Course Selection Guide 2012-13

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2012-13

Westminster Christian Academy Course Selection Guide

The Westminster Mission Westminster Christian Academy honors Jesus Christ by providing an excellent education, rooted in biblical truth as interpreted by the Westminster Confession of Faith, for the children of Christian parents.

Faculty and staff enable students to discover and embrace a biblical view of the world and integrate that view into every area of life.

Westminster Christian Academy, a private educational institution, admits students of any race, color, sex, and national or ethnic origin to all of the rights, privileges, programs, and activities generally accorded or made available to students at the school. Westminster Christian Academy does not discriminate on the basis of race, color, sex, and national or ethnic origin in the administration of its education programs, admissions policies, scholarship programs, athletics, cocurricular activities, or other school-administered programs.

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Contents Why a Christian School 5 Chapel 6 Community 8 Alumni 9 Learning Outside the Classroom 10 Advisory and Seminar 12 Service and Leadership 13 Academic Hub 14 Guidance and Counseling 15 Administration 16 Upper School 17 Middle School 19 Four-Year Diploma Course Options 20 AP/Excel/Honors Courses 21 Diploma Unit Requirements 21 Bible 22 Business, Communications and Technology 25 English 30 Fine Arts 34 History 39 Mathematics 43 Physical Education 49 Science 52 World Languages 58 Special Services 63 Summer Programs 70

Scripture taken from the Holy Bible, New International Version.

Copyright © 1973, 1978, 1984. International Bible Society. Used by permission of Zondervan Bible Publishers.

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Preparing Young People

Westminster

Christian

Academy

complements the Christian home and church in teaching and training young people in the way they should go, so when they are old they will not turn from it, as is instructed in Proverbs 22:6. Westminster’s curriculum and programs are designed to integrate God’s truth into every aspect of the school experience. Students and families are encouraged to prayerfully consider the curricular and cocurricular choices available at Westminster and make decisions that will maximize opportunities to learn and grow in knowledge, wisdom and grace.

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Why A Christian School?

Whether you have been committed to Christian education for years, or whether you are just now exploring the possibilities, consider this perspective: How can Christian parents best fulfill their obligation to train and nurture their covenant children (Deuteronomy 6:4-8)? Specifically, what type of education effectively prepares children for “works of service” (Ephesians 4:12)?

In Matthew 12:30, Jesus clearly teaches, “He who is not with me is against me, and he who does not gather with me scatters.”

A Christian school is not a place where a few elements such as prayer, chapel services and Bible classes merely complement an otherwise secular education. Genuine Christian education seeks to integrate God’s Word into every facet of the curriculum, cocurricular activities and truly into every aspect of life. As students study God’s world from the perspective of His Word, it enables them to make a difference in the world for His purposes.

While a Christian school is not a “safe house” from the evils of the world or a guarantee against sin, it does teach students about God’s demands and His forgiveness, grace and mercy. The Christian school should be the place where Christian families, the church and the school prepare students for effective lives of service in God’s kingdom.

Westminster Christian Academy is a member of the Christian Schools Association of St. Louis.

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Chapel The Westminster student community comes together every Wednesday morning for a 30-minute Chapel service. The purpose of Chapel is to present gospel-centered teaching and worship that is meaningful and authentic to middle and high school students.

Gospel Focus Jesus Christ died for our sins, and it is by grace that we have been saved. This is the foundation for everything that we teach and everything that we do at Westminster.

(Ephesians 2:8-9)

Gospel Transformation As we begin to understand the gospel, we understand that it demands a response in our hearts and in how we live. However, our teaching of this value emphasizes a response to what Christ has done. (Romans 12:1-2)

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Community Students understand that the foundation of gospel living is loving God and loving people. This foundation should impact how we interact with one another within this community. Therefore, our community at Westminster should be one of love, care, and accountability. (Matthew 22:37-39)

Mission Jesus calls us to be missional as we respond to our understanding of the cross. How are we impacting our communities outside of Westminster? (II Corinthians 5:18-20; Matthew 28:19)

Worship In Worship Matters, Bob Kauflin writes, “Songs are de facto theology. They teach us who God is, what He’s like, and how to relate to Him.” We apply this thinking when planning which songs we sing in Chapel. We want to choose songs that are Christcentered and that reflect what Scripture teaches.

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Community As Westminster has grown as a school, so has the sense of community. This community is made up of parents, siblings, grandparents, pastors, youth leaders and others from across the metro area. It does not represent one neighborhood, one age group, one social or racial group, or even one local church congregation. It is not limited to current students, as alumni and their friends continue to contribute to the life of the school. As the years progress, the depth and breadth of this community continue to expand.

The Westminster community represents a common desire to celebrate the redemption that Christ has made possible even as this grace permeates education.

Great things to know about the Westminster Community: • Students represent more than 100 elementary schools.

• Westminster families represent approximately 160 St. Louis-area churches.

• The largest event of the year, aside from graduation, is Spirit Week, a high-energy week of fun and friendly class competition involving every student.

• 90 percent of Westminster teachers are involved in leading cocurricular activities.

• Each fall students participate in ITSOG (In The Spirit of Giving), collecting supplies for charitable organizations.

• Weekly chapel services include devotions from pastors, teachers and alumni.

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Alumni

Caroline Gamache Howard l Class of 2004 Westminster varsity soccer athlete Purdue University Helped develop a life-saving medication system for mothers and babies in developing countries.

George Thampy l Class of 2005 Westminster Scholar Bowl state champion Harvard University Former Google intern now working in corporate finance to help impact a broad range of industries.

• An average of 98 percent of graduates go on to college.

• As Westminster enters into its third decade, an increasing number of alumni are enrolling their children as students.

• Approximately 75% of Westminster graduates are active in a church congregation.

• Graduates are serving in areas as diverse as accounting and the arts, in settings as influential as the White House and Hollywood, and in locations as near as St. Louis and as far as Japan.

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Learning Outside the Classroom Because learning doesn’t just take place in the classroom, Westminster students have multiple opportunities to engage in cocurricular programs. These programs are led by Westminster faculty and staff and give students options for learning about their gifts and abilities in a variety of ways. Cocurricular activities at Westminster include:

Academic Teams and Competitions

Service Opportunities

American Invitational FIRST Robotics Team Mathematics Competition National History Day Scholar Bowl Team Senior Physics Competition We the People: The Citizen and the Constitution World Quest

Faith in Action Senior Service Peer Tutors Students Working Against Tobacco Teacher Assistant Program

Student Leadership

Ambassadors Chapel Band Middle School Leadership Council National Honor Society National Junior Honor Society Peer Counselors Upper School Student Council

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Clubs/Activities

Adventure Club Art Club Audiovisual Club Blue Crew Chess Club & Teams Culinary Club Drama Club Fellowship of Christian Athletes French Club Literary Rogues

Clubs/Activities Continued

Math Club Movie Club Science and Engineering Club Set Club Spanish Club Spirit Club Student and Community Garden Tae Kwon Do Club Ultimate Frisbee Club Fine Arts

Band Concert Choir Improv Mixed Chorus Musical Orchestra Pep Band Plays Athletics

Baseball Basketball Cheerleading Cross Country Dance Teams Football Golf Ice Hockey Lacrosse Soccer Softball Swimming/Diving Tennis Track Volleyball Wrestling

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Advisory and Seminar Advisory Periods: To provide opportunities for students to receive academic help as needed within the context of the weekly schedule, all teachers have been assigned an Advisory of 12-15 students that meets on Wednesday afternoons. The Advisory system allows students to meet with a teacher to make up work, take a quiz, have a writing conference, or receive tutoring.

Seminar Periods: Seminars are weekly 55-minute periods held on Thursday mornings designed to fill voids in the current upper school curriculum that cannot be met because of the time and staff constraints under which most schools, including Westminster, operate. In general terms, students will rotate through four, eight-week Seminars during their freshman, sophomore and junior years; however, one junior-level seminar is designed for 16 weeks.

Seminars are taught by a team of four to seven teachers and staff who share a special interest or expertise in the subject of the Seminar.

Seminars have been designed to give students a change of pace, a learning opportunity and a chance for growth, with as few academic demands outside the Seminar period as possible. Seminars will provide teachers and students opportunities to learn for the sake of learning in a less formal setting than in the traditional classroom. Students will be expected to complete four Seminar “credits” (four Seminars) each year that they are enrolled in the Upper School, except for senior year, when Faith in Action credit will be the focus.

Freshman Seminars: • Counseling Seminar - Discovering Your Personal Identity • Oral Presentations - Listen, I Have Something to Say • Navigating Relationships • Study Skills Sophomore Seminars: • Exploring Economics • Media Literacy • Personal Finance • The Talk Extended: God’s Design for Relationships and Sex Junior Seminars: • Global Awareness • Issues of Faith and Science • Planning Your College Road Map

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Service and Leadership Westminster students are offered a comprehensive servant leadership program in grades 7-12.

Middle school students may join the Middle School Leadership Council where biblical principles of leadership are introduced and practiced in the context of their service and social activities.

Upper school students are elected or appointed to positions of leadership in the spring for the following school year. These leaders receive on-the-job training and encouragement and are held accountable for service to their classmates, their organizations, and their community. In addition to the community service projects which each organization and class provides, Westminster seniors participate in “Faith in Action,” a program in which they serve in various help agencies throughout the St. Louis community for two hours each Thursday morning of the school year.

Timothy B. Hall–Dean of Students B.A. Calvin College M.Ed. Covenant College Susan E. Brown–Student Services Coordinator B.S.W. University of Missouri-St. Louis Craig A. Walseth–Middle School Leadership Coordinator B.A. Judson College M.A.C. Covenant Theological Seminary Allison M. Pautler–Middle School Activities Coordinator B.A. Hope College E. Ashley Woodall–Middle School Activities Coordinator B.S. University of Missouri

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Academic Hub The George W. Knight III Academic Hub strives to promote lifelong learning, provide academic learning experiences, and share new ideas and resources; participate in the teaching and learning process; and provide varied materials and services for students, faculty, and staff in a flexible and caring environment.

Materials include books, periodicals, and nonprint items, including the following online databases: CultureGrams, eLibrary, Global Issues in Context, Historical Newspapers, JSTOR, Opposing Viewpoints in Context, Oxford Reference Online, ProQuest, SIRS Researcher and Student Research Center. These databases are available both on campus and remotely. The Academic Hub also has a webpage and wiki that supports student projects, accessible through the school website.

Please direct all questions and requests about the Academic Hub to academichub@wcastl.org.

Martha L. Peters–Reference/Electronic Sources Specialist B.A. Covenant College M.A. University of Missouri Diane L. Miller–Online Lab Monitor and Technical Support Specialist B.S. Missouri State University M.Ed. University of Missouri-St. Louis Matthew E. Pannkuk–Academic Lab Tutor B.A. Covenant College M.A. Lindenwood University

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Guidance and Couseling School counselors assist students with academic or personal concerns, especially concerns that prevent optimum school performance. The Guidance Department is committed to helping students: • Recognize their God-given talents and uniqueness.

• Develop particular potentials and gifts.

As image bearers of our Lord and Creator, we recognize the fact that He has given each of us abilities and gifts that we are responsible to utilize for Him. The department desires to help students seek God’s plan for their lives. Personal, academic, and college/career counseling will equip students for effective servanthood. Each student receives individual guidance during the registration process each school year. Parents are invited to a scheduling workshop in February where they become familiar with course choices and registration procedures.

Kathleen J. Karigan–Director of Guidance and Counseling B.S. University of Missouri M.Ed. University of Missouri Carla F. Meyer–Upper School Guidance Counselor B.S. University of Missouri M.Ed. University of Missouri-St. Louis Craig A. Walseth–Middle School Guidance Counselor B.A. Judson College M.A.C. Covenant Theological Seminary Katherine T. Kindbom–College and Career Counselor B.A. Kenyon College M.Ed. Harvard University Timothy P. Holley–Spiritual Life Director B.S. University of Missouri Karen Aaberg–Administrative Assistant

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Administration

James C. Marsh, Jr., Head of School B.A. Calvin College M.Ed. Florida Atlantic University James S. Sefrit, Head of Upper School B.S.E. Northeast Missouri State University M.A. Northeast Missouri State University Ed.D. Saint Louis University Steven M. Hall, Head of Middle School B.A. Covenant College M.Ed. Covenant College J. Cory Snyder, Registrar B.A. Washington University M.A. University of Missouri-St. Louis Timothy B. Hall, Upper School Dean of Students B.A. Calvin College M.Ed. Covenant College P. Scott Holley, Academic Dean B.S. Washington University M.Ed. Indiana University Ed.D. Saint Louis University Kathleen J. Karigan, Director of Guidance and Counseling B.S. University of Missouri M.Ed. University of Missouri Craig A. Walseth, Director of Middle School Counseling B.A. Judson College M.A.C. Covenant Theological Seminary Peggy M. Johnson, Director of Admissions B.S. Bowling Green State University J. Zachary Clark, Director of Advancement Lucy Erdman, Director of Special Services B.S. University of Missouri M.Ed. University of Missouri Todd R. Fuller, Director of Finance and Operations B.B.A. Evangel University Certified Public Accountant (CPA)

Note: Some classes listed in this Course Selection Guide are not offered every year.

All courses are subject to teacher availability and student registration.

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Upper School Program Foreword to Parents

Graduation Requirements

Westminster Christian Academy complements the Christian home and church in teaching and training young people in the way they should go, so when they are old they will not turn from it (Proverbs 22:6, NIV). The Westminster curriculum and programs are designed to integrate God’s truth into every aspect of the school experience. Students and families should prayerfully consider the curricular and cocurricular choices available at Westminster and make decisions that will maximize opportunities to learn and grow in knowledge, wisdom and grace.

The goal of Westminster Christian Academy is to prepare students for effective Christian living. Because most of our graduates pursue a college education, our programs provide the academic experiences that will lead to a successful and rewarding college education.

Westminster believes that a thorough exposure to the liberal arts curriculum and a variety of courses in the practical arts are central to a well-rounded secondary school experience.

Students will find that the High School, College Preparatory and Scholars Diploma Programs provide them with the opportunity to maximize their academic potential and prepare them for college. The High School Program serves students who need to complete high school with minimum requirements.

The College Preparatory Program will serve students desiring a challenging college-bound curriculum. The Scholars Program encourages highly capable students to be aggressive learners while also gaining college credit. The Guidance Department will provide assistance in building an educational program that cultivates each student’s strengths.

Because the Christian education of a child is the responsibility of parents, decisions regarding the program of instruction that the student will pursue at Westminster should be reached after careful discussion and consideration. Parents should always be fully aware of the educational decisions involved in course selection.

Key Concepts for Parents • Pray with your student regarding available choices.

• Help your student establish realistic goals that will guide decisions and shape performance.

• Seek the assistance of the faculty and staff at Westminster.

• Honestly assess the talents and interests God has given to your student.

• Reevaluate the direction and progress of your student’s educational program each school year.

• Listen to your student and be sensitive to his/her feelings.

• Support the spiritual, academic and cocurricular programs at Westminster.

• Share your thoughts with Westminster faculty and administration regarding academic and cocurricular programs.

Philosophy Westminster Christian Academy is an independent, coeducational, college preparatory school serving grades 7 to 12, and is founded on the following: • We believe that God is the creator and sustainer of all things and that Jesus Christ is the only redeemer of our fallen world. As a covenantal school, we are committed in partnership with home and church to a quality education based on these truths.

• We believe that our curriculum provides an academically diverse student body with knowledge in the traditional liberal arts and the skills and wisdom to apply that knowledge. Teachers are committed to designing and employing creative teaching strategies to meet this goal.

• We believe that a complete education transforms knowledge into practical action. The essential outcomes of our educational perspective are the development and application of Christian character through leadership training, community service, cocurricular programs and the building of relationships.

• We believe that trust, respect and open communications are the foundation for both the school and community atmosphere. We expect staff and students to exemplify biblical standards in their attitudes and lifestyles and to take personal responsibility for the growth and development of others.

Key Concepts for Students • The decisions I make today will affect the options that are available tomorrow.

• Middle and upper school years are important; unproductive opportunities cannot be recaptured.

• Discipline, self-control and sacrifice are among the necessary ingredients that will help me succeed.

• My parents and teachers are dedicated to helping me be the person God wants me to be. I must respect and utilize their counsel.

• My response to God’s gift of His Son is that I give my life to Him through obedience and service. I must dedicate every school, home, and church experience to His glory.

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Educational Objectives

should not sacrifice the search for deeper understanding and a sense of wonder about God’s creation to the urgency of covering material that may or may not appear on the AP exam.

A Westminster Christian Academy education will encourage students to: • Respond personally to the gift of salvation.

• Develop a biblical value system that guides decision making.

• Develop individuality and self-acceptance based on God’s grace and truth alone.

• Appreciate all people as God’s image bearers.

• Recognize, embrace and participate in the interpersonal relationships within the community.

• Develop basic competencies and applicable skills in theology, sciences, physical education, humanities, foreign languages, and practical and fine arts.

• Become lifelong learners.

• Participate in cocurricular activities with tenacity, poise, and perspective.

• Participate in interdisciplinary activities, recognize the interrelatedness of the disciplines, and synthesize the disciplines for themselves.

• Seek God’s plan for their lives and follow God’s leading in education, career choices, and lifestyle.

• Demonstrate responsible stewardship of time, talents, and resources.

• Respect and enjoy God’s creation.

• Influence our culture, as redemptive agents in a fallen world, by applying God’s standard of truth and grace.

Westminster teachers will help prepare students for the AP test, but they will not teach to the test or compromise full commitment to the Westminster mission and vision. Therefore, AP test scores might not be as high as expected in comparison to schools that place a high premium on AP test scores.

Advanced Placement Advanced Placement classes play an important role in the curriculum of Westminster Christian Academy in that they push students and teachers alike to strive for academic excellence as defined by a nationally recognized standard. Because AP tests are difficult and comprehensive, they challenge students both to master complex information and demanding concepts and analyze and reflect upon that knowledge in sophisticated ways. That students seeking to earn the Scholar’s Diploma must pass at least four AP courses with a grade of C- or better indicates the importance Westminster places upon Advanced Placement work as a measure of academic rigor.

However, Advanced Placement tests should not be allowed to define or limit the curriculum of an AP course. Both Westminster’s Philosophy of Curriculum and Philosophy of Pedagogy encourage teachers to dig deeply into the ideas and concepts of each course to ensure that students not only have a thorough knowledge base of important core concepts but also the ability to understand the relevance of that information to their lives and to God’s world at large. That means that in the interest of deeper student understanding, teachers in each AP course must have and exercise the freedom to adjust their curriculum to focus on that information most vital to that field of study at the expense of total coverage of every concept or idea that might appear on an AP test. While Westminster believes that scores on an AP test matter, a life-long love for a specific discipline matters more, so teachers Page 18

Middle School Program Westminster’s Middle School provides a positive, exciting school climate for students in grades seven and eight.

