curriculum objective guide: rhetoric...

Curriculum Objective Guide: Rhetoric

2014-2015

Humanities

Humanities at The Academy of Classical Christian Studies comprises History, Literature, Writing, Rhetoric, Government/Economics, Oral Presentation, and Aesthetics Graduation Requirements:

A. Oral Presentation (8th Grade) B. Aesthetics C. Western Civilization I, II, and III D. Rhetoric E. 12th Language Arts (including Capstone) F. American History G. Oklahoma History H. American Government (1 semester) I. Economics (1 semester)

Oral Presentation Purpose Statement and Overview: The ability to present clearly, compellingly, and winsomely is one of the core elements of an education, both Classically and Christianly. The main goal of Oral Presentation is to equip students to feel comfortable and confident in being present in front of and presenting orally to audiences. Much of the focus, then, is on games, activities, and presentations that foster the ability stand and move well, project and enunciate clearly, and modulate voice and intonation effectively, both extemporaneously and with prepared works, recitations of historically and contemporarily well composed works and original compositions. A. Primary Texts and Materials

1. Student Materials a. Teacher-created materials

2. Teacher Materials

a. All student materials b. Reference works for speech, presentation, etc.

B. Prerequisites—None

C. Teloi:

1. Recite works clearly, accurately, and convincingly. 2. Compose and present original works in imitation of existing forms. 3. Compose and present original works of narrative, expository, and argumentative

nature. 4. Memorize works quickly and accurately using a variety of mnemonics and other

memory styles and devices. 5. Present recitations, memorized original speeches, and read speeches using elements

of effective presentation including appropriate movement of voice and body.

D. Integrative Goals—the student will be able to: 1. Present on given topics to a variety of audiences and ages. 2. Compose and present a Speech-in-Character for figures from history, literature,

science, mathematics, etc. 3. Explain and argue for the relevance of concepts from other classes or outside

interests.

E. Primary objectives: Students will have a familiarity with the concepts and mastery of the implementation of:

1. Presentation of self a. Carriage and Movement b. Enunciation c. Projection d. Voice Modulation e. Engagement and interaction with audience f. Holistic understanding and awareness of all elements

2. Presentation of material effectively a. In character for recited works b. Invented for characters and situations c. Invention of topics and lines of argument d. Arrangement of material e. Style appropriate to topic and audience

F. Primary Teaching Methods

1. Presentation with feedback 2. Group interaction and discussion 3. Lecture and demonstrations 4. Presentation preparation games and activities

Aesthetics Purpose Statement and Overview:

In a secular world that defines beauty as “in the eye of the beholder,” Aesthetics will provide a firm basis for students to praise art made in a way that honors creator and creation and reject art that does not. Students will understand that just as there is not subjectivity in truth and goodness, neither is there complete subjectivity in beauty. Aesthetics will provide Academy students with an overview of Art History in the Western world and with an introduction into art analysis and criticism. Students will learn or deepen their understanding of art terms and definitions. They will then learn about the church’s relationship with the arts with an emphasis on 20th century protestant Christianity. Students will graduate with an appreciation for fine arts, a vocabulary to discuss the arts, and an understanding of God’s call on the Christian to support and create fine art. They will be able to understand the need for Christians to participate in the arts with non-Christian artists, and they will reject the false separation between “spiritual” art and “secular” art. Students that succeed in Aesthetics should graduate Veriats able to converse and recall trends in each era of art history with an emphasis in , Medieval, Renaissance, Baroque, Romanticism, Neoclassical, Impressionism, Expressionism, Fauvism, and Cubism. They will be able to recognize names and paintings of major artists from each era, and they will be introduced to the divorce of the world of “high” from objective truth and goodness that took place after the enlightenment. The class is broken into two basic units. The first will be a survey of Art History, using The Annotated Mona Lisa as a text and a guide. The second will focus on critique using a compilation of readings from various Christian writers on the subject and a study of art in the bible.

A. Primary Texts and Materials

a. The Annotated Mona Lisa by Strickland b. Art and the Bible by Staub c. For the Beauty of the Church: Casting a Vision of the Arts by Taylor

B. Prerequisites - None

C. Teloi:

a. Recite the major eras of art history and identify unique attributes of each. b. Recognize major Western painters. c. Place paintings and drawings in their correct era based on style and emphasis. d. Evaluate the worldview that serves as the foundation for paintings they are

introduced to.

e. Explain the Christian’s relationship with art. f. Appreciate God’s care for the creative world and human creativity in it.

D. Integrative Goals - the student will be able to:

a. Evaluate their favorite contemporary artists from a humble Christian worldview. b. Support and appreciate creativity in their peers and in their communities.

E. Primary Objectives

a. History i. Prehistoric, Greek, Roman, Medieval, Renaissance, Baroque,

Romanticism, Neoclassical, Impressionism, Expressionism, Fauvism, Cubism, Dadaism, Surrealism, Abstract Expressionism, Postmodern

ii. Tendencies of Christians throughout the ages to a platonic separation of matter and meaning.

b. Criticism i. Theology of creativity and art: a study of God’s as artist and we as

creative in his image. ii. Modern Christian voices: a study of what Christianity can give art in terms

of standards, honesty, purpose and hope,

F. Primary Teaching Methods a. Use presentations to show major paintings. b. Discussion of reading and trends, discussion of art, culture, and worldview. c. Have time each class for students to introduce art to their peers. d. Integrate contemporary art into the class. e. Have students present on the classical artists.

Western Civilization

Purpose Statement Western Civilization introduces students to and facilitates development of analysis, appreciation, understanding, and engagement of and with the major figures, events, ideas, and developments in Western Civilization through the integrated study of history and literature and the written form. Students will be exposed to the ways in which historical contexts give rise to literary expressions and how literary expressions serve to shape historical beliefs, attitudes, and events. Students will be encouraged to see the continuity of ideas both within the historical and literary frameworks of their study and to the larger context of human experience. The goal is for students to come to a knowledge and appreciation of their own cultural heritage as a means of providing a basis, with a critical acknowledgment of the limitations and failures of their own heritage, to properly analyze and evaluate the diversity of world cultures and relate to people within them. It is only by understanding the story of their Western heritage in society and culture that students can rightly understand and view themselves, their local communities, their states, nation, and world. Teloi

a. Understand the influence and significance of the major people, nations, and events that shaped the foundation, growth, development, and formation of the narrative of the Western experience to the present.

b. Understand the social, geographic, economic, political, and philosophical bases of and how those interrelate in the lived experiences of the peoples studied.

c. Learn key dates, names, ideas, trends, and figures. d. Understand and appreciate literary elements of theme, imagery, symbolism,

character, tropes and figures of speech and their connection to the meaning of a work.

e. Understand and appreciate the interrelationship of the literary works and their historical, social, and physical contexts.

f. Use written and oral forms to analyze, explore, assess, evaluate in expressing meanings, connections, extensions, and applications.

Western Civilization I This covers the period from pre-history to c.1100, exploring the rise of civilization in Mesopotamia and tracing its development through the Egyptian, Greek, Roman, and early Medieval civilizations and cultures and the literary works that arose in those civilizations and cultures. The dominant theme of Western Civilization I is the struggle to create and maintain stable civilizations in the interplay of geographical, political, social, and economic forces created and acting upon. The class as a whole encompasses the specific disciplines of history, literature, and writing. History

A. Texts Used for Western Civilization I, History Western Civilization, 7th edition, (vol. 1&2) by Jackson Spielvogel


C. Primary Objectives: Primary Goals - The student will apply the primary goals to the following periods and events.

a. Ancient Near East i. Mesopotamian city-states

ii. Babylonia iii. Ancient Egypt iv. Ancient Israel v. Assyria

vi. Persia b. Greeks

i. From Dark Ages ii. Athens

iii. Sparta iv. Classical Greece

c. Hellenistic World i. Alexander the Great and Conquests

ii. Hellenistic Culture d. Roman Republic

i. Emergence of Rome ii. Structure of Roman Republic

iii. Mediterranean Conquests of Roman Republic iv. Decline and Fall of Roman Republic

e. Roman Empire i. Age of Augustus

ii. Pax Romana and Roman Empire iii. Rise of Christianity

f. Early Medieval World i. Late Roman Empire

ii. Byzantine Empire iii. Germanic Kingdoms iv. Rise of Islam v. Carolingian Dynasty a.

