue a deeper understanding of American History. The course will help students to understand the events, people and historical changes in
American History. The goal at the end of the year is for students to have a good understanding of how our country's history was experienced and to deter-
mine their role in today's history.
Medieval History (7):
AP US History: In the Advanced Placement United States History course, students will apply knowledge gained from previous years but now pursue a
deeper understanding of United States history. Students will gain an understanding of the people, events, and historical change by beginning with Pre-
Columbian period to the present. The course has themes for each topic with a variety of activities to enhance the students’ comprehension level of material;for example: in-class & reading notes, daily homework, group work, quizzes, tests consisting of multiple choice, short answer, DBQ (Data-Based Question) format and short or long essay, and research papers. The class is taught in accordance with the AP U.S. History Curriculum Framework. Students will work from a main textbook but with additional supplemental works. The majority of the supplemental work will be to help students to analyze documents and supply a logical historical connection or to add additional information to the topic, which is being discussed in class at the time. The goal with most of the essential questions and questions for thought are to help students to understand the big picture and not just be memorizing facts. Supplemental work is to help students prepare for the DBQ and essay (short and long) in the exam. Students will be required to complete daily homework (which can consist of any of the following: reading from texts, answering questions, reviewing notes, or studying for in-class tests) which will help enhance what has been discussed and give preface work to what is coming the next day in class. The goal is for the students to grasp the overall picture and themes that parallel throughout United States history.
To prepare students for the free-response part of the AP Exam in May, there will be a variety of writing assignments. Tests will encompass multiple choice, short answer responses and/or essay questions to help students learn how to write analytically clear responses in a designated time period. During the
course of the year there will be take-home documents, which will allow students to use other sources to answer pre-determined questions. Students will be required to write research papers during the course of the class to cultivate theme units.
AP American Government & Politics: In this course, students will apply knowledge gained from previous years but now pursue a deeper understanding of
American Government & Politics. Students will gain an understanding of American Government from its foundations to how political behavior of a “Govern-ment by the People” works. The students will also learn how the three branches of our government work from the basis of the Constitution to how states
and local governments participate in the government system of the United States. Not only will they learn how our government works, but they will also gain an understanding of what is currently happening in our government. They will use this knowledge and understanding to analyze the strengths and weaknesses of our government. The course has themes for each topic with a variety of activities to enhance the students’ comprehension level of the material; for
example: daily homework, group work (inside and outside of class), quizzes, tests (short answer and essay) and research papers (short or long depending on the topic theme).
Students will use a main textbook and supplemental works. The majority of the supplemental work will help students to analyze documents and supply a
logical governmental and political connection or to add additional information to the topic, which is being discussed in class at the time. The goal with most of the questions for thought and supplemental work is to help students prepare for the four free-response questions in the exam. Students will be required
to do daily homework, which will help to enhance what has been discussed and to give preface work to what is coming in the next class.
To prepare students for the free-response part of the AP Exam in May, there will be a variety of writing assignments. Tests will encompass short answer
responses and essay questions to help students learn how to write analytically clear responses in a designated time period. There will also be during the
course of the semester take-home documents, which will allow students to use other sources to answer pre-determined questions. Students will also be
required to write term papers during the course of the class.
Foreign Language:
Spanish I - Students participate in an introductory yet comprehensive foreign language program where students are required to:
Weekly:
Spanish II - Students participate in an advanced, comprehensive, foreign language program where students are required to:
Weekly:
Spanish III -
Weekly:
Spanish IV
American Sign Language
Art:
Foundations of Art (UC Approved)
Music:
American Popular Music: This course will introduce the student to an examination of American popular music with an emphasis on the 20th century, par-
ticularly "accepted" mainstream popular music from our black American roots. Correlations between jazz, blues, and rhythm and blues to the rock music of
the 1950s to today will be examined. The role of American popular music in both hindering and promoting racial integration will also be examined. The
course will emphasize not only the historical context of the music but also an appreciation of the musical relationships of the various genres of music in the
last century. The course also explores the music business and the technology of music and its attending controversies. All of the units are taught using
history as a backdrop to the music. For example, the early attempts at segregation in the fifties is used to explain how black musical artists like Chuck Berryand Little Richard became accepted into the white community; and events of the sixties like the Vietnam War and political assassinations are regularly referenced in the unit on folk music and counter-culture music. Students also perform in small ensembles and as larger groups in a minimum of three
concerts.