Students enjoy a sense of community, cooperation, and teamwork that is distinctive to middle level education.

A focused effort to help students develop spiritual maturity, achieve personal excellence, and learn effective study skills is built within this dynamic program.

middle school students will qualify for either Spanish I (Honors) or Spanish II upon entering ninth grade.

The physical education program is equally important to the middle school experience. It is our belief that this age group must engage in formalized physical activity. The students’ physical growth and developmental needs require careful, daily attention. To achieve this end, each student is required to participate in a physical education class.

The traditional academic disciplines anchor the middle school experience. Yet many other opportunities exist for students to grow and learn beyond these core classes. The rich experiences in the fine arts and the acquisition of essential practical arts skills bring beauty and resourcefulness into our students’ lives.

Students may also participate in our extensive and vibrant middle school athletic program. Westminster’s middle school offers a full range of athletic experiences in the fall, wither and spring sessions. Students have the opportunity to represent Westminster Christian Academy with excellence and integrity in interscholastic competition.

Many of our gifted and motivated students desire even greater depth of knowledge in core subjects beyond the typical classroom experience. These students, in close relationships with their teachers, participate in the I2

The success of our program is found in the strong, loving hands of the middle school teachers. In concert with parents, the teachers take great personal interest in their students and monitor their progress carefully. Grade level teaching teams and other resource personnel meet daily for interdisciplinary planning, review of students’ progress and needs, and professional development. Students find the sensitive heart and strong character of Westminster are established and nurtured by the faculty and staff.

(Independent Inquiries) academic program. This opportunity is a voluntary academic challenge program designed to inspire and stretch students academically.

It is the teacher’s ultimate goal and the learner’s ultimate gain to become independent learners. The goal is to not merely learn about literature, science, history, the Bible, or mathematics from someone else. The goal is to inspire students to be the authors, scientists, historians, theologians, and mathematicians. The I2 Learning Activities will encourage students to pursue this kind of active and challenging inquiry.

Self-discipline and responsibility will be required of students as they travel from class to class, maintain a locker, and develop relationships with teachers and peers. Planning and preparing for tests, quizzes, projects, and daily homework will be a regular part of the routine. Their talents, energy, and character will be stretched as they are challenged to begin developing into the Christian young men and women that God has planned for them to become.

For students interested in an in-depth foreign language opportunity, we offer a challenging twosemester Spanish or French experience. This is a twoyear commitment that requires seventh grade students to complete one semester of Spanish IA or French IA and eighth graders to complete the additional second semester of Spanish IB or French IB. Upon successful completion and teacher recommendation,

Grade 7 Old Testament 7 English World Geography Pre-Algebra Physical Education Science

CORE COURSES

Grade 8

Old Testament 8 English U.S. History Algebra I Physical Education Science

Fine Arts, Practical Arts, Foreign Language Courses Art 7 Chorus 7 Musical Theater 7 Band 7 Spanish 7 MS French 7 MS Drama 7 Health 7

Art 8 Chorus 8 Musical Theater 8 Band 8 Spanish 8 MS French 8 MS Drama 8 Health 8

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Four-Year Diploma Course Options High School Diploma

College Preparatory Diploma

Scholars Diploma

9th GRADE Expository Writing The History of Global Conflicts Algebra Concepts/Algebra I/Geometry Concepts Physical Science Concepts New Testament Survey Fine Arts or Business, Communications & Technology Physical Education English 9/10 (TLC) Study Skills 9 (TLC)

Expository Writing The History of Global Conflicts Algebra I Geometry/Geometry (H)/Geometry Concepts Physics (9) World Languages I, I (H), II, II (H) New Testament Survey Fine Arts Business, Communications & Technology Physical Education

Expository Writing The History of Global Conflicts Geometry (H) Physics (9H) World Languages I, I (H), II, II (H) New Testament Survey Fine Arts Business, Communications & Technology Physical Education

10th GRADE Literature of Western Civilization Western Civilization Geometry Concepts or Geometry Chemistry Concepts Biblical Ethics Fine Arts Business, Communications & Technology Physical Education English 9/10 (TLC) Study Lab 10 (TLC) (optional)

Literature of Western Civilization Western Civilization Geometry/Geometry (H)/Algebra II/ Algebra II (H)/Algebra II Concepts Chemistry World Languages I, I (H), II, II (H), III, III (E), III (H) (E) Biblical Ethics Fine Arts Business, Communications & Technology Physical Education

Literature of Western Civilization (H) Western Civilization (H) Algebra II (H) Chemistry (H) World Languages I, I (H), II, II (H), III (E), III (H) (E) Biblical Ethics Fine Arts Business, Communications & Technology Physical Education

11th GRADE American Literature U.S. History Algebra II Concepts or Algebra II Advanced Math Concepts Biology Concepts World Language (optional) Biblical Ethics Fine Arts Physical Education Study Lab 11 (TLC) (optional)

American Literature U.S. History Algebra II, Algebra II (H), or College Algebra (E) or Advanced Math Concepts or Precalculus (H) (E) Biology World Languages I, I (H), II, II (H), III (E), III (H) (E), IV, AP Spanish Language Fine Arts Business, Communications & Technology Physical Education Biblical Ethics

American Literature (H) U.S. History (AP) Statistics (AP) & Precalculus (H) or Precalculus (H) (E) Biology (H) World Languages I, I (H), II, II (H), III (E), III (H) (E), IV, IV, AP Spanish Language Biblical Ethics Fine Arts Business, Communications & Technology Biology, Chemistry, or Physics B (AP)

12th GRADE Advanced Expository Writing Advanced Math Concepts Science or Elective (optional) American Government World Language (optional) Worldviews Fine Arts Business, Communications & Technology Study Lab 12 (optional) Earth Science and Astronomy Physical Education

Advanced Expository Writing U.S. Government and Politics (AP) American Government Statistics (E) or Statistics (AP) or College Algebra (E) or Precalculus (H) (E) World Languages I, I (H), II, II (H), III (E), III (H) (E), IV, AP Spanish Language, AP Spanish Literature Worldviews Fine Arts Business, Communications & Technology Chemistry or Physics B or Biology (AP) or Human Anatomy & Physiology or Forensic Science or Earth Science and Astronomy

Advanced Expository Writing AP Literature U.S. Government and Politics (AP) (E) American Government Calculus AB (AP) or Statistics (AP) Chemistry or Physics B or Biology (AP) or Human Anatomy and Physiology, or Forensic Science or Earth Science World Languages I, I (H), II, II (H), III (E), III (H) (E), IV, AP Spanish Language, AP Spanish Literature Worldviews Business, Communications & Technology Art History (AP)

• E denotes college credit through Missouri Baptist University’s Excel program.

• H denotes honors course; semester grades in Honors classes are given an extra weighted grade of .5 due to level of difficulty.

• AP denotes Advanced Placement course; semester grades in all AP classes are given an extra weighted grade of 1.0 due to level of difficulty. Students must complete both semesters of an AP class to receive the increase in GPA.The AP exam is required for all AP classes.

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AP/Excel/Honors Courses AP

Excel

Honors

Bible Expository Writing Literature of Western Civilization American Literature

English

AP Literature

Fine Arts

Art History Music Theory French IV and V Spanish Language Spanish Literature

Speech

History

U.S. History U.S. Government & Politics

U.S. Government & Politics

Math

Statistics Calculus (AB)

Statistics College Algebra Precalculus

World Languages

Spanish III, Spanish III (H)

French III Spanish I Spanish II Spanish III Western Civilization

Algebra II Geometry Precalculus

Physical Education Bus., Comm. & Tech.

Science

Physics 9 Chemistry Biology

Biology Chemistry Physics B

Excel – the name for college credit courses through Missouri Baptist University (MBU) – will not enroll freshmen and will only enroll sophomores in special situations (see page 38). Excel requires an overall GPA of 3.0 on a 4.0 scale. Excel students will receive an MBU transcript showing all courses taken and all grades earned at MBU upon completion of each course.

Diploma Unit Requirements

College Scholars High School Preparatory

Bible 3 3 3 English 3 4 4 Fine Arts World Languages

1 1 1 2e 2e

0

History 2 3 3 Math 2 3a 4a Physical Education

1 1 1

Bus., Comm. & Tech. 1 1 1 Science 2 3b 3b Electives

7c 3 4

TOTAL 22 The High School Diploma is available by administrative approval only. a. Some colleges and universities require Algebra 1 as a fourth unit of mathematics. We offer this class in eighth grade; as such it does not count as a high school unit. Two of the units must include Geometry and Algebra 2. b. Physics, Biology, and Chemistry are the three sciences required for the College Preparatory and Scholars Diplomas. c. Elective Recommendation: Additional core courses (English, Mathematics, Science and History) are strongly recommended. d. At least four of these units must be Advanced Placement (AP) classes. AP credit will not be earned if a semester grade is less than a C-. A minimum cumulative GPA of 3.500 is required for grades 9 to 12. e. Both years must be in the same language. In order to take an AP examination in a language, a student needs 4 years of that language.

24 26 d

Division 1 – 16 Core Courses Prospective college athletes will need to present 16 core courses in the following breakdown: • 4 years English • 3 years mathematics (Algebra I or higher) • 2 years natural/physical science (one must be a lab science) • 1 year additional English, math or science • 2 years social studies • 4 years additional core courses (from any area listed above, or from World Languages, non-doctrinal religion or philosophy) For more information, visit ncaaclearinghouse.net.

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Bible Department

L. B. Graham, Department Chair B.A. Wheaton College M.Div. Covenant Theological Seminary Brian P. Burkey B.A. Taylor University M.Div. Covenant Theological Seminary Luke H. Davis B.A. Covenant College M.Div. Covenant Theological Seminary Timothy S. Gibson B.A. University of Mississippi M.Div. Reformed Theological Seminary Ph.D. Trinity Evangelical Divinity School Susan R. Hall B.A. Covenant College M.A. Lindenwood University

Timothy P. Holley B.S. University of Missouri Larry A. Hughes B.A. Anderson University M.Div. Covenant Theological Seminary Jeremy B. Scott B.A. University of Alabama M.A. Covenant Theological Seminary P. Nathan Talley B.A. Truman State University Deana A. Vandegriff B.S. Missouri Baptist University Jason D. Wilkins B.A. University of Missouri-Columbia M.Div. Covenant Theological Seminary

“I am not ashamed of the gospel, because it is the power of God for the salvation of everyone who believes: first for the Jew, then for the Gentile. For in the gospel a righteousness from God is revealed, a righteousness that is by faith from first to last, just as it is written: ‘The righteous will live by faith.’”

Romans 1:16-17

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Bible Vision The purpose of the Bible Department is to reveal God, His sovereignty, and His deep love for mankind. Students will be challenged to accept, believe, and apply the Gospel for salvation and a life of daily obedience and power, growing in grace and giving all glory and honor to God.

Standards What a Westminster student will learn and be challenged to do through the Bible courses: • Believe that the Bible is God’s loving and powerful Word to His children • Believe that the Word of God gives direction needed to pursue obedience in daily life • Understand the responsibilities to care for our world that go with being created in the image of God • Understand and interpret the world’s philosophical and ethical teachings in the light of God’s written Word • Serve God through sincere love and fellowship with His people • Share the gospel in love and service to others • Integrate biblical truth into the entire Westminster Christian Academy curriculum • Develop a Christian worldview and an understanding of how biblical principles apply to daily life.

Middle School Sequence 7th 8th

Old Testament 7 Old Testament 8

Upper School Sequence Level Required

9th New Testament Survey

10th Biblical Ethics

11th Biblical Ethics

12th Worldviews

Excel

Honors

AP

Enrichment Integration in all departments Field trips Guest speakers Seminars Integrated service learning

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Bible

Middle School Courses Old Testament 7

Full Year

This course is a survey of the Old Testament beginning with the creation in Genesis through Ruth. The emphasis is on learning and applying the lessons of faith demonstrated in the lives of the Old Testament people studied. Attention is given to dealing with the sin in our lives today and understanding the far-reaching consequences of our sin. Students are also challenged to understand the relationship between our privileges as Christians and our subsequent responsibilities. Students will: w U nderstand the importance and relevance of studying and living the Bible. w U nderstand that God is the Creator of the universe and that man is created in the image of God. w U nderstand the nature and effects of sin. w G ain an understanding of the gospel message in the Old Testament. & Key Text: The Bible, Take Your Best Shot

Old Testament 8

Full Year

This course is a completion of the Old Testament survey from the seventh grade. Course material covers Old Testament history from the time of Samuel and the United Kingdom through the Divided Kingdom to the periods of captivity and restoration. The books of the prophets are covered chronologically within the context of history. The emphasis throughout is the covenant relationship between God and his people.

Students will: w B ecome familiar with major writings, themes, characters, covenants, and events of the Old Testament. w Recognize the work of God throughout the Old Testament in preparing for the coming Messiah. w U nderstand how the Old Testament is relevant today and that memorizing and applying the practical truth of God’s Word is a joy and privilege. w Practice critical thinking skills as they enter into real conversations with their classmates/teacher about the Bible and how to live with a biblical worldview. & Key Text: The Bible

Biblical Ethics

Worldviews

1 Unit

This is an overview of the writings of the New Testament.

In the first semester, emphasis will be on the life and teachings of Christ and their application to everyday life. In the second semester, the life and teachings of Paul and the other apostles will be our emphasis. The course is required for graduation and is usually taken in grade nine. Students will: w L earn basic principles of biblical studies and how to apply the truths of Scripture to their lives. w B ecome familiar with the person and work of Jesus Christ through understanding His life and ministry. w G ain an understanding of the early church, the apostles, and their teachings. w H ave a clear understanding of the good news of Jesus Christ. & Key Texts: The Bible, The Ishbane Conspiracy

Bible

1 Unit

Students will examine what they believe and why in this course. Students will be encouraged to examine all of life from a Christian perspective. The course examines the fundamentals of a Christian worldview, the interaction of Christianity and culture, as well as a number of other philosophical and religious worldviews in order to understand the world around us. The goal is to encourage “Christian minds” to think critically and effectively. Students will: w D evelop critical skills of analysis and evaluation through a variety of reading and writing exercises, class discussions, class presentations, guest lecturers, as well as several feature-length videos. w D evelop strategies of critiquing the central beliefs of a worldview. & Key Texts: The Compact Guide to World Religions, The Journey, and The Bible

Upper School Courses New Testament Survey

1 Unit

The purpose of this course is to deal with contemporary issues from a biblical perspective. The goal is to demonstrate to the student that the Bible speaks to all areas of life. Some issues dealt with include abortion, racism, truth-telling, use of language, capital punishment, suicide, materialism and poverty, drugs, and sexuality. Students will: w E xplore the nature of ethics and the truth of biblical ethics. w S

harpen skills in thinking, presenting, discussing, and debating ethical issues. & Key Texts: The Bible, Doing Right, handouts

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Business, Communications and Technology Department

Scott R. Vonder Bruegge, Department Chair B.S. William Jewell College Abigail D. Karsten B.S. Truman State University M.Ed. Covenant College

Jeffery D. Shultz B.S. Purdue University M.S. Purdue University M.A. Covenant Theological Seminary James R. Tudor B.A. Webster University

Susan K. Pike B.S. Stephen F. Austin State University

“We work hard with our own hands.�

1 Corinthians 4:12a

Page 25

Business, Communications and Technology Vision The Business, Communications and Technology Department has a vision to offer students the opportunity to have exposure to and pursue areas of interest in the fields of Business, Communications and Applied Technology.

As many of the courses in the department mesh well with other disciplines, a problem-based and application focus approach is taken that emphasizes project-based learning and integration across the Westminster Christian Academy curriculum.

Standards Westminster Christian Academy graduates will demonstrate certain technology based core masteries. In addition to the core baseline learning and skills outcomes are choice-based learning and skills outcomes. Although existing in addition to the scope of the traditional curriculum, courses in the Business, Communications and Technology Department are designed to expose students to topics and content that would allow them to integrate core learning with areas of personal interest and passion while also providing areas of discovery not found in other academic departments.

General Statement Regarding History Course The History of Global Conflicts is a required freshman course. It is a combined History/Business, Communications and Technology class in which students will explore and respond to current world history and situations and the events that led to them. Students in this project-based class will receive 1/2 unit of credit for History and 1/2 credit for Business, Communications and Technology upon completion of the course.

Middle School Sequence Middle School students will develop important foundational digital and technology skill through the Integrated Technology Literacies program. This program integrates various technological skill sets within the core classes of the Middle School. Students will engage in projects and activities within the core curriculum that are designed to develop familiarity and effectiveness using computer resources. Students will learn basic Mac usage, file management skills, iMovie, Word, Powerpoint, iPhoto, Internet and social media literacy, and technology ethics. Typing skills will be an ongoing independent process whereby students utilize a specific online program to increase their proficiency.

Upper School Sequence No formal course sequence is recommended.

Electives (all classes listed) Business Basics Business Finance and Accounting Beginning Programming Broadcast Journalism I Digital Print Design Digital Web Design Newspaper I Newspaper II Yearbook I Yearbook II Video Storytelling Computer Aided Design Introduction to Economics

Keyboarding All new students and any returning students who have not achieved a keyboarding speed of 35+ words per minute by the end of 8th grade will be required to take an online Independent Study Course.

Students who believe that they can type at the above speed can choose to test out of this requirement. .

Business, Communications and Technology

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Middle School

learning experience.

Integrated Technology

Business Finance & Accounting

The Middle School practical arts and technology skills are integrated into the core curriculum in both 7th and 8th grade. Within the core courses, students will: w L earn basic computer use, understanding and navigating through Westminster’s network and peripherals. This includes troubleshooting, understanding of hardware/ software and file management. w U se technology tools to enhance learning, increase productivity and promote creativity. Communication and productivity tools include word processing, spreadsheet, presentation, multimedia, database, video, photo, print, e-mail and Web browser software. Students can use these tools to research ideas and information and to communicate with others. w U se communication and productivity tools to collaborate in constructing technology-enhanced models, publications and other creative works. w P ractice responsible use of technology systems, information and software. w U se technology to locate, evaluate and collect information from a variety of sources and use technology resources for solving problems and making informed decisions.

This year-long course will include the skills and principles from the former accounting course, as well as the application of these principles in business situations and financial decisions. Students will explore global trends in their impact on business and the economy. Included in this course will be units/projects revolving around resource allocation, inventory procedure and capital investments:

Typing Skills: Additionally, middle school students will be expected to access and practice typing skills independently via our cloudbased keyboarding program – Typing Instructor. 7th grade students will be expected to reach a proficiency of 20 words/ minute, and 8th grade students will be expected to reach a proficiency of 35 words/minute.