D. Primary Teaching Methods a. Reading (in class and at home) followed by discussion b. Socratic interaction c. Debate d. First-person character discussion e. Lecture

Literature

A. Texts Used for Western Civilization I, Literature The Epic of Gilgamesh (compilation from tablet sources)

Partial Texts Read: The Iliad

The Aeneid

Complete Texts Read: The Odyssey by Homer The Oresteia by Aeschylus Three Theban Plays by Sophocles Beowulf


C. Primary Objectives - the student will apply the primary goals for each of the following

texts. a. Epic of Gilgamesh b. Iliad (excerpts) c. Odyssey d. The Oresteia e. The Aeneid f. Three Theban Plays g. Beowulf

D. Primary Teaching Methods

a. Reading (in class and at home) followed by discussion b. Socratic interaction c. Debate d. First-person character discussion e. Lecture

Writing

A. Texts Used for Western Civilization I, Writing Student Writing Packet (continuation of Progymnasmata)


C. Primary Objectives: - Students will apply primary goals to each of the following writing stages.

a. Narrative b. Chreia c. Anti-Chreia d. Refutation e. Confirmation f. Enconium g. Vituperation h. Comparison i. Enconium/Vituperation of a Character Type j. Commonplace


a. Mimesis

b. Socratic Discussion c. Writing & Revision

Western Civilization II This covers the period from c.1100 to 1815, exploring the developments and changes in the Medieval period, the rise of the Early Modern, the Renaissance, Enlightenment, Reformation, formation of kingdoms and nations. The dominant focus remains upon Western Europe, though recognition is made to the ways in which Western Europe interacted with the East, Africa, and related areas. It is within this narrative that students will gain an understanding of the entrance of the Americas in the western narrative. While the United States plays an increasing role on the world stage, the focus of the course remains upon Europe and those areas Europeanized (Russia, etc.) and where European power and influence extend. The goal is for students to have an appreciation of the story of the world from a Western, but not uniquely, American perspective nor one that gives undue weight to the American experience as formative to the variety of cultural. The dominant theme of Western Civ II is the development of the concept of a "kingdom" and then the concept of a "nation" and the various ways in which citizens and governments related to each other in these frameworks. The class as a whole encompasses the specific disciplines of history, literature, and writing. History

A. Texts Used for Western Civilization II, History Western Civilization, 7th edition, (vol. 1&2) by Jackson Spielvogel


C. Primary Objectives: Primary Goals - History - The student will apply the primary goals to the following periods and events.

a. High Medieval World i. New agricultural techniques

ii. Rise of cities and trade iii. Rise of scholasticism and universities

b. Rise of Kingdoms i. England

ii. France iii. Spain iv. Holy Roman Empire v. Church

1. Papal Monarchy 2. Religious Orders 3. Crusades

c. 14th century Crises i. Black Death

ii. Hundred Years War iii. Church Conflicts

d. Renaissance

i. Rise within Italy ii. Culture and Innovation of Renaissance

e. Reformation i. Church in early 15 century and early 16th century

ii. Martin Luther iii. Ulrich Zwingli iv. John Calvin v. Social Impact of Reformation

vi. Catholic Reformation f. Age of Exploration

i. Portugal and Spain and their early leading ii. Spread worldwide (Africa, Indochina, Japan, China)

iii. Mercantalism g. Rise of States

i. German states ii. Italy

iii. Russia iv. France v. England

h. Scientific Revolution i. Astronomy

1. Ptolemaic world and its interpretations 2. Copernicus 3. Brahe 4. Kepler 5. Galileo

ii. Medicine 1. Galen and Hippocrates as Background 2. Paracelsus 3. Vesalius 4. William Harvey

iii. Philosophy 1. Bacon and Scientific Method 2. Descartes and Rationalism 3. Science and Christianity

i. Enlightenment i. Social and cultural background

ii. Montesquieu iii. Rousseau iv. Locke v. Voltaire

j. Enlightened Absolutism and the degree to which it was implemented k. French Revolution

i. Social structure in 18th century ii. Estates-General to National Assembly

iii. Radical Revolution

l. Napoleon i. Rise of Napoleon

ii. Domestic Policies iii. Fall of Napoleon



Literature

A. Texts Used for Western Civilization II, Literature Sir Thomas Mallory’s Morte d’ Arthur Henry V Macbeth The Divine Comedy: The Inferno Paradise Lost Hamlet


C. Primary Objectives - the student will apply the primary goals for each of the following texts.

a. Morte d’ Arthur (excerpts) b. The Divine Comedy: The Inferno (excerpts) by Dante Alighieri c. Henry V by William Shakespeare d. Macbeth by William Shakespeare e. Hamlet by William Shakespeare f. Paradise Lost (excerpts) by John Milton



Writing

A. Texts Used for Western Civilization II, Writing Student Writing Packet (continuation of Progymnasmata)

B. Prerequisites - None a. Further skills within Progymnasmata b. Develop framework for rhetoric

C. Primary Objectives: - Students will apply primary goals to each of the following writing stages.

a. Description b. Narrative Expansion and Manipulation c. Confirmation d. Refutation e. Enconium f. Vituperation g. Comparison h. Commonplace i. Thesis


a. Mimesis b. Socratic Discussion c. Writing & Revision

Western Civilization III This covers the period from 1815 to the present, exploring the developments and changes in the Industrial Revolution, Congress of Vienna, World War I, World War II, and Cold War. The dominant focus remains upon the West, comprising Europe and the Americas (predominantly the United States). The dominant theme of Western Civ III is the confusion and disintegration of a coherently “Western” experience in a "global" experience. This course will analyze the influence of Industrialization as well as set some of the historical framework for the senior level Government and Economics classes. The class as a whole encompasses the specific disciplines of history and literature. History

A. Texts Used for Western Civilization III, History Western Civilization, 7th edition, (vol. 1&2) by Jackson Spielvogel


C. Primary Objectives: Primary Goals - History - The student will apply the primary goals to the following periods and events.

a. Industrial Revolution i. Origin in Great Britain

ii. Spread to the European continent iii. Social Impact

b. Early 19th European century Ideologies i. Conservatism

ii. Liberalism iii. Nationalism iv. Socialism v. Romanticism

c. Nation Building in 19th century Europe

i. France and Napoleon III ii. Italy and Unification

iii. Germany and Unification 1. Bismarckian System

d. Mass Society and Progress i. Industrialization and Progress

ii. Marxist Response e. Modern Consciousness

i. Marx ii. Nietzsche

iii. Freud f. Spread and influence of Imperialism

i. Africa ii. Asia

iii. Implications g. World War I

i. Background (Nationalism and Militarism) ii. Schlieffen Plan and Trench Warfare

iii. Great Illusion: 1914-1916 iv. Great Slaughter: 1917-1918 v. Technology and new warfare

vi. Peace Settlements h. Russian Revolution

i. Connection to World War I ii. Influence throughout Europe and the United States

i. Europe between the wars i. Social and economic impact of World War I

ii. Great Depression iii. Democratic States vs. Authoritarian States

j. World War II i. Connection to World War I

ii. Hitler and Democracy iii. Early years: Blitzkrieg iv. War in Asia v. Allied Invasion

vi. Peace Settlements k. Cold War

i. Incipient signs in early 20th century ii. Connection to World War I & II

iii. Connection to technology iv. Major Conflicts

1. Korea 2. Vietnam 3. Berlin 4. Cuba

l. End of Cold War

i. Detente ii. Gorbachev's policies

iii. Fall of Berlin Wall

D. Primary Teaching Methods a. Reading (in class and at home) followed by discussion b. Socratic interaction c. Debate d. First-person character discussion e. Lecture

