Curriculum
Curriculum
Guide
for
“...Helping Young People lead active Christian lives and Excel academically
through Christian training and nurturing.”
Revised January 2012
School Mission Statement
Martin Luther High School, empowered by the Gospel of Jesus Christ and in partnership with family and congregations, provides a biblically Christ-centered learning environment in order to help Young People lead active Christian lives and excel academically through Christian training and nurturing.
School Vision Statement
The Vision of Martin Luther High School is to be an exemplary Lutheran Educational ministry.
School Philosophy
Martin Luther High School accepts and acknowledges all the canonical books of the Old and New Testaments of the Holy Bible as the inspired, revealed, and inerrant Word of God, and accepts and acknowledges all the Symbolical Books of the Evangelical Lutheran Church contained in the Book of Concord of 1580 as a true and sound exposition of Christian Doctrine taken from and in full agreement with the Holy Scriptures; no doctrine shall be taught as truth nor any practice tolerated which is a variance with these symbols of the Evangelical Lutheran Church, viz,:
A. The Three Ecumenical Creeds (Apostolic, Nicene, Athanasian)
B. The Unaltered Augsburg Confession
C. The Apology of the Augsburg Confession
D. The Smalcald Articles
E. Luther’s Large and Small Catechisms
F. The Formula of Concord
Martin Luther High School acknowledges, accepts and believes that all who have been brought to faith in Jesus Christ are commissioned by Him to preserve and extend the kingdom of God. This is done by proclaiming to all, in the most effective means possible, the life, death and resurrection of Jesus Christ. Through the Work of the Holy Spirit, this proclamation changes hearts and lives and brings victory and comfort to individuals who are declared totally and unconditionally righteous for Christ’s sake.
Christian education, applying God’s Law and Gospel to all aspects of life and learning, is a vital component of the ministry of every Lutheran congregation. As a church body, we believe that “the most effective agencies available to the church for equipping children and youth for ministry are the full-time Lutheran elementary and secondary schools” (1983 LCMS Convention Proceedings, Resolution 2-17).
Martin Luther High School was established to serve the Lutheran Christian secondary education needs of the congregations belonging to the Martin Luther High School Association and others.
Martin Luther High School acknowledges, accepts, and believes four guiding principles from the Holy Scriptures which give guidance for our interrelationships and direction for our teaching, as herewith written:
A. Matthew 22:37, “You shall love the Lord your God with all your heart, with all your soul, and with all your mind”;
B. Matthew 22:39, “You shall love your neighbor as yourself”;
C. Matthew 28:19, 20, “Go therefore and make disciples of all the nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all things that I have commanded you; and lo, I am with you always, even to the end of the age”;
D. Ephesians 4:11, 12, “And He Himself gave some to be apostles, some
prophets, some evangelists, and some pastors and teachers, for equipping of the saints, for the work of ministry, for the edifying of the body of Christ.”
Finally, as we seek to do God’s will in all our teaching and learning, we profess our belief and acceptance of the words of Christ in Revelation 2:10, which state, Be faithful until death, and I will give you the crown of life,” which is life in heaven with Jesus for all eternity. This is most certainly true!
Statement of Purpose and Objectives
The purpose of Martin Luther High School is to provide the spiritual atmosphere necessary to enable the students to obtain quality education and to grow in their faith in Jesus Christ as their personal Savior. Martin Luther High School will strive to continue the Christian guidance and values which have been instilled in these young people through Christian homes, families, and the church. In order to realize this purpose, the following objectives have been developed. Martin Luther High School will work toward helping all students to:
A. Grow to the fullness of their God-given abilities.
B. Develop respect for themselves as individuals and to respect and use their God-given talents and rights.
C. Learn to accept others as individuals and to respect others’ talents and rights.
D. Learn to express their Christian faith in all thoughts, words, and actions.
E. Learn to develop and exercise respect for all forms of authority: God, parents, and all others who are placed in authority over them.
F. Relate responsibility to God’s creation, specifically in rural America, by acquiring knowledge and understanding of, and developing talents and skills for responsible living and serving.
G. Acquire academic proficiency in a variety of subjects which will prepare them for college and for service throughout their life.
H. Grow in their prayer life.
I. Grow in their knowledge of the Holy Scriptures.
J. Learn to witness from their teachers’ witness.
K. Cooperate in maintaining classroom settings of love, joy, concern, and respect.
L. Provide support and give social, academic, and spiritual encouragement to all members of the Martin Luther High School family.
M. Recognize the importance of service to others and the positive impact it has on themselves and the world around them
Expected Student Outcomes
Martin Luther High School will provide teaching, learning and other educational experiences so that each student, through the Holy Spirit, will:
1. Joyfully proclaim the life, death, and resurrection of his/her Lord and Savior, Jesus Christ. (A)
2. Know that he/she is a loved, forgiven, and redeemed child of God. (B)
3. Recognize and use his/her individual talents. (B)
4. Treat fellow students in a Christian manner. (C)
5. Become involved in various activities which will help him/her develop and express his/her Christian faith. (D)
6. Treat staff members and all adults with esteem and respect. (E)
7. Grow in self-discipline and responsibility through regular attendance, completion of assignments, class participation, and valuing of Christian ethics. (F)
8. Earn enough credits each year to allow him/her to pass on to the next level. (G)
9. Take electives which reflect his/her abilities. (G)
10. Develop an active prayer life for private and corporate prayer needs and opportunities. (H)
11. Apply Scripture (Law/Gospel distinction) to his/her daily life to help him/her in making God-pleasing decisions/choices. (I)
12. Share his/her faith verbally and non-verbally. (J)
13. Respect classroom rules and treat other students/teachers with kindness and loving concern. (K)
14. Participate in many social functions and extra-curricular activities. (I)
15. Encourage the spiritual growth and maturity of others through verbal witness, prayer, and Christian example. (I)
16. Demonstrate academic excellence. (I)
17. Recognize his/her personal God-given abilities for service and strive to find and take advantage of opportunities to serve others. (M)
Curricular Design and Stakeholder Involvement
The curriculum at Martin Luther High School is a program founded on Christian principles as found in the Holy Scriptures. The curriculum is comprised of educational goals and objectives met through the entire body of courses offered by our school. The curriculum as a whole is the collective efforts of these courses, which strive to accomplish the overriding objectives of the school as stated in the Mission and School Philosophy statements.
Parents and other laity of the Martin Luther High School Association are represented on the Delegate Board, which meets regularly throughout the year. This body oversees the overall direction of the school including its purpose and mission statements from which the curricula is derived. The over arching goals of the school philosophy shall be regularly reviewed by and any necessary revisions shall be the responsibility of the Board of Directors of Martin Luther High School. Since the goals of the school are unique in that they specifically address the spiritual as well as academic needs of the students, the Christian educators shall monitor the specific department goals and their revisions for such purposes.
The Curricular design and involvement of various stakeholders in this process is as follows:
1. Purpose, Mission and Philosophy Statement-Delegate Body (Elected representatives of the school Association)
2. School Goals and Objectives- Board of Directors (Elected by the Delegate Body)
3. Department Goals and Objectives- Department Chairs
4. Individual Course Goals- Individual Instructor/Department Chairs
Selection of Textbooks and Other Materials
The curriculum is more than a textbook. It is an approach to learning by Christian educators to train students to use their God-given skills to reason, process and defend their beliefs from a Biblical perspective. This emanates from the school mission statement and department goals. To accomplish the purpose and mission of the school and to meet the objectives of department and individual courses, textbooks and other materials may by used to assist teachers in meeting these goals. However, the textbook is not the goal but a means to accomplish the goals for each course within the overall curriculum.
When a new textbook is being considered for implementation, the course instructor and department chair will select a sampling of textbooks to be considered. A committee will then be formed that will be comprised of at least one representative from the Martin Luther High School Board of Directors, one parent, the department chair, and the course instructor. They will review the textbooks under consideration and make a recommendation. This recommendation will then go to the Board for final approval.
The department chairs are responsible for monitoring the use of materials in each class so that the written goals of each course syllabus and department goals may be achieved. The selection of textbooks and other materials follow a five-year rotation cycle. (See Appendix B)
Accreditation and Teacher Certification
Due to the unique and intentional nature of the goals for Christian education, Martin Luther High School does not seek or share the educational objectives of the Minnesota Department of Children, Families and Learning. However, the quality and standards of academic excellence are achieved through the monitoring of our school goals through an appropriate accrediting agency. The current accrediting institution for Martin Luther High School is the National Lutheran School Accreditation.
All teachers shall have a State of Minnesota teaching license or be actively pursuing certification in their field.
Appendices
A. Department Information
B. Textbook Revision Cycle
C. Academic Guide
APPENDIX A
Department
Information
Languages Department Purpose
In order to meet the growing diversity in our world, Christian students will learn to master communication skills in multiple languages. These skills better equip students to interact with others in spreading the Gospel.
Individual Department Rationale
World Languages
The World Languages (Spanish) Department emphasizes the study of language and culture from a Christian perspective, and the development of proficiency in reading, listening, speaking and writing in the target language (Spanish). By studying grammar and usage within the target language as well as by studying cultures that speak the target language, students will gain insight into their own culture and native language. By engaging in meaningful communication with one another in the target language, students will develop communication skills that could benefit them in their travel in other countries, and be prepared for the opportunity to test out of beginning college language courses.
English
The courses that are grouped together under the general heading of English are those that deal with the development of man’s thought processes, especially his imagination, through various forms of communication. These include the topics of literature, grammar, composition, and speech. First and foremost, the English curriculum will, in all forms, emphasize a Christian approach to the comprehension, interpretation, and sympathetic consideration of the thoughts of our fellow man. Students must acquire the various forms and techniques of communicating thoughts and feelings, and then must apply these basics to both understand and consider the communications and concerns of other people and cultures, past and present, and to transmit their own ideas, concerns and emotions to others. As these skills are learned and applied, students will gain confidence and self-awareness in their ability to encourage others in the faith and spread the Gospel of Jesus Christ.
Individual Department Goals
World Languages
The students will:
1. Find ways to serve God and experience God’s presence in Spanish.
2. Gain insight into Hispanic culture.
3. Communicate meaningfully in Spanish.
4. Acquire skills necessary to travel successfully in Spanish-speaking countries.
5. Develop proficiency in reading, listening, speaking and writing in Spanish.
6. Be prepared for post-secondary instruction in World Languages.
English
The students will:
1. Value language and communication as precious gifts from God
2. Acquire the conventions of language necessary for successful communication
3. Develop competency in the various techniques of communication, both oral and written as well as through the use of various technology
4. Apply communication and literary techniques to understanding other people and cultures
5. Value listening, reading, and technology as learning tools
6. Develop the ability to read critically and analytically in all literary genres
7. Develop an increased awareness of himself and his potential
Individual Department Achievement Strategies
World Languages
The goals in World Languages will be achieved through:
1. The reading and writing from texts, study of holidays, presentations and group and individual projects.
2. Information-exchange tasks that require the use of the target language to receive and share personal and cultural information.
3. Cumulative oral and written assessments.
4. Classroom activities that promote the growth of grammatical competence in
both the
target language and English.
5. Critical evaluation, practice exercises, and classroom instruction, through
which students will have the opportunity to be prepared for further instruction, including post – secondary education.
English
The goals in English will be achieved through:
1. grammatical and usage exercises
2. formal speeches and oral presentations
3. collaborative exercises
4. a survey of the writing process
5. exploring study skills, research techniques, and media center use
6. testing and evaluating student work
7. structured writing assignments
8. literary interpretation of novels, poetry, short stories, nonfiction and drama
Fine Arts Department Purpose
By the grace and help of God, the Fine Arts Department seeks to empower students with knowledge, to deepen their appreciation of God’s creation, and to praise Him by developing the gifts He has given them, gifts such as self-discipline, imagination, and problem solving. The academic subjects taught in this department are essential to developing the next generation of Christian leaders.
Individual Department Rationale
Visual Arts
God is the Ultimate Artist. After creating the entire universe, He looked at all that He had made and it was good. Through His creation God communicates His majesty, power, and wisdom. God gave us art as a tool to deepen our appreciation of His creation; to sharpen our skills of observation, problem-solving and imaginative thinking; to enrich our understanding of His people past and present; to communicate our own thoughts and feelings; and to be moved to worship Him for His magnificence. God-given artistic ability provides us an avenue for finding pleasure in making works of art, marveling at the level to which this ability can take us, and praising Him for fearfully and wonderfully making each human being. Students will be motivated to strive for excellence in their artistic endeavors.
Performing Arts-Music
God has given all of us talent which we have been instructed to use to the best of our abilities. Music is one of the greatest gifts from God to His people and Martin Luther High School provides the opportunity for students to use this gift to praise and honor Him. Music is truly a universal language, which provides the opportunity to better understand other cultures both past and present. The study of music provides the opportunity to enhance the creativity of the individual, to develop aesthetic sensitivity and self-expression.
Individual Department Goals
Visual Arts
The students will:
1. Grow in awareness and appreciation of the beauty of God’s world.
2. Have the opportunity to develop independent thinking and self-motivation.
3. Develop personal artistic ability.
4. Have an outlet for creative expression and also learn to say what cannot be said.
5. Recognize and use art as a means of communications
6. Gain skill in imaginative and complex forms of problem solving.
Performing Arts-Music
The students will:
1. Have the opportunity to use their musical talent to praise and worship God.
2. Learn to appreciate both sacred and secular music that edifies the spirit.
3. Strive for worthy relations and interrelations within the group.
4. Learn to understand the structural elements of music.
Individual Department Achievement Strategies
Visual Arts
The goals in Visual Arts will be achieved through:
1. The observation of the natural beauty of our surroundings.
2. Systematic class critiques of their own works of art. Students will develop a standard for appreciating, understanding, and evaluating all works of art.
3. A variety of projects using a variety of media which will promote confidence in self expression and make students feel successful.
4. The self-expression in various arts media including drawing, painting, printmaking, sculpture and crafts.
5. Studying famous works of art- the societal environment in which they were created, the personal philosophy of the artist, the message conveyed and the methods used to convey said message will help students recognize and use art as a means of communication.
6. By giving a basic set of instructions for a project and then suggesting ways to individualize that project, the instructor will be promoting creative thinking, which develops problem solving skills.
Performing Arts-Music
The goals in Performing Arts-Music will be achieved through:
1. The sharing and strengthening of their faith with each other in an open environment.
2. The rehearsing and performing of quality literature.
3. Sharing their talents in worship service, tours, concerts and community events.
4. Using quality literature and methodology in order to strengthen ear training, learn music terminology, learn improvisation and develop rhythmic reading skills.
Humanities Department Purpose
The purpose of the Humanities Department is to tell the history and the role that the Judeo-Christian faith played in the ancient and the modern world, to proclaim the fact that we are in the world and not of the world and that Christ has a purpose for us, and to reach out in faith to spread the gospel to those whom we meet.
Individual Department Rationale
Social Studies
The courses that are grouped under the general heading of Social Studies are those that help students master the fundamentals of history, geography, civics, and economics while providing a context within which to analyze current events. Included within this curriculum are Global Studies I/II, United States History, Government, History Through Film, and PSEO History of Western Civilization II. Students will learn the important role of God in man’s history, his culture, his interaction with the environment, and the forming of governmental and economic institutions. Through the Social Studies curriculum the students will acquire study and writing skills (i.e. using research sources, essay writing), technology skills (i.e. use of the internet and power point), social studies skills (i.e. reading graphs and maps, interpreting statistics), and critical thinking skills (i.e. analyzing and synthesizing information). As these skills are learned and applied, the student will achieve a better understanding of the world around them.
Religion
Of all the course offerings at Martin Luther High School, the religion curriculum is of the utmost of importance. Understanding ones Christian faith and how that faith is incorporated into daily life is central to the goals of each course. The Old Testament and the New Testament are studied first in order to provide a Biblical base for the study of Lutheran Doctrine, Christian World view, and other religions.
Individual Department Goals
Social Studies
The students will:
1. Develop his or her personal view of their role as Christians in a secular world
2. Identify parts of the major cultures such as values, government, religion, economic systems and the arts.
3. Recognize Gods gift of diversity among individuals, cultures, beliefs, and customs.
4. Gather information and classify issues to solve problems and make moral decisions.
5. Develop research and writing skills.
Religion
The students will:
1. Be taught the foundation of the Holy Christian faith in Jesus Christ from the Holy Scriptures.
2. Have a working knowledge of the Old and New Testaments.
3. Understand the basic doctrinal tenets of historical Lutheranism
4. Be able to explain the importance of faith in Jesus Christ.
5. Have a working knowledge of how to apply ones faith in a secular world within their vocation.
Individual Department Achievement Stategies
Social Studies
The goals in Social Studies will be achieved through:
1. Discussion of their faith and how it relates to the domestic and international political view, the role of religion in our domestic and world history, the analysis of changing value systems within our nation and world, and an analysis of how religion has impacted domestic and world history.
2. Discussion, individual research, and group projects students will explore world domestic cultures at different time periods, comparing political and economic systems, the role of religion within that society, and how this is portrayed through the arts.
3. Recognition and appreciation of diversity among individuals and cultures, by becoming familiar with significant historical events, peoples, and places.
4. The awareness of the platforms of American political parties, under-stand international political views, be able to prioritize significant issues and incorporate them into life situations.
5. Improving his or her social study skills, critical thinking skills, technology skills, and writing skills. This will include the writing of thesis papers, participation in debates and discussions, taking notes, outline participation in simulation games, hearing from guest speakers, and having access to the internet.
Religion
The goals in Religion will be achieved through:
1. Use of the Bible during each class period
2. Use of Lutheran documents i.e. Augsburg Confession.
3. Daily Bible study.
Science and Reasoning Department Purpose
God created all things known and unknown; He also created man to be caretaker for His creation. The Science and Reasoning Department supports this by developing problem solving skills and implementing technology so the students of Martin Luther High School will be better equipped to further the Kingdom and be Christian leaders.
Individual Department Rationale
Science
Science is the study of the universe that God created. The scientific method (defining problems, making observations, forming hypothesis, experimenting, recording data, drawing conclusions, making predictions) will primarily be used when studying topics in the science curriculum. The science courses are designed to prepare students to be Christian leaders in continuing education and future occupations. The study of God’s creation produces laws and truths that help us fulfill God’s role for us as caretakers of His creation.
Math
The mathematics department at Martin Luther High School is concerned with the application of mathematics to the present and future daily lives of the student. Not only are certain basic math skills vital for daily living, but the learning of math also develops logical and rational thought processes to enhance the lives of the students. The goal in math at Martin Luther High School is to help the students develop their mathematical skills so they might better discover and develop the purpose God has for them in their careers and lives as Christians.
Technology
The technology courses at Martin Luther High School are designed to help students gain computer skills they will need to succeed in the business world and post-secondary education when they leave MLHS. The courses will improve the students’ communication, logic, and decision-making skills. Some course work will give students the opportunity to experience self-discipline and creativity in completing larger projects.
Individual Department Goals
Science
The students will:
1. Discuss and relate God’s presence in science.
2. Learn to use simple science equipment.
3. Learn to appropriately apply terminology to describe familiar scientific phenomena.
4. Know and apply skills, and collect and analyze data.
5. Acquire the critical thinking skills necessary for successful problem solving.
Math
The students will:
1. Become more proficient in applying the skills and concepts learned in previous math courses.
2. Appreciate the need for precision and clarity in mathematical calculations and language.
3. Come to the realization that the basic knowledge of math can be learned by everyone and that math is essential to a full and productive life.
4. Realize the need for logical reasoning and clarity of thought in approaching any problem situation.
5. Be prepared to succeed in future math courses.
6. Be able to devise a method to attack new types of problems and test the solution for accuracy.
Technology
The students will:
1. Develop technology skills that will be necessary for employment.
2. Develop skills for advanced study of technology.
3. Develop an attitude of self-discipline and self-motivation that will help them to see a project through to completion.
4. Grow in knowledge and skill that will better prepare them for the challenges they will face in their future occupations and everyday lives.
Individual Department Achievement Strategies
Science
The goals in Science will be achieved through:
1. Integrating God’s Word will be integrated into various topics when discussing scientific philosophy.
2. Hands on activities in the lab using various scientific tools and equipment.
3. Hands on experimenting will follow the scientific method.
4. Enhancing vocabulary in labs, quizzes, tests, and assignments.
5. Improving student’s reading comprehension and writing skills when regularly practicing essay questions and reading comprehension activities.
Math
The goals in Math will be achieved through:
1. The review of necessary concepts from previous classes.
2. The use of specific math vocabulary so they can read and understand math text. Time-honored methods for problem solving will be demonstrated and practiced.
3. Teacher recommendation and placement testing in order to achieve initial placements of students in the appropriate level of difficulty in math. Courses will be taught with an emphasis on mastery of essential elements and designed for all to be successful. Through examples and practice, students will internalize materials.
4. Examples of logical reasoning and their explanations. Step-by-step explanations will be given for complex solutions. Proofs will be used to demonstrate inductive and deductive reasoning.
5. Courses like Consumer Math and Accounting that provide a foundation for lifetime math skills and some business careers; Algebra as a prerequisite for the upper level sciences; Geometry for the development of the mental reasoning; Pre-Calculus to prepare students for college courses; AP Calculus to give advanced students an early start on earning college credit.
Technology
The goals in technology will be achieved through:
1. Requiring basic coursework of all students in computers because computers have become part of everyday life.
2. Knowledge of basic computer uses: word processing, using spreadsheets, creating presentations, and understanding databases.
3. The opportunity to study programming in order to prepare for college level computer science and computer careers.
4. Learning to use technology appropriately as a Christian.
Health and Wellness Department Purpose
It is firmly believed that as Christians we need to give glory to God by caring for and using our bodies and our minds. The Health and Wellness department will empower students to develop a healthy body and mind, and to care for that body through a healthy lifestyle.
Individual Department Rationale
Physical Education and Health
Physical Education will stress the basic skills of physical fitness, proper body maintenance and life activity skills. Health education will emphasize health literacy of the four main areas of health: physical, social, mental/emotional and spiritual. These five areas are taught with a Christian lifestyle perspective which affect attitudes, values, and behaviors. Health education will also encourage students to put the health information learned into practice.
Individual Department Goals
Physical Education and Health
The students will:
1. Give glory to God through the use of their bodies and minds.
2. Improve their proficiency in various sport skills.
3. Increase their knowledge of playing strategies, terminology and rules in a
variety of sports.
4. Improve their overall physical fitness and wellness.
5. Learn, understand, and apply components with the four main areas of
physical, social, mental/emotional and spiritual wellness to a healthy lifestyle.
Individual Department Achievement Strategies
Physical Education and Health
The goals in Physical Education and Health will be achieved through:
1. The teachers who live their faith and provide a positive role models for students to follow.
2. The teaching and evaluation of students knowledge of basic rules of sports and lifetime activities and sports.
3. The use proper warm up, stretching, and running as part of
cardio-vascular training.
4. Study of all four elements (physical, social, mental/emotional and spiritual) of complete health through class discussion, small group cooperative learning, written and oral reports, individual and group projects.
5. Students keeping journal on personal health behaviors and health topics that
apply to their own daily life.
APPENDIX B
Textbook
Review
Cycle
Martin Luther High School Textbook Review cycle
Subject 12-13/class 13-14/class 14-15/class 15-16/class
Social Sci Government U.S. His Global I/II
PSEO
Science Physics Chemistry Env. Sci.
Biology
English Eng I/II Eng III/IV PSEO Grammar
Math Geometry Pre-Calc. Calculus
Pre-Algebra Algebra II Algebra I
Language SpanishI/II/III
Com AP Program.
Word XP
Other Health
APPENDIX C
Academic
Guide
Martin Luther High School
Academic Guide
“…helping young people lead active Christian lives and excel academically through Christian training and nurturing.”
Box 228 County Highway #38
Northrop, MN 56075
507-436-5249 Fax 507-436-5240
Academic Policies
Students graduating from Martin Luther are expected to accumulate the following credits by the end of four years of high school.
Religion 4 credits English 4 credits
Soc. Studies 4 credits Math 3 credits
Science 3 credits Computer Science .5 credits
Physical Education 2 credits Fine Arts 2 credits
Health .5 credits
Foreign Language 2 credits
Total 26 credits
A portion of the two credits of Physical Education required for graduation may be waived for students who are taking academic subjects, Band, and/or Choir during the hours Physical Education is offered.
Students are required to take seven courses per year. The seven courses must include five academic courses per year. Band, Choir, Art and PE are not counted as one of the five academic courses. Courses are not transferable from year to year.
Students planning on attending a four-year college must take the following: two years of a foreign language and a math a minimum of Algebra I and II and Geometry.
Any class schedule change once the semester has begun will require the permission of the parents, the classroom teacher, the guidance counselor and administrator. NO STUDENTS WILL BE ALLOWED TO CHANGE THEIR CLASS SCHEDULES AFTER THE FIRST WEEK OF ANY GIVEN SEMESTER unless a classroom teacher and the guidance counselor initiate the process in a special academic circumstance.
Advanced Classes:
Students who choose to take Advanced Placement courses receive weighted grades. Advanced Placement students are required to take the AP test. Post-secondary Enrollment Option courses will follow state PSEO guidelines and will not be given a weighted grade.
Eligible for PSEO are Junior and Senior students. State Guidelines for PSEO are as follows:
“PSEO allows high school juniors and seniors to take courses, full or part-time, at a post secondary institution for high school credit. Eligibility: Any public, non-public, home school or American Indian-controlled tribal contract or grant student classified as an 11th or 12th grader and accepted by a post-secondary institution, may enroll either full or part-time in nonsectarian courses or programs at that post-secondary institution. Students participating in cultural exchange programs are not eligible. Nonpublic schools are not required to follow all sections of the PSEO law. Students are not permitted to take remedial, developmental or other courses not considered college level. Credits received at a post-secondary institution are on the student’s record and count as courses completed at that institution. Transferring credits to another institution is dependent upon the transfer rules of that institution. PSEO students should expect to be subject to the same procedures and/or penalties as any other high school student when withdrawing from or failing a course. Students are responsible for delivering their post-secondary grades to the high school for recording.”
Concordia, St. Paul, Procedures for PSEO:
1. A special application form that waives the customary application fee.
2. The regular class registration form on which the students will be noted as pre-freshman.
3. Enrollment eligibility approval by the high school counselor.
4. General letter of recommendation.
5. Any PSEO student who receives a semester GPA of less than 2.0 will be on academic probation. If PSEO students receive a semester GPA of less than 2.0 the following semester, they will not be permitted to continue the PSEO program at Concordia.
Martin Luther High School Rules for On-line Classes through Concordia, St. Paul:
A. Students can take courses two ways:
1. Qualify for PSEO –
a. Follow state PSEO requirements
b. Follow Concordia, St. Paul requirements
c. Carry a cumulative GPA of 3.5
2. Does not qualify for PSEO and will
a. Pay for course as required by CSP (about $140 a credit. Most courses are 4 credit classes).
b. Must be a junior or senior
c. Has no required core high school course during the time of class
d. Approval from high school counselor.
B. The online college courses do not replace the high school courses offered by MLHS staff. (Example: SCIIOx General Biology (online) does not replace biology taught by MLHS science teacher.) On-line courses are always college level.
Grading Standards:
Each course will be graded per quarter and semester. The following scale will determine semester grades:
First Quarter 40% Third Quarter 40%
Second Quarter 40% Fourth Quarter 40%
Semester Final 20% Semester Final 20%
Semester finals will be given in all academic core courses. In order to receive credit for the semester in each course, a student must pass at least two of three grading elements, i.e. must pass at least both quarters or one quarter and the semester final exam. The combined average of the three elements must be at least 65% to pass and receive credit.
To determine the semester grade, the percentage score of each quarter will be doubled and the semester examination percentage will be added once. The total will be divided by five and the number converted back to the proper letter grade. Each semester course will receive .5 units.
Seniors will be excused from the final exam in each subject in the 2nd semester of their senior year if they had an “A” average in that subject for 3rd and 4th quarters combined.
Letter grades reflect academic progress:
100 - 99% A+
98 - 95% A = Superior
94 - 92% A- 4 (3.5 - 4.0)
91 - 89% B+
88 - 86% B = Good
85 - 83% B- 3 (2.5 - 3.4)
82 - 78% C+
77 - 75% C = Satisfactory
74 - 72% C- 2 (1.5 - 2.4)
71 - 69% D+
68 - 67% D = Poor, conditionally passed
66 - 65% D- 1 (0.5 -1.4)
64% or below F = Failing 0 (0.4 and below)
WF - Withdrew Failing WP - Withdrew Passing
Med - Medical Excused Physical Education - with doctor verification
I - Incomplete work due to illness, verified by doctor NC - No Credit
Individual quarter grades may be given in terms of a plus or a minus; however, semester grades will not.
In addition to letter grades, numbered comments will indicate effort, conduct, class participation, conference desired, etc. Satisfactory (S) or Unsatisfactory (U) will determine level of compliance with Study Hall guidelines. Honor Roll students may not receive a "U".
The grades are a combination of test scores, daily assignments, class work, quizzes, and class participation depending on each individual instructor's method of evaluation. All grades are passing except an "F". Only semester grades are final and are permanently recorded in the student's file. Before a grade "D", "F" or “U” is given to any student, in any class, any quarter, parents are to be notified in writing with the progress reports and by phone or writing at least two weeks prior to the end of the quarter, when possible.
Report cards are mailed to parents within one week of the end of each quarter. Report cards will be held at the end of the academic year for nonpayment of fees, tuition, etc.
Honor Roll:
There are two categories on the Honor Roll: "Honor Roll with Distinction", which requires a 3.50 or better with no "C" grade or below; and the "Honor Roll" which requires a 3.0 average with no grade lower than a "C". No "Honor Roll" classification can be given to any student receiving a "U" grade.
Letters of academic achievement are given to students earning a grade-point average of 3.50 (honor roll with distinction) for three quarters out of four quarters in the school year, and achieving at their academic potential.
Graduating with honors requires a cumulative GPA of 3.0 or better for the first seven semesters of attendance.
Graduation Honors:
Graduating seniors will be honored for their seven-semester cumulative high school grade point average. Grades for AP and PSEO are based on a 5-point scale. To qualify for graduation speaking honors, the students must have taken the most rigorous coursework offered by MLHS staff in each department. This includes at least one Advanced Placement course as well as courses up through Pre-Calculus and Physics. PSEO courses on I-TV will count only if it is substituting for an MLHS required course.
Graduating seniors will be honored for their seven-semester cumulative high school grade point average. This differs from the final transcripts that contain all eight semesters.
To qualify for the two graduation speaking honors, the students must have met all Graduation Requirements listed on page 2 of the Curriculum Handbook or page 7 in the Student Handbook including at least one Advanced Placement course, Pre-Calculus, Physics, and two years of one foreign language. Post-secondary Enrollment Option courses follow state PSEO guidelines and do not substitute for Advanced Placement courses. The two speakers must have attended Martin Luther High School both semesters of their senior year. Grade Point Average is carried 4 points to the right of the decimal.
Mid Quarter Reports:
Mid-quarter progress reports will be sent home each quarter for each class. Parents are encouraged to attend the parent-teacher conference and speak with the teacher concerning these progress reports. Ineligible students are allowed to practice or rehearse but may not perform in any extra-curricular activity. In the case of mid-term ineligibility only, a student will have a minimum of 1(one) week and a maximum of 2(two) weeks to raise the grade(s) during which time the student is ineligible. The ineligibility period is a seven day period, starting with the day the progress reports come out. If the student has not achieved a 2.0 combined average and is not passing all classes after two weeks, he will remain ineligible until the next quarter report card. It is the student's responsibility to take the eligibility form to all their teachers after one week and return it to the counselor by 3:00 p.m.
Quarterly Reports:
A student who is ineligible due to the grades on the quarterly report card will not be allowed to play or perform but will be allowed to practice or rehearse until the mid-term review reflects that the required minimums have been achieved.
Parent/Teacher Relationships:
As partners in Christian Education, it is vital to the student's well being that we maintain open parent-teacher communications.
Regular parent/teacher conferences are scheduled just prior to the mailing of the quarterly progress reports for the first and third quarters.
In addition to the scheduled conference days, the faculty is available for individual conferences. Parents are encouraged to contact the faculty directly whenever any type of difficulty is encountered or to commend them when something positive occurs. The Administrator is also available for consultation.
Department Offerings
Languages Department
ENGLISH- 4.0 Credits needed to graduate
English I: 1 Credit. Year/Grade 9. No Prerequisite. Required for freshmen. During the course of the year, distinct attention will be placed on the fundamental skills of the English language including grammar, vocabulary, spelling and writing. In addition, time will be spent studying works of basic literature, including short stories, poetry, drama, the epic and the novel. Students will also complete book reports (written and/or oral) and will write a short research paper. It is fully intended that this course serves as a solid base for further study in the communicative arts during the next three years of high school.
English II: 1 Credit. Year/Grade 10. Required of sophomores. In addition to serving as a continuation of English I, this course will cover areas of communication that the student has not yet studied. Students will review grammar, vocabulary and spelling skills, as well as study literature and writing. The literature portion of the course will include works in the areas of fiction, non-fiction, and drama. Students will also study the novel, both as a work of literature and as a basis for critical analysis. The fundamentals of research will be reviewed, and students will write a research paper along with a book report (written and/or oral).