⁄ Unit

1 2

In this course, students will learn the basic concepts of economics, such as supply and demand, economic systems, opportunity cost, productivity, scarcity, inflation, labor markets and trade. Along with economic principles, they will learn how economic thought has changed and developed along with historical events and the economic climate of the time. Students will analyze how main schools of economic principles affect many areas of life. Students will also study developmental economics with an eye to recognizing how material poverty affects other community structures, such as political, social and religious systems. Students will learn about helping the poor in their own communities and around the world.

Business Basics

⁄ Unit

1 2

This semester course is designed to provide an introduction to business principles, entrepreneurship, communication, business software and Microsoft Office applications.

Students will learn planning and problem-solving skills that transfer from the business world to other careers and life skills. They will explore global trends and their impact on business and the economy. There is considerable overlap in this course with the former PC Application course. Much of what is taught in that course will dovetail with the Business Basics course while also adding a robust problem-based

⁄ Unit

1 2

Students learn Visual BASIC 8.0 Express and concepts used in object-oriented programming. Basic programming skills are applied to practical problems and ideas. Students will: w D emonstrate problem-solving and creative program design skills. w D emonstrate knowledge of object-oriented programming, specifically Visual BASIC. & Key Text: Visual Basic 8, Comprehensive by Shelley Hoisington, Thomson Southwestern

Advanced Programming

⁄ Unit

1 2

In the Advanced Programming class, students will continue beyond basic programming using the C & C++ programming languages. Through a variety of class projects, students will learn the syntax, concepts and tools necessary to develop computer programs that will solve puzzles, simulate physics models, and interact with routines written by their classmates.

Prerequisite: Basic Programming or teacher recommendation

Video Storytelling

Upper School Courses Introduction to Economics

Beginning Programming

1 Unit

⁄ Unit

1 2

This course is designed to provide students the basic understanding of digital video storytelling. As a projectbased class, students will learn skills in story design, script writing, directing, producing and video production editing. In addition, students will engage with various video genres, such as the news story, the art of montage, music videos, promotional videos and short film. Students will also explore topics of interest in the field of video/ film for class discussion and be challenged throughout the course to examine, discuss and evaluate the role of Christians in the digital world today. Students will: w L earn Final Cut Express and various editing and story writing skills to produce video.. w P roduce creative works, both individually and collaboratively Applications: Google Docs, Final Cut Express

Computer-Aided Design

⁄ Unit

1 2

This course is an introduction to computer-aided design and drafting, with an emphasis on solid, feature-based, and assembly modeling. Using the application, NX, by Siemens PLM Software, students will design and assemble objects in 3D space. The course also includes exposure to photorealistic rendering, computer aided manufacturing and motion simulation.

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Business, Communications and Technology

Digital Print Design

⁄ Unit

1 2

Digital Print Design is a project-based class, focused on developing career and communication skills in graphic design and print media. This semester class, designed for upperclassmen (10-12), develops the foundational skills for print communications: graphic design principles, photo editing, print production development, research, project management skills, writing, peer review, and redesign.

Students explore various print genres such as poster design and marketing design. Students learn “soft” skills such as responding to feedback and evaluating and reflecting about the design process and effective communication on projects.

In addition, a strong emphasis is placed on the design process and effective written and oral communications skills for a variety of audiences, along with technical image manipulation and print publishing skills..

Applications: Google Docs and Presentations, Adobe Photoshop and Adobe InDesign

Digital Web Design

⁄ Unit

1 2

Digital Web Design is a project-based class focused on developing career and communications skills in web design. This semester class, designed for upperclassmen (10-12), develops the foundational skills for producing web-ready communications: graphic design principles, web development and site structure design, project management skills, writing, research, peer review and redesign. Students explore web graphics, web portfolios and building a website. Students will learn “soft” skills such as responding to feedback and evaluating and reflecting about the design process and effective communication on projects.

Applications: Google Docs and Presentations, Adobe Photoshop and Adobe Dreamweaver

Newspaper Journalism I – Newspaper

1 Unit

The newspaper staff is one of three student publications staffs in Westminster’s communications department. Firstyear newspaper staff members will enroll in this class in which students plan, design and produce the school newspaper. Because it is necessary for Christians to have strategic involvement in culture-shaping arenas such as media communication and publishing, students will be encouraged to become effective participants in these fields. Students will have the opportunity to work in all aspects of the communication and production process, including photography, design and writing as they pertain to newspaper journalism.

Staff members will: w B ecome familiar with ethics and law governing journalism. w R ecognize and use journalistic style in news, feature, opinion and sports writing. w U nderstand that communication is not merely the realm of the printed or spoken word but encompasses many mediums and delivery methods. w L earn and implement journalistic standards related to copywriting, photography, design, interviewing and research. w U se technology (Adobe InDesign, Adobe Photoshop, Microsoft Word and digital cameras) in the production of the Wildcat Roar newspaper.

Prerequisites: Application, interview and teacher recommendation Business, Communications and Technology

Newspaper Journalism II – Newspaper

1 Unit

The newspaper staff is one of three student publications staffs in Westminster’s communications department.

Second-, third-, and fourth-year newspaper staff members will enroll in this class. Also, students who have completed Journalism I–Journalism/Desktop Publishing will enroll in this class. The course description is the same as Newspaper Journalism I–Newspaper with the following additions. Staff members will: w H ave the opportunity to apply to specialize in and lead the newspaper staff in one area of the production process by assuming the role of assistant editor (news, news/ feature, feature, opinion, sports, or design) or business manager. w H ave the opportunity to apply to oversee the entire production and lead the newspaper staff as senior editor. w H ave the opportunity to apply to specialize as a staff photographer.

Prerequisites: Journalism I–Newspaper, or Journalism I–Journalism/Desktop Publishing with application and teacher recommendation

Magazine Journalism I – Yearbook

1 Unit

The yearbook staff is one of three student publications staffs in Westminster’s communications department. Firstyear yearbook staff members will enroll in this class. In this course students plan, design, and produce the school yearbook. Because it is necessary for Christians to have strategic involvement in culture-shaping arenas such as media communication and publishing, students will be encouraged to become effective participants in these fields. Students will have the opportunity to work in all aspects of the production process, including photojournalism, design, and writing, as they pertain to feature based magazine journalism. Staff members will: w B ecome familiar with ethics and law governing journalism. w R ecognize and use journalistic style in writing. w L earn the power and role of story in communicating through feature-based journalism. w U nderstand that communication is not merely the realm of the printed or spoken word but encompasses many mediums and delivery methods. w L earn and implement journalistic standards related to copywriting, photography, design, interviewing, and research. w U se technology (Adobe InDesign, Adobe Photoshop, Microsoft Word, and digital cameras) in the production of the Foundation yearbook.

Prerequisites: Application, interview, and teacher recommendation

Magazine Journalism II – Yearbook

1 Unit

The yearbook staff is one of three student publications staffs in Westminster’s communications department. Second-, third-, and fourth-year yearbook staff members will enroll in this class. Also, students who have completed Journalism I–Journalism/Desktop Publishing will enroll in this class.

The course description is the same as Magazine Journalism I–Yearbook with the following additions. Staff members will:

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w H ave the opportunity to apply to specialize in and lead the yearbook staff in one area of the production process by assuming the role of assistant editor or editor (copy writing, caption writing, design or photojournalism). w H ave the opportunity to apply to oversee the entire production and lead the yearbook staff as as senior editor. w H ave the opportunity to apply to specialize as a staff photographer.

Prerequisites: Journalism I–Yearbook, or Journalism I–Journalism/Desktop Publishing with application and teacher recommendation

Broadcast Journalism I

⁄ Unit

1 2

Broadcast Journalism is a project-based class, focused on developing career and communication skills in broadcast journalism. This semester class develops the foundational skills for broadcast journalism: news writing and reporting, persuasive media, and anchoring. Students learn broadcast production skills such as camera operation, video editing in Final Cut Express, an introduction to audio engineering, and running a studio.

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Business, Communications and Technology

English Department

Cynthia L. Zavaglia, Department Chair B.A. McKendree College M.A. Washington University Daniel J. Burke B.A. Covenant College Claire E. Beerbower B.A.S. University of Missouri-St. Louis Benjamin J. Chapman B.A. Missouri Baptist University Micah W. Gall B.A. Truman State University M.A. University of Missouri-St. Louis Susan R. Hall B.A. Covenant College M.A. Lindenwood University Ann D. Heyse B.A. University of Kansas M.A.T. Webster University

Judith J. Honeycutt B.A. Converse College J.D. University of South Carolina School of Law Larry A. Hughes B.A. Anderson University M.Div. Covenant Theological Seminary Sara E. Keeton B.A. University of North Carolina M.A.T. Webster University Julia S. Keith B.A. Bradford College Andrew F. Kerckhoff B.A. Baylor University M.A. Lindenwood University Heather M. Marsee B.S. Union University Laura R. Pettay B.A. Cedarville University M.A. North Carolina State University

P. Scott Holley B.S. Washington University M.Ed. Indiana University Ed.D. Saint Louis University

“Never to be completely idle, but either reading, or writing, or praying, or meditating, or working at something useful for all in common.”

Thomas à Kempis Page 30

English Vision The purpose of the English Department is to provide students with an appreciation of literature and with the ability to evaluate great writing in light of Scripture. In addition, English studies provide students with the tools to communicate the written and spoken language clearly and concisely.

Standards What a Westminster student will learn and practice in English: • Learn the philosophical basis of literary works and analyze those works in terms of a biblical philosophy • Improve reading and speaking vocabulary • Write effectively, concisely, and persuasively, with an expertise in grammar and writing skills • Practice the recursive writing process in all writing • Learn to write expository essays, short fiction, poetry, and research papers with a high degree of competence.

Middle School Sequence 7th 8th

English 7 English 8

Upper School Sequence Level Required

9th

10th

11th

Expository Writing

Literature of Western Civilization

American Literature

Expository Writing

Literature of Western Civilization

American Literature

12th Advanced Expository Writing

Excel

Honors

AP

AP Literature

Electives Film as Literature

Enrichment Integration with the History Department Cooperation with the yearbook and newspaper staffs Writing standards across the curriculum Reading comprehension strategies across the curriculum

Page 31

English

Middle School Courses English 7

Full Year

This course stresses writing as a process throughout the year, both as a separate unit and within the studies of grammar, mechanics, and literature. Emphasis is given to the writing process itself, as well as to structured paragraph development.

Spelling and vocabulary skills are strengthened through weekly study. The literature units focus on analysis of short stories, drama, poetry, essays, and novels. Students will: w C ontinue to develop basic reading and writing skills. w D evelop paragraph and essay skills, with the teaching of basic essay structure. w L earn basic grammar, usage, and mechanics skills. w D evelop a love of reading and the basic ability to interpret young adult literature from a Christian worldview. & Key Text: The Language of Literature, Grade 7; Vocabulary Workshop, Level B

English 8

Full Year

This course is designed to teach language skills, emphasizing sequenced writing tasks. Both outside and in-class reading will be correlated to the composition assignments, vocabulary development, and oral presentations. Students will also study traditional grammar, mechanics, and usage. There is an advanced level for this course for qualifying students.

Students will: w R eview basic writing skills and learn advanced paragraph and composition forms. w R eview grammar, usage, and mechanics. w D evelop a love of reading and an appreciation of young adult literature and analyze that literature in light of biblical truth. & Key Text: The Language of Literature, Grade 8; various other

works of fiction and nonfiction; Vocabulary Workshop, Level C

English 8A

Full Year

This course will embody all that the regular class does, but students will have more challenging reading assignments and more frequent writing assignments. Students will: w R eview basic writing skills and begin learning advanced paragraph and composition forms. w R eview grammar, usage, and mechanics. w D evelop a love of reading and an appreciation of young adult literature, and analyze that literature in light of biblical truth. & Key Text: The Language of Literature, Grade 8

English as a Second Language (ESL)

1 Unit

This course is designed to assist students whose first language is not English. English grammar, usage, and mechanics are emphasized, as well as academic writing. Students will increase their competency in English language skills in the area of reading comprehension and writing. This course also provides a foundation for ESL students as they transition into middle school level English writing in all other academic area. A major emphasis will be placed on vocabulary to enhance success in the above skills. Teaching strategies

English

include individualized conference-based instruction, current event discussions, and various class activities. By the end of this course, students will: w R ead and comprehend short academic materials in English and identify its main ideas and rhetorical purpose. w D emonstrate ability to structure simple five-paragraph essays with clearly stated main ideas.

Upper School Courses ESL Intermediate

Reading and Writing

1 Unit

This course is designed to assist students whose first language is not English. Students will increase their competency in English language skills in the area of reading and writing including application of grammatical conventions. The focus is to help students obtain English proficiency in order that the students can participate successfully in all academic areas. A major emphasis will be placed on vocabulary to enhance success in the above skills. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. At the end of this course, students will: w R ead and comprehend short academic materials in English and identify its main ideas and rhetorical purpose. w D emonstrate ability to structure simple five-paragraph essays with clearly stated main ideas.

ESL Advanced

Reading and Writing

1 Unit

This course is designed to assist students whose first language is not English. This course will review the principles of paragraph structure and focuses on basic five-paragraph essay organization, formatting, and revision. In addition, students will work with a variety of academic reading materials to develop basic reading skills needed to aid all other academic coursework. Teaching strategies include individualized conference-based instruction, current event discussions, and various class activities. A major emphasis will be also placed on preparation for TOEFL (Test of English as a Foreign Language), an international student admission requirement for American colleges and universities. At the end of this course, students will: w W rite five-paragraph essays with correctly structured and coherent paragraphs. w B uild an understanding of American academic expectations of summarizing, paraphrasing, and analyzing the ideas of others. w D evelop an awareness of different academic and professional contexts and increase English vocabulary for those purposes.

Expository Writing 1 Unit Freshman Expository Writing offers students the fundamentals of composition, grammar, mechanics, style, and writing usage. Students will write a number of essays — mostly expository essays, including a research paper with some creative writing pieces interspersed. All writing assignments are personally conferenced using a reader-writer workshop

Page 32

approach. Students will: w L earn the basics of expository writing. w I mprove their written vocabulary. w I mprove their editing skills. w D evelop critical thinking skills. & Key Texts: Vocabulary Workshop, Level D; To Kill a Mockingbird; various other works of fiction and nonfiction

Expository Writing (H)

American Literature (H)

1 Unit

This course surveys both classic and modern works of American culture; however, students will read several additional works of literature at an accelerated pace. In addition, the writing assignments are more challenging and more frequent than those in the regular sections. & Key Text: Adventures in American Literature; selected works of fiction and nonfiction; Vocabulary Workshop, Level F

1 Unit

This course will embody all that the regular freshman course does, but students will have more advanced and more frequent writing assignments. In addition, students will have independent reading projects. Students will: w L earn the basics of essay writing. w I mprove vocabulary skills. w I mprove editing skills. w I mprove composition, paragraph, and sentence style. & Key Texts: Vocabulary Workshop, Level D; and various other works of fiction and nonfiction

Literature of Western Civilization 1 Unit This course will focus on the great literary works of the Western world, with an emphasis on the literature of the British Isles and Western Europe. This course will integrate the study of these works chronologically and thematically with tenth grade Western Civilization. In addition, students will write a number of expository essays, including a research paper. Vocabulary, grammar, and writing style are also stressed. Students will: w U nderstand the scope and sequence of western literature. w G ain an appreciation for great literature. w I nterpret literature in light of a Christian worldview. w R eview composition essentials and basic grammar principles. & Key Texts: Various novels, plays, essays and poems from European literature; Vocabulary Workshop, Level E Literature of Western Civilization (H) 1 Unit This advanced course will include the same chronological study of Western literature, but students will read several additional works of literature and will write six major essays and creative works. & Key Texts: Various novels, plays, essays and poems from European literature; Vocabulary Workshop, Level E

Advanced Expository Writing

1 Unit

This course is a survey of both classic and modern works of American culture. The American dream and the American mosaic are two major themes woven through the readings. Students will integrate these readings and writings with eleventh grade American history. Students will: w W rite a multisource research essay and a number of other expository essays. w R eview standard usage and writing style. w C ontinue to develop critical thinking and discussion skills. & Key Text: Adventures in American Literature, selected works of fiction and nonfiction, Vocabulary Workshop, Level F

1 Unit

This senior course is designed to hone expository writing skills in preparation for college writing. Students will write approximately ten major papers throughout the year and will write several more minor compositions in and out of class dealing with contemporary topics, social issues, and literary criticism. Students will: w R eview standard usage and composition techniques. w W rite literary and expository essays in preparation for college writing. & Key Texts: Selected readings and essays; Vocabulary Workshop, Level G

AP Literature

1 Unit

This AP literature course challenges students to consider the worldview communicated in each piece of literature studied.

In doing so, students will explore a wide range of worldviews at work in the world today and the real-world implications of those perspectives in determining how people deal with the fundamental issues of the nature of God and the nature of humanity. Students who are selected for this course should be accomplished writers and competent literary critics.

Students will respond to a wide range of literary selections and tie together the worldviews and philosophies in each through a series of roughly ten essays in the course of the year. Students in the course will be required to take the AP Literature and Composition exam. Students will: w W rite critical essays which reflect insight into literary technique and Christian philosophy. w R ead literature from diverse viewpoints in order to understand and reflect upon secular and Christian philosophies. & Key Texts: Selected readings and essays; various novels, plays, poems, and short fiction from African, American and European literature

Film as Literature American Literature

⁄ Unit

1 2

This elective is a study of classic films from 1930 to the present. Students will: w W rite critical essays based on the film studies. w D iscuss and evaluate the themes and cinema techniques of these films. & Key Texts: None

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English

Fine Arts Department

Hugh D. Jones, Department Chair B.M. Berklee College of Music M.M. Southern Illinois University-Edwardsville James A. Butz B.F.A. Webster University Conservatory of the Theater Arts Emily S. Dierking B.S. Bradley University Lara A. Goeke B.A. Maryville University

Benjamin I. Myers B.S. Grace College and Theological Seminary M.Ed. American College of Education Allen M. Schwamb B.A. Fresno Pacific University M.M. Northern Arizona University Helen O. Scott B.A. Lindenwood University M.A. Lindenwood University

“The Christian is one whose imagination should soar beyond the stars.�

Dr. Francis Schaeffer

Page 34

Fine Arts Vision The purpose of the Fine Arts Department is to teach students to express devotion and praise to God, the Creator, through artistic endeavors and to see biblically how to observe, discover, understand, and express the truth, beauty, and wonder of His creation.