Worship Band: Music History, Analysis, Theory, Composition, and Performance is a one year course in which students learn music history, theory, and com-position, and sing and play instruments in a group setting including performances. The course aims to raise musicianship, not only academically through
training in music history, analysis and theory, but also practically through sight-reading, composing, arranging and performing. Through close historical
reading, analytical writing, aural analysis, composing, singing and playing, students will develop critical insights as well as listening and performance skills. Understanding will be demonstrated academically through written critical analysis, discussion and debate, and written testing; and practically through com-
posing and performing as students study the theory, practice and history of music with a special focus on worship music.
Drama & Theatre:
Theatre Arts: This course is a hands-on project and performance-based introduction to the theatre arts. Students study the basics of acting, directing and
producing, and technical theatre, while frequently pausing to consider these foundational questions: What does theatre have to do with God and God with
theatre? Instead of simply reading a text on drama, students will learn firsthand the many steps it takes to put on a production by staging two of our own
throughout the year: one will be a teacher-directed one act and the other a student-directed one act. Students will quickly learn that to stage a play well we need not only actors, but directors, stage managers, scene designers, costume designers, technical designers, and so on, calling upon all God-given gifts
and personalities to find their place on, behind, or in front of the stage.
BIBLE
- Junior High Boys Bible
- Junior High Girls Bible
- The Gospels
- The Prophets
- Biblical Poetry
ELECTIVES
- Music
- Theater
- Art
- Food Science
ENGLISH
FOREIGN LANGUAGE
MATHEMATICS
PHYSICAL EDUCATION
SCIENCE
SOCIAL STUDIES
World Literature: This course is a high school literature and writing techniques class designed to challenge students. Literature is studied for a more in-
depth approach at analysis of themes, metaphors, author intent, etc. Students gain a stronger knowledge of literary terms and begin to incorporate these
terms and ideas into their own vocabulary, writing projects, and critical thinking skills. The course assumes a prior knowledge of the basic writing skills and
further builds on those skills to make writing more varied and insightful.
Honors World Literature: This is an advanced, honors level, high school literature and writing techniques class designed to challenge high-achieving
students. Literature is studied for a more in-depth approach at analysis of themes, metaphors, author intent, etc. Students gain a greater knowledge of
literary terms and begin to incorporate these terms and ideas into their own vocabulary, writing projects, and critical thinking skills. The course assumes a
prior knowledge of the basic writing skills and further builds on those skills to make writing more varied, insightful, and sophisticated.
Themes in Literature: This course is an introduction to high school level literature and writing techniques. Literature is now studied beyond exposure and
enjoyment, and the emphasis is on reading to find meanings within themes, metaphors, and human experiences. Students are introduced to analyzing the
intent of an author and the impacts on readers, themselves and in the past. Emphasis is placed on major themes in literature, each author's unique per-
spective on the topic, and how they compare to other authors as well as the students' own thoughts. This course assumes prior knowledge of basic writing skills and builds on those skills to make writing more varied, with more sophisticated word usages, paragraph transitions, and in-depth analysis skills. The
course is designed to prepare students for university English courses and testing.
Honors Themes in Literature: This is an advanced course involving the analysis of high school level literature and development of writing techniques.
Literature is now studied beyond exposure and enjoyment, and the emphasis is on reading to find meanings within themes, metaphors, and human exper-
iences. Students are introduced to analyzing the intent of an author and the impacts on readers, themselves and in the past. Emphasis is placed on major
themes in literature, each author's unique perspective on the topic, and how they compare to other authors as well as the students' own thoughts. This
course assumes prior knowledge of the most basic writing skills and builds on those skills to now make writing more varied, with more sophisticated word
usages, paragraph transitions, and in-depth analysis skills. The course is designed to prepare students for university English courses and testing.