Literature

A. Texts Used for Western Civilization I, Literature Selected Romantic Poetry (student packet) Pride and Prejudice by Jane Austen Heart of Darkness by Joseph Conrad Communist Manifesto by Karl Marx and Friedrich Engels Animal Farm by George Orwell Till We Have Faces by C.S. Lewis Lord of the Flies by William Golding All Quiet on the Western Front by Erich Maria Remarque


C. Primary Objectives - the student will apply the primary goals for each of the following texts.

a. Selected Romantic Poetry (student packet) b. Pride and Prejudice c. Heart of Darkness d. Communist Manifesto e. All Quiet on the Western Front f. Animal Farm g. Lord of the Flies h. Till We Have Faces



Rhetoric Purpose Statement and Overview: Rhetoric is “the art of finding the available means of persuasion in any given situation.” Students in rhetoric will be introduced to the theory of rhetoric, mainly drawn from Aristotle, supplemented by other rhetoricians, ancient and modern, apply rhetorical theory in analysis and evaluation of the works of others, and implement rhetorical theory in both written and oral discourse. Rhetoric includes both a written and oral component, continuing students development of all elements of the writing process (prewriting, drafting, revision), now refined and focused by specific rhetorical categories and frameworks, and elements of effective oral presentation (volume, intonation, posture, gestures, projection, etc.). Students will learn to express themselves clearly, cogently, and winsomely, always with attention to their audience and situation and with the goal of creating, maintaining, and extending human interaction in dignity and truth. A. Primary Texts and Materials

1. Student Materials a. No Fear Shakespeare: Julius Caesar, Shakespeare b. Rhetoric and Poetics, Aristotle c. Farnsworth Classical English Rhetoric, Farnsworth d. The World’s Great Speeches, 4th Enlarged Edition., ed. Copeland et. al. e. Rhetorica ad Herennium, Online f. De Oratore, Cicero, Online g. Institutio Oratoria, Quintillian, Online h. Rhetoric Packet

The online texts will be read in selection; students will be required to print the sections, annotate, and bring to class for discussion.


a. All Student Materials b. Classical Rhetoric for the Modern Student, Corbett and Connors c. Ancient Rhetorics for the Contemporary Student, Crowley and Hawhee


C. Teloi:

1. Analyze and evaluate rhetorical appeals in presentations, speeches, and other works. 2. Compose speeches and written works utilizing appropriate rhetorical appeals. 3. Memorize using a variety of mnemonic and other devices. 4. Present recitations, memorized original speeches, and read speeches using elements

of effective presentation including appropriate movement of voice and body.

D. Integrative Goals—the student will be able to: 1. Present on given topics to a variety of audiences and ages. 2. Compose and present a Speech-in-Character for figures from history, literature,


interests.

E. Primary objectives: Students will have a familiarity with the concepts and mastery of the implementation of:

1. Five Canons of Rhetoric a. Invention

1. Logos 2. Ethos 3. Pathos

b. Kairos c. Stasis d. Three Branches and Special Topics e. Common Topics

2. Arrangement 3. Style

a. Figures b. Tropes

4. Memory a. Visual b. Auditory c. Kinesthetic

5. Delivery

F. Primary Teaching Methods 1. Reading (in class and at home) followed by discussion 2. Socratic interaction 3. Debate (both individual and broader) 4. Recitation 5. Disputatio and debate 6. Composition and revision 7. Presentation, prepared and extemporaneous 8. Lecture

12 Language Arts Purpose Statement and Overview: Students complete their course of study in Literature and Composition with a study of American Literature and a Senior Capstone. In coordination with studying American History at the Rhetoric Level and American Government and Economics at the Rhetoric Level, students engage with American Literature in its historical and literary contexts, extending to discuss how the works they read both express and seek to form a particular vision of America, the good life, and the ends of life in comparison and contrast with Christian perspectives. Students are encouraged to find themselves in the text, to make personal connections and interactions, to viscerally participate in the plot, characters, conflict, and resolution. For the Capstone, students produce a work, either a traditional academic paper or a project with a shorter paper component, demonstrating an understanding of and encouraging an inculcation of the learning process, Classical education, and Christian thinking. Their Capstone concludes with a formal presentation with oral defense, a smaller examination, and an exit interview. A. Primary Texts and Materials

1. Student Materials a. Teacher-created American Short Stories and Poetry Packet b. The Age of Innocence, Edith Wharton c. A Good Man is Hard to Find, Flannery O’Connor d. Fahrenheit 451, Ray Bradburry e. The Grapes of Wrath, John Steinbeck f. Senior Capstone Packet g. Teacher-created materials


a. All Student Materials B. Prerequisites—None C. Teloi - (Literature):

1. Read literature, both fiction and poetry, and analyze for meaning, tone, implication, etc.

2. Understand and discuss literary works in their historical, literary, and broader contexts.

3. Analyze and discuss the worldview values and expression inherent in literary works. 4. Recognize the major elements of the dominant literary American trends:

transcendentalism, realism, naturalism, modernism, postmodernism. 5. Compose analytical essays connecting the literary works to broader trends,

connections and comparisons with other literary works. 6. Compose inventive speeches-in-character, taking the tone, speech, and view of ta

character or characters in monologue or dialogue not existing in the work to

demonstrate mastery. D. Primary Goals (Capstone)—see Senior Classical Capstone Packet selection, attached.

E. Integrative Goals—the student will be able to:

1. Present on given topics to a variety of audiences and ages. 2. Compose and present a Speech-in-Character for figures from history, literature,


interests.

F. Primary objectives: Students will have a familiarity with the concepts and mastery of the implementation of:

1. Analytical strategies and approaches to literature 2. Literary synthesis 3. Speech-in-character 4. Oral presentation 5. Debate 6. Presentation of material effectively

G. Primary Teaching Methods 1. Critical reading, in class and at home 2. Group interaction and discussion 3. Mini-Lecture and demonstrations 4. Student-led discussion and presentation. 5. Structured Debate

The Academy’s Classical Capstone The Classical Capstone is the culmination of the Classical and Christian education at The Academy. Through the process of developing their Classical Capstones, students will be required to determine a topic of interest to themselves, formulate a driving question or concern, conduct background research, take a position, motivate the position or concern to their audience, work through drafting the Classical Capstone, publicly present the Capstone Project and answer questions from the audience, defend their project during a formal examination, and reflect up on what they have learned about the learning process, themselves, and a Christian worldview through the various stages of the Classical Capstone. The Classical Capstone will demand that students demonstrate all the elements of a truly Classical education, familiarizing themselves with the grammar of their topic or subject, determining the connections between/among viewpoints/sources/positions/expressions, and expressing their viewpoint cogently, clearly, and winsomely. The Classical Capstone will demand, as well, that the entirety of the Project is imbued with a Christian worldview, from the way students select an appropriate topic, to the way they conduct research, to the type of argument or position they formulate, to the way they express their position, to the way they respond to questions and challenges. Students will work with a Faculty Advisor during the course of their Project in conjunction with the Classical Capstone Director. The Faculty Advisor will help with the selection and narrowing of topic/focus, aid in direction of research, aid in the formulation of appropriate argument, and serve as one of the members of the examination panel. Although the most common form of the Classical Capstone’s final deliverable will be a paper, students are not limited to this form. Other forms of rhetoric-level instruction are acceptable and encouraged if they comport with student’s natural gifts and abilities. The scope of the project will still involve background research and may require written work even if the final deliverable is not written (e.g. a student may need to write an analysis and defense of a painting, musical composition, etc.). All deliverables will be evaluated on their ability to demonstrate standards of biblical aesthetics including order, balance, harmony, unity-in-diversity, etc. Sequence and Evaluation Students work through the course of the year to develop their Capstones. Below are the final culminating stages, indicating length, etc. Phase IV: Capstone Presentation, Examination, Final Draft, and Exit Interview The Public Presentation The Public Presentation component of the Classical Capstone comprises both the presentation of the Capstone and a question-and-answer session following. For the Presentation, students must