English III: 1 Credit. Year/Grade 11. Required of juniors, unless in PSEO English. The next step in the communication process will include not only a review of basic English skills, but also begin the process of abstract thinking. Students will be taught to analyze a piece of literature for structure, content and implication. This will involve major writing assignments on specific occasions. Strict attention will be given to skills such as public speaking and grammar. As with English II, English III serves as a continuation of all English skills and techniques. The student will also delve into the world of American literature More attention will be placed on poetry and drama than was in the preceding courses. Students will continue to write several reports.
English IV: 1 Credit. Year/Grade 12. Required of seniors, unless in PSEO English. English IV will concentrate on preparing the student for college and life skills. Students will learn to appreciate longer works of literature and will also try their hand at creating their own pieces of literature. Strong emphasis will be placed on writing skills such as analysis and thought process argumentation and on communication and public speaking skills. In addition, students will examine British literature.
PSEO: Introduction to Literature
Prerequisite—successful completion of English II
½ credit (MLHS); 4 credits (Concordia University-St. Paul)
This course will study and analyze elements of prose, poetry and drama in English from earlier periods through contemporary. It will emphasize critical reading of literature and include such genres as short story, novel, nonfiction, poetry, and drama. Students will analyze works orally in class discussion and in writing of essays, reaction papers, etc.
PSEO: College Composition
Prerequisite—successful completion of English II
½ credit (MLHS); 4 credits (Concordia University-St. Paul)
The content of a writing course is writing. For students to become proficient writers in all disciplines, they need to learn how to read and analyze a variety of texts and then practice reading and analyzing texts from various disciplines. Through research and writing, students learn what others are saying and how to integrate those ideas into their own writing. Constant practice will guide students into developing their own voice and style. They will make conscious choices related to audience and academic conventions.
Sustained Silent Reading (SSR): Required for everyone-no credit. SSR will take place during a 15 minute period daily between chapel and 2nd period classes. Objectives include: improved reading comprehension, greater enjoyment of reading, more frequent engagement in outside pleasure reading, belief in self as a better reader, utilization of a wider range of sources for pleasure reading.
WORLD LANGUAGES: 2.0 Credits needed to graduate
Spanish I: 1 Credit. Year/Grade 10 or 11 Navegando 1 is the textbook used for teaching secondary students the basics of the Spanish language, especially as the language spoken in Latin America. The student will be able to meet basic survival needs and courtesy requirements, such as greeting and taking leave, asking and answering simple questions, and taking one’s name and age. The student will be able to perform certain functions with the language, such as ordering a meal, making purchases, following directions, and making small talk about family, church, school, and sports. In addition, the student should be able to describe and relate events in the present and preterit tenses, express future time, and have a notion of gender, number, and subject-verb agreement.
Spanish II: 1 Credit. Year/Prerequisite successful completion of Spanish I. Navegando 2 will be used for the second year of Spanish. It builds on the basics of Spanish I and helps students communicate in new areas such as the store, the hotel, and the doctor’s office. They will learn the imperfect and the subjunctive tenses. Reading exercises include Bible passages and cultural studies.
Humanities Department
RELIGION: 4.0 Credits needed for graduation
Religion I- Old Testament Bible: 1 Credit. Year/Grade 9. The Bible is the place where we meet God through His Word. In the freshmen year, a systematic study of the Old Testament is undergone. Particular emphasis is given to key events and relationships between God and His people through whom He fulfilled His promise to send a Savior. A great deal of emphasis will also be placed on how the content of the Old Testament is relevant for the Christian today in our modern world. Other matters of interest may be pursued given sufficient time, interest from the students of the class, or at the discretion of the instructor.
Religion II- New Testament Bible: 1 Credit. Year/Grade 10. In the Bible we meet the central focus of our faith, Jesus Christ. In the sophomore year, the study of the New Testament is two fold. First, an in-depth study of the life, death, and resurrection of our Lord and Savior Jesus Christ is undertaken. Secondly, an overview of the beginning of the Christian church from Pentecost through the journeys of St. Paul will be done. Time permitting, other topics of interest may be brought in such as the development of the Christian church in the centuries following the Apostles. Subjects suggested by the class might also be included, time permitting.
Religion III- Christian Doctrine and Comparative Religions: 1 Credit. Semester/Grade 11. The Bible is the source of all we believe. However, in order to become strong in our faith and to confess what we believe in an orderly manner, it is useful to study the many different doctrines found in the Bible. For example, what do the Scriptures have to say about God, man, sin, Jesus, justification, vocation, the Church, the Sacraments, etc.? How has the Church taught these Biblical teachings in both ancient and modern times? To study the chief doctrines of the Holy Scripture in an orderly manner, this class will use as its basis the Augsburg Confession, the first great confession of Lutheranism, which clearly confesses these fundamental Biblical teachings. These Biblical truths will then be compared to the various branches of Christianity to see how the different denominations of Christianity are similar and different.
We live in a world full of religions and cults, which challenge our Christian faith. In order to be able to know and express our Christian faith better and not to be deceived by falsehood which says it is the truth, we focus our attention upon what the major world religions and cults teach. First a basic overview of what the major world religions and cults teach is conducted. Secondly, a comparison between these non-Christian groups and the Christian faith is made. Finally, some methods are examined that Christians can use to respond to those who are outside the Christian church and are in cults or non-Christian religions.
Religion IV – 1 credit. Year/Grade 12 We live in a world with many competing Worldviews – the presuppositions and beliefs that inform our decisions and values. In the senior year, we explore the six major worldviews present in our society today: Biblical Christian, Islamic, Secular Humanist, Marxist-Leninist, Cosmic Humanist (New Age Movement) and Postmodern. We compare and contrast their views on the major disciplines of life: Theology, Philosophy, Biology, Ethics, Law, Politics, Economics, History, Sociology, and Psychology. In the context of these disciplines, we also explore a Biblical Christian approach to current events in light of God’s Word (Creation vs. Evolution, Radical Environmentalism, Homosexuality, Radical Feminism, Abortion, Suffering, Euthanasia, etc.). The ultimate goal is to help solidify the faith of students in a logical, rational and persuasive Christian worldview and equip them to apply Scripture to every area of life.
SOCIAL STUDIES: 4.0 Credits needed for graduation
Global Studies I: 1 Credit. Year/Grade 9. As children of God, it is essential that we have a general and specific knowledge of the world’s physical and human resources as well as an understanding of historical trends, themes and concepts. Students will be able to determine essential questions, investigate for answers in a variety of sources, draw conclusions, and present their interpretations. In other words they will become better critical thinkers and more able researchers. This class is designed to lead students toward a better understanding of the world in which they live. Global Studies I integrates important geographic information with the study of world history. Global Studies I will explore the early civilizations of the Middle East, Africa, Asia and the Americas, Ancient Greece and Rome, and Medieval Europe and the Renaissance.
Global Studies II: 1 Credit. Year/Grade 10. As children of God, it is essential that we have a general and specific knowledge of the world’s physical and human resources as well as an understanding of historical trends, themes and concepts. Students will be able to determine essential questions, investigate for answers in a variety of sources, draw conclusions, and present their interpretations. In other words they will become better critical thinkers and more able researchers. This class is designed to lead students toward a better understanding of the world in which they live. Global Studies II integrates important geographic information with the study of world history.. After a review of the Renaissance, Global Studies II will explore the Enlightenment, Scientific Revolution, French Revolution, Industrial Revolution, Imperialism, First and Second World War, the Cold War and Nationalism in Asia, Africa and Latin America in the Twentieth Century.
United States History: 1 Credit. Year/Grade 11. This course is interested primarily with the history of the United States from the time Europeans set foot in the Western Hemisphere until the present day. In the examination of our country’s history, we will focus upon important dates and events along with important cultural developments and customs, which affect us to this day. Finally we will discover how our past has brought us to our present position in today’s world. It is said that you cannot understand today until you know your yesterdays. The study of our history will prove this to be true.
American Government: .5 Credit. Year/Grade 12. In order to be an informed and functioning citizen of the United States, a person must be able to understand the workings of his/her government and how to interact with it. This course will focus upon the meaning of democracy, the history of the government of the United States, what government is, and finally what our government looks like and how it functions. It is said that democracy cannot exist without an educated electorate. Our study’s goal will be a fulfillment of that saying. As part of this course, students will study current world events and discuss their political, cultural and economic impact on society.
History Through Film: .5 Credit. Year/Grade 12 elective. As seniors prepare to go into the world, they need to be prepared to apply their knowledge and ability to learn in society to make decisions for themselves. This course involves watching a series of movies in class that depict “real events” in history and then scrutinizing the films to see if the movie-makers have done history justice in their interpretations. Too many times, we take the things we see on TV, or in the movies, as truth without first taking the time to check the facts for ourselves. The movies will encompass all eras of history. Students will also work on research and writing skills.
PSEO: History 113 Western Civilization II: Renaissance to the Present
½ credit (MLHS); 4 credits (Concordia University-St. Paul)
The History of Western Civilization II will focus on the history of Europe and Europe’s interactions from the Renaissance to the present. This course will not only provide a narrative of events and movements, but will also help the student to develop an: understanding of the some of the principal themes in modern European history, including: a) social, political, intellectual, diplomatic, and cultural themes b) ability to analyze historical evidence c) ability to analyze and to express historical understanding in writing. In addition the student will develop their personal view of their role as Christians in a secular world and recognize Gods gifts of diversity among individuals, cultures, beliefs and customs.
Science and Reasoning
MATHEMATICS: 3.0 Credits needed for graduation
Pre-Algebra: 1 Credit. Year/No prerequisite. Pre-algebra is a course designed for students to help them prepare for algebra. Pre-algebra enables a student to successfully make the transition between arithmetic and algebra. A review of all necessary arithmetic skills is covered and the basic Algebra skills are introduced. Topics covered are equations and various operations on equations, factorization, fractions, integers, rational numbers, ratio, proportion, percent, geometry, etc.
Algebra I: 1 Credit. Year/No prerequisite. This course develops and deals with concepts of real numbers, linear equations, inequalities, polynomials, graphs, quadratic equations, solving equations and additional topics. Satisfactory completion of this course is required for further study in chemistry, physics, geometry, Intro to Programming and Algebra II. A scientific calculator is required for this course.
Geometry: 1 Credit. Year/Prerequisite-successful completion of Algebra I. This course is a study in Euclidean geometry utilizing inductive and deductive reasoning. This course develops and deals with angle relations, trigonometry; area, surface area, and volume of different geometric shapes and solids, as well as formal deductive proofs. A compass, protractor, and scientific calculator are required for this course.
Algebra II: 1 Credit. Year/Prerequisite-successful completion of Algebra I. Algebra II is a continuation and expansion of the subject matter covered in Algebra I with an additional emphasis placed on graphing, quadratic functions and equations, polynomials, rational expressions, and trigonometry. Exponential and logarithmic functions are covered. Students are required to provide the scientific calculator necessary for this course.
Pre-Calculus: 1 Credit. Year/Prerequisite-Algebra I, II, and Geometry. This course is designed for those students wishing to continue the demanding discipline of mathematics and also to progress into a college environment in a math-related field. Analytical geometry, functions, quadratic functions, polynomials, trigonometry, parametric equations, polar equations, exponential and logarithmic functions, solving systems of equations using matrices, conic sections, sequences and series and probability will all be covered. A graphing calculator will be issued to each student for this course.
Consumer Math: 1 Credit. Year/Prerequisite-Pre-Algebra or Algebra I. This course is designed to give the student a practical course in utilizing mathematics in real life situations. Number theory and concepts are not covered, but arithmetic is used in daily computations. Concepts covered will include Home budgeting, mortgages, loans, financing, credit cards, salary and fringe benefits, balancing a checkbook, investments, insurance, taxes, leisure activities and hobbies. A scientific calculator is required for this course.
Advanced Placement Calculus: 1 Credit. Year/Prerequisite-Pre-Calculus. Advanced Placement courses receive weighted grades. This course is the equivalent of a college level Calculus I course. It incorporates the study of limits, derivatives, and integrals. All students in Advanced Placement courses must take the A.P. test. College credit can be gained depending on the college at which the student is enrolled and AP test score.
SCIENCE: 3.0 credits needed for graduation.
Introductory Physical Science: 1 Credit. Year/Grade 9. A first course in science, laboratory oriented, with no prerequisites, the course is designed around a “hands on“ approach. Basic laboratory technique and the process of science are stressed with the desired objective being an experimentally derived understanding of matter’s atomic nature and appreciation of the created physical world. A special emphasis is given to energy and alternatives to improve our environment. The use of analytical balances, power point instruction, and calculator based laboratory are prevalent throughout this class.
Biology: 1 Credit. Year/Grade 10. A course designed to study God’s creation of the human body. Strong emphasis is placed on the anatomical and physiological functions of the human body, nutrition and digestion within the human body, and disease happening in the human body. Also, there is curriculum based on research in genetics and advanced technology that may be approaching in the future. Technology application of dissection through the Smart Boards are used in this class.
Chemistry: 1 Credit. Year/Grade 11 or 12 elective. Prerequisite- Algebra I. A laboratory oriented course that undertakes a study of God’s creation of the physical and chemical earth. An investigative approach is utilized that emphasizes chemical composition, properties, interactions, and transformations. Laboratory work is an integrated part of the course.
Physics: 1 Credit. Year/Grade 11 or 12 elective. Prerequisite- Algebra I and Geometry. A course designed to acquaint the student with practical and theoretical applications in the areas of heat, light, sound, forces, machines, energy and electricity. An emphasis will be placed on the laboratory and problem-solving approach in the development of concepts of the physical world. Highly math oriented. The use of force gauges, field trip to a Minnesota Twins Physics Day, as well as the possibility of traveling to the Nobel Conference are used in this class.
Advanced Biology: 1 Credit. Year/Grade 11 or 12 elective. Prerequisite- Physical Science and Biology. The level of this class is geared toward students in anatomy and physiology who are pursuing careers in allied health fields. Students must have background in physical and biological sciences. Smart Board dissection is used in this class.
Environmental Science: 1 Credit. Year/Grade 11 or 12 elective. Will not replace Physical Science or Biology. Environmental Science is not only learning about science, it is about learning the complex issues facing our environment. Students explore different points of view and a variety of differing opinions. As their knowledge and skills in environmental science grow, students will be able to draw their own conclusions about the issues that are facing our environment.
1. How could the demise of a seemingly unimportant insect cause severe damage to the rain forest in which it lives?
2. How could the watering of a lawn affect the quality of a nearby stream?
3. How could a population of iguanas help save a rain forest from destruction?
4. How could recycling an aluminum can help save fossil fuels and reduce both air and water pollution?
5. How could the exhaust from cars in New York City contribute to the decline of salmon in Canada?
TECHNOLOGY: .5 credits needed for graduation
Computer Applications: .5 Credit. 1 Semester/Grade 9. Computer Applications is a one semester, introductory course using Open Office. Applications that are covered are word processing, spreadsheets, and presentations.
Introduction to Programming: .5 Credit. 1 Semester elective. Prerequisite- Algebra I or by permission. This will be a one semester course in computer programming that covers advanced QBASIC programming with an emphasis on how the programs written are applicable to the “real world”. This course can be utilized to fulfill a math or science graduation requirement. IS THIS TRUE???
Advanced Placement Computer Science: 1 Credit. Year/Prerequisite-Intro to Programming. Advanced Placement courses receive weighted grades. This course is the equivalent of a college level computer science course. It incorporates object orientated programming using the JAVA language All students in Advanced Placement courses must take the A.P. test. College credit can be gained depending on the college at which the student is enrolled and their AP test score.
BUSINESS: 1 credit general elective.
Accounting: 1 Credit. Year/elective. This course develops skill in the basic accounting cycle, subsidiary ledgers, and necessary journals. Double entry accounting is taught, enabling the student to apply basic accounting skills necessary for personal or professional use. This course may be considered either general education or vocational, depending on the objective of the student. The students will perform complete fiscal period accounting procedures for business simulations.
Career Development: .5 Credit. One semester/Grade 11 or 12 elective. This course is designed to give students a work experience while incorporating skills required obtaining employment. Students will work at a job in a field related to their future profession. Requirements of the course include filling out paper work needed to obtain employment (such as a job application, resume, thank-you letter, etc.), evaluating their interests and abilities from the work experience, and working on the job a minimum of five hours per week. This course may be repeated if approved by the administration.
Health and Wellness
PHYSICAL EDUCATION: 2.0 credits needed for graduation.
Physical Education I/II: 1 Credit each. Year/Grade 9, 10, 11, or 12. It is firmly believed that as Christians we need to give glory to God by caring for and using our bodies and our minds. Therefore, these courses will serve to teach the student how to develop a healthy body and mind, and also how to care for that body during the rest of his/her life. In Physical Education basic skills of physical fitness and proper bodily maintenance will be stressed. Students will be assessed according to their progress, cooperation and attitudes rather than solely on the basis of their physical strengths and abilities. The National Youth Physical Fitness (Marine Corps League) test will be given. (A portion of the two credits of P.E. will be waived for students who participate in two extra-curricular sports per academic school year AND who are taking academic subjects, band and/or choir during the hours P.E. is offered.
HEALTH: .5 credit needed for graduation
Health: .5 Credit. One semester/Grade 9. The Health course will cover the essentials necessary to maintain a healthy body. Included will be the study of drugs, alcohol, tobacco, appearance, nutrition, weight control, eating disorders, stress management and reproduction. Students will view various videos and DVD’s, which will help in learning new information. They will be required to complete a major project on a health topic in connection with their English course.
Fine Arts
VISUAL ARTS: 2.0 credits of any fine arts is needed for graduation. May only take one hour per year.
Art I: Color- .5 Credit. One semester/Grades 9, 10, 11, or 12. Fine Arts elective. Students will work with watercolor, acrylic, tempera, oil pastels, tie dye, printmaking, chalk and in clay.
Art II: Paper- .5 Credit. One semester/Grades 9, 10, 11, or 12. Fine Arts elective. Students will work with paper molas, papier mache, mask making, collage, paper mosaics, cut paper designs, paper relief sculptures, paper folding, caligraphy, and an optional clay unit.
Television Broadcast Production: 1 Credit. Year/Grades 11 or 12. Fine Arts elective. This course provides instruction and field experience in all areas of television broadcast production, including camera and recording formats, video editing, and live event production. In order to receive full benefit of this course, the student should be available during and after school hours to be able to participate in live broadcast capture. This is NOT a requirement; however, the student will not gain knowledge of all course content without experiencing live video capture situations. Production projects are aired on Fairmont Cable Channel 12.
PERFORMING ARTS-MUSIC: 2.0 credits of any fine arts is needed for graduation.
Concert Choir: 1 Credit. Year/Grades 9, 10, 11, and 12. Fine Arts Elective. Because God has given all of us talents which we have been instructed to use to the best of our abilities, Martin Luther High School will allow all of its students the opportunity to join our mixed choir. The choir will learn the basics of reading music and will learn to appreciate the various styles and genres of musical literature available to us Christians. The choir will work toward obtaining a sizeable repertoire. The Concert Choir will sing for Martin Luther High School Sundays at area churches, chapel services and other various organizations as they may be requested. Students will be encouraged to pursue their talents in private voice lessons should the instructor recognize a great potential within the student. The instructor will also encourage group ensembles for concerts and the Minnesota Solo Ensemble Contest. The choir will perform at the Christmas Concert, the Sacred Concert (held in early spring), and the Pops Concert (held in May).
Chamber Ensemble (Instrumental): 1 Credit. Year/Grades 9, 10, 11, and 12. Fine Arts Elective. The Chamber Ensemble is open to any student interested in using his/her instrumental music talent to the glory of God. The Ensemble will play for assigned home girls’ and boys’ basketball games, at the Christmas Concert, the Lutheran Schools Band Festival, the Pops Concert (held in May) and for any other organization that request an instrumental ensemble. Students will be encouraged to take private lessons and to participate in the Minnesota Solo Ensemble Contest. Since the music performed in this group requires a certain level of proficiency, each new student is required to perform privately for the instructor to determine if the student has the required proficiency. If extra time is needed, the student may take lessons from the instructor at no cost until that level of proficiency is reached. Beginners are encouraged to sign up for the ensemble and they may take lessons from the instructor until the level of proficiency is reached.
Tours: Occasionally, the music groups go on tour. In the past they have traveled to Milwaukee, WI; Branson and St. Louis, MO; New Orleans, LA.; Houston and Dallas, TX; and Denver, CO.
COURSE SYLLABI
ENGLISH 1
COURSE DESCRIPTION
During the course of the year, distinct attention will be placed on the fundamental skills of the English language including grammar, vocabulary, spelling and writing. In addition, time will be spent studying works of basic literature, including short stories, poetry, drama, the epic and the novel. Students will also complete book reports (written and/or oral) and will write a short research paper. It is fully intended that this course serves as a solid base for further study in the communicative arts during the next three years of high school.
COURSE OBJECTIVES
The student will:
1. grow in his or her faith in Christ Jesus
2. identify ways in which he or she can use the gift of language in sharing his or her Christian faith
3. improve spelling and vocabulary skills
4. improve written communication skills
5. demonstrate an understanding of correct paragraph structure
6. write a short research paper
7. complete a written book report
8. evaluate various literary forms and authors
9. identify short story elements
10. identity poetic elements
11. identify dramatic elements
12. develop grammar competency in parts of speech and sentence structure
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
W Writing
TEC Technology
Unit I: The Short Story
Unit Objectives
Students will be able to
• define and identify the basic parts of a short story
• define and identify the basic types of characters
• define and identify the setting of a short story
• define and identify the point of view of a story
• define and identify satire in a short story
• list and identify the basic types of conflict
• define and identify the tone of a story
• define and match an author’s pseudonym to his/her real name
• define and identify the theme of a short story and apply it to their own lives
• define and identify figures of speech
• define and identify suspense, foreshadowing and flashback
• define and identify the types of irony
Works Studied
1. “An Occurrence at Owl Creek Bridge” by Ambrose Bierce
• plot structure
• suspense
• flashback
• theme
• setting
• symbolism
• irony
• point of view
2. “Moon-Face” by Jack London
• unreliable narrator
• figures of speech
• W—A creative writing assignment using either the 3rd person point of view to write about something that happened to you or the 1st person point of view to write about a week in the life of a dollar bill
3. “The Lottery” by Shirley Jackson
• TEC—notes on PowerPoint
• atmosphere
• foreshadowing
• symbolism of characters’ names
• theme
• ITF—discussion of how Christians can respond to “mob mentality,” especially in negative situations (bullying, booing at a game, the “everybody does it” attitude, etc.); discussion of superstitions
4. “The Lumber Room” by Saki
• pseudonym
• irony
• tone
• theme
• symbolism
• point of view
5. “Tobermory” by Saki
• W—After listing in class a number of settings that have a large variety of animals (a zoo, a rainforest, Madagascar, the sea, etc.), students will have 15-20 minutes in class to write a short story in which an animal or animals can talk to humans. For example, the animals could talk to the humans to tell them what they think about a certain situation or to help the humans.
• satire
• allusion
• irony
• tone
6. “A Retrieved Reformation” by O. Henry
• pseudonym
• allusion
• character types
7. “The Story of an Hour” by Kate Chopin
• irony
• paradox
EVALUATION AND SPECIAL ASSIGNMENTS
• quizzes
• worksheets
• writing assignments
• unit test
Unit II: Poetry
Unit Objectives
Students will be able to:
• recognize various poetic forms, including but not limited to narrative poem, lyric poem, haiku, free verse, sonnet
• identify the rhythm pattern of a poem (scansion)
• identify the rhyme pattern of a poem
• define and recognize various poetic terms and techniques including onomatopoeia,
alliteration, stanza, persona, verse paragraph, couplet, tercet, quatrain, octave, exact rhyme, approximate rhyme, hyperbole, simile, and metaphor
Works Studied come from Discovering Genre: Poetry, edited by Paul D. Moliken, Prestwick House,
• ITF—use hymn verses from The Lutheran Hymnal, Lutheran Worship, and/or the Lutheran Service Book to demonstrate various poetic concepts such as rhythm and rhyme
• ITF—use Bible passages such as Deuteronomy 32:11, 18, and 42 to demonstrate concepts such as personification, simile, and metaphor
• W—students will write several poems in different forms to demonstrate their understanding of concepts such as rhythm, rhyme, onomatopoeia, figures of speech; and different poetic forms such as haiku
EVALUATION
• worksheets
• writing assignments
• unit test
Unit III: Drama (using The Tragedy of Romeo and Juliet by William Shakespeare)
Unit Objectives
Students will be able to:
• define dramatic terms such as tragedy, comedy, soliloquy aside, dialogue, stage directions
• relate facts about the life and times of William Shakespeare
• relate facts of the theater and drama of Shakespeare’s time
• identify various characters and important events of the play
• recognize irony in the play
• identify the theme of the play and apply it to their own lives
• identify different types of conflict in the play
o internal conflict
o external conflict
1. video—Shakespeare in the Classroom
2. reading the play aloud in class (acting out some scenes)
3. ITF—discussion about honoring/obeying parents, about holding grudges/feuding, about suicide
4. Students will make a mask for the masquerade ball (cooperative with art class)
5. W—students will write “advice letters” to Romeo and Juliet as if the students were characters in the play
6. TEC—Using a timeline program on the computer, as part of the review of the play, students will create a timeline containing at least 15 important events from the play, including the inciting action, the resolution, and all six deaths
7. TEC—After the unit test, watch the DVD Romeo and Juliet. Discuss similarities and differences between the play and the movie and why they might occur
EVALUATION
• worksheets
• quizzes
• unit test
Unit IV: The Epic (using Homer’s Odyssey)
Unit Objectives
Students will be able to:
• define terminology connected to the epic and apply it to the epic: epic, epic hero, hubris, in medias res, invocation, muse, oral tradition, minstrel, deus ex machina
• identify the theme of the Odyssey and explain how it is shown in the epic
• identify various characters and important events of the epic
• discuss Odysseus as a “round” character” and as an “epic hero”
1. W—After a discussion of what a hero is, students will write an essay creating a hero who might represent their town/state/country.
2. ITF & TEC—After a discussion of how and why Odysseus boasts about his feats and abilities, discuss whether or not a Christian can/should feel pride or boast. See I Cor. 1:31 Post thoughts on Collaborize Classroom website
3. TEC—After the unit test, watch video The Odyssey
4. ITF—After a discussion of the attitudes and actions of the various gods in the epic, contrast how God acts toward us his children when we go against His will
EVALUATION
• worksheets
• quizzes
• unit test
Unit V: The Novel (using The Call of the Wild by Jack London)
Unit Objectives
Students will be able to:
• define the following terms and apply them to the story: personification, symbolism, foreshadowing, metaphor, episodic novel, naturalism, point of view, anthropomorphism, hyperbole, irony, protagonist, antagonist, tone, setting, conflict, paradox
• explain how the novel is an example of naturalistic writing
• explain the significance of the title and show how the title represents the story’s main theme
• identify and discuss the theme of the novel
1. ITF—One of Jack London’s most common themes is “survival of the fittest.” Discuss how this evolutionary idea goes against our Christian faith.
2. W—Choose a different setting for the novel and write an essay explaining how the novel would be different as a result of that change
EVALUATION
• worksheets
• quizzes
• unit test
Unit VI: Grammar and Usage
Unit Objectives
Students will be able to:
• correctly identify the parts of speech
• correctly identify the parts of the sentence
• write sentences according to directions, using the parts of speech correctly
• write sentences according to directions, using the parts of a sentence correctly
• identify and correct sentence fragments, comma splices, and run-on sentences
• identify the basic types of sentences and correctly write sentences of those types
1. The Parts of Speech
• nouns
• pronouns
• adjectives
• verbs—linking verbs, action verbs, verb phrases
• adverbs
• prepositions
• conjunctions
• interjections
2. The Parts of a Sentence
• sentence fragments
• comma splices and run-on sentences
• subjects and predicates
• complements
• sentence types
• ITF—use Bible passages as sentences for identifying the various parts of speech and of a sentence
• W—students will write grammatically correct sentences according to directions given to demonstrate an understanding of various parts of speech and of a sentence
• EVALUATION
• worksheets
• exercises from the textbook
• quizzes
• unit tests
Unit VII: Composition (This is an on-going unit throughout the year)
Unit Objectives
Students will be able to:
• correctly write a variety of types of sentences
• recognize and correct sentence errors
• correctly write a variety of types of paragraphs and essays
• recognize and write topic sentences and conclusion sentences
• use transitions between sentences and between paragraphs
• correctly use proper organizational types
• write a research paper
• be able to recognize reliable and unreliable resources
• write a book report
1. Writing a book report
• choosing an appropriate book
• include the following ideas
o character description
o setting description
o plot summary
o theme summary
o personal opinion
2. Writing a research paper
• choosing a general topic
• narrowing the topic focus (“thesis statement”)
• TEC—using various online resources
o internet literacy
o Reader’s Guide to Periodical Literature
o Electronic Library for MN (ELM)
• Using note cards
• Creating an outline
• Creating a bibliography
o TEC—
• Using in-text notes
• Writing a first draft
• Revising
• Writing a final draft
• Proofreading
EVALUATION
• Essays
• Worksheets
• Book Report
• Research Paper
ENGLISH 2
COURSE DESCRIPTION
In addition to serving as a continuation of English I, this course will cover areas of communication that the student has not yet studied. Students will review grammar, vocabulary and spelling skills, as well as study literature and writing. The literature portion of the course will include works in the areas of fiction, non-fiction, and drama. Students will also study the novel, both as a work of literature and as a basis for critical analysis. The fundamentals of research will be reviewed, and students will write a research paper along with a book report (written and/or oral).
COURSE OBJECTIVES
The student will:
1. grow in his/her faith in Christ Jesus
2. identify ways in which he or she can use the gift of language in sharing his or her Christian faith
3. review grammar rules and skills
4. improve spelling and vocabulary skills
5. demonstrate proficient writing skills in several genre
6. write a research paper
7. write a novel critique
8. present an oral book report
9. evaluate various literary forms and authors
10. identify literary genre and terms
11. identify literature as an expression of human experience
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
W Writing
TEC Technology
COURSE OUTLINE
Unit I: The Short Story (using selected works of Edgar Allan Poe)
Unit Objectives
Students will be able to:
• define and identify basic plot elements of a short story
• define and identify basic types of characters
• define and identify the setting of a story
• define and identify the point of view of a story
• identify the strengths and weaknesses of the various points of view
• define and identify the tone of a story
• define and identify the theme of a short story
• define and identify suspense, foreshadowing, and flashback
• define and identify the types of irony
• identify the effect of Poe’s works
1. “The Tell-Tale Heart”
• point of view review
• strengths and weaknesses of 1st person point of view
• plot elements review
• symbol
• single effect
• theme
2. “The Black Cat”
• setting
• point of view
• conflict review
• determining the main conflict of a story
• allusion
• theme
• character
3. “The Cask of Amontillado”
• TEC—listen to story on cassette while following along in book
• ITF—discussion of what the Bible says about getting revenge
• unreliable narrator
• point of view
• symbolism
• irony review
4. “The Pit and the Pendulum”
• exposition
o What was the Spanish Inquisition?
• symbolism
• W—Making every effort to write in the Poe’s style and the narrator’s voice, students will write a creative piece of 200 or more words
o describing the horrors the narrator saw when he looked into the pit, or
o creating an “alternate ending” to the story beginning with the last line of the next-to-last paragraph: “I felt that I tottered upon the brink—I averted my eyes—.”
EVALUATION
• worksheets
• quizzes
• unit test
Unit II: LeMorte d’Arthur by Sir Thomas Malory
Unit Objectives
Students will be able to:
• define terminology connected to the epic and apply it properly: epic, epic hero, episodic narrative, medieval romance, legend, chivalry, minstrel
• identify the theme of Le Morte d’Arthur
• identify important characters and events of the epic
• discuss the elements and role of chivalry in the epic
• discuss Arthur and Launcelot as round characters
• discuss Launcelot as a dynamic character
• discuss irony in the epic
• identify symbols in the epic
1. “Arthur Becomes King”
• exposition
• Arthur’s heroic qualities
2. “The Tale of Sir Launcelot”
• episodic organization
• chivalry
• medieval romance
3. “The Death of Arthur”
• foreshadow
• symbol
• irony
• chivalry
• dynamic character
4. After the unit test, watch the movie First Knight
• discuss how and why the movie is different from the epic
• W—Reacting to a Quote—students will choose from a list of quotes from the movie and write an essay explaining first the context of the quote in the movie and then what the quote means to them in their own lives or life in general.
EVALUATION
• worksheets
• quizzes
• unit test
Unit III: Nonfiction
Unit Objectives
The students will be able to
• differentiate between fiction and nonfiction
• define and identify various forms of nonfiction: biography and autobiography, expository essays, descriptive essays, narrative essays, persuasive essays
• define and apply various terms: biographical sketch, anecdote, tone, memoir, simile and metaphor, parallelism, analogy, allusion
1. “My Friend, Albert Einstein” by Banesh Hoffman
• biography
• W—students will list at least five questions they would like to ask a famous person of their choice in an interview
• how anecdotes are used to bring out elements of a person’s personality
• W—writing a biographical sketch: using a list of prepared questions, students will choose a person they know well and “brainstorm” facts about that person. Then based on those answers, each student will write a biographical sketch of 4-5 paragraphs using anecdotes to illustrate important traits of their subject’s personality. Specific details and strong descriptive words should be used.