AP Language & Composition: This AP English Language and Composition course is intended to provide students with a wide range of writing opportunities for a variety of audiences and in response to multiple rhetorical and literary situations. We emphasize both recognition of authorial styles and development of personal writing styles. The study of rhetoric via visual media such as film, advertising and comic strips also provides for cultural analysis and dialogue
opportunities in the class. There are eight writing projects that require multiple drafts interspersed with both peer and instructor input, resulting in final drafts demonstrating use of research and source citing using conventions recommended by the Modern Language Association (MLA). In addition, there will be
many informal in-class essays, journal response questions, poetry, and other writings from a variety of perspectives and voices.
Peer Groups are an important part of the class. Peer Groups are intended to be safe and supportive environments to explore writing and gain valuable feedback.
From this course, it is expected that students will gain in their textual power to create a variety of their own texts of both informal exploratory types, as well
as well-constructed forms of writing such as analytical, persuasive, fictional, prose, and interpretative dialogue. Writing as a response to literature will
increase students’ skills to make clear their own analogies, arguments, stories, and explanations with stylistic sophistication within their own writing. Peer
input will enlighten a students’ writing and ensure that the student’s audience can confer that the intended message is clear. Multiple revisions are expected on the eight formal papers. The year’s writing projects, both informal and formal, are required to be saved in a portfolio to be used throughout the year for
assessment purposes. At the end of the year, students are given the opportunity to further pursue a writing project that is inspiring to elaborate on or even
greatly improve.
Rhetoric presented in visual media is included in the course. We study the impact of films, advertisements, and comic strips presented within our culture
and recognize them as texts/images that are their own forms of alternative text.
AP Literature & Composition: This Advanced Placement Literature and Composition course is intended to give students an engaging set of opportunities for careful reading and critical analysis of challenging and varying genre samples of literature. Students in this introductory college-level course are expected to look at literature from a variety of angles, with the goal of deepening a student’s understanding of an author’s use of language, narrative voice, imagery,
character, settings, and other angles, in order to enlarge a student’s repertoire of ways to examine, analyze, compare and synthesize literature. Our goal
here is to offer critical thinking issues that are relevant today within a student’s own community to prepare each student to actively engage in their culture.
As students are equally engaged in discussing literary messages presented in light of current issues today, they are developing their own voice within their multiple discourse communities. Using issues in literature, students are refining their own opinions, and learning to present and write their findings in a per-suasive, logical, and sophisticated form of argument. We daily discuss important aspects of writing including style, invention and mechanics. A major com- ponent of a student’s learning is also to create writing samples that emulate the rhetorical and stylistic forms of the literature read for class. This is done
through informal writing, such as reader-response journals (a dialectical notebook), and through formal essays. We are building on past contemplations of
literary themes and noticing more textual detail, word choice, syntax, and tone that combine to create unity within a work. Works across time frames and
multiple authors are compared for stylistic differences, methodology, cultural beliefs and political agendas. The focus for this course is on both American
and British literature. Books are chosen as springboards for teaching critical reading and thinking skills, as models for writing studies, and because of their ability to lend themselves to a diagnostic study as to why a canonical work had such power and popularity in its time. It is important to consider whether it is the timeliness of the work that led to its popularity and credibility, or if a work’s unique use of language and themes has so resonated with humanity throughout time that it has been canonized as classic literature.
Peer Groups are an important part of the class. Peer Groups are intended to be safe and supportive environments to explore writing and gain valuable feedback.