have thought critically about their audience and how to compelling present their Capstones. This does not mean reading, but instead must involve a compelling presentation with gestures, intonation, voice modulation, attention to body and posture, etc. If presenting a work or art or other work, they must determine how best to explain the work and argue for its significance/relevance. Their presentation should clearly communicate a Biblical worldview. Students will be evaluated based upon their responses to questions from the audience; however, the Classical Capstone Director and the Faculty Advisor will be present to mediate questions to ensure that students is not asked questions beyond the bounds of the Capstone Project and to avoid red herring, badgering, and other problems with questions. The questions from the Public Presentation will form the basis for some of the questions in the Examination. The Examination Students have now produced their Classical Capstone and presented it publicly. The Examination is their opportunity to defend their Classical Capstone in its final form, offer final thoughts, draw implications, and throughout demonstrate how the Capstone has developed their thinking both Classically and Christianly. The Examination Panel consists of at least 4 members but no more than 6. There are three required Examination Panel members: The Classical Capstone Director, Faculty Advisor, and Headmaster. The fourth member must be an additional Academy faculty member, preferably from a subject field other than the one the Capstone entails. Additional Examination Panel members may be requested by students and may be other Academy faculty or non-faculty individuals, subject to the consent and approval of the Faculty Advisor and Classical Capstone Director. The Examination will be no less than 20 and no more than 30 minutes. Examination Panel members will ask students questions regarding the Capstone, focusing on internal development and support, challenging assertions or assumptions, drawing implications, and eliciting feedback to evaluate a Christian worldview and Christian attitude. Following the Examination, the Examination Panel will meet for no more than 15 minutes to discuss the Capstone Examination session and determine an overall Pass/Fail for the Examination. Students will then be brought back in to be told his or her Pass/Fail of the Examination. A formal report from the Examination will be written and given to students within a week from the Examination. Final Capstone After the Examination, students must turn in the Final Draft of their Capstone project. The Final Draft should demonstrate revision based not only on feedback from Capstone Draft II but an awareness of changes necessitated by the Public Presentation and the Examination. The Reflection paper is designed to allow students to critically engage with their Capstones and the process of developing them. They should reflect on how the Capstone has challenged them as learners, changed their view of the learning process, and how the Capstone and process have

developed a Christian view of life and approach to learning. The Reflection paper serves as a primer for the Exit Interview. The Final Drafts should be at 15-20 pages for a formal academic paper, 7-9 for an Analysis Paper paired with another deliverable (short story, craft work, etc.). The Exit Interview The final stage of the Classical Capstone is the Exit Interview. The Exit Interview is a less formal meeting than the Examination. Students are not being evaluated on how well he or she has mastered the material and articulated a position or produced a project. Instead, the goal of the Exit Interview is to ascertain 1) what students has learned about learning, how the project has further developed and confirmed their own appreciation and application of the Classical method, how the project has developed their thinking about the nature of learning including research, interaction with peers and advisors/mentors, developing a project, and presenting that project in multiple forms (Written, Presentation, and Examination), and how the project has further developed a love of learning, and 2) how the project has developed and matured students Christianly, here not only in his or her ability to articulate a Christian worldview but how the learning process has impacted him or her personally, developing ultimately an appreciation for beauty, goodness, and truth, and a desire to find their genesis and culmination in God.

American History Purpose Statement and Overview: The objective of American History is for students to understand their social-political location. One of the assumptions of this class is that students have already obtained a strong understanding of the stream of western civilization, in which America is located. And so, in a sense, it is an extension of those classes. The end goal of the class is that students would be able to effectively communicate about the self-understanding of the United States within a historically informed, global perspective.


a. Patriot's History of the United States by Schweikart/Allen b. A People's History of the United States by Zinn c. U.S. History AP Express by Kaplan

B. Prerequisites – None C. Teloi:

a. Explain the formation of the early colonies and their separation from Britain b. Explain the compromises that were necessary in order to keep a unified union c. Explain the development of America's conception of itself and the way in which

this shaped their involvement in the world. d. Explain the way in which the United States involved itself in World War I and II,

and how this affected their global involvement.

D. Integrative Goals - the student will be able to: a. Compare American history and civilization to other civilizations. b. Understand and appreciate how American civilization has shaped literary,

cultural, and social trends and activities. c. Understand and appreciate their position as an American citizen and how this

impacts their worldview and the critiques of the American worldview, situating themselves as Christian citizens of their nation.

E. Primary Objectives a. Colonization

i. Early formation ii. Separation from Britain

1. Growing resentment 2. Revolutionary War

b. The United States

i. Compromises made for the Union ii. Attempts at early governing

c. Manifest Destiny i. Instrumental in self-understanding

d. Civil War i. Slavery and its defining nature of the nation

ii. Course of war and later unification iii. Recovery from the war

e. Industrialization i. Industrial giants and growth of American industry

ii. Regulation and reform f. World War I & World War II

i. Neutrality then involvement ii. Effect on America's conception of itself and place in the world.

iii. Effects on demographics and cultural changes in America g. Cold War

i. Connection to America's involvement in World War's and conception of itself to the present.

ii. Break up of the Soviet Union and American acceptance of a Unipolar world

h. Civil Rights Movement i. Modern Context and Tensions

i. Global Economy ii. Global Government

iii. The War on Terror, including wars in Iraq and Afghanistan iv. Modern American Challenges, social, economic, political


a. Reading (primarily at home) followed by discussion b. Socratic Discussion c. Debate d. Written Analysis e. Lecture f. Presentation

Oklahoma History Purpose Statement and Overview: Oklahoma History introduces and immerses students in the history of their state in conjunction with the broader history of American events, trends, movements, and ideologies. Students do not, then, study or use a textbook that tells the history of America with Oklahoma inserted in conjunction, but instead study specific events, figures, and trends in Oklahoma in reflection and relation to their concurrent study of American History. Thus, the controlling narrative of the larger United States population and society provides the backdrop and the motivation for the local events and figures, who often typify, either through representation or challenge, the greater historical trends in our nation. A. Primary Texts and Materials

1. Student Materials a. The Academy’s Oklahoma History Reading Packet b. The Academy’s Oklahoma History Study Guides c. Teacher-created resources.


a. All Student Materials b. Various Oklahoma History textbooks for reference.


C. Teloi:

1. Describe, explain, and argue for the significance and relevance of Oklahoma history in general and with reference to specific figures, events, etc.

2. Understand and articulate the connection between Oklahoma history and the broader American experience in general and with reference to specific figures, events, etc.

D. Integrative Goals—the student will be able to:

1. Relate Oklahoma history’s significance and relevance in a variety of forms in other classes (Literature, Bible, etc.).

E. Primary objectives: Students will have a mastery of material for: 1. Major explorers and conquistadors

2. Native tribes 3. Geography 4. Oklahoma’s place in the Louisiana Purchase and later exploration 5. Indian Removal and development of reservations 6. No Man’s Land, outlaws, and “the West” 7. Land runs and statehood Social and political developments and trends 8. The Tulsa Race Riot and racial divides and developments 9. The Murrah bombing 10. Modern Oklahoma, challenges and trends


1. Reading (in class and at home) followed by discussion 2. Socratic interaction 3. Debate (both individual and broader) 4. Lecture

American Government Purpose Statement and Overview: The objective of Government is for students to better understand the current society they live in, both locally and globally. By understanding the ways in which countries, especially their own, are run, they will gain a deeper understanding about the events that shaped their societies and better understand their political place in society as a whole.


a. American Government: Brief Edition by Wilson


C. Teloi: a. Historical origination of U.S. government b. Philosophies of government c. Various world governments d. System of U.S. government e. Interpreting case studies


a. Students will understand the way in which government impacts them b. Students will understand the way in which they can be better informed about

government c. Students will better be able to relate to the way in which government operates by

reading and discussing case studies.