2. “Shosha” by Isaac Bashevis Singer
• autobiography
• symbol
• theme
3. “A Child’s Christmas in Wales” by Dylan Thomas
• memoir
• simile
• metaphor
• tone
• theme
• TEC—post favorite childhood holiday memory on Collaborize Classroom
4. from The Spirit of St. Louis by Charles Lindbergh
• narrative essay
• plot diagram (to illustrate that narrative essays are very similar to short stories)
• point of view
5. “R. M. S. Titanic” by Hanson W. Baldwin
• narrative essay
• irony
• suspense—countdown and verb tense shift
• symbol
• theme
6. “Two Views of the River” by Mark Twain
• descriptive essay
• comparison and contrast
• metaphor
• theme
• W—students will write two descriptions of a place they knew as a child, but from different perspectives: one based on their childhood feelings about the place and the other based on their present feelings about that place. The two descriptions should describe the same place but show contrasting feelings. Specific details and strong descriptive words should be used.
7. “I Have a Dream” by Dr. Martin Luther King, Jr.
• persuasive essay
• TEC—listen to a live recording of Dr. King’s speech; follow along in textbook
• ITF—discussion of equal rights and of “all men are created equal”—what does that mean to a Christian? How should that affect our words and actions?
• parallelism
• analogy
• allusion
• advantages and disadvantages of hearing vs. reading a speech
• theme
8. “Grant and Lee at Appomattox” by Bruce Catton
• expository essay
• comparison and contrast
• symbolism
• theme
EVALUATION
• worksheets
• quizzes
• unit test
Unit IV: Drama (using Cyrano d’Bergerac by Edmund Rostand)
Unit Objectives
Students will be able to:
• correctly define dramatic terms including: tragedy, comedy, heroic comedy, dialogue, stage directions
• identify irony in the play, special focus on dramatic irony
• identify foreshadowing in the play
• identify the events which make up the exposition, narrative hook, rising action, climaxes (psychological and dramatic), falling action, and resolution of the play
• explain how Cyrano both fits and does not fit the definition of a “romantic hero”
• discuss the symbols in the play
• discuss paradox in the play
• identify the themes, apply them to the play and to their own lives or life in general
1. Act I
• exposition
• narrative hook
2. Act II
• rising action
• irony
• ITF—discuss the different types of “love” (especially eros, philia, and agape)
• TEC & W—On Collaborize Classroom website, post whether or not you would be willing/able to make a compromise similar to what Cyrano made with Christian just so you could be near the one you love. Explain your reasons
3. Act III
• dramatic irony
• staging a scene
4. Act IV
• setting
• dramatic irony
• dramatic climax
5. Act V
• foreshadowing
• symbolism
• irony
• psychological climax
• falling action
• resolution
• Cyrano as a romantic hero
• themes
EVALUATION
• worksheets
• quizzes
• unit test
Unit V: The Novel (using The Pearl by John Steinbeck)
Unit Objectives
The students will be able to
• define novella, parable, and allegory
• identify the theme, apply it to the novel and to life in general
• identify symbols in the novel
• recognize foreshadowing in the novel
• identify the dramatic and psychological climaxes of the novel
• explain the difference between a Nobel Prize and a Pulitzer Prize
1. Chapters 1 & 2
• animal metaphors
• “songs”—setting the atmosphere
• prejudice
• ITF—compare Juana’s attitude about the doctor’s skills to Naaman in 2 Kings 5: 1-15
• compare/contrast Juana and Kino’s attitude about life to the doctor’s attitude
2. Chapters 3 & 4
• symbolism
• changing relationship between Kino and Juana
• ITF—“the love of money is the root of all evil”
• Kino as a dynamic character
3. Chapters 5 & 6
• animal imagery
• songs and atmosphere
• foreshadowing
• changing relationship between Kino and Juana
• dramatic climax
• psychological climax
• resolution
• How is the pearl more an image or reflection than a reality?
• TEC—post on Collaborize Classroom your answer to the following question: Why must Kino be the one to throw the pearl back into the sea?
• irony
• themes
• conflicts
EVALUATION
• worksheets
• quizzes
• unit test
Unit VI: The Novel (using To Kill a Mockingbird by Harper Lee)
Unit Objectives
Students will be able to:
• identify and trace the events in the main plot and the two subplots
• discuss the novel as a “Bildungsroman,” or “coming of age” novel
• identify and discuss the themes of the novel
• discuss the significance of the title of the novel and relate it to a major theme in the book
• identify and discuss major characters and events of the novel
• discuss the novel in its historical context
• discuss Scout as a “character foil” for Dill
1. W—“Walking in Someone Else’s Shoes”--Each student will be given a pair of shoes and asked to create a character around those shoes. Students will then write a story about a day in the life of that character.
2. ITF—discuss racism and hypocrisy among Christians, how to react to it, and how to work to stop it
3. Tom Robinson and Arthur “Boo” Radley as “mockingbirds”
4. TEC—On Collaborize Classroom website respond to the following: Is Atticus Finch a hero? Why or why not? In addition to posting your own response, respond to at least two other students’ comments.
5. Scout as a character foil for Dill
6. How Jem and Scout “come of age” because of the events surrounding the trial
EVALUATION
• worksheets
• quizzes
• unit test
Unit VII: Grammar Review
Unit Objectives
Students will be able to
• identify and correct sentence errors: run-on sentences, comma splices, sentence fragments
• identify the various parts of a sentence
o subject
o predicate
o complements
▪ predicate nominative and predicate adjective
▪ direct object and indirect object
• identify the various types of phrases and their uses: prepositional phrases, participial phrases, gerund phrases, infinitive phrases, appositive phrases
• identify the various types of clauses and their uses
o independent clauses
o dependent clauses
▪ noun clauses
▪ adjective clauses
▪ adverb clauses
• write sentences and paragraphs as directed, demonstrating the proper use of the various parts of a sentence and the various phrases and clauses
1. ITF—use Bible verses as sample sentences to demonstrate the various parts of a sentence, and types of phrases and clauses
2. W—students will write sentences as directed using complements, phrases, or clauses as instructed
3. W—students will write a review of one of their favorite restaurants. In the review, they will use (and correctly label) at least two of each type of phrase.
4. TEC—use PowerPoint to present notes on the various types of complements, phrases, and clauses
Unit VIII: Writing a Research/Position Paper
Unit Objectives
Students will be able to:
• understand and analyze persuasive elements in a newspaper article
• distinguish fact from opinion
• understand connotations and denotations of words
• select an appropriate topic for their paper
• form a thesis statement
• gather support for their thesis
• evaluate reasoning
• demonstrate proper use of organization
• demonstrate proper use of transition words and phrases
• distinguish between reliable and unreliable resources
1. Choosing an appropriate topic for a position (persuasive) paper
2. Elements of persuasion
• a strong opinion
• logical appeals
o reasons
o evidence
o expert opinions
• emotional appeals
o connotation
o anecdotes
3. writing a thesis statement
4. researching the topic
• TEC—using the Reader’s Guide to Periodical Literature, Electronic Library for MN, and
5. review proper outline form
6. review proper bibliography form
7. review in-text notes: uses and form
8. writing a first draft
9. revising
10. writing a final draft
11. proofreading
ENGLISH 3
COURSE DESCRIPTION:
The next step in the communication process will include not only a review of basic English skills, but also begin the process of abstract thinking. Students will be taught to analyze a piece of literature for structure, content and implication. This will involve major writing assignments on specific occasions. Strict attention will be given to skills such as public speaking and grammar. As with English II, English III serves as a continuation of all English skills and techniques. The student will also delve into the world of American literature. More attention will be placed on poetry and drama than was in the preceding courses. Students will continue to write several reports.
COURSE OBJECTIVES
The student will:
1. grow in his/her faith in Jesus Christ
2. identify ways in which he or she can use the gift of language in sharing his or her Christian faith
3. write a research paper in connection with a “job shadow” project
4. write an author report on an American author
5. present an oral book report
6. develop an appreciation for various American authors, works, and styles
7. review grammar and usage rules
8. demonstrate proficient writing skills in several genre
9. demonstrate proficient public speaking skills
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
W Writing
TEC Technology
COURSE OUTLINE
I. “Early America to 1750” and “Reason and Revolution”
Unit Objectives
The student will be able to
• read, discuss and write about early American literature
• recall and interpret facts and extend the meaning of the selections
• examine the selections in terms of literary forms and elements, including oral literature, persuasion, allusion, imagery, simile and metaphor
• develop vocabulary skills and an appreciation of words by examining Native American words, synonyms, words in context and antonyms
• write compositions that analyze literary elements
• compare and contrast writers and their works
A. American Indians
1. from The Walum Olum
W/ITF—creating a pictograph for a Bible story
2. “Listen! Rain Approaches!”
3.“Calling One’s Own”
B. from The Journal by Christopher Columbus
C. from A Description of New England by John Smith
D. from Of Plymouth Plantation by William Bradford
• W—writing a comparison/contrast essay of the Smith and Bradford works
• ITF—Biblical allusions
E. “To My Dear and Loving Husband” and “Upon the Burning of Our House” by Anne Bradstreet
• ITF—paradox of eternal life after death; power of faith in times of tragedy
F. Reason and Revolution 1750-1800
1. from Poor Richard’s Almanack
2. from The Autobiography
EVALUATION
• worksheets
• study questions
• essays
• quizzes
• test
II. “Native Grounds 1800-1840” (focus on Romanticism)
Unit Objectives
The student will be able to
• read, discuss, and write about post-Revolutionary American literature
• recall and interpret facts and extend the meaning of the selections
• identify the elements of Romanticism and apply them to the works studied
• examine the selections in terms of literary forms and elements, including narration, dialect, meter, single effect, sound devices and setting
• write compositions that analyze the literary elements of the selections
A. “The Devil and Tom Walker” by Washington Irving
• ITF—theme: “selling your soul to the devil”
• W—Summarizing a Narrative
B. from The Deerslayer by James Fenimore Cooper
C. “Thanatopsis” by William Cullen Bryant
• ITF—Christian view of death
D. Edgar Allan Poe
1. video—“Edgar Allan Poe”
2. “The Raven”
3. “Alone”
d. 4. “The Fall of the House of Usher”
e. 5. “The Fall of the House of Usher”—parody by Reed Whittemore
f. 6. “The Masque of the Red Death”
g.
EVALUATION
• worksheets
• study questions
• essays
• quizzes
• test
III. “New England Renaissance” (focus on Transcendentalism)
Unit Objectives
Students will be able to
• read, discuss, and write about American literature of the New England Renaissance
• identify the elements of Transcendentalism and apply them to the works studied
• recognize that and explain how elements of Transcendentalism contradict our Christian faith
• examine the selections in terms of literary forms and elements, including figurative language, stanza forms, symbol, ambiguity, diction, repetition in poetry, rhythm, personification and apostrophe, and imagery
• compare and contrast writers and their works
1. Ralph Waldo Emerson
a. from Self-Reliance
• ITF—discuss elements of Transcendentalism that contradict our Christian faith
b. “Concord Hymn”
2. from Walden by Henry David Thoreau
• W—Writing about an author’s purpose
• ITF—Romans 12:1-2
3. Nathaniel Hawthorne
a. “The Minister’s Black Veil”
• ITF—theme: trying to hide our sins from others, from God and even from ourselves
b. “The Birthmark”
• ITF—How does God feel about modern scientific efforts to manipulate human, animal and plant genes?
EVALUATION
• worksheets
• study questions
• quizzes
• essays
• test
IV. “Conflict and Celebration”
Unit Objectives
Students will be able to
• read, discuss, and write about American literature of the Civil War and postwar periods
• recall and interpret facts and extend meanings
• examine the selections in terms of literary forms and elements, including autobiography, journal, free verse, approximate rhyme, types of poetry, and colloquial language
• develop vocabulary skills and an appreciation of words by examining diction and style, Americanisms, and analogies
A. Spirituals
1. “Go Down, Moses”
• ITF—Biblical parallel
2. “Follow the Drinking Gourd”
• ITF—Biblical allusion
B. from My Bondage and My Freedom by Frederick Douglass
C. Student-led lessons
h. 1. “Letter to His Sister” by Robert E. Lee
i. 2. “The Gettysburg Address” by Abraham Lincoln
j. 3. “I Will Fight No More Forever” by Chief Joseph
k.
D. Walt Whitman poems
E. Emily Dickinson
• ITF—Does God “approve” of death? Is death necessary?
F. Mark Twain
1. video—“Mark Twain”
2. from Life on the Mississippi
3. “The Celebrated Jumping Frog of Calaveras County”
4. “A Story without an End”
• W—writing an end to the story
EVALUATIONS
• worksheets
• student presentations
• study questions
• essays
• quizzes
• test
V. “Regionalism and Realism 1880-1910” (focus on regionalism, realism, and naturalism)
Unit Objectives
Students will be able to
• read, discuss and write about American literature of the Regionalist and Realist period
• recall and interpret facts and extend the meaning of the selections
• examine the selections in terms of literary forms and elements, including the short story, characterization, point of view, character motivation, conflict, theme, style, and irony
• apply the concepts of regionalism, realism, and naturalism to the selections
A. “The Outcasts of Poker Flat” by Bret Harte
B. “A White Heron” by Sarah Orne Jewett
C. “A Pair of Silk Stockings” by Kate Chopin
D. “Under the Lion’s Paw” by Hamlin Garland
E. “To Build a Fire” by Jack London
• ITF—“survival of the fittest” = evolutionary idea; do human beings ever really win a battle against nature? (God is in control!)
F. Edwin Arlington Robinson
a. “Richard Cory”
b. “Miniver Cheevy”
EVALUATION
• worksheets
• study questions
• quizzes
• test
VI. Grammar Review
Unit Objectives
Students will be able to
• recognize and correct sentence errors (fragments, run-ons, and comma splices)
• identify and use various types of phrases appropriately
• identify and use various types of clauses appropriately
• demonstrate a proper understanding of subject and verb agreement as well as pronoun and antecedent agreement
A. Parts of a sentence
• W—correcting fragments, run-ons and comma splices
B. Phrases
• W—sentence variety using phrases
C. Clauses
• W—sentence variety using clauses
D. Agreement
• W—writing sentences showing correct agreement of subject/verb and pronoun/antecedent
EVALUTION
• worksheets
• quizzes
• test
VII. Oral Communication
Unit Objectives
Students will be able to
• understand the communication process within the context of public speaking
• understand the roles of verbal and nonverbal communication in speech presentations
• understand the many forms and contexts in which public speaking occurs in our society
• understand the importance of analyzing the audience in selecting, developing, and presenting a topic
• understand the purposes of public speeches—to inform, to entertain, to persuade, and to motivate
• evaluate the strengths and weaknesses of others’ speeches through the study of model speeches and through evaluations of classmates’ speeches
• participate in a variety of speaking situations
• identify the major components and attributes of each speech type
• understand the appropriate steps and requirements to prepare a speech
• understand how to prepare for a speech, including research, organization, audience analysis, outlining, and practice
• select an appropriate topic for the speech type assigned
• use the appropriate verbal and nonverbal delivery skills in presenting speeches
• use visual aids and technology in presenting speeches
A. Personal Speech
• TEC—using PowerPoint (or an equivalent) each student will prepare a set of slides for a 5-minute speech about him/herself
B. Demonstration Speech
EVALUATION
• worksheets
• writing various elements of speeches for evaluation
• speeches
ENGLISH 4
COURSE DESCRIPTION:
Required of seniors, unless in PSEO English. English IV will concentrate on preparing the student for college and life skills. First semester will focus on British Literature as well as ancient Greek drama. Students will learn to appreciate longer works of literature and will also try their hand at creating their own pieces of literature. Second semester will focus on speech communication. Strong emphasis will be placed on writing skills such as analysis and thought process argumentation and on communication and public speaking skills.
COURSE OBJECTIVES
The student will:
• grow in his/her faith in Jesus Christ
• identify ways in which he or she can use the gift of language in sharing his or her Christian faith
• develop an appreciation for various British and Western authors, their works and styles
• review grammar and usage rules as deemed necessary by the instructor
• demonstrate proficient writing skills in several genre
• demonstrate proficient public speaking skills
COURSE OUTLINE
Semester 1: British and Western Literature—a chronological approach with a focus on the relationship between literary periods, characteristics of various literary periods, and an emphasis on major literary figures and their works
I. Ancient Greek Theater
Unit Objectives
The student will:
• read, discuss, and write about ancient Greek theater and specifically Sophocles’ Antigone
• recall and interpret the facts and extend the meaning of the selections
• examine the play in terms of the following literary elements: tragedy, tragic hero, catharsis, anagnorisis, hamartia, climax
• react to opinions and observations made about the play
• with a classmate, research an element of ancient Greek theater make a presentation to the class on that topic
1. background on Sophocles
2. background on theatrical conventions
3. Student presentations
a. Ancient Greek theater
b. Sophocles
c. Dionysus
d. the Oedipus myth
e. ancient Greek beliefs surrounding death, burial, the Fates/Furies, Hades
f. the oracles
4. Antigone
a. tragedy
b. tragic hero
c. catharsis
d. hamartia
e. trilogy
f. strophe & antistrophe
g. Aristotle’s “Five Part Theory of Tragedy”
Evaluation
• Worksheets
• Quizzes
• Test
• Oral presentation
II. The Anglo-Saxon Period—Beowulf
Unit Objectives
The student will:
• read, discuss and write about English literature of the Anglo-Saxon period, specifically selections from Beowulf
• recall and interpret the facts and extend the meaning of Beowulf
• react to opinions and observations about the epic
• examine the work in terms of the following literary elements: epic, epic hero, foreshadowing, oral tradition, allusion, hyperbole, alliteration, vernacular, caesura, kenning, litote
• respond creatively to the work by writing a “boast”
1. terms
a. wyrd
b. wergild
2. role of revenge
3. importance of fame/boasting
• W—writing a “boast”
• ITF—Can/should a Christian feel pride or boast? See I Cor. 1:31
4. ITF--attitude toward God and religion
5. lessons about worldly treasure
6. characteristics of an epic hero
Evaluation
• Worksheets
• Quizzes
• Test
• Creative writing
III. The Medieval Period 1066-1485
Unit Objectives
The student will:
• read, discuss, and write about English literature of the Medieval Period
• recall and interpret facts and extend the meaning of the selections
• react to opinions and observations about the selections
• examine the selections in terms of the following literary elements: folk ballad, motif, myth, and legend
• respond creatively to the selections by writing folk ballads
• compare and contrast writers and their works
1. Folk Ballads
a. “Sir Patrick Spens”
b. “The Wife of Usher’s Well”
c. “Edward”
• W—writing a folk ballad
2. Geoffrey Chaucer
a. didacticism within gaiety
l. b. “The Prologue”
c. “The Wife of Bath’s Tale”
1) quest motif
2) metamorphosis motif
• ITF—poverty is not something to reproach—even Jesus chose a life of poverty
d. “The Pardoner’s Tale”
1) exemplum
• ITF—the love of money is the root of all evil
3. from Le Morte d’Arthur by Sir Thomas Malory
a. romance
b. verisimilitude
c. medieval ideas
Evaluation
• Worksheets
• Quizzes
• Test
• Creative writing
IV. The Elizabethan Age 1485-1625
Unit Objectives
The student will:
• read, discuss and write about English literature of the Elizabethan Age
• recall and interpret the facts and extend the meaning of the selections
• react to opinions and observations made about the selections
• examine the selections in terms of the following literary elements: persona, Italian sonnet, English sonnet, pastoral, parody, Spenserian stanza, figurative language (metaphor, simile, personification, apostrophe)
• with a classmate, present a lesson to the class based on one of Shakespeare’s sonnets
• compare and contrast writers and their works
1. “Description of Spring” by Henry Howard, Earl of Surrey
2. the sonnet
a. Italian sonnets
b. English sonnets
c. “Sonnet 31” by Sir Philip Sidney
1) “Renaissance man”
2) apostrophe
3. from The Faerie Queene by Edmund Spenser
• ITF—Christian allegory
4. “The Passionate Shepherd to His Love” by Christopher Marlowe
m. a. pastoral
5. “The Nymph’s Reply to the Shepherd” by Sir Walter Raleigh
a. parody
6. William Shakespeare’s sonnets—student-led lessons
a. “Sonnet 18”
b. “Sonnet 29”
c. “Sonnet 30”
d. “Sonnet 55”
e. “Sonnet 73”
f. “Sonnet 116”
g. “Sonnet 130”
Evaluation
• Worksheets
• Quizzes
• Test
• Oral presentation
V. The Tragedy of Macbeth by William Shakespeare
Unit Objectives
The student will:
• read, discuss and write about Shakespeare’s Macbeth
• recall and interpret the facts and extend the meaning of the play
• react to opinions and observations made about the play
• examine the play in terms of the following literary elements: inciting action, rising action, climax, falling action, anagnorisis, hamartia, resolution, paradox, irony, theme, aside, soliloquy
1. video—William Shakespeare: A Life of Drama
2. Three common beliefs of Elizabethan England
a. the divine right of kings
b. ghosts and the supernatural
n. c. nature reflects society
o.
• W—after discussion of Act I, scene 7—rewrite lines from Alanis Morissette’s “Wake Up” as if Lady Macbeth were speaking to Macbeth
• W—paraphrase the “dagger” scene in modern English (Act II, scene 1)
• ITF—Christian perspective of ambition, “divine right of kings” (respect for those in authority as placed there by God), belief in ghosts/the supernatural/psychics/horoscopes)
7. Video—“The Tragedy of Macbeth”
Evaluation
• Worksheets
• Quizzes
• Test
Semester 2: Speech Communication
Unit Objectives
Students will be able to
• understand the communication process within the context of public speaking
• understand the roles of verbal and nonverbal communication in speech presentations
• understand the many forms and contexts in which public speaking occurs in our society
• understand the importance of analyzing the audience in selecting, developing, and presenting a topic
• understand the purposes of public speeches—to inform, to entertain, to persuade, and to motivate
• evaluate the strengths and weaknesses of others’ speeches through the study of model speeches and through evaluations of classmates’ speeches
• participate in a variety of speaking situations
• identify the major components and attributes of each speech type
• understand the appropriate steps and requirements to prepare a speech
• understand how to prepare for a speech, including research, organization, audience analysis, outlining, and practice
• select an appropriate topic for the speech type assigned
• use the appropriate verbal and nonverbal delivery skills in presenting speeches
• use visual aids and technology in presenting speeches
I. Theory
A. Communication
1. verbal and nonverbal
2. perception
3. Maslow’s Hierarchy of Needs
4. Barnlund’s Six People
B. Personal communication
1. open-ended questions
2. paraphrasing
3. sensing and interpreting
II. Applications
A. How to Deal with Speech Anxiety speeches
B. Personal experience speeches
C. Informative speeches
D. Persuasive speeches
E. Presentation and Acceptance speeches
F. Best Man/Maid-of-Honor speeches
EVALUATION
• Tests
• Quizzes
• Worksheets
• Writing drafts of speeches and portions of speeches (eg. introductions, conclusions, etc.)
• Oral speech presentations
PSEO: College Composition
Prerequisite—successful completion of English II
½ credit (MLHS); 4 credits (Concordia University-St. Paul)
The content of a writing course is writing. For students to become proficient writers in all disciplines, they need to learn how to read and analyze a variety of texts and then practice reading and analyzing texts from various disciplines. Through research and writing, students learn what others are saying and how to integrate those ideas into their own writing. Constant practice will guide students into developing their own voice and style. They will make conscious choices related to audience and academic conventions.
Course Objectives
Students will:
• practice and develop stages in the writing process—planning, researching, organizing, writing, rewriting, and editing
• formulate a thesis, develop and support it
• organize, create, and edit effective essays,
• organize, compose, and critique skillful, in-class timed writings on various topics
• analyze the needs and expectations of an audience and compose essays accordingly
• engage in class discussion
• locate appropriate supporting evidence and content, including print resources (hard copy and electronic texts), listening (interviews and speeches), and viewing (visual texts)
• use the library including but not limited to electronic databases
• avoid plagiarism
• write and speak with a good basic understanding of the English language
• keep a portfolio of their writing assignments (drafts, revisions, final copies)
• write a weekly one-page essay in response to a work of their own choice (cleared by the instructor)
Course Outline
A. Writing strong sentences (brief grammar review)
1. correcting fragments, run-ons, and comma splices
2. writing with parallel structure
3. varying sentence types
4. avoiding redundancy and “padding”
B. Writing strong paragraphs
1. thesis statements
2. cohesiveness
3. logic
4. voice
5. audience
C. Writing a Summary
D. Writing a Critique
E. Writing an Argument
F. Writing Satire and Parody
G. Writing a Multi-genre Research Paper
1. locating and evaluating resources
• using the academic library
• using scholarly materials
• verifying websites
2. MLA format review
3. writing styles
• traditional genres
• nontraditional genres
4. drafting
5. revising
6. editing
7. publishing
PSEO: Introduction to Literature
Prerequisite—successful completion of English II
½ credit (MLHS); 4 credits (Concordia University-St. Paul)
This course will study and analyze elements of prose, poetry and drama in English from earlier periods through contemporary. It will emphasize critical reading of literature and include such genres as the short story, the novel, poetry, and drama. Students will analyze works orally in class discussion and in writing of essays, reaction papers, etc.
COURSE OBJECTIVES:
The students will:
• gain an understanding of various literary genres
• show an ability to read accurately with insight and sophistication
• engage in intelligent discussion through active listening and constructive comments
• identify, describe, and utilize literary elements and techniques
• explicate passages of poetry by identifying the major elements of verse and their components
• organized, create, and edit effective expository essays, especially about various works of literature
• organize, compose, and critique skillful, in-class timed writings on literary topics
• write and speak with a good basic command of the English language
• write a weekly one-page essay in response to a work of their own choice (cleared by the instructor) or on the reading for that week’s course work
Course Outline (CO = composition; ITF = Integrating the Faith)
I. Short Stories
Unit Objectives
The students will:
• read several short stories and discuss and write about the short story form
• recall and interpret facts and extend the meanings of the selections
• identify, define, and discuss various literary elements: point of view, plot structure, style, irony, characterization, diction, symbolism, allegory, convention, archetype, Romanticism
A. “Kill Day on the Government Wharf” (Audrey Thomas)
point of view
plot structure
style
CO—writing a new ending
B. “The Jewelry” (Guy de Maupassant)
irony
surprise ending
CO—writing in the author’s style
C. “Why I Live at the P.O.” (Eudora Welty)
characterization
diction
D. “A Pair of Tickets” (Amy Tan)
symbolism
CO—writing about symbol
E. “Young Goodman Brown” (Nathaniel Hawthorne)
Romanticism
allegory
archetype
ITF—religious hypocrisy
F. “A Rose for Emily” (William Faulkner)
a. American Gothicism
b. role of women in the Old South
c. changes in the South after the Civil War
d. problems with the story’s timeline
e. symbolism
G. “A Hunger Artist” (Franz Kafka)
a. author’s style
b. parallels to the author’s life
c. point of view
d. interpretations
o literature or the arts in general
o Kafka’s relationship with his father
o ITF--the life of Christ
EVALUATION
• Worksheets
• Class participation
• Essays
• Unit Test
II. Drama—Hamlet by William Shakespeare
Unit Objectives
The student will:
• read and discuss the play
• define, identify and apply dramatic terms: tragedy, tragic pyramid, character foil, hamartia, anagnorisis, theme, aside, soliloquy
• apply 3 major beliefs of the Elizabethan Age: belief in ghosts/supernatural, the divine right of kings, the belief that nature reflects society
• analyze, discuss and paraphrase selected soliloquies
1. Video—Shakespeare in Our Time
2. CO—paraphrasing “To be, or not to be…”
3. Analysis of characters
• CO—Hamlet’s ghost and Claudius
4. Theme
a. the corrupting effect of revenge
b. insanity
c. ITF—hopelessness/suicide
EVALUATION
• Worksheets
• Class discussion
• Quizzes
• Essays
• Unit Test
III. The Scarlet Letter by Nathaniel Hawthorne
Unit Objectives
The student will:
• read and discuss the novel
• consider the novel in the historical context of Puritan times and beliefs
• apply the lessons of the novel to their own lives
• discuss the author’s style and write a modern paraphrase of a selected passage
• write essays about character, theme, symbol
A. Historical context
• CO—“Modern Day Hesters”
B. Character
• CO—correlation between either Roger Chillingworth’s or Arthur Dimmesdale’s physical appearance and his mental, emotional and moral state
C. Setting
D. Style
• CO—rewriting passage from p. 95 in modern-day English
E. Diction
F. Irony
G. Theme
• ITF—admitting sin versus hiding sin; hypocrisy; revenge;
Psalm 32: 1-5; penance versus penitence
H. Symbolism
I. Tone
EVALUATION
• Worksheets
• Quizzes
• Class discussion
• Essays
• “Modern Day Hester” project
• Unit Test
IV. Poetry
Unit Objectives:
The student will:
• read, discuss and write about selected works of poetry
• recognize and apply poetry terms: theme, tone, simile, metaphor, personification, persona, symbol, lyric, narrative, alliteration, assonance, consonance
• recognize various poetic forms: free verse, sonnet, haiku
• write essays on selected poems
A. Tone
• CO—writing about tone
B. Speaker and audience
• CO—writing about speaker
C. Imagery (simile, metaphor, personification, etc.)
D. Form (sonnets, etc.)
• CO—writing poetry in various forms
E. Symbol
• CO—writing about symbol
F. “Sound effects”
• CO—poetry explication paper using song lyrics of student’s choice
EVALUATION
• Worksheets
• Class discussion
• Essays
• Unit Test
V. A Midsummer Night’s Dream by William Shakespeare (as time allows after the final exam)
Unit Objectives
The student will:
• read and discuss the play
• understand the historical context of the play: ancient Greece, the Amazons, the role of women, mid-summer’s night traditions
• research the mythological allusions in the play
• discuss the difference between a comedy and a tragedy
1. historical context
• ancient Greece
• the Amazons
• role of women
• mid-summer’s night traditions
2. mythological allusions
3. comedy versus tragedy
EVALUTION
• worksheets
• class discussion
• Unit Test
RELIGION I: OLD TESTAMENT
COURSE DESCRIPTION:
In this course particular emphasis is given to key events and relationships between God and His people through whom He fulfilled His promise to send a Savior. A great deal of emphasis is placed on how the content of the Old Testament is relevant for the Christian today in our modern world. Other matters of interest may be pursued given sufficient time, interest from the students of the class, or at the discretion of the instructor.
COURSE OBJECTIVES
• Explain why Genesis chapters one and two and evolution are incompatible
• Describe how man is different from all the rest of creation through an examination of the creation account
• Demonstrate an understanding of how sin came into the world by being able to explain what the consequences of the first sin means for us
• Explain how the account of Noah’s flood can help to explain and validate the creation account of Genesis chapter one
• Examine the faith and lives of the patriarchs of the Old Testament and be able to make comparisons to his or her won
• Explain and describe what God’s Old Testament covenant had to do with our own Christian faith and life
• Identify and describe how Jesus Christ is very much the central theme of the Old Testament
• Examine the history of the Israelites and be able to draw comparisons to today’s world concerning matters of faith and life
• Examine the worship life of the Old Testament people and draw comparisons to our present day practices in our churches
RELIGION II: NEW TESTAMENT
COURSE DESCRIPTION:
In the sophomore year, the study of the New Testament is twofold. First, an in-depth study of the life, death, and resurrection of our Lord and Savior Jesus Christ is undertaken. Secondly, an overview of the beginning of the Christian church from Pentecost through the journeys of St. Paul will be done. Time permitting, other topics of interest may be brought in such as the development of the Christian church in the centuries following the Apostles. Subjects suggested by the class might also be included, time permitting.
COURSE OBJECTIVES
• Identify the significant milestones in Jesus’ life and be able to explain why they are important
• Identify and describe the major groups and individuals with whom Jesus came into contact during His time on earth
• Describe what a parable is and describe the importance of parables in Jesus’ ministry
• Define what a faith moment is and how the important milestones in Jesus’ life are also important faith moments for Christians
• Identify moments in Jesus’ life which are examples for living the Christian life today
• Identify promises that Jesus made which are just as valid today as when Jesus spoke them
• Identify and locate the important locations of Jesus’ life and explain why they are important
• Explain how the early church came into being and why this important for the church of today to take notice of
• Identify and list the major historical moments of the Christian church of the first three centuries
• Identify and describe St. Paul’s three missionary journeys
• Describe how the books of the Bible came to be arranged into the form which we have today, namely the formation of the canon of Scripture
• Describe the major divisions of the New Testament, namely what the New Testament consists of concerning the types of books and content
• Identify and describe the major heresies which the early church encountered and overcame and why this is relevant today
RELIGION III: DOCTRINE AND COMPARITIVE RELIGIONS
COURSE DESCRIPTION:
This course will study the chief doctrines of the Holy Scripture in an orderly manner. This course will use as its basis the Augsburg Confession, the first great confession of Lutheranism, which clearly confesses these fundamental Biblical teachings. These Biblical truths will then be compared to the various branches of Christianity to see how the different denominations of Christianity are similar and different.