From this course, it is expected that students will gain in their textual power to create a variety of their own texts of both informal exploratory types, as well
as well-constructed forms of writing such as analytical, persuasive, fictional, prose, and interpretative dialogue. Literature response writing will increase
students’ skills to make clear their own analogies, arguments, stories, and explanations with stylistic sophistication within their own writing. Peer input will
enlighten a students’ writing and ensure that the student’s audience can confer that the intended message is clear. Multiple revisions are expected on most papers. The year’s writing projects, both informal and formal, are required to be saved in a portfolio used throughout the year for assessment purposes.
At the end of the year, students are given the opportunity to further pursue a writing project that is inspiring to elaborate on or even greatly improve.
Rhetoric presented in visual media is included in the course. We study the impact of films, advertisements, and comic strips presented within our culture
and recognize them as texts/images that are their own forms of alternative text.
Math:
Math 7: This Pre Algebra course contains a special emphasis on a review of the fundamentals of arithmetic including multiplication, long division, fraction manipulation, percent ratios, basic geometry and statistics. Students are introduced to the evaluation of numerical expressions, signed numbers, variables and solving algebraic equations.
Pre Algebra: Our Pre Algebra course focuses on four primary components:
1. Rational Numbers and Exponents – Operations with rational numbers, including fractions, decimals, percents and exponents.
2. Proportionality & Linear Relationships – Solving and writing of expressions, equations, systems of linear equations; identifying proportional relationships and applying those relationships to solve problems, and using linear relationships to describe quantitative relationships.
3. Introduction to Sampling Inference – Drawing inferences about populations based on samples and concept of chance.
4. Creating, Comparing and Analyzing Geometric Figures – Analysis of two- and three-dimensional space and figures, including surface area and volume.
Algebra I: This is an elementary algebra class. We recommend that students complete a Pre Algebra course before taking Algebra I. This course covers
the following topics: operations with signed numbers and algebraic expressions, linear equations and inequalities, polynomial operations and factoring,
rational expressions and equations, Cartesian Coordinate System, slope/graphing/ equations of lines, systems of linear equations, ratio/proportion,
formulas and variation, applications, radicals and exponents, and quadratic equations.
Geometry: This course teaches deductive reasoning and logic. Students learn that math is a systematic, logical system made up of definitions, axioms and theorems. Students will be exposed to old topics – lines, angles, polygons, circles. They will learn formal definitions of these familiar shapes and will use
these definitions along with axioms to establish theorems. Students will learn to produce proofs using deductive reasoning, perform compass and straight
edge constructions as well as apply their algebra skills to geometric principles. Key Topics: Reasoning and Proof; Parallel and Perpendicular Lines;
Congruent Triangles and Relationships within Triangles; Polygons and Quadrilaterals; Similarity; Right Triangles and Trigonometry; Transformations; Area, Surface Area and Volume; Circles; and Probability.
Algebra II: This course reviews and extends key Algebra I concepts and skills, extending work with rational and radical expressions and functions. New
topics addressed include functions and inverse functions, complex numbers, graphing quadratic functions and absolute value functions using transform-
ations, conic sections, exponential and logarithmic functions, matrices and determinants, sequences and series, and introduction to trigonometry.
Precalculus: This is an advanced math course designed to prepare students for Calculus. Precalculus covers trigonometry; graphing mastery -- polynomial functions, rational functions, logarithmic and exponential functions, conic sections, and trigonometric functions -- including asymptotes, domain and range, end behavior, and symmetry; series and sequences; binomial expansion theorem; partial fractions; solving polynomial equations using Descartes Rule of
Signs, fundamental theorem of Algebra, rational zeros theorem, and the division algorithm; solving systems of linear equations using the following methods: substitution, elimination, matrices and Cramer's Rule; solving systems of non-linear equations and systems of linear and non-linear inequalities; Intro-
duction to limits, derivatives and integrals.