Standards What a Westminstser student will learn and be able to do in Fine Arts: • Share artistic expression as a gift from God in service to others • Develop the discipline to take a piece of work from its beginning to a point of display or performance • Realize the adventure of developing and submitting all artistic talents and disciplines to the Lordship of Jesus Christ • Identify the relationship of historical periods/cultures to individual artistic expressions • Be encouraged to develop and understand personal talents and creativity • Acquire the ability to examine and evaluate various art forms.

Middle School Sequence 7th 8th

Art, Drama, Chorus, Musical Theater, Band Art, Drama, Chorus, Musical Theater, Band

Upper School Sequence No formal sequence recommended.

Electives Art: AP Art History, Art Survey, Drawing, Oil Painting, Watercolor Painting, Design, Photography, Sculpture/ Ceramics Music: Band, Mixed Chorus, Music Appreciation, Concert Choir, Orchestra, Music Workshop, AP Music Theory Drama: Advanced Improvisation, Drama I, Drama II, Speech Communication

Excel Credit Speech

Enrichment Plays, Musical, Drama Club, All-District and All-State Honor Choirs, Concerts, Band Trip, Pep Band, All-District and All-State Honor Bands, and District and State Solo and Ensemble Festivals

Page 35

Fine Arts

Middle School Courses Art (7 & 8)

6 Weeks

The purpose of these six-week classes is to develop the student’s awareness of the beauty in God’s world and the means of reflecting it in art through the manipulation of the elements of art (line, shape, texture, value, color, form, and space) according to the principles of design (unity, proportion, balance, rhythm, emphasis, pattern, contrast, and movement). Projects are designed to be understood and manageable by all students while at the same time not stifling the creativity of highly gifted students. & Key Text: None

Band/Instrumental Music (7 & 8)

⁄ Unit

1 2

The instrumental music program builds musical abilities through performances; study of music theory, history, and musicianship; and appreciation of diverse musical styles.

This course can be taken for an entire year or by semester.

Students will: w I mprove their musical technique and understanding. w L earn the theory and history of music. w P

erform at school and community concerts and festivals. & Key Texts: Sheet music Most students must provide an instrument.

Chorus (7 & 8) 12 Weeks This 12-week class seeks to establish each singer’s vocal and musical abilities with an emphasis on performance.

If enrollment numbers allow, one 12-week session will be designed for a girls chorus and another 12-week session will be designed for a boys chorus. Whether teaching a mixed chorus or gender specific chorus, training in healthy vocal production, basic musicianship, and sight singing are included in the class. The class will culminate in an evening performance. & Key Text: Various sheet music

Drama (7 & 8)

6 Weeks

This is a six-week overview to orient actors in the art of improvisation, creativity, imagination, sensory awareness, concentration and observation skills, voice projection, and movement. Students will perform at least one time. This is open to any interested seventh or eighth grader and is limited in size. Students will: w L earn to understand and express the complexities of human nature. w D iscover many of the aspects in which man is created in God’s image. w R eflect the creativity of their Master. w S harpen imagination and concentration skills. & Key Texts: Improvisation for the Theatre, Viola Spolin

Musical Theater (7 & 8)

6 Weeks

This class focuses on musical theater from the classic to the contemporary. Students will become familiar with shows by Gilbert and Sullivan, Rodgers and Hammerstein, Bernstein, Sondheim, Flaherty, Scheonberg, and many others. Emphasis will be on appreciating this art form by listening to recordings, reading scripts and scores, and watching video presentations. Though there is no culminating performance, there will be a minimal performance element Fine Arts

to this class. Therefore, some experience singing, dancing, and/or acting is helpful, but not necessary. & Key Texts: Various Recordings, Sheet Music, and Scripts

Upper School Courses Art Survey

⁄ Unit

1 2

This course will provide an in-depth discussion of the elements of art and principles of design. A hands-on application will be used in the instruction of the above elements and principles. Various technical methods will be used, including drawing, painting, collage, and sculpture.

Students will: w S

tudy and gain an appreciation for various forms of art. w I ncrease in skill with the application of the elements and principles. w S ee God’s creation as His artistic work. & Key Text: None

Drawing

1⁄2 Unit

This class is a systematic approach to the discipline of representational drawing. Students will use observational techniques that will lead to more accurate drawings.

Emphasis will be placed on the principle of proportion.

Various drawing media will be used.

Prerequisite: Art Survey

Design 1⁄2 Unit This class applies the elements of art and the principles of composition to two-dimensional design projects such as initial caps, logos, posters, book covers, and CD covers. The course also develops the color theory taught in Art Survey.

Students will learn the steps in creative problem solving as applied to visual communication.

Prerequisite: Art Survey

Sculpture/Ceramics

⁄ Unit

1 2

Students will apply the basic design and composition elements through the use of various three-dimensional media, such as plaster, clay, cardboard, ceramics, wire, paper, metal, and fabric. During the first quarter, students will work exclusively in clay. During the second quarter, the class will explore the other mediums. & Key Text: None Prerequisite: Art Survey

Watercolor Painting 1⁄2 Unit In addition to the elements of design and composition, special instruction will be given in the areas of brush technique, color theory, expression, and matting or framing work.

Prerequisites: Art Survey, Drawing

Oil Painting 1⁄2 Unit In addition to the principles of design and composition, this course will address media-specific issues such as tools, procedures, color mixing, and painting techniques.

Prerequisites: Art Survey, Drawing

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Photography

⁄ Unit

1 2

This beginning class in photography focuses on the elements of art and the principles of design as they apply to photographic image-making. The images will be captured, managed and printed in the digital medium (memory cards and Photoshop), but technology will play a secondary role in the curriculum. Subject matter assigned for the projects will provide students with a variety of applications for this popular medium.

Requirements: Students will provide their own digital camera batteries and memory cards. Although point-andshoots are acceptable, SLR digitals will provide for more creative possibilities.

Art History (AP)

1 Unit

This course follows the AP Art History syllabus that covers the beginnings of art to postmodernism. The following art forms are covered, along with the artists and their place in history: architecture, painting, and sculpture.

Students will: w L earn how man used the arts to reveal the human condition. w R ecognize and understand different styles of art. w T ake the AP exam. & Key Texts: Gardner’s Art Through the Ages: A Global Perspective, 13th Edition; slides and other visual aids.

Upper School Band 1 Unit The instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students in this class are expected to go on the spring tour. Students will: w I mprove their musical technique and understanding. w L earn the theory and history of music. w P

erform at school and community concerts/festivals. & Key Texts: Sheet music, Foundations for Superior Performance Prerequisites: At least one year of instrumental music and demonstrated fluency on instrument

Upper School Orchestra

1 Unit

The instrumental music program strives to build musical abilities through performances, the study of music theory, history, musicianship, and appreciation of diverse musical styles. Students in this class are expected to go on the spring tour. Students will: w I mprove their musical technique and understanding. w L earn the theory and history of music. w P

erform at school and community concerts and festivals. & Key Texts: Sheet music Prerequisites: At least one year of instrumental music and demonstrated fluency on instrument

Mixed Chorus

1⁄2 Unit

This is a SA(T)B choir for beginning singers. Emphasis is on defining the art and practice of choral singing. Training in basic musicianship, sight singing, and vocal production is an integral part of the class.

Performance opportunities include in-school and off-campus venues. This is excellent preparation for Concert Choir. No choral experience or audition is required. & Key Texts: Various sheet music

Concert Choir

1 Unit

This is an auditioned SATB choir with openings for highly motivated singers with choral experience. Emphasis is on developing the art and practice of choral singing through a wide spectrum of literature via multiple performing opportunities (in-school and off-campus venues). Membership is based on healthy vocal production, proficiency in basic musicianship, and sight singing. A yearlong commitment is required. A $30 course fee for a subscription to Smart Music will be required. Students in this class are expected to go on the spring tour. & Key Texts: Various sheet music Prerequisites: Interview and audition

Drama I

1

⁄2 Unit A semester overview exposes students to the use of inner resources, basic movement, and motivation to develop voice and diction, to introduce character development, and to determine blocking. Public performances are expected each semester as a ministry, particularly in children’s theatre.

Comedic or dramatic monologues are required in class performances. Students are evaluated on their performances, classroom cooperation and performance, and memorization of various roles. This course is limited in size. & Key Texts: Basic Drama Projects, Fran Tanner

Drama II

1⁄2 Unit

A semester of play production and performance reviews all aspects of acting, blocking, voice projection, and articulation. A three-week mini-course introduces students to new aspects of theatre, such as acting styles, theatre history, auditioning, and improvisation. At least two productions are required, and at least one public performance outside of class is required. & Key Texts: Various texts Prerequisite: Drama I

Speech Communication (E) 1⁄2 Unit This is an overview of the basic aspects of speech. Students will: w B ecome comfortable in front of an audience. w I ncrease research ability and verbal and nonverbal communication skills. w L earn the fundamentals of speech making (preparation, memory improvement, good delivery, platform presence, introduction, conclusion, organizational skills, and critical listening skills). & Key Texts: Various texts Prerequisite: Completion of Sophomore English

Advanced Improvisation

⁄ Unit

1 2

Students who are gifted in improvisational skills will be challenged to think creatively and critically in this course. Actors will learn how to support and trust their group, agree with the improvisation, build a scene, and learn improvisation as a team sport. A number of public performances outside of class time are required. & Key Text: Truth in Comedy Prerequisites: Drama I & II

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Fine Arts

AP Music Theory

1 Unit

This class will prepare upper school musicians for the rigors of university-level music classes. AP Music Theory will present an in-depth look at the ways composers create their music and the theoretical considerations behind music.

Topics will include chords, chord sequence, scales, sightsinging, and melodic dictation. Though AP Music Theory is open to all instrumentalists or singers, regardless of whether they have performed in band, choir, or strings, involvement in a performance class at Westminster Christian Academy is highly recommended. Students enrolled in this course will take the AP Music Theory test in May. & Key Texts: Harder, Paul, and Steinke, Greg A. Basic Materials in Music Theory: A Programmed Course, 12th ed.

Upper Saddle River, N.J.: Prentice Hall, 2003; Ottman, Steinke, Greg A. Harmonic Materials in Tonal Music: A Programmed Course (Part 1), 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2003; Ottman Prerequisite: Enrollment limited to 11th and 12th grades Recommended: Piano Lab/Intermediate Piano

Piano Lab

⁄ Unit

1 2

This one-semester class exposes students to the many aspects of learning the piano, focusing on the technical, innovative, and expressive aspects of the instrument. Students will learn the fundamental techniques of playing the piano, including scales and chords, as well as touching on western tonality, music theory, and some composer study. The class also develops the ear with the inclusion of aural training.

Students will acquire the language of music, including pitch, chord, scale, articulation, meter, and harmonization.

Repertoire will range from classical to contemporary, including folk songs and rudimentary jazz improvisation. & Key Text: Alfred’s Group Piano for Adults, Book 1

Intermediate Piano

⁄ Unit

1 2

This one-semester class exposes students to the many aspects of learning the piano, focusing on the technical, innovative, and expressive aspects of the instrument. Students will learn the fundamental techniques of playing the piano, including scales and chords, as well as touching on western tonality, music theory, and some composer study. The class also develops the ear with the inclusion of aural training.

Students will acquire the language of music, including pitch, chord, scale, articulation, meter, and harmonization.

Repertoire will range from classical to contemporary, including folk songs and rudimentary jazz improvisation. & Key Text: Alfred’s Group Piano for Adults, Book 2 Prerequisite: Students may be allowed into Intermediate Piano upon approval from instructor or upon completion of Piano Lab.

Theater Tech

1 Unit

This project-based course is designed to introduce students to three main areas in the behind-the-scenes world of theater: lighting, sound, and set design/construction. Students will gain hands-on experience in all three areas, and their class projects will be used to support the Westminster plays and musicals. In addition to working on projects during class time, students will be required to work sound or lights on at least one Westminster play or musical per semester.

This course is designed for both tech-minded students and for those actors who plan to continue their drama studies in college.

Fine Arts

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History Department

Christopher J. Knerr, Department Chair B.S. Miami University M.A. Covenant Theological Seminary M.A. Washington University in St. Louis Adam D. Barbee B.S. Truman State University M.A.E. Truman State University Kenneth R. Boesch B.A. University of Wisconsin-Madison B.C.M. Colorado Christian College M.A.T. Webster University M. Slade Johnson B.A. Wheaton College Andrew F. Kerckhoff B.A. Baylor University M.A. Lindenwood University

Jeremy B. Scott B.A. University of Alabama M.A. Covenant Theological Seminary M. Kelley Schwartz B.S. University of Missouri M.A. University of Missouri Erica L. Steinbach B.S. University of Missouri-Columbia M.Ed. University of Missouri-Columbia Howard D. Warren B.S. University of Oklahoma Graduate Certificate, Covenant Theological Seminary M.A. Lindenwood University E. Ashley Woodall B.S. University of Missouri

Timothy M. Muehleisen B.S. Taylor University

“History is a continuing parable whereby God’s purposes are revealed for those with eyes to see.”

Malcolm Muggeridge

Page 39

History Vision The purpose of the History Department is to provide the student with the necessary basis to develop a conceptual understanding of humanity’s patterns of interaction, and to view history as a continuing parable which reveals God’s purposes. The student will be better prepared to function in and redeem the culture.

Standards What a Westminster student will learn and be able to do in History: • Use a Christian view of history and life to understand man • Recognize and attach importance to major people, events, places, ideas, and developments • Understand current events in terms of historic perspectives • Understand his/her own life in terms of historic perspectives • Recognize God as Creator • Use history as a basis for responsible decision making to further God’s Kingdom • Develop habits which will lead to lifelong learning.

Middle School Sequence 7th 8th

World Geography U. S. History

Upper School Sequence Level Required

9th The History of Global Conflicts

10th Western Civilization

11th U.S. History

Excel

Honors

12th *American Government

U.S. Government & Politics Western Civilization (H)

AP

U.S. History

U.S. Government & Politics

*American Government is a required one-semester course.

The History of Global Conflicts is a required freshman course. It is a year-long combined History/Business, Communications and Technology class in which students will explore and respond to current world history and situations and the events that led to them. Students in this project-based class will receive 1/2 unit of credit for History and 1/2 credit for Business, Communications and Technology upon completion of the course.

Enrichment Field trips, guest speakers, out-of-class activities

History

Page 40

Middle School Courses World Geography 7

Western Civilization

Full Year

This course is a study of regional geographic features, major industries, chief products, population, history, political systems, economies, and overall culture of the region. We also discuss current regional events. Students will: w D iscuss various situations in world geography and current events that have been controversial. w B e exposed to the tremendous variety God has given this world by studying the language, religion, politics, geography, and economy of countries in the world. w Study environmental issues and land use. & Key Text: World Geography Today

U. S. History 8

Full Year

This course is a broad survey of major events in America’s history. It begins with colonial times and the American Revolution and ends with the Gulf War. Projects and papers will be an active part of the learning process. Students will: w Discuss God’s active role in the history of the U. S. w E valuate human motives in history in view of the biblical truths about mankind. w R ecognize that man, because he was created by God as a significant moral individual, can make choices which shape the world in which he lives. & Key Text: The American Nation

Upper School Courses The History of Global Conflicts

⁄ Unit History/ 1 ⁄2 Unit BCT

1 2

The History of Global Conflicts is a one-year, problembased course that explores the historical context of modern conflicts and asks students to evaluate potential solutions in light of the historical and present contours of political and economic tensions around the globe. The course surveys the historical and modern complexities of the Indian and Pakistani claims to Kashmir, the complexity of the relationship between Iraq, Afghanistan and Pakistan, and the Russian, Iranian and Venezuelan challenges to American hegemony. In addition, students will be introduced to the changes that are sure to occur with the emergence of China and India as military and economic superpowers.

Finally, the course will examine the ancient roots of the Israeli-Palestinian conflict and explore the geographic, political and religious components that combine to make this conflict unique in its complexity. While the course stresses the investigation of regional flashpoints, students are asked to evaluate each conflict from the perspective of American foreign policy to develop an awareness of the complexity of each conflict and to understand the political and economic factors that have shaped the American response to these problems. Fundamental to this course will be the integration of 21st-century technology skills that will introduce students to a wide variety of web resources that will enhance course instruction and allow students to reach proficiency of contemporary research and presentation techniques. & Key Text: CHOICES Curriculum, Brown University

1 Unit

This thematic survey investigates the political, social, intellectual, and artistic history of the West beginning with the Greco-Roman world and ending with the rise of dictatorships in the mid-20th century. The course has two primary foci: 1) it seeks to develop an understanding of Western history and to enable students to identify the contributions of artists, philosophers, writer, filmmakers, and politicians and evaluate their influence and legacy from a Christian perspective; 2) it will explore the West’s interactions with the nonWestern world and will attempt to provide historical context for the contemporary problems and challenges confronting the West and its relationship with the developing world.

Students will interact with a variety of primary sources, literary selections, films, and artistic works, and will respond to these selections in a series of simulation activities, projects, and essay responses that enable students to integrate their understanding of historical materials with the surrounding culture. Students will: w T hink critically, holistically, and biblically about our Western culture, identify major figures, ideas, and developments in the history of Western civilization, and explain their interrelationships and significance. w E xplain and evaluate the impact of Western civilization, past and present, on the rest of the world. w E valuate the major developments in Western civilization in view of the Bible’s teachings about the human condition and God’s sovereignty. & Key Texts: All Quiet on the Western Front, Lord of the Flies, 1984, Oedipus Rex, The Essential Homer

Western Civilization (H)

1 Unit

This sophomore course is an advanced course in Western Civilization. Though this course is similar to the regular section of Western Civilization, its emphasis will be upon the modern era, from 450 BC to 1945. Students will: w S tudy and evaluate European history in light of biblical principles. w E xplain and evaluate the spread of European culture, economics, and politics. & Key Text: How to Read Slowly, Lord of the Flies, Oedipus Rex, The Essential Homer, Plato’s Republic

U. S. History

1 Unit

This class is a survey of American history from the Civil War to the present. The class is taught using lectures, a textbook, outside readings, discussion, and required out-of-class activities. Students will: w L earn to view U.S. history from a Christian world and life view. w L earn to discuss the distinctives of U.S. history. w K eep informed on current events.

U. S. History (AP)

1 Unit

This college-level survey course meets the Westminster graduation requirement and prepares the student for the AP exam. Students will: w S urvey the colonial era to the 1990s. w P repare for the AP exam. w A pproach U.S. history from a distinctly Christian worldview.