COURSE OBJECTIVES:
• Identify the chief doctrines of the Bible in their order of importance to the Christian faith
• Describe the chief doctrines of the Bible
• Explain the chief doctrines of the Bible
• Tell how each of the chief doctrines of the Bible affects our daily lives as we interact with a world that has no regard for the Christian faith
• Describe what Law and Gospel means and why it is important to be able to tell the difference between the two
• Explain how to discern the difference between Law and Gospel
• Explain how all the doctrinal teachings of Scripture are able to fall under the two categories of Law and Gospel
• Categorize the chief doctrines from the Scripture under the heading of Law and Gospel
• Explain why one doctrine should be classified under Law while another doctrine should be classified under Gospel
• Trace the history of the Christian church from its Apostolic beginnings to the present day in a time-line fashion
• Describe and explain why there are so many church bodies in the world that call themselves Christian
• Name the major reformers of the Reformation period of church history, what their contributions to the church were, and explain why they did what they did
• Name and explain the major theological threads both Biblical and heretical which occur in the course of time in the Christian church over the centuries
• Explain the Lutheran Church-Missouri Synod and be able to explain what its major contributions are to the history of the Christian church
• Explain the difference between the Christian church and the church body
• Explain how a person can be a member of a church body and not be a member of the body of Christ which is another way of naming the Christian church
• describe the basic beliefs that make up the Christian faith
• identify and be able to explain the basic beliefs of the major non-Christian religions of the world
• compare why Christianity and non-Christian religions cannot be mixed
• describe what a cult is and the danger cults pose to the Christian faith
RELIGION IV: WORLD VIEW
COURSE DESCRIPTION:
In the senior year, we explore the six major worldviews present in our society today: Biblical Christian, Islamic, Secular Humanist, Marxist-Leninist, Cosmic Humanist (New Age Movement) and Postmodern. We compare and contrast their views on the major disciplines of life: Theology, Philosophy, Biology, Ethics, Law, Politics, Economics, History, Sociology, and Psychology. In the context of these disciplines, we also explore a Biblical Christian approach to current events in light of God’s Word (Creation vs. Evolution, Radical Environmentalism, Homosexuality, Radical Feminism, Abortion, Suffering, Euthanasia, etc.). The ultimate goal is to help solidify the faith of students in a logical, rational and persuasive Christian worldview and equip them to apply Scripture to every area of life.
Course Objectives
• To open the eyes of students to various worldviews that compete with Christianity
• To help students gain a solid biblical Christian perspective on current issues
• To aid students in understanding the big picture- that ideas have consequences
• To solidify the faith of students in a logical, rational and persuasive Christian worldview
• To show student how the Bible is true, practical and applicable to every area of life
• T motivate students to move knowledge into action and help them become Christian leaders
• To challenge students in their current way of life in light of God’s Word and Desires.
Unit I: Analysis of Six Major Worldviews: Biblical Christian, Islamic, Secular Humanism. Marxist-Leninist, Cosmic Humanist, Post-Modern
Unit II: Christian Leadership
Unit III: Relativism and Tolerance
Unit IV: Media and Its Influence
Unit V: Homosexuality and its Push for Acceptance
Unit VI: Creation/Evolution
Unit VII: Radical Environmentalism
Unit VIII: Stewardship
Unit IX: Abortion and how do Defeat Anti-Life Slogans
Unit X: Biblical Authority and its Reliability
Unit XI: The Exclusive Nature of the Christian Faith
Unit XII: Radical Feminism/Male-Female
Unit XIII: Euthanasia and Mercy Killing
Unit XIV: Why is there Evil and Suffering if God is So Good?
Unit XV: Tactics for Defending the Faith
GLOBAL STUDIES I
CLASS DESCRIPTION
This class is designed to lead students toward a better understanding of the world in which they live. Global Studies integrates important geographic information with the study of world history. This course consists of two parts. Part one will be covered freshmen year and will explore the early civilizations of the Middle East, Africa, Asia, and the Americas, Ancient Greece and Rome, Medieval Europe and the Italian Renaissance. The second part will be studied sophomore year and will begin with a review of the Renaissance and progress through the twentieth century.
COURSE OBJECTIVES
1. The student will grow in their faith in Jesus Christ.
2. The student will develop their personal view of their role as Christians in a secular world
3. Recognize God’s gift of diversity among individuals, cultures, beliefs, and customs
4. Determine essential questions, investigate for answers in a variety of sources, draw conclusions, and present their interpretations.
5. Identify important events and people which affected the world as a whole
6. Analyze past and present events in order to suggest possible future courses of action that would be beneficial for all concerned and how each of us individually can be
Involved.
Assignment Key:
ITF: Integrating the Faith
RC: Reading Comprehension
E: Essay
TEC: Technology
Unit I : Early Civilizations: Ancient Near East
Unit Objectives:
• Explain why a Christian should study world history
• Describe how historical accounts are written
• Identify key passages of Scripture related to the early civilizations
• Identify the main contributions of the Sumerians, Amorite’s, Egyptians, Hebrews, Hittites, Phoenicians, Assyrian, Chaldean’s, and Persian’s
• Describe the interaction between God’s people, the Hebrew’s and the other civilizations of the ancient near east
• Locate major cities, regions, and special features of ancient near east civilizations
I. Mesopotamia
A. Sumerian Civilization
Hammurabi, Code of Law RC
Epic of Gilgamesh RC ITF
Geneses Account of the Flood RC ITF
DVD: Engineering Egypt
B. Amorite Civilization
C. Egypt
II. Land of Canaan
A. Hittites
B. Phoenicians
C. Arameans
D. Hebrews
III. Near Eastern Empires
A. Assyrian Empire
Sennacherib’s Campaign
2 Kings 18:13-16 ITF
B. Chaldean Empire
C. Persian Empire
Unit II: The Greek Civilization
Unit Objectives:
• Outline the major periods in Greek history
• Identify the contributions made by the Greeks to government, philosophy, science, medicine, mathematics, literature, and the arts
• Understand the concept of a monarchy, oligarchy, tyranny, and a democracy
I. The Early Greek World
A. Aegean Civilizations
B. Greek Dark Ages
II. The Greek City-States
The Spartan Creed
III. The Persian Wars
DVD: Last Stand of the 300
IV. Alexander’s Empire
V. Greek Culture
A. Humanism
B. Philosophy
The Apology from Plato
C. Science, Medicine, and Mathematics
D. Literature
Greek Mythology
E. Art and Architecture
EVALUATION AND SPECIAL ASSIGNMENTS:
• Quizzes
• Unit Test
• Essay: Compare and Contrast the Greek-city states of Athens and Sparta E
Unit III: The Roman Republic
Unit Objectives
• Contrast the Roman civilization with the Greek civilization
• Compare the Roman Republic with the American Republic
• Describe the government of the Roman Republic
• Explain the stages of Rome’s geographic expansion
• Outline the causes, course, and consequences of the Punic War
• Identify the causes of the republic’s downfall and the steps that led to the establishment of a dictatorship
I. Beginning of Roman Civilization
A. Geographic features and early inhabitants
B. The founding of Rome
The Twelve Tables RC
C. Early Society and Government
II. The Early Roman Republic
A. Establishment
B. Struggle within the Republic
III. The Mediterranean- A Roman Sea
A. Rome v Carthage
Video Streaming: Ancient Rome-Battle Time
B. The Punic Wars
IV. Decline into a Dictatorship
A. Problems
B. Failure of Reform
C. Civil War
Video Streaming: The Rise of the Roman Empire
EVALUATION AND SPECIAL ASSIGNMENTS
• Unit Quizzes
• Unit Test
Unit IV: The Roman Empire
Unit Objectives:
• Describe the goals and reforms of Augustus
• Contrast the contributions of Roman culture with those of Greek culture
• List evidences of the world “made ready” for the coming of Jesus Christ and the spread of the gospel
• List factors contributing to the collapse of the Roman Empire
I. Pax Romana
A. Augustus
B. Successors of Augustus
II. Roman Culture and Achievement
A. Contribution to law
B. Latin Literature and Language
C. Art and Architecture
D. Religious Belief
III. The Introduction of Christianity ITF
A. The World Made Ready
B. The Turning Point of History
C. The Spread of the Gospel
D. Apostle Paul and the Destruction of Jerusalem
E. Church Organizational Development
F. Persecution of the Church\
IV. Collapse of the Roman Empire
A. Reasons for Decline
B. Reform and Reorganization Attempts
C. Barbarian Invasion
D. The Fall of Rome
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Who’s Who in Roman History Group Project
Unit V: Byzantine and Islamic Empires
Unit Objectives:
• Explain the causes that led to the split between the Eastern Orthodox and Roman Catholic churches.
• Outline the significant men and events in the early history of the Russian state
• List important events in the life of Muhammad and the early history of Islam
• Refute the teachings of the Islamic religion with the truth of God’s Word.
• Identify the cultural contributions of the Byzantine and Islamic civilizations.
I. The Byzantine Civilization
Video Clip: Byzantine Empire
A. The Rise of “New Rome”
B. Eastern and Western Churches Separate
C. The Empire under Siege
D. Byzantine Civilization Contributions
II. Early Russia
A. Beginnings
Video Clip: Early Russia
B. Byzantine Cultural Influences
C. Height of Kievan Russia
III. Islamic Civilization
A. Land of Arabia
B. The Founding of Islam
C. The Teachings of Islam
D. The Spread of Islam
E. Muslim Cultural Contributions
EVALUATIONS AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Medieval Islamic Religious Architecture Project- TEC RC
Unit VI: Civilizations of Asia
Unit Objectives:
• Outline the main periods in the early history of India, China, and Japan
• Identify the key features of Inda, Chinese, Japanese, and African societies
• Identify the basic tenets of Hinduism, Buddhism, Confucianism, and Taoism
• Explain the role played by the Mongols in the history of India, China, Muslim territory, and Russia
I. India
A. Early Civilization
B. Key features of Indian Society
C. Religion and the Indian Way of Life
Video Clip: The Elephant god
D. Lack of Political Unity
II. China
A. The Land
B. Societal Features
C. Chinese Thought and Life
D. Dynastic History of China
III. Japan
A. Early History
B. Influences of China
C. Rise of the Samurai
IV. The Mongol Empire
A. Building the Mongol Empire
B. The Yuan Dynasty in China
C. The Golden Horde in Russia
D. Later Mongol Empires
EVALUATIONS AND SPECIAL ASSIGNMENTS:
• Quizzes
• Unit Test
• Medieval China Project- Group TEC RC
Unit VII: Africa Before European Contact
Unit Objectives:
• Identify Africa’s differing climate zones
• Describe Africa’s kingdoms and culture.
• Describe the importance of the Gold-Salt routes
I. Introduction to African Geography
II. Ancient African Civilization
III. Central and Western Africa
IV. Eastern Africa City-States
V. African Culture
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Early West African Empires- Group Project TEC RC
Unit VIII: The Making of Medieval Europe
Unit Objectives:
• List the reasons that the papacy developed in Rome
• List and explain the seven sacraments of the Roman church and contrast what Rome teaches concerning the sacraments with the teachings of the Word of God.
• Outline the history of the Frankish kingdoms
• Describe the roles of the clergy, nobility, and peasants in medieval society
• Explain the feudal structure and define key terms such a homage, investiture, fief, subinfeudation, and aids.
• Describe the characteristic features of a typical medieval manor
I. Growth of the Medieval Church
A. The Head of the Church
B. The Church’s Teaching
C. Warriors of the Church
Video: The Dark Ages: Europe after the Fall of Rome
II. A New Western Empire
A. Clovis and the Franks
B. The Mayors of the Palace
C. The Empire of Charlemagne
D. A Revival of Learning
E. Disintegration of Charlemagne’s Empire
F. Vikings
III. The Feudal System
A. Development
B. Relationships and Obligations
C. The Life of the Nobility
PPT: Knights of the Medieval Period
IV. The Manor
A. Role
B. Description
C. People
D. Daily Life
EVALUATIONS AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Life During the Medieval Period Group Project
Unit IX: Medieval Europe at its Height
Unit Objectives:
• Describe church-state conflict in the Middle Ages
• List reasons why Germany and Italy did not become unified national states until the late nineteenth century.
• Compare the growth of parliamentary government in England with the growth of royal power in France
• Explain the effects of the Crusades upon Western Europe
I. Reforms in the Church
A. Need for Reform
B. Rivalry Between Pope and Emperor
C. Innocent III
II. A European Empire
A. Founding of the German Kingdom
B. Establishment of the Holy Roman Empire (HRE)
C. Conflict within the Empire
D. The Empire under the Hohenstaufens
III. The Rise of Feudal Monarchies
A. England
B. France
IV. The Crusades
A. The Call
B. The Campaigns
C. The Consequences
DVD: Crusades: Pilgrim Road
EVALUATION AND SPECIAL ASSIGNMENT
• Quizzes
• Unit Test
• King John: The Decision-Making Game
• Chess and Medieval Europe
Unit X: The Reshaping of Medieval Europe
Unit Objectives:
• List the factors that encouraged the revival of trade and the growth of towns in medieval Europe
• Explain how the growth of trade and towns affected medieval life
• Identify the distinguishing characteristics of Romanesque and Gothic architectural styles
• Describe medieval literature and language
• Indentify the causes, outline the major battles and events, and list the consequences of the Hundred Years’ War
• Outline the decline of the influence of the Roman Catholic Church from Boniface VIII to the council of Constance
I. Revival of Trade
A. Trade Routes
B. Markets and Fairs
C. Money and Banking
D. The Medieval Church and Business Practices
II. Growth of Towns
A. Townsmen Gain Basic Freedoms
B. Merchants and Craftsmen Establish Guilds
C. The Middle Class
D. Town Life
III. Medieval Learning and Art
A. Universities
B. Philosophy and Theology
C. Medieval Science
D. Language and Literature
E. Art and Architecture
PPT: Medieval Art and Architecture
Medieval Music
IV. Emergence of National States
A. War Between England and France
Video Clip: The Road to Agincourt
B. Reconquista in Spain and Portugal
C. Disunity in Italy and Germany
V. Decline of the Roman Church
A. Papal Humiliation
B. Papal Exile
C. Papal Schism
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Essay: What Political, economic, and social elements contributed to the breakdown of the feudal system? E RC
Unit XI: Renaissance and the Reformation
Unit Objectives:
• Describe the differences between the medieval and Renaissance attitudes toward life
• Describe the differences in characteristic styles of Renaissance art
• Describe the reasons the Reformation began in Germany
• Describe the ways God used Wycliffe and Huss prior to the Reformation
• List the events that led to Luther’s break with Rome
• Discuss the conditions within the Roman Catholic Church that made the Reformation necessary
• Describe the ways the Reformation spread in Tudor England, Switzerland, Scotland, the Netherlands, and France
• Identify the major reformers and the doctrinal emphasis of each reformer
I. Characteristics of the Renaissance
A. Contrast with the Middle Ages- Focus on Man
B. Revival of Learning
DVD: The Renaissance
II. Course of the Renaissance
A. Thought and Literature
B. The Visual Arts
C. Venetian Painters
III. Consequences of the Renaissance
A. Positive and Negative
IV. The Reformation
A. Forerunners
B. Beginnings of the Reformation
C. Luther’s early life
D. Luther’s break with Rome
E. Progress in Germany
V. Spread of the Reformation
A. Switzerland
B. England
C. Scotland
D. The Netherlands
E. France
VI. The Catholic Reformation
A. Jesuits
B. Inquisition
C. Index
D. Council of Trent
EVALUATION AND SPECIAL ASSIGNMENT
• Quizzes
• Unit Test
• Renaissance Art and Artists Project- Individual
Unit XII: Exploration, Discovery and Early America
Unit Objectives:
• Identify the motives that led explorers to venture to the ends of the earth
• List the major explorers, the countries for which they sailed, and the areas of the world that they explored
• Contrast the motives, methods, and regions of exploration of the various European countries during the age of Exploration and Discovery
• Understand mercantilism and capitalism and explain the main characteristic of each economic system
• List characteristics of each the Aztec, Mayan and Inca civilization and locate these civilizations on a map
I. Preparation for Discovery
A. Motives for Exploration
B. Tools for Exploration
II. Process of Discovery
A. Portugal and Spain
B. England, France, and Dutch
DVD: Hudson
III. The Commercial Revolution
A. Mercantilism
B. Capitalism
IV. Aztec, Mayas and Incas
DVD: The Maya’s
EVALUATION AND SPECIAL ASSIGNMENT
• Quizzes
• Unit Test
• Explorer Project- Small Group Media Project- Create a Visual Documentary on a explorer
GLOBAL STUDIES II
CLASS DESCRIPTION:
This class is designed to help the student understand how past world events have shaped, changed, and structured our world today. We will touch on topics such as the Enlightenment, World War I & II, and the Modern World as well as others.
COURSE OBJECTIVES:
1) To grow in faith in Jesus Christ.
2) To identify ways in which a Christian can use his/her faith in the world and through
world events.
3) See how past world events have shaped the world as we know it today.
4) Identify people who were important to history.
COURSE OUTLINE:
Assignment Key:
ITF: Integrating the Faith
RC: Reading Comprehension
E: Essay
TEC: Technology
Unit V: The Enlightened World (Chapters 14, 15, 16)
COURSE OBJECTIVES:
• Understand the foundations of absolutism
• Analyze the role of science in the development of society
• Understand the role of the Enlightenment on society as a whole
• Understand the reasons for the English, American, and French Revolution and their effect on the world.
• Describe the rise and fall of Napoleon
I. Power of Kings: Absolute or Restrained
A. Absolutism in France
B. Louis XIV
C. Absolutism Spreads in Europe
D. Absolutism defeated in England
II. The Balance of Power
A. War of Spanish Succession
B. War of Austrian Succession
C. Seven Years’ War
D. The Partition of Poland
III. Scientific Discoveries
A. Intellectual Attitudes- The Enlightenment
B. Spiritual Awakening
C. Artistic Reflection
IV. Attempts at Liberty
A. American Struggle to Preserve Liberty
B. French Destruction of the Old Regime
C. The Napoleonic Era
Special Activities:
*Look at photographs of famous places & monuments (document camera) (14, 15, 16) – TEC
*In class skit “Tudor Blind Date” (14)
*Study of some nursery rhymes based in history (14 & 16)
*Read articles of “People in World History” (14 & 16) – RC
*Guided Readings (14, 15, & 16) – RC
*Glorious Revolution writing assign (14)– E
*Read “A Modest Proposal” & worksheet (15) - RC
*Paper on Enlightenment (15) – E
*Discuss anti-religious feelings in Enlightenment (15) – ITF
*View architecture/art of Enlightenment (document camera) (15) - TEC
*Hold a Salon (15)
*Discuss biblically correct to rebel against government (15 & 16) – ITF
*Read “Old World News” article on Charlotte Corday & quiz (16) – RC
Unit VI: The European World (Chapters 17, 18, 19)
Unit Objectives:
• Outline the changes made by the delegates at the Congress of Vienna
• List the revolts that occurred in Europe from 1820-1848 and give the results of each
• Identify examples of nationalism in Europe during the nineteenth century
• Outline the steps leading to the unification of Italy and of Germany, and cite significant dates and men.
• List the names of well-known romantic writers and composers, and identify at least one major work of each.
• Understand the factors and conditions that contributed to the Industrial Revolution and the changes in British society.
• Outline the legislation passed in Britain in response to the needs of nineteenth century workers.
• Analyze the four major types of nineteenth century socialism.
• List the responses of Christians to the needs and problems of industrialize society
• Identify the distinguishing characteristics of realism, impressionism, and post-impressionism.
• Understand the domestic expansion and foreign involvement of the U.S. during the nineteenth century.
• Analyze the motives of European imperialism
• Describe the impact and results of imperialism on Europe, Africa, India, China, and Japan
• Explain how imperialism aided the spread of the gospel
I. Reaction and Revolution
A. Search for Stability
a. Congress of Vienna
b. Concert of Europe: Protection of the Old Order
B. Rebellion against the old order
a. Revolts of the 1830s
b. Revolts of 1848
c. Failure of the Revolts
C. Triumph of Nationalism
a. Crimean War
b. Nationalism in Italy and Germany
c. Reforms in Austria and Russia
D. Protest of Romanticism
a. Romanticism in Literature
b. Romanticism in Music
c. Romanticism in Art
II. Industrial Revolution and European Society
A. The Industrial Revolution
a. Development of Industrialism
b. Consequences and Evaluation of Industrialism
c. Responses to the Industrial Revolution
B. Ideas of the Socialist
a. Concerns of Christians
C. Changing outlooks in European Society
a. Faith in Scientific Progress
b. Challenges to Christianity
c. New Trends in the Arts
III. European Expands Overseas
A. Extension of European Culture
a. Growth of the U.S. following Independence
b. British Colonies Granted Independence
c. Latin America Gains Independence
B. Extension of European Power
a. Reasons for Imperialism
b. Regions of Imperialism
c. Results of Imperialism
Special Activities:
*Listen to parts of Les Miserables (17)
*Read “Charge of the Light Brigade” & questions (17) – RC
*Multicultural Feast
*Maps (17 & 19)
*Read “Rime of the Ancient Mariner” & questions (17) – RC
*Assembly line simulation (18)
*Child Labor Debate & webquest (18) – E/TEC
*Read “Domestic System” article & quiz (18) – RC
*Culture’s simulation - imperialism
*Read excerpt of “Things Fall Apart” by Chinua Achebe (19) – RC
*Research how inventions have changed over 3 generations (18) - E
Unit VII: The Modern World (Chapters 20, 21, 22, 23, 24)
Unit Objectives
• Identify and explain the underlying causes of World War I
• Explain Bismarck’s system of alliances, how it broke down, and how its failure contributed to World War I
• Explain and causes of weakness in the Allied nations after World War I
• Identify common characteristics of totalitarian states
• Outline the events that led to the collapse of the Russian monarchy and the establishment of communism in Russia
• Compare and contrast Nazism, fascism, and communism
• Identify the factors that led to Mussolini’s rise to power in Italy and Hitler’s in Germany
• Explain the effect of the Era of Disillusionment on the arts
• Understand the acts of aggression committed before World War II.
• Outline the steps leading to war in both Europe and the Pacific
• Explain the policy of appeasement and why it was unsuccessful
• Describe the course of World War II and its consequences
• Identify the major themes of the post World War II era
• Understand what the Cold War was and outline the major issues, events, and leaders of the this period
• Describe the causes for the collapse of the Soviet Union
• Describe the major peacekeeping involvements of the U.N.
• Identify the issues currently confronting industrialized and third world nations
• Identify the causes of strife in the Middle East and outline the major conflicts between Arabs and Israelis
• Recount the events of September 11, 2001.
I. The Great War
A. Promise and Peril
a. Reasons for Fear
b. Steps Toward War
B. The Pressing Conflict
a. Commencement of War
b. The Course of the War
c. Conclusion of the War
C. Pursuit of Peace
a. Paris Peace Conference
b. Attempts to maintain Peace
II. Discontent and Experimentation
A. Weakness within the Democracies
a. Great Britain
b. France
c. U.S.
B. Rise of Totalitarian Dictatorships
a. Communism in Russia
b. Fascism in Italy and Germany
C. Era of Disillusionment
a. Painting
b. Architecture
c. Music
d. Literature
III. The Second World War
A. Global Tension
a. Dictators and the League of Nations
b. Hitler Challenges European Society
B. Global Conflict
a. Axis Successes
b. Axis Blunders
c. Allied Advances
d. Allied Victory
e. Efforts for World Peace
IV. The Cold War
A. Postwar Confrontation
a. Background on the Cold War
b. Soviet Expansionist Policies
c. American Containment Policies
d. U.S./Soviet Confrontation
B. The Spread of Communism
a. Fall of China
b. The Korean War
c. The Vietnam War
d. Communism in Africa and Latin America
C. Showdown Between the Superpowers
a. Coexistence and Tension
b. Thaws in the Cold War
c. Collapse of the Soviet Empire
D. Aftermath of the Cold War
a. The Former Soviet Union
b. Eastern Europe
c. China
d. Japan
e. Other Postwar Developments
V. To the Present
A. Attempts at Unity
a. Activity of the U.N.
b. The European Union
c. The New World Order
B. Advanced Democracies
a. U.S.
b. Great Britain
c. France
d. Japan
C. Post Communist Countries
a. Russia
b. Eastern Europe
c. Communist China
D. Developing Nations
a. Asia
b. Africa
c. Latin America
E. The Middle East
a. The Arab-Israeli Conflict
b. Other Sources of Tension
F. 9/11
Special Activities:
*Read “People in World History” & do questions (20, 22,23, 24) – RC
*Read excerpt of “All Quiet on the Western Front” & questions (20)– RC
*Play “In the Trenches” board game on WWI (20)
*Read “Genocide in the 20th Century – Turkey” & quiz (20) – RC
*Maps (20, 21, 22, 23, 24)
*Read Animal Farm by George Orwell & worksheet (21) – RC/E
*Read Genocide in the 20th Century – Ukraine” & quiz (21) - RC
*Discuss Christianity and Hitler & Hitler assassination (22) – ITF
*Discuss Japanese internment camps (22)
*Discuss decision of atomic bomb & take home essay (22) – ITF/E
*Read “Genocide in the 20th Century – Holocaust” & quiz (22) – RC
*Read “Genocide in the 20th Century –Nanking” & quiz (22) – RC
*Read “Auschwitz” article & quiz (22) – RC
*Holocaust simulation (from US Holocaust Museum) (22)
*Read “My Lai Massacre” article & questions (23) – RC/E
*Use POW tap code – class activity
*Read “Berlin: The Prison City” article (23) – RC
*Apartheid simulation (24)
* Read “Genocide in the 20th Century –Bosnia/Herzegovina” & quiz (24) – RC
UNITED STATES HISTORY
COURSE DESCRIPTION
This course is interested in primarily with the history of the United States from the time Europeans set food in the Western Hemisphere until the present day. In the examination of our country’s history, we will focus upon important dates and events along with important cultural developments and customs, which affect us to this day. Finally we will discover how our past has brought us to our present position in today’s world.
COURSE OBJECTIVES
1. Grow in their faith n Jesus Christ
2. Identify ways in which he or she may use his or her Christian faith in the process of being involved as a citizen of the United States.
3. Describe the conditions from which our country came into being.
4. Identify and explain important social movements in our country’s history and how these same movements shaped and continue to shape what our country is doing.
5. Identify people who were important to the process of making our nation what it is today and be able to describe the contributions, which they have made toward shaping and continue to shape our nation.
6. Identify important events which affected the world as a whole and explaining the role of the United States had in those events and how participation in those events has shaped the United States.
7. Analyze past and present events in order to suggest possible future courses of action that would be beneficial for all concerned and how each of us individually can be involved.
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit I: European Colonization of America
Unit Objectives:
• Understand why the Americas attracted Europeans, why they brought enslaved Africans to their colonies and how Europeans struggled for control of North America.
• Understand how political, religious, and social institutions emerged in theEnglish colonies.
• Understand how the values and institutions of European economic life took root in the colonies.
I. Using and understanding primary documents
II. European Motivation for coming to North America
• Christopher Columbus: Extracts from Journal RC
• Christopher Columbus’s Letter to the King and Queen of Spain, 1494 RC
• Excerpts from Pedro Menendez de Avilas to King Phillip II RC
• Excerpts from the General Historie of Virgnia RC
• Discourse of Western Planting: 1584 RC
• Charter to Sir Walter Raleigh RC
III. Building of Colonial America
A. Spanish, French, and English Colonies
• Jamestown and St. Augustine
• Charter of Massachusetts Bay March 4, 1629 RC
• Case of Ann Hutchinson RC/ITF
B. Middle and Southern Colonies
IV. Colonial Self Government
V. Conflict and Growth in the Colonies
A. Native Americans
B. Africans
C. Great Awakening/Revivalism ITF
D. French and Indian War
VI. Life in Colonial America
A. Ideas, customs, and beliefs from Europe
B. Men and women’s role
C. Partaking of Colonial Life: Food, Music, Art, Entertainment
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
Unit II: The War of Independence
Unit Objectives:
• Understand the causes of the America’s War of Independence, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory
• Explain the language, organization, and intellectual sources of the Declaration of Independence.
• Understand the impact of the War of Independence on politics, economy, and society
I. Issues behind the war
A. Proclamations, Acts, and attacks on liberty.
B. America’s response
o Tea Tax Song RC
o Daniel Leonard, Dangers of Rebellion RC
o Declaration of Independence- First draft and final draft RC
II. Fighting for Independence
A. Seizing up the armies- Major Battles in the north and south
B. Role of women, African Americans, and Native Americans
o DVD “You Say You Want a Revolution” from Founding Fathers
o The British Grenadiers and Free America – Songs of the Revolution
o Response to British Peace Proposal RC
C. Winning independence: Why did Britain lose?
EVALUATIONS AND SPECIAL ASSIGNMENTS:
• Quizzes
• Unit Test
• Document Based Essay- Political Activism and Women during the American Revolution E
Unit III: A New Nation
Objectives:
• Understand how the weaknesses in the Articles of Confederation and Daniel Shay’s Rebellion led to a call for a stronger central government.
• Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution.
• Explain the key features of the Constitution i.e. the Great Compromise, separation of powers, limited government, and the issue of slavery.
• Analyze how the Bill of Rights serves as a protector of individual and states’ rights.
• Explain the development of political parties.
• Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the addition of new states.
• Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark.
• Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity.
• Describe the importance of the Monroe Doctrine.
I. Government by the State
A. Continental Congress/ Role of State Constitutions
B. The Articles of Confederation
C. Opposition to the articles and Shays Rebellion
II. The Constitutional Convention
A. “Assembly of demigods”
B. Division at the convention
C. The Compromise
III. Ratifying the Constitution
A. Federalist vs. Anti-Federalist
o James Madison, Federalist #10 RC
o DVD- A Healthy Constitution
o Primary documents concerning Race, Religion, and Gender in the Constitution RC
o Bill of Rights RC
IV. The New Government
A. George Washington and the boys.
o Strict vs. Loose Construction RC
B. Washington’s Foreign Policy
C. Emergence of political parties- Whiskey Rebellion and the creation of the Jeffersonian Republicans
D. Election of 1796
1. Alien and Sedition Acts
2. Virginia and Kentucky Resolutions
E. Election of 1800
1. The Jefferson administration
2. Marbury vs. Madison and Judicial review
3. Jefferson Foreign policy
o The Marines Hymn
4. The Louisiana Purchase
o Samuel White, Opposition to the Louisiana Purchase RC
F. Election of 1804
o Native American Resistance and Reaction
V. War of 1812
o A look at the National Anthem RC
o Battle of New Orleans
EVALUATIONS AND SPECIAL ASSIGNMENTS:
• Quizzes
• Unit Test
• Create a campaign speech for Jefferson or Adams
Unit IV: Life in the New Nation
Unit Objectives:
• Explain how the “character of America” (Mobility, cultural advancement, republican virtues, and religious renewal) developed from 1801-1850.
• Describe the development of the nation’s infrastructure.
• Explain the impact of the Industrial Revolution especially as seen in Eli Whitney’s invention of the cotton gin
• Explain the economic and social reasons that led to sectionalism.
• Analyze the effects of territorial expansion and the growth of nationalism.
• Explain Jacksonian Democracy, expanding suffrage, and the rise of popular culture.
• Describe reform movements, specifically temperance, abolitionism, woman’s rights and schooling.
I. Development of America’s Character: 1801-1850
a. Mobility
b. Cultural Advancement
c. Republican Virtues ITF
d. Religious Renewal
II. Developing the Nation’s Infrastructure
a. Transportation and communication
b. The Eire Canal
o “Low Bridge, Everyone Down” RC
o Excerpt from the Journal of Thomas S. Woodcock RC
c. Railroads
d. Postal Service
III. Growth of the National Economy
a. Invention and innovations: Eli Whitney and the cotton gin
b. Market Revolution
IV. Sectionalism
a. The Northern Section
b. The Southern Section
• The Slavery System
V. Territorial expansion and the growth of nationalism.
a. Manifest Destiny
o John L. O’Sullivan Manifest Destiny RC
o John Gates, American Progress
b. Overland Travelers and the Oregon Trail
c. Mormon migration
d. The Gold Rush
o DVD: The Gold Rush
e. The Monroe Doctrine
VI. The Age of Jackson
o Tocqueville, Democracy in America RC
o Political Cartoons- Jackson
a. Man of the people
b. The Tariff Crisis
o President Jackson’s Proclamation RC
c. The Indian Crisis
o Excerpt from Jackson’s Message to Congress December 8, 1829
o Jeremiah Evarts, Brief View of the Present Relations between the Government and People of the United States and the Indians within Our National Limits RC
d. The Bank War
o President Jackson’s Veto Message Regarding the Bank of the United States RC
o Henry Clay, The Whig Response RC
o Andrew Jackson’s Farewell Address RC
VII. Reform Society
a. Transcendentalists
b. Temperance
c. Public Education
d. Women’s Rights
e. Abolitionism
EVALUATIONS AND SPECIAL ASSIGNMENTS:
• Quizzes
• Unit Tests
• The Hudson River in the 19th Century: Preservation v. Development RC E TEC
• DBQ: Anglo Immigration into Texas: 1821-8136 E RC
Unit V: The Coming of Civil War
Objectives:
• Explain how slavery became a significant issue in American politics
• Explain the Missouri Compromise and the issue of slavery in western states and territories
• Describe the emergence of states’ rights ideology
• Describe the war with Mexico and the Compromise of 1850 and their roles in territorial expansion, population growth, and the issue of slavery and states’ rights.