AP Statistics: The topics for AP Statistics are divided into four major themes: exploratory analysis, planning and conducting a study, probability, and statis-
tical inference. Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures from patterns. Data must be collected according to a well-developed plan if valid information is to be obtained. If data are to be collected to provide an answer to a question of interest, a careful plan must be developed. Both the type of analysis that is appropriate and the nature of conclusions that can be drawn from that analysis depend in a critical way on how the data was collected . Collecting data in a reasonable way, through either sampling or experimentation, is an essential step in the
data analysis process. Probability is the tool used for anticipating what the distribution of data should look like under a given model. Random phenomena
are not haphazard: they display an order that emerges only in the long run and is described by a distribution. The mathematical description of variation is
central to statistics. The probability required for statistical inference is not primarily axiomatic or combinatorial but is oriented toward using probability distri-
butions to describe data. Statistical inference guides the selection of appropriate models. Models and data interact in statistical work: models are used to
draw conclusions from data, while the data are allowed to criticize and even falsify the model through inferential and diagnostic methods. Inference from
data can be thought of as the process of selecting a reasonable model, including a statement in probability language, of how confident one can be about
the selection.
AP Calculus: Coursework is organized around big ideas, which correspond to foundational concepts of calculus: limits, derivatives, integrals and the
Fundamental Theorem of Calculus. AP Calculus AB corresponds to a traditional first semester college calculus class.
Science:
Life Science (7): Life science is devoted to the study of cell biology, microbiology, human anatomy, and genetics. Throughout the year, students investigate
the features, functions, and relationships among representative organisms in the six kingdoms, reinforcing the notion that life can only be fully understood
and appreciated when it is recognized as a product of divine goodness and wisdom. The program is further enhanced by involving the students in hands-on laboratory investigations and quarterly projects.
Introduction to Physical Science (8): Science in the 8th grade includes the disciplines in the Physical Science realm: Chemistry and Physics. This class is
divided into eight 5-week, instructional units as follows:
1. Investigation and Experimentation
2. Atoms/Molecules
3. Periodic Table
4. Chemical Reactions
5. Velocity & Speed
6. Acceleration & Buoyancy
7. Solar System
8. Universe
Physical Science: This course consists of two primary goals: 1. to increase students appreciation and understanding of the Earth, and 2. encourage the
notion that verified science and the Bible are completely compatible with each other. You do not need to “check your faith at the door” of a science class
room. Students will study the following four primary units:
- Analytical Methods of Science
- Laboratory techniques
- Data analysis
- Graphing
- Earth Science
- Processes that form and shape our Earth
- Rocks and minerals
- Atmosphere
- Weather
- Creation Science and Biblical Cosmology
- Physical Science
- Thermodynamics
- Buoyancy and fluid mechanics
Biology: The goal of this course is to establish foundational skills that correlate with the National Science Education Standards (grades 9-12) as follows:
- Students will identify biological systems, order and organization
- Students will identify Change, constancy, and measurement in the field of biology
- Students will demonstrate a comprehension of the relationship between biological form and function
- Students will possess the abilities necessary to do scientific inquiry
- Students will demonstrate understandings about scientific inquiry
- Students will demonstrate understandings about science and technology
- Students will demonstrate the understanding of basic biological structure and properties of matter
- Students will demonstrate the understanding of basic biological chemical reactions
- Students will demonstrate understandings of the interactions of energy and matter
- Students will be acquainted with the source of energy in Earth systems as related to biology
- Students will be introduced to entry level geochemical cycles
- Students will demonstrate understandings of the finite nature of natural resources
- Students will be introduced to the concepts of environmental quality
- Students will be introduced to the fields of science and technology in local and global challenges as related to biology
- Students will demonstrate understandings of science as a human endeavor
- Students will possess the ability to discern the nature of scientific knowledge
- Students will be introduced to the historical perspectives of the field of biology
Biology is an introductory college preparatory lecture and laboratory life science course. It is designed to conform to the National Science Education
Standards per the Life Science Standards for grades 9-12. The course consists of three lecture sessions and one laboratory session weekly.
Chemistry: This course studies the theories and concepts of modern chemistry. Points of emphasis include atomic and nuclear chemistry, periodic pro-
perties, stoichiometry, phase changes, chemical thermodynamics, solutions, acid/base reactions, oxidation/reduction reactions, and basic organic chem-
istry. All units include laboratory work that develops reasoning and analyzing skills as well as basic laboratory techniques. Applications and reasoning are
emphasized more than memorizing facts and details.