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History

& Key Texts: www.hippocampus.com

Prerequisite: Teacher and counselor recommendation

American Government

⁄ Unit

1 2

This course is a study of the origins of the United States government and its present status and functions. It develops in students the ability to recall factual information, interpret data, and develop and defend theses about causes, effects, and relationships of constitutional issues.

This course encompasses the following topics: w P hilosophical and historical foundations of the American political system. w C reation of the Constitution. w V alues and principles embodied in the Constitution and the shaping of American institutes and practices. w D evelopment and expansion of the protections of the Bill of Rights. w P ractical applications of specific rights which are protected via the Bill of Rights. w R oles of citizens in American democracy. & Key Text: We The People: The Citizen and the Constitution

United States Government and Politics (AP)

1 Unit

This course is a rigorous, in-depth study of the origins of the United States government and its present status and functions. It develops in students the ability to recall factual information, interpret data, and develop and defend theses about causes, effects, and relationships of constitutional issues. Students will have the option of taking the AP test or taking the course for Excel credit. The course encompasses the following topics and activities: w P hilosophical and historical foundations of the American political system. w C reation of the Constitution. w V alues and principles embodied in the Constitution and the shaping of American institutes and practices. w D evelopment and expansion of the protections of the Bill of Rights. w P ractical applications of specific rights which are protected via the Bill of Rights. w R oles of citizens in American democracy. w C ompetition at the state level in the “We the People” constitutional competition. & Key Texts: We the People: The Citizen and the Constitution Prerequisite: Teacher and counselor recommendation

History

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Mathematics Department

Dale L. Beachy, Department Co-Chair B.S. Greenville College M.Ed. University of Missouri-St. Louis Jacob M. Mohler, Department Co-Chair B.S. Hillsdale College M.A. St. Louis University Erin E. Albright B.A. Trinity Christian College Daniel P. Barklund B.A. University of Minnesota-Morris M.Ed. University of Minnesota Lawrence J. Birchler B.A. Covenant College M.Ed. Whitworth College E. Anne DeRousse B.S. University of Missouri David W. Haas Jr. B.S. Wheaton College M.A.T. Webster University

Rex E. Janssen B.A. Dordt College Bradley D. Kapfer B.S. Missouri Baptist University M.A. Covenant Theological Seminary Abigail D. Karsten B.S. Truman State University M.Ed. Covenant College Robert M. Murphy B.A. Western Washington University B.S.N. Western Washington University Allison M. Pautler B.A. Hope College Richard L. Van Gilst B.S. Calvin College M.A. Western Michigan University Kelsey M. Walton B.A. Calvin College

“In exploring mathematics one is exploring the nature of God’s rule over the universe; one is exploring the nature of God Himself.”

Vern S. Poythress Page 43

Mathematics Vision The purpose of the Mathematics Department is to provide students with the ability to better understand the creation, hence the mind and character of the Creator; the knowledge and skills necessary to model quantitative and spatial situations in all disciplines; and the opportunity to develop skills in using logical reasoning, problem solving, and technology. The courses offered are designed to meet the needs of students of all abilities, interests, and college and career objectives.

Standards What a Westminster student will learn and be able to do in Mathematics: • Realize that the universe was created with perfect mathematical relationships which must be distinguished from our imperfect understanding of them • Observe that God has created mankind with the ability to discover and then to use mathematics in understanding His creation • Demonstrate knowledge of mathematical theory, skill in using mathematical methods, and efficiency in problem solving • Become proficient in using current technology as a tool for calculation, processing data, and problem solving • Take the mathematics courses necessary to meet his/her future educational and career objectives • Apply mathematical concepts and problem-solving strategies in other classes and disciplines as well as in daily life • Value the knowledge of mathematics as a gift from God and use it in an honest manner and for noble purposes • Demonstrate confidence in his/her ability to use mathematics to solve problems in all applicable situations.

Middle School Sequence 7th 8th

Pre-Algebra, Advanced Pre-Algebra, Pre-Algebra (H) Algebra I, Advanced Algebra, Algebra I (H)

Upper School Sequence Level Required or Grade 12 options

9th Algebra Concepts Algebra I Geometry Concepts Geometry

10th Geometry Concepts Geometry Algebra II Concepts Algebra II

Excel

Honors

Geometry

Algebra II

AP

Electives AP Calculus Statistics (AP) Statistics

Enrichments Selected math contests

Mathematics

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11th

12th

Algebra II Concepts Algebra II Advanced Math Concepts College Algebra

Advanced Math Concepts College Algebra Statistics

College Algebra Precalculus

Statistics College Algebra Precalculus

Precalculus

Precalculus

Statistics

Calculus AB Statistics

Middle School Courses Pre-Algebra (7th Grade)

Algebra I (8th Grade)

Full Year

This course is designed to prepare students for Algebra I and Geometry. Students will: w S harpen their arithmetic skills by working with fractions, decimals, percents, ratios, and proportions. w D evelop a foundation for algebra by understanding and working with integers, number theory, variables, variable expressions, and equations. w S

tudy the coordinate plane and introductory graphing techniques. w D evelop a foundation for geometry by understanding and working with shapes, area, perimeter, and volume. w L earn how to compute the probability and odds of an event, as well as how to make predictions. w Relate math concepts to God’s Word. & Key Text: PreAlgebra: McDougal Littell, 2006

Pre-Algebra (Advanced) (7th Grade)

Full Year

This course is designed to prepare students for Algebra I and Geometry. In the advanced level, the same topics are covered as in the regular Pre-Algebra class but in more depth and with greater challenge. Students will: w S harpen their arithmetic skills by working with fractions, decimals, percents, ratios, and proportions. w D evelop a foundation for algebra by understanding and working with integers, number theory, variables, variable expressions, and equations. w S

tudy the coordinate plane and introductory graphing techniques. w D evelop a foundation for geometry by understanding and working with shapes, area, perimeter and volume. w L earn how to compute the probability and odds of an event, as well as how to make predictions. w R elate math concepts to God’s Word. & Key Text: PreAlgebra: McDougal Littell, 2006

Pre-Algebra (H) (7th Grade)

Full Year

This course is designed to prepare students for Honors Algebra I and Honors Geometry. It is intended for those who have a strong aptitude in math and have demonstrated mastery of basic pre-algebra skills. Students will explore more advanced pre-algebra concepts that require higher-level thinking skills.

Students will also be introduced to beginning algebra concepts and will: w S

harpen their arithmetic skills by working with fractions, decimals, percents, ratios, and proportions. w D evelop a foundation for algebra by understanding and working with integers, number theory, variables, variable expressions, and equations. w S

tudy the coordinate plane and graphing techniques by graphing linear equations in slope-intercept and point-slope form, solving systems of linear equations and graphing linear equations. w D evelop a foundation for geometry by understanding and working with angle relationships, area and volume. w I ntroduce irrational numbers, specifically square roots, and apply them to finding distance and using the Pythagorean theorem. w W ork with polynomials and solve quadratic equations. w R elate math concepts to God’s Word. & Key Text: PreAlgebra: McDougal Littell, 2006

Full Year

In this course, the standard topics of Algebra I will be studied. This course is designed to prepare students for Algebra II and Geometry. Students will: w L earn the terminology and symbols of algebra. w Review fractions, decimals, percents, ratios and proportions. w U se expressions and formulas to solve problems. w Learn to simplify rational and radical expressions. w Write and solve linear equations and linear systems. w R ecognize and graph linear functions. w Solve quadratic equations. w Review operations with polynomials. w S implify polynomial expressions. & Key Text: Algebra 1: McDougal Littell, 2007

Algebra I (Advanced) (8th Grade)

Full Year

In this course, the same topics are covered as in the Algebra I class but in more depth and with greater challenge. Students will: w S harpen their arithmetic skills by working with fractions, decimals, percents, ratios, and proportions. w D evelop a foundation for algebra by understanding and working with integers, number theory, variables, variable expressions, and equations. w S

tudy the coordinate plane and graphing techniques. w D evelop a foundation for geometry by understanding and working with shapes, area, perimeter and volume. w R elate math concepts to God’s Word. & Key Text: Algebra 1: McDougal Littell, 2007

Algebra I (H) (8th Grade)

Full Year

This course is a comprehensive study of the standard topics of Algebra. The workload in this class is significantly greater than in the Algebra 1 class and requires that each student possess a high level of abstract reasoning ability. Students will be eligible for this course through teacher recommendation and will: w L earn and use algebraic symbols to model given situations. w Recognize linear, exponential and quadratic functions from tables, graphs and equations. w G raph linear, exponential and quadratic functions on coordinate planes. w Write and solve linear, exponential, and quadratic equations. w Simplify rational and radical expressions. w P

erform operations with polynomials: addition, multiplication and factoring. w Utilize expressions and equations to model real-life situations. w Utilize appropriate technology tools to study mathematical concepts. w D evelop and practice problem-solving skills. & Key Text: Algebra 1: McDougal Littell, 2007

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Mathematics

Upper School Courses NOTE: Graphing calculators are required for all courses beginning with Algebra II and Algebra II (Honors). The TI83+ is recommended.

Algebra I Concepts

1 Unit

This course is designed to meet the learning needs of students with diagnosed disabilities in the area of mathematics. Material is presented in a step-by-step method and at a manageable pace to avoid “holes” in learning algebraic concepts. Hands-on review activities and other manipulatives are used to further meet the academic needs of these special learners. Traditional algebraic topics are taught, supporting future math courses. Topics covered include improving number sense for positive and negative integers, substituting into numerical expressions, using formulas, simplifying rational and radical expressions, manipulating polynomials, solving linear equations and inequalities, graphing in one and two dimensions, percents, and solving word problems. Students will: w M ore fully develop their number sense to successfully manipulate numbers in various situations. w L earn/utilize algebra-related vocabulary and concepts. w L earn from one another through review activities and group tests. w G ain self-confidence in the area of mathematics to support further efforts in higher math classes. & Key Text: Algebra I (Concepts and Skills), McDougal Littell, 2004

Algebra 1

1 Unit

This is the standard beginning algebra course which covers the basic concepts and methods of algebra together with applications. Students will: w L earn the terminology and symbols of algebra. w Review fractions, decimals, percents, ratios and proportions. w U se expressions and formulas to solve problems. w Learn to simplify rational and radical expressions. w Write and solve linear equations and linear systems. w R ecognize and graph linear functions. w Solve quadratic equations. w Review operations with polynomials. w S implify polynomial expressions. & Key Text: Algebra I, McDougal Littell, 2007

Geometry Concepts

1 Unit

This course is designed to meet the learning needs of students with diagnosed disabilities in the area of mathematics. Material is presented in a step-by-step method that emphasizes the major geometric concepts. Hands-on activities and other manipulative aides are used to further meet the needs of these special learners. Topics covered in this course include recognizing various types of two- and three-dimensional figures, including their particular parts and properties; finding area, volume, perimeter, circumference, and surface area; and learning to measure and draw angles, segments, and other figures that make geometry possible. Students will: w M ore fully develop their ability to recognize, measure, and work with various geometric shapes and figures. w L earn to utilize vocabulary related to geometry and its Mathematics

concepts. w L earn from one another through review activities and hands-on projects. w G ain self-confidence in the area of mathematics to support further efforts in higher math classes. & Key Text: Geometry Concepts and Skills, McDougal Littell, 2003; Discovering Geometry, Key Curriculum Press, 2008

Geometry

1 Unit

In this course the standard topics of Euclidean geometry are developed using the traditional synthetic approach, the analytical coordinate approach, and the modern transformational approach. Both inductive and deductive thinking skills are developed as students move from informal reasoning to formal proof. Extensive amounts of algebra and trigonometry are interwoven throughout the course. Students will: w Learn the tools, terminology, and symbols of geometry. w I nvestigate and discover the properties of triangles, quadrilaterals, and circles. w Calculate the perimeters and areas of plane figures. w S

tudy vectors and their applications to velocity and forces in physics. w L earn to identify and solve problems using congruent or similar figures. w C alculate the volume and surface area of three-dimensional figures. w D evelop deductive reasoning skills using two-column and coordinate proofs. w S olve circle problems involving chords, secants, and tangents. & Key Text: Geometry, Houghton Mifflin Harcourt Publishing Co., 2011

Geometry (H)

1 Unit

In this course the topics of geometry are covered in greater depth and at a faster pace. Students are required to do more independent and critical thinking. Logical connections are emphasized as students write longer proofs and solve more challenging problems. Students will: w Learn the tools, terminology, and symbols of geometry. w I nvestigate and discover the properties of triangles, quadrilaterals, and circles. w Calculate the perimeters and areas of plane figures. w S

tudy vectors and their applications to velocity and forces in physics. w L earn to identify and solve problems using congruent or similar figures. w C alculate the volume and surface area of three-dimensional figures. w D evelop deductive reasoning skills using two-column and coordinate proofs. w S olve circle problems involving chords, secants, and tangents. & Key Text: Geometry, Houghton Mifflin Harcourt Publishing Co., 2011 Prerequisites: Grade of B or above in Algebra I and/or teacher recommendation

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Algebra II Concepts

1 Unit

This course is designed to meet the learning needs of students with diagnosed disabilities in the area of mathematics. Material is presented in a step-by-step format at a pace dictated by the needs of the students. The main goal is to increase students’ algebraic understanding to better prepare them for the ACT test and college mathematics. Students will learn to work with and solve problems in these main areas of study: w Linear and quadratic equations and inequalities. w Linear equations and inequalities in two variables. w Systems of linear equations w P

olynomial, rational, exponential and radical expressions and equations. & Key Text: Algebra 2, AGS Publishing, 2004

Algebra II

1 Unit

Study of the topics in Algebra II will allow students the opportunity to build on concepts learned in Algebra I and Geometry. Students will learn to work with and solve problems algebraically, graphically, and with a graphing calculator in these main areas of study: w Linear equations, inequalities, and systems w Quadratic functions and relations w Polynomials and polynomial functions w Roots and powers w Exponential and logarithmic functions and equations w Patterns of growth and rates of change w Rational functions and equations. & Key Text: Algebra 2, McDougal Littell, 2008 Prerequisite: Geometry

Algebra II (H)

1 Unit

Honors Algebra II is a considerably more rigorous course than Algebra II. The course will cover significantly more material, with an emphasis on applications and preparation for Precalculus, requiring more thorough investigation and analysis of subjects. The pace of the course is considerably faster in order to accommodate the greater depth as well as some additional topics. Students will learn to work with and solve problems in the main areas of study in the Algebra II course, along with some additional areas of study including: w Augmented matrices w B inomial theorem w Quadratic, exponential, and power models for sets of data points w Finite differences. w Sequences and series. w Trigonometry functions. & Key Text: Algebra 2, McDougal Littell, 2008 Prerequisite: Grade of B or above in Honors Geometry and/or teacher recommendation

Advanced Math Concepts

1 Unit

This course is designed for students who desire a college preparatory mathematics elective. Material is presented in a step-by-step format at a pace dictated by the needs of the student. This course is designed to give students practical applications of math in and outside the classroom, a foundation in mathematical disciplines, and a better background for the college experience.

Students will cover the following units: w P roblem Solving Strategies w R eal Number Theory w S cientific Notation and Conversion w F inancial Applications in Math w P robability w S

tatistics w W orldview Perspectives in Math w A lgebraic & Geometric Theory w G raph Theory and Discrete Math & Key texts: Math in Our World, 2011, McGraw Hill

College Algebra (E)

1 Unit

This course is designed as a comprehensive treatment of algebraic and transcendental functions. Each function will be examined in terms of its formula, graph, table of values and applications. Students will use the function model for problem solving involving variables. Students will gain a conceptual understanding of functions, as well as technical skill in using their properties. The goal of this course is for students to see the power and beauty of algebra and to build a solid foundation for further mathematics courses.

Students will study: w R eal number system: its operations and properties. w Expressions, equations, inequalities and intervals. w Linear, quadratic and polynomial functions. w Power functions and radical functions. w Exponential and logarithmic functions. w Trigonometric functions and their inverse functions. w Transformations of functions and their graphs. w Solving systems of equations and using matrices. w Probability and counting principles. w Sequences and series. w Conic sections and their graphs. & Key Texts: Interactive College Algebra Notebook, Haas, Winter Park Publishing, updated 2010 Supplementary Text: Algebra and Trigonometry, 5th Edition; Houghton Mifflin Company, 2001.

Prerequisite: Grade of C or above in Algebra II

Statistics (AP)

1 Unit

This course includes the topics covered on the AP Statistics exam. Students will: w L earn methods and strategies for exploring, organizing, and describing data using graphs and numerical summaries. w L earn how to design samples and experiments in order to produce the data needed to give clear answers to specific questions. w S

tudy probability, how it is used to describe randomness, and why it is the basis of statistical inference. w S tudy the basic methods of statistical inference: confidence intervals and tests of significance. & Key Text: The Practice of Statistics, 3rd edition, 2008, W. H. Freeman Prerequisites: Grade of B or above in Honors Algebra II and/or teacher recommendation

Precalculus (H) (E)

1 Unit

This course consists of a thorough treatment of algebraic and transcendental functions. Functions will be represented with words, tables, formulas, and graphs. Students will use the function model as the primary tool for solv-

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Mathematics

ing problems involving variables. This course will prepare students for AP Calculus. Students will study: w T he transcendental functions (trigonometric, inverse trigonometric, exponential and logarithmic). w F unction topics such as transformations, compositions, decompositions, inverses, rates of change and limits. w P iecewise defined functions and parametric equations. w C onic sections, series and polar coordinates. & Key Text: Precalculus with Trigonometry Concepts and Applications, 2nd Edition; Key Curriculum Press, 2007 Prerequisite: Algebra II

Precalculus & Statistics (AP)

1 Unit

This course begins with a thorough treatment of functions, which will prepare students for AP Calculus. It concludes with the topics covered on the AP Statistics exam. Students will: w S

tudy algebraic, exponential, logarithmic, and trigonometric functions; limits; and parametric equations. w L earn to use the function model as the primary tool for solving problems involving variables. w L earn methods and strategies for exploring, organizing, and describing data using graphs and numerical summaries. w L earn how to design samples and experiments in order to produce the data needed to give clear answers to specific questions. w S

tudy probability, how it is used to describe randomness, and why it is the basis of statistical inference. w S tudy the basic methods of statistical inference: confidence intervals and tests of significance. & Key Texts: Functions Modeling Change, 2nd edition 2004, John Wiley & Sons; The Practice of Statistics, 3rd edition, 2008, W. H. Freeman Prerequisites: Grade of B+ or above in Honors Algebra II and/or teacher recommendation

Statistics

1 Unit

This is an introductory course in statistics. The focus of this course is on statistical ideas and reasoning and their relevance to today’s world. Students will: w L earn methods and strategies for exploring, organizing, and describing data using graphs and numerical summaries. w L earn how to design samples and experiments in order to produce the data needed to give clear answers to specific questions. w S

tudy probability, how it is used to describe randomness, and why it is the basis of statistical inference. w S

tudy the basic methods of statistical inference: confidence intervals and tests of significance. & Key Texts: Statistics Through Applications, 2nd edition, 2011.