E. Primary Objectives a. Philosophies

i. Historical systems ii. Ideal

b. American System of government i. History

ii. Present Application 1. Branches of government 2. Roles and responsibilities

c. Effects of government on the governed i. Participation in government

d. Case studies

F. Primary Teaching Methods a. Reading (primarily at home) followed by discussion b. Socratic Discussion c. Debate d. Research e. Presentation f. Lecture

G. Primary Teaching Methods

a. Reading (primarily at home) followed by discussion b. Socratic Discussion c. Debate d. Written Analysis e. Lecture f. Presentation

Economics Purpose Statement and Overview: The objective of economics is for students to learn how money and trade impact both their own lives and their world as a whole. By understanding these effects, they can gain a new understanding of how to deal with money in their own lives, and the effects that both government and the market play on the economy as a whole.

A. Primary Texts and Materials a. The Price of Everything by Roberts b. Economics in Christian Perspective by Claar/Kay


C. Teloi:

a. Understand the connection between resources and trade. b. Understand various economic systems c. Understand various market systems d. Understand how to manage their own finances (using credit, paying for houses or

college, saving for retirement, and doing their taxes)

D. Integrative Goals - the student will be able to: a. Students will understand the main economic systems b. Students will be able to understand the principles of managing their own finances c. Students will articulate their own understanding for how Christianity relates to

economics.

E. Primary Objectives a. Trade

i. Individuals 1. Scarcity

ii. Countries 1. Trade Restrictions 2. Trade organizations 3. Need for trade

b. Resources i. Connection to trade

c. Supply and Demand i. Effects on different market systems

1. Scale from perfect competition to monopoly ii. Market Equilibrium

1. Prices 2. Quantity

d. Different Economic Systems i. Scale from free market to planned economy

e. Christians and an Economy i. Stewardship

f. Personal Finance i. Interest

ii. Mortgages iii. Paying for college iv. Debit and Credit v. Credit score

vi. Retirement vii. Taxes

g. Government Regulation i. Methods

ii. Reasons iii. Money supply

h. Signs of a healthy economy i. Stable prices

1. Avoid high inflation or deflation ii. Low unemployment

1. Need for some unemployment in an economy iii. High and sustained growth

1. Role of GDP and GNP

F. Primary Teaching Methods a. Reading (primarily at home) followed by discussion b. Socratic Discussion c. Debate d. Research e. Presentation f. Lecture

Languages

The study of languages involves the study of other peoples, histories, and cultures and the engagement with those people, especially living languages. At The Academy, the two languages currently offered are Latin and Spanish. Graduation Requirements:

A. Spanish I B. Spanish II

Other Courses:

A. Latin I (8th Grade) B. Spanish III

Spanish Purpose Statement and Overview: In The Academy Spanish program students will learn to write, speak, read, and listen not only to the Spanish language but also to Spanish and Latino culture. Through studying Spanish will learn how language is shaped by culture, and how language contributes to shaping culture. Students that succeed in Spanish I-III should graduate The Academy able to hold basic conversations in Spanish. If they have completed the Latin program as well, they should also be able to parse verbs and nouns, so that even when they cannot understand something they are reading, they can find their way to the root of the words. The program is broken into six units based on five countries: The United States, Mexico, Puerto Rico, Spain, and Ecuador. Within these geographical units Spanish I and II, and half of Spanish III will be broken into smaller grammar objectives. The second semester of Spanish III will focus on a service project in the area and a presentation over a country other than the ones we have studied. Spanish I Spanish I should provide students with a fun and rigorous introduction to the language and culture. Students will learn that it is entirely possible for them to speak Spanish, that it will take hard work, but that it will also be very rewarding. Students will also choose a Spanish alter ego from another country with a different name and family. This will provide our class with a creative way to learn another language and culture. Ideally the students will keep their identity for the entire three years at The Academy. Students will finish Spanish 1 having worked through the below skills and able to conduct very basic conversations. They will also be able to read children’s books and short passages.


a. En Espanol: Level 1 by Gahala/Houghto b. En Espanol: Cuaderno: Mas Practica: Level 1 by De Weyer


C. Teloi: a. Read basic Spanish b. Write basic Spanish c. Listen to basic Spanish d. Speak basic Spanish


a. Speak, write, read, and listen to basic Spanish b. Read a children's book and other short passages in Spanish

E. Primary Objectives a. Vocabulary

i. Introductions, Greetings, Descriptions, Classrooms, Schedules and Time, Sports, Comparisons, Weather, Feelings, Addresses, Shopping, Ordering Food, Daily Routine, Chores.

b. Grammar i. Present, Preterite, Imperfect and Future.

ii. -AR , -ER, -IR verbs, Stem Changers, Commands c. Culture

i. Names and capitals of all Spanish speaking countries. ii. Familiarization with aspects of Latino culture in the United States a.

F. Primary Teaching Methods a. Reading Spanish b. Listening to Spanish c. Writing Spanish d. Speaking Spanish

Spanish II Spanish II serves as a bridge between the grammar of Spanish I and the beginnings of rhetoric in Spanish III. Here all grammar concepts introduced in Spanish I will be deepened, and students will acquire a great deal of new vocabulary and new grammar. Discipline to memorizing vocabulary will be paramount in Spanish II. Students will balance this rote memory work with games and creative projects as Spanish I concepts are reviewed and deepened and new concepts, such as the subjunctive are introduced.

A. Primary Texts and Materials a. En Espanol: Level 2 by Gahala b. En Espanol: Level 2 Mas Practica Cuarderno by Carlin

B. Prerequisites – Spanish I

C. Teloi:

a. Read intermediate Spanish b. Write intermediate Spanish c. Listen to intermediate Spanish d. Speak intermediate Spanish


a. Speak, write, read, and listen to intermediate Spanish


i. Travel, Food and Art, Childhood and family, Narrate, Make suggestions, Daily Routines, Give advice, Health and Illness, Ways to Spend Money, Discuss outdoor activity, Conservation Jobs and Professions

b. Grammar i. Preterite and Imperfect, Present Perfect, Future, Conditional, and an

introduction to the subjunctive


Spanish III In Spanish III students will gradually move to an all Spanish class period. The first semester will be spent in The Spanish II book, and the second semester will be a spent in El Repaso, reviewing all basic grammar concepts and extending vocabulary. By the end of Spanish III, Spanish students will have written a children’s book using the all forms of the subjunctive, and they will participate in a Spanish capstone in which they interview a Hispanic member of the community. The second semester of Spanish III the students will move to conducting class all in Spanish.


a. Essential Repaso: A Complete Review of Spanish Grammar by Nat'l Textbook Co


C. Teloi: a. Read advanced Spanish b. Write advanced Spanish c. Listen to advanced Spanish d. Speak advanced Spanish e. Read a children's book f. Conduct a community interview in Spanish


a. Speak, write, read, and listen to advanced Spanish


i. Extension of previous years deepened to include animals, medical, scholastic, and spiritual vocabulary.

b. Communication i. Review all tenses, master subjunctive, discern between por and para, and

the other typical pitfalls in Spanish. Build confidence in listening and speaking.


Latin Overview Purpose Statement Latin is a cornerstone of Classical education and an essential subject in our curriculum. We teach Latin for many reasons, not the least of which is to allow students to read well-structured prose of central Western writers in the original language. Reading Latin is not the only reason for learning Latin; even a short acquaintance with this root language will add to one’s vocabulary, improve one’s analytical skills, and enhance one’s reading comprehension. Prerequisites Since we begin Latin in third grade, the only prerequisite for beginning Latin study is to be ready for third grade. Students entering in later grades will be required to attend a summer Latin workshop to prepare them for their grade’s place in the curriculum. Graduation Requirements We do not require a Latin credit for graduation. Latin 1 (8th grade) does count as a graduation and transcript credit.