Physics: This course will introduce students to the concepts of both classical and modern physics. Emphasis is placed on the history of the experiments of physics as well as trigonometric based calculations of mechanics. Labs and projects encourage cooperative work and problem solving.
Food Science:
History:
American Government (12): This course will help students gain an understanding of the people, politics, and government procedures for the United States. The topics covered in this course will help students prepare to be informed voters, understand the importance of the responsibilities of citizenship, partici-
pate in community activities, and examine various governmental views and concepts. Students will gain an understanding of how the federal government
and state government work together. By the end of the course, students will be able to knowledgeably participate in United States Government.
Economics (12):
U.S. History (11): Students will gain an understanding of American History from the Civil War to the present day. Students will examine various aspects and concepts in our American history from a Christian perspective. Students will gain knowledge of how history from the past connects to the present day. By
the end of the course, students will have a better understanding of American History and be able to apply this information to other courses.
World History (10): Our World History course will help students to examine major turning points in the shaping of the modern world. The course will begin
with a brief overview of early civilizations, the Renaissance (1300) and early global ages around the world. The majority of the course will begin with the
Enlightenment in Europe and continue through main aspects of world history into the modern age, especially highlighting on the industrial age, western
democracies, world wars and revolutions. The World History course in designed to help students understand the people, events, and historical changes
through the years of modern world history. Students will examine various historical events and learn how to think critically and analyze the material pro-
vided. By connecting to the past, the goal is for students to be able to understand how they can have a positive impact on history today.
Geography (9): World Geography is a course which covers the five-themes of geography while traveling around the world in a classroom. This course will
include writing essays and research papers, map tests, short quizzes and unit tests. This course will challenge students and help them to develop higher
critical thinking skills which will help in their future courses. World Geography is a course which allows students to apply knowledge from previous years of study and pursue a deeper understanding of the world around them from a geographical point of view. This course will help show students the importance
of geography from where they live to the world around them. The course will begin by first looking in to the physical and human side of geography. For each unit, we will cover the historical, political, cultural, and relative location of the world. By the end of the course, students will have a better understanding of
where countries are in the world and be able to apply the information learned to other courses.
American History (8): This course is designed to cover the early settlement of North America through modern day. In the course of one year, the class will
highlight the Civil War, American expansion, the depression, World War I and II and present day. Students will apply knowledge gained in previous years of study to pursue a deeper understanding of American History. The course will help students to understand the events, people and historical changes in
American History. The goal at the end of the year is for students to have a good understanding of how our country's history was experienced and to deter-
mine their role in today's history.
Medieval History (7):
AP US History: In the Advanced Placement United States History course, students will apply knowledge gained from previous years but now pursue a
deeper understanding of United States history. Students will gain an understanding of the people, events, and historical change by beginning with Pre-
Columbian period to the present. The course has themes for each topic with a variety of activities to enhance the students’ comprehension level of material;for example: in-class & reading notes, daily homework, group work, quizzes, tests consisting of multiple choice, short answer, DBQ (Data-Based Question) format and short or long essay, and research papers. The class is taught in accordance with the AP U.S. History Curriculum Framework. Students will work from a main textbook but with additional supplemental works. The majority of the supplemental work will be to help students to analyze documents and supply a logical historical connection or to add additional information to the topic, which is being discussed in class at the time. The goal with most of the essential questions and questions for thought are to help students to understand the big picture and not just be memorizing facts. Supplemental work is to help students prepare for the DBQ and essay (short and long) in the exam. Students will be required to complete daily homework (which can consist of any of the following: reading from texts, answering questions, reviewing notes, or studying for in-class tests) which will help enhance what has been discussed and give preface work to what is coming the next day in class. The goal is for the students to grasp the overall picture and themes that parallel throughout United States history.