Prerequisite: Algebra II

Calculus (AP)

1 Unit

This course in single-variable calculus includes both the techniques and the applications of the derivative and the definite integral along with terminology of limits. Each calculus topic is examined using verbal, algebraic, numerical and graphical representations. Students will use graphing calculators for exploration and in problem solving to find limits, derivatives Mathematics

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and integrals. Students will gain a deep understanding of the ideas of calculus, as well as technical skill in applying derivatives and integrals. Students will discover the logic of calculus and build a strong foundational understanding of the fundamental ideas and methods of calculus in preparation for further study. Students will: w C alculate average and instantaneous rates of change using the notation of limits. w D evelop and understanding of the derivative and discover the rules for differentiation. w Use derivatives to analyze the graphs of functions to determine extreme and inflection points. w A cquire an understanding of the Riemann sum and the definite integral. w L earn the methods of implicit and logarithmic differentiation and apply those methods in related rate problems. w S

tudy the important theorems of calculus: Mean Value, Extreme Value and Intermediate Value Theorems. w D evelop skill in finding indefinite integrals (antiderivatives) and discover the Fundamental Theorem of Calculus. w U se definite integrals to find area, volume, the length of a curve and the amount of change in a quantity. w S olve differential equations and apply them in modeling rates in business and the physical sciences. w L earn the techniques of integration: parts, algebraic and trigonometric substitution and partial fractions. w S

tudy the approximation of functions using tangent lines and Taylor Polynomials. & Key Texts: Interactive AP Calculus Notebook, Haas, Winter Park Publishing, updated 2010 Supplementary Text: Calculus of a Single Variable, 7th Edition; Houghton Mifflin Company, 2003.

Prerequisites: Grade of C or above in Precalculus (Honors) and/or teacher recommendation

Physical Education Department

Anne L. Westhoff, Department Chair B.S. Truman State University M.A.E. Truman State University Douglas L. Coleman B.S. Missouri Baptist University

J.D. Perona B.A. Taylor University David M. Schall B.S. Southwest Missouri State University M.S. University of Central Arkansas

“Whatever you do, work at it with all your heart, as working for the Lord, not for men.�

Colossians 3:23

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Physical Education Mission For Westminster students to know how to monitor and maintain their own health, fitness and athletic development, so as to serve them for life.

Standards What a Westminster student will learn and be able to do in Physical Education: • Develop, model and apply the skills necessary for maintaining a healthy lifestyle • Develop, model and apply basic proficiencies in cardiovascular endurance, muscular strength and endurance, flexibility, and body composition • Gain a working knowledge and application of various recreational and competitive activities as they relate to one’s overall health• Apply knowledge of basic human anatomy and physiology to their personal fitness and sports training programs • Recognize the mental and emotional health benefits associated with exercise and physical activity • Practice Christian social interaction and respect in relationships through exercise, physical activity, and competition • Develop a sense of Christian stewardship in the use of leisure time and choices of recreational activities

Middle School Sequence 7th 8th

Physical Education Physical Education

Middle School Courses Physical Education (7 & 8) Middle School Physical Education is a year-round program which provides exposure to a variety of recreational activities. Emphasis is placed on physical fitness through activities such as circuit training and target heart rate work. Fundamental sports skills and team concepts are also taught through activities such as pickleball, lacrosse, floor hockey, team handball, Ultimate Frisbee and various net games.

Health and Wellness (7 & 8)

Upper School Sequence Choose any two courses before graduation, one of which should be completed by the end of the sophomore year.

Middle School Electives Health and Wellness

Upper School Electives All courses are electives.

Enrichment Field trips Interscholastic sports–Middle School Guest speakers Recognition of Physical Fitness Achievement

Physical Education

6 weeks

Middle School Health is a six-week program which offers students the opportunity to gain knowledge and a Christian perspective on health issues facing teens in the twenty-first century. The class places an emphasis on decision making as it relates to Christian living. Students will: • Develop a Christian perspective of health and wellness issues.

• Develop a Christian perspective when making decisions.

• Learn about drug and alcohol effects on the body.

• Learn about stress and stress management.

• Understand basic nutritional values for a life of healthy eating.

• Learn what eating disorders are and their long- and short-term effects on the body.

• Learn how advertisers sell us products.

• Identify positive relationships.

• Learn first aid and CPR skills.

• Identify signs of depression.

• Evaluate levels of personal fitness.

• Develop a personalized fitness plan.

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Upper School Courses Female Fitness

⁄ Unit

1 2

Female Fitness is a class designed specifically for females who want to enhance their personal fitness in a non-competitive, individualized fashion. This class is geared towards females who desire to maintain a healthy lifestyle, now as well as in the future, outside the realm of competitive sports.

Emphasis will be placed on group aerobic workouts such as Step Aerobics, Pilates, and Zumba, along with basic strength and core training which can be done in general settings with minimal equipment. This class will encourage students to take fitness into their own hands and expand their exercise experience. Students will: • Develop an understanding of basic cardiovascular/ strength workouts, as well as the health benefits of those workouts • Improve their personal physical fitness using multiple aerobic and anaerobic styles and techniques.

• Improve their body’s core and strength.

• Develop the understanding and skills necessary to create their own personal aerobic/cardiovascular workout.

• Develop the skills related to proper coordination, timing and choreography related to their workout.

• Understand the different types of aerobic styles and techniques to be able to teach someone else.

Male Fitness

tion. Completion of this course will equip students to take Strength & Conditioning II. Prerequisite: None.

NOTE: Students with chronic back, knee or other physical ailments should not take this course.

Strength & Conditioning II

½ Unit

This course (formerly Advanced Fitness) builds off of the concepts learned in Strength & Conditioning I to serve the needs and desires of the serious athlete or fitness enthusiast.

A strong emphasis will be placed on ground-based, multijoint, explosive movements such as “Olympic-style” weight training, advanced levels of plyometrics and speed training, in addition to rigorous conditioning work. Nutrition for athletic performance will also be a large component of this course.

Prerequisite: Strength & Conditioning I or teacher approval NOTE: Students with chronic back, knee or other physical ailments should not take this course.

⁄ Unit

1 2

Male Fitness is a class designed specifically for males who want to enhance their personal fitness in a non-competitive, individualized fashion. This class is geared towards males who desire to maintain a healthy lifestyle, now as well as in the future, outside the realm of competitive sports. Emphasis will be placed on cardiovascular endurance, along with basic strength and core training, which can be done through circuit training, small-sided sports games and general group workouts with minimal equipment necessary. This class will encourage students to take fitness into their own hands and expand their exercise experience. Students will: • Develop an understanding of basic cardiovascular/ strength workouts, as well as the health benefits of those workouts • Improve their personal physical fitness using multiple aerobic and anaerobic styles and techniques.

• Improve their body’s core and strength.

• Develop the understanding and skills necessary to create their own personal aerobic/cardiovascular workout.

• Develop the skills related to proper coordination, timing and choreography related to their workout.

• Understand the different types of aerobic styles and techniques to be able to teach someone else.

Strength & Conditioning I

⁄ Unit

1 2

This course (formerly Beginning Strength Training) is an introduction to the concept of athletic performance training. Emphasis will be placed on master of basic strength training techniques in the form of free weight, body weight and medicine ball exercises. Other components of the class include plyometrics, speed and agility training, dynamic flexibility work, cardiovascular training and nutrition educaPage 51

Physical Education

Science Department

Andrew D. Shaw, Department Chair B.A. Covenant College M.A. University of Tennessee-Chattanooga Ph.D. University of Missouri-St. Louis Daniel P. Barklund B.A. University of Minnesota-Morris M.Ed. University of Minnesota Steven R. Bradley B.S. Southwest Missouri State University M.Ed. William Woods University Luke G. Breems B.A. Calvin College Barbara G. Cascella B.S. Rhodes College M.S. Washington University in St. Louis E. Anne DeRousse B.S. University of Missouri Timothy B. Hall B.A. Calvin College M.Ed. Covenant College

Lisa A. Harding B.S. Drexel University Katherine J. Long B.S. Covenant College Evan C. Munger B.S. Auburn University M.Ed. Lee University Mallory A. Scholten B.S. Calvin College Nicole G. Scholten B.S. Dordt College Warren D. Smith B.A. Covenant College M.Ed. University of Tennessee-Chattanooga J. Cory Snyder B.A. Washington University in St. Louis M.A. University of Missouri-St. Louis Sandra K. Winchester B.S. Truman State University Ph.D. St. Louis University

“For by Him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by Him and for Him. He is before all things, and in Him all things hold together.”

Colossians 1:16–17 Page 52

Science Vision The purpose of the Science Department is to enable students to become more knowledgeable about the works of an all-knowing God, to be more fully awed by the works of an awesome God, and to become more responsible in the care, use, and application of the works of an all-providing God. Science is the process of systematically investigating God’s creation.

Standards What a Westminster student will understand and be able to do in Science: • Discover God’s attributes and character reflected in the unity, beauty, intricacy, goodness, and orderliness of creation • Discover the role and limitations of science and technology, and recognize that sin affects all of creation, including the process of investigating it • Discover what it means to be created in the image of God, and how that affects his/her relationships with other people as well as the rest of creation • Discover the fundamental concepts and principles of the science course he/she is taking, and the methods and technology used to discover them • Embrace, from both a biblical and scientific perspective, God’s role as Creator and Sustainer of His universe • Embrace a biblical worldview in understanding issues of science, technology, and culture • Perceive the interrelatedness of science, math, and the other disciplines • Praise God through the study and responsible care of His creation • Act upon the awesome responsibility that God has entrusted to him/her in exploring, caring for, experimenting upon, and restoring creation • Become a problem solver through observing, data collecting, and experimentation with available technology.

Middle School Sequence 7th 8th

Science 7 Science 8

Upper School Sequence* Level

Required

9th

10th

11th

Physics Physical Science Concepts

Chemistry Chemistry Concepts

Biology Biology Concepts

Physics

Chemistry

Biology

12th

Excel Honors AP

Biology Chemistry Physics B

Biology Chemistry Physics B

Electives Biology (AP) Chemistry (AP) Physics B (AP) Human Anatomy & Physiology *Note: Students who wait until their freshman year to take Algebra should begin their science sequence (Physics, Chemistry, Biology) in their sophomore year.

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Science

Middle School Courses Science 7

Full Year

This course is an integrated approach to the fundamental study of the sciences and God’s orderly universe. Most of the content of this class will weave together the sciences of biology, chemistry and physics. In particular, this course introduces the following concepts: life at the cellular level, human anatomy and physiology, energy at work, molecules in motion and forces in action. Each unit is taught from a perspective of appreciation for the marvel of God’s creation, His work in sustaining that creation and our responsibility of good stewardship toward His creation. Students will: w U nderstand the methods of scientific investigation in studying God’s Creation, the rules of laboratory safety and the techniques for making accurate scientific measurements. w D evelop an understanding of the anatomy and physiology of the human body. w B e introduced to the Periodic Table of the Elements and begin to probe the differences between elements, compounds, molecules, and atoms. w S

tudy the different forms of energy and the way energy is involved in chemical reactions and physical changes. w U nderstand and apply Newton’s Laws of motion to everyday events. & Key Text: Science Level Green, Glencoe/McGraw-Hill, 2008.

Science 8

Full Year

This course will integrate the study of chemistry, physics, and earth science, including meteorology, geology, oceanography, and astronomy. Together, teacher and student will make every effort to answer creation’s challenging questions by keeping our discoveries relevant and by demonstrating concepts with hands-on activities.

Special attention is given to the development of research, lab, and cooperative skills. Students will: w U nderstand the theory of plate tectonics and the forces behind earthquakes, volcanoes, and mid-ocean ridges. w I nvestigate the ocean through a study of its different regions. Students will also understand how waves, tides and currents affect life in the ocean. w E xpand their knowledge of God’s creativity through the study of our Earth, our Solar System, stars, galaxies, and other celestial bodies. w E xpand their understanding of the Periodic Table, its periods and families, ionic and covalent bonding, oxidation numbers, and types of chemical reactions. w I nvestigate principles of physics through engineering projects. & Key Text: Science Level Blue, Glencoe/McGraw-Hill, 2008.

Upper School Courses Physical Science Concepts

1 Unit

Physics is the study of the fundamental principles by which God providentially governs and maintains His creation.

Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper

Science

school science sequence. Admission to this course requires recommendations from the guidance office and the science department chair. Students will: w G ain a working knowledge of the fundamentals of physics, studying units covering motion, forces, energy and work, phases of matter, heat, sound, light, electricity and magnetism. w R ecognize the relevance of physics by relating physics principles to everyday life examples. w G row in their understanding of God’s character as revealed in the study of physics. w D evelop important teamwork skills necessary in labs and class activities with partners or in small groups. & Key Text: Physical Science: Concepts in Action, Wysession, Frank and Yancopoulos, Pearson, Prentice Hall; 2006.

Prerequisite: Recommendation by Guidance Department and Science Department Chair

Physics 9

1 Unit

Physics is the study of the fundamental principles by which God providentially governs and maintains His creation.

Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. While this course requires less mathematical rigor than the honors physics course, these students will apply their algebra and geometry skills to the natural laws at work around them to more fully understand God’s creation. Students will: w G ain a working knowledge of the fundamentals of physics, studying units covering motion, forces, energy and work, phases of matter, heat, sound, light, electricity and magnetism, and nuclear reactions. w R ecognize the relevance of physics by relating physics principles to everyday life examples. w G row in their understanding of God’s character as revealed in the study of physics. w D evelop important teamwork skills necessary in labs and class activities with partners or in small groups. w A pply algebra and geometry to some problem-solving exercises in physics. & Key Text: Conceptual Physics, Paul Hewitt, Pearson, Prentice Hall; 2006.

Prerequisite: Algebra I

Physics 9 (H)

1 Unit

Physics is the study of the fundamental principles by which God providentially governs and maintains His creation.

Because it is commonly recognized as the fundamental science, physics is offered during the first year of the upper school science sequence. Though conceptual in presentation, this course is for those students identified as having outstanding math/science abilities. Therefore, this course requires more extensive math and lab work and deeper exploration of topics than regular freshman physics. Admission to this course requires the recommendation of the eighth grade science teacher and the approval of the science department chair. Students will: w G ain a working knowledge of the fundamentals of physics, studying units covering motion, forces, energy and work, phases of matter, heat, sound, light, electricity and magnetism, and nuclear reactions. w R ecognize the relevance of physics by relating physics principles to everyday life examples.

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w G row in their understanding of God’s character as revealed in the study of physics. w D evelop important teamwork skills necessary in labs and class activities with partners or in small groups. w A pply algebra and geometry to extensive problem-solving exercises in physics. & Key Text: Conceptual Physics, Paul Hewitt, Pearson, Prentice, Hall, 2006.

Prerequisite: Algebra I and recommendation by Science Department Chair and 8th Grade Science Teacher

Chemistry Concepts

1 Unit

Students explore the underlying principles of the complex chemical world and develop a respect for the creativity, sovereignty, and providence of God. This course does not require extensive math skills. Admission requires the recommendation of the guidance counselor and approval of the science department chair. Students will: w G ain a working knowledge of the fundamental principles of chemistry in the context of thematic units based on real-life issues. w R ealize that science helps them understand God not only as creator but also as providential sustainer of His creation. w R ecognize that they are God’s vice regents, with responsibilities for caring for His creation and unlocking its potential. w B ecome familiar with proper laboratory techniques, procedures, and safety precautions. w D evelop important teamwork skills necessary in labs and class activities with partners or in small groups. & Key Text: Chemistry in the Community, W. H. Freeman & Company, 2001 Prerequisite: Recommendation by Guidance Department and Science Department Chair

Chemistry

1 Unit

Chemistry is the study of the basic components God used to create His universe. Chemistry is the study of atoms, what makes them different, how they bond, and the properties of the compounds that result from the combination.

While using a combination of traditional and thematic approaches in presenting chemistry principles, students are challenged to recognize the relevance of chemistry and apply what they have learned to everyday issues and problems. Students will: w G ain and demonstrate a working knowledge of properties, classification, and changes in matter. w R elate chemistry to personal and social issues. w B e awed by the creativity, complexity, and precise design of God’s creation. w B e challenged to become God’s vice regents in caring for and ruling creation. & Key Text: Chemistry: Discovering Chemistry You Need to Know, Kendall/Hunt, 2009 Prerequisites: Algebra I and Physics 9

Chemistry (H)

1 Unit

Any study of God’s creation inevitably leads to an investigation of the basic components that He made and used to form the universe. Chemistry is the study of these components—atoms—and what makes them different, how

they bond together, and the special properties that result.

With this basis, other topics, including the phases of matter, formulae, stoichiometry, electronic structure, the Periodic Table, solutions, kinetics, equilibrium, acids and bases, and nuclear and organic chemistry, are covered. Honors Chemistry homework and tests include extensive problemsolving requiring strong algebra skills. Students will: w G ain and demonstrate a working knowledge of properties, classification, and changes in matter. w R elate chemistry to personal and social issues. w B e awed by the creativity, complexity, and precise design of God’s creation. w B e challenged to become God’s vice regents in caring for and ruling creation. & Key Text: Chemistry, Wilbraham et al., Prentice Hall, 2008 and accompanying lab manual Prerequisite: Algebra I Must be taken concurrently with Algebra II unless special permission is given.

Biology Concepts

1 Unit

Biology Concepts is the study and application of the complexity of life processes in a fallen world. There are five broad themes of study: environmental stewardship, components of biological molecules and cells, growth and development, genetics and patterns of inheritance, and the organization of earth’s biodiversity. In addition to a basic knowledge of biological processes, students will be expected to apply their understanding to issues of justice and mercy in the world around them. Students will: w U se a variety of tools in the classroom, laboratory, and community to investigate living things. w R ecognize relationships between the structures of life and their functions at the following levels: cells, organs, systems, organisms, populations, and communities. w C ompare and contrast various strategies of life in the following areas: energy needs, movement, response to environment, growth, self-maintenance, and reproduction. w R elate environmental, health, and origin-of-life issues to the biblical themes of creation, the fall, and redemption. & Key Text: Biology, Miller & Levine, Pearson/Prentice Hall, 2008 Prerequisite: Recommendation by Guidance Department

Biology

1 Unit

Biology is the study and application of the complexity of life processes in a fallen world. There are five broad themes of study: environmental stewardship, components of biological molecules and cells, growth and development, genetics and patterns of inheritance, and the organization of earth’s biodiversity. In addition to a basic knowledge of biological processes, students will be expected to apply their understanding to issues of justice and mercy in the world around them.