Latin 1

A. Primary Texts & Materials 1. Student Materials:

a. Latin Alive! Book 2 b. Latin Readings Packet c. The Bantam New College Latin & English Dictionary d. 300 index cards e. Access to Headventureland.com

2. Teacher Materials: a. Latin Alive! Book 2 (and answer key/teacher’s edition) b. Latin Alive! Book 2 cd/dvd set c. Latin Alive! Book 2 tests and assessments pdf d. Latin Alive! Book 3 (and answer key/teacher’s edition) e. Latin Alive! Book 3 cd/dvd set f. Latin Alive! Book 3 tests and assessments pdf g. Latin Dictionary, 501 Latin verbs, other supplements as necessary

B. Pre-requisites:

1. Completion of seventh-grade Latin and promotion to eighth grade OR

2. Completion of the Summer Latin workshop and entrance into eighth grade C. Primary Goals: The Student Will Be Able To:

1. Read Latin in a basic format with increasing facility 2. Identify various parts of speech, cases, and their uses in Latin 3. Translate increasingly complex Latin sentences and paragraphs 4. Identify proper Latin word order 5. Recite and apply the paradigms and maxims from specific chapters

D. Integrative Goals: The Student Will Be Able To: 1. Explain English derivatives of the Latin vocabulary 2. Show an understanding of the basic patterns of language 3. Analyze English prefixes and suffixes according to Latin vocabulary 4. Use Latin derivatives in formal writing and speaking

E. Primary Objectives: The Student Will Have Mastery Of:

1. All previous Latin material (3-7 grades Latin) 2. Vocabulary and grammar from LA2 chapters 19-27 3. Vocabulary and grammar from LA3 chapters 4. Participles 5. Infinitives and gerunds 6. Supine 7. Translations and Readings of selected Virgil, Caesar, & Catullus

F. Primary Teaching Methods:

1. Recitation of paradigms and vocabulary 2. Board and seat work 3. Mini-lectures for grammar points 4. Oral and written practice

G. Approximate Time Per Week:

1. Two hours in class (sixty minutes each on two school days) 2. Two hours (one hour each home-day); an additional fifteen minutes per day

(practicing vocabulary and paradigms)

Logic and Theology Logic and Theology courses at The Academy are designed to help students think clearly and soundly and express those ideas compellingly. They engage with a wide variety of perspectives and worldivews, learning how to listen carefully, analyze and evaluate statements, assumptions, and presuppositions (of their audience and themselves), and how to engage compelling with an informed Christian worldview. Requirement for Graduation:

A. Logic B. Systems of Thought C. Comparative Religion

Logic Purpose Statement and Overview: Broadly construed, logic is art and science of thinking well. Narrowly construed, logic is the evaluation of arguments. These two ways of understanding logic needn’t compete, however, as evaluating arguments leads to thinking well. Students are introduced to the science of logic through the discussion of and practice of sundry methods of argument evaluation. Logic, however, isn’t simply a matter of mechanical evaluation (i.e., the science of logic). Argument evaluation occurs at the intuitive level as well (i.e., the art of logic). The aim of logic, then, is to train students to evaluate and construct arguments with the whole person using both the art and science of logic. A. Primary Tests and Materials

1. Student Materials a. Introduction to Logic, 2nd ed., Harry Gensler b. Supplementary material

i. The Power of Logic, 5th ed., Frances Howard-Snyder , Daniel Howard- Snyder and Ryan Wasserman

ii. A Concise Introduction to Logic, 10th ed., Patrick Hurley iii. Logic: A God-Centred Approach to the Foundations of Western Thought, Vern Poythress

2. Teacher Materials a. All student material b. Gensler Grading Material

B. Prerequisites—None C. Teloi: 1. Analyze and evaluate arguments for validity and soundness 2. Write arguments for positions from a wide range of topics 3. Orally present compelling, winsome arguments D. Integrative Goals—the student will be able to: 1. Use a variety of methods determining the validity of arguments

2. Use material from other disciplines to evaluate the factual claims of arguments 3. Use logic to evaluate fallacies found in common discourse

E. Primary Objectives: Studens will have familiarity with the concepts and mastery of the implementation of: 1. The definitions of ‘validity’ and ‘soundness’ 2. The history and philosophy of logic 3. The use of various methods for evaluating arguments, including; a. Aristotelian syllogisms b. Boolean syllogisms

c. Counterexamples d. Truth tables e. Proofs f. Truth trees g. Beginning predicate logic h. Informal fallacies F. Primary Teaching Methods 1. Reading followed by discussions 2. Socratic Interaction 3. Debate 4. Group discussions/presentations 5. Lecture

Systems of Thought Purpose Statement and Overview: Systems of Thought is a class devoted to the exploration and discussion of the history and development of Christian doctrine. The study of Christian doctrine is wrapped up in the broader concept of worldview. A worldview is simply the story one tells about oneself. This idea of worldview supports the study of Christian doctrine, as doctrine is simply the summary of the Christian story. Both ancient and contemporary works are read and discussed to facilitate an understanding of the development of doctrine. A. Primary Tests and Materials

1. Student Materials a. Theology: The Basics, 3rd ed., Alister McGrath b. The Christian Theology Reader, 4th ed., Alister McGrath c. Engaging God’s World, Cornelius Plantinga, Jr. 2. Teacher Materials a. All student material b. Salvation Belongs to the Lord, John M. Frame

B. Prerequisites—None C. Teloi: 1. Understand the nature of a worldview 2. Present the components of the Christian Worldview 3. Discuss the nature theology 4. Discern the history and development of Christian doctrine D. Integrative Goals—the student will be able to: 1. Use history to evaluate the milieu in which Christian doctrine developed

2. Use material from other disciplines to evaluate truth of Christian doctrines 3. Grasp the fullness of Christian doctrine through integrating the different kinds of theology.

E. Primary Objectives: Students will have familiarity with the concepts and mastery of the implementation of: 1. The definitions of ‘theology’ and ‘worldview’ 2. The integration of theology and worldview

3. The history and development of Christian doctrine 4. The different kinds of theology a. Historical b. Biblical c. Exegetical d. Systematic

5. The various debates and development in the following areas of theology

a. Theology Proper b. Anthropology c. Hamartiology d. Christology e. Soteriology f. Ecclesiology g. Eschatology F. Primary Teaching Methods 1. Reading followed by discussions 2. Socratic Interaction 3. Debate 4. Group discussions/presentations 5. Guest Lectures

6. Lecture

Comparative Religions Purpose Statement and Overview: Comparative Religions is the study of the world’s religions. This class is concerned as much with the methods of dealing with another’s beliefs as it is with the content of those beliefs. The class is couched in terms of sacrificial listening, the goal of which is humble engagement with other religions. This is facilitated by first engaging in a philosophical study of reality, followed by close, careful readings of the sacred texts of the world’s religions. A. Primary Tests and Materials

1. Student Materials a. The World’s Religions, 50th Anniversary ed., Huston Smith b. The World’s Wisdom: Sacred Texts of the World’s Relgions, Philip Novak c. Supplementary Material

Supplementary materials are aimed at exploring the philosophical dimensions of the study of comparative religions

2. Teacher Materials All student material

B. Prerequisites—None C. Teloi: 1. Understand the nature of a worldview 2. Analyze the philosophical dimensions of religions 3. Discuss key points of doctrine of the world’s major religions 4. Compare the positions of each religion with one’s own D. Integrative Goals—the student will be able to: 1. Use sacrificial listening to seek understanding of the world’s religions

2. Use material from other disciplines to evaluate truth of Christian doctrines 3. Use one’s own beliefs to engage other’s beliefs. 4. Read and understand the sacred texts of the world’s religions

E. Primary Objectives: Students will have familiarity with the concepts and mastery of the implementation of: 1. The definitions of ‘religion,’ ‘philosophy’ and ‘worldview’ 2. The integration of religion, philosophy and worldview