• Explain the Kansas-Nebraska Act and the failure of popular sovereignty, Dred Scott case, and John Brown’s Raid.
I. The Slavery Issue
o DVD: Africans in America: Judgment
o Surprising Adventures of Uncle Tom Jones RC
o Incidents in the Life of A Slave Girl RC
o The Lover
o Whites Southerners’ Defense of Slave holding: Article Two RC
o James Hammond, The Mudsill Theory RC
o George Fitzhugh, The Blessing of Slavery RC ITF
o Frederick Douglass, Freedom’s Battle at Christiana RC
o American Anti-Slavery Society: Constitution RC
o William Garrison, The Governing Passion of My Soul 14 April 1865 RC
o The Blessing of Slavery- Editorial RC ITF
II. The Mexican War
a. Effects on the Missouri Compromise
III. The Compromise of 1850
a. The Underground Railroad
b. Changes in Political Parties
IV. The Kansas-Nebraska Act
a. DVD: Kansas-Nebraska Act and the end of the Two Party System
b. Creation of the Republican Party
V. Slavery and National Politics
a. Election of 1856
b. Dred Scott Decision
o Dred Scott v. Sanford
c. Lecompton Constitution
d. Lincoln-Douglas Debates- Majority rule v. Minority rights
o Lincoln, Draft of speech on Popular Sovereignty
o Lincoln, Speech Delivered in Springfield
o Lincoln, Cooper Institute Address
o Lincoln, House Divided Speech
e. John Brown’s Raid
VI. A Nation Divided Against Itself
a. Election of 1860
b. Secessionist
c. The War Begins
EVALUATIONS AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• DBQ- Conflict and Compromise: Antebellum Era RC E
Unit VI: Civil war and Reconstruction
Unit Objectives:
• Analyze and assess the causes of the Civil War
• Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.
• Analyze the effects of the Civil War on the American people
• Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.
I. From Fort Sumter to Antietam
a. Justification for fight: North and South
b. April 1861: Fort Sumter
c. July 1861 Battle of Bull Run (Manassas)
d. Union and Confederate Strategies
II. War in the West and Ulysses S. Grant
a. Fort Henry and Donelson
b. Battle of Shiloh
III. War in the East
a. On the Sea
i. Union Blockade
ii. Merrimack and Monitor
b. On Land
i. Peninsular Campaign and George McClellan
ii. Second Battle of Bull Run and John Pope
iii. The Battle of Antietam
1. DVD Antietam
IV. Life Behind the Lines
a. Politics in the South
b. Politics in the North
c. Emancipation and the War
i. Emancipation Proclamation RC
ii. African Americans Join the War
d. The Hardships of War
V. The Tide of War Turns
a. Battle of Fredericksburg December 1862
b. Battle of Chancellorsville
c. The Battle of Gettysburg
i. A Soldier’s View of Gettysburg RC
ii. The Call to Duty RC
iii. Changes In Loyalty RC
d. Battle of Vicksburg
e. The Gettysburg Address and the Importance of 1863
VI. End of the War
a. Grant Takes Command
b. Battle of the Wilderness, Spotsylvania, Gold Harbor, Petersburg, and the Shenandoah
c. Sherman in Georgia and the March to the Sea
d. Elections of 1864
e. A New Birth of Freedom- 13th Amendment
f. The last days and the assignation of President Lincoln
g. The Wars Aftermath
VII. Reconstruction
a. Presidential Reconstruction- Lincoln and Johnson
b. African Americans Search for Freedom- Black Codes, The Freedmen’s Bureau, 14th Amendment
c. Radical Reconstruction
i. Civil Rights
ii. Reconstruction Act of 1867
iii. Presidential Impeachment
iv. 15th Amendment
d. The Republican South
i. Carpetbaggers
ii. Scalawag
VIII. The New South
a. Changes in Farming- Tenant and Sharecropping
b. Cities and Industry
c. Funding Reconstruction
d. Ku Klux Klan and the Enforcement Act of 1870
IX. The End of Reconstruction and the Compromise of 1877
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• DBQ: Witness to the Civil War E
Unit VII: New Frontiers and the Emergence of Modern America
Unit Objectives:
• Compare and contrast the different groups of people who migrated to the West and identify the push and pull factors.
• Evaluate the impact that settlement in the West had upon different groups of people and the environment.
• Explain factors influencing the lives of Native American peoples including industrialization in the west, broken treaties, military activity, Dawes Severalty Act of 1887, and Boarding Schools
• Identify the economic issues that faced the United States including
o Conflict among farmers, ranchers, and miners that arose during the settlement of the “last frontier”.
o Impact of “robber barons” and “captains of industry”
o Identify the political activities of the Greenbacks, Grangers, and Populists.
o Workers’ responses to factory employment
• Evaluate the influence of immigration and rapid industrialization on urban life.
• Describe the changing role of the United States in world affairs
I. Moving West
a. The lure of the west- Push/Pull Factors
b. Settlers from far and wide
II. Conflict with Native Americans
a. Causes for the clashes
b. Indian Wars and Government Policy
o Thomas Nast, “Move On” Political Cartoon RC
c. Battlefield Challenges
d. New Policies Toward Native Americans
III. Farming and Ranching
a. Farming
o Hardships for the Homesteaders
o Role of the family
o New Technology
Adeline Hornbek and the Homestead Act: A Colorado Success Story RC
b. The Cattle Boom
c. A Cowboy’s Life for Me
d. The Cattle Baron
e. Frontier Myths- Turner’s Frontier Thesis
IV. Expansion of American Industry
a. A Technological Revolution
o Changes in Daily Life
o New Forms of Energy
o Advances in Communication
o Railroads and Industry
b. Growth of Big Business
o Robber Barons or Captains of Industry
o Social Darwinism
o Business NOT as usual: Carnegie and Rockefeller
c. Industrialization and the Worker
o Factory Work
o The great strikes
DVD: The Homestead Strike
V. Populism
a. The Farmers Complaint
b. The Money Issue- The Gold Standard
c. The Farmers Protest
d. The Populists and their Legacy
o Rise and Fall of the Populists Political Cartoon RC
VI. Becoming a World Power
a. The Pressure to Expand
b. Expansion of U.S. Interests
c. Arguments of U.S. Expansion and involvement in international affairs
d. The Spanish-American War
e. Effects of U.S. Foreign Policy
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Carl Sandburg’s “Chicago”- A Cross Curriculum Project
Unit VIII: Progressive Reform
Unit Objectives:
• Describe how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.
• Identify the goals of progressivism
• Describe state and federal attempts to regulate big business, curb labor, protect the rights of workers and consumers, protect the environment, and restructure the financial system of the United States.
• Evaluate the importance and impact of Progressive Era reforms and reformers describing the 16th, 17th, 18th, and 19th amendments.
I. The Origins of Progressivism
a. Outgrowth of earlier reform movements
b. Goals and beliefs
c. Early Reformers
d. Progressive Reform Organizations
Excerpts from Upton Sinclair’s The Jungle RC
II. Progressive Legislation
a. Expanded role of the government
b. Municipal and state reforms
c. Reforms in the workplace
d. Federal Reform and TR’s “Square Deal”
III. Progressivism under Taft and Wilson
a. Taft and the Progressives
b. Teddy Roosevelt and Turmoil in the Republican Party
c. Wilson’s Policies
d. Limits of Progressivism
IV. Woman’s Suffrage
a. Susan B. Anthony and Elizabeth Cady Stanton
b. Woman Suffrage Organizations
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Media Project: Muckrakers of the Early Twentieth Century T
Unit IX: Expansion and the First World War
Unit Objectives:
• Examine the Factors that led to the United States taking an increasingly active role in world affairs.
• Identify the areas of United States military, economic, and political involvement and influence
• Describe how the policies and actions of the United States government impacted the affairs of other countries.
• Describe the reasons for U.S. entry into World WAR I
• Identify political and military turning points of the war and determine their significance to the outcome of the conflict.
• Analyze the impact of World War I on the U.S.
• Evaluate Wilson’s leadership, the League of Nations, the Treaty of Versailles, the 14 points and neutrality.
I. A new Foreign Policy
a. The Panama Canal
b. “Speak Softly and Carry a Big Stick”
o Big Stick Diplomacy A Political Cartoon RC
c. Foreign Policy after Roosevelt
o Taft and Dollar Diplomacy
o Wilson Moral Diplomacy
II. The Road to War
a. Causes of World War I
b. Expanding Conflict
c. America’s Response
o Interpreting Primary Sources: World War I RC
d. The U.S. Declares War
e. Preparing for War
f. Turning the Tide of War
o PPT: The First World War
g. Americans on the Home Front
h. End of the War
i. Reshaping the World
o Wilson’s Fourteen Points
o Treaty of Versailles
o Reaction at Home
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
Unit X: The Jazz Era
Unit Objectives:
• Describe the changes in culture during the 1920s including the conflicts between traditional values and new ideas.
• Explain the effects of social tensions i.e. KKK, Red Scare etc
• Analyze the impact of media on creating a popular culture
• Analyze the emergence of distinctive American art and literature in periods known as the Jazz Age and Harlem Renaissance
I. A Republican Decade
a. President Harding and return to normalcy
b. Coolidge, Hoover and Big Business
c. Foreign policy- Dawes Plan, Washington Conference, and The Kellogg-Briand Pact
II. Economic Boom
a. Reasons for prosperity during the 1920s
b. Growth of a consumer nation
III. Post War Social Change: Society during the 1920s
a. The Roaring Twenties Generation
o The “Younger Generation”
o The Flappers
Anne Shaw Faulkner, Does Jazz Put the Sin in Syncopation RC
Bruce Bliven, Flapper Jane RC
Flapper Slang
Doing the Charleston
b. Roaring Twenties: Prohibition
c. Roaring Twenties: Race
Billie Holiday, Strange Fruit
d. The Harlem Renaissance
Langston Hughes, The Negro Speaks of Rivers RC
e. The Roaring Twenties: Religion
o The Scopes Trial
f. The Roaring Twenties: The Consumer Economy and Mass Entertainment
o Transportation
o Telephone and Electricity
o Advertising
o Radio, Music, Variety Shows and Comedies
o The Phonograph and Movies
o Sports
o The Avant-Garde
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Free Response Essay: How did Politics, Economics, and Culture in America Change during the 1920s? E
Unit XI: Economic Crisis and the New Deal
Unit Objectives:
• Analyze the causes and consequences of the 1929 stock market crash
• Compare the economic policies of Hoover and Roosevelt
• Describe life during the depression years including the effects of the depression on Native Americans, African Americans, Asian Americans, Hispanic/Latino Americans and European Americans
• Evaluate the impact of the New Deal
I. The Stock Market Crash
a. Progression of a fall
b. The ripple effect of the crash
c. Underlying causes of the depression
II. Hoover’s response
a. Hoover’s limited strategy
o Reconstruction Finance Corporation
Hoover, Letter to Governor Emmerson RC
b. Bonus Army
III. Social effects of the Great Depression
a. Land owners
b. Tenant farmers
c. Mexican American Workers
d. City workers
e. Women
IV. Live During the Depression
DVD The Dust Bowl
V. Election of 1932
a. FDR v. Hoover
VI. Forging a New Deal
a. First Hundred Days: Successes and Failures
b. Emergency Relief
c. Public Works Programs
d. Key Players in the New Deal
VII. The Second New Deal
a. WPA, FSA, and REA
b. Limitations of the New Deal
c. Critics of the New Deal
Hoover, Letter to Bruce Barton
d. Last days of the New Deal
e. Results of the New Deal
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• Group Project: Eleanor Roosevelt and the Rise of Social Reform in the 1930s. TEC/RC
Unit XII: World War II
Unit Objectives:
• Evaluate U.S. foreign policies of the 1930s and 1940s
• Explain the rise of Fascism in Europe and militarism in Japan
• Elaborate on the causes of World War II and the reasons for the U.S. entry into the war.
• Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict.
• Analyze the effect of the war on the home front including the internment of Japanese Americans gender roles, and the American family.
• Analyze World War II war crimes and crimes against humanity, i.e. Holocaust, Bataan Death March etc..
• Summarize the economic, social, and human cost of the war from the Allied and Axis perspectives
I. The Rise of Dictators
a. Fascism
b. Fascism in Germany-Hitler
c. Japan Builds an Empire
d. The Spanish Civil War
II. Europe goes to War
a. Germany’s expansion
b. Policy of Appeasement
c. The Phony War
d. Battle of Britain
III. From Isolationism to War
a. Neutrality Acts
b. America First Committee
c. Lend-Lease Act
d. December 7, 1941- Japan Attacks Pearl Harbor
Franklin Delano Roosevelt’s Pearl Harbor Address to the Nation RC
George Bush’s Addresses the Nation: Operation Iraqi Freedom
IV. Americans at War
a. Mobilization
b. The Economy
c. On The Home Front
V. Retaking Europe
a. Battle of the Atlantic
b. The North Africa Campaign
c. Invasion of Italy
d. War in the Soviet Union
e. Allied Air War
f. Operation Overlord
g. Battle of the Bulge
h. War in Europe ends
VI. The Holocaust
a. Background
b. Persecution in Germany
VII. The War in the Pacific
a. The Japanese Advance 1941-1942
b. The War At Sea
o Doolittle Raid
o Coral Sea
o Midway
o Guadalcanal
o Iwo Jima and Okinawa
c. The Manhattan Project
VIII. The Social Impact of the War
a. African Americans
b. Mexican Americans
c. Japanese Americans
d. Working Women
EVALUATIONS AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• DBQ: How did the Role of Women Change During World War II? E
Unit XIII: Post War America 1945-1968: The Cold War
Unit Objectives:
• Describe the origins of the Cold War and the advent of nuclear politics
• Analyze U.S. foreign policy i.e. Truman Doctrine, containment, Marshall Plan, Korean War, Cuban Missile Crisis, etc.
• Analyze the challenges to civil liberties in the U.S. following World War II i.e. McCarthyism, Espionage, etc
• Describe the postwar transformation of U.S. Society
• Describe the impact of science and technology on the standard of living in the United States.
• Compare presidential policies from Truman through Johnson
I. The Cold War: Introduction
a. What was the Cold War?
b. Beginnings of the Cold War
II. The Cold War: The Early Cold War, 1945-1953
a. 1945
o Yalta and Potsdam Conferences
b. 1946-1947
Winston Churchill, Sinews of Peace (Iron Curtain Speech) RC
Truman Doctrine RC
Marshall Plan RC
The Cold War: A Soviet Perspective RC
c. 1948
o Berlin Airlift
d. 1949
o NATO
o Warsaw Pact
o Communist China
e. 1950
o Communist expansion in Asia
o Korean War
f. The Cold War at Home
o Red Scare
o McCarthyism
III. The Cold War: 1952-1968
a. Postwar Economy
b. Technology
o Television
o Computer Industry
o Nuclear Power
o Medicine
c. Changes in the Work Force
d. Suburbs and Highways
e. Growth of Consumer Credit
IV. 1950s Society
a. Comfort and Security
o Individuality to conformity
o Youth Culture
o Resurgence of Religion
b. Men’s and Women’s Roles
c. Challenges to Conformity
V. Truman to Eisenhower
a. Truman: Fair Deal
b. Eisenhower and Modern Republicanism
VI. John F. Kennedy and the New Frontier
a. Election of 1960
b. The New Frontier
o Economy
o Battling Poverty
o Space Program
o Bay of Pigs
o Berlin Crisis
o Cuban Missile Crisis
c. Kennedy’s Assassinated
VII. Lyndon Baines Johnson and the Great Society
a. Biography
b. Election of 1964
o Daisy Campaign Commercial
c. The Great Society
o War on Poverty- Head Start
o Medicare and Medicaid
o Immigration Act of 1962
o The Warren Court
o Foreign Policy
EVALUATION AND SPECIAL ASSIGNMENT
• Quizzes
• Unit Test
• Group Project: LBJ and the Great Society RC/TEC
• DBQ: Development of increased suspicion and tension between the U.S. and Soviet Union between 1941-1949 E
Unit XIV: Civil Rights and the Vietnam War
Unit Objectives:
• Describe the postwar origins of the civil rights movement and the legal assault on segregation
• Analyze the strategies used by European Americans, African Americans, Asian Americans, Hispanic/Latino Americans, Native Americans and women to advance the movement for civil rights and equal rights
• Identifying the actions taken by the federal government to advance civil rights.
• Identify the causes of United States involvement in Vietnam and examine how this involvement affected society
• Summarize the shifts of public opinion about the war
• Summarize the course and conduct of the war
• Analyze the legacy and consequences of U.S. involvement
I. Demands for Civil Rights
a. The rise of African American Influences
b. Brown v. Board of Education
c. Montgomery Bus Boycott
d. Little Rock Nine
II. Leaders and Strategies
a. Laying the ground work- NAACP, National Urban League, CORE
b. The Philosophy of Nonviolence- SCLC, SNCC
c. March on Washington
Martin Luther King Jr. I Have a Dream Speech RC
d. Civil Rights Act of 1964
e. Freedom Summer
f. Selma March
g. Voting Rights Act 1965-24th Amendment
h. Sit-Ins and Freedom Rides
i. Birmingham
III. The Political Response
a. Kennedy on Civil Rights
b. The Movement Takes a New Turn
o Malcolm X and Black Nationalism
o The Black Power Movement
o Riots
c. Tragedy in 1968
IV. The Vietnam War
a. Background to the war
b. Kennedy’s Vietnam Policy
c. Johnson’s Vietnam Policy
Gulf of Tonkin Resolution
V. Fighting the War
a. Battlefield Conditions
b. The Ground War
c. The Air War
d. The Course of the war
VI. Political Divisions
a. Student Activism
b. American Withdrawal
c. Aftermath of the war in Asia
EVALUATION AND SPECIAL ASSIGNMENTS
• Quizzes
• Unit Test
• DBQ: Discuss the different approaches taken by African Americas in their struggle for civil rights during the 1960s.
Unit XV: From Nixon to Carter
Unit Objectives:
• Explain “New Federalism”
• Describe Nixon’s and Henry Kissinger’s foreign policy including China Policy, Détente, Nixon Doctrine
• Identify the Nixon administration’s domestic challenges including Roe v. Wade, New Federalism
• Explain the events and legacy of the Watergate break-in
• Describe stagflation and it affect on the Ford Presidency
• Analyze Carter’s foreign policy
• Analyze Carter’s achievements and failures as president
I. Conservative Backlash
a. Silent Majority
b. New Federalism
c. The Nixon Court
II. Détente
a. Realpolitik
b. Balance of Power
c. Changing Chinese Policy
d. The Soviet Union- SALT Agreement
e. Role of the Middle East
f. Role of Latin America
III. Watergate
a. The Nixon Whitehouse
b. The Watergate break in
DVD: Nixon: A Presidency Revealed
c. Unraveling Watergate
d. The Legacy of Watergate
IV. President Ford
a. Stagflation Dilemma
b. Energy Crisis
c. Ford’s Response and recession
V. Carter Takes Charge
a. Human Rights and Foreign Policy
o Peacemaker
o Panama Canal
o Camp David Accords
o Iranian Hostage Crisis
EVALUATION AND SPECIAL ASSIGNMENTS:
• Quizzes
• Unit Test
Unit XVI: 1980 to the Present
Unit Objectives:
• Analyze the emergence of Regan and Bush as conservative leaders
• Describe U.S. Foreign Policy after the Cold War
• Identify and assess the impact of social, political, and cultural changes in the United States.
• Assess the impact of twenty-first terrorist activity on American Society
I. The Regan Revolution
a. New Conservatism
b. Reaganomics
c. The Regan Court
II. The Collapse of Communism
a. Challenges to the Soviets
b. Thaw in the Cold War
c. The Soviet Breakup
III. Central America
a. El Salvador
b. Nicaragua
c. Iran-Contra Scandal
IV. The Bush Presidency
a. 1988 Election
b. The Persian Gulf War
c. International Politics
d. Recession Adjustments
V. The Clinton Agenda
a. 1992 Election
b. Health-Care Reform
c. International Concerns
o Crisis in Yugoslavia
o Croatia
o Bosnia-Herzegovina
d. Legislative Successes
e. Clinton v. New Conservatism
o Midterm Election
o The Role of Government
VI. The Bush Years
VII. 9/11 and the twenty-first century terrorists
AMERICAN GOVERNMENT
CLASS DESCRIPTION:
This class is designed to help the student understand how the American system of government operates and what the Christian’s role is within that system.
COURSE OBJECTIVES:
1) Grow in faith in Jesus Christ.
2) Identify ways to use your Christian faith in the process of being involved as a citizen
of the U.S.
3) Understand the way the U.S. government works.
4) Identify the process involved in the making of our government as it is today.
5) Understand what the Bible says about government.
COURSE OUTLINE:
Assignment Key:
ITF: Integrating the Faith
RC: Reading Comprehension
E: Essay
TEC: Technology
Unit 1: Foundations (chapters 1, 2, 3, 4)
Unit Objectives:
• Focus on the beginning of government & the beginning of U.S. government.
I. Government and the Bible
A. What is the role of government according to God?
B. The role of government in a Christian society
o Read passages from the Bible about government and discuss- ITF
II. The beginnings of government
A. Different types of governments.
B. Write a social contract – E
C. Flag etiquette lesson.
D. Government in scripture worksheet - ITF
Unit 2: The Constitution (chapter 5)
Unit Objectives
• Understand the document that is the supreme law of the land.
I. The Beginnings of the U.S. Government
II. The American Revolution
A. What does the Bible say about revolution- ITF
B. Articles of Confederation and the 1787 Constitution
Unit 3: The Legislative Branch (chapters 6, 11, 12)
Unit Objectives:
• Analyze the law making branch of government, what its duties are, and the qualifications of members.
I. The Constitution- RC
A. The Preamble- Memorize
B. Tracing a bill till it becomes law
o How a bill becomes a law relay
Unit 4: The Executive Branch (chapters 6, 13, 15)
Unit Objectives:
• Focus on the law enforcing branch of government, what its duties are, and the qualifications of members.
I. The Executive Branch
A. Most Insignificant Office- RC
B. Electoral College 101- RC
Write a biography of a first lady- E
Unit 5: Foreign Policy (chapters 13 & 16)
Unit Objectives
• Understand foreign policy past and present.
I. Foreign policy throughout U.S. History
A. Iron Curtain Article- RC
Unit 6: The Judicial Branch (chapters 6, 17)
Unit Objectives:
• Analyze the law interpreting branch of government, what its duties are, and the qualifications of members.
I. The Court System
II. The Duties of the Courts- Local through Federal
o Member qualification
o Types of trials simulation
o Jury simulation
o Supreme court cases packet – RC
Unit 7: The Amendments (chapters 6, 18)
Unit Objectives
• Understand the 27 Amendments of the Constitution and what they mean to the U.S. citizen.
I. The Amendments of the Constitution
• ”Is Flag Burning Free Speech” article – RC
• ”Clear and Present Danger” article – RC
• Amendment packet
• Amendment Bingo
• Capital Punishment Debate – TEC/E
Unit 8: Governments around the World
Unit Objectives:
• Understand the different forms of government throughout the world- Socialism, dictatorships, religious controlled etc..
Power Point presentation on a government of another country – TEC/E
Unit 9: State Governments
Unit Objectives:
• Focus on the set up of state governments, especially that of Minnesota.
I. States v. Federal
• Do MN state worksheet
• Read through MN legislative manual – RC
• MN fun facts - RC
Current Events: Notebooks will be due every Thursday (unless otherwise noted by the teacher). It will be YOUR responsibility to remember! Notebooks that are not turned in on time will receive 0 points for that day (no late grades will be given unless you were sick that day). – TEC/ RC
During elections years special attention will be paid to the election process.
HISTORY THROUGH FILM
Course Description:
When you watch a movie that is based on a real event do you take that interpretation as the truth? Do you trust Hollywood to tell you the real story? Many people these days will believe anything that is shown to them on a screen. This class will help you to apply knowledge from prior history classes to real life. By the end of this class you will be trained to view history, shown through the means of modern culture, with a discerning eye.
Course Objectives:
1) Grow in faith in Jesus Christ.
2) Scrutinize films and research to see if the moviemakers have done history justice in
their interpretation.
3) Learn important research skills that can be used throughout life.
4) Learn to differentiate between what is real and what is just Hollywood.
5) See historical interpretations through film.
6) Learn to not believe everything you see on film.
Course Outline:
The following films are some that have been done in previous years. I will probably change a few every year, but you will get an idea of what types of films will be examined.
Assignment Key:
ITF: Integrating the Faith
RC: Reading Comprehension
E: Essay
TEC: Technology
Intro to Film: Discuss background of film
➢ Read article “It Is as It Was: Feature Film in the History Classroom”- RC
➢ Quiz over reading - RC
1) “Gladiator” – 2000 (The story of the life of a Roman gladiator)
*Hmwk: “Language of the Arena” worksheet – gladiatorial terms
*Project: Fact or Fiction: research project – TEC
2) “The Other Boleyn Girl” – 2008 (The story of Henry VIII and Anne Boleyn)
*Hmwk: “Tudor Family Tree” worksheet
*Project: Research questions over movie – TEC
3) “The Patriot” – 2000 (Story of a man fighting in the American Revolution)
*Hmwk: “American Revolution” worksheet
*Project: Poster project & research accuracy of movie -TEC
4) “Marie Antoinette” – 2006 (The life of the ill fated Queen of France)
*Hmwk: read “Storming of the Bastille” account & worksheet – RC
*Project: Be a movie critic & research accuracy of movie - TEC
5) “Flyboys” –2006 (Story of WWI pilots)
*Hmwk: Research types of WWI aircraft
*Project: Research accuracy - TEC
6) “Evita” – 1996 (Musical about the famous First Lady of Argentina)
*Hmwk: read “People in World History” article & do worksheet – RC
*Project: Research discussion questions & accuracy of movie - TEC
7) “Rescue Dawn” – 2007 (Story of a pilot shot down during the Vietnam War)
*Hmwk: Do “Vietnam War” map
*Project: Read excerpt from John McCain’s “Faith of My Fathers,” compare experiences to those in movie, research accuracy – RC/TEC
8) “Hotel Rwanda” – 2004 (Film depicting the 1994 genocide in Rwanda)
*Hmwk: Map of Africa & questions over Rwanda
*Project: Read chronology of Rwandan genocide & History Place article, answer questions, research accuracy of movie – RC/TEC
**In certain cases, the viewing of ‘R’ rated movies may be necessary. Many of the movies that receive an ‘R’ rating in this genre are given mostly for language and violence. I will only pick to view an ‘R’ movie if there is a definite educational benefit. If you have any concerns, please speak with me privately.
HIS113 HISTORY OF WESTERN CIVILIZATION: RENAISSANCE THROUGH THE COLD WAR
COURSE DESCRIPION
History of Western Civilization will focus on the history of Europe and Europe’s interactions from the Renaissance through the Cold War.
COURSE OBJECTIVES
• Understanding of the some of the principal themes in modern European history, including social, political, intellectual, diplomatic, and cultural themes.
• Ability to analyze historical evidence
• Ability to analyze and to express historical understanding in writing.
• In addition the student will develop their personal view of their role as Christians in a secular world and recognize Gods gifts of diversity among individuals, cultures, beliefs and customs.
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension (All primary documents and secondary readings are considered
Reading Comprehension)
E Essay
TEC Technology
WC: Western Civilization Sources, Images, and Interpretations: From the Renaissance to the
Present
HO: Hand Out
PP: Power Point
Unit I: Renaissance, Exploration, and Reformation- Overview
Unit Objectives:
• Understanding in what ways the ideals of the Renaissance laid the groundwork for future political, social, and economic changes in Western Europe.
• Understanding how the Reformation changed the fabric of European culture for centuries to come.
The Western Heritage readings: pp. 242-297
• What makes the Renaissance the Renaissance
o General Picture
▪ Petrarch, A Letter to Boccaccio WC 5
▪ Petrarch, On the Study of Eloquence, Readings in Western Civilization 5 The Renaissance 32 HO
▪ Petrus Paulus Vergerius: The New Education (c. 1400) HO
▪ Pizan, The City of Ladies WC 8
▪ Castiglione, The Book of the Courtier WC 11
▪ Marriage Negotiations: The Strozzi HO
Why were education, virtue and classical philosophy so important to the Renaissance man? Do you feel these components are valuable in one’s life? Why or Why not? Are these components found in today’s world?
• Why Italy?
• Politics in Renaissance Italy
▪ Petrarch, Rules for the Ruler HO
▪ Machiavelli, The Prince (Excerpt) WC 7
▪ Machiavelli, From the Discourses HO
• Why This Time?
• Reasons for Oversea Expansion
o Gold, God, Glory- Is this an accurate account?
▪ Azurara, The Chronicle of the Discovery and Conquest of Guinea WC 34
▪ Columbus, Letter to Sanchez 1493 WC 35
▪ Columbus, To Ferdinand and Isabel
▪ Castillo, Memoirs: The Aztecs WC 36
▪ Bartholomew De Las Casas, Amerindians and the Garden of Eden HO ITF
▪ Map 3-1 WC 40
▪ Reed, The Expansion of Europe WC 40
Do you feel one reason is more dominate then the others?
• Renaissance Art- PP presentation
o Giorgio Vassari, Life of Michelangelo HO
o How does Renaissance art reflect the “ideals” of the Renaissance?
• Differing historical views of the Renaissance
• Burckhardt, The Civilization of the Renaissance in Italy WC 15
• Burke, The Myth of the Renaissance WC 15-16
• Decline of Renaissance Italy
• Factors contributing to a Religious Reformation
o The ideals of the Renaissance
o Growth of the sovereign states
o Problems within the Catholic Church ITF
▪ Erasmus, Dialogue: Julius Locked Out Of Heaven HO
• Martin Luther and the Reformation
o Luther, 95 Thesis (Excerpts) HO ITF
o Tetzel, Sermon on Indulgences, WC 26 ITF
o Luther, Justification by Faith WC 27 ITF
o Luther, On the Bondage of the Will WC 28 ITF
What revolutionary rediscoveries did Luther unveil? How did these stack up to sixteenth century Catholic dogma?
[ESSAY I: Can Martin Luther be considered a “Renaissance man”? ] E
• Revolution from the top down or bottom up? The Spread of the Reformation.
o Cameron, What was the Reformation? WC 28
o Elton, A Political Interpretation of the Reformation WC 28-29
o Luther, Condemnation of Peasant Revolt WC 29
o Calvin, Institutes of the Christian Religion: Predestination WC 23 ITF
▪ Luther, What did Luther Believe about Predestination? HO ITF
o Luther, On Predestination HO ITF
o Henry VIII, The Act of Supremacy: The Church of England HO
• The Catholic Reformation
o Olin, The Catholic Reformation WC 29
o Catholic Response: The Council of Trent HO ITF
o Teresa of Avila, The Way of Perfection WC 24
• Family Life
o Advice on choosing a wife, Portugal 1540 HO
o Qualities of the Ideal Wife, England 1617 HO
• The Legacy of the Reformation
o Luther and the New Testament WC 25-26 ITF
o Rubens, Ignatius Loyola WC 27
o Oament, The Legacy of the Reformation WC 30
o Kramer and Sprenger, The Hammer of Witches WC 50-51
Unit II: Age of Religious Wars- Overview
Unit Objective:
• Understanding how religion and politics influenced each other and what the effect of this relationship had on sixteenth and seventeenth century Europe.
The Western Heritage readings: pp. 298-319
• Causes for the French Wars of Religion (1562-1598)
o Monarchy
o Economic Crisis
o French Calvinist
• Consequences of the French civil wars for various segments of society.
o Busbecq, Civil War in France WC 48
o Henry Navarre, Edict of Nantes HO
o Richelieu, Political Will and Testament WC pp. 48-49
• The Thirty Years’ War (1618-1648)
o Map pg. 54-55
o Brueghel and Vrancx, War and Violence WC 52
o Grimmelshausen, The Adventurous Simplicissimus HO
o Holborn, A Political Interpretation of the Thirty Years’ War WC 56
o Friedrich, A Religious Interpretation of the Thirty Years’ War WC 56-57 ITF
The French monarchy emerged from the French wars of religion with increased power and authority, while the Holy Roman Empire was greatly weakened by the Thirty Years’ War. What can explain this disparity between the history of French and German political structures in the sixteenth and seventeenth centuries?
• Imperial Spain, Tudor England and the Dutch Republic
Why did England become a first-rate power and Spain a second-rate power in the period between 1550 and 1650?