Students will: w U se a variety of tools in the classroom, laboratory, and community to investigate living things. w R ecognize relationships between the structures of life and their functions at the following levels: cells, organs, systems, organisms, populations, and communities. w C ompare and contrast various strategies of life in the following areas: energy needs, movement, response

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Science

to environment, growth, self-maintenance, and reproduction. w A pply biological and statistical concepts to explain and evaluate new observations. w R elate environmental, health, and origin-of-life issues to the biblical themes of creation, the fall, and redemption. & Key Text: Biology, Miller & Levine, Pearson/Prentice Hall, 2008 Prerequisites: Algebra I, Chemistry, Physics 9

Biology (H)

1 Unit

Biology is the study of the complexity and diversity of God’s living creation and the complexity of the processes that govern life. There are several broad themes of study: components of biological molecules and cells, growth and development, genetics and the pattern of inheritance and the organization of the diversity of life. In addition to the basic knowledge of biological processes, students will interpret observations and experimental results and relate biological concepts to the biblical themes of creation, the fall and redemption. & Key Text: Biology Concepts and Connections, 6th edition, Campbell, Reece, Mitchell and Taylor, Benjamin Cummings, 2008 Prerequisites: Algebra I, Chemistry, Physics 9 (Honors Chemistry and/or Honors Physics is required)

Human Anatomy and Physiology

1 Unit

Human Anatomy and Physiology is the study of the pinnacle in God’s creation, mankind. Anatomy is the study of the structure of body parts and their relationships to one another. Physiology concerns the functioning of the body’s structural machinery, that is, how the parts of the body work and carry out their life-sustaining activities. Physiology is explainable only in terms of the underlying anatomy.

Through this course, students will learn to understand the function of the body God gave them and the importance of taking care of God’s temple. Students will: w G ain and demonstrate a working knowledge of the structure and function of the human body. w G ain a better understanding of disease and how it affects the human body. w B e awed by the creativity, complexity, and precise design of our bodies. w B e challenged to maintain God’s creation by proper nutrition and exercise. & Key Text: Essentials of Human Anatomy and Physiology, Marieb, 8th edition, Pearson Benjamin Cummings, 2006 Prerequisites: Chemistry, Biology (Honors Biology and Honors Chemistry strongly recommended)

Chemistry (AP)

1 Unit

Building upon the foundation of first-year chemistry, AP Chemistry is a course designed to be the equivalent of a freshman college chemistry course. Topics covered will be the same as those in General Chemistry, but will be presented in more depth and with a higher degree of difficulty. Most of the labs will use computers and data acquisition probes. Students will take the AP exam. Students will: w L earn techniques and procedures appropriate to the college-level laboratory.

Science

w D escribe atomic structure based on the principles of current atomic theory. w O rganize information in the study of chemical bonding. w I nvestigate the principles of the Kinetic Theory of Matter. w A pply acquired information to the study of chemical reaction types. w D escribe equilibrium in relation to solution dynamics. w E xplain electrochemistry as a component of oxidationreduction. & Key Text: Chemistry and Chemical Reactivity, Kotz & Treichel, 6th Edition, Thomson Brooks/Cole 2006 Prerequisites: Algebra II, Physics 9, Honors Chemistry

Biology (AP)

1 Unit

This college-level introduction to the processes and diversity of life follows a rigorous syllabus developed by a consortium of leading U.S. high schools and universities. Students will become familiar with the techniques of biological investigation in the laboratory and through current biological literature. Emphasis is placed on laboratory technique and the importance of biology in modern culture. Examinations are patterned after the AP Biology exam, which all students are required to take in May. Students will: w R ecognize God’s grace and provision in the intricate splendor of all life. w R ecognize relationships between the structures of life and their functions at the following levels: cells, organs, systems, organisms, populations, and communities. w C ompare and contrast various strategies of life in the following areas: energy needs, movement, response to environment, growth, self-maintenance, and reproduction. w R ecognize cause/effect relationships in the following cell processes: respiration, photosynthesis, mitosis, meiosis, chemical synthesis and decomposition, chemical transport. w R elate environmental issues, medical ethics, biotechnology, and origin of life (micro vs. macroevolution) issues to the biblical themes of creation, fall, and redemption. w C omplete the twelve recommended AP labs as a part of the laboratory component of the course. w D esign and perform biological experiments. & Key Text: Biology, Campbell & Reece, 8th Edition, Benjamin Cummings, 2009 Prerequisites: Algebra II, Physics 9, Honors Chemistry

Physics (AP-B)

1 Unit

Motion, forces, energy, work, phases of matter, thermal effects, sound, light, statics, electricity, magnetism, atomic structure, nuclear reactions—these are the main topics of study in AP Physics. Through extensive problem solving and numerous labs, the infinite complexity, awesome diversity, and yet remarkable unity of God’s creation, laws, and processes are more fully realized and understood. Approval by the science department is required for admission to this course. Students will: w U nderstand the relationship between the philosophy of science and the Christian faith. w R ealize the continual providence and wisdom of God the Creator in ordering and sustaining His creation through the natural laws that we try to discover, understand, and apply. w R ecognize the responsibility that we as Christians have to understand some of the physics involved in many modern

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problems such as pollution, energy needs, health, and medicines, so as to deal effectively with them. w B e awed by the precision, design, and complexity of God’s creation, especially as it relates to the principles of physics and the application of them. w B ecome familiar with proper laboratory procedures, techniques, and safety precautions. w D emonstrate the ability to problem solve, especially by using dimensional analysis, scientific notation, and vector and free body diagrams. & Key Text: College Physics, 8th Edition, Serway and Vuille, Thomson Brooks/Cole Publishing, 2010 Prerequisites: Recommendation by the Science Department Chair; Honors Algebra II and Honors Chemistry strongly recommended

Introduction to Engineering Design (IED)

1 Unit

The major focus of this course is to expose students to the design process, including research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. Students will use 3-D solid modeling design software to help them design solutions to solve proposed problems. Students will also learn how to document their work and communicate solutions to peers and members of the professional community.

Prerequisite: Successful completion of the application process

Applied Scientific Research (ASR)

⁄ Unit

1 2

In this course, students will work individually or in teams to research, design, and work towards a solution of a specific scientific question. Some students might learn how to design a research question, do a literature search, and then suggest an experimental approach that will address their question.

Some students may be independently involved in studying a research question and actively conducting scientific experimentation, perhaps under the guidance of a STEM Mentor.

Other students will, as a team, design and implement a research plan that will enable them to compete in a STEM competition.

Prerequisite: Successful completion of the application process

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Science

World Languages Department

Joan L. Dudley, Department Chair B.S. University of Missouri M.Ed. University of Missouri Ph.D. Saint Louis University Peter N. Barrs B.A. Princeton University M.A. Washington University C.A.P.E.S. Education Nationale, France Joy A. Breneman B.A. Evangel University M.Ed. National-Louis University

Michelle K. Gilbert B.A. University of Missouri-St. Louis J. Daniel Legters B.A. Covenant College M. Div. Covenant Theological Seminary Diane L. Miller B.S. Missouri State University M.Ed. University of Missouri-St. Louis Emily E. Roig B.A. Missouri State University

Sarah E. DeVries B.A. Calvin College Centre Universitaire d’Études Francaises Université de Grenoble

“Let all the earth fear the Lord, let all the people of the world revere him.”

Psalm 33:8

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World Languages Vision The purpose of the World Languages Department is to lead students to an appreciation of the cultures God has created, to master the language skills and understand the literature of these cultures, and to seek to integrate one’s personal faith with these language and culture studies.

Standards What a Westminster student will learn and be able to do in World Languages: • Develop reading, listening, speaking, and writing language skills • Understand and appreciate the target culture • Read and appreciate literature in the original context • Seek cross-cultural experiences that will use the target language.

Middle School Sequence 7th 8th 7th 8th

French 7MS (semester) French 8MS (semester) Spanish 7MS (semester) Spanish 8MS (semester)

Upper School Sequence It is possible to begin language in any upper school grade as long as the course requirements are met.

Electives All courses are electives except for the required units to graduate.

Excel Credit Spanish III Spanish III (H) To receive EXCEL credit, Missouri Baptist University requires juniors and seniors to have an overall GPA of 3.0 on a 4.0 scale. Sophomores are required by Missouri Baptist to take the ACT and score within the top 10% nationally.

Enrichment Spring or summer foreign travel tours led by members of the department Field trips to cultural venues Native speakers in classes Cross-cultural chapels Notification of and encouragement to attend Spanish-speaking churches and local folkfests

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World Languages

Middle School Courses French 7MS (7th Grade)

18 Weeks

This one-semester course introduces the fundamentals of language learning in areas of pronunciation, vocabulary development, grammar, reading and speaking skills, consistent with the French I course presented in the Upper School.

Students seeking to advance to French II as a 9th grader must commit to another semester of French instruction in 8th grade. Students will: w L earn basic grammar and develop a base of vocabulary. w U nderstand and communicate in basic spoken French. w B ecome familiar with French culture. w L earn proper pronunciation of French phonics. & Key Text: Discovering French: Noveau Bleu I

French 8MS (8th Grade)

18 Weeks

This one-semester course is a continuation of French 7MS taken in 7th grade. Upon successful completion of both French 7MS and French 8MS, middle school students will advance to French I or French II as a 9th grader based upon the teacher’s recommendation. This course will provide further understanding of the structure of the French language developed through grammar and vocabulary. Students will practice the four language skills of reading, writing, listening and speaking. Students will: w L earn basic grammar and develop a base of vocabulary. w U nderstand and communicate in basic spoken French. w B ecome familiar with French culture. w L earn proper pronunciation of French phonics. & Key Text: Discovering French: Noveau Bleu I Prerequisite: French 7MS (7th grade)

Spanish 7MS (7th Grade)

18 Weeks

This one-semester course introduces the fundamentals of language learning in areas of pronunciation, vocabulary development, grammar, reading, and speaking skills, consistent with the Spanish I course presented in the Upper School. Students seeking to advance to Spanish I (Honors), Spanish II (Honors), or Spanish II as a 9th grader must commit to another semester of Spanish instruction in eighth grade. Students will: w L earn basic Spanish grammar and develop a base of vocabulary. w U nderstand and communicate in basic spoken Spanish. w B ecome familiar with Hispanic culture. w L earn proper pronunciation of Spanish phonics. & Key Text: Así se dice

Spanish 8MS (8th Grade)

18 Weeks

This one-semester course is a continuation of Beginning Spanish I taken in seventh grade. Upon successful completion of both Spanish 7MS and Spanish 8MS, middle school students will advance to Spanish I (Honors), Spanish II or Spanish II (Honors) as a 9th grader based upon the teacher’s recommendation. This course will provide further understanding of the structure of the Spanish language developed through grammar and vocabulary. Students will practice the four language skills of reading, writing, listening and speaking. Students will: w L earn basic Spanish grammar and develop a base of World Languages

vocabulary. w U nderstand and communicate in basic spoken Spanish. w B ecome familiar with Hispanic culture. w L earn proper pronunciation of Spanish phonics. & Key Text: Así se dice Prerequisite: Spanish 7MS (7th grade)

Upper School Courses French I

1 Unit

French I is an introductory course which initiates students to the fundamentals of language learning in the areas of pronunciation, vocabulary development, grammar, reading, and speaking skills. Students will: w L earn basic grammar and structure of the French language. w L earn basic conversational French. w B e exposed to French culture. w P ractice accurate French pronunciation. & Key Text: Discovering French Nouveau–Bleu

French II

1 Unit

This course is a continuation of oral and written French I. There is additional emphasis on reading passages and discussing them in French. The language becomes an instrument for learning as well as the target language through discussion and defining of vocabulary in French. Students will: w C ontinue grammar study and writing. w F urther conversational growth. w I nvolve themselves in special activities highlighting the French world. & Key Text: Discovering French Nouveau–Blanc Prerequisite: French I

French III (H)

1 Unit

French III is an advanced course in grammar, vocabulary, reading comprehension, and oral skills. The students continue to build on what they have learned in French I and French II. More emphasis is placed on reading and culture. & Key Text: Discovering French and Nouveau-Rouge Prerequisite: French II

French IV (AP)

1 Unit

French IV introduces advanced students to the history of French literature with selections from the 16th–20th centuries. Advanced grammar enables students to develop in written and verbal ability. This class will follow specific AP guidelines. Students will: w R eview all grammar studied in previous years and continue in advanced grammar. w S pend extensive time in French literature selections, listening and reading comprehension. w T ake the AP exam. & Key Text: Interaction, Le Petit Prince Prerequisite: French III

French V (AP)

1 Unit

French V is designed for the very gifted student. This course continues the study of French literature. Students

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strive for oral and written proficiency. This course will follow specific AP guidelines. Students will: w I ncrease knowledge of French literature and history. w M aster grammar and oral expression. & Key Text: Autour de la Littérature Prerequisite: French IV

Spanish I

1 Unit

This course introduces students to the language and cultures of Spain and Latin America. Through the study of these cultures, as well as the Hispanic influences in the United States, an appreciation of this particular group of God’s people will be inspired. An understanding of the structure of the Spanish language is developed through grammar and vocabulary. Students daily practice the four language skills of reading, writing, listening, and speaking. Students will: w L earn basic Spanish grammar and develop a base of vocabulary. w U nderstand and communicate in basic spoken Spanish. w B ecome familiar with Hispanic culture. w L earn proper pronunciation of Spanish phonics. & Key Text: Así se dice

Spanish I (H)

1 Unit

This advanced course will include all that the regular Spanish I course requires, but the class will proceed at a faster pace with an intensified focus on reading, writing as well as listening and speaking in the target language. Students will: w Learn basic Spanish grammar and develop a base of vocabulary. w U nderstand and communicate in basic spoken Spanish. w B ecome familiar with Hispanic culture. w L earn proper pronunciation of Spanish phonics. & Key Text: Así se dice

Spanish II

1 Unit

Students further develop their skills in speaking, reading, listening, and writing. Grammar is studied more in-depth, additional verb tenses are studied, and vocabulary is expanded. A focus on conversational Spanish is expanded through various class activities, and Latin American short stories are read. Hispanic culture, history, customs, art, and geography continue to be discussed. Students will: w L earn to read more advanced Spanish. w I ncrease skills in conversational Spanish. & Key Text: Así se dice Prerequisite: Spanish I or Spanish I (H)

Spanish II (H)

1 Unit

This advanced course will include all that the regular Spanish II course requires, but the class will proceed at a faster pace with an intensified focus on reading, writing, as well as listening and speaking in the target language. Students will: w L earn to read more advanced Spanish. w Increase skills in conversational Spanish. & Key Text: Así se dice Prerequisite: Spanish I or I (H)

Spanish III (E)

1 Unit

This is an advanced course in vocabulary, grammar, reading, comprehension, and oral skills. Students will further the

study of Spanish grammar and structure while incorporating skills learned in Spanish I and II. Students will: w R ead more advanced Spanish. w K now and appreciate Hispanic culture, customs, and current affairs. w W rite and illustrate their own children’s book. w Increase skills in conversational Spanish. & Key Text: Así se dice Prerequisite: Spanish II or Spanish II (H)

Spanish III (E) (H)

1 Unit

This is considered an advanced level course with emphasis on developing greater fluency in reading, writing, speaking, and listening. Students will learn how to communicate in daily life situations, write longer critical compositions, and read stories and Scripture from the Spanish Bible.

They will acquire a broader vocabulary and improve their command of grammatical structures. A continuing focus on culture will further increase students’ understanding of Latin America and Spain. Students will: w R ead more advanced Spanish. w K now and appreciate Hispanic culture, customs, and current affairs. w W rite and illustrate their own children’s book. w L earn the geography, politics, and other cultural information of particular Spanish regions. & Key Text: Así se dice Prerequisite: Spanish II or Spanish II (H) Teacher and Counselor Recommendation

Spanish IV

1 Unit

This is an advanced course with emphasis on developing greater fluency in reading, writing, speaking, and listening. Students will learn how to communicate in daily life situations, write longer critical compositions, read stories by recognized Hispanic authors. They will acquire a broader vocabulary and improve their command of grammatical structure. A continuing focus on culture will further increase students’ understanding of Latin America and Spain with a special emphasis on Mexico. Students will: w R ead more advanced Spanish, including short stories. w I mmerse themselves in available cultural activities. w L earn the history of Spanish people. & Key Text: Así se dice Prerequisite: Spanish III or Spanish III (H)

AP Spanish Language IV

1 Unit

This is an AP course with emphasis on developing greater fluency in reading, writing, speaking, and listening. Students will learn to communicate in daily life situations, write longer critical compositions, read stories and a full-length novel by recognized Hispanic authors.

They will acquire a broader vocabulary and improve their command of grammatical structures. A continuing focus on culture will further increase students’ understanding of Latin America and Spain, with a special emphasis on Mexico. Students will: w R ead more advanced Spanish, including novels, poetry, and short stories. w I mmerse themselves in available cultural activities. w L earn the history of Spain and Spanish people through Columbus, 1492. w P repare for the AP Language exam.

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World Languages

& Key Text: Conexiones, readings from Hispanic authors and

media, AP guidelines Prerequisite: Spanish III, Spanish III (H), or Spanish IV Teacher and counselor recommendation

AP Spanish Literature V

1 Unit

Spanish V is designed for the very gifted student. This course continues the study of Spanish literature. Students strive for oral and written proficiency. This course will follow specific AP guidelines. Students will: w I ncrease knowledge of Spanish literature and history. w M aster grammar and oral expression. w P repare for the AP Literature exam. & Key Text: Conexiones: Communicación y Cultura, select readings from Hispanic authors and media, AP guidelines Prerequisite: AP Spanish Language Teacher and counselor recommendation

Summer Cultural & Language Immersion Experience (SCLIE)

Chinese II

⁄ Elective Unit

1 2

SCLIE is an intense, highly motivating, authentic opportunity for advanced world language students to apply and integrate their language knowledge and skills. During these 10- to 15-day trips, students will be immersed in the language and culture through guided travel and an extended stay with a host family. Students will: w I mprove conversational and aural skills. w G ain personal competence and confidence in using the target language in everyday situations. w F unction in an international home stay, customs, commerce, geography, history, politics, culture, money, and transportation. w S

trengthen and enhance vocabulary and grammar. w D evelop biblical understanding and respect of diverse peoples and cultures. w G ain personal competence and confidence.

The immersion program stresses world language learning, provides interaction with people, and opens students’ hearts and minds toward becoming better citizens of God’s global community.