To prepare students for the free-response part of the AP Exam in May, there will be a variety of writing assignments. Tests will encompass multiple choice, short answer responses and/or essay questions to help students learn how to write analytically clear responses in a designated time period. During the
course of the year there will be take-home documents, which will allow students to use other sources to answer pre-determined questions. Students will be required to write research papers during the course of the class to cultivate theme units.
AP American Government & Politics: In this course, students will apply knowledge gained from previous years but now pursue a deeper understanding of
American Government & Politics. Students will gain an understanding of American Government from its foundations to how political behavior of a “Govern-ment by the People” works. The students will also learn how the three branches of our government work from the basis of the Constitution to how states
and local governments participate in the government system of the United States. Not only will they learn how our government works, but they will also gain an understanding of what is currently happening in our government. They will use this knowledge and understanding to analyze the strengths and weaknesses of our government. The course has themes for each topic with a variety of activities to enhance the students’ comprehension level of the material; for
example: daily homework, group work (inside and outside of class), quizzes, tests (short answer and essay) and research papers (short or long depending on the topic theme).
Students will use a main textbook and supplemental works. The majority of the supplemental work will help students to analyze documents and supply a
logical governmental and political connection or to add additional information to the topic, which is being discussed in class at the time. The goal with most of the questions for thought and supplemental work is to help students prepare for the four free-response questions in the exam. Students will be required
to do daily homework, which will help to enhance what has been discussed and to give preface work to what is coming in the next class.
To prepare students for the free-response part of the AP Exam in May, there will be a variety of writing assignments. Tests will encompass short answer
responses and essay questions to help students learn how to write analytically clear responses in a designated time period. There will also be during the
course of the semester take-home documents, which will allow students to use other sources to answer pre-determined questions. Students will also be
required to write term papers during the course of the class.
Foreign Language:
Spanish I - Students participate in an introductory yet comprehensive foreign language program where students are required to:
Weekly:
- Memorize thematic vocabulary.
- Conduct an oral presentation on a current event.
- Participate in daily conversation with teacher and classmates.
- Complete all written assignments in text and workbook.
- Complete a weekly reading in Juntos Magazines.
- Create a written, visual and oral presentation on student's own family. (Develop use of vocabulary and speaking and writing skills.)
- Deliver an oral presentation to the class on your favorite activity, which includes visual aids and written component. (Develop use of thematic vocabulary and promote speaking and writing skills.)
- Produce a written report on famous Latin-heritage person. Must give 1-2 minute oral presentation to class and answer questions. (Promote use of thematic vocabulary, increase written and spoken skills, encourage oral interchange in Spanish in the classroom.)
- Produce a written report on Spanish-speaking country (1-2 pages, must include present and preterite tenses). Student must give 1-2 minute presentation to class and be able to answer questions from class. (Promote writing and grammar skills, oral interchange in the classroom setting.
Spanish II - Students participate in an advanced, comprehensive, foreign language program where students are required to:
Weekly:
- Memorize thematic vocabulary and expressions.
- Conduct an oral presentation on current event from memory.
- Participate in daily conversation with teacher and classmates.
- Complete all written assignments in text and workbook.
- Complete a weekly reading in Juntos Magazines.
- Create a written, visual and oral presentation on vacation plans for future or past including outdoor activities during event. (Develops writing and speaking skills, employ current thematic vocabulary).
- Deliver an oral presentation covering favorite activity and childhood memories/activities. Must include visual aids and have written component of three pages. (Stresses development of spoken language, and student's ability to answer questions in Spanish from classmates).
- Students have a choice of video presentation using topics of holidays and celebrations or rural life, or written report/oral presentation. Video presentation may not exceed 3 minutes and must included written, approved script. (If working with classmate, project must be equivalent to project done individually.) Written report must be at least 3 pages in length. (Promotes use of thematic vocabulary and expressions, develop written and spoken language skills.)