• Sixteenth and Seventeenth Century Dutch Painting- PP
Unit III: Politics and the State 1603-1720- Overview
Unit Objective:
• Understanding the factors that led to the differing political theories that would ultimately shape Europe.
The Western Heritage pp. 320-345; 356-358
• Development of a Parliamentary Monarchy and the English Civil War (1603-1688)
o James I, The Powers of the Monarch in England WC 49
o House of Commons, The Powers of Parliament in England WC 50
• Differing Political Theories: Hobbes and Locke
o Hobbs, Leviathan: Political Order and Political Theory WC 53
o Locke, Second Treatise of Civil Government: Legislative Power WC 64
o English Bill of Rights, Excerpts HO
• Primary Features of Absolutism
o James I, True Law of Free Monarchies; A Speech to Parliament HO
o Richelieu, Political Testament HO
o Domat, On Social Order and Absolute Monarchy HO
o Louis XIV, Letter to the Town Officers and People of Marseilles; Revocation of the Edict of Nantes HO
o Saint-Simon, The Court of Louis XIV HO
• Versailles PP
• The Rise of Prussia
• Russia Enters the European Political Arena
o Burnet, Peter the Great 1698 HO
o Von Korb, Diary 1698-99 HO
o Gordon, History of Peter the Great, 1718 HO
***TEST I***
Unit IV: The New Philosophy of Science and Eighteenth Century Social, Economic, and Political Change.- Overview
Unit Objectives:
• Understanding the main ways in which the science of the seventeenth century constituted a break from the past.
• Construct a view of eighteenth century European society otherwise known as the Ancien Régime.
The Western Heritage pp. 347-413
• Changing View of the Universe ITF
• Competing Theories of Scientific Knowledge
o Inductive Reasoning
o Deductive Reasoning
• The Culture of Science
• Eighteenth Century Family and Society
o Hooch, Modern Chateau WC 65
o Aries, Centuries of Childhood WC 68
o Laslett, The World We Lost; The Early Modern Family WC 68-69
o Montagu, Letter to lady R, 1716: Women and the Aristocracy WC 83
o Fragonard, Happy Accidents of the Swing WC 84-85
o Defraine, Act of Humanity SC 85-86
o Roberts, The Ancien Regime: Ideals and Realities WC 88
o Krieger, The Resurgent Aristocracy WC 88-89
o Blum, Lords and Peasants WC 89-90
o Wisener, Women’s work in Preindustrial Europe WC 90-91
o William Hogarth, Beer Street; Gin Lane
o Hufton, Women and Work HO
What was life like in the seventeenth century for the aristocracy? For the artisan? For the poor? For women and children?
• The Social Order in the Ancien Regime
• The Early Industrial Revolution.
o Advances in Agriculture
o Population Growth
o Technological Change
o Emergence of a Mobile Society
o Social Control
• Eighteenth Century Dynastic Rivalries and Politics.
o Global Rivalries
o The English Hanoverian Dynasty
o Prussian-Austrian Rivalry
o The Seven Years’ War (1756-1763)
o British Politics
o Challenges in France
• 18th Century Art and Architecture PP
[Project I: Choose one of the following elements of seventeenth and eighteenth century society and discuss how the art of the period accurately or inaccurately portrayed that part of society:
➢ Life in the cities
➢ Life of women/children
➢ Life of the aristocracy
➢ Life of the artisan
➢ Politics- court life, international relations, etc…
(Each student will choose an artist from different countries. Research the background of the artist as well as the art work or architecture. YOU CANNOT USE ANY ART WORK THAT WAS USED IN CLASS. ]
Unit V: Age of Enlightenment and the French Revolution- Overview
Unit Goals:
• Understanding the impact of the Enlightenment on the social, economic and political traditions of Europe.
• Being able to analyze the French Revolution as a fundamental change in European political culture.
The Western Heritage pp. 415-465
Voltaire. Candide
[ESSAY II: Part I- By using the primary documents we used in class as well as three (3) other primary documents, discuss what the philosophy of the Enlightenment entailed. In other words what was important to the Philosophes of the Enlightenment Period?
Part II- How does Voltaire’s novel Candide reflect these beliefs? Use specifics from the reading to support your statements. ] E
• What did Enlightenment mean to the Philosophes?
o Kant, What is Enlightenment? WC 94
o Holbach, The System of Nature
o Diderot, Prospectus for the Encyclopedia of Arts and Sciences
o Du Marsais, The Philosophe WC 96-97
o Voltaire, Philosophical Dictionary: The English Model WC 97-98
o Wollstonecraft, A Vindication of the Rights of Women WC 98
o Paine, The Age of Reason: Deism WC 98-99 ITF
o Montesquieu, The Spirit of the Laws, 1748 HO
o Rousseau, The Social Contract HO
o Crocker, The Age of Enlightenment WC 103-104
o Becker, The Heavenly City of the Eighteenth-Century Philosophers WC 104
o Anderson/ Zinsser, Women in the Salons WC 105
• Enlightened Absolutism
• The Late Enlightenment
• The Legacy of the Enlightenment
• What were the causes of the French Revolution?
o Young, Travels in France: Signs of Revolution WC 110-111
o The Cahiers: Discontents of the Third Estate WC 111
o Sieyes, What is the Third Estate WC 111-112
o Revolutionary Legislation: Abolition of the Feudal System WC 112-113
• The Old Regime in Crisis
• The First Stage of the Revolution
How did the revolution relate to the ideas of the Enlightenment?
o The Declaration of the Rights of Man and Citizen WC 113-114
o Declaration of the Rights of Woman and the Female Citizen WC 114-115
o The Declaration of Independence WC 115-116
• The New Epoch
• The Second Revolution
In what ways is the 1793 Declaration of the Rights of Man and Citizen different from its predecessor of 1789?
o Declaration of the Rights of Man and Citizen 1789 HO
o Declaration of the Rights of Man and Citizen 1793 HO
• The Final Stages
o Robespierre, The Terror Justified WC 116
Unit VI: Napoleon and the Challenges to Restoration Europe- Overview
Unit Objectives:
• Understanding how Napoleon rose to power; how he can be considered both a successor of the revolution and the one who brought the ideas of the revolution to a halt.
• Understanding conservatism and liberalism in early nineteenth century and how these two ideologies would shape Europe during the post-Napoleonic period.
The Western Heritage pp. 467-513
• Napoleons Rise and Consolidation of Power
o Remusat, Memoirs: Napoleon’s Appeal WC 128
o Rouche, Memoirs: Napoleon’s Secret Police WC 128-129
o Napoleon, Napoleon’s Diary WC 129-130
• Napoleonic Wars and the French Empire
• Napoleonic Code of Law
o The Code of Napoleon (1804) HO
• The Fall of Napoleon
• The Congress of Vienna and the Congress System
• Main elements of early nineteenth century Conservatism
o Metternich, Secret Memorandum to Tsar Alexander I WC 154-155
o The Carlsbad Decrees, 1819; Conservative Repression WC 155-156
o Wordsworth, The Tables Turned: The Glory of Nature WC 160
o Fredrich, Abbey Graveyard in the Snow WC 160-161
o Chateaubriand, The Genius of Christianity WC 161-162
• Main elements of early nineteenth century Liberalism
o The First Chartist Petition: Demands for Change in England WC 158-159
o Bentham, English Liberalism WC 156-157
o Liberalism: Progress and Optimism WC 158
• The Middle Class in the Era of Liberalism
• Stirrings of Revolt: Conservatism v. Liberalism
• Romantic Art (PP) and Music
***TEST II***
Unit VII: Economic Advance and Social Unrest (1830-1850)- Overview
Unit Objectives:
• Understanding the impact of industrialization on the social classes of Europe
• Understand how Conservatism, Liberalism, Romanticism, and Socialism lead to the social unrest of the middle nineteenth century.
The Western Heritage pp. 514-539
• Preconditions for Transformation
• The Industrial Revolution: Great Britain, France, Germany and Southern/Eastern Europe
o Heilbroner, The Making of Economic Society WC 147-148
• Industrialization and the social classes
o Testimony for the Factory Act of 1833 WC 138-139
o Disraeli, Sybil, or two Nations: Mining Towns WC 139-140
o Engels, The Condition of the Working Class in England WC 140-141
o Smiles, Self-Help: Middle Class Attitudes WC 141-142
o Balzac, Father Goriot: Money and the Middle Class WC 140
o Tristan, Women and the Working Class WC 144
o Illustration from Life and Adventures of Michael Armstrong WC 146
o Monet, Gare Saint Lazare WC 144
o Scott, Iron and Coal WC 145
• Origins of European Socialism
• Karl Marx
o The Communist Manifest (1848) HO ITF
• The Revolutions of 1848
o France
o German States
o Italian States
• Quest for Revolutionary Consensus and Counter Revolution
• Explaining the Failures of Liberalism 1848-1851
o Sperber, The European Revolutions, 1848-1851 WC 165
o Weiss, The Revolutions of 1848 WC 166
Unit VIII: The Age of Nationalism and Realism- Overview
Unit Objectives:
• Understanding the influence of nationalism on conservatives and liberals.
The Western Heritage, pp. 541-563
[ESSAY III: Nationalism and unification developed differently in Germany and Italy.
Whereas nationalism in Germany centered on a strong central government, Italian nationalism developed more along “liberal” ideology. By using your text, class discussion, and the enclosed primary documents create an essay in which you discuss the commonalities of Italian and Germany nationalism as well as the differences in their ideologies. Offer an explanation of why these two countries nationalistic ideologies developed the way they did. E
Primary Documents for the essay:
o Herder, Material for the Philosophy of the History of Mankind, 1784
o Fichte, To the German Nation, 1806
o Droysen, Speech to the Frankfurt Assembly, 1848
o Wilhelm IV, Proclamation of 1849
o Bismarck, Blood and Iron Speech, 1862 (Excerpts)
o Schneckenburger, The Watch on the Rhine, 1870
o Mazzini, On Nationality, 1852
o The Program of Count Cavour, 1846
o Cavour, Speech to the Piedmont Chamber of Deputies, 1858
o Report on the meeting of Count Cavour with Emperor Napoleon III of France, 1858
o Emmanuel, Speech
o Mazzini, An Essay on the Duties of Man Addressed to Workingmen, 1848
o Emmanuel, Address to Parliament, 1871]
• What was nineteenth century nationalism?
o Mazzini, The Duties of Man WC 170-171
o Treitschke, Militant Nationalism WC 171-172
o Grew, A Sterner Plan for Italian Unity; Nationalism, Liberalism, and Conservatism WC 179-180
• The political unification of Italy
• Unification of Germany
o Obstacles to unification
o Otto von Bismarck and realpolitik
o Results of German unification
• Republican France: The Third Republic
• National awakenings in the Habsburg lands
• Tsarist Russia
• Victorian Britain
o Crimean War (1853-1856)
o Irish Home Rule
Unit IX: Rapid Industrialization and its Challenges 1870-1914- Overview
Unit Objectives:
• Understanding the challenges from the “left” and its impact on middle class ideology.
The Western Heritage, pp. 565-617
• Challenges from the left
o Maier, Socialist Women: Becoming a Socialist WC 191
o Pankhurst, Why We Are Militant WC 192
o Ulam, Unfinished Revolution: Marxism Interpreted WC 198-199
o Kollwitz, Lunch Hour WC 196
• The Second Industrial Revolution
o Steel, electricity, transportation, travel and leisure.
o Changing population
o Social Changes
➢ Steinhardt, The City WC 197
o Responses to a rapidly changing world
• Mass politics on the left and right
• From liberalism to nationalism
• Social Reform
• Impressionism and Post Impressionism Art PP
[Project II: (A) The 1964 Disney classic musical Mary Poppins takes place in London during
the Edwardian period (1901-1910). This was a time of rigid social classes (a continuation of the Victorian period) however, it was also a time of increased interest in socialism, the plight of the poor as well as women suffrage. Economically Britain was experiencing opportunities due to the second industrial revolution. As you view this musical take notes on how these main themes were handled. How is society portrayed in the musical? According to our discussion is it an accurate portrayal? (Barring the magical aspect) Why or why not? This time period is often referred to as the belle epoch, or “beautiful era”. A time in which people that lived through the horrors of the First World War (1914-1918) thought back on as a golden time. In what ways does the musical portray this view?
(B) Research one of the following topics during the Edwardian period. How accurate was the musical in portraying your topic? Give examples from the musical.
Topics include:
o Middle class women
o Middle class men
o Children in middle class families
o Domestic help- Nannies, maids etc..
o Laborers- Chimney swipes etc..
o Middle class leisure during the Edwardian period]
***TEST III***
Unit X: Imperialism, Alliances, and War- Overview
Unit Objectives:
• Understanding how domestic, international and military factors contribute to the First World War?
• Understanding the impact of the war on Europe.
The Western Heritage, pp. 620-679
Remarque, All Quite on the Western Front
• European Imperialism
o Fabri, Does Germany Need Colonies? WC 172-173
o Kipling, The White Man’s Burden WC 173-174 ITF
o Harcourt, Imperialism Glorified WC 175
o Hobsbawn, The Age Of Empire WC 181
o Hayes, Imperialism as a Nationalistic Phenomenon WC 181-182
• The Origins of the Great War
o Stomberg, The Origins of World War I: Militant Patriotism WC 212-213
o Strandmann, Germany and the Coming of War WC 213
• The First World War
o PP- In the Trenches
• Impact of the war and Revolutionary Russia
[Project III: (A) Research the following pre-Russian Revolution social groups: nobles, middle class, workers, and peasants. Answer the following questions:
1. Who makes up the specific social group?
2. What is the percentage of the population of the social group?
3. What struggles they are and have encountered?
4. What are their political, economic and social goals?
(B) Research the platform of the following political parties before the revolution: Bolsheviks, Mensheviks, Constitutional Democrats/Kadets, Octobrist/Nationalist. Answer the following questions:
1. What social groups supported the political parties?
2. What were the parties’ political platforms?
(C) Read Lenin’s April Theses and answer the discussion questions.
(D) Class discussion: What social rank lost or gained power? Why? What problems did the Bolsheviks face in extending their revolution outside of St. Petersburg? What political parties could offer a successful alternative? Why?
Unit XI: The Elusive Search for Stability in the 1920s and the Outbreak of the Second
World War- Overview
Unit Goals:
• Understanding the economic, social and cultural tensions in post First World War Europe.
• Understanding how these tensions led to the Second World War
The Western Heritage, pp. 682-739
Wiesel, The Night
• Resolution of the War
• The Soviet Union
• Instability in the post-war world
o Hauser, With Germany’s Unemployed WC 219-220
o Freud, Civilization and its Discontents WC 221-222
o Grosz, Decadence in the Weimer Republic WC 223
o Unemployment and Politics in the Weimar Republic WC 223-224
o Jonge, Inflation in Weimar Germany HO
• Establish Democracies: Britain and France
• The Rise of Fascism- Mussolini, Hitler, and Franco
o Kedward, Fascism in Western Europe WC 240-241
o Carsten, The Rise of Fascism WC 241-242
o Fischer, Hitler and Nazism ITF
• The Second World War
o Kenanan, Appeasement at Munich Attacked, WC 262-263
o Taylor, The Origins of the Second World War WC 263
Unit XII: Rebuilding Europe, the Cold War, and the Fall of Communism- Overview
Unit Objectives:
• Understanding the effect of the Second World War on Europe-Culturally, socially, economically.
• Understanding the factors that led to the Cold War and the fall of communism.
The Western Heritage, 742-799
• Europe at the end of the war
• The Cold War
o Stalin, Speech delivered at a meeting of voters- 2/9/46 HO
o Kennan, Telegram 2/12/46 HO
o Churchill, The Sinews of Peace 3/5/46 HO
o Stalin, Reply to Churchill 3/14/46 HO
o Truman Doctrine and the Marshall Plan 3/12/47 WC 249-250
o Ponomaryov, The Cold War: Soviet Perspective WC 250-251
• The Fall of Communism
***TEST IV***
PRE-ALGEBRA
COURSE DESCRIPTION:
This course will provide the foundation for further math instruction in Geometry and Algebra II by teaching fundamental algebraic skills and other fundamental mathematical skills. This course will also develop problems solving skill, logic skills, and procedural skills.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Develop problem solving skills
• Develop logical thinking
• Be prepared to succeed in both Algebra II and Geometry
• Be able to work simple word problems
• Be able to solve basic equations
• Understand and manipulate standard mathematical notations
• Work with graphs
• Understand basic geometry concepts
INTEGRATING THE FAITH:
The class focuses on working problems individually and one-on-one help, so lecture is quite brief and to the point, often less than ten minutes. Therefore, most integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
The Saxon math series does not move topic to topic, but includes all topics each day, incrementally advancing one of them. Therefore, this list is of topics covered over the course and is not sequential.
I. Solving Equations
A. Linear Equations
1. Simple Equations
2. More complicated Equations
3. Equations with Parentheses
4. Rational equations
5. Multivariable equations
6. Abstract equations
B. Systems of Equations
1. Substitution
2. Elimination
3. Graphical Solutions
C. Quadratic Equations
1. Difference of two squares
2. Trinomial Factoring
3. Factoring by grouping
4. Solving Quadratic Equations
5. The Quadratic Formula
II. Word Problems
A. Percents
B. Ratio Problems
C. Uniform Motion
D. Consecutive integer problems
E. Direct and Inverse Variation
F. Coin Problems
G. Word Problems with multiple Equations
H. Value Problems
III. Properties of Algebra
A. Exponents
1. Adding like terms
2. Multiplying monomials
3. Negative exponents
4. Powers of monomials
B. Functions
1. Notation
2. Evaluating
3. Domain and Range
C. Radical Expressions
1. Adding radical expressions
2. Simplifying radical expressions
3. Radical equations
4. Multiplying Radical Expressions
5. Dividing Radical Expressions
D. Polynomials
1. Adding
2. Multiplication
3. FOIL
4. Division
E. Rational Expressions
1. Adding Rational Expressions
2. Multiplying Rational Expressions
3. Factorable Denominators
4. Complex Fractions
IV. Graphing
A. Graphing ordered pairs
B. Graphing using tables of values
C. Graphing Vertical and Horizontal Lines
D. Graphing using slope and intercepts
V. Inequalities
A. Trichotomy
B. Conjunctions and Disjunctions
C. Multiplying sides of Inequalities
D. Graphing Linear Inequalities
E. Absolute Value Inequalities
VI. Geometry
A. Volume and Surface Area
B. Pyramids and Cones
C. Pythagorean Theorem
D. Distance between points
VII. Notation
A. Subscripts
B. Scientific notation
C. Sets and Subsets
EVALUATION:
Tests are 70% of the grade. Homework is 10%. Test corrections are 10%. Participation is 10%. Participation is based on class behavior and effort and can be above 100% or below 0%. Homework will be graded with a +(100%), ((75%), -(50%), or 0(0%) based on assignment quality. All incorrect problems on a test must be reworked as a separate assignment. Students will be able to continue reworking problems until the next test. Completed test corrections count 100% and uncompleted count 0%.
ALGEBRA I
COURSE DESCRIPTION:
This course will provide the foundation for further math instruction in Geometry and Algebra II by teaching fundamental algebraic skills and other fundamental mathematical skills. This course will also develop problems solving skill, logic skills, and procedural skills.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Develop problem solving skills
• Develop logical thinking
• Be prepared to succeed in both Algebra II and Geometry
• Be able to work simple word problems
• Be able to solve basic equations
• Understand and manipulate standard mathematical notations
• Work with graphs
• Understand basic geometry concepts
INTEGRATING THE FAITH:
The class focuses on working problems individually and one-on-one help, so lecture is quite brief and to the point, often less than ten minutes. Therefore, most integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
The Saxon math series does not move topic to topic, but includes all topics each day, incrementally advancing one of them. Therefore, this list is of topics covered over the course and is not sequential.
VIII. Solving Equations
D. Linear Equations
7. Simple Equations
8. More complicated Equations
9. Equations with Parentheses
10. Rational equations
11. Multivariable equations
12. Abstract equations
E. Systems of Equations
4. Substitution
5. Elimination
6. Graphical Solutions
F. Quadratic Equations
6. Difference of two squares
7. Trinomial Factoring
8. Factoring by grouping
9. Solving Quadratic Equations
10. The Quadratic Formula
IX. Word Problems
I. Percents
J. Ratio Problems
K. Uniform Motion
L. Consecutive integer problems
M. Direct and Inverse Variation
N. Coin Problems
O. Word Problems with multiple Equations
P. Value Problems
X. Properties of Algebra
F. Exponents
5. Adding like terms
6. Multiplying monomials
7. Negative exponents
8. Powers of monomials
G. Functions
4. Notation
5. Evaluating
6. Domain and Range
H. Radical Expressions
6. Adding radical expressions
7. Simplifying radical expressions
8. Radical equations
9. Multiplying Radical Expressions
10. Dividing Radical Expressions
I. Polynomials
5. Adding
6. Multiplication
7. FOIL
8. Division
J. Rational Expressions
5. Adding Rational Expressions
6. Multiplying Rational Expressions
7. Factorable Denominators
8. Complex Fractions
XI. Graphing
E. Graphing ordered pairs
F. Graphing using tables of values
G. Graphing Vertical and Horizontal Lines
H. Graphing using slope and intercept
I. Equations of lines from graphs
J. Equations of lines from information
K. Graphs of non-linear functions
L. Graphical Shifts
XII. Inequalities
F. Trichotomy
G. Conjunctions and Disjunctions
H. Multiplying sides of Inequalities
I. Graphing Linear Inequalities
J. Absolute Value Inequalities
XIII. Geometry
E. Volume and Surface Area
F. Prisms and Cylinders
G. Pyramids and Cones
H. Pythagorean Theorem
I. Distance between points
XIV. Notation
D. Subscripts
E. Scientific notation
F. Sets and Subsets
EVALUATION:
Tests are 70% of the grade. Homework is 10%. Test corrections are 10%. Participation is 10%. Participation is based on class behavior and effort and can be above 100% or below 0%. Homework will be graded with a +(100%), ((75%), -(50%), or 0(0%) based on assignment quality. All incorrect problems on a test must be reworked as a separate assignment. Students will be able to continue reworking problems until the next test. Completed test corrections count 100% and uncompleted count 0%.
ALGEBRA II
COURSE DESCRIPTION:
This course will provide the foundation for further math instruction in pre-calculus by teaching advanced algebraic skills and other advanced mathematical skills. This course will also develop problems solving skills, logic skills, and procedural skills.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Develop problem solving skills
• Develop logical thinking
• Be prepared to succeed in Pre-Calculus
• Be able to analyze and work word problems
• Be able to solve many types of algebraic equations
• Understand and manipulate advanced mathematical notations
• Use trigonometry to solve problems
• Work with graphs
• Review geometry concepts
INTEGRATING THE FAITH:
The class focuses on working problems individually and one-on-one help, so lecture is quite brief and to the point, often less than ten minutes. Therefore, most integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
The Saxon math series does not move topic to topic, but includes all topics each day, incrementally advancing one of them. Therefore, this list is of topics covered over the course and is not sequential.
XV. Solving Equations
G. Linear Equations
13. Solving linear equations
14. Advanced abstract equations
H. Systems of Equations
7. Substitution
8. Elimination
9. Graphing
10. Systems of three equations
11. Systems of nonlinear equations
I. Exponential Equations
1. Logarithms
2. Exponential Equations
3. Logarithmic Equations
4. Properties of Logarithms
J. Quadratic Equations
11. Solve by factoring
12. Solve by completing the square
13. Solve by quadratic formula
XVI. Word Problems
Q. Age Problems
R. Uniform motion
S. Markups
T. Rate conversions
U. Mixture Problems
V. Ideal gas laws
W. Joint and Combination Variations
X. Boat in River
XVII. Properties of Algebra
K. Exponents
9. Power rule
10. Fractional Exponents
L. Functions
7. Dependent and Independent Variables
8. Sums of Functions
9. Products of Functions
M. Radical Expressions
11. Multiple radical equations
12. Radical denominators
13. Complex numbers
14. Complex Conjugates
N. Polynomials
9. Sum and Difference of Two Cubes
10. Division
O. Rational Expressions
9. Complex fractions
10. Abstract fractional equations
XVIII. Graphing
M. Finding the equation of a line
N. Lines from experimental data
O. Parabolas
XIX. Inequalities
K. Graphing Linear Inequalities
L. Absolute-Value Conjunctions
M. Absolute-Value Disjunctions
N. Nonlinear Inequalities
O. Quadratic Inequalities
XX. Trigonometry
J. Sine, Cosine, Tangent
K. Solving right triangles
L. Converting vectors
M. Adding vectors
XXI. Notation
G. Set-Builder
H. Euler’s Notation
ASSESSMENT:
Tests are 70% of the grade. Homework is 10%. Test corrections are 10%. Participation is 10%. Participation is based on class behavior and effort and can be above 100% or below 0%. Homework will be graded with a +(100%), ((75%), -(50%), or 0(0%) based on the quality of the assignment. All incorrect problems on a test must be reworked as a separate assignment. Students will be able to continue reworking problems until the next test. Completed test corrections count 100% and uncompleted count 0%.
PRE-CALCULUS
COURSE DESCRIPTION
This class is designed for those students wishing to continue the demanding discipline of mathematics their senior year and also to progress into a college environment in a math-related field. Analytical geometry, functions, quadratic functions, polynomials, trigonometry, parametric equations, polar equations, exponential and logarithmic functions, solving systems of equations using matrices, sequences, and conic sections will be covered. If time permits probability, derivatives, and integrals will be introduced.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ.
• Be able to identify various types of functions
• Graph functions and their inverses as well as relations
• Graph Quadratic functions and find their zeros.
• Graph the six trigonometric functions and variations of them.
• Verify trigonometric identities and solve trigonometric equations.
• Find unknown sides and areas of oblique triangles.
• Add subtract and graph vectors as well as solving problems pertaining to them.
• Graph parametric equations.
• Graph equations in polar form and switch back and forth between polar form and rectangular form.
• Graph the different conic sections and transformations of conic sections.
• Work with Logarithms and identify the properties of logarithms.
• Work with sequences and series.
• Work with Iteration and Fractals
• Work with Probability and Statistics
• Find Limits and Derivatives of different functions.
COURSE OUTLINE
I. Functions and Mathematical Models
A. Identify types
B. Manipulate
C. Composite
D. Inverse
E. Transformations
Periodic Functions and Right Triangle Problems
A. Six Trig Functions
B. Inverse of Trig Functions
C. Triangle Problems
Application of Trig
A. Sinusoids
1. Amplitude
2. Period
3. Cycles
4. Graphing
B. Radian Measures
C. Circular Functions
D. Inverse of Circular Functions
Properties of Sinusoids
A. Combinations
B. Composites
C. Ordinates
D. Sum and Product Properties
E. Double and Half angle Identities
Oblique Triangles
A. Law of Cosines
B. Law of Sines
C. Area
D. Vectors
Elementary Functions
A. Shapes
B. Graphical Patterns
C. Numerical Patterns
D. Logarithms
Fitting Functions to Data
A. Regression Lines
B. Diviations
C. Regression for Nonlinear Data
Probability
A. Counting Principles
B. Permutations
C. Combinations
D. Random Variable Functions
Vectors
A. Two Dimensional
B. In Space
1. Equations
2. Planes
C. Scalar Products
Matrices
A. Matrix Operations
B. Iterated Transformations
Conic Sections
A. Cartesian Equations
B. Parametric Equations
C. Inscribed Figures
D. Rotated Conics
E. Applications
Polar Coordinates
A. Coordinates
B. Equations of Conics
C. Polar Curves
D. Complex numbers
Sequences and Series
A. Arithmetic
B. Geometric
C. Partial Sums
XIV Limits and Derivatives
COURSE ASSESSMENT:
Each quarter grade will count as 40% of your semester grade and the final will count as 20% of your semester grade. In order to receive credit for the semester the student must pass at least two of the three grading units. For example they must pass both quarters or a quarter and a final.
Each quarter is made up of the following:
Chapter tests / Quizzes 60%
Test Corrections 20% (Must be completed before next test)
Homework 20%
CONSUMER MATH
COURSE DESCRIPTION:
This course is designed to give the graduating senior a practical course in utilizing mathematics in real life situations. Number theory and concepts are not covered, but arithmetic is used daily to compute (for example) the best cost/value purchase, which form of a loan offers the least interest, etc.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ.
• Be able to figure out their wages based on hourly pay, piecework, commission, graduated commission
and fringe benefits.
• Calculate federal, state, and social security taxes and how they affect their paychecks.
• Figure out sales tax, unit prices, markdowns, and sales price.
• Work with checking accounts, savings accounts, charge accounts, and credit cards as well as being
able to find service charges and interest.
• Calculate interest on school loans and mortgages.
• Calculate the cost of owning a house, buying a car, leisure activity, insurance, food, etc. in order to
help with home budgeting.
• Recognize the benefits of good investments, retirement plans, stocks and bonds.
• Work with probability
COURSE OUTLINE
I. Hourly Wages
II. Salary, Commission, and Benefits
III. Net Pay (Paycheck less taxes)
IV. Cash Purchases
V. Accounts
A. Checking
B. Savings
C. Charge and Credit Cards
VI. Loans
VII. Modes of Transportation
A. Personal Vehicle
B. Public
1. Bus
2. Taxi
3. Subway
VIII. Owning an Automobile
A. Buying
B. Upkeep
C. Insurance
IX. Housing Costs
A. Mortgages
B. Insurance
C. Utilities
D. Repair
X. Budgeting
A. Bills
B. Food
C. Leisure Activity
XI. Investments
A. Stocks
B. Bonds
C. Money Market Accounts
XII. Retirement
XIII. Economic Literacy
XIV. Probability
COURSE ASSESSMENT:
Each quarter grade will count as 40% of your semester grade and the final will count as 20% of your semester grade. In order to receive credit for the semester the student must pass at least two of the three grading units. For example they must pass both quarters or a quarter and a final.
Each quarter is made up of the following:
Chapter tests / Quizzes 70%
Homework 30%
GEOMETRY
COURSE DESCRIPTION
This course is a study in Euclidean geometry utilizing formal deductive proof methodology. By using this method, a greater understanding of theorems and proofs is made available to apply logic and predetermined definitions in solving a problem not completely related to geometry.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ.
• Recognize and develop models for points, lines, and planes.
• Distinguish between inductive and deductive reasoning.
• Prove theorems using deductive and inductive reasoning.
• Become familiar with parallel lines and the pairs of angles they form.
• Recognize the different types of triangles.
• Know the three trig ratios that go with right triangles, as well as the ratios that go with 45-45-90 and 30-60-90 degree triangles.
• Learn the relationship between circles and segments that go with them.
• Become familiar and recognize geometric shapes.
• Learn to apply formulas for finding the area of the geometric shapes.
• Learn to apply formulas for finding the lateral area, surface area, and volume for geometric solids.
• Graph lines and find their slopes.
• Find the distance between two points, midpoint, and set up a coordinate proof.
• Work with the various types of transformations.
COURSE OUTLINE
I. The language of Geometry
A. Points, Lines, Planes
B. Conditional Statements
C. Inductive and Deductive Reasoning
II. Segments
A. Number line
B. Congruence
C. Coordinate Plane
D. Midpoints
III. Angles
A. Measure
B. Types of Angles
C. Pairs of Angles
IV. Parallel Lines
A. Transversals
B. Slope
C. Equations of Lines
V. Triangles
A. Classifying Triangles
B. Congruent Triangles
C. Parts of Triangles
1. Altitudes
2. Angle Bisectors
3. Medians
4. Perpendicular Bisectors
D. Triangle Inequalities
E. Right Triangles and trigonometry
VI. Quadrilaterals
A. Parallelograms
B. Trapezoids
VII. Similarity
A. Proportions
B. Proportional parts of Triangles
VIII. Circles
A. Parts
B. Arcs
C. Area
D. Circumference
E. Angles
F. Circle Relationships
IX. Polygons
A. Angle Measure
B. Area
C. Tessellations
X. Geometric Solids
Surface Area
Volume
XI. Formalizing Proof
A. Logic and Truth Tables
B. Paragraph Proofs
C. Two Column Proofs
D. Coordinate Proofs
E. Indirect Proofs
XII. Transformations
A. Mappings
B. Reflections
C. Translations
D. Rotations
Dilations
COURSE ASSESSMENT:
Each quarter grade will count as 40% of your semester grade and the final will count as 20% of your semester grade. In order to receive credit for the semester the student must pass at least two of the three grading units. For example they must pass both quarters or a quarter and a final.