3. The philosophical dimension of the study of religions, including the study of a. History of philosophy b. Metaphysics c. Epistemology d. Ethics 4. The history and development major world religions, including a. Christianity

b. Hinduism c. Buddhism d. Islam e. Taoism

5. The stance of each world religion on a. God b. Humanity c. Sin d. Salvation F. Primary Teaching Methods 1. Reading primary and secondary materials followed by discussions 2. Socratic Interaction 3. Debate 4. Group discussions/presentations 5. Guest Lectures

6. Lecture

Mathematics Purpose Statement Mathematics is an expression of the order seen in nature. Nature is an expression of the logic that is in God. Therefore, it follows that math will show the logic and order of God. Ptolemy wrote that the mathematical sciences were the best evidence of divinity because of their consistency and incorruptibility. Math goes past the outer “layers” of creation to the fundamental laws God has used to give order. Therefore, math, like science, “sees” God through creation. The difference is that math looks at the parts that are so well understood that they can be reduced to an equation. Prerequisites: Students must either have been promoted from Algebra I at The Academy or performed sufficiently well (50% or better) on the admission testing as well as have completed an Algebra I course comparable to The Academy to begin study in the Rhetoric school. Students beginning mathematical studies in the Rhetoric school must be ready for Geometry. Graduation Requirements: In order to graduate from The Academy, a student must complete four courses of mathematics. If Algebra I was taken at The Academy (8th Grade, included here), it can count as a transcript credit towards the four-course requirement.

A. Algebra I B. Geometry C. Algebra II D. Trigonometry and Mathematical Analysis E. Calculus

Algebra I

A. Primary texts and materials 1. Student materials

a. Prentice Hall Algebra b. Prentice Hall Algebra All-in-one Student Workbook c. Basic calculator

2. Teacher materials a. All student materials b. Prentice hall Algebra, Teacher’s Edition c. Teacher-created materials

B. Prerequisites

1. Successful completion of Pre-Algebra.

C. Teloi: 1. Demonstrate an understanding of variables as abstract mathematical concepts. 2. Solve equations and manipulate variables. 3. Solve equations in combinations for multiple variables. 4. Demonstrate an understanding of the reciprocal nature of graphing as visual

representation of equations and equations as abstractions of graphed functions. 5. Demonstrate an understanding of the orderliness of God’s mind and creation.

D. Integrative goals—the student will be able to demonstrate:

1. Understand the logical processes of algebra. 2. Apply algebra to solving problems in other disciplines and areas of study.

E. Primary objectives—the student will have a mastery of: 1. Solving Word Problems

a. Consecutive Integer b. Distance/Rate/Time

2. Relations and Functions 3. Graphing

a. Slope-Intercept Form 4. Systems of Equations

a. Substitution b. Elimination

5. Polynomials a. Factoring b. Multiplying

6. Quadratic Equations 7. Radical Expressions 8. Rational Expressions

F. Primary teaching methods 1. Lecture 2. Group instruction 3. Socratic interaction 4. Individual seatwork 5. Homework

G. Approximate time per week—Three classes a week, 55 minutes a class, and approximately 1 hour of homework per class period

GEOMETRY

A. Primary texts and materials 1. Student materials

a. Prentice Hall Geometry b. The Elements, Euclid c. TI-83 or TI-83+ calculator (limited use)

2. Teacher materials a. All student materials b. Prentice hall Geometry, Teacher’s Edition c. Teacher-created materials

B. Prerequisites

1. Successful completion of Algebra I.

C. Teloi: 1. Understand ordered relationships as represented by numbers and mathematical

concepts. 2. Demonstrate an understanding of the orderliness of God’s mind and creation. 3. Draw, analyze and manipulate geometric shapes in two and three dimensions. 4. Apply the tools of logic toward formal geometric proofs and learn to apply

algebra in new ways.

D. Integrative goals—the student will be able to demonstrate:

1. Understand the logical processes of geometry. 2. Understand how formal logic relates to geometric rules. 3. Understand the historic development of geometric ideas.

E. Primary objectives—the student will have a mastery of: 1. Introduction to geometry and Euclid 2. Reasoning and proofs 3. Relationships within a triangle 4. Quadrilaterals 5. Similarity 6. Right triangle geometry 7. Coordinate geometry 8. Transformations 9. Circles 10. Area 11. Volume and Surface Area

12. EUCLID 13. Proofs/Propositions from Euclid’s Elements

F. Primary teaching methods

1. Group instruction 2. Socratic interaction 3. Individual seatwork 4. Homework

G. Approximate time per week—Three classes a week, 55 minutes a class, and approximately 1 hour of homework per class period

Algebra II

A. Primary texts and materials

1. Student materials a. Prentice Hall Algebra II Student Text b. TI-83 or TI-83+ calculator

2. Teacher materials a. All student materials b. Prentice Hall Algebra II Teacher Text c. Teacher-created materials

B. Prerequisites

1. Successful completion of Algebra I, and (preferably) 2. Successful completion of Geometry

C. Teloi:

1. Understand ordered relationships as represented by numbers and mathematical concepts.

2. Better understand the orderliness of God’s mind and creation. 3. Build upon concepts in Algebra I and solve increasingly abstract problems.

D. Integrative goals—the student will be able to:

1. Understand the logical processes of mathematics. 2. Understand how formal logic relates to mathematical rules. 3. Understand the practical applications of higher-level algebra in business and

industry. 4. Understand the historic development of algebraic concepts.

E. Primary objectives—the student will have a mastery of:

1. Functions 2. Solving linear equations 3. Word problems 4. Matrices 5. Quadratic functions 6. Polynomial functions 7. Radical functions and rational exponents 8. Exponential and logarithmic functions 9. Rational functions

10. Conic sections F. Primary teaching methods

1. Group instruction 2. Socratic interaction 3. Individual seatwork 4. Homework

G. Approximate time per week—Three classes a week, 55 minutes a class and

approximately 1 hour of homework per class period

Trigonometry and Mathematical Analysis A. Primary texts and materials

1. Student materials a. Precalculus with Limits: Enhanced Edition, Larson and Hosteller b. Mathematical Analysis Packet c. TI-83 or TI-83+ calculator

2. Teacher materials a. All student materials b. Precalculus with Limits: Enhanced Edition Teacher Text c. Teacher-created materials

B. Prerequisites

1. Successful completion of Algebra II 2. Successful completion of Geometry

C. Teloi:

1. Understand ordered relationships as represented by numbers and mathematical concepts.

2. Better understand the orderliness of God's mind and creation. 3. Work with and apply basic trigonometric properties.

D. Integrative goals—the student will be able to:

1. Understand the historic development of trigonometric concepts. 2. Understand the practical applications of trigonometry in business and industry.

E. Primary objectives—the student will have a mastery of:

1. Trigonometry 2. Trigonometric functions 3. Using and verifying trigonometry identities 4. Solving triangles 5. Additional applications 6. Mathematical Analysis 7. Logic and sequences 8. Set theory 9. Probability 10. Statistics 11. Function review

F. Primary teaching methods 1. Group Instruction

2. Socratic interaction 3. Individual seat work 4. Homework G. Approximate time per week Four classes a week, 50 minutes a class and approximately 30 minutes of homework per classroom hour

Calculus A. Primary texts and materials

1. Student Materials a. Calculus, 7th Edition, James Stewart b. TI-83 or TI-83+ calculator

2. Teacher Materials a. All student materials b. Calculus, 7th Edition, Teacher’s Edition, James Stewart c. Teacher created materials

B. Prerequisites

1. Successful completion of Trigonometry C. Teloi:

1. Work with rules and formulas of calculus. 2. Apply rules and formulas of calculus 3. Better understand the orderliness of God's mind and creation.

D. Integrative goals the student will be able to:

1. Understand the historic development of calculus. 2. Understand the practical applications of calculus in design, business and industry.