Credit: w S

tudents who participate in the SCLIE and complete the requirements would earn one-half elective credit. This credit does not count towards the two-year world language study requirement. w G rading will be based on participation and performance in the pre- and post-department meetings and completion of required assignments. & Key Text: The Gift of the Stranger, and Foreign to Familiar.

Chinese I

1 Unit

This is a beginning level course that will introduce the student to a variety of areas of Mandarin Chinese (simplified). In this course, the student will learn listening, speaking, reading and writing skills. Culture is sprinkled throughout to focus the learner on the Chinese-speaking world: its culture, people, geographical locations and histories.

World Languages

1 Unit

This course is a continuation of a beginning level course that will further develop the student’s skills in listening, speaking, reading and writing. Students learn to express themselves using the ever-increasing vocabulary and in-depth grammar. Culture continues to be sprinkled throughout the course to focus the learner on the Chinese-speaking world and their culture.

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Special Services

Lucy Erdman, Director of Special Services B.S. University of Missouri M.Ed. University of Missouri Kathryn S. Eichelberger Lead Teacher - Middle School B.M.E. Butler University M.A.T. Webster University Special Education Certification, Fontbonne University Rene L. Howse Upper School Special Services B.A. Missouri State University Special Education Certification, University of Missouri-St. Louis Hannah E. Jayne Upper School Special Services B.A. University of Missouri Rebecca L. Kamp Upper School Special Services B.A. Calvin College

Aaron J. Layton Middle School Special Services B.A. Southeast Missouri State University M.A.E. Lindenwood University M.Div. Covenant Theological Seminary Kaitlin E. Lehde Middle School Special Services B.A. North Park University Christopher M. Pederson Lead Teacher - Upper School B.S. Quincy University M.S.E. Quincy University Nancy G. Provin Middle School Special Services B.S.Ed. University of Missouri-Columbia M.Ed. University of Missouri-Columbia Anne R. Williams Upper School Special Services B.A. Bethel University

“Search me, O God, and know my heart; test me and know my anxious thoughts.

See if there is any offensive way in me, and lead me in the way everlasting.�

Psalm 139:23-24

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The Learning Center Vision The purpose of The Learning Center (TLC) is to support the educational needs of covenant families who have students with diagnosed learning disabilities. The goal of TLC is to enhance academic successes by providing tools and strategies to utilize in classroom settings, in meeting homework commitments, and in testing situations. TLC assists special learners to understand their learning profile well enough to confidently compensate according to a defined learning program. As a result of a student’s involvement in this program, he/she will become a self-reliant, successful learner for life.

Standards As a result of receiving TLC services, Westminster students will be able to learn and do the following: • Develop study skills strategies • Learn testing strategies • Develop effective and enhanced written language skills • Learn self-reliance, self-acceptance, and self-advocacy.

Middle School Options TLC Study Skills 7 TLC Study Skills 8 English Skills 7 English Skills 8 Math 7 Class-Within-a-Class Pre-Algebra Class-Within-a-Class Algebra Math 8

Upper School Options Placement recommendations made on individual basis.

Study Skills 9 Study Lab 10, 11, 12 English 9, 10 (pull-out classes) American Literature (CWC) Advanced Expository Writing (CWC)

Special Services

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The Learning Center Resource Services These services are designed for students with diagnosed learning challenges. The program offers limited remedial work in reading and writing but primarily runs parallel to and supports the existing curriculum. The program provides accommodations for and adaptation to students’ classes. The goal of this program is to give students tools to succeed in an academic environment and to function as independent learners.

Program Options: Full Time: Most students are enrolled in this option. These students receive daily service in The Learning Center class and many of the services listed below.

Consultative Option: The consultative option meets the needs of LC students who have completed the study skills courses and are able to function well with limited, part-time support. Consultative students are not enrolled in a Learning Center class.

Description of the Learner: w Average or above ability. w Diagnosed learning disabilities, ADD/ADHD, or language impairments. w History of passing grades in previous school experiences. w Ability to function in the classroom with accommodations provided. w Cooperative attitude and behavior.

Services Provided: w Well-defined educational plans. w Learning Center teacher advocacy with the teaching staff. w P

arent support and communication. w Instruction in study techniques appropriate to student needs. w Accommodated testing arrangements. w Accommodated curriculum, such as adjusted amounts of classwork and /or homework. w S

tudy helps including (but not limited to) word banks, books on tape, study guides, provision of class notes and outlines, and formula cards in math. w Small class instruction in English and mathematics for those who qualify. w Concept level courses in upper school math and science for those who qualify. w D evelopmental Writing for students in the Upper School who continue to need basic skill development. w Testing center services.

Concept Courses are available in the Upper School in the following areas: Science: Physics, Biology, Chemistry Mathematics: Algebra I, Geometry, Algebra II, Advanced Math Concepts

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Special Services

Middle School Courses Study Skills 7

Math 7

Full Year

Study Skills is the basic class for any seventh grade student enrolled in the Middle School Learning Center program. The course comprises the following study skills: memory techniques, test-taking strategies, reading comprehension, written expression, notetaking skills, and self-advocacy. Tools and activities are also provided, such as study guides, test-review games, support in breaking down and completing major projects, academic calendars, adapted assignment books, and chapter summaries for some novels. Accommodations and modifications of regular classroom work are provided through this program as well as support with all tests. & Key Text: Keeping A Head in School, Levine

Study Skills 8

Full Year

Study Skills is the basic class for any eighth grade student enrolled in The Learning Center program. It is an extension of the seventh grade class, requiring the application of Study Skills across the curriculum with accountability through the Study Skills course. Units include time management, visualizing and verbalizing, critical thinking, listening comprehension and following directions, organization, and demystification of students’ learning challenges. Tools and activities are provided to aid in the achievement of class work. Accommodations and modifications are provided through the program as well as support with tests. This class prepares students receiving The Learning Center services for the upper school experience. & Key Text: Keeping A Head in School, Levine

English Skills 7

Full Year

English Skills 7 includes the study of basic English skills in a small class setting. It is designed for students who require remediation of basic skills in one or more of the following areas: reading comprehension, written expression, spelling, grammar, mechanics, and vocabulary development. English Skills 7 will include an emphasis on increasing vocabulary development through the use of context clues, literary analysis, and sequenced writing skills. & Key Text: Student Anthology, Globe, Write Source 2000.

This class is for students who are below grade level in math and require remedial small-group instruction. The class is largely individualized to meet each learner’s particular set of needs through the use of a skills-based binder and worksheets. Manipulatives and spiraling are two of the techniques used to inspire success.

Class-Within-a-Class (CWC) Pre-Algebra Class-Within-a-Class (CWC) Algebra

Full Year

English Skills 8 includes the study of basic English skills in a small class setting. It is designed for students who require remediation of basic skills in one or more of the following areas: reading comprehension, written expression, spelling, grammar, mechanics, and vocabulary development. English Skills 8 will include an emphasis on increasing vocabulary development through the use of context clues, literary analysis, and sequenced writing skills. & Key Text: Language of Literature 7, McDougal-Little, Write Source 2000.

Special Services

Full Year Full Year

These CWC Algebra classes allow a child who struggles in math to remain in the regular classroom. Special educators go into the classroom to provide close attention and support such as: co-teaching, modified homework, adjusted tests, further explanation, and procedural notebooks as reference guides.

Math 8

Full Year

This class is offered for students who need Pre-Algebra as 8th graders. The small-group instruction and skills-based binder provide success. The teacher “spirals” back through the curriculum regularly to help reinforce previously learned material for long-term use. Graphic organizers and other special instruments assist students in excelling at their level of potential. As pre-algebra concepts are mastered, algebra is introduced.

Upper School Courses Study Skills 9

1 Unit

This course is an introduction to the study skills needed for success in high school. A specific curriculum is presented to the students in the areas of time management, organization, listening skills, outlining, note taking, test preparation, self advocacy, and assistive technology. In addition, this course supports and enhances core academic classes and offers accommodated test services. & Key Text: Survival Guide for Students

Study Labs 10, 11, 12 English Skills 8

Full Year

1 Unit

This course is a “structured” study laboratory and is offered to benefit students with diagnosed learning disabilities/ ADHD. Grade-level Study Labs are elective classes designed to support and enhance core academic classes while keeping the students organized. Calendars and study materials are planned for long-term project management and for better test preparation. Reviewing is done prior to tests to clarify concepts and apply study techniques. Students will: w Meet deadlines set by the LC teacher to ensure project and assignment completion in other classes. w Participate

in small-group discussions. w Develop

strong self-advocacy skills. w Learn

and implement assistive technology.

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English 9 (formerly English 9, 10) 1 Unit

English 12

English 9 is a freshman level course dedicated to the development of students’ essay writing and reading comprehension skills. Closely following the Expository Writing 9 curriculum taken in the traditional English sequence, it is arranged for students who require assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 9 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format will be integrated into each writing unit. Books used to develop reading skills parallel the traditional English curriculum and they provide the themes for much of the writing over the course of the year.

English 12 is a senior level literature course designed to prepare students for college-level reading. Students will read classic literature along with other non-fiction readings and respond through discussion and various types of writings.

The focus of the class is motivating students to become stronger readers. Both fiction and non-fiction texts will be utilized. & Key Text: Empowered College Reading: Motivation Matters, Linda A. Lee Using this text, students will learn to become active readers who will be able to “reap information, ideas, and inspiration from any text.” (Lee)

English 10

1 Unit

English 10 is a sophomore level class focusing on the literature of western civilization. This course parallels the content of the Literature of Western Civilization course taken by sophomores in the traditional English sequence.

It is specifically designed for preparing sophomores for the process of critical, expository writing and improvement of reading skills. Themes and topics covered include heroic quest literature, tragedies, Romanticism, and poetry. This course is for those students requiring assistance in skill development in one or more of the following areas: reading comprehension, written expression, spelling, grammar, and vocabulary development. English 10 focuses on the writing process required for literary analysis and critical expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more.

MLA format is taught and used for each writing. Selections used to develop reading skills include the British Literature from the Literature of Western Civilization course and provide the themes for much of the writing over the course of the year.

English 11

1 Unit

English 11 is a junior level reading and writing course. It is specifically designed to prepare juniors in the area of expository writing along with improving their reading skills.

Students will write several papers over the course of the year.

Writings will be based on books and essays and will also include some creative writing projects. English 11 focuses on the writing process required for expository writing such as essay architecture, sentence development, paragraph building, thesis development, research and more. MLA format is taught and used for each writing. & Key Text: Groundwork for College Reading, John Langan

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Class-Within-a-Class (CWC) American Literature

1 Unit

1 Unit

This CWC class provides the expertise of the American Literature teacher with the learning strategies of the TLC teacher. The Learning Center teacher is in the American Literature classroom to provide modifications and accommodations including: co-teaching, note-taking, modified assignments, modified homework, adjusted tests, and further explanations of concepts.

Class-Within-a-Class (CWC) American Literature

1 Unit

This CWC class provides the expertise of the American Literature teacher with the learning strategies of the TLC teacher. The Learning Center teacher is in the American Literature classroom to provide modifications and accommodations including: co-teaching, note-taking, modified assignments, modified homework, adjusted tests, and further explanations of concepts.

Class-Within-a-Class (CWC) Advanced Expository Writing

1 Unit

This CWC class pairs The Learning Center teacher and the Advanced Expository Writing teacher. This co-teaching arrangement allows senior students with diagnosed language disabilities in written expression to remain in the regular classroom. The Learning Center teacher provides an adaptive curriculum that parallels that of the writing teacher.

Special Services

The Extended Learning Center Vision The vision of the Extended Learning Center (ELC) is to provide an excellent educational setting for students grades 7 to 12 diagnosed with significant learning needs. In order to provide for each student’s needs in the least restrictive learning environment possible, the ELC dually pursues inclusion in traditional classes and provides the necessary intensive classes. The goal of the ELC is for each student to realize his or her God-given potential, embrace his or her identity and role within the body of Christ, and effectively work within the Kingdom of God.

Standards Through the ELC, Westminster students will: • Develop core competencies to the level of individual ability in reading, mathematics, language arts, and the Bible • Gain knowledge of history and science • Participate and grow in physical education and practical arts • Develop interpersonal relationships to foster the growth of Christian character • Learn self-reliance, self-acceptance, and self-advocacy.

Courses The following is a guideline for the average educational experience for students in the ELC. In actuality, each student will be placed in the least restrictive environment that the Special Services Planning Team deems appropriate to meet ISP goals, spiritual, and social needs.

Special Services

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Middle School

Upper School

Self-Contained Courses

Self-Contained Courses

English-Language Arts Full Year This course teaches reading and written expressive skills for students whose diagnosed disabilities prevent them from developing needed skills in a traditional English class. The curriculum includes S.P.I.R.E. reading, Read Naturally, Step Up to Writing, No Glamour Grammar, and selected literature.

English-Language Arts 1 Unit This course teaches reading and written expressive skills for students whose diagnosed disabilities prevent them from developing needed skills in a traditional English class. The curriculum includes Read Naturally, Step Up to Writing, No Glamour Grammar, and selected literature.

Mathematics Full Year The mathematics courses address the development of mathematic skills at a variety of levels based on individual needs. The curriculum includes individualized instruction, math manipulatives, computer-based skill practice, and skills-based worksheets.

Mathematics 1 Unit The mathematics courses address the development of mathematic skills at a variety of levels based on individual needs. The curriculum includes individualized instruction, math manipulatives, computer-based skill practice, and skills-based worksheets.

Study Skills/Social Skills Full Year This course focuses on organization, time management, listening, and task completion in the study skills area. Social skills are addressed from a biblical perspective and supplemented by languagebased curriculum materials.

Study Skills/Social Skills 1 Unit This course focuses on organization, time management, listening, and task completion in the study skills area. Social skills are addressed from a biblical perspective and supplemented by language-based curriculum materials.

Inclusion Courses

Geography and Cultures 1 Unit This course uses a cultural approach to regional geography, including industry, population, history, and regional identity. & Key Text: World Geography and Cultures, Globe Fearon Pacemaker.

ELC students in both the Middle and Upper School are generally accompanied by para-professionals to core grade level classes. The para-professional facilitates the acquisition of course content by determining the key concepts at a level that is appropriate for the student and also develops and administrates assessments.

Inclusion classes provide exposure to subject-specific teachers and socialization opportunities with age- and grade-level peers. Inclusion classes are determined on an individual basis.

U.S. History

1Unit This course is a survey of American history from the Revolutionary War to the present. Students will use a modified text book focusing on key themes as well as outside materials and experiences. & Key Text: U.S. History, Globe Fearon Pacemaker.

Life Science

1 Unit This course is a study of living things from tiny bacterium to the largest tree. The course includes the complexity of life from a biblical perspective. Good stewardship of all of God’s creation is a key theme throughout the course. & Key Text: Science and Technology Life Science, Holt.

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Special Services

Summer Programs

Christopher Knerr, Director B.S. Miami University M.A. Covenant Theological Seminary M.A. Washington University in St. Louis

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Experiential Learning Summer Seminar

Westminster offers Summer Seminar courses to students in order to provide meaningful experiential learning opportunities outside the traditional classroom. These seminars are designed to integrate activity, curriculum and community.

Summer Seminar – Gettysburg

½ Elective Unit

The Summer Seminar in Leadership will be a trip to Gettysburg, Antietam, the New River Gorge and Shenandoah National Park.

Fifteen sophomores, identified for their leadership potential, are invited to participate. Students will spend three days at the battlefields and will study specific snapshots of leadership and the corresponding responsibilities it requires. The trip culminates with a three-day hike in which students implement the principles learned during the visits to the battlefields.

Summer Seminar – New England

Summer Seminar – Washington

½ Elective Unit

By participating in a 10-day trip through Washington’s Olympic Peninsula and Oregon’s Columbia Gorge, students will explore the theme of “beauty by design” in three core courses in literature, theology and science. The focus of the course is the development of a biblical understanding of beauty and our responsibility as Christians to recognize, seek and create beauty.

Students will take day hikes to the Hoh Rain Forest, Mt. Rainier, Mt. St. Helens and Mt. Hood. The trip culminates with a threeday whitewater raft trip on the Deschutes River.

½ Elective Unit

Over the course of a seven-day trip to New England, students will explore the theme of “setting determines experience” in core courses covering American literature, history and art. The focus of this course is the understanding of how culture, the beauty of nature and the history of a “place” inspire individuals, encouraging them to use their gifts and abilities creatively.

Recognizing that God brings our lives to distinct “places,” students seek not only to understand the creativity of authors and artists but also to acknowledge the responsibility God has given each of us to live meaningfully in whatever “place” He takes us. Students interact with a variety of literature and art selections in locations such as Salem, Massachusetts; Walden Pond; Cambridge, Massachusetts; and Derry, New Hampshire.

Experiences include short hikes in historic settings, sailing on Marblehead Harbor, walking colonial streets and dining in locations famous in American history and literature. This trip concludes with a visit to New York City, where students explore the decadence of F. Scott Fitzgerald’s The Great Gatsby, tour the Statue of Liberty, experience the energy of Times Square and take in a Broadway show.

Summer Seminar – South Dakota

to work towards the restoration of the earth to God’s original intent. Students will interact with a variety of literary selections and participate in a three-day bike tour on the Mickelson Trail, day hikes in the Badlands and Mt. Harney, and a two-day kayaking trip on the remote White River. The trip also includes a guided tour of Dan O’Brien’s Broken Heart buffalo ranch.

½ Elective Unit

Over the course of a 10-day trip through the Badlands and Black Hills of South Dakota, students explore the theme of “restoration” through core courses in literature, history and science. The focus of the course is the development of a biblical understanding of restoration: the responsibility of all Christians

Summer Cultural and Language Immersion Experience SCLIE is an intense, highly motivating, authentic opportunity for advanced world language students to apply and integrate their language knowledge and skills. During these 10- to 15-day trips, students will be immersed in the language and culture through guided travel and an extended stay with a host family.

European Backpacking Trip

This 15-day excursion will explore historically and culturally rich locations in Europe, including Rome, Switzerland and London. Landmarks will include locations such as the Tower of London, Big Ben, the House of Parliament, a castle, the Roman Forum, the Coliseum and the Sistine Chapel.

Students will learn how to travel confidently and courteously in a variety of cultural contexts.

South Korea Trip

A small group of students will travel to Seoul, South Korea in order to assist at a summer camp at Westminster’s sister school, Saemmul Middle School. Students will learn cross-cultural communication skills.

SCLIE trips change yearly according to student interest and faculty availability. Future trip locations under consideration include Costa Rica, France and Central Europe.

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Summer Programs

800 Maryville Centre Drive • Town & Country, MO 63017 314.997.2900 • www.wcastl.org Page 72