Each quarter is made up of the following:
Chapter tests / Quizzes 70%
Homework 30%
ADVANCED PLACEMENT CALCULUS
COURSE DESCRIPTION:
This course is designed to be the equivalent to a first semester college calculus course and to prepare the student for the AP examination. The student will learn about limits, derivatives, and integrals. The course will focus on being able to apply the concepts to various problems.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Develop problem solving skills
• Develop logical thinking
• Be prepared to succeed on the AP Calculus Exam
• Be prepared to take a college Calculus II course
• Have a mastery of the concepts of limits, derivatives, and integrals
• Be able to apply calculus concepts in real world situations
INTEGRATING THE FAITH:
The best connection between calculus and faith is pointing out the rules of the universe as God’s creation. Aside from this, most of my integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
I. Limits, Derivatives, Integrals, and Integrals(7 days)
A. The Concept of Instantaneous Rate
▪ Using tables and average rates to estimate instantaneous rates
B. Rate of Change by Equation, Graph, or Table
▪ Introduces the term derivative
C. One Type of Integral Function
▪ How the area beneath the curve can be used
D. Definite Integrals by Trapezoids
▪ Introduces the trapezoidal rule to estimate definite integrals
E. Limit of a Function
▪ Uses equations, tables, and graphs to examine the concept of limits
II. Properties of Limits(10 days)
A. Numerical Approach to the Definition of Limit
▪ Used calculated values to understand limits
B. Graphical and Algebraic approaches
▪ Finding limits using graphs and equations
C. Limit Theorems
D. Continuity
▪ Graphically and using the definition
E. Limits Involving Infinity
F. The Intermediate Value Theorem
III. Derivatives, Antiderivatives, and Indefinite Integrals(16 days)
A. Graphical Interpretation of Derivative
▪ Examines the relationship between slope and instantaneous rate
B. Difference Quotients and One Definition of Derivative
▪ Introduces the form[pic]
C. Derivative Functions
▪ Used the grapher to examine the relationship between various derivative functions
D. Derivative of the Power Function
▪ Introduces the form [pic]
▪ Introduces “short cuts” for finding derivatives of polynomials
E. Displacement, Velocity, and Acceleration
F. Sine, Cosine, and Composite Functions
G. The Chain Rule
H. Proof of the derivative of Sine and Cosine
I. Antiderivatives and Indefinite Integrals
IV. Products, Quotients, and Parametric Functions(14 days)
A. Combinations of Two Functions
B. Derivative of Products
C. Derivative of Quotients
D. Derivative of the other Trigonometric Functions
E. Differentiability and Continuity
F. Implicit Relations
G. Inverse Trigonometric Functions
V. Definite and Indefinite Integrals(16 days)
A. Review of Antiderivatives
B. Linear Approximations and Differentials
C. Formal Definition of Indefinite Integral
D. Riemann Sums
▪ Focuses on Lower, Upper, and Midpoint sums
E. Mean Value Theorem
F. Some Special Riemann Sums
▪ Students examine Riemann Sums where increasing the number of intervals does not change the result indicating that these sums must be exact. They then see how the Mean Value Thrm. Was used to choose the points
G. The Fundamental Theorem of Calculus
▪ Includes a very elegant proof using the Mean Value Theorem and demonstrates the connection between definite and indefinite integrals
H. Definite Integral Properties
I. A way to Apply Definite Integrals
▪ Helps show where and how definite integrals may be applied to real world situations
J. Using a Grapher
▪ How to use a Grapher to find a numerical estimate for definite integrals
VI. The Calculus of Exponential and Logarithmic Functions(17 days)
A. A Population Growth Problem
▪ Students discover that simple population problems produce [pic]
B. Antiderivative of the Reciprocal Function
C. Natural Logarithms
D. ln x is the Natural Logarithm
E. Derivatives of Exponential Functions
F. The Number e
G. The Natural Exponential Function
H. l'Hospital’s Rule
VII. The Calculus of Growth and Decay(13 days)
A. Direct Proportion Property of Exponential Functions
B. Exponential Growth and Decay
▪ Students work with relationships where [pic]
C. Other Real-World Applications
▪ Students work with various situations that produce separable differential equations
D. Slope Fields
E. Predator-Prey Population Problems
▪ Students examine a complex Predator-Prey problem and use slope fields to draw written conclusions about the state of the populations over time.
VIII. The Calculus of Plane and Solid Figures(23 days)
A. Cubic Functions
▪ Students examine several cubic functions in order to draw conclusions about their derivatives and second derivatives and the relationship they have to their graphs
B. Critical Points and Points of Inflection
C. Maxima and Minima
▪ Many applications are examined where an equation is developed and then critical points and end points are used to maximize or minimize a quantity
D. Area of a Region
E. Volume of a Solid by Plane Slicing
▪ Disks and washers
F. Volume of a Solid by Cylindrical Shells
IX. The Calculus of Motion—Averages, Extremes, and Vectors(14 days)
A. Distance, Displacement, and Acceleration
▪ The student examines the difference between distance and displacement
B. Average Value Problems
C. Related Rates
▪ The student works with many applications of this concept
D. Minimal Path
E. Maximum and Minimum Problems in Motion and Elsewhere
X. AP Review(time until test—approximately 14 days)
A. Multiple choice practice
B. Free response practice
XI. Other topics in Calculus(post test time—approximately 10 days)
A. Integration by parts
B. Trigonometric Substitution
C. A look at this year’s free response questions
EVALUATION:
Tests are 70% of the grade. Test corrections are 15%. Participation is 15%. Participation is based on homework, class behavior and effort, participation in class activities, and can be above 100% or below 0%. All incorrect problems on a test must be reworked as a separate assignment. Students will be able to continue reworking problems until the next test. Completed test corrections count 100% and uncompleted count 0%. Emphasis is placed on problems being done as a demonstration of proper methods, rather than a rush to an answer. Problems may be marked incorrect even if the answer is correct if they are not worked with clear steps, proper notation and terms, and complete explanation of the answer. In class, students are expected to take an active role in all discussions, problems worked together on the board, and small group assignments.
All students who take this course are expected to take the AP Calculus AB exam at the end of the year. The course is designed to cover all topics on the AP Calculus Course Description. The AP exam is made up of four parts. There is a multiple choice section requiring a graphing calculator, a multiple choice section in which calculators may not be used, a free response section requiring a graphing calculator, and a free response section in which calculators may not be used.
ENVIRONMENTAL SCIENCE
COURSE DESCRIPTION
Environmental Science is designed to provide the students with a balanced approach to the diverse study of the environment God has given us. The emphasis of this class is to develop the students thinking and decision-making skills. The goal is to provide students with the science background they need to analyze for themselves.
COURSE OBJECTIVES
1. Grow in their faith in Jesus Christ
2. Understand the connection between science, technology, and society
3. Use scientific knowledge to become better decision makers
4. Have an increased knowledge of the environment that God gave them
5. Be able to share their point of view on environmental issues in a debate format
6. Have the knowledge necessary to educate others
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit 1: Introduction To Environmental Science
Unit Objectives:
• Understanding our environment and how society has its effect on the environment.
• Understand the steps to the scientific method, gaining statistics and models, and then applying this knowledge to make informed decisions
• Understand the dynamic earth- the geosphere, the atmosphere, the hydrosphere, and the biosphere
I. Science and the Environment
A. Understanding Our Environment
• Case Study- Lake Washington: An Environmental Success Story RC
B. The Environment and Society
• The Tragedy of the Commons RC
• Lab- Analyzing Ecological Footprints TEC
• Lab- Comparing the Values of Species TEC
II. Tools of Environmental Science
A. Scientific Methods
• Case Study- The Experimental Method In Action of Keene High School RC
• Lab- Scientific Investigations
B. Statistics and Models
C. Making Informed Decisions
• Bats and Bridges RC
• Lab- Analyzing Environmental Issues TEC
• Video Clip- Oil Spills
III. The Dynamic Earth
A. The Geosphere
• Video- Natural Disasters
• Lab- Analyzing S- and P- Waves
B. The Atmosphere
• Lab- Concentration of Earth’s Greenhouse Gases
C. The Hydrosphere and Biosphere
• Psalm 135:7, Jeremiah 10:13, Job 36:27-28 ITF
• Case Study- Hydrothermal Vents RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit II: Ecology
Unit Objectives:
• Understand the diversity of life that God has put here on earth and how everything in an ecosystem is connected.
• Understand how energy and materials flow through an ecosystem and how ecosystems change.
• Understand the different biomes that exist on earth.
• Understand the difference between freshwater ecosystems and marine ecosystems.
I. The Organization of Life
A. Ecosystems: Everything is Connected
B. The Diversity of Living Things
• Butterfly Ecologist RC
• Genesis 1-2, Genesis 6-8 ITF
II. How Ecosystems Work
A. Energy Flow in Ecosystems
• DDT in an Aquatic Food Chain RC
B. The Cycling of Materials
C. How Ecosystems Change
• Lab- Calculating Land Area
III. Biomes
A. What Is A Biome?
B. Forest Biomes
• Deforestation, Climate, and Floods RC
• Lab- Identifying Sustainable Rainforest Products TEC
C. Grassland, Desert, and Tundra Biomes
• The Future of the Arctic National Wildlife Refuge RC
• Lab- Identifying Your Local Biome TEC
• Lab- Climatic Adaptations TEC
• Lab- Factors That Influence Ecosystems TEC
• Video Clip- Biomes TEC
IV. Aquatic Ecosystems
A. Freshwater Ecosystems
B. Marine Ecosystems
• Creating Artificial Reefs RC
• Case Study- Restoration of the Chesapeake Bay RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Create a Power Point on Biomes
• Debate- Forming and Opinion: Farm-Raised Salmon
• Review Assignment
• Unit Test
Unit III: Populations
Unit Objectives:
• Understand how populations change in size and how those populations interact with each other in a community.
• Understand the human population and the changing human population trends.
• Understand what is biodiversity, why it is at risk, and what will happen in the future to biodiversity.
I. Understanding Populations
A. How Populations Change in Size
• Where Should the Wolves Roam? RC
B. How Species Interact With Each Other
• Lab- Estimating Wild Animal Populations
II. The Human Population
A. Studying Human Population
B. Changing Population Trends
• Lost Populations- What Happened? RC
• Case Study- Thailand’s Population Challenges
• Lab- How Will Our Population Grow? TEC
• Lab- Pyramid Building
III. Biodiversity
A. What is Biodiversity?
B. Biodiversity at Risk
• Case Study- A Genetic Gold Rush in the Rain Forests
• Lab- Constructing a Timeline
• Video- Endangered Species TEC
EVALUATION AND SPECIAL ASSIGNMENTS
• Research Paper on an Endangered Species
• Review Assignment
• Unit Test
Unit IV: Water, Air, and Land
Unit Objectives:
• Understand where our water resources come from, how they are used, and how they are being polluted.
• Understand what causes air pollution and why it leads to acid precipitation.
• Understand how ozone protects the Earth and how our climate may or may not be going through a change due to global warming.
• Understand land use and that proper conservation methods can lead to good land management.
• Understand how crops and organisms are used to feed the world population.
I. Water
A. Water Resources
• Ecclesiastes 1:7, Isaiah 55:10, Job 26:8 ITF
• Case Study- The Ogallala Aquifer: An Underground Treasure
B. Water Use and Management
• The Three Gorges Dam RC
• Lab- Modeling Water Budget
• Lab- Analyzing Water Use
C. Water Pollution
• Lab- Operation Oil Spill Cleanup TEC
• Lab- Comparing Hard and Soft Water
II. Air
A. What Causes Air Pollution?
• The Donora, Pennsylvania- Killer Smog RC
B. Air, Noise, and Light Pollution
• Case Study- The Health Effects of Ground-Level Ozone RC
C. Acid Precipitation
• Lab- Testing Acid, Tracking Rain TEC
III. Atmosphere and Climate Change
A. Climate and Climate Change
• Video: What’s Happening With Our Weather? TEC
B. The Ozone Shield
• Ozone Scientist RC
• Lab- Methyl Bromide: The Ozone’s Enemy
C. Global Warming
• Lab- Global Warming in a Jar TEC
IV. Land
A. How We Use Land
B. Urban Land Use
• Lab- Creating a Land Use Model TEC
C. Land Management and Conservation
• Restoring the Range RC
• Case Study- California’s Wilderness Corridors
• Lab- A Hot Topic
• Lab- Evaluating a Land-Use Decision
V. Food and Agriculture
A. Feeding the World
B. Crops and Soil
• Lab- Which Crops Tolerate Salt? TEC
C. Animals and Agriculture
• Case Study- Menhaden: The Fish Behind the Farm RC
• Lab- Identifying Food Product Sources
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit V: Mineral and Energy Resources
Unit Objectives:
• Understand the mineral resources we have, how they are mined, and what regulations the government has put on the mining industry
• Understand the importance of fossil fuels but also other sources of energy, specifically nuclear energy
I. Mining and Mineral Resources
A. Minerals and Mineral Resources
B. Mineral Exploration and Mining
• Case Study- Hydraulic Mining in the California Goldfields RC
C. Mining Regulations and Mine Reclamation
• Coltan and the War in the Congo RC
II. Nonrenewable Energy
A. Energy Resources and Fossil Fuels
• From Crude Oil to Plastics RC
• Lab- Analyzing Energy Audit Data
B. Nuclear Energy
• Lab- Identifying Verifiable Facts About Nuclear Energy
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit VI: Position Paper- Introducing Species and Their Effect on Biodiversity
PHYSICS
COURSE DESCRIPTION
This class is designed for the students to obtain an appreciation for the excitement of physics, meaning creating knowledge that can lead to the improvement in human condition. The students will also gain knowledge of the principles and concepts on which physics is based. Last, the students will obtain the ability to solve problems.
COURSE OBJECTIVES
1. Identify the knowledge that God has given us to solve a problem
2. Extract information from relevant sources
3. Make logical and justifiable decisions
4. Combine partial information obtained by several people into one coherent solution
5. Apply old solutions to new situations and apply new situations to old situations
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit 1: The Science of Matter and Energy
Unit Objectives:
• Understand that in physics it is a search for understanding our physical world
• Understand the use of the metric system, measurement, and creating graphs from this
I. What is physics?
A. Physics: The Search For Understanding
• Lab- The Paper Tower TEC
• Lab- Bubble Up
II. A Mathematical Toolkit
A. The Measures of Science
• Lab- Direct and Indirect Measurements TEC
• Lab- How good is your eye?
B. Measurement Uncertainties
• Lab- Measuring Temperature TEC
C. Visualizing Data
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit II: Mechanics
Unit Objectives:
• Understand motion and be able to describe motion according to velocity and acceleration
• Understand the properties and components of vectors
• Understand motion according to velocity and acceleration in one dimension
• Understand force according to Newton’s Three Laws of Motion
• Understand force in two dimensions, projectile motion, and circular motion
• Understand the concepts of the Law of Universal Gravitation
• Understand impulse and momentum and how momentum is conserved
• Understand how machines use energy to accomplish work
• Understand the different forms of energy and how energy is conserved
I. Describing Motion
A. Picturing Motion
B. Where and When?
C. Velocity and Acceleration
II. Vector Addition
A. Properties of Vectors
B. Components of Vectors
III. Mathematical Model of Motion
A. Graphing Motion in One Dimension
• Lab- Uniform or Not? TEC
B. Graphing Velocity in One Dimension
• Lab- A Ball Race
C. Acceleration
• Lab- Bowling Ball Displacement TEC
D. Free Fall
IV. Forces
A. Force and Motion
• Lab- Forza Motorsport TEC
• Lab- How far is forever?
• Lab- Tug of War Challenge
B. Using Newton’s Laws
• Lab- The Elevator Ride TEC
C. Interaction Forces
• Video- That Mu You Do
• Sad Comic Got Science Right RC
• Analyzing Collisions in Terms of Newton’s Laws RC
V. Forces and Motion in Two Dimensions
A. Forces in Two Dimensions
B. Projectile Motion
C. Circular Motion
VI. Universal Gravitation
A. Motion in the Heavens and on Earth
• Parallel Universe RC
• Isaiah 40:22, Luke 17: 34-36, Psalms 19: 4-6 ITF
• Lab- The Orbit
B. Using the Law of Universal Gravitation
• Video- The Life of Einstein
VII. Momentum and Its Conservation
A. Impulse and Momentum
B. The Conservation of Momentum
• Video- Running With Momentum
• Video- Relaxing With Impulse
VIII. Energy, Work, and Simple Machines
A. Energy and Work
• Lab- Working Out TEC
• Lab- An Inclined Mass TEC
B. Machines
• Using the Work-Energy Theorem with Car and Driver Website Data RC/TEC
VIV. Energy
A. The Many Forms of Energy
B. Conservation of Energy
EVALUATION AND SPECIAL ASSIGNMENTS
• Build a Toothpick Bridge
• Review Assignment
• Unit Test
Unit III: States of Matter
Unit Objectives:
• Understand the comparison and difference between temperature and thermal energy
• Understand and describe a change in state and be able to state the Laws of Thermodynamics
• Understand the properties of the solid and fluid states of matter
I. Thermal Energy
A. Temperature and Thermal Energy
• Lab- Heating Up TEC
• Lab- Cool Times
• Lab- Drip, Drip, Drip TEC
B. Change of State and Laws of Thermodynamics
II. States of Matter
A. The Fluid States
• Lab- Science In Flight TEC
B. The Solid States
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit IV: Waves and Light
Unit Objectives:
• Understand the properties and behaviors of waves
• Understand the properties of the specific sound wave and how pertains to making music
• Understand the fundamentals of light being both a wave and a particle
I. Waves and Energy Transfer
A. Wave Properties
• Lab- Waves on a Coiled Spring TEC
B. Wave Behavior
II. Sound
A. Properties of Sound
B. The Physics of Music
III. Light
A. Light Fundamentals
• Job 38:19 ITF
B. Light and Matter
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignments
• Unit Test
Unit V: Electricity
Unit Objectives:
• Understand how an object can develop an electrical charge
• Understand how electrical charge can lead to electrical force between two objects
I. Static Electricity
A. Electrical Charge
• Demonstration with and Electroscope TEC
B. Electrical Force
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit VI: Modern Physics
Unit Objectives:
• Understand the similarities and differences between the Bohr Model of the Atom and the Quantum Mechanical Model of the Atom
I. The Atom
A. The Bohr Model of the Atom
B. The Quantum Mechanical Model of the Atom
EVALUATION AND SPECIAL ASSIGNMENTS
• Explain the differences between the models of the atom E
• Review Assignment
• Unit Test
FIELD TRIPS
• Nobel Conference
• Twins Physics Day
PHYSICAL SCIENCE
COURSE DESCRIPTION
This class is based around four themes which unifies science. These are: Energy, Systems and Interactions, Scale and Structure, and Stability and Change. Physical Science is an introductory to chemistry and physics that is offered to freshman students.
COURSE OBJECTIVES
1. To experience the richness and excitement of knowing about and understand God’s world.
2. To develop scientific, technological, and mathematical literacy
3. Use scientific principles and processes appropriately in making Christian decisions
4. Engage intelligently in public conversation and debate about matters in scientific and
technological concern
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit I: Energy and Motion
Unit Objectives:
• Understand the scientific method and be able to communicate data as a graph and also have an understanding of the metric system
• Understand that forces will cause motion and that motion to be accelerated
• Understand Newton’s Laws of Motion as well as being able to describe gravity
• Understand that energy is the ability to cause change and is always conserved
• Understand that energy is going to produce work and this work can be accomplished by use of machines
• Understand the terms of temperature, heat, and thermal energy and how thermal energy can be transferred
I. The Nature of Science
A. The Methods of Science
B. Standards of Measurement
• National Geographic- Visualizing SI Dimension RC
• Lab- Determining the Density of Pencil TEC
• Biblical Measurement ITF
C. Communicating With Graphs
• Thinking in Pictures: and other reports from my life with autism RC
• Lab- Observing Change Through Graphing
• Lab- No Need to Count Your Pennies TEC
II. Motion
A. Describing Motion
• Lab- Describing the Motion of a Car
• Lab- Motion of a Bowling Ball TEC
B. Acceleration
• National Geographic- Visualizing Motion RC
C. Motion and Forces
III. Forces
A. Newton’s 2nd Law
• Lab- Measuring the Effects of Air Resistance
B. Gravity
• Lab- Finding Acceleration Due To Gravity (g)
C. Newton’s 3rd Law
• National Geographic- Visualizing Rocket Motion RC
• Newton and the Plague RC
• Lab- The Momentum of Colliding Objects TEC
IV. Energy
A. The Nature of Energy
B. Conservation of Energy
• National Geographic- Visualizing Energy Transformation RC
• Lab- The Energy of a Pendulum
• The Impossible Dream RC
V. Work and Machines
A. Work
B. Using Machines
C. Simple Machines
• National Geographic- Visualizing Levers In The Human Body RC
• The Science of Very Very Small RC
VI. Thermal Energy
A. Temperature and Heat
• Lab- Specific Heats of Metals TEC
B. Transferring Thermal Energy
• National Geographic- Visualizing Convection Currents
• Video Clip- Convection Currents and Wind
• Lab- Comparing Thermal Conductors TEC
• Lab- Convection in Gases and Liquids
C. Using Heat
• Surprising Thermal Energy RC
• Video Clip- Internal Combustion Engine
EVALUATION AND SPECIAL ASSIGNMENTS
• Build Compound Machines from Simple Machines
• Review Assignment
• Unit Test
Unit II: Electricity
Unit Objectives:
• Understand the difference between static electricity and an electrical current
• Understand how we use electrical energy
I. Electricity
A. Electric Charge
• Demonstration- How lightning is created
• National Geographic- Visualizing Lightning RC
• Demonstration- Using an Electroscope TEC
• Lab- Investigating Charged Objects
B. Electric Current
C. Electrical Energy
• Invisible Man RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Discovery Channel Research Project
• Review Assignment
• Unit Test
Unit III: Energy on the Move
Unit Objectives:
• Understand the properties and behavior of waves
• Understand the nature of sound and its uses as well as creating music
• Understand where visible light is on the entire electromagnetic spectrum
• Understand the behavior of light and its uses as well as how color is produced
I. Waves
A. The Nature of Waves
• Visualizing Formation of Ocean Waves
B. Wave Properties
• Lab- Velocity of a Wave
C. The Behavior of Waves
• Making Waves RC
II. Sound
A. The Nature of Sound
• Lab- Listening to Sound Through Different Materials
B. Properties of Sound
• Lab- Sound Waves and Pitch
C. Music
• Lab- Making Music
D. Using Sound
• National Geographic- Visualizing Bat Echolocation RC
• Noise Pollution RC
• Video Clip- Sonar
III. Electromagnetic Waves
A. What Are Electromagnetic Waves?
B. The Electromagnetic Spectrum
• Lab- Heating With Microwaves TEC
• Lab- Observing the Electromagnetic Spectrum
C. Radio Communication
• National Geographic- Visualizing Radio Broadcasts RC
• Riding a Beam of Light RC
IV. Light
A. The Behavior of Light
• Lab- Observing Refraction in Water
B. Light and Color
• Light’s straight-line path (Job 38:19) ITF
C. Producing Light
• National Geographic- Visualizing Lasers RC
D. Using Light
• A Haiku Garden RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit IV: The Nature of Matter
Unit Objectives:
• Understand the composition and properties of matter
• Understand the properties that are specific to solids, liquids, and gases and how the kinetic theory applies to the difference in state of matter
• Understand the structure of the atom and the meaning of the Periodic Table
I. Classification of Matter
A. Composition of Matter
• National Geographic- Visualizing Elements RC
• Lab- Elements, Compounds, and Mixtures
B. Properties of Matter
• Intriguing Elements RC
• Lab- Checking Out Chemical Changes TEC
II. Solids, Liquids, and Gases
A. Kinetic Theory
• Lab- Density of a Liquid
• Lab- Thermal Energy Changes in Matter TEC
B. Properties of Fluids
C. Behavior of Gases
• National Geographic- Visualizing Atmospheric Layers RC
• Hot and Cold RC
III. Properties of Atoms and the Periodic Table
A. Structure of the Atom
• National Geographic- Visualizing the Atomic Model RC
• Lab- Modeling an Aluminum Atom
B. Masses of Atom
C The Periodic Table
• What’s in a name? RC
• A Chilling Story RC
• Lab- What’s in a name?
• TEC
EVALUATION AND SPECIAL ASSIGNMENTS
• Research paper on a specific element
• Review Assignment
• Unit Test
Unit V: Diversity of Matter
Unit Objectives:
• Understand the types of bonding that exists between atoms and why bonding occurs
• Understand how to write formulas and name compounds after bonding between atoms occurs
I. Chemical Bonds
A. Stability in Bonding
B. Types of Bonds
• National Geographic- Visualizing Polar Molecules RC
C. Writing Formulas and Naming Compounds
• A Sticky Subject RC
• Play Formula Dice Game
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
CHEMISTRY
COURSE DESCRIPTION
This class describes how matter interacts in God’s world. Chemistry is an upper level science class requiring mathematical skills and critical thinking skills. Technique in a laboratory setting will also be an emphasis.
COURSE OBJECTIVES
1. Unify concepts and processes as Christians
2. Have the ability to do scientific inquiry
3. Understand the properties of matter and the changes it undergoes
4. Understand the interactions of energy and matter
5. Understand about science and technology
6. Identify challenges in science and technology at local, national, and global levels
7. Understand God’s nature of scientific knowledge
COURSE OUTLINE
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit I: The Scientific Method and Data Analysis
Unit Objectives:
• Understand the scientific method and how to use that to do scientific research
• Understand the international system of units and how to apply that to dimensional analysis
• Understand how to graph the data collected when conducting a science experiment
I. Introduction to Chemistry
A. Chemicals
• The Man Who Turned Chemistry Into a Science- Robert Boyle RC
• Challenge Problem- Production of Chlorofluorocarbons
B. Matter
C. Scientific Method
• Lab- The Rubber Band Stretch
• Lab- Lab Techniques and Lab Safety TEC
D. Scientific Research
• Lab- Developing Observation Skills
• Lab- Effective Use of a Bunsen Burner
II. Data Analysis
A. Units of Measurement
• Lab- Density of an Irregular Solid
• Lab- Small-Scale Lab Techniques TEC
B. Scientific Notation and Dimensional Analysis
C. Accuracy and Precision
D. Graphing
• Lab- Using Density to Find the Thickness of a Wire
• Lab- Density
• Lab- Making a Graph TEC
• Challenge Problem- Population Trends in the United States RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit II: Matter and the Atom
Unit Objectives:
• Understand the properties of matter and the changes it undergoes
• Understand the early theories of matter
• Understand that the atom is made up of protons, neutrons, and electrons
• Understand that there are isotopes of atoms
• Understand the Quantum Theory of the atom
I. Matter- Properties and Changes
A. Properties of Matter
• Lab- The Density of Wood
B. Changes in Matter
• Lab- Matter and Chemical Reactions
• Lab- Properties of Water
• Challenge Problem- Physical and Chemical Changes RC
C. Mixtures of Matter
• Lab- Forensic Lab
• Lab- Separation of Aspirin
D. Elements and Compounds
II. The Structure of an Atom
A. Early Theories of Matter
• Hebrews 11:3 ITF
B. Subatomic Particles and the Nuclear Atom
• Lab- Very Small Particles
• Lab- Simulation of Rutherford’s Gold Foil Experiment TEC
C. How Atoms Differ
• Lab- Modeling Isotopes
• Challenge Problem- Isotopes of an Element
D. Unstable Nuclei and Radioactive Decay
III. Electrons in Atoms
A. Light and Quantized Energy
• Lab- Flame Tests
B. Quantum Theory and the Atom
• Scientists Contributing to the Development of the Quantum Theory RC
• Challenge Problem- Quantum Numbers RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignments
• Unit Test
Unit III: The Periodic Table and the Elements
Unit Objectives:
• Understand the Modern Periodic Table and the periodic trends that exist
• Understand how to classify each element
• Understand the different areas and the types of elements that exist on the Periodic Table
I. The Periodic Table and Periodic Law
A. Development of the Modern Periodic Table
B. Classification of the Elements
• Challenge Problem- Döbereiner’s Triads
C. Periodic Trends
• Lab- Periodicity of Molar Heats of Fusion and Vaporization
• Lab- Periodic Trends on the Periodic Table
• TEC
II. The Elements
A. Properties of s-Block Elements
• Lab- Properties of Magnesium
• Lab- Hard Water
• Challenge Problem- Abundance of the Elements
B. Properties of p-Block Elements
C. Properties of d-Block and f-Block Elements
EVALUATION AND SPECIAL ASSIGNMENTS
• Research paper on an element
• Review Assignment
• Unit Test
Unit IV: Chemical Bonding Through Chemical Reactions
Unit Objectives:
• Understand the nature of an ionic chemical bond
• Understand the nature of a metallic bond
• Understand the nature of a covalent chemical bond
• Understand the classifications of all chemical reactions
• Understand the use of the SI unit- the mole
• Understand how to make a stoichiometric calculation
I. Ionic Compounds
A. Forming Chemical Bonds
• Challenge Problem- Comparing the Structures of Atoms and Ions
B. The Formation and Nature of Ionic Bonds
• Lab- Making Ionic Compounds
• Lab- Properties of Ionic Compounds
C. Names and Formulas for Ionic Compounds
D. Metallic Bonds and Properties of Metals
• Lab- Heat Treatment of Steel
II. Covalent Bonding
A. The Covalent Bond
B. Naming Molecules
C. Molecular Structure
• Challenge Problem- Exceptions to the Octet Rule
D. Molecular Shape
• Lab- Building VSEPR Models
• Lab- Covalent Bonding in Medicines TEC
E. Electronegativity and Polarity
• Lab- Covalent Bonding
III. Chemical Reactions
A. Reactions and Equations
• Challenge Problem- Balancing Chemical Equations
B. Classifying Chemical Reactions
• Lab- Activities of Metals
• Lab- Single-Replacement Reactions
C. Reactions in Aqueous Solutions
• Lab- Solutions and Precipitates
• Lab- Observing a Precipitate-Forming Reaction
IV. The Mole
A. Measuring Matter
B. Mass and the Mole
C. Moles of Compounds
• Lab- Estimating the Size of a Mole
• Challenge Problem- Using Mole-Based Conversions
D. Empirical and Molecular Formulas
• Lab- Percent Composition of Gum
E. The Formula for a Hydrate
• Lab- Hydrated Crystals
V. Stoichiometry
A. What is stoichiometry?
B. Stoichiometric Calculations
• Lab- Baking Soda Stoichiometry
• Challenge Problem- Mole Relationships in Chemical Reactions
C. Limiting Reactants
• Lab- Observing a Limiting Reactant
D. Percent Yield
EVALUATION AND SPECIAL ASSIGNMENT
• Review Assignment
• Unit Test
Unit V: Organic Chemistry
Unit Objectives:
• Understand the properties and differences between the various hydrocarbons
• Understand the functional group attached to each substituted hydrocarbon
• Understand the polymers that make up living organisms
I. Hydrocarbons
A. Alkanes
• Challenge Problem- Structural Isomers of Hexane
B. Cyclic Alkanes and Alkane Properties
• Lab- Isomerism
C. Alkenes and Alkynes
D. Isomers
• Lab- The Ripening of Fruit with Ethene
E. Aromatic Hydrocarbons and Petroleum
II. Substituted Hydrocarbons and Their Reactions
A. Functional Groups
B. Alcohols, Ethers, and Amines
C. Carbonyl Compounds
• Challenge Problem- Boiling Points of Organic Families RC
D. Other Reactions of Organic Compounds
E. Polymers
III. The Chemistry of Life
A. Proteins
B. Carbohydrates
C. Lipids
• 1 Corinthians 10:23-11:1 ITF
D. Nucleic Acids
E. Metabolism
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
BIOLOGY
COURSE DESCRIPTION
This class is designed to lead students toward a better understanding of the human body. The students will learn aspects of how the human body functions; from the basic structure, to anatomy to disease.
COURSE OBJECTIVES
1. Gain the knowledge of our design given to us by our loving God
2. Combine text and lab work to take a closer examination of the human body
3. Learn to function a microscope
4. Complete a dissection
5. Understand the intricate detail of the living cell
6. Identify biology-related careers
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit I: Life Sciences: Methodology and Philosophy
Unit Objectives:
• Understand the progression of natural history to the present day modern science
• Understand the basis for disproving evolution
• Understand why an acceptance to the Genesis record is important
I. Natural History and Scientific Investigation
A. Natural History through the Ages
• Romans 1:20 and Genesis 1:28
B. Modern Science
C. Biology and Scientific Investigation
• The Methods of Biology RC
• Lab- Using the Microscope
II. Evolution: A Retreat from Science
A. Science and Faith
• The Faith of an American Scientist (Wernher von Braun) ITF/RC
• An American Scholar Speaks for Creation (William Jennings Bryan) ITF/RC
B. Paleontology: Evidence Against Evolution
C. Biology: Evidence Against Evolution
D. Evolution Is Not Science
• Essay by Dr. John Hand- Why I Accept the Genesis Record ITF/RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit II: Human Anatomy and Physiology: Purpose and Design
Unit Objectives:
• Understand how God created us with a purpose
• Understand the location and the function of each bone and muscle within the body
• Understand how the brain and spinal cord function to bring about action within the body
• Understand how a healthy digestive tract will allow for absorption of nutrients and the pathway those nutrients take to reach the bloodstream
• Understand how blood is circulated throughout the body and how the respiratory system provides the blood with oxygen
• Understand how the integumentary system and exocrine system rid our body of wastes
• Understand how the endocrine system works in conjunction with the nervous system to provide actions within the body
• Understand that the immune system is our all important defense to prevent disease and infection within the human body
I. Fearfully and Wonderfully Made
A. The Crown of God’s Creation
B. To Everything a Purpose
C. Fearfully and Wonderfully Made
• Lab- Human Fetal Growth
II. Bones and Muscles
A. The Axial Skeleton
B. The Appendicular Skeleton
C. Bones: Designed for Strength
• Bones- The Body’s Support RC
• Osteoporosis E
• Lab- The Skeletal System
D. Joints of the Skeleton
E. Muscles: Designed for Motion
• :Lab- Learning about Bones and Muscles
F. Engineered for Power
G. Muscles in Strength and Weakness
• Muscles for Locomotion RC
III. The Nervous System
A. Outline of the Nervous System
• The Nervous System RC
B. Nerves and How They Work
C. The Brain: Organ of the Mind
• Lab- Distraction and Reaction Time
D. Neurological Health
• The Effect of Drugs RC
E. The Senses and Sense Organs
• The Senses RC
• Lab- What is the Effect of Smell on Taste?