- Students produce a written report on Spanish-speaking country ( 4 pages min.), including all tenses covered in class to date. (Country approved by instructor in advance to eliminate student duplicating Spanish 1 country.) Student must also give a 2-3 minute oral presentation on material and be able to answer questions from the class. (Promotes writing and grammar skills, oral interchange in the classroom setting.)
Spanish III -
Weekly:
- Memorize thematic vocabulary and expressions.
- Conduct an oral presentation on current event by memory with graduated time limit.
- Participate in daily conversation with teacher and classmates. (English not allowed).
- Complete all written assignments in text and workbook.
- Reading for comprehension from selected magazines, books, literature.
- Create a written, visual and oral presentation on one of the following: vacations taken, future plans for vacation including outdoor activities during the event, art and sculpture of Hispanic culture including artist, or Hispanic music and performer. (Develop writing and speaking skills, employ current thematic vocabulary).
- Communicate an oral presentation covering the topics of nutrition, how the student exercises and stays in shape, and habits for good health. Students may include favorite recipe and actual sample. Must include visual aids and have written component of three pages. (Stresses development of spoken language, and student's ability to answer questions in Spanish from classmates and instructor).
- Choice of video presentation using topics of work and community, or student may make presentation orally with written component. Video presentation may not exceed 4 minutes and must included written, approved script. (If working with classmate, project must be equivalent to project done individually.) Written report must be at least 4 pages in length. (Promotes use of thematic vocabulary and expressions, develops written and spoken language skills).
- Written report on Spanish-speaking country (4 pages minimum), utilizing tenses presented to date in course. Must included topics of archeology, myths and legends, ancient beliefs and customs. Project must be pre-approved by instructor before starting. Student must also give 3-4 minute oral presentation on material and be able to answer questions from class and instructor. (Promotes writing and grammar skills, oral interchange in the classroom setting).
Spanish IV
American Sign Language
Art:
Foundations of Art (UC Approved)
Music:
American Popular Music: This course will introduce the student to an examination of American popular music with an emphasis on the 20th century, par-
ticularly "accepted" mainstream popular music from our black American roots. Correlations between jazz, blues, and rhythm and blues to the rock music of
the 1950s to today will be examined. The role of American popular music in both hindering and promoting racial integration will also be examined. The
course will emphasize not only the historical context of the music but also an appreciation of the musical relationships of the various genres of music in the
last century. The course also explores the music business and the technology of music and its attending controversies. All of the units are taught using
history as a backdrop to the music. For example, the early attempts at segregation in the fifties is used to explain how black musical artists like Chuck Berryand Little Richard became accepted into the white community; and events of the sixties like the Vietnam War and political assassinations are regularly referenced in the unit on folk music and counter-culture music. Students also perform in small ensembles and as larger groups in a minimum of three
concerts.
Worship Band: Music History, Analysis, Theory, Composition, and Performance is a one year course in which students learn music history, theory, and com-position, and sing and play instruments in a group setting including performances. The course aims to raise musicianship, not only academically through
training in music history, analysis and theory, but also practically through sight-reading, composing, arranging and performing. Through close historical
reading, analytical writing, aural analysis, composing, singing and playing, students will develop critical insights as well as listening and performance skills. Understanding will be demonstrated academically through written critical analysis, discussion and debate, and written testing; and practically through com-
posing and performing as students study the theory, practice and history of music with a special focus on worship music.
Drama & Theatre:
Theatre Arts: This course is a hands-on project and performance-based introduction to the theatre arts. Students study the basics of acting, directing and
producing, and technical theatre, while frequently pausing to consider these foundational questions: What does theatre have to do with God and God with
theatre? Instead of simply reading a text on drama, students will learn firsthand the many steps it takes to put on a production by staging two of our own
throughout the year: one will be a teacher-directed one act and the other a student-directed one act. Students will quickly learn that to stage a play well we need not only actors, but directors, stage managers, scene designers, costume designers, technical designers, and so on, calling upon all God-given gifts
and personalities to find their place on, behind, or in front of the stage.