E. Primary objectives the student will have a mastery of:

1. Functions 2. Limits 3. Derivatives 4. Applications of derivatives 5. Integrals 6. Applications of integration 7. Inverse functions 8. Integration techniques

F. Primary teaching methods

1. Group Instruction 2. Socratic interaction 3. Individual seat work 4. Homework

G. Approximate time per week Three classes a week, 55 minutes a class and approximately

1 hour of homework per classroom hour.

Science

Purpose Statement Science is the study of the physical world through observation, investigation, and experimentation. Science connects us to the world and engages us in the processes inherent to it. Through the study of science, we come to appreciate the beauty and order of the Creation and the Creator. Prerequisites Students must advance to the Rhetoric school or score better than 50% average on The Academy admissions test for the requisite grade- or class-level. Graduation Requirements We require four Science classes for graduation, one non-lab and three lab sciences:

A. Earth Science (non-lab) B. Biology (with lab) C. Chemistry (with lab) D. Physics (with lab)

Earth Science A. Primary Texts & Materials

1. Student Materials: a. Earth Science: Geology, the Environment, and the Universe (2008)

2. Teacher Materials: a. Earth Science: Geology, the Environment, and the Universe (2008) b. Teacher Manual for Earth Science: Geology, the Environment, and the

Universe c. Other supplemental materials

B. Prerequisites:

1. Promotion or Acceptance to Ninth Grade C. Teloi:

1. Explain the Nature of Scientific Inquiry 2. Understand God’s Creation and the Rules that Govern it 3. Respond to questions and argument about the origins of our world and our species

D. Integrative Goals: The Student Will Be Able To:

1. Discern patterns in data to use to answer questions 2. Explain differences in theories 3. Work through processes and instructions


1. The Nature of Science 2. Mapping our world (physical geography) 3. Identifications and properties of minerals and rocks 4. Basic theories and configurations of Weather and Water 5. Basic theories and configurations of the Atmosphere and Oceans 6. Basic theories and configurations of Tectonics & Earthquakes 7. Identifications and dating of Fossils 8. Basic theories and configurations of the Solar System


1. Dialectic method 2. Discussion 3. Lecture

G. Approximate Time Per Week: 1. Two hours in class each week 2. Approximately two hours home-day work each week

Biology A. Primary Texts & Materials

1. Student Materials: a. Miller & Levine Biology Student Edition with Biology.com 6-yr access

2. Teacher Materials: a. Miller & Levine Biology Student Edition b. Teacher Manual for Miller & Levine Biology c. Other supplemental materials

B. Prerequisites:

1. Promotion or Acceptance to Tenth Grade C. Teloi:

1. Explain the Nature of Scientific Inquiry 2. Understand God’s Creation and the Rules that Govern it 3. Respond to questions and argument about cells (plant & animal), DNA, and

genetics D. Integrative Goals: The Student Will Be Able To:



1. Definitions and Configurations of the Biosphere and Ecosystems 2. Basic theories and configurations of cells 3. Photosynthesis 4. Respiration 5. Growth & Division 6. Basic theories and configurations of Genetics 7. Basic theories and configurations of DNA & RNA 8. Basic theories and configurations of the Human Genome 9. Basic theories of Evolution (Darwin) 10. Basic theories and configurations of the Fossil Record


1. Dialectic method 2. Discussion 3. Lecture 4. Lab (dissections)

G. Approximate Time Per Week: 1. Three hours in class each week (two in lecture/discussion, one in lab) 2. Approximately three hours of home-day work each week

Chemistry A. Primary Texts & Materials

1. Student Materials: a. Modern Chemistry Student Text (2009) by Holt, Rinehart, & Winston

2. Teacher Materials: a. Modern Chemistry Student Text (2009) by Holt, Rinehart, & Winston b. Teacher Manual for Modern Chemistry (2009) by Holt, Rinehart, & Winston c. Other supplemental materials

B. Prerequisites:

1. Promotion or Acceptance to Eleventh Grade C. Teloi:

1. Explain the Nature of Scientific Inquiry 2. Understand God’s Creation and the Rules that Govern it 3. Respond to questions and argument about matter and change, atoms and electrons 4. Respond to questions and arguments about gases, liquids, and solutions 5. Respond to questions and arguments about organic and nuclear chemistry




1. Definitions and explanations of Matter and change 2. Basic theories and configurations of atoms, electrons, and the Periodic Table 3. Basic theories and configurations of Chemical Bonding 4. Basic theories and configurations of Chemical Formulas & Compounds 5. Basic theories and configurations of Chemical Equations & Reactions 6. Basic theories and configurations of Stoichiometry (moles, masses, conversions) 7. Basic theories and configurations of Gases, Liquids, & Solids 8. Chemical compositions and reactions 9. Basic theories and configurations of Solutions & Ions 10. Basic theories and configurations of Acids & Bases 11. Basic theories and configurations of Oxidation-Reduction Reactions 12. Basic theories and configurations of Organic Chemistry 13. Basic theories and configurations of Nuclear Chemistry


1. Dialectic method 2. Discussion 3. Lecture

4. Lab (chemical reactions, reagents, & titrations)


Physics A. Primary Texts & Materials

1. Student Materials: a. Conceptual Physics (2011) by Paul G Hewitt (Pearson Publishing)

2. Teacher Materials: a. Conceptual Physics (2011) by Paul G Hewitt (Pearson Publishing) b. Teacher Manual for Conceptual Physics c. Other supplemental materials

B. Prerequisites:

1. Promotion or Acceptance to Twelfth Grade C. Teloi:

1. Explain the Nature of Scientific Inquiry 2. Understand God’s Creation and the Rules that Govern it 3. Respond to questions and argument about motion, matter, and relativity




1. Definitions and Configurations of linear and non-linear motion 2. Basic theories and configurations of Newton’s Laws of motion 3. Basic theories and configurations of Momentum & Energy 4. Basic theories and configurations of Gravity 5. Basic theories and configurations of Thermodynamics 6. Basic theories and configurations of Sound Waves 7. Basic theories and configurations of Electricity and Magnetism 8. Basic theories and configurations of Light (Wave & Particle) 9. Basic theories and configurations of Nuclear Physics 10. Basic theories and configurations of Relativity (General and Special)


1. Dialectic method 2. Discussion 3. Lecture 4. Lab (gravity, electricity, thermodynamics, & light)


Drama Purpose and Overview: There are many reasons for studying drama. Students learn how to speak in front of audiences, practice working together with others, hone their improvisational skills, improve their communication skills, and gain experience conveying and discussing their emotions. These are all valuable and important, but drama is not just a means of improving other skills; it has value as a discipline in and of itself. Drama is the study of stories. In a drama class, students study how to engage and relate to stories, not only through acting but also through set design, costume design, lighting, etc. We are beings of story who relate to each other, our world, and our Creator through stories; thus, studying drama and the different ways stories are conveyed teaches us more about our neighbors, our Savior, and ourselves. A. Primary Texts & Materials

1. Student Materials: a. Scripts b. Teacher-created materials

2. Teacher Materials: a. All student materials

B. Prerequisites:

1. None C. Teloi:

1. Memorize works quickly and accurately using a variety of mnemonics and other memory styles and devices.

2. Present dramatic recitations and reenactments using elements of effective presentation including appropriate movement of voice and body.

D. Integrative Goals—the student will be able to:

1. Present on given topics to a variety of audiences and ages. E. Primary objectives: Students will have a familiarity with the concepts and mastery of the

implementation of: 1. Presentation of Self Carriage and Movement 2. Enunciation 3. Projection 4. Voice Modulation 5. Engagement and interaction with audience 6. Holistic understanding and awareness of all elements


1. Presentation with feedback 2. Group interaction and discussion 3. Lecture and demonstration 4. Presentation preparation games and activities

G. Approximate time per week: 2 hours in class with corresponding homework largely focused

on memorization of lines and preparation of scripts.

curriculum objective guide: rhetoric...

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