IV. Nutrition and Digestion
A. Carbohydrates, Proteins, and Lipids
• Lab- Food Chemistry
• Lab- Caloric Content of a Meal
B. Vitamins, Minerals and Water
• Lab- How Much Vitamin C Are You Getting?
C. Nutritional and Caloric Intakes
• Nutrition RC
D. The Beginning of the Digestive System
E. The Stomach and Intestines
• Following Digestion of a Meal RC
F. A Healthy Gastrointestinal Tract
• Process of Digestion E
V. Circulation and Respiration
A. Blood: The Life of the Flesh
• Leviticus 17:11 and Genesis 2:7 ITF
B. The Heart: God’s Handiwork
• Lab- The Effect of Exercise on Heart Rate
C. Circulation: To Every Cell
• The Circulatory System RC
• Lab- Checking Your Pulse
D. Respiration: The Breath of Life
• The Respiratory System RC
• Lab- Measuring Respiration
VI. Integumentary, Excretory, and Endocrine Systems
A. The Integumentary System
• Lab- Epithelial Tissue
B. The Excretory System
• The Urinary System RC
C. The Endocrine System
• The Endocrine System RC
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignments
• Unit Test
• Dissection of a Fetal Pig
Unit III: Disease and the Body’s Immune System
Unit Objectives:
• Understand the nature of disease since
• Understand what an infectious disease is and how our body defends this
• Understand the total immune system
I. Disease and the Body’s Immune System
A. Since the Fall
• The Nature of Disease RC
• Saving 1 Life At A Time RC
• Hero’s Saving Lives E
B. Infectious Diseases
• Defense Against Infectious Diseases RC
• Infectious Disease RC
• Video- On the Trail of a Killer Virus
C. The Immune System
D. Special Defenses and Immunity
• Video- The Coming Plague
Unit IV: Cellular and Molecular Biology: The Complexity of Living Things
Unit Objectives:
• Understand the design and function of a cell
• Understand God’s plan for the continuity of life
• Understand the concept of heredity
• Understand that DNA is the master control of the human body
I. Cytology: The Design and Function of Cells
A. The Variety and Complexity of Cells
B. The Design of Cells
C. The Life and Work of Cells
Lab- Mitosis
II. Heredity: The Continuity of Life
A. God’s Provision for the Continuity of a Life
• The Miracle of Meiosis ITF/RC
B. Classical Genetics
• God’s Design for Variety ITF/RC
C. Human Genetics
• Recombinant DNA Technology RC
• The Human Genome RC
• Y Chromosome Analysis Confirms Biblical Account of Jewish and Arabic Origins ITF/RC
III. DNA: The Regulation of Life
A. DNA: Master Program of the Cell
B. The Activities of DNA
• Video- Gattaca TEC
EVALUATION AND SPECIAL ASSIGNMENTS
• Certification in CPR/First Aid
• Review Assignment
• Unit Test
ADVANCED BIOLOGY
COURSE DESCRIPTION
This class is designed to give students an even deeper understanding of the human body. Advanced Biology includes information of particular interest to allied health students and devices to help them relate their classroom knowledge to their future clinical practice.
COURSE OBJECTIVES
1. Obtain the knowledge of the intricate design the Creator has given the human body
2. Use information illustrated how theory is applied to clinical practice
3. Use terms and word parts to expand their understanding of technical and medical terminology
4. Explain the reason for God’s design of human anatomy and physiology
COURSE OUTLINE
Assignment Key
ITF Integrating the Faith
RC Reading Comprehension
E Essay
TEC Technology
Unit I: Levels of Organization
Unit Objectives:
• Understand the levels of life, characteristics of life, and what maintains life
• Understand that the fundamental constituent of matter is the atom
• Understand the organelles within the cell as well as how a cell divides
• Understand metabolic processes that occur within the human body
• Understand the various tissues that the human body is made up of
I. Introduction to Human Anatomy and Physiology
A. Anatomy and Physiology
• Clinical Application- Ultrasonography and Magnetic Resonance Imaging RC
B. Levels of Organization
C. Characteristics of Life
D. Maintenance of Life
E. Organization of the Human Body
• Lab- Body Organization and Terminology
• Lab- Scientific Method and Measurements
F. Life-Span Changes
II. Chemical Basis of Life
A. Structure of Matter
• Clinical Application- Radioactive Isotopes Reveal Physiology RC
• Clinical Application- Ionizing Radiation RC
B. Chemical Constituents of Cells
• Clinical Application- CT Scanning and PET Imaging RC
• Lab- Care and Use of the Microscope TEC
III. Cells
A. A Composite Cell
• Clinical Application- Faulty Ion Channels Cause Disease RC
• Clinical Application- The Blood-Brain Barrier RC
• Lab- Cell Structure and Function
B. Movements Into and Out of the Cell
• Lab- Movements Through Cell Membrane
C. The Cell Cycle
• Lab- The Cell Cycle
D. Control of Cell Division
E. Stem and Progenitor Cells
IV. Cellular Metabolism
A. Metabolic Processes
B. Control of Metabolic Reactions
C. Energy for Metabolic Reactions
• Clinical Application- Overriding a Block in Glycolysis RC
D. Cellular Respiration
E. Nucleic Acids and Protein Synthesis
• From Science to Technology- DNA Makes History RC
F. Changes in Genetic Information
• From Science to Technology- Gene Amplification RC
• Clinical Application- Phenylketonuria RC
V. Tissues
A. Epithelial Tissues
B. Connective Tissues
• Clinical Application- Abnormalities of Collagen RC
C. Muscle Tissue
D. Nervous Tissue
• Lab- Muscle and Nervous Tissue
E. Types of Membranes
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit II: Support and Movement
Unit Objectives:
• Understand the structure and the function of the skin
• Understand bone structure, how it develops, and the locations of bones
• Understand how to classify a joint as well as the structure
• Understand the classification of muscle as well as the mechanism of contraction
I. Skin and the Integumentary System
A. Skin and Its Tissue
• Clinical Application- Skin Cancer
B. Accessory Organs of the Skin
• Clinical Application- Hair Loss
• Clinical Application- Acne
C. Regulation of Body Temperature
• Clinical Application- Elevated Body Temperature
D. Skin Color
E. Healing of Wounds and Burns
F. Life-Span Changes
• Lab- Integumentary System
II. Skeletal System
A. Bone Structure
• Lab- Structure and Classification of Bone
B. Bone Development and Growth
C. Bone Function
• Clinical Application- Osteoporosis RC
• Osteoporosis E
D. Skeletal Organizations
• Lab- Organization of the Skeleton
E. Skull
• Lab- The Skull
F. Vertebral Column
• Clinical Application- Disorders of the Vertebral Column RC
G. Thoracic Cage
• Lab- Vertebral Column and Thoracic Cage
H. Pectoral Girdle
I. Upper Limb
• Lab- Pectoral Girdle and Upper Limb
J. Pelvic Girdle
K. Lower Limb
• Lab- Pelvic Girdle and Lower Limb
L. Life-Span Changes
III. Joints of the Skeletal System
A. Classification of Joints
• Lab- The Joints
B. General Structure of a Synovial Joint
C. Types of Synovial Joints
D. Types of Joint Movements
E. Examples of Synovial Joints
• Clinical Application- Replacing Joints RC
• Clinical Application- Joint Disorders RC
F. Life-Span Changes
IV. Muscular System
A. Structure of a Skeletal Muscle
• Lab- Skeletal Muscle Structure
B. Skeletal Muscle Contraction
• Clinical Application- Myasthenia Gravis
C. Muscular Responses
• Clinical Application- Use and Disuse of Skeletal Muscles
D. Smooth Muscles
E. Cardiac Muscles
F. Skeletal Muscle Actions
G. Major Skeletal Muscles
• Clinical Application- TMJ Syndrome
• Lab- Muscles of the Face, Head, and Neck
• Lab- Muscles of the Chest, Shoulder, and Upper Limb
• Lab- Muscles of the Deep Back, Abdominal Wall, and Pelvic Outlet
• Lab- Muscles of the Hip and Lower Limb
H. Life-Span Changes
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignments
• Unit Test
Unit III: Integration and Coordination
Unit Objectives:
• Understand the classification and function of a neuron and neuroglial cell
• Understand the structure and function of the central nervous system and peripheral nervous system
• Understand the role that blood plays in delivering nutrients and taking away wastes to and from our body cells
I. Nervous System I: Basic Structure and Function
A. General Functions of the Nervous System
• Clinical Application- Migraine RC
• Clinical Application- Multiple Sclerosis RC
• Lab- Nervous Tissue and Nerves
B. Classification of Neurons and Neuroglial Cells
C. Cell Membrane Potential
• Clinical Application- Factors Affecting Impulse Conduction RC
D. The Synapse
E. Impulse Processing
• Clinical Application- Opiates in the Human Body RC
• Clinical Application- Drug Addiction RC
II. Nervous System II: Divisions of the Nervous System
A. Meninges
B. Ventricles and Cerebrospinal Fluid
• Clinical Application- Cerebrospinal Fluid Pressure RC
C. Spinal Cord
• Clinical Application- Uses of Reflexes
• Clinical Application- Spinal Cord Injuries
• Lab- The Reflex Arc and Reflexes
• Lab- The Meninges and Spinal Cord
D. Brain
• Clinical Application- Cerebral Injuries and Abnormalities RC
• Clinical Application- Parkinson’s Disease RC
• Clinical Application- Brain Waves RC
• Lab- The Brain and Cranial Nerves
E. Peripheral Nervous System
• Clinical Application- Spinal Nerve Injuries
F. Autonomic Nervous System
G. Life-Span Changes
III. Blood
A. Blood and Blood Cells
• Clinical Application- King George III and Porphyria Variegata
• Clinical Application- Leukemia
• Lab- Blood Cells
B. Blood Plasma
C. Hemostasis
• Clinical Application- The Return of the Medical Leech
• Clinical Application- Living With Hemophilia
D. Blood Groups and Transfusions
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
Unit IV: Genetics and Genomics
Unit Objectives:
• Understand the advancements being made in medicine due to genetic research and gene therapy that is being used
• Understand how traits are inherited and how they are expressed
• Understand the meaning of abnormal chromosome numbers and how it leads to genetic defects
I. Genetics and Genomics
A. The Emerging Role of Genetics and Genomics in Medicine
• Clinical Application- It’s All In The Gene
B. Modes of Inheritance
C. Gene Expression
D. Complex Traits
E. Matters of Sex
F. Chromosome Disorders
• Clinical Application- Down Syndrome
G. Gene Therapy
• Clinical Application- Gene Therapy Successes and Setbacks
EVALUATION AND SPECIAL ASSIGNMENTS
• Review Assignment
• Unit Test
CHAPTER PRESENTATION
• Research
• Meet Objectives
• Presentation
COMPUTER APPLICATIONS
COURSE DESCRIPTION:
This course is designed to be a basic first year course that all students would be required to take and that all students would benefit from. This course will teach students how to use examples of the most common types of software used productively in the workplace and home. It should also prepare the student for the computer use required by various other classes at Martin Luther High School
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Become familiar with word processors, slideshows, and spreadsheets
• Be able to use the computer in other classes
• See what a data base is
• Learn about safety issues involved with computer use
• Learn about computer hardware
• Learn about computer history
INTEGRATING THE FAITH:
The class has very few lectures—most lessons are taught through guided assignments. Therefore, most integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
I. OpenOffice Writer
A. Starting Writer
1. Saving Files
2. Opening and Printing Documents
3. Switching between Documents
4. Changing Views
B. Editing Documents
1. Cut, Copy, and Paste
2. Spelling and Grammar
3. Formatting Text
4. Boarders
5. Bullets and Numbers
6. Indenting and Tabs
C. Advanced Formatting
1. Page Numbers
2. Footnotes
3. Headers and Footers
4. Page and Section Breaks
5. Margins and Columns
D. Tables
1. Creating Tables
2. Adding Rows and Columns
3. Formatting a Tables
II. Computer Safety
III. OpenOffice Impress
A. Starting Impress
1. Creating and Saving a Presentation
2. Viewing a Presentation
3. Printing a Presentation
B. Editing Presentations
1. Editing Text
2. Changing Importance in Lists
3. Changing Layouts
4. Adding Art
5. Formatting a Slide
C. Advanced Formatting
1. Adding Animations
2. Reordering Slides
3. Adding Transitions
IV. Computer Hardware
V. OpenOffice Calc
A. Starting Calc
1. Creating and Saving a Workbook
2. Understanding Cells
3. Entering and Moving Data
4. Inserting Rows and Columns
B. Formulas
1. Using Formulas
2. Using AutoCalculate
3. Errors in Formulas
4. Copying Formulas
C. Formatting Worksheets
1. Changing Cell Width and Height
2. Formatting Numbers
3. Borders and Colors
4. Applying Designs
D. Printing Worksheets
E. Multiple Worksheets
1. Switching Between Worksheets
2. Renaming Worksheets
3. Adding, Moving, and Deleting Worksheets
F. Charts
1. Creating Charts
2. Changing Charts
3. Printing Charts
VI. Computer History
VII. OpenOffice Base
A. Understanding the parts of a database
B. Creating and editing parts of a database
EVALUATION:
Applications will be graded with a 0-10. Only perfect applications will receive a 10. After grading applications the student may correct and resubmit any application once. I will record the second of the two grades. Participation is 10%. Participation is based on class behavior and effort and can be above 100% or below 0%.
INTRODUCTION TO PROGRAMMING
COURSE DESCRIPTION:
This course is an introduction to creating programs. It will use QBASIC as the language to program with. It will teach very fundamental concepts of programming and logic. It is designed to give the student a taste of programming so they can decide if they wish to pursue a higher level programming class. It will also develop logic skills and procedural skills.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Be prepared to take the AP Computer Science course
• Be prepared for a first year college programming course
• Learn good programming practices
• Break a task into ordered steps
• Plan and implement a program
• Debug a program
• Understand decision making and loops in programming
INTEGRATING THE FAITH:
The class focuses on writing programs, and there are only seven days of lecture in the entire course. Therefore, most integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
I. Building Blocks of Basic
A. Introducing Basic
1. Developing a Program
2. Entering and Using a Program
B. Designing a Program
1. Planning Simple Programs
2. Coding from Program Designs
C. Use of Structure
1. Planning a Structured Program
2. Coding and Testing a Structured Program
II. Nonlinear programs
A. Decision Making
1. Concepts of Alternative Actions
2. Programming Alternative Actions
B. Controlled Loops
1. Introduction
2. Coding Loops
III. Adding up
A. Storing Data in Programs
1. Using Data Stored in Programs
2. Programming with READ and DATA Statements
B. Summarizing
1. What is it?
2. Summarizing with Basic
ASSESSMENT:
Programs will be graded with a 0-10(10=A, 0=F). Only perfect programs will receive a 10. After grading programs the student may correct and resubmit any program once. I will record the second of the two grades. Participation is 10%. Participation is based on your class behavior and effort and can be above 100% or below 0%.
ADVANCED PLACEMENT COMPUTER SCIENCE
COURSE DESCRIPTION:
This course is designed to be the equivalent to a first semester college computer science course and to prepare the student for the AP examination. The student will learn about object-oriented program design. The course will focus on being able to write programs in Java.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Be prepared to do well on the AP Computer Science exam
• Be prepared to do well in a second level college programming course
• Learn good programming practices
• Break a task into ordered steps
• Plan and implement a program
• Debug a program
• Understand decision making and loops in programming
• Understand using tables in programming
• Understand object-oriented programming and connected concepts
INTEGRATING THE FAITH:
The class focuses on writing programs, and there are few days of lecture in the entire course. Therefore, most integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
1. Computer Systems
1. Introduction
2. Hardware components
3. Networks
4. Programming
1. Problem solving
2. Java
3. Comments
4. Identifiers and reserved words
5. White space
6. Assign projects
1. Project 1.1:Compile a simple println program
2. Project 1.2:Intoduce errors into 1.1 and examine the results
3. Project 1.3:Compile a program with multiple printlns
4. Project 1.5:Print a diamond with asterisks
5. Programming Languages
1. Language levels
2. Compilers and interpreters
3. Syntax and semantics
4. Errors
6. Computer use today
1. Legality of copying software, etc.
2. Privacy
3. How the computer impacts out lives
2. Objects and primitive data
1. Using objects
1. Print and println methods
2. abstraction
2. String literals
1. Concatenation
2. Escape sequences
3. Variables and assignment
1. The assignment statement
2. Constants
4. Primitive data types
1. Integers and floating points
2. Booleans
3. Characters
5. Arithmetic expressions
1. Operator precedence
2. Data conversion, casting
3. Assign projects
1. Project 2.1:Print using escape sequences
2. Project 2.2:Read three numbers and average them
3. Project 2.5:Convert miles to kilometers
4. Project 2.6:Read hours/minutes/seconds and convert to seconds
6. Enumerated types
7. Creating objects
1. The string class
2. Wrapper classes
3. Autoboxing
8. Class libraries and packages
1. The import declaration
2. The Random class
3. The Math class
9. Interactive programs
1. The Scanner class
10. Formatting output
1. The NumberFormat class
2. The DecimalFormat class
3. Assign projects
1. Project 2.9: Read radius of sphere and print volume and surface area
2. Project 2.10: Calculate area of triangle using Heron’s formula
3. Project 2.11: Compute miles per gallon of gas for a trip based on gallons and odometer readings
4. Project 2.13: Create and print random phone numbers based on specific criteria
3. Program statements
1. Control flow
2. The if statement
1. Equality and relational operators
2. If-else
3. Blocks of code
4. Nested ifs
5. Assign project 3.2: Determine if a given year is a leap year
3. Boolean expressions revisited
1. Logical operators
2. Comparing characters and strings
3. Comparing floating point values
4. More operators
1. Increment
2. Assignment
5. The while statement
1. Infinite loops
2. Nested loops
6. Iterators
7. The for statement
8. Program development revisited
1. Assign projects
1. Project 3.9 Print “One Hundred Bottles” song using loops
2. Project 3.10 Hi-Lo guessing game
3. Project 3.14 Rock-paper-scissors vs. the computer
4. Writing classes
1. Anatomy of a class
1. Instance data
2. Encapsulation and visibility modifiers
2. Anatomy of a method
1. Return statement
2. Parameters
3. Preconditions and Postconditions
4. Constructors
5. Local data
6. Accessors and mutators
7. Assign projects
1. Project 4.1 Alter the Account class given in the book to allow funds to be moved from one account to another
2. Project 4.3 Rolls a die, user is able to choose number of sides. Use the die class previously created in the program
3. Project 4.6 Design a class called Card to represents a standard playing card. Create a program that deals 20 cards at random
3. Method overloading
1. Assign project 4.8 Change the student class so that each student object contains three test scores. Provide constructors. Provide a method called setTestScore, getTestScore, and average. Modify the toString method.
4. Method decomposition
1. Assign project 4.4 Create a class called PairOfDice out of two Die objects. Create a driver class that counts how many times two sixes are rolled out of 1000 rolls.
5. Object relationships
1. Assign projects
1. Project 4.5 Use PairOfDice to play a game called Pig
2. Project 4.7 Create a program that can add, subtract, multiply, or divide two fractions using the Rational class.
5. Enhancing classes
1. References revisited
1. Null
2. This
3. Aliases
4. Objects as parameters
2. The static modifier
1. Static variables
2. Static methods
3. Exceptions
1. Assign project 5.1 Change the PigLatinTranslator class so that its translate method is static.
4. Interfaces
5. Identifying classes and objects
1. Assign projects
1. Project 5.3 Design an interface called Priority that has two methods: setPriority and getPriority. Design a class called Task that implements Priority.
2. Project 5.4 Change the Task class so that it also implements the Complexity interface.
3. Project 5.5 Change Task so that it also implements the Comparable interface. Create a driver that shows these features of Task.
4. Project 5.6 Design a interface called Lockable. A Lockable object can have its methods locked and requires a key to unlock.
5. Project 5.7 Redesign the Account class so that it is Lockable
6. Arrays
1. Arrays
1. Indexing
2. Declaring and using arrays
3. Arrays as parameters
4. Assign projects
1. Project 6.1 Design an application that reads a number of integers from 0 to 50 and counts how many times each is entered.
2. Project 6.2 Change the program to use integers from –25 to 25
2. Searching
1. Linear(sequential) search
2. Binary search
3. Under what conditions is each type of search preferable
3. Sorting
1. Selection sort
2. Insertion sort
3. Other types of sorts and determining which type of sort is preferable
4. Assign projects
1. Project 6.3 Rewrite the Sorts class to sort in descending order
2. Project 6.4 Read a set a values in the range of 1 to 100 and print a chart showing how often the values appear.
4. Arrays of Objects
1. Arrays of strings
2. Arrays of other objects
3. Filling arrays of objects
4. Sorting arrays of objects
5. Assign projects
1. Project 6.6 Design a program that manages several account objects
2. Project 6.8 Create a DeckOfCards class that stores 52 Card objects
3. Project 6.9 Create a Quiz class made up of Question objects
4. Project 6.10 Modify Quiz to order questions by difficulty
5. Two-dimensional arrays
6. The ArrayList class
1. ArrayList vs. array: which should you use
2. Assign projects
1. Project 6.11 Change the Tunes program so it keeps the CDs sorted by title
2. Project 6.12 Change the Sorts class to include an overloaded version of the SelectionSort method that performs a general object sort.
7. Inheritance
1. Gridworld case study part 1
2. Creating subclasses
1. Derived classes
2. The super reference
3. Overriding methods
4. Gridworld case study part 2
5. Class hierarchies
1. The object class
2. Abstract classes
6. Indirect use of class members
1. Assign projects
1. Project 7.1 Derive MonetaryCoin from the Coin class so that in includes a value
2. Project 7.2 Design and implement a set of classes that define the employees of a hospital: doctor, nurse, administrator, surgeon, receptionist, janitor, etc. Include methods according to services provided.
7. Gridworld case study part 3
8. Designing for inheritance
9. Polymorphism
1. Assign project 7.4 Design a set of classes that represent specific sports. Move common attributes to the higher-level classes.
10. Interfaces
11. Designing for polymorphism
12. Gridworld case study part 4
8. Recursion
1. Recursive thinking
2. Recursive programming
1. Recursion vs. iteration—determining which is the most appropriate
2. Direct vs. indirect recursion
3. Using recursion
4. Recursion in sorting
1. Merge sort
2. Assign project 8.9 Design a recursive program to print the Nth line of Pascal’s Triangle.
EVALUATION:
Tests are 40% of the grade. Test corrections are 10%. Participation is 10%. Programs are 40%. Participation is based on homework, class behavior and effort, participation in class activities, and can be above 100% or below 0%. All incorrect problems on a test must be reworked as a separate assignment. Students will be able to continue reworking problems until the next test. Completed test corrections count 100% and uncompleted count 0%. In class, students are expected to take an active role in all discussions, problems worked together on the board, and small group assignments.
All students who take this course are expected to take the AP Computer Science A exam at the end of the year. The course is designed to cover all topics on the AP Computer Science A Course Description. The AP exam is made up of two parts. There is a multiple choice with 40 questions and a free response with 4 questions
ACCOUNTING
THE COURSE:
This course is a basic accounting course designed to familiarize the student with the basics of accounting.
COURSE OBJECTIVES:
• Grow in their faith in Jesus Christ
• Understand accounting terminology
• Learn careful record keeping
• Learn to check results for errors
• Understand how accounting records are kept
• Understand the value of using computers for record keeping
INTEGRATING THE FAITH:
Accounting gives many opportunities to talk about business ethics and how a Christian would act in the business world. Aside from this, most of my integrating of the faith takes place in one-on-one situations and is more likely to be connected to student attitude, work habits, responsibility, or emotional states. When a student does wrong, I make a point to express both my forgiveness and God’s, and while I have to monitor patterns of behavior, I try not to hold past misdeeds against a student. When I do address the whole class on matters of faith, it is most likely to be related to current events in the world or the school than to a math problem, and so it will vary quite a bit from year to year.
COURSE OUTLINE:
I. Accounting for a Proprietorship
A. Starting a Proprietorship
B. Changes that affect Owner’s Equity
C. Debits and Credits
D. Journalizing Transactions
E. Posting to a General Ledger
F. Cash Control Systems
Project: Reinforcement Activity 1A
G. Work Sheets
H. Financial Statements
I. Adjusting and Closing Entries
Project: Reinforcement Activity 1B
II. Accounting for a Corporation
A. Purchases and Cash Payments
B. Sales and Cash Receipts
C. Posting to General and Subsidiary Ledgers
D. Payroll Records
E. Payroll accounting, Taxes, and Reports
Project: Reinforcement Activity 2A
F. Work Sheets
G. Financial Statements
H. Adjusting and Closing Entries
Project: Reinforcement Activity 2B
III. Accounting for a Corporation—Adjustments and Valuation
A. Uncollectible accounts
B. Plant Assets and Depreciation
C. Inventory
D. Notes and interest
Project: Reinforcement Activity 3A
E. Accrued revenue and expenses
F. End-of-fiscal-period work
Project: Reinforcement Activity 3B
EVALUATION:
Tests are 70% of the grade. Homework is 20%. Participation is 10%. Participation is based on class behavior and effort and can be above 100% or below 0%. Homework will be graded with a +(100%), ((75%), -(50%), or 0(0%) base on the quality of the assignment.
MLHS BAND
Class Description
Band is open to students who want to play a concert band instrument to the glory of God. The student will have been playing for more than one year or at least working in private study to learn a particular instrument in order to play in the band. The band performs at several different venues including concerts, local congregations, assemblies, competition, and athletic events spelled out in performance schedule listed below.
Course Objectives
• For each student to enhance their playing abilities by performing, rehearsing and leading and teaching in band and outside of band in their church and through various performance opportunities as they are encouraged and led to do so.
• That they may also gain enhanced ability in sight-reading, note reading, music theory development, and working in a group/ensemble setting in order to play as a band knowing that sometimes they will have to be flexible and allow others to lead and sometimes they themselves will need to do the leading.
• The supreme objective would be for each student to leave band with the love of music and ability to always play their instrument whether it be in college or in an amateur/professional manner or in their home congregations or communities.
MLHS CHOIR
Course Description
Choir is open to any student wanting to use their voice to the glory of God. The choir will perform at several events throughout the school year, as listed below.
Course Objectives
• For each student to learn and grow in appreciation of various styles of music and repertoire in the wide world of vocal music.
• For each student to learn about the different voicings of the traditional 4-part concert choir makeup including: Soprano, Alto, Tenor, and Bass and than grow a familiar understanding of singing in that choir concept; learning part singing and gaining sight-reading skills, matching pitch, and following notes on a page.
• Being able to locate their part on a page of music and follow it as well as understand note names, as well as other theory concepts like dynamic marking, theory terms, how to add musicality to their performance by adding rise and fall, accents, intensity, etc.
• Learning how to add performance quality to their singing, by using good diction, posture, and facial expressions as well as learning their parts and performing them well.
• Growing an overall appreciation and pride in their music making, so much so that they try to sing in parts (harmony) when they leave the choir classroom and they even find confidence in singing on their own or among friends in public, with the ultimate goal being that they someday become music makers in their communities or at least lovers of all kinds of music.
PHYSICAL EDUCATION
THE COURSE:
Physical education is a discipline which involves education not only of the physical, but also through the physical. Physical education includes learning basic body movements incorporated in team, individual, and lifetime sports and activities. Because of the need for physical activity both now and later in life, the student will practice and perform skills and strategies relative to activities engaged in now and later life. Physical education will be taught as a means to give glory to God by caring for and using the human body and mind as a temple to God.
COURSE OBJECTIVES:
• grow in their faith in Jesus Christ
• give glory to God through the healthful use of his/her body and mind.
• Use opportunities in class to witness to those around him/her.
• Improve his/her proficiency in various athletic skills and activities.
• Improve his/her overall physical fitness.
• Increase his/her knowledge of playing strategies, terminology, and rules of a variety of sports.
• Obtain knowledge serving as a means to a more healthy lifestyle.
• Demonstrate mastery of various sport skills through skill tests with a passing score of at least 65%.
• Demonstrate mastery of the rules to various sports through written tests with a passing score of at least 65%.
• Apply positive components of interpersonal relationships in team situations.
• Utilize strategy relative to team game situations.
COURSE OUTLINE:
Introduction
A. Class procedures and requirements
B. Locker room regulations
C. Uniform requirements
I. Physical Fitness Testing-Marine Corps YPF Program
A. Sit ups
B. Push ups
C. Pull Ups
D. Standing broad jump
E. 300-yard shuttle run
II. Flag football
A. Passing
1. Mechanics
2. Target
B. Catching
C. Center snapping
D. Punting
E. Basic strategy and rules
III. Soccer
A. Dribbling
B. Passing
C. In bounding the ball
D. Shooting
E. Heading the ball
F. Trapping the ball
G. Basic strategy and rules
IV. Speedball
A. Conversions
B. Drop Kicks
C. Basic strategy and rules
V. Basketball
A. Ball Handling skills
B. Defensive skills
1. Zone
2. Man-to-man
C. Offensive skills
1. Lay-ups
2. Free Throws
3. Jump Shot
D. Basic strategy and rules
VI. Volleyball
A. Passing
B. Hitting
1. Approach
2. Hand Position
3. Timing and follow-through
4.
C. Serving
1. Underhand
2. Overhand
D. Offensive strategy
E. Defensive strategy
F. Basic strategy and rules
VII. Floor Hockey
A. Use of stick
B. Passing and Centering
C. Shooting on goal
D. Clearing the goal
E. Defense
F. Team play and rules
VIII. Badminton
A. Serving
B. Smash Shot
C. Drop Shot
D. Basic strategy and rules
IX. Weightlifting
XI. Pickleball
A. Serving
B. Smash shot
C. Drop shot
D. Basic strategy and rules
Archery
XIII Frisbee Golf
XIV Slow-Pitch Softball
A. Co-ed rules
B. Fielding skills
1. Ground balls
2. Fly balls
3. Catching
4. Throwing
C. Batting skills
D. Team strategy
XV Bocce Ball
XVI Bowling
A. Delivery
1. Pushaway
2. Backswing
3. Delivery slide
4. Follow-through
B. Scoring
C. Rules, courtesies, terms
HEALTH
Course Description:
This class is designed to look at how a person can promote wellness, health literacy, and positive health behavior throughout life.
Course Objectives:
1) Grow in faith in Jesus Christ.
2) Identify ways to live a healthy life.
3) Identify negative behaviors that one should avoid in life.
4) Identify consequences for one’s actions.
5) Learn how to obtain health information for one’s self.
6) Learn how faith plays a part in one’s overall wellness.
Assignment Key:
ITF: Integrating the Faith
RC: Reading Comprehension
E: Essay
TEC: Technology
Course Outline:
I. Your Health and Wellness
➢ What is health? Influences on your health; Taking charge of your health.
➢ Introduction to course.
Physical Fitness and Your Health
➢ Physical fitness, Exercise & fitness, Planning a fitness program
Activities:
*Physical fitness check activity.
*Guided Reading 3-3 – RC
*Discuss how faith is a part of overall health – ITF
Nutrition and Your Health
➢ Food in your life; Carbohydrates; Proteins; Fats; Vitamins; Minerals; Water; Guidelines for a healthful eating style; Being a smart food consumer.
Activities:
*Investigating the food chart webquest – TEC
*Speaker: Nutritionist
*Breakfast article - RC
Hygiene
➢ Piercing; Hair; Skin; Eyes; Handwashing
Activities:
*Speaker: Dental Hygenist
*”How Loud is too Loud” article – RC
Managing Stress in Your Life
➢ What is stress? Stress in your life; Managing stress; Coping with loss; Mental disorders
Activities:
*Speaker: Psychiatrist
*Stress Management activity
*Guided Reading on mental disorders – RC
Sex & Reproduction
➢ Reproductive systems; Sex; Fetal development; Baby project
Activities:
*Speakers: doctor & physician’s assistant
*Baby project – TEC
*Discuss how God wants us to use our bodies; sex in marriage - ITF
Tobacco, Alcohol, Illegal Drugs
➢ Tobacco use; Alcohol use; drug use; What each does to the body
Activities:
*MN state laws on alcohol article – RC
*Guided Reading on drugs – RC
*Speaker: police officer
Sexually Transmitted Diseases
➢ Preventing STDs; Common STDs and treatments; HIV; AIDS
Activities:
*Create pamphlet on STDs – TEC/RC
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A choice worth making...
Martin
Luther High School
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